SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Demonstrate basic knowledge and understanding of the interrelationship between rock strength, stress and fracturing 
SAQA US ID UNIT STANDARD TITLE
115631  Demonstrate basic knowledge and understanding of the interrelationship between rock strength, stress and fracturing 
ORIGINATOR
SGB Mining and Minerals 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 06 - Manufacturing, Engineering and Technology Fabrication and Extraction 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 2  NQF Level 02  2 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 		 2004-08-11  2007-08-11  SAQA 0655/04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-08-11   2011-08-11  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
252854  Demonstrate an understanding of the interrelationship between rock strength, stress and fracturing  Level 2  NQF Level 02  2   

PURPOSE OF THE UNIT STANDARD 
This unit standard will be useful to people who are responsible for identifying the effects of stress and fracturing on rock strength.

People credited with this unit standard are able to:
  • Demonstrate basic knowledge of stress in the mining environment;
  • Demonstrate basic knowledge of rock strength;
  • Demonstrate basic knowledge of the effects of stress on the rock mass;
  • Demonstrate basic knowledge of the effect of stress on excavation stability.

    The skills, knowledge and understanding demonstrated within this unit standard are essential for social and economic transformation and contribute to the upliftment and economic growth of the mining and minerals sector. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • National Introductory Certificate to Mining and Minerals ( Level 1) 
    		•

    UNIT STANDARD RANGE 
    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate basic knowledge of stress in the mining environment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Basic explanations of pre-mining concepts are provided. 
    ASSESSMENT CRITERION RANGE 
  • Different mining depths
  • Overburden weight
  • Vertical stress
  • Horizontal stress
  • K-ratio
     
    		•

    ASSESSMENT CRITERION 2 
    Explanations of the effect of mining operations on stress levels are provided. 
    ASSESSMENT CRITERION RANGE 
  • Virgin stress
  • Induced stress
  • Field stress
     
    		•

    SPECIFIC OUTCOME 2 
    Demonstrate basic knowledge of rock strength. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A description of the rock forming processes confirms knowledge of variations in rock types. 
    ASSESSMENT CRITERION RANGE 
  • Sedimentary;
  • Igneous and;
  • Metamorphic rocks.
     
    		•

    ASSESSMENT CRITERION 2 
    A description of variations in rock characteristics is provided. 
    ASSESSMENT CRITERION RANGE 
  • Texture;
  • Grain size;
  • Strength;
  • Density.
     
    		•

    ASSESSMENT CRITERION 3 
    The description of basic rock testing methods confirms understanding of rock strength. 
    ASSESSMENT CRITERION RANGE 
  • Point load;
  • Uni-axial compressive strength;
  • Tri-axial strength.
     
    		•

    SPECIFIC OUTCOME 3 
    Demonstrate basic knowledge of the effects of stress on the rock mass. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A description of the failure of a rock sample under test conditions is provided. 

    ASSESSMENT CRITERION 2 
    Basic explanation of the relation between the rock sample testing and underground conditions confirm understanding. 

    ASSESSMENT CRITERION 3 
    A description of stress fractures is provided. 
    ASSESSMENT CRITERION RANGE 
    Fractures surrounding mining excavations.
     

    SPECIFIC OUTCOME 4 
    Demonstrate basic knowledge of the effect of stress on excavation stability. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Explanation of the effect of underground excavations on stress levels surrounding the excavation confirms understanding. 

    ASSESSMENT CRITERION 2 
    A description of the effect of the following on stress fractures is provided. 
    ASSESSMENT CRITERION RANGE 
  • Increased stress levels;
  • Decreased rock strength.
     
    		•

    ASSESSMENT CRITERION 3 
    The results of excessive stress fracturing are identified and confirm understanding. 
    ASSESSMENT CRITERION RANGE 
  • Scaling from sidewalls;
  • Closure into the excavation;
  • Intersection with geological structures;
  • Friable hangingwall conditions;
  • Pillar failure;
  • Falls of ground.
     
    		•


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.

    The following embedded knowledge is addressed in an integrated way in the unit standard:
  • Health and safety 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking.
  • Note: The ability of the candidate to relate underground conditions to stress levels, excavation layouts and rock strengths. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.
  • Note: The ability and willingness of the candidate to explain that stress fractures result in poor conditions which could affect the team's safety. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.
  • Note: Not applicable to this Unit Standard. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
  • Note: The ability of the candidate to observe, analyse and evaluate stress fracturing in an attempt to improve the safety of the team. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and / or language skills in the modes of oral and / or written presentations.
  • Note: The appropriate communication with other personnel to assist their understanding of the need for additional support to combat fracturing. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.
  • Note: The use of science and technology is promoted through the understanding of modern rock strength testing methods. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
  • Note: The understanding of the effect of mining practice, rock strength, stress and support installation on underground conditions and the safety of workers confirms. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 
    		•

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 252854, which is "Demonstrate an understanding of the interrelationship between rock strength, stress and fracturing", Level 2, 2 credits.

    Terminology

    Specified Requirements:

    Specified requirements include legal and site-specific requirements and are contained in one or more of the following documents:

    Legal:
  • Relevant Acts: e.g. Mine Health & Safety Act, 1996 (Act no 29/1996), and Minerals Act and Regulations, 1991 (Act no 50/1991)
  • Mandatory Codes of Practice
  • SABS and other relevant Standards
  • Chief Inspector of Mines' Directives

    Site-specific:
  • Hazard Identification and Risk Assessments (HIRA)
  • Occupational Health and Safety Risk Management Programme
  • Managerial Instructions
  • Mine Standard Procedures
  • List of Recorded OH&S Risks
  • Working Guides
  • Equipment and Materials Specifications

    Unit Standard Justification
  • Skills: Level 3: Well-developed range
  • Procedures: Level 3: Significant choice.
  • Context: Level 2: Routine and familiar.
  • Knowledge: Level 3: Some relevant theoretical
  • Information processing: Level 2: Basic processing of readily available information
  • Problem Solving: Level 3: A range of known responses to familiar problems, base on limited discretion and judgement.
  • Orientation of activities: Level 2: Directed.
  • Application of responsibility: Level 2: Some responsibility for quantity and quality, and possible responsibility for guiding others.
  • Orientation of scope of responsibility: Level 2: Under general supervision and quality control.

    Average Level: = 2.44
    Actual Level Assigned: = 2

    Credits

    Total hours required by the learner to achieve the required outcome:
  • Classroom Teaching: 8 hours
  • On-The-Job Training: 12 hours
  • Total: 20 hours

    Credits Achieved: = 20 / 10 = 1.0
    Credits Assigned: = 2 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.