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 understanding of heat transfer equipment 
SAQA US ID UNIT STANDARD TITLE
244072  Demonstrate understanding of heat transfer equipment 
ORIGINATOR
Chemical Industries SGB 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 06 - Manufacturing, Engineering and Technology Engineering and Related Design 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 2  NQF Level 02  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
Learners who demonstrate competence as described in the outcomes of this unit standard will be able to understand heat transfer equipment in a processing environment.

The qualifying learner is able to:
  • Demonstrate an understanding of heat exchangers in process applications.
  • Demonstrate an understanding of air coolers in process applications.
  • Demonstrate an understanding of cooling towers in process applications.
  • Demonstrate an understanding of fuel types in process applications.
  • Demonstrate an understanding of fired heaters in process applications. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners accessing this unit standard will have demonstrated competence against mathematical literacy and literacy at NQF Level 1 or equivalent. 

    UNIT STANDARD RANGE 
    The typical context of this unit standard includes any processing environment, for example chemical, minerals or beverage processing.

    Range statements, which are applicable to the unit standard titles, specific outcomes and assessment criteria are found beneath the applicable assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate an understanding of heat exchangers in process applications. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different types of heat exchangers and their process applications are described in accordance with specified requirements. 
    ASSESSMENT CRITERION RANGE 
    The range of heat exchangers includes shell and tube, double tube, plate, spiral and recuperators.
     

    ASSESSMENT CRITERION 2 
    The advantages and disadvantages of different heat exchanger types are explained in terms of process applications. 

    ASSESSMENT CRITERION 3 
    Symbols used to indicate heat exchangers are used in simple freehand drawings. 

    ASSESSMENT CRITERION 4 
    Indicators and reasons for poor heat exchanger performance are described in terms of process applications. 
    ASSESSMENT CRITERION RANGE 
    The reasons include fouling, leaks, obstruction, channeling, poor flow, vibration, corrosion and cooling/heating medium temperature.
     

    ASSESSMENT CRITERION 5 
    Components of heat exchangers are identified in terms of process applications. 
    ASSESSMENT CRITERION RANGE 
    Components include tubes, shell, heads, inlets, outlets, baffle plates, tube sheets and insulation.
     

    ASSESSMENT CRITERION 6 
    Basic working principles of heat exchangers are described in terms of process applications. 

    ASSESSMENT CRITERION 7 
    Simple heat exchanger system configurations are sketched and explained as applicable to process applications. 
    ASSESSMENT CRITERION RANGE 
    Configurations include single pass, double pass, counter flow, u-tube and kettle design.
     

    SPECIFIC OUTCOME 2 
    Demonstrate an understanding of air coolers in process applications. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different types of air coolers and their process applications are described in accordance with specified requirements. 
    ASSESSMENT CRITERION RANGE 
    The range of air coolers includes natural draft, induced draft and forced draft coolers.
     

    ASSESSMENT CRITERION 2 
    The advantages and disadvantages of different air cooler types are explained in terms of process applications. 

    ASSESSMENT CRITERION 3 
    Symbols used to indicate air coolers are used in simple freehand drawings. 

    ASSESSMENT CRITERION 4 
    Indicators and reasons for poor air cooler performance are identified and described in terms of process applications. 
    ASSESSMENT CRITERION RANGE 
    Reasons include fouling, debris, environmental heat, fin separation, atmospheric corrosion, process side corrosion.
     

    ASSESSMENT CRITERION 5 
    Components of air coolers are identified as applicable to process applications. 
    ASSESSMENT CRITERION RANGE 
    Components include fin tubes, tube sheets, fan blades, speed/pitch control, motors, drive mechanisms, inlet manifold, outlet manifold.
     

    ASSESSMENT CRITERION 6 
    Basic working principles of air coolers are described in terms of process applications. 

    SPECIFIC OUTCOME 3 
    Demonstrate an understanding of cooling towers in process applications. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different types of cooling towers and their process applications are described in accordance with specified requirements. 
    ASSESSMENT CRITERION RANGE 
    The range of cooling towers includes natural draft, induced draft, forced draft, counter flow, wet and dry towers.
     

    ASSESSMENT CRITERION 2 
    The advantages and disadvantages of different cooling tower types are explained in terms of process applications. 

    ASSESSMENT CRITERION 3 
    Symbols used to indicate cooling towers are used in simple freehand drawings. 

    ASSESSMENT CRITERION 4 
    Indicators and reasons for poor cooling tower performance are identified and described in terms of process applications. 
    ASSESSMENT CRITERION RANGE 
    Reasons include fouling, debris, environmental heat, humidity, splash pack collapse, poor water distribution, nozzle blockage.
     

    ASSESSMENT CRITERION 5 
    Components of cooling towers are identified in terms of process applications. 
    ASSESSMENT CRITERION RANGE 
    Components include splash packs, water distribution network, spray nozzles, pond, fin tubes, tube sheets, fan blades, motors, drive mechanisms, inlet manifold, outlet manifold.
     

    ASSESSMENT CRITERION 6 
    Basic working principles of evaporative cooling and cooling towers are described in terms of process applications. 

    SPECIFIC OUTCOME 4 
    Demonstrate an understanding of different fuel types in process applications. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different types of fuels are identified and described in accordance with specified requirements. 
    ASSESSMENT CRITERION RANGE 
    The range of fuels includes coal, liquid petroleum fuels, gas and organic waste materials.
     

    ASSESSMENT CRITERION 2 
    The advantages and disadvantages of fuel types are explained in terms of process applications. 

    ASSESSMENT CRITERION 3 
    The use of each fuel type is identified and described in terms of process applications. 

    ASSESSMENT CRITERION 4 
    Basic combustion principles are described in terms of process applications. 

    SPECIFIC OUTCOME 5 
    Demonstrate an understanding of direct fired heaters in process applications. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different types of direct fired heaters and their process applications are described in accordance with specified requirements. 
    ASSESSMENT CRITERION RANGE 
    The range of direct fired heaters includes boilers, heaters, incinerators and rotating kilns.
     

    ASSESSMENT CRITERION 2 
    The advantages and disadvantages of different direct fired heaters are explained in terms of process applications. 

    ASSESSMENT CRITERION 3 
    Symbols used to indicate direct fired heaters are used in simple freehand drawings 

    ASSESSMENT CRITERION 4 
    Indicators and reasons for poor direct fired heater performance are described in terms of process applications. 
    ASSESSMENT CRITERION RANGE 
    The reasons include fouling, flame pattern, burner blockage, poor atomizing, burner tip damage.
     

    ASSESSMENT CRITERION 5 
    Components of direct fired heaters are identified in terms of process applications. 
    ASSESSMENT CRITERION RANGE 
    Components include burners, tubes, stack, primary and secondary air supply, atomizing steam, refractory.
     

    ASSESSMENT CRITERION 6 
    Basic working principles of direct fired heaters are described in terms of process applications. 

    ASSESSMENT CRITERION 7 
    Simple direct fired heaters system configurations are sketched and explained in terms of process applications. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • An assessor, accredited with a relevant NQF Level 2 or higher qualification, will assess the learner's competency.
  • Only an assessor with considerable first hand experience in process operations will assess the learner's competency.
  • Anyone assessing a learner or moderating the assessment of a learner against this Unit Standard must be registered as an assessor with the relevant ETQA.
  • Direct observation in simulated or actual work conditions is required. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner understands and can:
  • Explain the use of heat exchangers in process applications.
  • Explain the use of air coolers in process applications.
  • Explain the use of cooling towers in process applications.
  • Explain the use of fuel types in process applications.
  • Explain the use of fired heaters in process applications. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    The learner is able to identify and solve problems in which responses display that responsible decisions, using critical and creative thinking, have been made by:
  • Identifying the Indicators and reasons for poor equipment performance.

    Refer to the following specific outcome/s:
  • Demonstrate an understanding of heat exchangers in process applications.
  • Demonstrate an understanding of air coolers in process applications.
  • Demonstrate an understanding of cooling towers in process applications.
  • Demonstrate an understanding of direct fired heaters in process applications. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community by:
  • Maintaining sound relations with co-workers.

    Refer to the all specific outcome/s: 
    		•

    UNIT STANDARD CCFO ORGANISING 
    The learner is able to organise and manage himself and his activities responsibly and effectively by:
  • Explaining a range of system configurations.

    Refer to the following specific outcome/s:
  • Demonstrate an understanding of heat exchangers in process applications.
  • Demonstrate an understanding of direct fired heaters in process applications. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information by:
  • Identifying indicators and reasons for poor equipment performance.
  • Identifying components of heat exchangers, air coolers, cooling towers and direct fired heaters.
  • Identify different types of fuels.

    Refer to the all specific outcome/s: 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively by using mathematical and/or language skills in the modes of oral and/or written presentations by:
  • Sketching a range of symbols used to indicate heat exchangers, air coolers, cooling towers and direct fired heaters.
  • Sketching simple equipment configurations related to heat exchanger and direct fired heaters system.

    Refer to the following specific outcome/s:
  • Demonstrate an understanding of heat exchangers in process applications.
  • Demonstrate an understanding of air coolers in process applications.
  • Demonstrate an understanding of cooling towers in process applications.
  • Demonstrate an understanding of direct fired heaters in process applications. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others by:
  • Understanding the principles of heat exchanger equipment.

    Refer to the all specific outcome/s: 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by:
  • Recognising that heat transfer equipment does not exist in isolation.

    Refer to the all specific outcome/s: 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full personal development of each learner and the social and economic development of the society at large by:
  • Understanding the role of heat transfer equipment in a production environment and the effect it has on the growth and development of the organisation, its customers and employees.

    Refer to the all specific outcome/s: 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Supplementary Information:

    Terms and definitions:
  • Standard operating procedures; The documented practice(s) defining the who, what, and when of quality activities.
  • Process; Process means the manufacturing process where a product is manufactured using machinery and equipment with limited guidance or control from the learner. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  61929   National Certificate: Pulp and Paper Operations  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  FPMSETA 
    Elective  78527   National Certificate: Chemical Operations  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    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.