UNIT Install a diversion system VER /July/2005 Copyright PACI

Transcription

1 UNIT Install a diversion system VER /July/2005 Copyright PACI UNIT DESCRIPTION: This unit refers to the knowledge and skills required to install a diversion system that accurately redirects the trajectory of ropes within a load bearing system. Elements 1. Assess the situation and gather resources 2. Install the diversion system 3. Redirect the rope trajectory to a new path 4. Adjust the diversion system RANGE OF VARIABLES Variable statement Performance criteria 1.1 The need for a diversion system is determined. 1.2 Resources required to install an effective diversion system are promptly gathered. 2.1 A range of possible diversion configurations are evaluated and the most appropriate configuration is selected to achieve the task. 2.2 The location and number of individual diversion points within the system is determined and then installed. 2.3 The diversion system is capable of withstanding maximum predicted operational load. 2.4 Diversion system is installed to meet the requirements of the task. 2.5 Individual diversion points are capable of sustaining the anticipated forces. 3.1 Diversion system is accurately positioned to avoid rope contact with obstacles and/or abrasive surfaces. 3.2 The rope trajectory is diverted from the primary anchor system to align ropes in a more advantageous position or to avoid contact with sharp or abrasive surfaces. 3.3 The degree of angular deflection is minimised to reduce building up excessive frictional forces. 4.1 A test load is applied to the diversion system. 4.2 Adjustments are made to individual diversion points after testing the entire system under load to ensure it performs as expected. Categories Diversion system will consist of one or more individual diversion points 1. Diversion system 2. Resources 3. Task 4. Diversion points Diversion systems may be fixed or releasable: A. Fixed (cannot be adjusted or released while the system is under load) B. Releasable (can be adjusted or released while the system is under load) Resources required to install an effective diversion system may include: a. connectors (eg carabiners, maillon rapides) b. pulleys c. slings (factory sewn or tied with a joining knot) d. belay devices (to allow adjustment of the diversion system under load) e. accessory cord (eg prusik cord) f. rope (kernmantel type) g. frames (eg Tripod, Larkin, Ozpod, Crux 2000, etc) Tasks could include: a. lowering (eg lowering a patient in rescue situations) b. hauling (eg raising a patient in rescue situations) c. ascending (eg using mechanical rope grabs) d. descending (eg abseiling) e. belaying (eg belaying a climber the rope may need to be diverted to change the direction of the force of a fall) Diversion systems will contain one or more individual diversion points which may consist of: a. pulley b. carabiner c. an anchor to support the diversion point d. a frame (eg Tripod, Larkin, Ozpod, Crux 2000, etc) Page 1 of 5

2 Work tasks requiring the use of diversion systems could include: a. Industrial: a1. tree lopping/tree canopy access/tree surgery a2. cleaning (eg window cleaning, gutters, water blasting etc) a3. refurbishing surfaces (eg painting) a4. installations (eg satellite dish, solar hot water, roof sheeting) a5. routine maintenance of exterior equipment and/or fittings a6. testing/measuring a7. photography/cinematography a8. inspections (eg cracks, corrosion, leaks) a9. pest control/removal a10. site rehabilitation (eg disused mining sites, open pit mines, steep embankments) 5. Work task a11. cutting, grinding and other hot work a12. climbing buildings & structures (eg tower climbing or tactical climbing to access a position on a building) b. Recreational: b1. abseiling b2. climbing (top rope, lead, artificial wall, natural rock, big wall/aid, snow & ice, high alt) b3. canyoning b4. caving b5. tyrolean / rope traverse / flying fox c. Emergency situation: c1. Preparing to access the patient from above using a roping procedure c2. Installing and then operating a mechanical advantage system to retrieve a patient c3. Installing and then operating a lowering system to evacuate a patient Page 2 of 5

3 EVIDENCE GUIDE Assessment must confirm: The ability to assess a situation and make a decision (where necessary) to re-direct the trajectory of force from the primary anchor system to align ropes in a more advantageous position or to avoid contact with sharp edges. 1) The ability to apply knowledge and skills within a two dimensional environment (eg on flat ground at the top of a cliff) 2) The ability to apply knowledge and skills within a three dimensional environment (eg caves, underground mines, stairwells inside buildings, etc) 3) The ability to determine if fixed or releasable diversion points are required Assessment must also confirm that competency has been achieved within a particular work context that is relevant to the learners needs. Contexts could include: 1. Critical aspects of evidence to be considered In emergency situations a1. ability to assess the surrounding area and select the best possible diversion anchor points within a time critical situation a2. ability to determine what type of diversion point is required (eg fixed or releasable) a3. ability to improvise with limited resources where necessary a4. ability to work as part of a team In industrial work situations (eg AS 4488 rope access): a5. the ability to identify and use solid and reliable anchor systems using the available structural fittings/beams/work surface a6. knowledge and application of relevant Australian Standards for industrial applications eg: AS 1891 series AS 4488 series In recreational contexts: a7. the ability to identify and use available natural anchors (eg trees, boulders, rock features such as threads ) 2. Interdependent assessment of units 3. Required knowledge and skills 4. Resource implications a. For the purposes of integrated assessment, this unit must be assessed in conjunction with; Install an anchor system; and then contextualised with a unit relevant to the task eg, Install and operate a hauling system. Underpinning knowledge a1. In industrial contexts, the ability to ensure that diversion points can withstand the minimum forces specified by the AS 1891 series and AS 4488 when used in a life supporting role at a workplace. a2. In emergency situations (such as those experienced by professional/occupational vertical rescue teams), the ability to identify an anchor point of such strength and quality as to constitute acceptability for use as a diversion point. a3. Equipment and their design limitations (eg pulleys) a4. Knowledge of knots and their application b. Underpinning skills b1. Problem solving b2. Ability to identify the location of appropriate diversion points that will enable the rope(s) to be accurately re-directed to a desired trajectory a. Assessment of this unit requires access to a site suited to the context of the students work situation (eg for industrial contexts = buildings and/or structures; for outdoor recreation contexts = natural cliffs). b. Assessment of this unit will require human resources consistent with the most current Assessor and Workplace Trainer competency standards. Page 3 of 5

4 a. Competency in this unit must be assessed on more than one occasion over different surfaces/structures in order to ensure consistency of performance over the range of variables and workplace contexts that are relevant or applicable. The need for accurate diversions are essential when using hauling systems or when undertaking AS 4488 twin rope work. Opportunities must be created for students to install anchors and diversion systems at appropriate times during a course of instruction. 5. Consistency in performance b. If the student can successfully install a diversion system on one occasion but not the next, competency cannot be inferred. The student MUST prove, through a series of relevant and contextualised activities that s/he can perform consistently. For the purposes of inferring competency, observations made over at least three (3) separate instances with error free performance over the course of the activity. This requirement is best accomplished over the course of a normal training program spanning one or more days. The assessor must distinguish between what constitutes a counselling point (eg reducing diversion system complexity) in contrast to what would have led to system failure or rope damage. Assessment context must be pitched in either of the following contexts: i) recreational; or ii) industrial; or iii) emergency services oriented (ie public safety). A distinction must be made between what is work and what is an emergency situation. Therefore, context and relevancy is important when assessing trainees in their ability to install accurate and reliable diversion systems. The student will install the diversion system to suit a realistic situation that is relevant to his/her workplace needs. Regardless of the context, common principles prevail which include, but are not limited to: 6. Context for assessment [ ] application of angles and how this affects transmission of force through individual diversion points [ ] the friction arising from the diversion system [ ] the resultant resistance that a haul team would have to overcome [ ] the underlying strength and integrity of each individual diversion point within the system [ ] potential for rope damage through contact with obstacles and/or abrasive surfaces The following conditions of assessment must be met: a. Assessment of this unit must occur in a real situation or a simulation that can accurately re-create the conditions expected in a real workplace. b. Assessment will be designed to determine the students ability to apply knowledge and skills to suit either a site/job-specific situation or a range of work situations across multiple sites. Where site-specific assessment takes place, this should be indicated on the statement of attainment since the person s knowledge & skills will be limited. Multi-site training means the student can transfer his/her knowledge and skills outside of the immediate workplace and in a range of situations. c. Competency must be demonstrated in the context relevant to the learners workplace (eg natural cliff environment, buildings, structures, confined space access, roofs, caves, underground mines, AS 4488 twin rope access work, etc) d. The student will be given access to equipment resources that are typical of and relevant to the workplace. Page 4 of 5

5 e. Assessment of this unit will include a combination of techniques including: -direct observation of performance -oral questioning -written examination Outdoor recreation activities are carried out for fun and adventure. The presence of risk and presenting challenges will be part of the motivation behind the chosen activity. Equipment used to install diversion systems may include removable protection devices (eg wired nuts, hex s, cams), tape slings, a variety of rope diameters and constructions, and include a combination of naturally occurring anchor points (eg trees, boulders, rock features etc). Abseiling & top rope climbing applications: -assessment must confirm ability to identify and use naturally occurring anchor points Lead climbing / Big wall / Aid climbing applications: -assessment must confirm ability to select and use a range of removable protection devices (eg wired nuts, hex s and cams) In industrial contexts, activities are carried out under a contract for work where the intention is to make a profit. There is no apparent emergency and risk taking and adventure are not primary factors in the activity. Equipment used to rig anchors may include proprietary frames, portable clamping devices, counter-weights, bolts, vehicles, structural beams/members, and other in-situ structural fittings. The requirements of Australian Standards will apply eg AS When assessing student competency, assessors must consider the time frame in which the student completes the assigned task. Assessment should capture the ability of the student to tie knots and establish anchors in a time frame that is realistic to the learners workplace. Time taken is a measure of student work efficiency and hence suitability for future employment. In emergency situations (ie public safety), the critical distinguishing feature is that a seriously injured person must be accessed and stabilised in the shortest possible time frame. Procedures are not carried out for profit but rather to save lives. Equipment therefore will typically be highly portable, able to be backpacked in to the incident site or be air transportable (eg helicopter). Assessment must closely simulate the circumstances that the team might be deployed in. It is pointless training with equipment that the team would never use or simply cannot obtain or worse still, not relevant. For example, some emergency services teams use proprietary frames to create an artificially high diversion point when no overhead anchorage is normally available. The frame particularly facilitates manoeuvring a stretcher over a cliff edge or in an industrial situation over and through a manhole entrance. However, not all teams will have need for a frame. This is particularly true in situations where a team has to walk long distances or scramble over rough terrain frames are heavy and bulky. In a natural cliff environment, a rescue team may decide to use trees (eg fork in the tree) and/or boulders (where they exist) to re-direct the trajectory of ropes. Page 5 of 5