UNIT 2 - AURAEA002 - (Follow Environmental)

MARKING GUIDE
AURAEA002 FOLLOW ENVIRONMENTAL

AND SUSTAINABILITY BEST PRACTICES IN
AN AUTOMOTIVE WORKPLACE
AUR30616 Certificate III in Light Vehicle Mechanical Technology
AUR – Automotive Retail, Service and Repair Training Package (Release 3.0)
© 2017 Adelaide Educators Pty Ltd trading as Adelaide College of Technical Education
Cover images © Bigstock www.bigstockphoto.com
Assessment information...................................................................................................................................... 4
Definitions............................................................................................................................................................ 6
Assessment Task 1: Written questions............................................................................................................... 9
Assessment Task 2: Observation 1................................................................................................................... 15
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AURAEA002_AUR Marking Guide v2.00 April 2018
© Adelaide Educators Pty Ltd ABN 84136893831
RTO ID: 40336 CRICOS ID: 03187D
Assessment information
About this marking guide

This document is to be used as a guide to marking the assessment tasks required for this unit.
This document outlines the instructions provided to the student for each task and accompanying sample/
benchmark answers and any relevant instructions for the assessor.
Assessment tasks
This unit is assessed in the following ways:
Assessment Task Overview
Assessment Task 1: Written questions You must correctly answer all 18 questions to show that you
understand the knowledge required of this unit.
Assessment Task 2: Observation 1 You will be observed by your assessor while carrying out an
environmental inspection and reporting on a non-conformance.
Assessment Task 3: Observation 2 You will be observed by your assessor while draining the engine oil
and changing the oil filter of a light vehicle.
Assessment Task 4: Observation 3 You will be observed by your assessor while washing a light vehicle’s
engine bay.
Assessment Task 5: Observation 4 You will be observed by your assessor while cleaning a transmission
fluid spill.
Assessment plan
The Student Assessment Pack includes an assessment plan that students are required to read and sign. Get
this plan signed before students begin the assessment tasks for this unit. Students can use this plan to declare
whether they need any support or reasonable adjustments.
Assessment documents
We have developed a range of comprehensive assessment documents for assessment of this unit.
Assessors will need the following documents:
 Assessment Record Tool – to be used by the assessor to record the decision-making process. Details
about workplace-based tasks (if applicable) are also included in this document.
 Record of Assessment – to record the outcome of each assessment task and the final result.
 This Marking Guide, which includes:
- a guide to assessors on the process of assessment
- benchmark responses to assessment tasks.
Please Note: mapping of assessment tasks to unit of competency requirements is in a separate
document.
Students will need to receive:
 Student Assessment Pack for this unit/topic.
Assessors must provide students with the due date for each assessment task for this unit – students should be
instructed to write the dates in their Student Assessment Pack.
Assessment attempts and resubmissions

Students have up to three attempts to complete assessment tasks satisfactorily. If after the third attempt, the
student has not completed the task satisfactorily, the assessor must make alternative arrangements for
assessment. Depending on the task, this may include:
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 resubmitting incorrect answers to questions (such as written tasks and case studies)
 resubmitting part or all of a project, depending on how the error impacts on the total outcome of the
task
 redoing a role play after being provided with appropriate feedback about their original performance
 being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily
completed the first time, after being provided with appropriate feedback.
Students should be provided with an appropriate timeframe in which to resubmit their work. For example,
students may:
 be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on
 be provided with feedback on the day about their performance in an observation or a role play and then
redo the task during the next task
 need to redo workplace-based tasks (if applicable) during the same workplace visit or a follow-up
observation may be required – you should discuss arrangements with the student’s supervisor to agree
on a suitable time and date for reassessment.
Assessors should refer to their RTO’s policy and procedures regarding training and assessment for further
information.
Assessment outcomes
Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). Students
must complete all tasks for a unit satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one
or more of tasks are assessed as Not Satisfactory, students will be given an overall outcome for the unit of Not
Yet Competent (NYC).
Students can be given two further attempts to complete the task and achieve a Satisfactory outcome. Students
need to be given a timeframe for resubmission and advised what they must include in the resubmission.
Assessors are required to use the Assessment Record Tool to record the assessment decision for each task.
The Record of Assessment document must be completed by the assessor upon completion of the Assessment
Record Tool, to record the assessment result.
Assessment Cover Sheet

Assessors must ensure that students have completed the Assessment Cover Sheet for each assessment task.
Assessment appeals
All students have the right to appeal an assessment decision. To make an appeal about an assessment
decision, students must follow the process outlined in the Student Handbook.
Training and Assessment Strategies

Each RTO will have a Training and Assessment Strategy that outlines the assessment methods and tasks to be
used in the delivery of each course.
All assessors should be provided with a copy of the relevant Training and Assessment Strategy for the courses
they deliver.
Assessors must ensure they work within the parameters and guidelines of the strategy and communicate any
areas that may need improvement or updating as they are identified.
Plagiarism, cheating and collusion

Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism,
cheating, and/or collusion, they should report this along with reasons for the allegation. Assessors should refer
to their RTO’s policy and procedures regarding training and assessment for further information.
Resources and equipment required for these assessments

You will need to ensure that the following items are available for students to complete their assessments:
 Access to textbooks and other learning materials
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 Access to workplace safety policies and procedures
 Access to a computer, printer and the Internet
 Access to the automotive workshop emergency evacuation plan
 Incident reporting form (provided)
 Automotive workshop inspection checklist (provided)
 Safety improvement suggestion form (provided)
 Safety tags and locks for machinery and equipment
 Mechanical aids for lifting and carrying (e.g., jigs, slings, dollies, chains)
 Automotive workshop dangerous goods (petrol, brake fluid)
Definitions
Assessment
Assessment is ‘the process of collecting evidence and making judgements on whether competency has been
achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a
training package or VET accredited course.’1
Dimensions of competency
To be competent, a person must show their ability to perform effectively in a broad capacity. The dimensions of
competency ensure the person being assessed has the skills to perform competently in variety of different
circumstances. To be competent, a person must demonstrate the following:
 Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and
practical skills and these are usually described in the performance criteria.
 Task Management Skills: These are skills in organising and coordinating, which are needed to be able
to work competently while managing a number of tasks or activities within a job.
 Contingency Skills: The skills needed to respond and react appropriately to unexpected problems,
changes in routine and breakdowns while also performing competently.
 Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position,
location and with others. These skills may be described in the range of variables and underpinning
skills and knowledge.
Principles of assessment and rules of evidence

Assessment must be conducted in accordance with the rules of evidence and principles of assessment.
PRINCIPLES OF ASSESSMENT
 Validity:
Each task has been mapped to unit of competency requirements. Refer to the ‘Unit mapping’ for more
information.
Assessment tasks are varied and are required to be completed over a period of time and, where required,
on a number of occasions. Practical observations provide opportunities for students to demonstrate both
knowledge and skills.
 Reliability:
This marking guide provides benchmark answers for each assessment task to ensure accuracy and
consistency in the assessment decision-making process.
1
From the Users’ Guide: Standards for Registered Training Organisations (RTOs) 2015
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 Flexibility:
A range of assessment methods are provided that are relevant to the unit’s context.
 Fairness:
Students are required to sign an agreement in their Student Assessment Pack and state if they have any
special needs or considerations that may affect their ability to complete the assessments. Any reasonable
adjustments that are required to be made to these assessments must be noted in the Assessment Record
Tool for this unit, in the checklist for the relevant task.
Students are provided with information about the appeals process in their Student Assessment Pack and in
their Student Handbook.
RULES OF EVIDENCE
 Validity:
This Marking Guide provides a set of benchmark responses for each assessment task. Assessors are to
record assessment outcomes for each task in the accompanying Assessment Record Tool. Assessor
observations require the assessor to watch the student complete specific workplace activities in which they
can demonstrate the skills and knowledge required.
 Sufficiency:
The ‘Unit mapping’ demonstrates how assessment tasks align with unit of competency requirements. Some
units may require the student to demonstrate assessment over a period of time and more than once. These
requirements will be made clear in the relevant assessment task.
 Currency:
Evidence for each assessment task will be gathered over the duration of the course. Workplace-based
tasks (if applicable) will allow the student to draw from current workplace conditions and experiences, and
students will be able to use technology, tools and equipment specific to their workplace.
 Authenticity:
Students are required to sign the Assessment Task Cover Sheet, indicating that the work they have
submitted for assessment is their own.
Practical classroom tasks and workplace observations (if applicable) by the assessor ensure that the
assessor sees the student demonstrating the skills and knowledge required of this unit.
Third party reports (where applicable) require third party persons to sign that they have observed the
student undertake the tasks detailed in the checklist.
Reasonable adjustment
A legislative and regulatory framework underpins and supports the delivery of vocational education and training
across Australia. Under this framework, providers of vocational education and training must take steps to
ensure that learners with recognised disabilities can access and participate in education and training on the
same basis as learners without disabilities. Sometimes reasonable adjustments, are made to the learning
environment, training delivery, learning resources and/or assessment tasks to accommodate the particular
needs of a learner with a disability. An adjustment is reasonable if it can accommodate the learner’s particular
needs, while also taking into account factors such as: the views of the learner; the potential effect of the
adjustment on the learner and others; the costs and benefits of making the adjustment.
Adjustments must:
 be discussed and agreed to by the learner with a disability
 benefit the learner with a disability
 maintain the competency standards
 be reasonable to expect in a workplace.
Adjustments are not required if they could:
 cause the RTO unjustifiable hardship
 harm other learners.
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Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort
involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption it
is not likely to be reasonable.2
Some examples of reasonable adjustments that could be made for the assessments in this booklet include:
 verbal responses to written activities (such as questions and answers tasks and case studies)
 conducting assessor workplace observations via Skype or other video format (for example, in cases of
students in remote areas)
 rescheduling assessor observations in the event that workplace conditions may not be suitable (for
example, safety concerns, required resources not being available, lack of appropriate clients on the
day, and so on)
 providing students with large-print copies of the Student Assessment Pack.
Record any reasonable adjustments made in the space provided in the relevant task’s checklist in the
Assessment Record Tool.
2
From https://www.ibsa.org.au/sites/default/files/media/BSBv1.1_Business_Services_Implementation_Guide.pdf
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Assessment Task 1: Written questions
INFORMATION FOR THE ASSESSOR

Purpose of the task
Students are to demonstrate that they understand the knowledge required of this unit.
How to prepare for this task
Students may complete this task in class or at home as appropriate. Students may be provided with access
to a computer and word processing software if they prefer to type their responses to each question.
Submission
Students need to submit answers to all of the questions in this task.
Reassessment arrangements
If students answer any questions in this task incorrectly, they will need to be given an appropriate time in
which to resubmit. Students should only redo questions that are incorrect; however, they will need to resubmit
the entire assessment.
Students can be given the opportunity to answer questions verbally if appropriate.
Discuss timeframes for resubmission with the student when you tell them the outcome for this task.
Guidance to assessing this task
Benchmark responses are provided for each question.
TASK SUMMARY
This is an open book test.
Students need to answer all 18 questions correctly.
Students must answer the questions by writing in the space provided.
If students need more space, they can use extra paper. All additional sheets of paper must include their name
and the question number/s they are answering.
Students may prefer to use their computer to type their answers. Advise students if they can email their
answers as a Word file, or if they must print and submit hard copies.
RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK

 Access to textbooks and other learning materials.
 Access to workplace environmental and sustainability policies and procedures.
 Access to a computer, printer and the Internet.
WHEN AND WHERE SHOULD THE TASK BE COMPLETED?
 Students will do this task in the classroom or as homework – advise the students as to which is required.
 Provide students with the due date for this assessment so they can write it in their Student Assessment
Pack.
 WHAT NEEDS TO BE SUBMITTED?

 Their answers to each question.
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INSTRUCTIONS
Instructions to students:
Answer the questions that follow.
Student answers should broadly be as follows:
QUESTION 1
Outline six (6) environmental commonwealth and state legislation, and local government by-laws and
regulations, that apply to your automotive workshop.
Environmental Protection Act and Regulations
Dangerous Goods Act and Regulations
South Australia Water Corporation Act and Regulations
Dangerous Substances Act and Regulations
Public and Environmental Health Act and Regulations
Local Nuisance and Litter Control Act and Regulations
Waste Management Regulations
QUESTION 2
List four (4) concerns comprised in the environmental standards that apply to your automotive workshop.
Water and land contamination, energy consumption, noise levels, waste and litter, air pollution.
QUESTION 3
Explain the procedures for reporting environmental damage and breaches within your state.
Notifying the Environmental Protection Authority (EPA) via phone or via email depending on the urgency and
severity of consequences.
QUESTION 4
Explain your workplace procedures and processes for reducing waste, reusing materials and recycling waste.
Separating general waste into different categories for recycling purposes (paper/carboard, glass, metal),
separating metal parts and storing under cover in a bunded area for reuse, recycling or reselling, separating
batteries that are unsuitable for reuse in a spill tray until a recycler collects them, separating and storing tyres
for recycling purposes, keeping waste oil in storage containers for recycling, separating and storing radiator
coolant for recycling, reducing the use of materials and water to minimise waste.
QUESTION 5
Complete the table below by indicating the environmental impact of each of the following vehicle wastes:
Vehicle waste Impact on the environment
Coolants Coolant is toxic to plants, animals and the environment. Ingestion can
damage the nervous central system and even cause death. Coolant can
become contaminated with heavy metals, fuel and other grit from the
engine, which can be toxic. It can pollute groundwater, surface water
and drinking water supplies if dumped, spilled or leaked. It is especially
harmful to marine and aquatic life.
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Oils Oils can contaminate ground water, cause damage to surface of ground
soil, mix with water resources and float over water in the sea. It can kill
plants and animals and render the soil unproductive. The degradation of
oils is very slow, creating long term effect in the environment. If inhaled
or ingested, oils can cause a number of health problems.
Exhaust emissions Exhaust emissions release a number of pollutants to the air, including
carbon monoxide, ozone, nitrogen dioxide, sulfur dioxide and airborne
particles. Air pollution creates environmental problems such as global
warming, smog and acid rain. It also has impacts on health, especially
in relation to respiratory diseases.
Evaporative fuel emissions Evaporative fuel emissions can release volatile organic compounds into
the atmosphere. These contribute to the formation of ground level
ozone and, consequently, smog. Ozone has a significant impact on
health, especially lung health. It can also affect plant growth and crop
yields.
Waste components, including Waste can cause littering and contamination of land and water. Waste
tyres sent to landfill can also produce leachate, odour and greenhouse
emissions. There is also the risk of fires associated with tyres. These
fires are hard to extinguish, and the incomplete combustion of fires can
cause health risks through the inhalation of particles. Tyre fires also
cause damage to the soil, watercourses and stormwater.
QUESTION 6
What is the meaning of noise pollution and which impacts does it have?
Noise pollution is characterised by noise that has the potential to have harmful impacts on humans and
animals. High noise levels can damage physical and psychological health, causing hypertension, stress,
hearing loss and sleeping disturbance. It can also contribute to cardiovascular effects and increased chances
of coronary artery disease. In animals, it can increase the risk of death from not detecting predators, interfere
with reproduction and navigation patterns and contribute to permanent hearing loss.
QUESTION 7
Identify the environmental impacts associated with each of the following:
a) Cleaning materials
Chemicals contained in cleaning products can contaminate water systems and land. They can be toxic
to plants, animals and humans.
b) Paper waste
The production of paper has a number of environmental impacts derived from the use of water, air
pollution and use of chlorine. Paper waste is also responsible for a significant amount of the waste
produced these days that ends up in landfills.
c) General rubbish
General rubbish may contain toxic pollutants that contaminate the air, soil and groundwater systems
during decomposition. Litter can be released into the environment and present risks to wildlife. Rubbish
can also contribute to diseases if not managed appropriately.
QUESTION 8
Provide three (3) examples of procedures used to minimise waste in your automotive workshop.
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Recycling waste oil and radiator coolant, separating and storing metal parts for reuse, recycling or reselling,
collecting and draining oil filter for recycling, collecting and compressing carboard and packaging for recycling,
storing batteries for reuse of recycling, separating tyres for recycling.
QUESTION 9
Describe the procedures for sorting and storing items for recycling or disposal in your automotive workshop.
Provide three (3) examples.
Identifying all items that can be recycled and storing them in the respective designated areas. Oil filter must be
drained and stored for recycling, waste oil must be stored into the respective container in a bunded area for
recycling, batteries must be stored in a spill tray for recycling, cardboard and paper must be compressed and
stored into appropriate area. Recycling or disposal of prescribed items can only be undertaken by an approved
contractor.
QUESTION 10
What procedures could you adopt to reduce the consumption of the following resources in your automotive
workplace?
a) Water
Attach trigger action nozzles to hoses, use high pressure/low volume washers, use as little water as
possible, collect and use rainwater where possible.
b) Electricity
Turn off electrical equipment when not in use, use a timer for processes that operate at regular intervals,
use energy efficient lighting, use lights only when you need them, maintain air compressors accordingly.
c) Fossil fuels
Reduce the use of equipment to a minimum, only switch on the engine of a vehicle when strictly necessary.
d) Chemicals
Avoid the use of chemicals unless necessary, adopt dry cleaning methods wherever possible, attain to
recommended amounts and instructions for use.
QUESTION 11
Describe your workplace procedures for capturing, storing and disposing of fluids released from vehicles.
Using spill trays/containers to capture drips, store each fluid in the appropriate designated area, ensure all
fluids are clearly labelled, store fluids under cover in a bunded area, ensure lids are appropriately closed, store
fluids in the appropriate containers for storage or disposal, ensure fluids are disposed and transported by an
approved contractor.
QUESTION 12
Describe your workplace procedures for trapping spills, including the use of spill kits.
Using land booms for perimeter containment, using absorbent mats and material to collect spill, wearing
personal protective equipment and using waste disposal bags according to instructions.
QUESTION 13
Explain each of the following strategies used to prevent hazards from entering stormwater and wastewater
drainage systems:
a) Bunding
Bunding consists of using a device to prevent the uncontrolled escape of hazardous liquids into
stormwater, sewerage or soil. They are a physical barrier placed around the chemical containers.
b) Grease traps
Grease traps are devices used to intercept most greases and solids before they enter the wastewater
disposal system.
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c) Triple interceptors
Triple interceptors are tanks designed to contain and slow the flow of wastewater to allow grease, oil and
traces of fuel and solvents to float and separate from the cleaner water before it enters the wastewater
disposal system.
QUESTION 14
Describe your workplace procedures for minimising the emission of airborne particles, gases and fumes.
Reducing the use of engines as much as reasonably possible, preventing the evaporation of solvents or volatile
chemicals.
QUESTION 15
Describe your workplace procedures for containing and redirecting airborne particles, gases and fumes.
Using wet/dry vacuum cleaners with dust filters, refraining from using air compressors on floors and other dusty
areas, collecting and placing any floor sweepings, powder waste or absorbent clean up materials in sealed
bags.
QUESTION 16
Describe your workplace procedures for insulating noise from the automotive workshop.
Using silencers fitted to air compressors, pumps, fans, blowers and other machinery, reduce noise levels
between 6 pm and 7 am, conducting all work inside the workshop to limit noise emissions, maintain equipment
adequately to prevent noise, use noisy tools and equipment away from doors and openings, restrict noisy
activities to designated insulated areas.
QUESTION 17
Identify four (4) reasons for adopting ethical environmental practice in an automotive workshop.
Meeting legislative requirements, preventing contamination of water and land, reducing air pollution, protecting
the health of self and others, protecting plants, animals and ecosystems, contributing to the community.
QUESTION 18
What are your environmental responsibilities when working in an automotive workshop? Provide five (5)
examples.
Following environmental and sustainability policies and procedures, adhering to legislative requirements,
protecting the environment from damage, minimizing pollution and waste.
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Assessment Task 2: Observation 1
Purpose of the task

Students need to demonstrate the ability to conduct an environmental inspection of the automotive workshop
and report on an environmental non-conformance.
You must ensure that students have access to environmental and sustainability policies and procedures
applicable to the automotive workshop, including procedures for controlling risks in relation to the
contamination of water systems and land, air pollution, noise, reuse, recycling and disposal of waste.
In addition, you must ensure the following in relation to each part of this assessment task:
PART A
Ensure that the workshop is set up in a way that does not fully meet environmental and sustainability
requirements. This could include placing chemicals in the wrong areas, leaving oil rags on top of bins, leaving
a vehicle’s engine running for an extended period of time, leaving all lights and equipment turned on. Ensure
that any environmental hazards of significance are simulated to reduce risks of a real incident. Students will
be required to complete an environmental inspection and identify and control the risks associated with each
of the environmental hazards you have set up. At least one of the issues must be in relation to sustainability
best practice. Students are required to verbally report to you at least one issue in relation to compliance with
sustainability best practice and discuss strategies to achieve best practice with colleagues.
PART B
Select an appropriate environmental incident scenario that can be simulated for this task. The incident should
be realistic and have significant environmental impact. Students will be required to notify the supervisor and
the environmental protection authority as a role play. They will have to complete the environmental incident
form based on the scenario you have created. You can use a hazard from the environmental inspection if
appropriate.
Note: You must ask questions to confirm that students can correctly interpret and apply their skills and
knowledge. You must record your questions and the student answers in the appropriate sections of the
Submission
Students will need to submit an environmental inspection checklist and an environmental incident reporting
form at the end of this assessment task.
Students need to complete this task completely and satisfactorily, otherwise they will have to redo the task.
Discuss timeframes for a second attempt with the student when you tell them the outcome for this task.
Refer to the Assessment Record Tool for information on the observation points and additional requirements
for this task.
TASK SUMMARY
This task has been divided in two different parts.
PART A
Students will be required to conduct an environmental inspection in your automotive workshop and take action
to promote best practice.
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PART B
Students will be required to report on an environmental incident that constitutes a non-conformance to
environmental laws and regulations.
For each part of this task, students will also be required to answer to a series of follow up questions determined
by the assessor in order to demonstrate correct interpretation and application of skills and knowledge.

 Access to workplace environmental and sustainability policies and procedures
 Environmental inspection checklist (provided)
 Environmental incident reporting form (provided)
 Students will do this task in the automotive workshop.

 Provide students with the date for this assessment so they can write it in their Student Assessment Pack.
WHAT NEEDS TO BE SUBMITTED?

 Completed environmental inspection checklist
 Completed environmental incident reporting form
INSTRUCTIONS
PART A: ENVIRONMENTAL INSPECTION IN THE AUTOMOTIVE WORKSHOP
You are required to conduct an environmental inspection in the automotive workshop, record your findings in
the environmental inspection checklist, verbally report your findings to the supervisor and discuss strategies to
achieve best practice with your colleagues.
Your assessor will be observing to ensure that you:

 Identify and interpret workplace environmental and sustainability policies and procedures
 Recognise equipment used to comply with environmental regulatory requirements
 Recognise equipment used to support sustainability best practice
 Identify a range of environmental and sustainability concerns in the automotive workshop
 Implement strategies to address these environmental and sustainability concerns
 Verbally report your findings to the supervisor
 Discuss strategies to achieve best practice with your colleagues
 Complete the environmental inspection checklist
 Respond to all follow up questions correctly
PART B: ENVIRONMENTAL INCIDENT REPORTING
You are required to report on an environmental incident that constitutes a non-conformance with environmental
laws and regulations and accurately complete the environmental incident reporting form.
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 Identify the nature and potential impacts of the environmental incident
 Follow environmental incident reporting procedures appropriately
 Provide clear, objective and accurate information to describe the incident
 Respond to the environmental incident in line with workplace and legislative requirements
 Accurately describe control measures adopted to prevent incident from happening again
 Complete the environmental incident reporting form
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Environmental Inspection Checklist
Name: Date:
Signature: Location:
Stormwater Yes / No Comments / Controls

Are stormwater drains around the workshop free from pollution?
Is all repair and servicing work undertaken inside the workshop?
Is the workshop adequately enclosed and sealed?
Are surrounding areas cleaned with a broom instead of a hose?
Wastewater
Is there a trade waste agreement or permit?
Is there a CPI for pre-treatment of waste water?
Is the CPI regularly maintained?
Air
Are there systems to minimise the emission of dust and fumes?
Are lids appropriately kept in chemical containers?
Are gases properly stored and regularly checked for leaks?
Noise
Are noise levels within the conditions of operation for the workshop?
Are noise control devices used?
Are all noisy activities undertaken inside the workshop?
Is noisy equipment regularly checked and maintained?
Hazardous materials
Is there a license for storing dangerous goods, if applicable?
Are hazardous materials appropriately identified and stored?
Are safety data sheets readily accessible for all hazardous
materials?
Are there spill kits readily accessible?
Waste
Are all wastes stored in a covered and contained area?
Are wastes separated for reuse, recycling or return to supplier?
Are the following wastes recycled or reused?
 Oil
 Batteries
 Solvents
 Scrap metal and parts
 Aluminum cans
 Glass containers
 PET plastic
 Paper and cardboard
Is there a contractor to transport and dispose of hazardous waste?
Energy
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Are there systems to reduce energy resource consumption?
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Environmental Incident Reporting Form
Name: Date:
Signature: Location:
Environmental Incident Details
Date: Time:
Witnesses: Reported to:
What was the environmental incident?
Were there any immediate consequences? What were they?
Which factors contributed to the incident?
Which corrective actions were taken (if any)?
Are there any future recommendations? What are they?
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Purpose of the task

Students need to demonstrate the ability to follow environmental requirements and sustainability best practice
while draining engine oil and changing the oil filter of a light vehicle.
You must ensure that a light vehicle is available with sufficient engine oil to be drained. You also must ensure
that a replacement oil filter is available. Students must have access to all equipment, tools and materials
required to perform this task in accordance with environmental and sustainability requirements. At the end of
the task, they will be required to store waste oil and oil filter in the respective areas and in accordance with
requirements for storage and recycling. They will also need to dispose of any non-recyclable waste
appropriately. Your aim is to observe how the students apply environmental and sustainability practices to the
task, especially in relation to controlling contaminants and exhaust emissions, and managing waste.
Submission
Students will need to submit an environmental and sustainability reflection report at the end of this
assessment task.
for this task.
TASK SUMMARY
Students will be required to follow environmental and sustainability best practice while draining the engine oil and
changing the oil filter of a light vehicle.
Students will also be required to answer to a series of follow up questions determined by the assessor in order
to demonstrate correct interpretation and application of skills and knowledge.

 Access to a light vehicle to drain engine oil and change oil filter
 Access to equipment and materials for the task
 A new oil filter
 Environmental and sustainability reflection report (provided)
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 Completed environmental and sustainability reflection report
INSTRUCTIONS
DRAIN ENGINE OIL AND CHANGE OIL FILTER
You are required to follow environmental requirements and sustainability best practice while draining the engine
oil and changing the oil filter from a light vehicle.

 Follow workplace environmental and sustainability procedures
 Identify and use equipment to comply with environmental regulatory requirements
 Implement measures to prevent or reduce airborne particles, gases and fumes from being emitted
 Implement measures to prevent contaminants from entering water systems and contaminating land
 Identify, sort and store recyclable and non-recyclable materials correctly
 Dispose of recyclable and non-recyclable materials correctly
 Complete the environmental and sustainability reflection report
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Environmental and Sustainability Reflection Form
Name: Date:
Signature: Task: Drain engine oil and change oil filter
Which environmental and sustainability procedures did you follow in this task?
Which equipment did you use to comply with environmental requirements and support sustainability best practice?
Which measures did you implement to prevent or reduce airborne particles, gases and fumes from being emitted?
Which measures did you implement to prevent contaminants from entering water systems and contaminating land?
Which recyclables and non-recyclable materials did you store? How did you store them?
Which recyclables and non-recyclable materials did you dispose of? How did you dispose of them?
Page 22 of 28
Purpose of the task

while washing a light vehicle’s engine bay.
You must ensure that a light vehicle is available to have the engine bay washed. The vehicle should be
outside the washing area so that students need to determine where the task is to be performed. Students
must have access to all equipment, tools and materials required to perform this task in accordance with
environmental and sustainability requirements. It is expected that students will use degreasers to carry out
this task. Your aim is to observe how the students apply environmental and sustainability practices to the
task, especially in relation to controlling wastewater and contaminants, reducing noise levels when operating
equipment, and reducing energy and water consumption.
Submission
assessment task.
for this task.
TASK SUMMARY
Students will be required to follow environmental and sustainability best practice while washing a light vehicle’s
engine bay.

 Access to a light vehicle to wash the engine bay
 Access to equipment and materials for the task
Page 23 of 28


INSTRUCTIONS
WASH A VEHICLE’S ENGINE BAY
You are required to follow environmental requirements and sustainability best practice while washing a light
vehicle’s engine bay.

 Identify and use equipment to support sustainability best practice
 Implement measures to prevent wastewater from entering water systems and contaminating land
 Implement measures to reduce noise and prevent disturbance to neighbours
 Implement measures to reduce energy resource consumption
Page 24 of 28
Name: Date:
Signature: Task: Wash a vehicle’s engine bay
Which measures did you implement to prevent wastewater from entering water systems and contaminating land?
Which measures did you implement to reduce noise and prevent disturbance to neighbours?
Which measures did you implement to reduce energy resource consumption?
Page 25 of 28
Purpose of the task

while cleaning up a transmission fluid spill.
You must ensure that a transmission fluid spill (or simulated spill) is prepared for this task. You also must
ensure that a spill kit is readily available. Students must have access to all equipment, tools and materials
required to perform this task in accordance with environmental and sustainability requirements. At the end of
the task, they will be required to dispose of waste appropriately. Your aim is to observe how the students
apply environmental and sustainability practices to the task, especially in relation to controlling contaminants
and disposing of hazardous non-recyclable materials.
Submission
assessment task.
for this task.
TASK SUMMARY
Students will be required to follow environmental and sustainability best practice while cleaning up a transmission
fluid spill.

 Access to a transmission fluid spill
 Access to a spill kit
Page 26 of 28


INSTRUCTIONS
CLEAN A TRANSMISSION FLUID SPILL
You are required to follow environmental requirements and sustainability best practice while cleaning up a
transmission fluid spill.

 Identify and use equipment to support sustainability best practice
 Implement measures to prevent contaminants from entering water systems and contaminating land
 Dispose of non-recyclable materials correctly
Page 27 of 28
Name: Date:
Signature: Task: Clean a transmission fluid spill
Which measures did you implement to prevent contaminants from entering water systems and contaminating land?
Which non-recyclable materials did you dispose of? How did you dispose of them?
Page 28 of 28

UNIT 2 - AURAEA002 - (Follow Environmental)

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UNIT 2 - AURAEA002 - (Follow Environmental)

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MARKING GUIDE

AURAEA002 FOLLOW ENVIRONMENTAL

About this marking guide

Assessment Task Overview

Assessment attempts and resubmissions

Assessment Cover Sheet

Training and Assessment Strategies

Plagiarism, cheating and collusion

Resources and equipment required for these assessments

Principles of assessment and rules of evidence

INFORMATION FOR THE ASSESSOR

RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK

WHEN AND WHERE SHOULD THE TASK BE COMPLETED?

 WHAT NEEDS TO BE SUBMITTED?

Student answers should broadly be as follows:

INFORMATION FOR THE ASSESSOR

Purpose of the task

RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK

WHEN AND WHERE SHOULD THE TASK BE COMPLETED?

 Students will do this task in the automotive workshop.

WHAT NEEDS TO BE SUBMITTED?

Your assessor will be observing to ensure that you:

PART B: ENVIRONMENTAL INCIDENT REPORTING

Your assessor will be observing to ensure that you:

Stormwater Yes / No Comments / Controls

Environmental Incident Details

Witnesses: Reported to:

What was the environmental incident?

Were there any immediate consequences? What were they?

Which factors contributed to the incident?

Which corrective actions were taken (if any)?

Are there any future recommendations? What are they?

INFORMATION FOR THE ASSESSOR

Purpose of the task

RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK

 Students will do this task in the automotive workshop.

WHAT NEEDS TO BE SUBMITTED?

Your assessor will be observing to ensure that you:

Signature: Task: Drain engine oil and change oil filter

INFORMATION FOR THE ASSESSOR

Purpose of the task

RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK

 Students will do this task in the automotive workshop.

WHAT NEEDS TO BE SUBMITTED?

Your assessor will be observing to ensure that you:

Signature: Task: Wash a vehicle’s engine bay

Which measures did you implement to reduce energy resource consumption?

INFORMATION FOR THE ASSESSOR

Purpose of the task

RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK

 Students will do this task in the automotive workshop.

WHAT NEEDS TO BE SUBMITTED?

Your assessor will be observing to ensure that you:

Signature: Task: Clean a transmission fluid spill

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