Workbook
Business Plan Template Student Workbook RIICWD507D: Prepare Detailed Geotechnical Design What is the purpose of this document? The Assessor Pack is a benchmarking document that defines the skills and knowledge required for the students to demonstrate competence in a unit of competency. This document outlines the evidence criteria used to judge the quality of performance (i.e., the assessment decision-making rules). The document includes the following: · Information related to the unit of competency · Benchmark answers and guidelines to assess the student’s competency Trainer/Assessor Evaluation These documents are designed after conducting thorough industry consultation. Trainers are encouraged to evaluate this document and provide constructive feedback to their training organization if they feel that this document can be improved. Link to other unit documents · The Student Pack is a document for students to complete to demonstrate their competence. This document includes context and conditions of assessment, tasks to be administered to the student, and an outline of the evidence to be gathered from the student. · The Unit Mapping is a document that contains information and comprehensive mapping with the training package requirements. · The Unit Requirements is a document that contains information related to the unit of competency for the Training Organization staff and students. Unit Code: ICTSAS527 Page 1 of 66 1. Qualification and unit of competency Qualification/Course/Program Details Code: Name: Unit of competency Code: RIICWD507D Name: Prepare Detailed Design of Foundations Releases: 1.0 Release date: 12/July/2022 2. Assessments The student must be assessed as satisfactory in each of the following assessment tasks in order to demonstrate competence. Evidence number Assessment method/ Type of evidence Assessment 1 Knowledge Test (KT) Assessment 2 Project (PT) 3. Instructions to complete the outcomes of assessment in the Student Unit Tool assessment record You are required to fill out the assessment outcome records in the Student Pack when: · The student has completed all requirements for the assessment tasks for this unit of competency. · The student’s work has been reviewed and assessed by you. · You have recorded a satisfactory/unsatisfactory result for each assessment task within this unit of competency. · Relevant and detailed feedback has been provided to the student. Every assessment has a “Feedback to Student” section to record information. You must ensure that all sections are filled out appropriately, such as: · The results of the assessments (Satisfactory or Unsatisfactory) · Student name, signature, and date · Assessor name, signature, and date · Relevant and detailed feedback 4. Unit Requirements The student must read and understand all the information in the Unit Requirements before completing the Student Pack. Assessor Pack Unit Code: MEM3001A Page 10 of 66 5. Feedback to student Feedback on the student’s assessment performance is a vital element of learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take. Feedback defines for students what their trainer/assessor think is important for the student to know with regards to a topic or a subject. At its best, feedback should: · Be provided for each Assessment Task · Guide students to adapt and adjust their learning strategies · Guide trainers/assessors to adapt and adjust their teaching to accommodate the student’s learning needs · Be a pivotal feature of learning and assessment design, not an add-on ritual · Focus on course and unit learning outcomes · Guide students to become independent and self-reflective learners and their own critics · Acknowledge the developmental nature of learning Feedback should not provide short/one-word comments, such as “Fantastic” or “Great work!”. Feedback needs to be: · Constructive - highlighting the strengths and weaknesses of a given piece of work, it should set out ways in which the student can improve the work. · Timely – should be given while the assessed work is still fresh in a student's mind before the student moves on to subsequent tasks. · Meaningful- should target individual needs, be linked to specific assessment criteria, and be received by a student in time to benefit subsequent work. If students have not received proper feedback, they can speak to the Compliance or Administration Department responsible for looking after the quality and compliance services of the Training Organization For more information, please refer to the Training Organization’s Student Handbook. Learner Instructions Overview Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. Written work Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria: Address each question including any sub-points Demonstrate that you have researched the topic thoroughly Cover the topic in a logical, structured manner Your assessment tasks are well presented, well referenced and word processed Active participation It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time. Plagiarism Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism: Presenting any work by another individual as one's own unintentionally Handing in assessments markedly similar to or copied from another learner Presenting the work of another individual or group as their own work Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet. If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly. Collusion Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Competency outcome There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience). Once the learner has completed all the assessments for this unit of competency, the learner will be awarded “Competent” (C) or “Not Competent” (NC) for the relevant unit of competency. Confidentiality The college will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information. Assessment appeals process If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal via the complaint and appeal form which is available on the college website. Recognised prior learning Learners will be able to have their previous experience or expertise recognised on request. Special needs Learners with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately. Assessment requirements Assessment can be: Direct observation Product-based methods e.g. reports, role plays, work samples Portfolios – annotated and validated Questioning. The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency. To demonstrate competence in this unit, you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. Once you have demonstrated the required level of performance, you will be deemed competent in this unit. As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction. Candidate Details Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for RIICWD507D: Prepare Detailed Geotechnical Design Name: _____________________________________________________________ Email: _____________________________________________________________ Student ID: _____________________________________________________________ Declaration I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed. Signed:____________________________________________________________ Date: ____________________________________________________________ If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below: This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person. Learner 1: ____________________________________________________________ Signed:____________________________________________________________ Learner 2: ____________________________________________________________ Signed:____________________________________________________________ Learner 3: ____________________________________________________________ Signed:____________________________________________________________ The following forms the basis of the evidence that you need to collect from students for assessment in this assessment task. The task and specific assessment requirements that are given to students are also outlined. · Refer to all the blue and italic text for a guide to suggested answers and benchmarking for assessments and for instructions on how to use the assessment tools. · Ensure all outlined conditions of assessment requirements are met. · For each assessment task, an Assessment Result Sheet form for the student is completed. This is located at the end of each assessment task in the Student Pack · This Assessment Result Sheet allows the trainer/assessor to record the following items: · The outcome of the assessment tasks as either Satisfactory (S) or Not Satisfactory (NS). · Feedback to the student · The student declaration · The Trainer/Assessor declaration · The trainer/assessor and the student must sign the Assessment Result Sheet to show that the student was provided with the task outcome. · The Unit Mapping identifies what aspects of the Unit of Competency are being addressed in each assessment task. · Once all assessment tasks allocated to this Unit of Competency have been undertaken, the Student’s Assessment Plan (point 5 in the Student Pack) is completed to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC). · When all assessment tasks are deemed Satisfactory (S), the unit outcome is Competent (C). · If at least one of the assessment tasks is deemed Not Satisfactory (NS), the unit outcome is Not Yet Competent (NYC). · The following information is attached to each assessment task: · Assessment type · Assessment task description · Applicable conditions · Resubmissions and reattempts · Location · Instructions for completion of the assessment task · How trainers/assessors will assess the work · Task-specific instructions for the student Resources required to complete the assessment task: · Computer · Internet · Access to Codes and standards · Project Drawings & Specifications · Soil Testing Report / Geotechnical Report · MS Word · Printer or e-printer Assessment task Instructions · There are written questions in this assessment pack. · The student must attempt all questions. · Instructions/Guidelines such as word-limit, what is expected from the student, example answer etc. have been given to each question. · The student must complete this task individually. · The student’s answers must demonstrate understanding and application of relevant concepts and critical thinking. Assessment 1 - Knowledge Test Q-1 Which legislation / Standard is required to prepare detailed Geotechnical Design report? A-1 Q-2 What is Geotechnical Engineering? A-2 Q-3 What is the typical geotechnical site inspection? A-3 Q-4 What are the most commonly used industry equipments and machinery for geotechnical site inspection? A-4 Q-5 Name and explain different types of ground improvement methods. (Any Two) A-5 Q-6 Name the types of software used for the Detailed Geotechnical Design? A-6 Q-7 Why are bearing capacity assessments conducted? A-7 Q-8 Briefly explain areas, volumes, density and mass. A-8 Q-9 What is the difference between verification and validation of a design? A-9 Q-10 What is the purpose of planning in geotechnical design projects? Outline a planning process for geotechnical design work. A-10 Q-11 What is defined in a soil testing report? A-11 Q-12 What is the process for Geotechnical Report approval? A-12 Q-13 Explain briefly: 1. Cultural & Heritage Management. 2. Environmental Management. 3. Geotechnical Management. 4. Quality Management. 5. Hydrological & Meteorological Management. A-13 Q-14 What is meant by System Close Outs? A-14