NC Refrigeration & Airconditioning Regulations and Modules 2022

NATIONAL CERTIFICATE IN REFRIGERATION & AIRCONDITIONING 359/22/CR/0
1
ZIMBABWE
MINISTRY OF HIGHER AND TERTIARY EDUCATION, innovation, SCIENCE AND

TECHNOLOGY DEVELOPMENT
HIGHER EDUCATION EXAMINATIONS COUNCIL
2023
REGULATIONS AND MODULES FOR THE
NATIONAL CERTIFICATE
IN
REFRIGERATION AND AIRCONDITIONING
Course Code: 359/22/CR0

Implementation date: January 2023
HERITAGE-BASED EDUCATION 5.0
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PREAMBLE
The course is designed to develop an artisan with knowledge, skills and attitudes to competently practice
Refrigeration and Airconditioning in the Mechanical industry. The total duration of the course is 1750
notional hours spread over a period of two (2) semesters and one (1) year On the Job Education and
Training (OJET). The minimum entry requirements into this course are English Language, a relevant
Science subject and Mathematics passed at Ordinary Level with grade C or better and any other two
subjects or National Foundation Certificate (NFC) subjects or equivalent. The course is offered on a full
time, part time, Block release or Open Distance e-Learning (ODL) or Part Qualification on a Single
Modular basis (The single modular basis is exempted from 5 O’ levels requirement).. The assessment
is through continuous assessment and written examination and On the Job Education and Training
(OJET). The course will consider gender mainstreaming, sustainable development, physical challenges,
health dispositions and the intersections between race, class and culture. It shall embrace innovative
heritage-based education and training philosophy to solve national problems and to produce goods and
services for industrialization and modernization.
CONSULTATIONS YEAR
1. Delta Beverages 2022
2. Fridgequip (Pvt) Ltd 2022
3. Imperial Refrigeration 2022
4. Industrial Cooling and Ventilation (Pvt) Ltd 2022
5. Schweppes Zimbabwe Ltd 2022
6. Kale Electrical (Pvt) Ltd 2022
7. National Manpower Advisory Council (Mechanical Engineering
Sub-Committee 2022
8. Multicool (Pvt) Ltd 2022
9. Dairiboard Zimbabwe Ltd 2022
10. Colcom Foods (Pvt) Ltd 2022
11 Pepsi Berverages 2022
12 Profoods Pvt Ltd 2022
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PART 1 COURSE REGULATIONS

1.0 TITLE AND LEVEL OF AWARD
National Certificate in Refrigeration and Air Conditioning
2.0 AIM
The aim of the course is to develop Refrigeration and Air Conditioning artisan with knowledge,
skills and attitudes required to service the needs of the Refrigeration, Air Conditioning and allied
industries.
3.0 LEARNING OUTCOMES
By the end of the course, the student should be able to:
3.1 apply the theoretical technological principles of refrigeration and air
conditioning.
3.2 demonstrate the theoretical technological principles of refrigeration and air
conditioning.
3.3 demonstrate knowledge and understanding of fundamental principles of Electro-
Technology and Electronics.
3.4 apply mathematical concepts to solve mechanical engineering problems.
3.5 apply engineering science principles to solve mechanical engineering problems
3.6 interpret and generate engineering drawings.
3.7 demonstrate computer skills to interpret and generate engineering drawings
using AutoCAD softwares.
3.8 demonstrate patriotism to national issues
3.9 demonstrate entrepreneurial skills
3.10 apply communication and developmental skills.
3.11 apply the competencies acquired in the real field of work.
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4.0 COURSE STRUCTURE

MODULE TITLE CODE DURATION
(HOURS)
SEMESTER 1
1. National Studies 401/22/M01 80
2 Safety, Health, Environmental and Quality Maintenance 359/22/M01 80
3 Applied Engineering Science and Calculations 340/22/M02 200
4 Communication Skills for Mechanical Engineering 340/22/M03 80
5. Workshop Practice (Skills Proficiency) 359/22/M02
6. Refrigeration Systems Technology 359/22/M03 200
7. Engineering Drawing and Computer Applications in 359/22/M04 150
Refrigeration and Air conditioning
SEMESTER 2
8. Entrepreneurial Skills Development 402/22/M01 80
9 Commercial and Industrial Refrigeration System Assembly 359/22/M05 200
10. Supervision and training 340/22/M10 130
11 Plant Installation of Heating, Ventilation and Air 359/22/M06 200
Conditioning equipment
12 Plant Maintenance of Heating, Ventilation and Air 359/22/M07 200
Conditioning equipment
13 Plant Repair of Heating, Ventilation and Air Conditioning 359/22/M08 150
equipment
14. Refrigeration and Air conditioning Electrical and Electronics 359/22/M09 200
technology
15. Workshop Practice (Skills Proficiency) 359/22/M02
SEMESTER 3 & 4
16. On the Job Education and Training 359/22/M10 1 year
TOTAL 1750 hours + 1
year
5.0 DURATION
5
The course duration is 1840 hours spread over two (2) semesters and one (1) year On -The Job
Education and Training (OJET).
6.0 ENTRY REQUIREMENTS
6.1 English Language, Science (Integrated Science or Physics and Chemistry or Physical
Science) and Mathematics passed at Ordinary Level with grade C or better and any other
two Ordinary Level subjects or relevant National Foundation Certificate subjects.
6.2 The single module part Qualification pathway is exempted from 5 O’ levels requirement
6.3 The single module part qualification should be taken one (1) module at a time by those
without 5 Ordinary levels
7.0 MODE OF STUDY

Full time: 1750 hours + one year OJET
Part time: 1750 hours + one year OJET
Block Release: 1750 hours + one year OJET
8.0 ASSESSMENT
8.1 ASSESSMENT SCHEME
MODE OF ASSESSMENT WEIGHTING
MODULETITLE WRITTEN CONTINUOUS
AND CODE EXAMINATION ASSESSMENT
40% 60%
1 National Studies 3-hour paper A minimum of:
401/22/M01  2 Assignments 20% 100%
 2 Practical Assignments 20%
 2 Tests 20%
2 Safety, Health, 3-hour paper A minimum of:

Environmental  2 Assignments 20% 100%
and Quality
 2 Practical Assignments 20%
Maintenance
359/22/M01  2 Tests 20%
3 Workshop Consider continuous  Submit marks

Practice assessments marks. 100%
(Skills
Proficiency)
359/22/M02
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4. Applied 3-hour paper A minimum of:

Engineering  2 Assignments 20% 100%
Science and  2 Practical Assignments 20%
Calculations  2 Tests 20%
340/22/M02
5. Communication 3-hour paper A minimum of:
Skills for  2 Assignments 20% 100%
Mechanical  2 Practical Assignments 20%
Engineering
340/22/M03  2 Tests 20%
6. Domestic 3-hour paper A minimum of:

Refrigeration  2 Assignments 20%
Technology  2 Practical Assignments 20% 100%
359/22/M03
 2 Tests 20%
7 Engineering 3-hour paper A minimum of:

Drawing and  2 Assignments 20%
Computer  2 Practical Assignments 20% 100%
Applications in
Refrigeration and  2 Tests 20%
Air conditioning
359/22/M04
8. Refrigeration 3-hour paper A minimum of: 100%

Systems  2 Assignments 20%
Technology  2 Practical Assignments 20%
359/22/M03
 2 Tests 20%
9. Plant Repair of 3-hour paper A minimum of:

Heating, Ventilation  2 Assignments 20%
and Air
Conditioning  2 Practical Assignments 20% 100%
equipment  2 Tests 20%
359/22/M08
10 Commercial and 3-hour paper A minimum of:
Industrial  2 Assignments 20%
Refrigeration  2 Practical Assignments 20% 100%
359/22/M05
 2 Tests 20%
11 Plant Installation 3-hour paper A minimum of:
of Heating,  2 Assignments 20%
Ventilation and Air  2 Practical Assignments 20% 100%
Conditioning
 2 Tests 20%
equipment
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12 Plant Maintenance 3-hour paper A minimum of:

of Heating,  2 Assignments 20%
Ventilation and Air  2 Practical Assignments 20% 100%
Conditioning
 2 Tests 20%
equipment
359/22/M06
13 Refrigeration and 3-hour paper A minimum of:
Air conditioning  2 Assignments 20%
Electrical and  2 Practical Assignments 20% 100%
Electronics
 2 Tests 20%
technology
359/22/M09
14 Supervision and A minimum of:
training  2 Assignments 20%
3-hour paper
340/22/M10  2 Practical Assignments 20%
100
 2 Tests 20%
15. Entrepreneurial 3-hour paper A minimum of:

Skills  2 Assignments 20%
Development  2 Practical Assignments 20% 100%
402/22/M01
 2 Tests 20%
16. On the Job As per log book Submit marks 100%

Education
and Training
359/22/M10
9.0 GRADING
0 % to 49% - Fail
50 % to 59% - Pass
60 % to 79% - Credit
80 % and above - Distinction
10.0 CONDITIONS OF AWARD

10.1 A candidate should attend at least 100% of learning sessions to qualify for
examinations. (An approved absent is shall be considered as a present)
10.2 Approved absenteeism shall not exceed 15% learning sessions
10.3 The final mark should be obtained through aggregation provided the candidate scores at
least 50% in each of continuous assessment and examinations.
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10.4 The pass mark shall be 50%.

10.5 Candidates should pass all modules to be awarded a National Certificate.
10. 6 Single module candidates will be awarded part certificates in single module
11.0 RE-WRITE
11.1 Re-write(s) should conform to current course structure.
11.2 Candidates should pass at least two thirds of the course to qualify for a
referral.
11.3 Any candidate who fails to pass at least two thirds of the course should repeat the whole
course, including the subjects they would have passed.
11.4 There is no time limit for which to re-write a failed examination.
11.5 There is no aggregation for re-writes.
11.6 All re-writes should pass on performance in the examination.
11.7 If a candidate fails continuous assessment he/she repeats the subject
.
12 EXEMPTIONS AND TRANSFER OF CREDITS
12.1 Exemptions are only granted in subjects already attained from a completed accredited
qualification provided an exemption certificate specifying subjects of exemption is
produced.
12.2 Transfer of credits are ONLY granted in modules passed from accredited course
programmes
12.3 Exemption or Transfer of credits Certificate should be applied for at enrolment and
produced before registration of examinations.
13.0 IRREGULAR PRACTICES

13.1 Cheating in examinations will result in disqualification from the whole course and all
other HEXCO courses. The candidate will be suspended for two years.
13.2 Plagiarisms in any of the assessments will result in automatic disqualification in the
course and any other HEXCO courses and the penalty as in 13.1 will apply.
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14.0 RESOURCES
14.1 Lecturer Qualifications
A minimum of a relevant National Diploma or equivalent.
14.2 Minimum training tools and equipment for National certificate in Refrigeration and Air
Conditioning course for a class of 12 students.
ITEM NO. SPECIFICATION QUANTITY
1. Complete assembly for Refrigeration 1 unit

Unit and Accessories
2. Complete assembly for Air Conditioning 1 unit
System and Accessories
3. BASIC HAND & POWER TOOLS, AND
EQUIPMENT
3.1 Combination Pliers 4
3.2 Side Cutter 4
3.3 Long-Nose Pliers 4
3.4 Adjustable Wrench 4
3.5 Open-End Spanner Set (Metric) 4
3.6 Open-End Spanner Set (Imperial) 4
3.7 Ring Spanner Set (Metric) 4
3.8 Ring Spanner Set (Imperial) 4
3.9 Screw Driver set (Flat) 4
3.10 Screw Driver set (Phillips) 4
3.11 Allen Key Sets (Metric & Imperial) 4
3.12 Socket Spanner Set 4
3.13 Torque Wrench – Direct Reading 4
3.14 Tubing Gauge 4
3.15 Tube Cutter 4
3.16 Reamers – Set 4
3.17 Flaring Tool Set (45 Flare) 4
3.18 Swaging Tools (Pinch or Level Type) 4
3.19 Micrometer Set – Metric & Imperial 8
3.20 Flare Nut Spanner 4
3.21 Tube-Bending Spring 4
3.22 Lever Type Tube-Bender 4
3.23 Pinch-Off Tool 4
3.24 Multimeter-Analogue 4
3.25 Clamp-On A.C Meter 4
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3.26 Compressor Test Cord 4

3.27 Capillary Tube Cleaner 4
3.28 Voltmeter – A.C/D.C 4
3.29 Ammeter – Analogue 4
3.30 Low Pressure Gauge (Compound) 4
3.31 High Pressure Gauge 4
3.32 Gauge Manifold 4
3.33 Megger Insulation Tester 4
3.34 Electric Hand Drill 4
3.35 Wire Brush Set 4
3.36 Hand Electric Blower 4
3.37 Heat Gun 4
3.38 Ratchet Spanner 4
3.39 Engineer’s File Set 4
3.40 Three-Jaw Puller 4
3.41 Hollow Punch Set 4
3.42 Feeler Gauge Set 4
3.43 Punch Set 4
3.44 Ball-pein hammer 4
3.45 Hacksaw (300mm Blade) 4
3.46 Straight – pein hammer 4
3.47 Cross – pein hammer 4
3.48 Rubber hammer 4
3.49 Plastic Mallet 4
3.50 Halide Torch Leak Detector 4
3.51 Electronic Leak Detector 4
3.52 Anemometer 4
3.53 Thermostat Tester 4
3.54 Piercing Valve 4
3.55 Charge-Faster Unit 4
3.56 Sling Psychrometer (Dry/Wet Bulb Air Temp) 4
3.57 Dial Type Thermometer 4
3.58 Potential Relay Tester (120V – 220 V) 4
3.59 Process Tube Adapter & Kit 4
3.60 Valve Kit and Adaptors (Sets) 4
3.61 Capillary Tube Sizing Kit 4
3.62 Fins Straightener (8-15 F/inch) 4
3.63 Charging cyclinder 4
3.64 Portable Charging Unit 4
3.65 Oil Charging Pump 4
3.66 Inspection Mirror (with flash light) 4
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3.67 Electronic Sound Tracer 4

3.68 Capacitor analyser 4
3.69 Oxy-acetylene Welding Set 4
3.70 Blow Lamp 4
3.71 Motor Compressor Opener 4
3.72 Oil Can 4
3.73 Safety Goggles 13
3.74 Bench Vice 13
14.3 SUGGESTED REFERENCE BOOKS

1. Bird, J.O. (2017) Technician Mathematics, 8th Ed. London. Butterworths.
2. Frances, M. (1988) Business for Beginner. London. Eastlengh.
3. Jones, W.P. (2006) Air Conditioning Engineering. U.S.A Arnold
4. Jones, W.P. (2007) Air Conditioning Applications and Design. 5th Ed
U.S.A Arnold
5. Laycock, C.H. (2000) Applied Electro Technology for Engineers. London. McMillan.
6. Machingaidze, E. (1990) From Munhumutapa to 1890. Harare: Longman
7. Page, M.G. (1992) Mathematics for Mechanical Technicians.U.K. Hodder
8. Other sources of information e.g. internet, journals
9. Dossat, R.J. (2004) Principles of Refrigeration.
10. Jones, W.P. (2012) Air Conditioning Engineering.
11. Althuuse, et al (2000) Modern Refrigeration and Air Conditioning.
12. Baulaney, P.L. (2000) Refrigeration and Air Conditioning.
13. Coak, N. (2012) Refrigeration and Air Conditioning Technology.
14. Cottell, L.WarCuvaja, S. (2010) Tropical Refrigeration and Air Conditioning.
15. Sarao, A.S. (2003) Basic Refrigeration and Air Conditioning.
16. Lang, V.P. (2012) Air Conditioning: Procedures and Installation.
17. Smith, R.E. (2014) Electricity for Refrigeration, Heating and Air Conditioning. 9th Ed
18. Lang, V.P. (2006) Principles of Air Conditioning.
19. Hazra & Chakravarty (2012) Basic Refrigeration & Air Conditioning.
20. Olivo, O.T. (2001) Principles of Refrigeration.
21. Langley, B.C. (1995) Fundamentals of Refrigeration.
22. Morris, N. (2012) Mastering Electrical Engineering.
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23. Mackenzie, S. (2016) Basic Electrical Engineering Science.

24. Morley & Hughes (2015) Principles of Electricity.
25. Sparkes & Dillio (2016) Mechanical Refrigeration.
26. Stoecker, W.F. & Jones, J.W. (2014) Refrigeration and Air Conditioning.
27. Simplified (2016) Training Course for Refrigeration Service Men.
28. Boyce, H. Dwiggins (2014) Automotia Air Conditioning.
29. Boyce H. Dwiggins (2000) Automotia Air Conditioning.
30. Khurmi, R.S. & Gupta, J.K. (2006) A Textbook of Refrigeration and Air Conditioning (ME).
31. Bird, J.O. (2006) Electrical & Electronic Engineering. (Longman).
32. Hughes, E, Hiley. J, Mackenzie and Brown, K. (2016) Hughes Electrical and Electronic
Technology.
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Module Code: 359/22/M01
Module Title: CONDUCT SAFETY, HEALTH AND ENVIRONMENTAL

PRACTISES
Credits: 08
Duration: 80 hours
Relationship with Based on Unit Standard SAFETY, HEALTH AND

Qualification ENVIRONMENTAL PRACTISES Qualification Standard for
Standards: an artisan Refrigeration and Air conditioning mechanic
Pre-requisite modules: none
Purpose of Module: This module describes the skills, knowledge and attitudes
required by a Refrigeration and Air conditioning Mechanic to
Observe personal
safety and health, maintain safe, working conditions, Comply
with
Environmental management systems and practice safe use of tools
in the mechanical and electrical working environment for
refrigeration and Air conditioning. Access to this module is open
to all target groups including unemployed youths, women and
men wishing to establish or improve SMEs in the installation and
maintenance of domestic/ industrial units
List of Learning LO1: Maintain safe working environment
Outcomes: LO2: use appropriate PPE
LO3: Comply with environmental management systems.
LO4: TOOLS
Learning Outcome 01 LO1: Maintain safe work conditions and environment
Assessment Criteria:
1.1.Observe Health and safety regulations
1.2.Practice safe working procedures.
1.3.Identify Potential hazards faced at work
1.4.Conduct Routine tests, checks and inspections of machines
and tools according to specifications/standards
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Content:
1.1 Observe Health and safety regulations
 Interpret mechanical and electrical safety warning signs
 Identify color codes for mechanical, electrical tools and
equipment
 Demonstrate proper sanitation in all workshop activities.
 Implement all relevant existing legislation on workshop health
and safety.
 Carry out risk assessment
 Use safety regulation rules
 Handle tools and equipment appropriately
 Put on correct PPC
 Maintain accident report register
1.2 Practice safe working procedures and house keeping

 Barricade the working area.
 Place tools and equipment in appropriate positions.
 Tidy up the places as per procedure
 Segregate the waste
 Dispose waste following laid
 down procedure
 Store tools and equipment as per standard
 clear gangways of obstacles

 Conduct safety procedures when handling refrigerant
 Practice first aid procedures
 Practice fire drill procedures
 Demonstrate the proper, safe use and storage of the
following:
o hand tools
o machinery
o inflammable gasses
o toxic gases
o oil
o electricity
o chemicals
 Demonstrate safety measures/procedures when welding,
brazing and soldering
1.3 Identify Potential hazards faced at work
Types of hazards in the work environment
 Chemical hazards
 Gases
 Liquids
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 Physical hazards
 Ventilation

 Electrical hazards
 Naked wires
 Unearthed equipment
 Poor lighting
1.4 Conduct Routine tests, checks and inspections of

machines and tools according to specifications/standards
 visual inspection
 Replace worn out components
 Change lubricants
 Tighten loose bolt
 Tension loose belts
 Clean equipment or machinery
 Analyze maintenance check list for units/plants and
buildings
 Replace worn tools and equipment
Assessment Tasks: 1. Written and/or oral assessment on the skills and knowledge
required to maintain safe working conditions and environment as
outlined in the assessment criteria and content above.
2.Practical assessment on safety awareness when conducting an
installation survey, machine/ equipment inspection, monitoring,
testing and commissioning of the installation as well as
component machining including the following of SHEQ
requirements and the consideration of environmental factors
which affect the given task
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below.
Learning Outcome 02 Use appropriate PPE
Assessment Criteria: 2.1 Risk assessment is carried out

2.2 keep record of incidents
2.3 Appropriate PPC is worn
2.4 Appropriate PPE is used
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Content: 2.1 Risk assessment is carried out

 Carry out risk assessment on the work environment
1.1 keep record of incidents
 Records of incidents and accident are kept in line company
policy
1.2 Appropriate PPC is worn
 Identify Types of protective clothing/equipment e.g.
gloves, goggles, breathing apparatus, worksuits etc
1.3 Appropriate PPE is used
 Demonstrate Use of proper Personal Protective
Equipment/Clothing and refrigerant disposal/recovery
required to use appropriate PPE as outlined in the assessment
criteria and content above.
3. Practical assessment on the conducting of risk assessment,
keeping records of incidents, wearing and use of appropriate
PPE based on the performance criteria of the relevant unit
standard.

Learning Outcome 03 Comply with environmental management systems.
Assessment Criteria: 3.1 Potential hazards to the environment are identified

3.2 Relevant statutory instruments are adhered to
3.3 Waste is disposed off in line with local regulations
Content: 3.1 Potential hazards to the environment are identified

 Ozone depletion
 Global warming
 landfill
3.2 Relevant statutory instruments are adhered to
 Montreal protocol
 Environmental management Agent (EMA)
 Electrical
3.3 Waste is disposed off in line with local regulations
 Dispose waste in line with local authority regulations
 Prevent unnecessary spillages and venting to the environment
 Implement Reduce, recycle, and recover, reclaim and retrofit
practices
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Assessment Tasks: 4 Written and/or oral assessment on the skills and knowledge
required to Comply with environmental management systems as
outlined in the assessment criteria and content above.
5 Practical assessment on the conducting of identifying potential
hazards, adherence to relevant statutory instruments and practice of
waste management based on the performance criteria of the relevant
unit standard.

Learning Outcome 04 LO4 Demonstrate the correct use of tools
Assessment Criteria 4.1 Describe and demonstrate the correct use and storage of tools
commonly used in refrigeration
Content 4.1 Describe and demonstrate the correct use and storage of tools
commonly used in refrigeration
 basic hand tools
i. files
ii. hacksaw
iii. hammer
iv. punches and chisels
v. marking out tools
vi. vernier callipers
vii. screw driver
viii.pliers
ix. measuring instruments etc
 Basic measuring tools
i. vernier calipers
ii.tubing gauge
iii.micrometer sets – metric & imperial
iv low pressure gauge (compound)
v. gauge manifold
v.i megger insulation tester
vii. sling psychomotor (dry/wet bulb air temp)
viii dial type thermometer
ix. pressure gauge (for high side)
x. digital thermometer
 basic electric hand tools
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i. drilling machines
ii. grinding machines
iii. electric arc welding machines
iv. spot welding machines
 Specialist tools
I. Manifold refrigerant gauges
ii. Flaring or swaging tools
iii. Vacuum pump
iv. Oil pump
v. Pipe benders
vi. Bending springs
vii. Leak detectors
viii. Blow torches
ix. Oxy-acetylene torch
x. Charging stations
xi. Recovery machines
xii. Pipe cutters
xiii. Lock rings
Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge
required to identify, usage and storage of tools as outlined in the
assessment criteria and content above.
2.Practical assessment on the conducting of usage and storage of
tools based on the performance criteria of the relevant unit
standard
Approach to Teaching and Learning:

1. Observation of adult learning principles.
2. Both institution-based and work-based learning to facilitate the integration of theory and practice.
3. Face-to-face education and learning.
4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.
Approach to Assessment:
1. Weighting of practical and theory assessment: 70% theory and 30% practical.
2. Weighting of institution-based and work-based assessment: 50% institution-based assessment and 50%.
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3. Oral assessment to be conducted by a panel of two or more assessors.

4. RPL assessment.
5. Portfolio of evidence.
6. Assessment of work conducted by both individual learners and teams of learners.
Resources:
1. Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone ZNQF accredited training
programmes and should have qualifications and experience recognised by the Zimbabwe National
Qualifications Authority (ZNQA).
2. Facilities, Tools, Equipment and Materials

 tool box
 Ladder
 PPE
 Drilling machine
 Welding machine
 Megger
 Insulation tape
 Mutton cloth
 Detergents
 PPC
 Combination Pliers
 Side Cutter
 Long-Nose Pliers
 Adjustable Wrench
 Open-End Spanner Set (Metric)
 Open-End Spanner Set (Imperial)
 Ring Spanner Set (Metric)
 Ring Spanner Set (Imperial)
 Screw Driver set (Flat)
 Screw Driver set (Phillips)
 Allen Key Sets (Metric & Imperial)
 Socket Spanner Set
 Torque Wrench – Direct Reading
 Tubing Gauge
 Tube Cutter
 Reamers – Set
 Flaring Tool Set (45 Flare)
 Swaging Tools (Pinch or Level Type)
 Micrometer Set – Metric & Imperial
 Flare Nut Spanner
 Tube-Bending Spring
 Lever Type Tube-Bender
 Pinch-Off Tool
 Multimeter-Analogue
 Clamp-On A.C Meter
 Compressor Test Cord
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 Capillary Tube Cleaner

 Voltmeter – A.C/D.C
 Ammeter – Analogue
 Low Pressure Gauge (Compound
 High Pressure Gauge
 Gauge Manifold
 Megger Insulation Tester
 Electric Hand Drill
 Wire Brush Set
 Hand Electric Blower
 Heat Gun
 Ratchet Spanner
 Engineer’s File Set
 Three-Jaw Puller
 Hollow Punch Set
 Feeler Gauge Set
 Punch Set
 Ball-pein hammer
 Hacksaw (300mm Blade)
 Straight – pein hammer
 Cross – pein hammer
 Rubber hammer
 Plastic Mallet
 Halide Torch Leak Detector
 Electronic Leak Detector
 Anemometer
 Thermostat Tester
 Piercing Valve
 Charge-Faster Unit
 Sling Psychrometer (Dry/Wet Bulb Air Temp)
 Dial Type Thermometer
 Potential Relay Tester (120V – 220 V)
 Process Tube Adapter & Kit
 Valve Kit and Adaptors (Sets)
 Capillary Tube Sizing Kit
 Fins Straightener (8-15 F/inch)
 Charging cylinder
 Portable Charging Unit
 Oil Charging Pump
 Inspection Mirror (with flash light)
 Electronic Sound Tracer
 Capacitor analyser
 Oxy-acetylene Welding Set
 Blow Lamp
 Motor Compressor Opener
 Oil Can
 Safety Goggles
 Bench Vice
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3. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide

4. Reference Materials (recommended textbooks, recommended readings)
1. Jones, W.P. (2006) Air Conditioning Engineering. U.S.A Arnold

2. Jones, W.P. (2007) Air Conditioning Applications and Design. 5th Ed U.S.A Arnold
3. Laycock, C.H. (2000) Applied Electro Technology for Engineers. London.
5. Jones, W.P. (2012) Air Conditioning Engineering.
6. Althuuse, et al (2000) Modern Refrigeration and Air Conditioning.
7. Baulaney, P.L. (2000) Refrigeration and Air Conditioning.
8. Coak, N. (2012) Refrigeration and Air Conditioning Technology
9. Cottell, L.WarCuvaja, S. (2010) Tropical Refrigeration and Air Conditioning.
10. Sarao, A.S. (2003) Basic Refrigeration and Air Conditioning.
11. Lang, V.P. (2012) Air Conditioning: Procedures and Installation.
12. Smith, R.E. (2014) Electricity for Refrigeration, Heating and Air Conditioning 9th Edition
13. Lang, V.P. (2006) Principles of Air Conditioning.
14. Hazra & Chakravarty (2012) Basic Refrigeration & Air Conditioning.
15. Olivo, O.T. (2001) Principles of Refrigeration.
16. Langley, B.C. (1995) Fundamentals of Refrigeration.
22
Module Code 359/22/M04
Module Title: ENGINEERING DRAWING AND COMPUTER

APPLICATIONS IN REFRIGERATION AND AIR
CONDITIONING
ZNQF Level: 4
Credits: 15
Duration: 150 hours
Relationship with Based on Unit Standard 359/22/S04 Engineering Drawing and

Qualification Computer Applications in Refrigeration and Air
Standards: Conditioning of Qualification Standard for a Refrigeration and
Air conditioning Artisan.
Pre-requisite modules: N/A
Purpose of Module: The aim of the Module is to develop a Refrigeration and Air
Conditioning artisan with knowledge, skills and attitudes required
to communicating ideas and apply information technology in
Refrigeration and Air Conditioning Industry through engineering
drawing and computer applications.
The unit will enable an individual to design, draw plant layouts
and install refrigeration and air-conditioning equipment.
Access to this module is open to all target groups including
unemployed youths, women and men wishing to improve their
living standards and of the community through acquired
Refrigeration and Air Conditioning Skills.
List of Learning LO.1 Generate and interpret basic Engineering Drawings

Outcomes: LO.2 Develop Patterns
LO.3 Draw Plant Layouts and Circuits
L.O4 Produce drawings using AutoCAD software
L.O5 Present technical documents using Microsoft Office
Applications
L.O6 Outline security and ethical issues of using computers
in Refrigeration and Air Conditioning Industry.
Learning Outcome 01 LO.1 Generate and interpret basic Engineering Drawings
Assessment Criteria: 1.1 Interpret standard Refrigeration and Air Conditioning

abbreviations and symbols as applied to Engineering Drawing
1.2 Sketch and draw Refrigeration and Air Conditioning components
in isometric and oblique projection.
1.3 Illustrate the positioning (layout) of the views on paper
1.4 Sketch and draw sectional views of Refrigeration and Air
Conditioning components
23
1.5 Apply dimensioning to working drawings
Content: 1.1 Interpret standard Refrigeration and Air Conditioning

abbreviations and symbols as applied to Engineering
Drawing
 State the advantages of using drawings as a means of
communication in the Refrigeration and Air Conditioning
field.
 Produce clear, uniform freehand letters and numerals
 List and apply all the types of lines
 Identify and state the abbreviations and symbols for the
engineering terms listed in ISO and current British Standards.
1.2 Sketch and draw Refrigeration and Air Conditioning

components in isometric and oblique projection.
 Sketch and construct simple Refrigeration and Air
Conditioning components in isometric and oblique projection.
1.3 Illustrate the positioning (layout) of the views on paper

 Differentiate between first and third angle projection,
including symbols of projection.
1.4 Sketch and draw sectional views of Refrigeration and Air

Conditioning components
 Apply the general rules to be observed when sectioning, types
of sections, parts and features not normally sectioned
1.5 Illustrate security and ethical issues of using computers

in organisations.
 Demonstrate acceptable layout of dimensions and illustrate the
dimensioning of special features.
 Illustrate the engineering applications of limits, fits and
tolerance as applied to Refrigeration and Air Conditioning
assemblies.
Assessment Tasks 1. Practical assessment on demonstrating the ability to

interpret and produce Refrigeration and Air Conditioning
components and assemblies in pictorial drawing and
orthographic projection including sectioning.
2. Written and/or Oral assessment on advantages of

drawing, symbols, abbreviations and dimensioning of
Refrigeration and Air Conditioning components.
24
Conditions/ Context of The practical assessment can be conducted in a classroom

assessment environment. Written and/ or Oral assessment can also be
) conducted by the assessor during the performance of the
The practical and written / oral assessments will be conducted in
the workplace or simulated work environment in the training
institution.
The context of assessment should include the facilities,
Learning Outcome 02 LO.2 Develop Patterns
Assessment Criteria: 2.1 Draw and construct parallel line developments

2.2 Draw and construct radial line developments
2.3 Draw and construct triangulation developments
Content: 2.1 Draw and construct parallel line developments

 Sketch, draw and construct parallel line developments to
include the tee and oblique pipe joints of equal and different
diameters for Refrigeration and Air Conditioning ducting
systems.
2.2 Draw and construct radial line developments

 Sketch, draw and construct developments of cone and
pyramids related ducting sections.
2.3 Draw and construct triangulation developments

 Sketch, draw and construct developments of the following
transition pieces of Refrigeration and Air Conditioning
ducting sections and joints:
i. Square to square
ii. Round to square
iii. Square to round
Assessment Tasks
1. Practical assessment on parallel line, radial line and
triangulation developments of various sections of
Refrigeration and Air Conditioning ducting and other
related elements.
2. Written and/or Oral assessment on identifying and

matching the end products of Refrigeration and Air
Conditioning components to their developments.
25

institution.
Learning Outcome 03 LO.3 Draw Plant Layouts and Circuits
Assessment Criteria: 3.1. Sketch and interpret symbols used in Plant Layout drawings
3.2. Interpret plans for buildings with Refrigeration and Air
Conditioning units
3.3. Draw the refrigeration and air conditioning system
components and circuits
Content: 3.1 Sketch and interpret symbols used in Plant Layout

drawings
 Describe the application of symbols as used in Plant layouts
drawings
3.2 Interpret plans for buildings with Refrigeration and Air

Conditioning units
 Interpret plans for buildings, identifying:
i. All ducts
ii. Cold and hot water pipes
iii. Electrical/electronic circuits
iv. Air conditioning system layout.
 Demonstrate an ability to use building and plant layout
drawings when installing a refrigeration or air conditioning
systems in buildings.
3.3 Draw the refrigeration and air conditioning system

components and circuits
 Draw the refrigeration and air conditioning system
components and circuits (mechanical and electrical/electronic)
26
Assessment Tasks 1. Practical assessment on producing refrigeration/ air

conditioning and plant layout circuit diagrams using standard
symbols.
2. Written and/or Oral assessment on interpretation of plans

for buildings and plant layout drawings for Refrigeration
and Air Conditioning systems.

institution.
Learning Outcome 04 LO.4 Produce drawings using AutoCAD software
Assessment Criteria: 4.1 Open and save a new drawing file using AutoCAD
4.2 Demonstrate the interpretation and generation of mechanical
and electrical/electronic engineering drawings using
AutoCAD softwares.
4.3 Print / Plot hardcopy documents for use at workstations.
Content: 4.1 Open and Save a new drawing file using AutoCAD
 Describe the functions of the components of the CAD system.
 Open and save an AutoCAD window, identify and describe its
features (screen menu / ribbon, command prompt area, cursor,
drawing area and status bar).
4.2 Demonstrate the interpretation and generation of

mechanical and electrical/electronic engineering drawings
using AutoCAD softwares.
 Draw, hatch and dimension Refrigeration and Air
Conditioning components and sub-assemblies in pictorial
drawing and orthographic projection using AutoCAD
application software.
4.3 Print / Plot hardcopy documents for use at workstations.
27
 Export to .pdf formats and Print / Plot the AutoCAD drawing

design and draw Refrigeration and Air Conditioning
components and assemblies in pictorial drawing and
orthographic projection including sectioning with the aid
of AutoCAD
2. Written and/or Oral assessment on introduction to

AutoCAD, drawing organisation, commands and the
workspaces.
institution.
Learning Outcome 05 LO.5 Present technical documents using Microsoft Office

Applications
Assessment Criteria: 5.1 Write Refrigeration and Air Conditioning technical
documents using Word processing
5.2 Generate tables and charts in spreadsheets using Excel
5.3 Create databases for the information pertaining to the
Refrigeration and Air Conditioning disciplines using Access.
5.4 Produce power-point presentation documents
Content: 5.1 Write Refrigeration and Air Conditioning technical

documents using Word processing
 Create and save a new document.
 Perform the following:
- Insert and edit text
- Mail merge
- Change line spacing
- Underline, bold and obtain different font style
- Embolden
- Justify, centre and align margins
- Insert page numbers
5.2 Generate tables and charts in spreadsheets using Excel

 Create and save a new document.
 Calculate using formulae
- Average
- Mode
28
- Addition, subtraction, division, multiplication

 Create practically oriented worksheets (editing, formatting,
selecting cells, choosing commands, and create tables).
 Create embedded charts on a worksheet.
5.3 Create databases for the information pertaining to the

Refrigeration and Air Conditioning disciplines using
Access.
 Create and save a new database

 Create database tables, queries and reports.
5.4. Produce power-point presentation documents

 Create and save a new slide
 Add and edit a slide including drawing tables and graphs
 Create a slide show

generate and produce a Refrigeration and Air Conditioning
technical report and presentation document for
administration and communication processes.
2. Written and/or Oral assessment on applications of the

distinct softwares as an aid in the field of Refrigeration
and Air Conditioning

institution.
Learning Outcome 06 LO.6 Outline security and ethical issues of using computers
in Refrigeration and Air Conditioning Industry.
Assessment Criteria: 6.1 Reinforce Security issues.

6.2 Apply data protection measures
6.3 Illustrate ethical practices
29
Content: 6.1 Reinforce Security issues.

 Discuss computer crime and its effects in the field of
engineering.
 Describe the characteristics of safe and unsafe sites when
using internet.
6.2 Apply data protection measures

 Discuss computer viruses.
 Implement data protection measures such as passwords, file
permission modes.
6.3 Illustrate ethical practices

 Explain the ethical issues that can arise from online activities.
 Discuss the copyrights act.

protect Refrigeration and Air Conditioning organizational
data and information from online and offline
malpractices.
2. Written and/or Oral assessment on copyright act, ethical

issues, computer crimes and its effects in a Refrigeration
and Air Conditioning industrial set up.
institution.
ASSESSMENT SPECIFICATION GRID
Learning Outcomes Weight % Hours / Topic

GENERATE AND INTERPRET BASIC
15 22.5
ENGINEERING DRAWINGS
DEVELOP PATTERNS 15 22.5
DRAW PLANT LAYOUTS AND CIRCUITS 25 37.5
30
PRODUCE DRAWINGS USING AUTOCAD

20 30
SOFTWARE
PRESENT TECHNICAL DOCUMENTS USING

20 30
MICROSOFT OFFICE APPLICATIONS
OUTLINE SECURITY AND ETHICAL ISSUES OF

USING COMPUTERS IN REFRIGERATION 5 7.5
AND AIR CONDITIONING INDUSTRY.
Total 100 % 150 hours
Approach to teaching and learning:

Observation of adult learning principles.
Both institution-based and work-based learning to facilitate the integration of theory and
practice
Face-to-face education and learning.
Problem-based learning
Online/ distance education and learning
Blended/ hybrid education and learning
Use of social media
Approach to assessment
Oral assessment to be conducted by a panel of two or more assessors
Portfolio of evidence
Assessment of work conducted by both individual learners and teams of learners.
Resources:
Qualifications and experience of trainers, assessors, and moderators should have undergone
ZNQF-accredited training programmes and should have qualifications and experience
recognised by the Zimbabwe National Qualifications Authority (ZNQA).
Facilities, tools, equipment and materials
Engineering Drawing equipment
Computer with Microsoft Office and AutoCAD 2018 better
Printer or Plotter
Computer storage devices
Model-making tool kit
PPE
Stationery
References
Author Year of Title Publisher

Publication
31
Ostrowsky, O. 1985 Engineering Drawing for Edwards Arnold

Technicians. Vol 2
Dossat, R.J. 2004 Principles of Refrigeration Longman
Smith, R.E 2014 Electricity for Refrigeration,
Longman
Heating and Air Conditioning
Ostrowsky, O. 1989 Engineering Drawing with CAD Taylor and Francis
Applications
Althuuse et al 2000 Modern Refrigeration and Air Edwards Arnold
Conditioning
Shelly, C. 2016 Introduction to Computers Edwards Arnold
Peter, N. 2015 Introduction to Computers Edwards Arnold
David E. 1999 Introduction to Computers Taylor and Francis
Exploration
Taylor, T. and 2016 Introduction to CAD Taylor and Francis
Francis, P.
32
Module Title: 359/22/M03
Module Title: REFRIGERATION SYSTEMS TECHNOLOGY
ZNQF Level: 4
Credits: 20
Duration: 200 HRS
Relationship with Based on Unit Standard Domestic Refrigeration System

Qualification of Qualification Standard for a Refrigeration and Air
Standards: Conditioning Artisan
Pre-requisite modules: Mechanical Engineering workshop safety, health, environmental and

quality maintenance.
Purpose of Module: The aim of the course is to develop Refrigeration and Air
to service the needs of the Domestic Fridge Unit.
The unit will enable an individual to service and repair Domestic
Fridges.
Refrigeration & Air Conditioning Skills (Domestic Fridges).
Elements LO.1 Handle and store basic domestic refrigeration tools and
equipment
LO.2 Record system temperature
LO.3 Assemble and connect domestic refrigeration system
components.
LO.4 Measure the cooling performance of domestic refrigeration
systems.
LO.5Maintain domestic refrigeration system.
Learning Outcome 01 L01 Handle and store refrigeration tools and equipment
Performance Criteria: 1.2 Tools handled correctly

1.2 Operation of electric hand tools
1.3 Basic refrigeration system tools are stored safely
33
Content: 1.1 Handle tools correctly
-Understand the handling of the following tools;

a) Hacksaw
b) Files
c) Hammer
d) Punches and chisels
e) Marking out tools
f) Vernier calipers
g) Screw drivers
- Proper use of basic electric hand tools
2.2 Operate electric hand tools
-Describe the operation of the following electric hand tools;
-Drilling machine
a) Grinding machine
b) Electric arc welding machine
c) Spot welding machine
2.3 Store basic refrigeration system tools safely.
Understand the handling and storage of the following tools
i. Pipe benders (including spring)
ii. Pipe cutters
iii. Flaring and swaging tools
iv. Brazing torches – Oxy-acetylene, MAPP gas
v. Vacuum pump
vi. Oil pump
vii. Leak detectors
viii. Recovery machines
ix. Lock rings
Assessment Tasks Practical assessment on the correct use and selection of different
tools during a project.
Oral assessment on the correct use and selection of different hand
tools and specialist tools
34
Conditions/ Context of The practical assessment can be conducted in a workshop. Oral

assessment assessment can also be conducted by the assessor during the
Conditions/ Context of performance of the practical assessment by the trainees.
assessment The practical and oral assessments will be conducted in the
workplace or simulated work environment in the training
institution.
The context of assessment should include the facilities, equipment
and materials listed below.
a) Hacksaw
b) Files
c) Hammer
d) Punches and chisels
e) Marking out tools
f) Vernier calipers
g) Screw drivers
- Proper use of basic electric hand tools
a) Drilling machine
b) Grinding machine
c) Electric arc welding machine
d) Spot welding machine
- Specialist tools
i. Pipe benders (including spring)
ii. Pipe cutters
iii. Flaring and swaging tools
iv. Brazing torches – Oxy-acetylene, MAPP gas
v. Vacuum pump
vi. Oil pump
vii. Leak detectors
viii. Recovery machines
Learning Outcome 02 L02. Measure system temperature
35
Performance Criteria: 2.1Correct measuring tool is selected.

2.2 Temperature measuring device is connected to the system.
2.3Temperature is measured using different scales.
2.4Heat-energy temperature graph is interpreted.
Content:
2.1. Select correct measuring tool
-Define thermodynamics.
- Describe transmission of heat through:
 Convection
 Conduction
 Radiation
2.2 Connect the temperature measuring device to the systems

 Alcohol/mercury thermometers
 Thermocouple
 Dial thermometer
 Resistance Temperature Detector (R.T.D)
 Temperature Data Logger
 Infrared Thermometer

2.3 Record the temperature reading.

-Outline the basic laws of thermodynamics and understand
different temperature units;
 Celsius
 Fahrenheit
 Kelvin
 Rankine
-Converting from one to another

2.4 Illustrate the change of a substance on a heat energy –
temperature graph.
Define
- Sensible heat
- Latent heat
- Specific heat capacity
- Solve related problems in heat transfer e.g quenching, cooling,
melting, evaporation
- Explain the Ideal Gas Processes

Describe:
 The effect of heat on volume.
 Pressure – Temperature -Volume relationships of gases.
 Pressure – Temperature relationship at a constant volume.
36
-Define the following processes for ideal gases;

 Isobaric
 Isochoric
 Isothermal
 Adiabatic
 poly-tropic
- Perform calculations
State and explain
-Boyles’ law
-Charles’ law
-Dalton’s law
-General law of perfect gas
-Apply the gas laws to solve basic relevant problems
Learning Outcome 03 L03. Assemble and connect domestic refrigeration system

components.
Performance Criteria 3.1 Select domestic refrigeration systems components
3.2 Connect the components to the system.
3.3 Apply heat source to the domestic absorption refrigeration
system.
37
Content 3.1 Select domestic refrigeration system components

-Define refrigeration
-Describe the history and background of the refrigeration trade.
-Identify main components of the basic Refrigeration cycle and
their interconnecting lines.
-Explain the need for Refrigeration
-Describe the factors contributing to deterioration and food
spoilage.
3.2 Connect the components to the system.
-The operation of the system components

-The types of the system components
-Compressor
Identify hermetic compressor mainly used in domestic

refrigeration systems.
- methods of operation.
- advantages and disadvantages of hermetic compressors
-Describe with the aid of sketches the operating principles of the
reciprocating compressor.
-Explain the following compressor terminology:
a) Bore
b) Stroke
c) R.P.M.Clearance volume
d) Swept volume
e) Volumetric efficiency
f) Compression ratio
g) Wire drawing
h) C.O.P.
-Explain the cooling/lubrication methods employed on the

compressors.
- Define and solve simple problems concerning;
 Displacement
 volumetric efficiency
 compression ratio.
38
Condensers
-types of condensers used on domestic refrigeration systems
-Describe with the aid of aid of sketches the construction and
operation of the following condensers:
Air cooled
i. Natural convection
ii. Forced convection.
-Differentiate between natural convection forced convection.

Metering devices
-Identify and explain the operation of the metering device used on
domestic refrigeration systems.
-cleaning of capillary tubes
Evaporators
Identify basic types used on domestic refrigeration systems.
-Evaporator construction.
-Describe the methods of refrigerant circulation through the
evaporator.
-Differentiate natural and forced convection.
-Apply fundamental heat transfer principles.
Describe, with the aid of sketches and layout of:
 Direct (dry) expansion evaporators
 Flooded evaporators
-Differentiate between plain and extended surface evaporators.

-Explain the importance of fin spacing.
Explain the principle of operation of liquid chilling evaporator to
include:
 Shell and tube type
Accumulators
Explain the construction of an accumulator.
Describe the function and location of an accumulators.
39
Filters/Driers
-Describe the use of driers in refrigeration systems.
-Describe the use of high and low side filter driers
Distinguish between saturated driers and normal driers
-Identify the types of desiccants used.
-Describe how some desiccants may be reactivated.
-Explain the effect of fitting an undersized drier.
3.2 Apply heat source to the domestic absorption refrigeration
-Describe the principle of absorption refrigeration.
-Identify system components and their function.
-Identify refrigerants used in absorption systems.
State the types of heat sources
Assessment Tasks Ability to perform calculations on basic relevant problems

Practical assessment on:
-identification of refrigeration cycle components and their
operations
Oral assessment including examinations can be carried out in
class or workshop environment on:
- general background of the refrigeration trade
- applications of refrigeration systems in domestic
- need of refrigeration in the preservation of food.
Conditions/ Context of Oral assessment can be conducted in a classroom environment.

assessment Oral assessments can also be conducted by the assessor during the
Conditions/ Context of performance of the practical assessment by the trainee.
assessment The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
Learning Outcome 04 LO4 Measure the cooling performance of the domestic

Refrigeration system.
Assessment Criteria: 4.1 Charge primary refrigerant is charged.
4.2 Select Lubricant compatible with each refrigerant.
4.3 Select best insulation and sealants .
4.4. Apply techniques of minimizing Corrosion.
40
Content: 4.1 Charge domestic system with primary refrigerant...

-Define primary refrigerants.
-State desirable properties of primary refrigerants (used in
domestic refrigeration).
-Identify common refrigerants, their normal application,
-advantages and disadvantages, with respect to the statutory
requirement and regulatory requirement e.g. Montreal
Protocol, the Paris agreement, Kigali amendment etc
-Identify
CFC, (HFC, (HC), natural refrigerants
- State refrigerant effects on the environment e.g. ozone depletion
and climate change.
LO.4.2 Select lubricants compatible with primary refrigerants.
-Describe the necessity and benefits of a lubricant.
-State the types and compatibility of lubricants/oil with the listed
refrigerants in LO.4.1
-Describe the problems associated with improper handling and
wrong application of lubricants/oils
-Define the properties of lubricants/
4.3 Select best insulation and sealants.
Identify insulation materials used in refrigeration e.g.

-Cork
-Glass fibre
-Rubber/gaskets
-Straw fibres (fibrous rock)
-Wool
-Polyurethane – foam
-State the advantages and disadvantages of the materials listed
above.
Sealants
-Describe the purpose of a vapor seal and strip on cabinets
41
-Identify the materials used to make vapor seals e.g.

Butman Putty
Aluminium foil
plastic paper.
Identify common gasket types, their uses and fitting as:
- Magnetic
- D type or universal type.
4.4 Apply techniques of minimizing corrosion

Describe the causes of corrosion in refrigeration and air
conditioning systems
State the methods of minimizing corrosion.
Describe the conditions conducive to corrosion.
Identify combinations of metals liable to electrolytic corrosion.
Explain the causes of copper plating in refrigeration systems.
Assessment Tasks Practical assessment on;

-recovering refrigerant
-retrofitting
-charging.
Practical and oral assessment on the application of knowledge and
skills to solve practical problems.
Theoretical and practical assessment on refrigerants
performance of the practical assessment by the trainee.
The practical assessment will be conducted in the workplace or
The context of the assessment should include the facilities, tools,
equipment and the materials listed below
- Hand tools
Measuring tools
Cutting tools
Marking out tools
Electrical test metres
Scales
Pipe benders
Pinch off tools
Flaring and swaging tools
42
Leak testers
Vacuum pumps
Refrigeration gauges
Work benches
Drilling machines
Lock ring set
Recovery machine
Oxy-acetylene set
Learning Outcome 05 L0.5: Domestic Refrigeration system maintenance.
Asessment Criteria: 5.1: Conduct Retrofitting of domestic Refrigeration system.

5.2: Repair Domestic Refrigeration unit..
5.3: Regas Domestic Refrigeration unit.
5.4 Draw Vacuum from domestic refrigeration systems
5.5 Join Pipes according to standards..
Content: 5.1 Conduct retrofitting on domestic refrigeration system
-Define retrofitting
-Outline the correct procedures to be followed when retrofitting a
domestic system.
5.2 Repair domestic refrigeration unit.
Troubleshoot
-Identify the correct tools used when repairing domestic
refrigeration systems.
Rectify the problem.
5.3 Ragas the domestic refrigeration system.
-identify necessary tools to use
-Explain Charging the system and its importance
-Describe leak test methods.
5.4 Draw vacuum in domestic refrigeration system.

-Determine the necessary tools
-evacuate the system.
5.4Join pipes using different joining methods
-List the types of materials used for pipe work in refrigeration

-Advantages and disadvantages of each material over the others
-Describe the following conventional methods of fastening
components used in the trade
 Annealing
43
 Swaging
 Soldering
 brazing.
-State the standard pipe sizes.
-Pipe sizes and applicability
-Describe pipe flaring and the use of fittings.
-State the range of flare and the other fittings available.
-Explain the process of steel pipe welding.
-State types of screw threads used in connecting components.
Explain the riveting process.
-Outline safety precautions when servicing a domestic refrigeration
unit
Assessment Tasks Practical and oral assessment on the application of knowledge and

Recovery machine
Recovery cylinder
Vacuum pump
Scale
Googles
Hand tools
Measuring tools
Cutting tools
Marking out tools
Pipe benders
Work benches
Oxy-acetylene set/MAPP gas
Screw driver set
Multi-meter
Insulation tape
Spirit level
Thermometer
44
Lubrication oil
Wire brush
Blower
Clean cloth
Materials
Cleaning materials
Consumables
LEARNING OUTCOMES Weight % Hours/

Topic
HANDLE AND STORE BASIC REFRIGERATION TOOLS AND 15 30
EQUIPMENT
RECORD SYSTEM TEMPERATURES 20 40
ASSEMBLE AND CONNECT DOMESTIC REFRIGERATION 30 60

COMPONENTS
MEASURE THE COOLING PERFORMANCE OF DOMESTIC 20 40

REFRIGERATION COMPONENTS.
MAINTAIN DOMESTIC REFRIGERATION SYSTEMS 15 30
TOTAL 100% 200
References
United The Goodheart-

Morden Refrigeration and Air States of Willcox
1. Althouse, et al 2004 conditioning America Company, Inc.
2. Dossat, R.J. 2004 Principles of Refrigeration

Cottell, L.W. Cuvaja, S. Tropical Refrigeration and Air
3. 2007 conditioning London Longman
4. Wilbert F. Stoecker Industrial Refrigeration Handbook London Longman
5 Langley B.C. 1995 Fundamentals of Refrigeration London Delmar

Refrigeration and Air Conditioning
6 Witman W.C. et al 2009 Technology London Delmar
45
RS Khumi A textbook of Refrigeration and Air

7 K Gupta 2006 Conditioning India Schand
46
Module Title: REFRIGERATION AND AIRCONDITIONING ELECTRICAL

AND ELECTRONICS TECHNOLOGY
ZNQF Level: 4
Credits: 20
Duration: 200 hours
Relationship with Based on Unit Standard Electrical and Electronics Technology of
Qualification Qualification Standard for a Refrigeration and Air Conditioning
Standards: Artisan.
Pre-requisite modules: SHEQ, Basic Refrigeration Cycle & System components

Purpose of Module: This module describes the knowledge, skills and attitudes required by
a Refrigeration and Air Conditioning Artisan. This will enable an
individual to design, wire and present the circuit diagrams to perform
a targeted task. The circuit diagrams should comply with BS 3939
symbols in Refrigeration, Electrical and Electronic works.
The unit will enable an individual to know the basics in electrical and
electronics sections thereby solving the problems mostly associated
with the related equipment/machinery.
unemployed youths, women and men wishing to improve their living
standards and of the community through Refrigeration and Air
Conditioning skills acquired.
List of Learning LO1: Solve refrigeration and air conditioning electro-technology
Outcomes: related problems.
LO2: Solve electronic Refrigeration and air conditioning
systems.
LO3: Identify and rectify malfunctioning of refrigeration and air
conditioning equipment
47
LO4: Design electrical circuits.

LO5: Practically wire the designed circuits
Learning Outcome 01 LO1: Solve refrigeration and air conditioning electro-technology

related problems.
Assessment Criteria: 1.1 Test simple DC circuits.
1.2 Check strength of electric fields.
1.3 Select Simple transformers.
1.4 Diagnose AC Circuits.
1.5 Test single phase AC motors.
1.6 Test 3 phase AC motors
1.7 Check operation of automatic controls
Content: LO1: Solve refrigeration and air conditioning related problems.

Simple DC theory and circuits:
a) SI units and electrical/electronic symbols.
b) Atomic structure of matter
 Describe the structure of a basic atom
 Define an atom
 State the basic materials used in electronics i.e.
conductors, insulators and semi-conductors.
 Give examples of the above materials and state their
applications.
 Give practical examples of conductors and insulators
c) State the units of current, voltage, power, energy, e.m.f. and

potential difference.
d) State Ohm’s Law.
e) Calculate resistance when the length, cross sectional area and
resistivity are given.
f) Solve problems involving resistance, temperature and temperature
co-efficient of resistance to any base temperature.
g) Solve problems in simple series and parallel circuits using Ohm’s
Law.
48
h) Describe the heating, magnetic and chemical effects of electric

currents.
i) Calculate the power dissipated and energy generated in D.C.
circuits.
j) State Kirchhoff’s Laws and use them to solve problems for circuits
of up to three branches.
Magnetism and electro-magnetism:
a) Define:
- Magnetic field
- Permanent magnets
- Electro-magnets
- Magnetic flux
- Magnetic flux density
b) Define
- Electro-magnetism
- Magneto motive force
- Magnetic field strength
c) Sketch the magnetic field due to a bar magnet.
d) Sketch the magnetic field due to current in
- a long round straight conductor
- a long solenoid
- two parallel conductors
Determine the direction of the magnetic fields in all cases above.
e) Discuss with the aid of an experiment the following (no calculations
required)
- Force on a conductor carrying current across a
magnetic field.
- A force exerted on a conductor at right angle to
magnetic field.
- EMF induced by a conductor cutting a magnetic
field.
Electrostatics/electric fields:
a) Define
- Electrostatics
49
- Electric field
- Electric flux density
- Electric force (flux)
- Capacitance
b) Purely theoretical and applications with calculations required.
c) State and describe the different types of capacitors used.
d) State the advantages and disadvantages of the capacitors
e) Explain capacitor specification.
f) Calculate capacitance using the markings.
Simple transformers:
a) Explain the principle, construction and operation of transformers.
b) State that the current ratio is equal to the inverse turns ratio
𝑰𝑺 𝑵𝑷 𝑺𝒆𝒄𝒐𝒏𝒅𝒓𝒂𝒚 𝒄𝒖𝒓𝒓𝒆𝒏𝒕 𝑵𝒐. 𝒐𝒇 𝒑𝒓𝒊𝒎𝒂𝒓𝒚 𝒕𝒖𝒓𝒏𝒔

= { = }
𝑰𝑷 𝑵𝑺 𝑷𝒓𝒊𝒎𝒂𝒓𝒚 𝒄𝒖𝒓𝒓𝒆𝒏𝒕 𝑵𝒐. 𝒐𝒇 𝒔𝒆𝒄𝒐𝒏𝒅𝒂𝒓𝒚 𝒕𝒖𝒓𝒏𝒔
𝑰𝑺 𝑵𝑷 𝑪𝒖𝒓𝒓𝒆𝒏𝒕 𝒔𝒆𝒄𝒐𝒏𝒅𝒂𝒓𝒚 𝑵𝒐 𝒐𝒇 𝑻𝒖𝒓𝒏𝒔 𝑷𝒓𝒊𝒎𝒂𝒓𝒚

𝑰𝑷
= 𝑵𝑺 𝑪𝒖𝒓𝒓𝒆𝒏𝒕 𝑷𝒓𝒊𝒎𝒂𝒓𝒚
= 𝑵𝒐 𝒐𝒇 𝑻𝒖𝒓𝒏𝒔 𝑺𝒆𝒄𝒐𝒏𝒅𝒂𝒓𝒚
c) State that the turns ratio is equal to the voltage ratio.

𝑬𝑷 𝑵𝑷
=
𝑬𝑺 𝑵𝑺
d) Perform calculations involving current and turns ratios in (b) and

(d) above.
e) Calculate power rating and efficiency
A.C. theory and circuits:
a) Explain what is meant by alternating current.
b) Define
- cycle
- frequency
- periodic time
c) Illustrate A.C generation and sketch sinusoidal waveforms.
d) Further define the following A.C theory terms
- instantaneous values
- mean value
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- maximum values
- root mean square (R.M.S.) value
- form factor
e) Show the graphical representation of AC quantities.
f) Define
- resistance
- reactance
- impedance
g) Define the following terms with reference to single phase circuits.

- active power
- reactive power
- apparent power
- power factor
Single phase A.C motors
a) Understand the operating principles of single phase motor.
b) Recognise the equation for the speed of the speed of the rotating
flux in an induction motor as:
𝟔𝟎𝒇
𝑁 = 𝑷
𝑊ℎ𝑒𝑟𝑒 𝑁 = 𝑠𝑝𝑒𝑒𝑑 𝑜𝑓 𝑟𝑜𝑡𝑎𝑡𝑖𝑛𝑔 𝑓𝑙𝑢𝑥

𝑓 = 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑜𝑓 𝑠𝑢𝑝𝑝𝑙𝑦
𝑃 = 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑎𝑖𝑟𝑠 𝑜𝑓 𝑝𝑜𝑙𝑒𝑠
c) Explain the terms:
- “slip”
- “slip speed”
d) Perform calculations involving
- single phase motor
- induction motor
- speed of rotating flux
e) Describe the torque/speed characteristics of a single phase A.C
motors to solve or determine electrical problems.
f) Explain methods of starting an induction motor.
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g) Sketch and explain the construction and application of the

following types of single phase induction motors used in the
refrigeration and air-conditioning industry.
- Split phase induction motor
- Capacitor start induction motor
- Capacitor start, capacitor run motor
- Induction run motor
- Permanent split capacitor (PSC)/ capacitor run
- Shaded Pole Motor
h) Sketch simple electrical circuits for domestic and commercial
refrigerators and air-conditioning units.
i) State the principle of operation and application of:
- starting relays i.e. current magnetic, voltage/potential, hot
wire and Positive Temperature Coefficient (PTC)
- Overloads and temperature/pressure/oil control devices.
j) Use diagrams to demonstrate their applications in various circuits
as listed in (i) above.
Three phase A.C motors:
a) Explain the construction of three-phase induction motors of:
- The squirrel – cage motor.
- Wound rotor type
b) Explain the production of a rotating magnetic field and production
of torque (Turning Force) hence slip.
c) Compare the starting methods of industrial three phase motors.
- Direct on-line
- Star-delta starter
- Part winding starter
- Electronic soft starting
d) Draw a schematic diagram for a typical industrial AC motor using
- Direct on-line (D.O.L)
- Star Delta Starter
e) Sketch a typical refrigeration and air-conditioning electrical control
system incorporating defrost timers, digital controller defrosts
heaters, blower’s fans, room thermostat, limit thermostat, liquid line
52
solenoid, pressure switches, hot gas solenoid, drip tray heater,

contractors etc.
f) Sketch a typical refrigeration and air conditioning system
incorporating digital electronic control systems, sensors and power
supply.
Automatic controls:
a) Types of Automatic Controls:
- Electrical
- Mechanical
- Electromechanical
- Electronic
b) Automatic control components and applications:
- Heat anticipation
- Cold anticipation
- Thermostats, mechanism and troubleshooting
c) Pressure Sensing Devices:
- Bellows, diaphragm and bourdon type
- High pressure control
- Low pressure controls
- Oil pressure safety controls
d) Maintenance of Electromechanical controls
- Sequential diagnosis of faults
- Repairs and maintenance
Assessment Tasks Theoretical and practical assessment on the magnetic principles,
capacitive principles, production of single phase and three phase motor
toque, servicing and maintenance of automatic controls.
Oral assessment on the industrial knowledge of basic electrical and
electronics components of refrigeration and air conditioning systems
or equipment.

assessment environment. Oral assessment can also be conducted by the assessor
53
Conditions/ Context of (internal/external) during the performance of the practical assessment

assessment by the trainees.
The practical and oral assessments will be conducted in the workplace
The context of assessment should include the facilities, equipment and
materials listed below.
- Capacitors
- Relays
- Screwdrivers
- Electric motors (1PH or 3PH)
- Tong testers
- Pliers
- Side cutters
- Cable strippers
Learning Outcome 02 LO2: Use electronic principles to solve Refrigeration and air
conditioning systems.
Assessment Criteria: 2.1 Select resistors.
2.2 Check inductors.
2.3 Select semi-conductors.
2.4 Check the P – N Junction operation.
Content: LO2: Use electronic principles to solve Refrigeration and air
conditioning systems.
Select Resistors:
 State and describe the different types of resistors used in
electronic circuits i.e. carbon film, wire wound, fixed,
present and variable.
 State the advantages and disadvantages of the different
types of resistors.
 Explain power dissipation and power rating.
54
 Tabulate the resistor colour code and explain its

application.
Check Inductors:
a) State and describe the different types of inductors used.
b) State the advantages and disadvantages of the inductors
in (a).
c) Explain inductor specification.
Select Semi-conductors:
a) Explain the characteristics of resistors and non-linear
resistors, NTC, PTC, thermistors, VDR.
b) Explain and describe conduction in semiconductors using
the following table and terms:
i) Periodic table
ii) Intrinsic, extrinsic
iii) Temperature and light sensitivity
c) State the reasons for doping of semiconductor materials, n-
type and p-type semiconductors.
d) Describe electron conduction and whole conduction.
e) Distinguish between majority and minority carriers in p-
type and n-type semi-conductors.
Check the P – N Junction operation:

a) State how a P – N junction is formed and describe the
formation of:
i) A barrier potential
ii) The depletion region
b) Sketch graphs, showing how current varies with the
application of forward and reverse bias voltages applied to a P
– N junction.
c) Define the P – N junction as a semi-conductor diode.
55
d) Describe the effect minority carries have on the reverse

current of a N – P – N junction or semi-conductor diode.
e) Describe the effect of temperature on the forward and reverse
current type of a semi-conductor diode.
f) Identify the symbol for a semi-conductor diode and
distinguish between direction of conventional and electron
currents.
 Concept of the following:
i) semi-conductor
ii) transistor
iii)FET
iv) MFSET
v) Integrated Circuits
vi) Thermistors
vii) Transducer
 Concept of the following:
i) Programmable Logic Circuits
 Identification and testing of resistors, diodes,
transistors.
Assessment Tasks Practical assessment on:

a) Circuit identification of the electronic components:
 Resistors, inductors, semi-conductors, diodes,
thermistors, etc.
 ICs, PTCs, etc.
b) Application of knowledge and skills of electronics to solve
industrial problems in refrigeration and air conditioning work.
Conditions/ Context of Oral assessment can be conducted in a classroom environment. Oral

assessment assessments can also be conducted by the assessors (internal/external)
Conditions/ Context of during the performance of the practical assessment by the trainee.
assessment
56

equipment and the materials listed below:
- Resistors
- Inductors
- Diodes
- Semi – conductors
- ICs
- Thermistors
Learning Outcome 03 LO3: Identify and rectify malfunctioning of refrigeration

equipment.
Assessment Criteria: 3.1Select electrical measuring instruments.
3.2 Conduct troubleshooting.
Content: LO3: Identify and rectify malfunctioning of refrigeration

equipment.
Select electrical measuring instruments:
a) Describe the following measuring instruments:
- analogue
- digital
b) List and explain the limitations of the Analogue type multimeter
when compared to its digital when compared to digital counterpart
and vice-versa.
c) Carry out simple measurements of Current, Voltage and Resistance
using the two multimeter types in (b).
d) Select and use electrical measuring and testing instruments of the
following types:
- Voltmeters (micro to kilo)
- Ammeter
- Wattmeter
- Multimeter
57
- Meggers
- Capacitor analyser
- Phase indicator
- Ohmmeter
- Line tester
e) Determine the instrument’s safe limitations:
- Measuring range
- Scales value
- Handling methods
Conduct trouble shooting:
a) Approach electrical faults in a systematic manner: -
- Main circuit control
- Overloads and relays
- Thermostats
- Power circuit
- pressure switches
- motors
- Voltage comparator/surge protector
- Solenoids
- Voltage monitor
b) Apply appropriate solutions to faults diagnosed in (a) above.

a) Incorporating measuring instruments in an electric or
electronic circuit designing and wiring:
 Voltmeter, ammeter, wattmeter, ohmmeter etc.
b) Application of knowledge and skills of electrical and electronics
to troubleshoot and apply the remedial actions necessary on the
refrigeration and air conditioning plant equipment.
Conditions/ Context of Practical assessment can be conducted in a classroom environment.

assessment Oral assessments can also be conducted by the assessor
58
(internal/external) during the performance of the practical assessment

by the trainee.
- Hand tools
- Measuring tools
- Cutting tools
- Electrical test metres
Learning Outcome 04 LO4: Design electrical circuits.
Assessment Criteria: 4.1 Examine circuit application.
4.2 Execute the designed circuit.
4.3 Modify the circuit diagram.
Content: LO4: Design electrical circuits.
a) Examine circuit application.
- Contrive/draft control or power circuits.
b) Implement the designed circuit.
- Apply manual/CAD drawing software
- Draw the circuits referring to required standards.
- Get approval for designed circuits.
- Safe keep the approved circuits.
c) Modify the circuit diagram.
- Retrieve the existing drawn circuit diagram
- Examine the copy of the circuit diagram
- Incorporate changes
- Adopt modified circuit diagram.
Assessment Tasks Written and/or oral assessment on the skills and knowledge required to
conduct appropriate Electrical Circuit Designing as outlined in the
assessment criteria and content above.
59
Practical assessment on conducting the following of SHEQ requirements,

the consideration of environmental factors which affect the plant.
Conditions/ Context of Oral and or written assessment can be conducted in a classroom

assessment environment. Oral assessments can also be conducted by the assessor
during the performance of the practical assessment by the trainee.
- Basic Electrician tool kit:

(Drawing pencils, Laptop, Drawing kit)
- Materials:
(Bond paper, software, Cables Insulation tape,
Electrical accessories)
Learning Outcome 05 LO5: Practically Wire the designed circuits
Assessment Criteria:  5.1 Check the power source.
 5.2 Select appropriate protection devices.
 5.3 Check load devices.
 5.4 Select control devices.
Content: LO5: Practically Wire the designed circuits

Wire the circuit after the following:
a) Component sizing and selection based on:
- Manufacturer.
- Application circuit complexity.
- Electrical parameters [voltage, current, power,
accuracy, response time, speed, resolution,
etc.]
60
- Mechanical parameters [dimension, package,

weight, etc.]
- Consideration with respect to manufacturing or
testing.
b) Wire the designed circuit.
- Combining the individual components together
for a specific purpose.
c) Testing functionality of the circuit.
- Appropriate testing following the safety
standards.
- Make amendments to the circuit.
d) Commission the circuit.
- Handover and marking is done following laid
down procedures.
- Circuit order is closed down.
Assessment Tasks Written and/or oral assessment on the skills and knowledge required
to conduct appropriate Electrical and electronic Circuit Testing and
procedures as outlined in the assessment criteria and content above.
Practical assessment on conducting the following of SHEQ
requirements, the consideration of environmental factors which affect
the plant equipment.
Conditions/ Context of Practical assessment can be conducted in a classroom environment.
assessment Oral assessments can also be conducted by the assessor
Conditions/ Context of (internal/external) during the performance of the practical assessment
assessment by the trainee.
simulated work environment in the training institution. The context of
the assessment should include the facilities, tools, equipment and the
materials listed below.
- Test meter
61
- Hand tools
- Specialist tools
TOPIC WEIGHT % HRS/TOPIC

USE ELECTRO-TECHNOLOGY PRINCIPLES TO SOLVE 30 60
REFRIGERATION AND AIR CONDITIONING RELATED
PROBLEMS.
USE ELECTRONIC PRINCIPLES TO SOLVE 25 50
REFRIGERATION AND AIR CONDITIONING SYSTEMS.
IDENTIFY AND RECTIFY MALFUNCTIONING OF 15 30
REFRIGERATION AND AIR CONDITIONING EQUIPMENT
DESIGN ELECTRICAL CIRCUITS. 15 30
PRACTICALLY WIRE THE DESIGNED CIRCUITS 15 30
TOTAL 100 200 HOURS

Both institution-based and work-based learning to facilitate the integration of theory and practice
Use of social media
Weighting of institute- based and work- based assessment: 50% institution based assessment
Resources:
62
ZNQF-accredited training programmes and should have qualifications and experience recognised
by the Zimbabwe National Qualifications Authority (ZNQA).
Computers
CAD software
Drawing equipment
PPE
Stationery
References
1. Laycock, C.H. (2002) Applied Electro Technology for
Engineers. London. McMillan.
3. Althuuse et al (2000) Modern Refrigeration and Air Conditioning.
4. Smith, R.E. (2014) Electricity for Refrigeration, Heating and Air
Conditioning 9th Ed.
5. Morris, N. (2010) Mastering Electrical Engineering
6. Mackenzie, S. (2012) Basic Electrical Engineering Science.
7. Morley & Hughes (2006) Principles of Electricity.
8. Bird, J.O. (2006) Electrical & Electronic Engineering. Longman.
9. Brown, K. (2016) Hughes Electrical and Electronic Technology
63
Module Title: REFRIGERATION AND AIR CONDITIONING PLANT

SYSTEMS INSTALLATION
ZNQF Level: 4
Credits: 20
Duration: 200Hrs
Relationship with Based on Unit Standard Refrigeration and Air-conditioning

Qualification plant Systems Installation of Qualification Standard for a
Standards: Refrigeration and air Conditioning Artisan
Pre-requisite modules: SHEQ, Basic Refrigeration Cycle & System components,
Purpose of Module: The aim of the Module is to develop Refrigeration and Air
to service the needs of the Refrigeration, Air Conditioning and
allied industries.
The unit will enable an individual to install refrigeration and air-
Refrigeration & Air Conditioning Skills.
List of Learning 1.1 Identify major components and their operation in

Outcomes: different refrigeration systems.
1.2 Prepare installation work schedule
1.3 Order materials
1.4 Assemble components
1.5 Test run system
Learning Outcome 1.1 1.1 Identify major components and their operation in
different refrigeration systems.
Assessment Criteria: o Define Refrigeration and Air-conditioning.
o Identify components of the system.
o Describe components’ functions.
o Draw & Explain Basic Refrigeration & Air-conditioning.
64
Content: o Define Refrigeration & Air conditioning

-define the terms Refrigeration & Air-conditioning
-state their applications
-Explain the history of refrigeration and its importance in the
cooling and preservation of foods.
1.2 identify the systems components
- Identify each component in the system and describe its
function i;e Compressors, Condensers, Metering devices,
Evaporators, Receivers and Accumulators and their related
accessories.
1.3 Describe components’ functions
-Sketch and explain their operation in the system.
- Describe with the aid of sketches the construction and
operation of the condensers and evaporators.
-Describe the function and location of receivers and
accumulators
o Draw & Explain Basic Refrigeration & Air-conditioning
-Draw and describe the basic refrigeration cycle.
-Identify the components of the basic refrigeration system,
and their interconnecting lines.
Assessment Tasks Practical assessment on the identification, sketching, and laying

out of the components as they are in the System Installation.
Written, Oral and practical assessment on the laying out the

components in an Installation work.

assessment environment. Oral assessment can also be conducted by the
Conditions/ Context of assessor during the performance of the practical assessment by
assessment the trainees.
The practical and oral assessments will be conducted in the
institution.
65
Learning Outcome 02 LO2 Prepare installation work schedule
Assessment Criteria: 2.1 Work plan is developed in line with manufacturers’

specification
2.2 Installation checklist is compiled in line with design
specifications and plant requirements
2.3 Analysis of environmental conditions is carried out
according to SHEQ regulations
2.4 Installation budget is compiled in line with market rate
Content: 2.1 Work plan is developed in line with manufacturers’

specification
-List and describe the types of commercial and industrial
installations.
-Explain the difference between noncode and code installation.
-explain proper procedures used in replacing or repairing
definite commercial components.
-write service estimates
-Remove, test, repair or replace various components.
-Practice approved safety procedures.
2.2 Installation checklist is compiled in line with design
specifications and plant requirements
-describe a checklist.
-explain the contents of a refrigeration checklist.
2.3 Analysis of environmental conditions is carried out
according to SHEQ regulations
-define Risk Assessment.
-explain the importance of a Risk Assessment.
-create a Risk Assessment Card/file.
2.4 Installation budget is compiled in line with market

rate
- describe a budget.
-outline the steps of creating a budget.
-explain the importance of creating a budget.
Assessment Tasks Practical assessment on the laying out of the system components
in accordance to the drawings provided/produced.
66
Oral assessment on the identification, stating and explanation of

the operation of the system components in any installation (new
or existing plant).

Conditions/ Context of assessor during the performance of the practical assessment by
assessment the trainees.
institution.
-tools & equipment
-Combination Pliers
-Side Cutter
-Long-Nose Pliers
-Adjustable Wrench
- Spanners set
-screwdrivers set
-Allen Key Set
-Torque Wrench – Direct Reading
-Tubing Gauge
-flaring & swaging kit
-Micrometer Set – Metric & Imperial
-Tube-Bending Spring
-Lever Type Tube-Bender
-Pressure Gauge (Compound)
-Electric Hand Drill
-Wire Brush Set
-Hand Electric Blower
-Heat Gun
-Engineer’s File Set
-Three-Jaw Puller
-Hollow Punch Set
-Feeler Gauge Set
-Punch Set
-Ball-pein hammer
-Hacksaw (300mm Blade)
Halide Torch Leak Detector
Hammers
Electronic Leak Detector
67
Anemometer
-Piercing Valve
Sling Psychrometer (Dry/Wet Bulb Air Temp)
Valve Kit and Adaptors (Sets)
Capillary Tube Sizing Kit
Fins Straightener (8-15 F/inch)
Charging cyclinder
Portable Charging Unit
Oil Charging Pump
Inspection Mirror (with flash light)
Electronic Sound Tracer
Capacitor analyser
Oxy-acetylene Welding Set
Blow Lamp
Motor Compressor Opener
Oil Can
Safety Goggles
Learning Outcome 03 LO3 Order Materials
Assessment Criteria: 3.1 Product quantities are established in line with project
requirements
3.2 Product specifications are determined in line with drawings
3.3 Product cost is estimated in line with market rates
3.4 Bill of quantities is produced
3.5 Bill of quantities is submitted to buying department
3.6 Relevant materials is obtained from the warehouse
Content: 3.1 Product quantities are established in line with project

requirements
-define a bill of quantities.
-state the need for a bill of quantities.
-outline the steps in the preparation of a bill of materials.
3.2 Product specifications are determined in line with

drawings
-define product specifications.
-provide a detailed list of product specifications requirements.
3.4 Bill of quantities is produced

-define a bill of quantities.
-explain the uses of a bill of quantities.
-state the importance's of a bill of quantities.
68
-outline the steps to creating a bill of quantities.
3.5 Bill of quantities is submitted to buying department

-explain the need to submit the bill of quantities list to the
buying department.
- define purchasing proposals order.
- explain the importance of following up on orders.
3.6 Relevant materials is obtained from the warehouse
-describe the process for collecting materials from the
warehouse.
-state the need for inspection of materials.
Assessment Tasks Practical assessment on

-material ordering
-bill of materials & bill of quantities preparation
-activities duration
-ability to perform calculations on BOQ/BOM
-interpretation skills

Conditions/ Context of performance of the practical assessment by the trainee.
assessment The practical assessment will be conducted in the workplace or
-check list
-quotations
-purchase orders
-calculators
Learning Outcome 04 L04 Assemble components
Assessment Criteria 4.1 Individual components are aligned according to project

specifications
4.2 System components are joined according to drawings
4.3 Appropriate tools and equipment are used to organise system
4.4 Joined components are test run and performing to
expectations
4.5 Housekeeping practices is conducted according to SHEQ
procedures
4.6 Designed specifications are met
4.7 Designed functionality is achieved
4.8 Components are assembled within the organisational
stipulated time frame
69
Content LO4:
4.1 Individual components are aligned according to project
specifications
-define alignment.
-explain the need to Interpret diagrams correctly.
4.2 System components are joined according to drawings
-show the importance of interpreting diagrams correctly
-prepare a list of appropriate tools.
-state the importance of adherence to brazing and welding
standards.
-show the need to use appropriate materials
4.3 Appropriate tools and equipment are used to organise
the system
-explain the need to gather the necessary tools required for the
installation.
-collect the required equipment for the installation.
4.4 Joined components are test run and performing to

expectations
-define test run.
-explain the importance for test running an installation.
-define leak test.
-outline the steps to leaktesting.test the joints for the leaks.
-show the importance for leaktesting.
4.5 Housekeeping practices is conducted according to SHEQ

procedures
- define housekeeping
-define SHEQ.
-explain the importance for SHEQ.
4.6 Designed specifications are met

- explain design specifications
- state the importance of checking the design for specifications
adherence.
4.7 Designed functionality is achieved

-define system functionality
-state the importance of checking the system functionality.
4.8 Components are assembled within the organisational

stipulated time frame
-define a Gant Chart
- explain the need to keep to the organisational time frame
-explain the need to make use of Gant Charts in installations.
70

-components layout
-tools use
-interpretation of diagrams
-flaring & swaging skills
-adherence to standards
Conditions/ Context of Practical assessment can be conducted in a classroom

assessment environment. Oral assessments can also be conducted by the
assessor during the performance of the practical assessment by the
trainee.
Practical assessment on:
-components layout
-tools use
-interpretation of diagrams
-flaring & swaging skills
-adherence to standards

equipment and the materials listed below.
-manifold gauges
-flaring and swaging tools
Learning Outcome 05 LO5: Test run system/Commissioning
Assessment Criteria: 5.1 Induce Power according to standards

5.2 Achieve Desired temperatures
5.3 Eliminate Abnormal noises
5.4 Draw Amperage in line with design specifications
5.5 Eliminate all leaks according to standards
5.6 Achieve Operating pressures in line with design
specifications
5.7 Test run results according to standards
5.8 Carry out corrective action in cases of Variances
Content: 5.1 Power is induced
-outline the steps to correctly inducing power to the system
-explain the importance of checking the voltage supply.
5.2 Desired temperatures are achieved

- define system performance analysis.
71
-outline the steps to perform a system performance analysis.
5.3 Abnormal noises are eliminated

-explain the need to note down any observations
-explain the importance of rectifying any anomalies e.g high/low
amperage, too high temperatures, vibrations, leaks.
5.4 Amperage is drawn in line with design specifications

-show the importance of checking the system amperage.
-state the need to rectify any anomalies e.g high/low amperage.
5.5 All leaks are eliminated

-show steps to leak testing an installation.
-explain the need to rectify any anomalies e.g too high
temperatures,leaks.
5.6 Operating pressures are achieved in line with design

specifications
-outline the steps to checking running pressures of the system.
- explain the importance of observing the system performance
and record keeping.
-expkain the importance of connecting the water circuit in water
cooled systems.
5.7 Results of test run are analysed

-define results analysis.
-explaing the importance for results analysis.
5.8 Variances noted are corrective action taken according to

system procedures
-show the need to note down any observations.
-explain the importance of rectifying any anomalies e.g high/low
amperage, too high temperatures, vibrations, leaks
-outline the procedure to handover the system/plant.
-wiring
-system observation
-problem solving/troubleshooting

72

- Hand tools
Measuring tools
Cutting tools
Marking out tools
Scales
Pipe benders
Pinch off tools
Leak testers
Vacuum pumps
Work benches
Drilling machines
Lock ring set
Recovery machine
Oxy-acetylene set
Scaffolds
Ladders
Materials
Cleaning materials
Consumables
Lubricants
Learning Outcomes Weight Hours/Top

ic
1 IDENTIFY MAJOR COMPONENTS AND THEIR 35 70
OPERATION IN DIFFERENT REFRIGERATION
SYSTEMS.
2 PREPARE INSTALLATION WORK SCHEDULE. 15 40
3 ORDER MATERIALS 10 20
4 ASSEMBLE COMPONENTS 25 40
5 TEST RUN SYSTEM 15 30
Total 100% 200Hrs

73

Use of social media
Resources:
Qualifications and experience of trainers, assessors, and moderators should have undergone ZNQF-
accredited training programmes and should have qualifications and experience recognised by the
Zimbabwe National Qualifications Authority (ZNQA).
Computers
CAD software
Drawing equipment
PPE
Stationery
Computer storage devices Measuring tools
Cutting tools
Marking out tools
Scales
Pipe benders
Pinch off tools
Leak testers
Vacuum pumps
Work benches
Drilling machines
Lock ring set
Recovery machine
Oxy-acetylene set
Scaffolds
Ladders
74
References
Refrigeration and Air

1. Norman Cook 1995 Conditioning Technology Macmillan
Ramesh Chandra Refrigeration and
2. Arora 2010 Airconditioning India PHI
Chua Kian Jon
Md Raisu Islam Advances in Airconditioning
3. Ng Kim Choon Technology New York Collins
RS Khurmi A Text book of Refrigeration
4. JK Gupta 2006 and AorConditioning India Schand
Cottel, L W Tropical Refrigeration and
5. Cuvaja S 2007 Airconditioning London Longman
Industrial Refrigeration and
6. Wilbert F Stoecker Airconditioning Handbook
Fundamentals of
7 Langley B C 1995 Refrigeration
Refrigeration and
Airconditioning Technology
8. Witman WC et al 2009 6th Ed London Delmar
Peter Bailey
David Farmer
Bary Crocker
David Jesson Procurement Principles &
9. David Jones 2015 Management 11th Ed Pearson
Fred Sollish Procurement & Supply
10. John Semanic 2012 management London Willey
75
Module Title: REFRIGERATION AND AIR CONDITIONING PLANT

SYSTEMS REPAIRS
ZNQF Level: 4
Credits: 15
Duration: 150 hours
Relationship with Based on Unit Standard Plant Repairs of Qualification Standard

Qualification for a Refrigeration and air Conditioning
Standards:
allied industries.
List of Learning LO1: Prepare job card

Outcomes: LO2: Diagnose faults
LO3: Rectify faults
LO4:Perform test run
LO5: Generate fault report
Learning Outcome 01 LO1: Prepare job card
Assessment Criteria: 1.1 Generate Job number

1.2 Document Customer’s details
1.3 Complete refrigeration or airconditioning system details
1.4 Document Jobs required
1.5 List down Parts used on the job
1.6 Explain the work performed
1.7 Complete service details
76
Content: LO1: Prepare job card

1.1 Generate Job number
 Define job card
 Describe the importance of a job card
 Describe the significance of a job number
1.2 Document Customer’s details

 Describe the customer details that are documented in a job card.
1.3 Complete refrigeration or air conditioning system details

 Make and model,
 Manufacture details including serial number,
 Manufacture date,
1.4 Document Jobs required

 A very clear and precise job description
 detailed explanation of the issues including the history of the
issue,
1.5 List down Parts used on the job

 Part numbers,
 Description and
 Quantity.
1.6 Explain the work performed

 Invoiced amount.
 Challenges noted on the job card.
1.7 Complete service details

 Describe the type of service that is required for refrigeration
and airconditioning systems.
Assessment Tasks Practical assessment on the production of a job card.
Oral assessment on the production of a job card.

Conditions/ Context of assessor during the performance of the practical assessment by the
assessment trainees.
institution.
77
Learning Outcome 02 LO2: Diagnose faults
2.1 Follow OHS risk control measures and procedures.
2.2 Practise safety procedures to test or measure electrical
connections and components.
2.3 Exercise fault finding by observation, measurement,
calculations and comparison.
2.4 Remove/dismantle system parts.
2.5 List down faulty components.
Content: LO2: Diagnose faults

2.1 Follow OHS risk control measures and procedures
 OHS risk control measures
 Procedures for carrying out the work are followed.
 Describe what is meant by Operating system
 Describe procedure of isolating Circuits/machines/plant

 Describe procedure to test electrical connections and
components.
 Measurement of electrical connections and components.
2.3 Exercise fault finding by observation, measurement,
calculations and comparison.
 Observation,
 Measurement,
 Calculations
 Describe procedure to compare with normal system and
component parameters/values.
2.4 Remove/dismantled system parts.
 Describe procedure to dismantle/remove System components
 Describe Parts storage
2.5 List down faulty components

 Describe types of faults for components with the aid of examples

 Diagnosis of electrical and mechanical HVAC circuits
78

assessment
Conditions/ Context of Oral assessments can also be conducted by the assessor during the
assessment performance of the practical assessment by the trainee.
The practical assessment will be conducted in the workshop

environment in the training institution.

- Hand tools
-Measuring tools
-Cutting tools
-Marking out tools
-Electrical test metres
-Scales
-Pipe benders
-Pinch off tools
-Flaring and swaging tools
-Leak testers
-Vacuum pumps
-Refrigeration gauges
-Work benches
-Drilling machines
-Lock ring set
-Recovery machine
-Oxy-acetylene set
-Scaffolds
-Ladders etc
Learning Outcome 03 LO3: Rectify faults
3.1 Check equipment and materials
3.2 Repair affected components efficiently
3.3 Test system in accordance with established procedures.
3.4 Reassemble and system
Content:
) 3.1 Check equipment and materials
 Steps followed in isolating equipment
 Describe Materials required to rectify faults.
3.4 Repair affected components efficiently

 Describe the methods of repair
 Describe methods to test effectiveness of the repairs
79
3.5 Test system in accordance with established procedures.

 Procedure to test the refrigeration and air conditioning
system after repair
3.6 Reassemble and test the system

 Procedure of reassembling the system

 Rectify fault on HVAC systems.
 Application of knowledge and skills on HVAC systems to
solve faulty units.

trainee.
workshop environment in the training institution.
 Hand tools
 Measuring tools
 Cutting tools
 Marking out tools
 Electrical test metres
 Scales
 Pipe benders
 Pinch off tools
 Flaring and swaging tools
 Leak testers
 Vacuum pumps
 Refrigeration gauges
 Work benches
 Drilling machines
 Lock ring set
 Recovery machine
 Oxy-acetylene set
 Scaffolds
 Ladders
80
Learning Outcome 04 LO4:Perform test run
Assessment Criteria: 4.1 Connect the system to electrical power.

4.2 Achieve desired temperatures
4.3 Eliminate abnormal noises
4.4 Achieve amperage drawn in line with design specifications
4.5 Eliminate all leaks
4.6 Achieve operating pressures in line with design
specifications
4.7 Analyse results of the test run
Content: LO4: Perform test run
4.1 Connect the system to electrical power

 Outline the steps to correctly inducing power to the
system
 Explain the importance of checking the voltage supply.
4.2 Achieve desired temperatures

 Define system performance analysis.
 Outline the steps to perform a system performance
analysis.
4.3 Eliminate abnormal noises

 Explain the need to note down any observations
 Explain the importance of rectifying any anomalies e.g
high/low amperage, too high temperatures, vibrations,
leaks.
4.4 Achieve amperage drawn in line with design specifications

 Show the importance of checking the system amperage.
 State the need to rectify any anomalies e.g high/low
amperage.
4.5 Eliminate all leaks

 Show steps to leak testing an installation.
 Explain the need to rectify any anomalies e.g too high
temperatures and leaks.
4.6 Achieved operating pressures in line with design

specifications
 Outline the steps to checking running pressures of the
system.
 Explain the importance of observing the system
performance and record keeping.
81
4.7 Analyse results of the test run

 Define results analysis.
 Explain the importance for results analysis.

-wiring
-system observation

 Hand tools
 Measuring tools
 Cutting tools
 Scales
 Pipe benders
 Pinch off tools
 Leak testers
 Vacuum pumps
 Work benches
 Lock ring set
 Scaffolds
 Ladders
Materials
Cleaning materials
Consumables
Lubricants
82
Learning Outcome 05 LO5: Generate fault report
Assessment Criteria: 5.1 Follow OHS work completion risk

5.2 Establish procedures on work areas.
5.3 Draw circuits/apparatus for the system
Content: LO5: Generate fault report
5.1 Follow OHS work completion risk
Risk control measures
5.2 Establish procedures on work areas.
 Clean work area

 Make work area safe in accordance with established
procedures.
5.3 Draw circuits/apparatus for the system

 Justifications for the repairs to circuits/apparatus.
 Structure of a faulty report
 Importance of a faulty report

 The generation of fault reports
 Application of fault reports to solve practical problems.
Oral assessment on generation of fault reports.
assessment trainee.
simulated work environment in the training institution. The
context of the assessment should include the facilities, tools,
LEARNING OUTCOMES Weight % Hours/Topic

LO1: PREPARE JOB CARD 10 20
LO2: DIAGNOSE FAULTS 30 60
LO3: RECTIFY FAULTS 23 46
LO4:PERFORM TEST RUN 22 44
LO5: GENERATE FAULT REPORT 15 30
TOTAL 100% 200
83

 Observation of adult learning principles.
 Both institution-based and work-based learning to facilitate the integration of theory and practice
 Face-to-face education and learning.
 Problem-based learning
 Online/ distance education and learning
 Blended/ hybrid education and learning
 Use of social media
 Oral assessment to be conducted by a panel of two or more assessors
 Portfolio of evidence
 Assessment of work conducted by both individual learners and teams of learners.
Resources:
Facilities, tools, equipment and materials:
 Computers
 CAD software
 Drawing equipment
 Model-making tool kit
 PPE
 Stationery
 Computer storage devices
REFERENCES
International Journal of V.
1. G. Bogdanovská 1961 Refrigeration London Molnár
Knowledge discovery of data-

driven-based fault diagnostics
2. X. Fang 1985 for building energy systems New York Wang, Z
84
Fault diagnosis and

3. Y. Tan 1986 refrigerant leak detection New York Collins
diagnostics for residential
4. H. Chen 1980 cooling
American Society of Heating,
Refrigerating and Air- N.S.
5. J. Choi 1970 Conditioning Engineers London Castro
Automated fault detection and
6. Nash, W.G 1980 diagnostics London Hutchison
Performance monitoring, fault D.
detection, and diagnosis of Nikanpo
7 M. Stylianou 1996 reciprocating chillers, London ur
Energy information
administration, Department of J.E.
8. A.E. Outlook 2010 Energy London Braun
Fault diagnosis of a vapor
compression refrigeration
system with hermetic
reciprocating compressor
based on ph diagram, H.
International journal of Bulgurc
9. N. Kocyigit 2010 refrigeration London u
85
359/22/M05
Module Title: COMMERCIAL AND INDUSTRIAL REFRIGERATION

SYSTEMS ASSEMBLY.
ZNQF Level: 4
Credits: 20
Duration: 200 hours
Relationship with Based on Unit Standard Commercial And Industrial

Qualification Refrigeration systems assembly of Qualification Standard for
Standards: Refrigeration and Air Conditioning.
Pre-requisite modules: Mechanical Engineering workshop safety, health, environmental

and quality maintenance.
Refrigeration Systems Technology

Purpose of Module: This module describes the knowledge, competencies and skills
required by a artisan as a basis for Mechanical, Refrigeration and
Air Conditioning. This module will enable an individual to
identify and differentiate between commercial and Industrial
Refrigeration systems. Access to this module is open to all target
groups including unemployed youths, women and men wishing to
improve their living standards and of the community through
Refrigeration and Air conditioning activities.
List of Learning LO1: Identify basic commercial and Industrial refrigeration

Outcomes: components.
LO2: Assemble the commercial and industrial components to

form the refrigeration system.
LO3: Test for functionality of the assembled refrigeration

unit.
LO4: Diagnose failure of the commercial and industrial

refrigeration system.
LO5: Upgrade commercial and industrial systems to save

energy and protect the environment.
LO6: Operate multi pack cooling systems of commercial and

industrial refrigeration.
86
LO7: Measure the cooling performance of commercial and

industrial systems.
LO8: Design cooling system electrics, electronics and

controls of commercial and industrial systems.
Learning Outcome 01 LO1: Identify basic commercial and Industrial refrigeration

components.
Assessment Criteria: 1.1 Identify basic commercial and industrial refrigeration.
1.2 Select system components.
1.3 Dismantle the components.
Content:
1.1 Identify basic commercial and industrial refrigeration.
Define
- Commercial Refrigeration.
- Industrial Refrigeration.
1.2 Select system components.
i. Compressors – reciprocating, rotary, scroll

ii. Condensers – air cooled
iii. Evaporators – dx or flooded
iv. Expansion device – capillary, TEV (internally and externally
equalised)
v. Liquid line driers
vi. Suction line driers
vii. Accumulators – suction line
viii. Liquid receivers
ix. Four way reversing valves
1.3 Dismantle the components.
Describe the function of;
Compressors:
- State the difference between open drive, hermetic and semi
hermetic systems, stating the advantages and disadvantages of
each.
- Describe with the aid of sketches the operating principles of
the following compressors:
 Rotary vane (single vane and multi vane)
 Screw (single screw and twin screw)
 Centrifugal
87
- Establish the effects of fluctuating the suction and head

pressures on the compressor operation.
- Explain the methods of controlling compressor capacity
- Explain the methods of cooling/lubrication employed on

different types of compressors.
- Describe the necessity for a lubricant in the system and its

benefits
- State the types of lubricants/oil
- Describe the problems associated with improper handling and
wrong application of lubricants/oils
- Describe the construction and principle of operation of oil
separators.
- Describe the need for oil separators.
- Define the properties of lubricants/oils
- Describe the problems of refrigerant condensation in oil
separators and possible remedies.
Condensers and cooling towers:
- Describe the construction and principle of operation of cooling

towers/spray ponds
 Induced draft
 Forced draft
a) Water cooled
i. Shell and tube
ii. Shell and coil
iii. Tube in tube
b) Evaporative
i. Natural convection
ii. Forced convection
- Define the range of terms used with evaporative condensers

and cooling towers to include:
a. range
b. approach
c. continuous bleed
d. make-up
e. blow down
f. drift
88
- Calculate condenser capacity

- Explain the difference between natural and forced convection.
- Explain the difference between primary and secondary
surfaces.
Metering devices:
Explain the mode of operation for :

i. Hand expansion valve
ii. Thermostatic expansion valve
iii. Automatic expansion valve
iv. High and low side float valves
v. Electronic expansion valves
- Describe the adjustment of expansion valves including fault

finding and relevant remedies.
- Describe the maintenance of metering devices
Evaporators:
- Explain various types of freezers and chillers with respect to

their refrigerated space temperatures.
- Identify basic types and their construction and uses.
- Explain the difference between primary and secondary
surfaces.
- Explain the principle of operation of air cooling evaporators.
- Explain the principle of operation of liquid chilling evaporator

to include:
 Shell and tube type
 Submerged coil types
 Baudelot type
 Plate heat exchangers
Defrosting
- Identify the need for defrosting.

- State related problems and relevant solutions for defrosting
methods.
- Describe the defrosting techniques used in refrigeration and air
conditioning systems e.g.
 Hot refrigerant vapor system (hot gas)
 Non-freezing solution system
 Water system
 Reverse cycle defrost system
 Electric heater system
89
 Warm air system
- State the advantages/disadvantages of the defrosting

techniques.
- Identify the need for the use of drain heaters in deep freeze
applications.
Receivers and Accumulators (pressure vessels):
- Explain the construction of a receiver and accumulator in a

system
- Describe the function and location of receivers and
accumulators.
- Describe the use/purpose of pressure relief valves on receivers
- Describe the location of and operation of other safety devices
such as:
i. Fusible plugs
ii. Bursting disc
Moisture indicators and sight glasses:
- Describe the function and construction of moisture indicators

and sight glasses on commercial and industrial refrigeration
system.
Electro-Mechanical System Controls :
- Describe the construction and functions of the following

mechanical controls:
a) High and Low Pressure switches
a) Oil pressure switch
b) Hand shut off valves
c) Check valves
d) Non return valves
e) Reverse cycle valves
f) Pilot operated valves
g) Constant pressure regulators (evaporator and condenser)
h) Solenoid valves
i) Compressor/suction regulators
Assessment Tasks Practical assessment on the identification of components

disassembled and assembled from commercial and industrial
systems.
90
Written and/or oral assessment on the skills and knowledge

required to describe the functions of commercial and industrial
refrigeration system components.
Conditions/ Context of The written and/or oral assessments can be conducted in a

assessment classroom environment. Oral assessment can also be conducted
by the assessor during the performance of the practical
assessment by the trainees.
The practical assessments will be conducted in the workplace or

Learning Outcome 02 LO2:Assemble the commercial and industrial components to

form the refrigeration system.
Assessment Criteria: 2.1 Select appropriate components, materials, tools and

equipment.
2.2 Assemble the components.
Content: 2.1 Select appropriate components, materials, tools and

equipment.
- List the tools and equipment used in system installations.

- Select the appropriate tools needed for the assembling.
- State function of the selected tools.
- Explain the safe handling of tools and equipment.
- Select components.
2.2 Assemble the components.
- Determine the correct procedure of assembling components.

- Perform the procedure for testing the system for leaks using the
listed test equipment;
a. Halide Torch leak detector
b. Soap bubbles
c. Electronic leak detector
d. Sulphur candles
e. Ultra-violet lamp
f. Ultrasonic leak detector
g. Refrigerant dye
- Explain how to examine and adjust thermostats and pressure

controls.
91
- Perform adjustment of expansion valves.
Assessment Tasks Practical and/or oral assessment on the skills and knowledge of
assembling of commercial and industrial systems.
Conditions/ Context of Practical and/or oral assessments can also be conducted by the
assessment assessor in a workplace or simulated work environment in the
training institution.
Learning Outcome 03 LO3: Test for functionality of the assembled refrigeration

unit.
Assessment Criteria: 3.1 Wire system electrical circuit.

3.2 Charge the system.
3.3 Conduct a test run according to procedure.
Content: 3.1 Wire system electrical circuit.
- Sketch electrical circuit wiring of the system

i. power circuit
ii. control circuit.
3.2 Charge the system.
- Identify the charging method to be used.

a) Liquid charging
b) Vapour charging
- Describe liquid charging and vapour charging.
- Describe and perform step by step correct sequence and

procedures for charging a commercial and industrial
- Select the appropriate refrigerant and tools.
- Carry out pulley alignment and belt tensioning.
- Open and service fillers, strainers and driers.
- Charge and install a refrigeration system. (Basic Lay-out)
including charging of HCs, CO2, NH3
92
3.3 Outline all the steps in the test run procedure.
- Switch on the unit.
- Monitor the unit checking for any faults step by step.
- Allow unit to run until it cuts out and then cuts in.
Assessment Tasks Practical assessment on the skills and knowledge of testing for
functionality on assembled commercial and industrial systems.
Learning Outcome 04 LO4: Diagnose failure of the commercial and industrial

Assessment Criteria: 4.1 Select appropriate tools.

4.2 Troubleshoot system.
4.3 Test components for faults.
Content: 4.1 Select appropriate tools.
- Identify the appropriate tools for troubleshooting, multi-meter,

leak detector, screw drivers etc
4.2 Troubleshoot system.
- Highlight the correct procedure for troubleshooting.
- Perform sequential troubleshooting of the whole system.

- Carry out the listed diagnostic measures.
- Determine refrigerant circulation and its rate.
- Compare Low/high side temperatures for compatibility with

system pressures.
- Determine serviceability of system components including:

a) Evaporator
b) Condenser
c) Metering devices
d) Expansion Valve
93
e) Compressor
f) Receiver/Drier or Accumulator
g) Control Systems
-Determine the applicability of a system to given situations i.e.

cooling capacities.
- Electronics troubleshooting
- Demonstrate the use of computerized diagnostic equipment and

digital controls
- demonstrate knowledge of electronic, electrical and mechanical

components
4.3 Test components for faults.
- Dismantle, examine, reassemble and test for gas and oil leaks
both in open and sealed types compressor.
- Test motors (for short or open circuits).
- Check motor burn out and test for acidity.
- Test electrical components for functionality, checking for loose

connections in the following manner;
Main circuit control
Overloads and relays
Thermostats
Power circuit
pressure switches
motors
Voltage comparator/surge protector
Solenoids
Voltage monitor
- Examine and adjust thermostats and pressure controls.
- Adjust expansion valves
- Identify mechanical and electrical faults and rectify.
- Maintenance and service of valves
Assessment Tasks Practical and/or oral assessment on the skills and knowledge of
troubleshooting of commercial and industrial systems.
94
Learning Outcome 05 LO5: Upgrade commercial and industrial systems to save

energy and protect the environment.
Assessment Criteria: 5.1 Compare the TEWI for a variety of different refrigerants
applied to the same cooling capacity and operating temperatures.
5.3 Improve energy efficiency on existing systems within the
range.
Content: 5.1 Compare the TEWI for a variety of different refrigerants

applied to the same cooling capacity and operating
temperatures.
- Define TEWI (Total Environmental Warming Impact)

- Calculate TEWI (Total Environmental Warming Impact)
- Compare and contrast TEWI for a variety of different
refrigerants applied to the same cooling capacity and operating
temperatures.
5.3 Improve energy efficiency on existing systems within the

range.
- Describe the methods to improve energy efficiency on existing

systems within the range i.e.
i) Reduce refrigeration system lift (Lift is the difference
between suction pressure and discharge pressure)
ii) Improve part load system performance.
iii) Upgrade refrigeration system equipment.
iv) Reduce refrigeration loads
v) Maintain your refrigeration system equipment.
Assessment Tasks Written and/or oral assessment on the skills and knowledge of
effects of commercial and industrial systems on energy and the
environment and how to upgrade systems.
Conditions/ Context of Written and/or oral assessments can also be conducted by the
assessment assessor in a classroom environment.
95
Learning Outcome 06 LO6: Operate multi pack cooling systems of commercial and
industrial refrigeration.
Assessment Criteria: 6.1 Design the system layout for multi pack systems.
6.2 Trace refrigerant movement for systems.
Content: 6.1 Design the system layout for multi pack systems.
- Describe system layout and operating principles for multi

compressor pack systems with capacity control.
- Describe system layout and operating principles for multi

evaporator systems with independent control for each
evaporator.
- Demonstrate citing skills of units and system layout
- Interpret diagrams and symbols using conventional signs and

standards
- Understand the construction and operation of the listed pumps:

a. vacuum pumps
b. oil charging pump
c. system compressors
d. Liquid and vapour pumps
- Explain the concept of the cascade system
6.2 Trace refrigerant movement for systems.
- Explain the principles of:

 oil separation, recovery and rectification
 pumped liquid re-circulation systems
 variable refrigerant volume/flow systems
- Describe the operating principles and application of suction

pressure, evaporating pressure and crankcase pressure regulating
valves.
- Describe the system layout and operating principles for water

chilling systems.
- Describe the system layout of commercial and industrial

systems.
96
Assessment Tasks Practical assessment on system layout and operating principles

for multi pack systems.
Written and/or oral assessment on the skills and knowledge of

the cooling systems and technology of commercial and industrial
refrigeration.
Conditions/ Context of Written assessment can be conducted in a classroom environment.

Learning Outcome 07 LO7 Measure the cooling performance of commercial and

industrial systems.
Assessment Criteria: 7.1 Compare system performance using pressure enthalpy

diagrams.
7.2 Select the most suitable insulation for structures.
7.3 Charge refrigerant blends.
7.4 Perform calculations.
Content 7.1 Compare system performance using pressure enthalpy

diagrams.
Identify the various zones/phases on the pressure-enthalpy

diagram (p-h)
- Describe the following processes on a p-h chart:

The expansion process
The vaporising process
The compression process
The condensation process
- State the effect/s of suction temperature on cycle efficiency.
- State the effect/s of condensing temperature on cycle

efficiency.
- State the effect/s of superheating the suction vapor
97
-Explain the process of superheating without useful cooling, and

superheating that produces useful cooling.
- Compare and contrast system performance at a variety of

conditions using pressure enthalpy diagrams.
- Apply equipment and components to cooling applications to

allow system selection, design and balancing to be carried out.
7.2 Select the most suitable insulation for structures.
- Describe the effect of heat and vapour transfer to insulated

structures.
- Describe the purpose of a vapor seal, strip and air curtains on

cabinets and cold rooms.
- Identify the materials used to make vapor seals e.g. Butman

Putty, Aluminium foil, plastic paper.
- Assess heat loads to insulated cooled applications.
7.3 Charge refrigerant blends.
- Explain the features and characteristics of zeotropic blends,

azeotropes and single fluid refrigerants.
-Describe the charging methods of blends.
- Compare and contrast the use of different refrigerant types in

cooling applications.
7.4 Perform calculations.
- Explain Dalton’s Law of Partial Pressures.
- Describe Boyle’s Law Charles’ Law and the Combined Gas

Equation including calculations.
Assessment Tasks Written and/or oral assessment on the application of knowledge

and skills on cooling perfomance of commercial and industrial
systems.
98

Learning Outcome 08 LO8: Design cooling system electrics, electronics and

controls of commercial and industrial systems.
Assessment Criteria: 8.1 Design electrical circuits for systems.

8.2 Monitor systems based on operating principles of EMS and
BMS.
8.3 Trace electrical circuit diagrams for systems.
Content: 8.1 Design electrical circuits for systems.
- Describe electrical circuits for systems in the range.
- Sketch a typical refrigeration electrical control system

incorporating defrost timers, digital controller defrosts heaters,
blower’s fans, room thermostat, limit thermostat, liquid line
solenoid, pressure switches, hot gas solenoid, drip tray heater,
contractors etc.
- Sketch a typical refrigeration system incorporating digital

electronic control systems, sensors and power supply.
8.2 Monitor systems based on operating principles of EMS

and BMS.
- Explain the principles of electronic monitoring systems (EMS)

and building monitoring systems (BMS).
- Highlight the difference between BMS and EMS.
- Describe the principles of single phase and three phase motor

and motor control and .protection circuits.
- Describe the requirements of the Electricity at Work

Regulations and general codes and standards affecting electrical
hook ups of systems.
8.3 Trace electrical circuit diagrams for systems.
- Explain electrical circuit diagrams for systems in the range.
Assessment Tasks Written and/or oral assessment on the application of knowledge

and skills of cooling systems electrics, electronics and controls
designs of commercial and industrial systems.
99
Practical assessment on tracing of electrical circuit diagrams for

systems in the range.
Conditions/ Context of Written assessment can be conducted in a classroom environment.


Both institution-based and work-based learning to facilitate the integration of theory and
practice
Use of social media
Resources:

Combination Pliers
Side Cutter
Long-Nose Pliers
Adjustable Wrench
Screw Driver set (Flat)
Screw Driver set (Phillips)
Allen Key Sets (Metric & Imperial)
Spanner Set
Tube Cutter
Flaring Tool Set (45 Flare)
Swaging Tools (Pinch or Level Type)
100
Lever Type Tube-Bender

Pinch-Off Tool
Multimeter
Clamp-On A.C Meter
Gauge Manifold
Ratchet Spanner
Hollow Punch Set
Punch Set
Ball-pein hammer
Hacksaw (300mm Blade)
Halide Torch Leak Detector
Electronic Leak Detector
Dial Type Thermometer
Charging cyclinder
Oxy-acetylene Welding Set
Motor Compressor Opener
Oil Can
Safety Goggles
Bench Vice
References
United The Goodheart-

Morden Refrigeration and Air States of Willcox
1. Althouse, et al 2004 conditioning America Company, Inc.
2. Dossat, R.J. 2004 Principles of Refrigeration

Cottell, L.W. Cuvaja, S. Tropical Refrigeration and Air
3. 2007 conditioning
4. Wilbert F. Stoecker Industrial Refrigeration Handbook

Electrical and Electronic
5. Bird J. O. 2006 Engineering London Longman
6. Langley B.C. 1995 Fundamentals of Refrigeration London Delmar

Refrigeration and Air
7 Witman W.C. et al 2009 Conditioning Technology London Delmar
LEARNING OUTCOMES Weight % Hours/

Topic
IDENTIFY BASIC COMMERCIAL AND INDUSTRIAL 20 40
REFRIGERATION COMPONENTS.
101
ASSEMBLE THE COMMERCIAL AND INDUSTRIAL 15 30

COMPONENTS TO FORM THE REFRIGERATION SYSTEM.
TEST FOR FUNCTIONALITY OF THE ASSEMBLED 15 30

REFRIGERATION UNIT.
DIAGNOSE FAILURE OF THE COMMERCIAL AND INDUSTRIAL 12 24

REFRIGERATION SYSTEM.
UPGRADE COMMERCIAL AND INDUSTRIAL SYSTEMS TO 10 20

SAVE ENERGY AND PROTECT THE ENVIRONMENT.
OPERATE MULTI PACK COOLING SYSTEMS OF COMMERCIAL 8 16

AND INDUSTRIAL REFRIGERATION.
MEASURE THE COOLING PERFORMANCE OF COMMERCIAL 10 20

AND INDUSTRIAL SYSTEMS.
DESIGN COOLING SYSTEM ELECTRICS, ELECTRONICS AND 10 20

CONTROLS OF COMMERCIAL AND INDUSTRIAL SYSTEMS.
TOTAL 100% 200
102
Module Title: PLANT MAINTENANCE OF HEATING, VENTILATION

AND AIR CONDITIONING EQUIPMENT
ZNQF Level: 4
Credits: 20
Duration: 200 hours
Relationship with Based on Unit Standard Plant Maintenance of Qualification

Qualification Standard for a Refrigeration and air Conditioning
Standards:
allied industries.
List of Learning LO1: Prepare job card

Outcomes: LO2: Diagnose faults
LO3: Rectify faults
LO4:Perform test run
LO5: Generate fault report
Learning Outcome 01 LO1: Prepare job card
Assessment Criteria: 1.1 Job number

1.2 Customer’s name and full contact details
1.3 Complete vehicle details
1.4 Jobs required
1.5 Parts used on the job
1.6 Work performed
1.7 Service details
103
Content: LO1: Prepare job card
• Job number
Larger workshops use job numbers to identify vehicles
and to allow technicians to easily find jobs when required.
These can sometimes also be customer numbers.
• Customer’s name and full contact details
Correct customer information is very important. Names
must be spelt correctly and any titles clearly noted.
• Complete vehicle details This would include rego
number, make and model, manufacture details including
VIN number, manufacture date, engine code and number
of cylinders.
• Jobs required A very clear and precise job description
and detailed explanation of the issues including the history
of the issue, if any.
• Time the vehicle is required by the customer
This is important for all technicians to know so priority
can be given to jobs.
• Parts used on the job
This could include part numbers, description and quantity.
Any part not on the job card might get left off the invoice
and therefore lower profitability.
• Work performed
This must be in detail. Technicians may have to be taught
the importance of this information, because it directly
influences the invoiced amount. If a technician encounters
a problem with a job, they should inform the right person
as well as write it on the job card.
• Service details
These would include things like brakes, including
percentage of brake wear front and back, brake and clutch
fluid test results.
Assessment Tasks Practical assessment on the production of a job card.
Oral assessment on the production of a job card.

assessment trainees.
104

institution.
Learning Outcome 02 LO2: Diagnose faults
2.6 Follow OHS risk control measures and procedures.
2.8 Fault finding by observation, measurement, calculations and
comparison.
2.9 Identified Faults beyond the scope of refrigeration and air
conditioning.
2.10 Removed/dismantled system parts.
2.11 Confirmed faulty components.
Content: LO2: Diagnose faults

 OHS risk control measures and procedures for carrying
out the work are followed.
 The need to test or measure live and operating system is
determined in strict accordance with OHS requirements
and when necessary conducted within established safety
procedures
 Circuits/machines/plant are checked as being isolated
where necessary in strict accordance OHS requirements
and procedures
 Fault finding is approached methodically drawing on
knowledge of refrigeration and air conditioning systems
using observation, measurement, calculations and
comparison with normal system and component
parameters/values. 2.5 Faults beyond the scope of
refrigeration and air conditioning work are identified.
 System components are removed/dismantled where
necessary and parts stored to protect them against loss or
damage
 Faulty components are rechecked and their fault status
confirmed.
105
 Unexpected situations are dealt with safely and with the

approval of an authorised person.
 Fault finding activities are carried out without damage to
apparatus, circuits, the surrounding environment or services
and using sustainable energy practices

 Diagnosis of electrical and mechanical HVAC circuits

assessment
Conditions/ Context of Oral assessments can also be conducted by the assessor during the
assessment performance of the practical assessment by the trainee.
The practical assessment will be conducted in the workshop

environment in the training institution.

- Hand tools
-Measuring tools
-Cutting tools
-Marking out tools
-Electrical test metres
-Scales
-Pipe benders
-Pinch off tools
-Flaring and swaging tools
-Leak testers
-Vacuum pumps
-Refrigeration gauges
-Work benches
-Drilling machines
-Lock ring set
-Recovery machine
-Oxy-acetylene set
-Scaffolds
-Ladders etc
Learning Outcome 03 LO3: Rectify faults
3.1 Followed OHS risk control measures and procedures.
3.2 Appropriate competent and authorised person rectify faults.
3.3 Checked Equipment
3.4 Materials required
106
3.5 Repairs are affected efficiently

3.6 Testing in accordance with established procedures.
3.7 System reassembled and finally tested
Content:
) LO3: Rectify faults
 OHS risk control measures and procedures for carrying
out the work are followed.
 Arrangements are made for appropriately competent and
authorised person to rectify faults that are beyond the
scope of refrigeration and air conditioning work.
 Equipment is checked as being isolated where necessary
in strict accordance OHS requirements and procedures
 Materials required to rectify faults are sourced and
obtained in accordance with established procedures.
 Repairs are affected efficiently without damage to other
components or apparatus and using sustainable energy
principles.
 Effectiveness of the repair is tested in accordance with
established procedures.
 System is reassembled and finally tested to ensure it is
operating safely, effectively and complies with relevant
requirements.

 Rectify fault on HVAC systems.
 Application of knowledge and skills on HVAC systems to
solve faulty units.
107

trainee.
workshop environment in the training institution.
 Hand tools
 Measuring tools
 Cutting tools
 Scales
 Pipe benders
 Pinch off tools
 Leak testers
 Vacuum pumps
 Work benches
 Lock ring set
 Scaffolds
 Ladders
Learning Outcome 04 LO4:Perform test run
Assessment Criteria: -Power is induced

-Desired temperatures are achieved
-Abnormal noises are eliminated
-Amperage is drawn in line with design specifications
-All leaks are eliminated
-Operating pressures are achieved in line with design
specifications
-Vibrations eliminated
- Results of test run are analysed
-Variances noted are corrective action taken according to system
procedures
108
Content: LO4: Perform test run
-correctly induce power to the system

-analyse system performance
-note down any observations
-rectify any anomalies e.g high/low amperage, too high
temperatures, vibrations, leaks

-wiring
-system observation

 Hand tools
 Measuring tools
 Cutting tools
 Scales
 Pipe benders
 Pinch off tools
 Leak testers
 Vacuum pumps
 Work benches
 Lock ring set
 Scaffolds
 Ladders
Materials
Cleaning materials
109
Consumables
Lubricants
Learning Outcome 05 LO5: Generate fault report
Assessment Criteria: 5.1 Followed OHS work completion risk

5.2 Established procedures on work areas.
5.3 circuits/apparatus written justifications.
Content: LO5: Generate fault report
 OHS work completion risk control measures and
procedures are followed.
 Work area is cleaned and made safe in accordance with
established procedures.
 Written justification is made for repairs to
circuits/apparatus.

 The generation of fault reports
 Application of fault reports to solve practical problems.
Oral assessment on generation of fault reports.
assessment trainee.
References
International Journal of
1. G. Bogdanovská 1961 Refrigeration London V. Molnár
Knowledge discovery of
data-driven-based fault
diagnostics for building
2. X. Fang 1985 energy systems New York Wang, Z
Fault diagnosis and
3. Y. Tan 1986 refrigerant leak detection New York Collins
diagnostics for residential

4. H. Chen 1980 cooling
110
American Society of
Heating, Refrigerating and N.S.
5. J. Choi 1970 Air-Conditioning Engineers London Castro
Automated fault detection

6. Nash, W.G 1980 and diagnostics London Hutchison
Performance monitoring,
fault detection, and
diagnosis of reciprocating D.
7 M. Stylianou 1996 chillers, London Nikanpour
Energy information
administration, Department
8. A.E. Outlook 2010 of Energy London J.E. Braun
Fault diagnosis of a vapor
compression refrigeration
system with hermetic
reciprocating compressor
based on ph diagram,
International journal of H.
9. N. Kocyigit 2010 refrigeration London Bulgurcu
111
Module Title: SUPERVISION AND TRAINING
ZNQF Level: 4
Credits: 8
Duration: 80HRS
Relationship with Based on Unit Standard Supervision and Training of Qualification

Qualification Standard for a Refrigeration and air Conditioning
Standards:
Pre-requisite SHEQ, Basic Refrigeration Cycle & System components, plant

modules: installation, plant maintanence, plant repairs
Purpose of Module: The aim of the Module is to develop Refrigeration and Air
to service the needs of the Refrigeration, Air Conditioning and allied
industries.
The unit will enable an individual to supervise and train
subordinates and trainees
List of Learning LO.1 Supervise assistants/trainees

Outcomes: LO.2 Manage resources
LO.3 Manage records
Learning Outcome LO1 Supervise assistants/trainees

01
Assessment 1.1. Work is delegated in line with competencies or organisational
Criteria: criteria
1.2. Work targets are set in line with Standards Operating Procedures
1.3. Control procedures are adhered to
1.4. Monitoring and control instruments maintained in line with
organisational policies
1.5. Records are maintained in line with organisational policies
1.6. Performance is evaluated in line with set standards
1.7. SHEQ standards are adhered to
1.8. Training is conducted in line with needs
112
Content: LO.1
 Prepare time sheet
 Assess work progress
 Hold work plan and evaluation meetings
 Apply corrective action
 Compile report
Assessment Tasks - Time sheet prepared
- Work progress assessed
- Meetings held
- Corrective action applied
- Report compiled
Conditions/ Context The practical assessment can be conducted in a classroom

of assessment environment or office. Oral assessment can also be conducted by
Conditions/ Context the assessor during the performance of the practical assessment by
of assessment the trainees.
( The practical and oral assessments will be conducted in the
institution.
- Laptop/computer
- Training equipment
Learning Outcome LO2 Manage resources

02
Assessment
Criteria:  Requisition procedures are adhered to
 Stock monitoring control instruments are maintained in line
with organisational policies
 Budgets are drawn up
 SHEQ standards are adhered to
 Stock records maintained in line with organisational policy
113
Content: LO2
 prepare scope of work
 list resources required
 generate a bill of quantities
 Generate maintenance records
 File maintenance records
 Secure maintenance records

 material ordering
 bill of materials & bill of quantities preparation
 activities duration
 ability to perform calculations on BOQ/BOM
 Maintenance records updated in line organizational standards
 Statutory requirements adhered to
 Records accessible in line with organizational standards
 Security systems adhered to
Conditions/ Context Oral assessment can be conducted in a classroom environment. Oral

of assessment assessments can also be conducted by the assessor during the
Conditions/ Context performance of the practical assessment by the trainee.
of assessment The practical assessment will be conducted in the workplace or
-check list
-quotations
-purchase orders
- Laptop/computer
-asset invantory book
-store room
-requisition book
Learning Outcome L03 Manage records

03
Assessment - Records are created in line with organisational formats/standards
Criteria: - Records stored using appropriate filing methods
- Records are retrieved for when required
- Data security systems are adhered to
Content: LO3:
 Establish service cycles
 Establish resource requirements
 Develop maintenance budget
 Generate maintenance records
 File maintenance records
114
 Secure maintenance
Assessment Tasks
-Component/equipment lifespan established in line with
manufacturer specifications
- Analysis of environmental factors carried out
- Resource quantities established in line with scope of work
- Resource specifications determined in line with standards
-Cost of resources estimated in line with market rates
Maintenance records updated in line organizational standards -
Statutory requirements adhered to - Records accessible in line
with organizational standards - Security systems adhered to
Conditions/ Context Practical assessment can be conducted in a classroom environment.
of assessment Oral assessments can also be conducted by the assessor during the
-check list
-quotations
-purchase orders
-laptop/computer
-asset invantory book
-requisition book

Use of social media
Resources:
 check list
115
 quotations
 purchase orders
 laptop/computer
 asset inventory book
 requisition book
116
Module Title: APPLIED ENGINEERING SCIENCE AND

CALCULATIONS
ZNQF Level: 4
Credits: 20
Duration: 200 hours
Relationship with Based on Unit Standard Applied Engineering Science and

Qualification Calculations of Qualification Standard for Mechanical
Standards: Engineering
Purpose of Module: This module describes the knowledge, competencies and skills
required by a Mechanical Engineering Artisan as a basis for
performing craft person duties in the various mechanical
engineering trades. This will enable an individual to reflect on
various mathematical principles and perform tasks within a
limited period of time. This also develops and promotes the
attribute of performing tasks under pressure in other related
engineering sections. Access to this module is open to all target
groups including unemployed youths, women and men wishing to
improve their applied mathematical skills.
List of Learning LO1: Apply mathematical principles in simplifying and

Outcomes: solving algebraic expressions and equations respectively.
LO2: Determine relationships between variables using graphs.
LO3: Apply principles of plane geometry and trigonometry in
different engineering environments.
LO4: Determine practical values of quantities using basic
calculus.
LO5: Demonstrate knowledge of the engineering fundamentals
LO6: Apply statics fundamentals.
LO7: Perform calculations on friction
LO8: Calculate the strength of different materials
LO9: Perform calculations in kinematics
LO10: Perform calculations on work, energy and power
LO11: Perform calculations on machines.
LO12:Identify different sources of heat and perform
calculations
Learning Outcome 01 LO1 Apply mathematical principles in simplifying and solving

algebraic expressions and equations respectively.
117
Assessment Criteria: 1.1 laws of indices applied

1.2 laws of logarithms applied
1.3 indicial, logarithmic, quadratic and linear simultaneous
equations solved.
Content: LO1: Apply mathematical principles in simplifying and
solving algebraic expressions and equations respectively.
 Solve problems on indices and indicial equations
 Apply relevant rules of indices.
 Use the laws of logarithms to solve problems.
 Apply linear and quadratic equations to solve practical
problems.
Assessment Tasks Practical assessment on the application of mathematical

principles of Algebra will be conducted through written work in
class.
Conditions/ Context of The oral and practical assessments can be conducted in a

Conditions/ Context of by the lecturer during the performance of the practical
assessment assessment by the trainees and assessors during lecture
observations and external assessment.
Learning Outcome 02 LO2 Show relationships between variables using graphs.
Assessment Criteria: 2.1 First degree function graph drawn

2.2 Second degree function graph drawn
2.3 Cubic graph drawn
2.4 Logarithm graphs
Content: LO2 Determine relationships between variables using graphs

Plot the graph of the form 𝑦 = 𝑚𝑥 + 𝑐.
 Use the graph to solve practical problems.
Draw the graph of 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 where a, b and c are

constants.
Use the graph to proffer solutions to practical problems.
Sketch the graph of 𝑦 = (𝑥 + 𝑎)(𝑥 + 𝑏)(𝑥 + 𝑐)
Plot appropriate straight line logarithm graphs of the following
equations:
 𝑦 = 𝑘𝑥 𝑛 (transformed to: 𝑙𝑜𝑔𝑦 = 𝑛𝑙𝑜𝑔𝑥 + 𝑙𝑜𝑔𝑘)
 𝑦 = 𝑘𝑎 𝑥 [transformed to 𝑙𝑜𝑔𝑦 = (𝑙𝑜𝑔𝑎)𝑥 + 𝑙𝑜𝑔𝑘]

a) Drawing of graphs
118
 Equation, table of values, scale, axes, plotting of points,

straight line or smooth curve
 Straight line, quadratic curve, cubic curve
b) Application of knowledge and skills of graphs to solve
practical problems.

Learning Outcome 03 L03 Apply principles of plane geometry and trigonometry to

solve different engineering environment
Assessment Criteria: 3.1 Pythagoras theorem used to derive fundamental identities

3.2 Angle properties of a triangle and regular polygons applied
3.3 Principles of coordinate geometry used to solve problems
3.4 Radian measure used to find arc length, angle subtended by
an arc and area of a sector.
3.5 Areas and volumes calculated
Content: LO3: Apply principles of plane geometry and trigonometry to

solve different engineering environment
 State the six trig ratios.
 Solve practical problems using the six ratios.
 Apply angle properties of triangles and regular polygons.
 Solve problems from practical situations on similar triangle,
tangents and chords.
 Apply the sine and cosine rule problems on non- right-angled
triangles.
 Calculate length of open and crossed belts using trigonometric
ratios.
 Calculate area of a triangle using the following methods.
1
𝐴= 𝑏𝑎𝑠𝑒 × ℎ𝑒𝑖𝑔ℎ𝑡
2
1
𝐴 = 𝑎𝑏 sin 𝜃
2
𝐴 = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
1
where 𝑠 = 2 (𝑎 + 𝑏 + 𝑐)
119
 Solve problems on height and distances including the use of angle

of elevation and angle of depression.
 Calculate taper diameter, length and taper angles.
 Calculate the taper ratio
 Calculate bending allowance and bending radius
 Determine length, gradient and midpoint of a straight line.
 Determine equation of a straight line in the form 𝑦 = 𝑚𝑥 + 𝑐
 Use properties of parallel and perpendicular lines that is for:
parallel lines, 𝑚1 = 𝑚2
perpendicular lines, 𝑚1 𝑚2 = −1
 Find equation of straight lines
 Define a radian
 Convert degrees and minutes to radians and vice versa
 Calculate arc length, area of a sector and segment.
 Calculate areas and perimeters of the following plane figures of
quadrilateral and polygons:
- parallelogram
- rhombus
- trapezium
- hexagon
- ellipse
- square
- pentagon
- octagon
- nonagon
- decagon
 Calculate the surface areas and the volume for the following:
- cylinders
- prisms
- cones
- pyramids
- spheres
120
- frustum of a cone and pyramid

- composite figures
 Estimate areas of irregular figures using the following approximate
methods.
(a) Mid – ordinate rule
(b) Trapezoidal rule
(c) Simpson’s rule
 Estimate volume of irregular solids using Simpson’s rule

 Application of plane geometry and trigonometry principles to solve
different engineering environment.

by the lecturer during the performance of the practical
assessment by the trainees and assessors during lecture
Learning Outcome 04 LO4: Determine practical values of quantities using basic

calculus
Assessment Criteria: 4.1 Polynomials differentiated
4.2 Maximum and minimum quantities calculated
4.3 Indefinite and definite integrals calculated
121
Content: LO4: Determine practical values of quantities using basic

calculus
 Differentiate polynomial functions 𝑦 = 𝑎𝑥 𝑛
 Find the derivative of composite polynomial functions and a sum.
 Determine gradient of a line using differentiation.
 Differentiate linear and quadratic functions using first principles.
 Determine nature of stationary points of curves (maximum and
minimum).
 Solve practical problems using differentiation (maximum and
𝑑2 𝑦 𝑑2𝑦
minimum if < 0 and > 0 respectively)
𝑑𝑥 2 𝑑𝑥 2
 Define integration.
 Obtain indefinite and definite integrals of polynomial functions
𝑎𝑥 𝑛 (𝑛 ≠ −1)
Assessment Tasks Practical assessment on determination of:

maximum and minimum materials required for manufacturing
skills on differentiation and integration to solve practical
problems.
assessment classroom environment. Oral assessment can also be conducted by
the lecturer during the performance of the practical assessment by
the trainees and assessors during lecture observations and external
assessment.
Learning Outcome 05 LO5 Demonstrate knowledge of the engineering fundamentals
Assessment Criteria: 5.1 Seven Engineering fundamental quantities and their S.I units
stated.
5.2 S,I units of the following quantities stated.
5.3 Definitions of prefixes given and relationships between them
established.
5.4 Conversions from one unit to another performed.
5.5 Definitions of terms given and related calculations carried
out.
122
Content: LO5: Demonstrate knowledge of the engineering

fundamentals
List the seven Engineering fundamental quantities and their S.I
units
a. State the S,I units of the following :-
 Energy
 Force
 Power
 Pressure
 Heat
 Stress
 Weight
 Work
 Velocity
 acceleration
b. Define the following prefixes and relate each to any other: -
 nano
 micro
 milli
 centi
 deci
 Deca
 Hecta
 Kilo
 Mega
 Giga
c. Convert from one unit to another.
d. Define the following terms and perform calculations related to the
following quantities: -
 Mass
 Weight
 Acceleration due to gravity
 Density
 Specific gravity/relative density
 Specific weight
Assessment Tasks Practical assessment on the application of fundamentals of

science will be conducted through written work in class.

123
Learning Outcome 06 LO6 Apply statics fundamentals.
Assessment Criteria: 6.1 Statics defined.

6.2 Examples of vector and scalar quantities identified.
6.3 Addition and subtraction of vectors conducted.
6.4 Condition of equilibrium stated.
6.5 Resultant forces determined analytically.
6.6 Problems on multi-force systems solved.
6.7 Problems involving simply supported beams solved.
Content: LO6 Apply statics fundamentals

a) Define statics
b) Define vector and scalar quantities, giving examples of each
c) Express a force as a vector and perform additions and
subtraction of vectors.
d) Define resultant of two or more forces.
e) Define and state condition of equilibrium.
f) Explain equilibrium, coplanar and concurrent forces.
g) Produce free body diagrams of multiple force systems.
h) Resolve forces into parallel and perpendicular components.
i) Determine the resultant force of a system of forces using:
Analytical method
j) Solve problems on multi-force system using :
 Parallelogram of forces theorem
 Triangle of forces theorem
 Polygon of forces theorem
k) Define a moment
l) Describe the conditions for equilibrium under the action of
forces about a pivot.
m) Solve problems involving simply supported beams and
consists of :
 Concentrated/ point loads
 Weight of the beam
 Uniformly distributed loads

c) Sketching of force diagrams and their interpretation.
 Translation of forces onto beams and determination of
requirements for equilibrium in a system.
d) Application of knowledge and skills of statics to solve
practical problems.

124
Learning Outcome 07 L07 Perform calculations on friction.
Assessment Criteria: 7.1 Terms related to friction defined.

7.2 Laws of friction stated.
7.3 Applications of friction in engineering identified.
7.4 Methods of overcoming friction in engineering components
identified.
7.5 Problems on friction calculated.
Content: LO7: Perform calculations on friction.

a) Define the following:
 Static and dynamic friction
 Co-efficient of friction
 Angle of repose/friction
 Dry friction
b) State laws of friction
c) State and explain common engineering applications where
friction is :
 An advantage e.g brakes, clutch, machine vice
 A disadvantage e.g bearings, gear devices etc
d) State and explain the methods of reducing or overcoming
friction for example:
 Lubrication
 Smooth surface finish
 Rollers
e) Solve problems on dry friction:
 On a horizontal plane
 On an inclined plane with the applied force parallel to the
plane.
Assessment Tasks  Practical identification of components susceptible to friction in

an engineering environment.
 Identification of appropriate methods of reducing friction in
engineering.
 Determining actual friction in engineering setups analytically.

Learning Outcome 08 LO8: Determine the strength of different engineering

materials.
125
Assessment Criteria: 8.1 Types of forces described.

8.2 Load-Extension graphs produced.
8.3 Calculations on stress and strain and related parameters
performed.
Content: LO8: Determine the strength of different engineering

materials.
a) Define the following:
 Tension
 Compression
 Shear
b) Define and solve simple problems on:
 Stress (1 Pascal =1N/m2)
 Strain
c) Describe the process of tensile testing of materials
d) Draw typical load –extension graphs for brittle and ductile
materials such as aluminium, mild steel, high tensile steel and
cast iron and indicate the following:
 Region of proportionality
 Elastic limit
 U.T.S
 Breaking point
 Yield point
e) Define:
 Hooke’s law
 Young’s modulus of elasticity
f) Solve simple problems involving Hooke’s Law and Young’s
modulus of elasticity.
Assessment Tasks Identifying engineering materials in relation to their strength

properties.

Learning Outcome 09 L09 Perform calculations in kinematics.
Assessment Criteria: 9.1 Terms related to linear motion defined.

9.2 Displacement and velocity diagrams produced with each portion
explained.
9.3 Calculations using equations of linear motion performed.
126
Content: LO9: Perform calculations on friction.

a) Define the following terms in linear motion:
 Displacement
 Distance
 Velocity
 Speed
 Acceleration
b) Produce the following:
 Displacement –time graphs
 Velocity-time graphs
c) Define the following:
 Velocity as the slope of the displacement –time graph
 Acceleration as the slope of the velocity –time graph
 Displacement as the area under the velocity –time graph.
d) State the four equations of linear motion
 𝑣 = 𝑢 + 𝑎𝑡
1
 𝑠 = 𝑢𝑡 + 2 𝑎𝑡 2
 𝑣 2 = 𝑢2 + 2𝑎𝑠
𝑢+𝑣
 𝑠 = ( )𝑡
2
e) Solve problems using equations of linear motion in d) above.
Assessment Tasks  Performance of calculations related to motion in engineering

mechanisms in class.

Learning Outcome 10 LO10: Perform applied calculations on Work, Power and

Energy.
Assessment Criteria: 10.1 Work done calculated.
10.2 Energy defined.
10.3 Calculations potential, kinetic and strain energy performed.
10.4 Power transmitted by a force calculated.
10.5 Newton’s second law of motion applied in problem solving.
127
Content: LO 10: Perform applied calculations on Work, Power and

Energy.
a) Define work and state its units as a joule

b) Calculate work done using the formula:
- W =TD
c) Calculate work done:
 On a horizontal plane
 On tightening a nut
 On inclined plane
d) Define energy as the ability to do work

e) Define the following:
 Potential energy
 Kinetic energy
 Strain energy
f) State and explain the principle of conservation of energy
g) Solve problems in e) and f) above applying the principle of
conservation of energy.
h) Define power as the rate of doing work
i) Determine power transmitted by a force
j) Calculate efficiency in h) and i)
k) State Newton’s three laws of motion
l) Define momentum and solve problems
m) Solve problems on Newton’s second law of motion
n) State the principle of conservation of momentum.
Assessment Tasks Calculations on Work, Power and Energy pertaining to real life
engineering mechanisms performed in class.

Learning Outcome 11 L11 Perform calculations on machines.
Assessment Criteria: 11.1 Terms related to mechanical machines defined.

11.2 Variables on machines calculated.
11.3 Labelled diagrams of pulley and rope systems, screw jack, worm
and worm wheel drawn.
11.4 Law of the machine determined
11.5 Belt speed calculated.
128
Content: L11: Perform calculations on machines.

a) Define a simple machine giving examples
b) Define and calculate the following:

 Force ratio (MA), limiting mechanical advantage (MA)
 Movement ratio (VR)
 Efficient ,limiting efficiency
c) Describe with the aid of diagrams:

 Pulley system
 Rope pulley system
 Screw jack
 Worm and worm wheel
d) Calculate the following in (c) above:

 Movement ratio
 Force ratio
 Efficiency
e) Define the law of the machine: E =aW +b
f) Determine the law of the machine
g) Calculate belt speed using the formula for simple and compound
belt drives Power = (𝑇1 − 𝑇2 )V
Assessment Tasks  Performance of calculations related to machines associated with

engineering tasks.

Learning Outcome 12 LO12: Determine engineering applications of heat and

perform related calculations on heat.
Assessment Criteria: 12.1 Heat and its modes of transfer explained.

12.2 Graph on change of state drawn and labelled.
12.3 Calculations on heat transfer solved.
12.4 Problems on thermal expansion solved.
129
Content: LO 12: Determine engineering applications of heat and

perform related calculations on heat..
a) Define heat and temperature

b) State and explain modes of heat transfer.
 Conduction
 Convection
 Radiation
c) Illustrate the change of state of a substance on heat energy –
temperature graph.
d) Define the following:
 Sensible heat
 Latent heat
e) Define specific heat capacity
f) Solve problems in e).

g) Solve relevant problems involving heat transfers in mixtures
h) Define the calorific value of a fuel
i) Define thermal expansion with regard to :
 Linear expansion
 Area/superficial expansion
j) State equations in thermal expansion.
k) Solve simple problems using equations in j.).
Assessment Tasks Calculations on heat related to engineering environments

performed in class.


.
TOPIC TOPIC WEIGHTING%
NO.
1 APPLY MATHEMATICAL PRINCIPLES IN SIMPLIFYING AND 10
SOLVING ALGEBRAIC EXPRESSIONS AND EQUATIONS
RESPECTIVELY
2 DETERMINE RELATIONSHIPS BETWEEN VARIABLES 5
USING GRAPHS
130
3 APPLY PRINCIPLES OF PLANE GEOMETRY AND 5

TRIGONOMETRY IN DIFFERENT ENGINEERING
ENVIRONMENTS
4 DETERMINE PRACTICAL VALUES OF QUANTITIES USING 10
BASIC CALCULUS
5 DEMONSTRATE KNOWLEDGE OF THE ENGINEERING 5
FUNDAMENTALS
6 APPLY STATICS FUNDAMENTALS 5
7 PERFORM CALCULATIONS ON FRICTION 10
8 CALCULATE THE STRENGTH OF DIFFERENT MATERIALS 10
9 PERFORM CALCULATIONS IN KINEMATICS 10
10 PERFORM CALCULATIONS ON WORK, ENERGY AND 10
POWER
11 PERFORM CALCULATIONS ON MACHINES 10
12 IDENTIFY DIFFERENT SOURCES OF HEAT AND PERFORM 10
CALCULATIONS
TOTAL 100%

Both institution-based and work-based application of principles learnt to facilitate the
integration of theory and practice
Use of social media
Computers
E-Beam Suite
Drawing equipment
PPE
Stationery
References
1. Bird, J.O (2005) Basic Engineering Matghematics. 4th edition. Newness, London.
131
2. Bird, J.O. (2005) Engineering Technician Mathematics. 5th edition. Newness. London.
3. Page, M. G. (2008) Mathematics for Mechanical Engineering Technicians. London.
4. Stroud, K, A. (2013) Engineering Mathematics. 7th Edition. Industrial Press. New York.
5. Bostock and Chanlder . (1994) The Core Course for A level Mathematics. 3rd edition. Stanley Thornes.
London
6. Backhouse 1(1988) Pure Mathematics. Longman, London
7. Hanner and Hillier (2002) Mechanical Engineering Science
8. Titcomb,K ( 1994 ) Mechanical Engineering Science.
9. Page, M, G (2012) Science for Mechanical Engineering Technicians
132
Module Title: COMMUNICATION SKILLS FOR MECHANICAL

ENGINEERING
ZNQF Level: 4
Credits: 8
Duration: 80 hours
Relationship with Based on Unit Standard 340/22/S07 Communication skills for

Qualification Standards:
Mechanical Engineering of Qualification Standard for Mechanical
Engineering Artisan
Purpose of Module: This module describes the skills, knowledge and attitudes required by a
Mechanical Engineering Artisan. Conveys the fundamental principles
of effective communication, and builds on these principles to help
engineers optimise their communication in various situations such as
email, documents, meetings, and presentations. Techniques will be
presented for getting the best out of challenging face-to-face
discussions. The course will also consider the best way to connect with
an audience, either in writing or when making a presentation.
Access to this module is open to all target groups including unemployed

youths, women and men wishing to interpret drawings and designs in
mechanical engineering.
133
List of Learning LO1: Introduction of effective communication for Mechanical

Outcomes: engineering Artisan
LO2: Demonstration of versatile communication ways
LO3: optimisation of face-to-face communication
LO4: Connection with an audience
Learning Outcome 01 LO1: Introduction of effective communication for Mechanical

engineering Artisan
Assessment Criteria: 1.1. Identify benefits of effective communication

1.2. Observe difficulties of effective communication
1.3. Demonstrate Empathy, listening and body language
1.4. Apply the Shannon and Weaver model of communication
Content:  Identify benefits of effective communication

i. Writing reports
Produce reports to convey technical information and findings, provide
details about processes and objectives, and describe design choices and
products
ii. Public speaking
Demonstrate ability to share findings, plans, and projects with peers who
understand technical language as well as with potential clients in
business meetings
iii. Listening
Demonstrate an understanding of where problems lie and to hear their
solutions; and to understand clients’ needs and guidelines; and to
supervisors, to understand their expectations.
iv. Leadership
Communicate processes and goals to engineers and teams that include

technical and nontechnical members
134
Coordinate activities with engineers, managers, and others, which can

occur at construction or manufacturing sites, in laboratories and testing
centres, or in offices
Propose budgets to secure funding for projects
Optimise resources, which includes asking company executives for

equipment or staff
Hire new staff members
 Observe difficulties of effective communication

 Demonstrate Empathy, listening and body language
 Apply the Shannon and Weaver model of communication
Assessment Tasks: 4. Written and/or oral assessment on the skills and knowledge required
to Communication skills for Mechanical Engineering as outlined in
the assessment criteria and content above.
5. Practical assessment on the Identification, inspection, monitoring,

practising ideal computer room requirements, including the SHEQ
requirements on Identification, inspection, monitoring, practising ideal
computer room requirements based on the performance criteria of the
relevant unit standard.
Conditions/Context of 10. Written and/or oral assessment can be conducted in a classroom

during the performance of the practical assessment by the trainees.
11. The practical assessment will be conducted in the workplace or

135

Learning Outcome 02 LO2: Demonstrate versatile communication ways
Assessment Criteria 2.1. Different communication styles

2.2. Knowing your style
2.3. Adapting your style to connect with others
2.4. Modes of communication
Content 2.1. Different communication styles
 understand the different ways in which we communicate
 select the most effective mode of communication for a given
situation
2.2. Knowing your style
2.3. Adapting your style to connect with others
2.4. Modes of communication
Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge required

assessment
environment. Oral assessment can also be conducted by the assessor

136

Learning Outcome 03 LO3: Optimise of face-to-face communication
Assessment Criteria a. Developing assertive behaviour

b. Effective meetings
c. Negotiation skills
d. Handling and resolving conflict
e. Giving and receiving feedback
Content 3.1. Developing assertive behaviour
 communicate with increased assertiveness
 use techniques to enhance your physical presence
 improve the control of your nerves
3.2. Effective meetings
3.3. Negotiation skills
 listen effectively
 deal with questions more effectively
3.4. Handling and resolving conflict
 deal with questions more effectively
3.5. Giving and receiving feedback

assessment
environment. Oral assessment can also be conducted by the assessor
137


Learning Outcome 04 LO4: Connect with an audience
Assessment Criteria 4.1. Know your audience

4.2. Get your story straight
4.3. Connecting through written documents
4.4. Connecting through presentations
Content 4.1. Know your audience
4.2. Get your story straight
 Apply the 7 Cs of effective communication
4.3. Connecting through written documents
 structure a presentation effectively for a given time and given
audience
 use your voice effectively to enhance the presentation
 Use visual aids such as PowerPoint more effectively.
4.4. Connecting through presentations

138



.
TOPIC TOPIC WEIGHTING%
NO.
1 INTRODUCTION OF EFFECTIVE COMMUNICATION 2
2 DEMONSTRATION OF VERSATILE COMMUNICATION 30
WAYS
3 OPTIMISATION OF FACE-TO-FACE COMMUNICATION 25
4 CONNECTION WITH AN AUDIENCE 25
TOTAL 100%

8. Weighting of institution-based and work-based assessment: 50% institution-based assessment and 50%
work/Field-based assessment.
10. Recognition of Prior Learning (RPL) assessment.
139
Resources:
All trainers, assessors and moderators should have undergone ZNQF accredited training programmes
and should have qualifications and experience recognised by the Zimbabwe National Qualifications
Authority (ZNQA).
 Computer lab
 Computers
 Software (CAD packages, Office applications, PDF application, Adobe Acrobat reader)
 Internet connection
 Printer machines
 Plotter machines
 Computer consumables (ink cartridges, storage media etc)
 OHP

1. Barbara Hall, & Elizabeth Wallace. (2018) College ESL Writers: Applied Grammar and Composing
Strategies for Success. University System of Georgia.
2. Communication in the Real World: An Introduction to Communication Studies. University of
Minnesota Libraries Publishing.
3. Lynn Hall, & Leah Wahlin (2016) A Guide to Technical Communications: Strategies & Applications.
Ohio State University Libraries.
140
Module Title: ENTREPRENEURSHIP SKILLS DEVELOPMENT
141
ZNQF Level: 4
Credits: 8
Duration: 80 HOURS
Relationship with Based on Unit Standard TBA ENTREPRENEURSHIP
Qualification SKILLS DEVELOPMENT OF UNIT STANDARD FOR AN
Standards: ENTREPRENEUR
Pre-requisite modules: NON
Purpose of Module: This module describes the skills, knowledge and attitudes
required by an entrepreneur to acquire leadership, business and
time management, creative thinking and problem-solving in a job
role and industries. This module will ensure that the entrepreneur
will formulate a business plan, register a company and operate a
business. The advantages of entrepreneurship skills development
are that growth and development are constant, beneficial network
is developed and work life autonomy is possible. Access to this
module is open to all youth, man and woman who want to own a
business.
List of Learning LO1: Formulate a business
Outcomes: LO2: Register a company
LO3: Operate a business
Learning Outcome 01 Formulate a business
Assessment Criteria: 1.1 Formulate a business idea

1.2Produce business plan
1.3 Research on business market
1.4 Compile a financial plan
1.5 Position a product/service
1.6 Envelope survival strategies
1.7 Establish a business environment
1.8 Mobilise financial resources
Content: 1.1.Formulate a business idea

1.1.1Define an entrepreneur
1.1.2 Discuss the various concepts of entrepreneurship
1.1.3 Analyse the various forms of business ownership
1.2. Produce business plan

1.2.1 Define a business plan
1.2.2Produce an executive summary of your business
1.2.3Describe the business
1.2.4 Provide the organisational structure of the business
142
1.2.5Describe product/services
1.2.6 Provide market analysis
1.2.7 Give marketing strategies
1.2.8 Provide a financial plan
1.3 Research on business market

1.3.1 Define business market
1.3.2 Study market trends
1.3.3 Analyse market segmentation
1.3.4 Analyse competitors in the market
1.4 Compile a financial plan

1.4.1Plan for staffing and employees
1.42 Forecast on profit and loss
1.4.3 Analysis of cashflow
1.4.5 Prepare a balance sheet
1.5 Position products/services

1.5.1 Define positioning of products and services
1.5.2 Describe the types of product and services positioning
1.5.3 Discuss the importance of product/service positioning
1.6 Envelope survival strategies

1.6.1 Define survival strategies
1.6.2Describe the types of survival strategies
1.6.3Discuss the importance of survival in business
1.7 Establish a business environment

1.7.1Conduct SWOT analysis
1.7.2Discuss price and position products/ services
1.7.3Conduct viable promotions
1.8 Mobilise Financial resources

1.8.1Provide a detailed account of how to bring revenue and
funding to get started
1.8.2Balancing financial statement
required to formulate a business as outlined in the assessment
7. Practical assessment on the formulation of a business plan
143

equipment and materials as per entrepreneur’s occupation.
Learning Outcome 02 Register a company
Assessment Criteria 2.1Prepare company documents

2.2 Process business registration
2.3Secure a place of business operation
2.4Compile rules and regulations
Content 2.1Prepare company documents
2.1.1 Identify business documents
2.1.2 Explain the purpose of books of accounts (cashbooks,
ledger,etc)
2.1.3 Explain the importance of business documents
2.2 Process business registration

2.2.1Define company registration
2.2.2Identify the types of companies that can be registered
2.2.3 Describe the requirements needed to register different
companies
2.2.4 Discuss the procedures for company registration
2.2.5 Describe the documents that are received after company
registration
2.3 Secure a place of business operation

2.3.1 Identify factors that influence an entrepreneur in
securing a place of business operation
2.3.2 Discuss the macro and micro environmental factors
affecting entrepreneurship
2.3.3 Define SMEs( Small and Medium Enterprises)
2.3.4 Discuss the roles of SMEs
2.4Compile rules and regulations

2.4.1 Define rules and regulations in business
2.4.2 Compile guiding rules and regulations in business
2.4.3 Explain the importance of rules and regulations in
business
required to registering a company as outlined in the assessment
144
2. Practical assessment on the registering of a business plan

3. The context of assessment should include the facilities,
tools, equipment and materials as per entrepreneur’s
occupation
Learning Outcome 03 Operate a business
Assessment Criteria 3.1Manage a business according to organisation policy

3.2Allocate resources according to line of business
3.3 Cost products in line with procedures
3.4 Price products according to company procedures
3.5 Update and maintain records
3.6 Control stock in line with organisation requirements
3.7 Formulate market plans
3.8 Manage risks in line with organisation requirements
3.9 Adopt growth strategies
3.10 Observe business and give social responsibility
3.11 Practise customer care
3.12 Motivate employees in line with organisational
requirements
Content 3.1Manage a business according to organisation policy
3.1.1Define business management
3.1.2 Explain the roles of management in a business
3.1. Discuss the importance of computers as a business
management tool
3.2 Allocate resources according to line of business

3,2.1 Define resource allocation
3.2.2 Explain the importance of properly allocating resources
(human, capital, material)
3.3 Cost products in line with procedures

3.3.1 Define various costing terms
3.3.2 Explain the importance of costing to a business
3.3.3 Describe the costing processes of a business
3.3.4 Calculate using the basic cost - pricing and profit
methods in relation to products/ services
3.4 Price products in line with business policy
3.4.1 Define various pricing terms
3.4.2 Explain the importance of pricing to a business
145
3.4.3 Analyse the pricing processes of a business

3.4.4 Calculate prices of products
3.4.5 Describe pricing strategies
3.5 Update and maintain records

3.5.1Define record keeping in business
3.5.2 Identify source business documents
3.5.3 Explain the importance of record keeping
3.5.4 Describe the purposes of books of accounts
3.6 Control stock in line with organisation requirements

3.6.1Define stock control in business
3.6.2Describe the importance of stock control
3.6.3 Outline effective stock control procedures
3.7 Formulate market plans

3.7.1Define marketing
3.7.2 Devise a marketing plan for a business
3.7.3 Explain the Ps of marketing
3.7.4 Discuss the marketing mix strategies
3.8 Manage risks in line with organisation requirements

3.8.1 Define risk management
3.8.2 Discuss the importance of risk covers in entrepreneurship
3.8.3Explain the principles of risk management to a business
3.8.4 Analyse the steps involved in risk management process
3.8.4Identify the various risk management strategies in
business
3.9 Adopt growth strategies

3.9.1 Define business growth strategies
3.9.2 Explain the four business growth strategies
3.10 Observe business ethics and give social responsibility

3.10.1 Define business ethics and social responsibility
3.10.2 Explain the importance of business ethics to
entrepreneurs
3.10.3 Outline social responsibility principles
3.10.4 Explain the importance of social responsibility to the
entreptreneur
3.10.5 Illustrate acts of social responsibility by an entrepreneur
in a community
3.11 Practise customer care

3.11.1 Define customer care
3.11.2 Discuss ten tips of customer care
146
3.11.3 Explain benefits of customer care
3.12 Motivate employees in line with organisational

requirements
3.12.1 Define motivation
3.12.2 Outline theories of staff motivation in business
3.12.3 Discuss the importance of motivation
required to operate a business as outlined in the assessment
2. Practical assessment on operating a business
3. The context of assessment should include the facilities,
tools, equipment and materials as per entrepreneur’s
occupation

14. Weighting of institution-based and work-based assessment: 50% institution-based assessment and 50%.
Resources:
1 Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone ZNQF accredited training programmes
and should have qualification and experience recognised by the Zimbabwe National Qualifications
Authority (ZNQA).
147
All trainers, assessors and moderators should have undergone ZNQF accredited training
programmes and should have qualifications and experience recognised by the Zimbabwe
National Qualifications Authority (ZNQA).
9. Facilities, Tools, Equipment and Materials Facilities, Tools, Equipment and Materials
 Computer
 Communication equipment
 Data storage devices
 Television
 DVD Recorder/player Generic which are relevant to the type of business

Alderman,P.,J.,(2011) Entrepreneurial Finance,Pearson Education LTD, London

Appleby R (1994) Modern Business Administration
Barringer,B.,R., &Ireland,D.,R.,(2006) Entrepreneurship:Successfully Launching New
Ventures, Pearson Education
Bridge, S., O’Neill , K. & Martin, F., (2009) Understanding Entrerprise: Entrepreneurship
&Small Business, Third Edition, Palgrave Macmillan, London
Burns, P. & Dewhurst, J., (eds) 91990)Small Business and Entrepreneurship, Macmillan
Education LTD,Hampshire
City and Guilds, (2012) Hospitality supervision & Leadership,Heinemann,Essex,
Deakins, D., & Freel, M., (2012) Entrepreneurship and Small Firms,McGraw-Hill,Berkshire
Hisrich, R. D. & Peters, M. P. (2016) Entrepreneurship, Tatq McGraw Hill New Delphi Entre
Holt, D.T., (2017)Entrepreneurship, Prentice Hall, London
Jarskoy, H. & Stevenson, D., (2014) International Labour Organisation Start Your Business.
ILO, Harare
Justin Smith (2000) Business Management Trainer’s Guide
Kotler Philip & Armstrong G (2001) Principles of Marketing
Kuratiko, D., F., (2008) Introduction to Entrepreneurship, Cengage Learning , Hampshire
Lee, C.,L., &Melicher,W.,(2012) Entrepreneurial Finance,4th Edition,Cengage Learning, South
Western
Marcourse, I.(2016) Business Studies @nd Ed Hodder Arnold, London
McGuckin Frances (1988) Business for Beginners (A simple step by step Guide to Start Your
New Business)
Mullins L (1999) Management and Organisational Behaviour 5th edition
Need Harm, D, & Dransfield, R.(2000) Advanced Business and Dexel, Oxford
Rae, D., (2007) Entrepreneurship,From opportunity to action,Palgrave Macmillan, New York
Rwegema , V., U., Entrepreneurship:theory in practice, 2nd edition,Oxford University Press,
Cape Town
148
Stokes, D., Wilson, N. & Mador, M.,(2010) Entrepreneurshp,Cengage Learning EMEA,

Hampshire
Stoner, J., A. F., Freeman, R., E. & Gilbert, D, R., J. R. (2017) Management 6th Edition,
Prentice Hall International Englenwood Cliffs, New Jersey.
Van Der Wagen & Davies, C.(1998) Supervision and Leadership, Hospitality PressPty
LtdElsternwick Victoria
Zimmerer T.W, Scarborough M Norman – Essentials of Entrepreneurship and Small
UNIT 1
Unit Code 402/22/M01
Unit Title: Entrepreneurship skills development
Level of Unit: Generic
Credits: 8
Occupation: ENTREPRENEUR
Date of Promulgation: TBA
Review Date: TBA
AIM OF THE
UNIT
STANDARD
This unit enables an individual to acquire skills and knowledge in leadership, business and time
management, creative thinking and problem-solving in a job role and industries.
ELEMENT AND
PERFORMANCE CRITERIA
Element 1.1 Formulate a Business
Performance Criteria:
1.1.1 Business idea formulated according to requirements

1.1.2 Business plan produced
1.1.3 Business market researched in line with policy
1.1.4 Financial plan compiled
149
1.1.5 Product or service positioned in line with specifications

1.1.6 Survival strategies enveloped
1.1.7 Business environment established according to requirements
1.1.8 Financial resources Mobilised
Element 1.2 Register a company
1.2.1 Company documents prepared in line with procedures
1.2.2 Business registration processed according to policies
1.2.3 Place of business operation secured
1.2.4 Rules and regulations compiled according to business requirements
Element 1.3 Operate a business
1.3.1 Business managed according to organisation policies

1.3.2 Resources allocated according to line of business
1.3.3 Products costed in line with procedures
1.3.4 Products priced according to company procedures
1.3.5 Records updated and maintained
1.3.6 Stock controlled in line with organisation requirements
1.3.7 Marketing plan formulated
1.3.8 Risks managed in line with organisation requirements
1.3.9 Growth strategies adopted
1.3.10 Business ethics observed and social responsibility given
1.3.11 Customer care practised
1.3.12 Employees motivated in line with organisational requirements
COMPETENCIES REQUIRED IN READINESS FOR ASSESSMENT:
Accounting skills
Record keeping
Customer care skills
Management skills (decision making, planning, organising)
Technological awareness
Marketing skills
Business conduct
Legal awareness
Mobilisation skills
Self-Supervision
Patriotism
Environmental awareness (PESTEL)
150
GENERIC Resources
SKILLS:
Practical Technological knowledge
skills Communication
Calculations Planning
Skills Organization
Creativity Controlling
Sense of Human relation skills
initiative Interpersonal skills
Ability to Analytical skills
Marshall
RANGE STATEMENT:
Tools and Equipment

Generic which are relevant to the type of business
Materials
Generic which are relevant to the type of business
151
Duration: 80 hours
ASSESSMENT AND CERTIFICATION:

In order to gain credits for this unit standard, a candidate must be assessed and
demonstrate competency in all the elements and performance criteria of this unit
standard.
Accredited assessors will conduct assessment. The results of the assessment will
be submitted to ZIMEQA. A candidate can apply to ZIMEQA for documentary
evidence of their achievements.
152
Module Title: NATIONAL STUDIES
ZNQF Level: Generic
Credits: 8
Duration: 80 hours
Relationship with Based on Unit Standard TBA
Qualification Standards: NATIONAL STUDIES UNIT STANDARD FOR PATRIOTIC
CITIZEN
Pre-requisite modules: NON
Purpose of Module: This module describes the skills, knowledge and attitudes required by
a patriotic citizen to develop values that make them proud to be
Zimbabweans. This includes maintaining a Zimbabwean culture,
preserving Zimbabwean History, assembling components of colonial
effects, analysing post-independence socio-economic and political
developments, assembling components of legal and parliamentary
affairs, carrying out a feasibility study on peace, conflict and resolution
as well as participating in civic responsibilities. This is important in
producing an informed and responsible citizen prepared to defend and
develop the country. Access to this module is open to all target groups,
which include the unemployed youth, men and women willing to
develop their country.
List of Learning LO1: Maintain a Zimbabwean culture
Outcomes: LO2: Preserve Zimbabwean History
LO3: Assemble components of colonial effects
LO4: Analyse post-independence socio-economic and political
developments
LO5: Carry out a feasibility study on peace, conflict and
resolution
LO6: Participate in civic responsibilities
LO7 Assemble components of legal and parliamentary affairs
Learning Outcome 01 Maintain a Zimbabwean culture
Assessment Criteria: 1.1. Preserve cultural heritage
1.2. Conserve cultural artefacts
1.3. Demonstrate knowledge of Zimbabwean culture
1.4. Capture records of maintaining natural resources of Zimbabwe
1.5. Preserve indigenous knowledge systems
153
Content: 1.1. Preserve cultural heritage

1.1. 1. Definition of cultural heritage
1.1.2. Types of cultural heritage
1.1.3. Importance of cultural heritage
1.1.4. Indigenous methods of preserving and conserving cultural heritage
1.1.5. Modern ways of preserving and conserving cultural heritage
1.1.6. Role of national and international organisations in protecting cultural
heritage
1.2. Conserve cultural artefacts

1.2.1. Identification of cultural artefacts
1.2.2. Threats to cultural artefacts
1.2.3. Importance of cultural artefacts
1.2.4. Ways of protecting cultural artefacts
1.3. Demonstrate knowledge of Zimbabwean culture

1.3.1. Components of Zimbabwean culture
1.3.2. Significance of components of the Zimbabwean Culture
1.3.3. Threats to various components of the Zimbabwean Culture
1.3.4. Ways of upholding the Zimbabwean Culture
1.4. Capture records of maintaining natural resources of Zimbabwe

1.4.1. Types of natural resources
1.4.2. Importance of natural resources
1.4.3. Indigenous and modern methods of protecting natural
Resources
1.4.4. National and international statutes that protect national
Resources
1.5. Preserve indigenous knowledge systems

1.5.1. Definition of indigenous knowledge systems
1.5.2. Components of indigenous knowledge systems
1.5.3. Meanings and significance of indigenous knowledge systems
1.5.4. Insights gained from indigenous knowledge systems
Assessment Tasks: 8. Written assessment on the skills and knowledge required maintain a
Zimbabwean Culture as highlighted above.
9. Practical based assignment on ways of preserving cultural heritage sites
within their communities.
Conditions/Context of 16. Written assessment can be conducted in a classroom environment.

assessment 17. The practical based assignment assessment will be conducted based on
observations in their communities
Learning Outcome 02 Preserve Zimbabwean History

Assessment Criteria 2.1 Identify pre-colonial states
2.2 Analyse precolonial political structure
154
2.3 Record achievements of precolonial history

2.4 Record colonial history
2.5 Record role of Christian missionaries
2.6 Record occupation of Zimbabwe
2.7 Trace causes of first /second Chimurenga
Content 2.1 Identify pre-colonial states
2.1.1 Defining term pre-colonial
2.1.2. Identifying precolonial states
2.1.3 Pre- colonial socio-economic organisation
2.1.4. Causes of decline of pre-colonial states
2.1.5. Influence of pre-colonial civilisation on contemporary society
2.2 Analyse precolonial political structure

2.2.1 System of governance of pre-colonial states
2.2.2 Features of the pre-colonial system
2.2.3. Influence of precolonial governance on contemporary society
2.3 Record achievements of precolonial history

2.3.1 Impact of precolonial achievements and
political development
2.4 Record colonial history

2.4.1 Partition and colonisation of Africa
2.4.2 Berlin conference
2.4.3 Causes/ reasons for the colonisation/occupation of Zimbabwe
2.4.4 Colonisation steps/processes in Zimbabwe
2.5. Record role of Christian missionaries

2.5.1 Socio-economic and political impact of Christian missionaries
in
Zimbabwe
2.6. Record occupation of Zimbabwe

2.6.1 Colonial Administration from 1894 to 1923
1.2.6.2 Socio-economic and political impact of colonisation in
Zimbabwe
2.7 Trace causes of first /Second Chimurenga

2.7.1 Causes and results of the Anglo-Ndebele war
1.7.2 Causes and results of the 1st Chimurenga/Umvukela
2.7.3. African reaction to socio-economic and political colonial
administration
2.7.4. Causes and results of the 2nd Chimurenga
2.7.5. Socio-economic and political impact of the 1st and 2nd
Chimurenga
2.7.6. Prosecution of the war of liberation
155
2.7.6 Social and political impact of heroes/heroines
Assessment Tasks: 1. Written or oral assessment on the skills and knowledge required to assess
the understanding of Zimbabwean History.
2. Practical activities based on observations within and outside the
institution that demonstrate understanding of Zimbabwean history.
Conditions/Context of 1. Written assessment can be conducted in a classroom environment or
assessment practical activities conducted within or outside the institution.
2. The practical based assignment/activities will be conducted based on
participation/observations in their communities
Learning Outcome 03 Assemble components of colonial effects
Assessment Criteria 3.1 Demarcate administrative boundaries

3.2. Exploit natural resources (minerals, wildlife, land, water
Vegetation, etc.)
3.3. Change traditional religion
3.4. Introduce foreign food crops and livestock
3.5. Change forms of trade
3.6. Change education systems
3.7. Introduce new legal systems
3.8. Introduce Capitalistic relations
3.9. Violate Human rights
3.10. Analyse results of colonisation
Content 3.1 Demarcate administrative boundaries
3.1.1. Factors that led to demarcation of boundaries
3.1.2. Distribution of land and uses
3.1.3. Consequences of establishing administrative boundaries
3.2. Exploit natural resources (minerals, wildlife, land, water

Vegetation etc.)
3.2.1. Geographical distribution of available resources
3.2.2. Measures enacted to exploit the resources
3.2.3. Consequences of exploiting the resources (Social, political,
economic)
3.3. Change traditional religion
3.3.1. The nature of African traditional religion prior to colonisation
3.3.2. The role of religion in the African societies
3.3.3. The introduction of foreign religion
3.3.4. The effect of foreign religion on African societies
3.3.5. The place of African Traditional religion in contemporary
society
156
3.4. Introduce foreign food crops and livestock

3.4.1. Nature and significance of African food crops and livestock
3.4.2. Types of foreign crops introduced
3.4.3. Consequences of the foreign crops and livestock on African
Societies
3.4.4. The sustainability of traditional versus foreign crops and
livestock in contemporary Zimbabwean society
3.5. Change forms of trade

3.5.1. Nature and benefits of trade prior to colonisation
3.5.2. Nature of trade during colonisation
3.5.3. Effects of trade during colonial era on African societies.
3.5.4. Influence of trade patterns to contemporary society
3.6. Change education systems

3.6.1. Nature and purpose of Traditional African Education system
3.6.2. Nature and purpose of Colonial education
3.6.3. Consequences of Colonial education on African Societies
3.6.4. Influence of colonial education to contemporary society
3.7. Introduce new legal systems

3.7.1. Nature of African legal system prior to colonisation.
3.7.2. Nature of colonial legislation (social, political and economic)
3.7.3. Purpose of colonial legal system
3.7.5. Consequences of colonial legal system to colonial and
contemporary African societies
3.8. Introduce Capitalistic relations

3.8.1. Nature of African relations before colonisation
3.8.2. Introduction of capitalist relations
3.8.3. Effects of capitalist relations during the colonial era and the
contemporary society
3.9. Violate Human rights

3.9.1. Definition of human rights
3.9.2. Nature of human rights violations in the colonial era
3.9.3. Response to human rights violations during the colonial era
3.10. Analyse results of colonisation

3.10.1. Social effects of colonisation on African Societies
3.10.2. Economic effects of colonisation on African Societies
3.10.3. Political effects of colonisation on African societies
3.10.4. Benefits and non-benefits of colonisation
Assessment Tasks 1. Written assessment on the skills and knowledge required to assess the
consequences of colonisation on the African Societies.
157
2. Practical based assignment on observable socio-politico and economic

effects of colonisation within their communities.
Learning outcome O4 Analyse post-independence socio-economic and political

developments
Assessment Criteria 4.1 Analyse socio-economic, political developments
4.2 Formulate Policies
4.3 Adopt measures to address colonial injustices
Content 4.1 Examine socio-economic and political developments

4.1.1 Social-economic and political post-independence developments
4.1.2 Critique of post-independent development
4.2 Formulate Policies

4.2.1 Legislation that addressed colonial injustices
4.2.2 Impact of post-independent legislation
4.2.3 Comparison of colonial and post-independence legislation
4.3 Adopt measures to address colonial injustices

4.3.1 Socio-economic and political measures to address colonial
injustices
4.3.2 Impact of measures to address colonial injustices
4.3.3 Colonial vestiges
4.3.4 Strategies to address colonial vestiges
achievements and challenges of post-independent in Zimbabwe.
2. Practical based assignment on observable socio-economic and political
developments in their communities.
Learning Outcome 05 Carry out a feasibility study on peace, conflict and resolution
Assessment Criteria 5.1. Demonstrate Conflict and resolution styles

5.2. Demonstrate 3Cs between Zimbabwe and the global
community
5.3. Analyse Strategies for sustaining peace
5.4. Analyse the influence of multi-national companies in
developing countries
5.5. Examine the benefits of International capital to developing
countries
158
Content 5.1. Demonstrate Conflict and resolution styles

5.1.1 Defining conflict and conflict resolution
5.1.2 Identifying and explaining conflict resolution styles
5.1.3 Impact of conflict resolution to socio-economic development
5.1.5 Traditional African conflict resolution methods.
5.2. Demonstrate 3Cs between Zimbabwe and the global

community
5.2.1 Defining terms Conflict, competition and co-operation
5.2.2 Impact of 3Cs to economic development
5.2.3 Approaches/Theories to International Relations
5.2.4 Global power balance
5.2.5 Zimbabwean foreign policy
5.2.6 Zimbabwean regional and international interventions
5.3. Analyse Strategies for sustainable peace

5.3.1 Defining peace and sustainable peace
5.3.2 Importance of peace to socio-economic and political
Development
5.3.3. Impact of sanctions on development
5.3.4 Strategies for sustainable peace
5.3.5 Role of NGOs in the development of sustainable peace
5.3.6 Role of media in promoting and maintaining peace
5.4. Analyse the influence of multi-national companies in

5.4.1 Role of multi-national companies in developing countries
5.4.2 International capital and imperialism
5.4.3 The IMF/WB Institutions
5.4.4 Impact of Non-Governmental Organisations in developing
countries
5.5 Examine the benefits of International capital to

5.5.1 Characteristics of finance capital
5.5.2 International economic relations
5.5.3 Features of Globalisation
5.5.4 Benefits and non-benefits of globalisation
importance of understanding the importance of peace, conflict and
resolution on socio-economic developments in Zimbabwe.
2. Practical based assignment on observable socio-economic and political
developments in their communities.
159
Learning Outcome 06 Participate in civic responsibilities
Assessment Criteria 6.1 Undertake Civic responsibilities

6.2 Observe participation in Disaster Management
6.3 Adopt Citizen duties
Content 6.1 Undertake Civic responsibilities

6.1.1. Definition of civic responsibilities
6.1.2. Civic responsibility activities
6.1.3. Justification for civic responsibilities
6.2. Observe participation in Disaster Management

6.2.1. Definition of disaster management
6.2.2. Justification for participation in disaster management
6.2.3. Sustainable disaster management practices
6.3 Adopt Citizen duties

6.3.1. Definition of terms: citizen and citizen duties
6.3.2. Identification and explanation of citizen duties(Socio-economic
& political)
6.3.3. Citizen rights
6.3.4. Importance of citizen duties
Assessment Tasks 1. Written or oral assessment on the skills and knowledge required to assess
the understanding of citizen duties and responsibilities.
2. Practical activities within and outside the institution that demonstrate
civic duties and responsibilities by community participation
participation/observations in their communities
Learning outcome 07: Assemble components of legal and parliamentary affairs
Assessment Criteria 7.1 Identify and explain origins of law
7.2 Observe constitutional provisions
7.3 Identify and explain arms of the state
7.4 Explain Law making process
Content 7.1 Identify and explain the origins of law
7.1.1 Definition of legal terms
7.1.2 Purpose of the law to the community
7.1.3 Classification of the law
7.1.4 Sources of law in Zimbabwe
7.2 Observe constitutional provisions

7.2.1 Justification of a Zimbabwean constitution
7.2.2 Constitutional Rights as enshrined in the Zimbabwean
constitution
160
7.2.3 Benefits of constitutional rights to the community

7.2.3 Enforcement of rights
7.2.4 Role played by stakeholders in upholding constitutional rights
(NGO, Civil Societies and victim friendly units)
7.2.5. Impediments to exercising human rights
7.2.6. Role of constitution in the community
7.3 Observe arms of the state

7.3.1 Identification of the three arms of state
7.3.2 Duties and functions of the three arms of the state
7.3.3 Importance of separation of powers to Zimbabwe
7.4 Explain Law making process

7.4.1 Steps in the Law making
7.4.2 Role of community in law making process
Assessment Tasks 1. Written or oral assessment on the skills and knowledge required to assess
the understanding of legal and parliamentary affairs.
2. Practical activities within and outside the institution that demonstrate
the importance of participating in legal and parliamentary activities.
participation/observations in their communities.

22. Observation of adult learning principles; both institution-based and work-based learning to facilitate the
integration of theory and practice.
18. Weighting of institution-based and examination -based assessment: 60% institution-based assessment
and 40% examination.
Resources:
All trainers, assessors and moderators should have undergone a Bachelor’s Degree in History or
equivalent.

 Computer
161
 Communication equipment
 Data storage devices
 Television
 DVD Recorder/player

- Artefacts
- Resource persons
- Museums and heritage sites
- Videos and audio materials
American Heritage Dictionary of the English Language, Fifth Edition (2011), Houghton Mifflin.
Astrow, A., 1983. Zimbabwe: A Revolution That Lost Its. Way, pp.1980-1986.
Banana, C. ed., 1989. Turmoil and tenacity: Zimbabwe 1890-1990. College Press.
Batchelor, P., Kingma, K. and Lamb, G. eds., 2004. Demilitarisation and Peace-building in Southern
Africa: Concepts and processes (Vol. 1). Gower Publishing, Ltd.
Birmingham, D. and Martin, P. eds., 1983. History of Central Africa (Vol. 2). Addison-Wesley
Longman Limited.
Centre for Peace Initiatives in Africa, 2005. Zimbabwe: The Next 25 Years. Benaby Printing and Publishing.
Change African Indigenous Knowledge and Disciplines
Chirimuuta, C., Gudhlanga, E. and Bhukuvhani, C., 2012. Indigenous knowledge systems: a panacea
in education for development?
Chitiyo, T.K., 2000. Land violence and compensation: reconceptualising Zimbabwe's land and war
veterans' debate. Track Two: Constructive Approaches to Community and Political Conflict, 9(1).
Chitsike, F., 2003, December. A critical analysis of the land reform programme in Zimbabwe. In 2nd
FIG Regional Conference (pp. 2-5).
Collins English Dictionary – Complete and Unabridged, 12th Edition (2014) HarperCollins.
De Villiers, B., 2003. Land reform: issues and challenges: a comparative overview of experiences in
Zimbabwe. Namibia, South Africa and Australia, Johannesburg: Konrad Adenauer Publications.
Emeagwali and Dei, G, J.S (Eds) (2014), Anti-Colonial Educational Perspectives for Transformative
Government of Zimbabwe, 2013. The Constitution of the Republic of Zimbabwe Amendment
(No.20).
Hammar, A., Jensen, S. and Raftopoulos, B. eds., 2003. Zimbabwe's unfinished business: Rethinking
land, state and nation in the context of crisis. Weaver Press.
Hayes, D., 1980. Human Rights, Sussex, Wayland Publishers.
162
Kriger, N., 1995. The politics of creating national heroes: The search for political legitimacy and
national identity. Soldiers in Zimbabwe’s liberation war, 1, pp.139-162.
Lalonde, A., 1991. African indigenous knowledge and its relevance to environment and development
activities. Canadian International Development Agency.
Madhuku, L. 2004. Law, Politics and the Land Reform Process. In Masiyiwa, S. 2004. Post-
Independence Land Reform in Zimbabwe: Controversies and Impact on the Economy.
Mkabela, Q., 2005. Using the Afrocentric method in researching indigenous African culture. The
qualitative report, 10(1), pp.178-190.
Mlambo, A.S., 2014. A history of Zimbabwe. Cambridge University Press.
Moyo, S., 2004. Overall impacts of the fast track land reform programme. African Institute for Agrarian
Studies.
Moyo, S., 2006. The evolution of Zimbabwe’s land acquisition. University of Zimbabwe (UZ)
Publications/Michigan State University (MSU).
Ogunbanjo, M.B., Human Rights in Africa in the new Global Order: A Dilemma?
Raftopoulos, B. and Mlambo, A. eds., 2009. Becoming Zimbabwe. A History from the Pre-colonial
Period to 2008: A History from the Pre-colonial Period to 2008. African Books Collective.
Ranger, T., 1985. Peasant Consciousness and Guerrilla Warfare in Zimbabwe: A Comparative
Study. Harare: McMillan.
Ranger, T.O. ed., 1968. Aspects of Central African History. Northwestern University Press.
Richardson, C., 2004. The collapse of Zimbabwe in the wake of the 2000-2003 land reforms.
Schmidt, E.S., 1992. Peasants, traders and wives: Shona women in the history of Zimbabwe, 1870-1939.
Shaw, W.H., 2003. ‘They Stole Our Land’: debating the expropriation of white farms in Zimbabwe. The
Journal of Modern African Studies, 41(1), pp.75-89.
Shamuyarira, N.M., 1966. Crisis in Rhodesia.
Warren, D.M., 1989. Linking scientific and indigenous agricultural systems.
Zikhali, P., 2008. Fast track land reform, tenure security, and investments in Zimbabwe (No. dp-08-23-
efd).
UNIT 1
Unit Code 401/22/M01
Unit Title: National Studies
Level of Unit: Generic
Credits: 8
Occupation: Patriotic Citizen

163
Review Date: TBA AIM OF THE UNIT STANDARD
This unit helps people to develop values that make them proud to be Zimbabweans.
ELEMENT AND
PERFORMANCE CRITERIA
Element 1.1 Maintain a Zimbabwean culture
1.1.9 Cultural heritage preserved
1.1.10 Cultural artefacts conserved
1.1.11 Knowledge of Zimbabwe culture demonstrated
1.1.12 Records of maintaining natural resources of Zimbabwe captured
1.1.13 Indigenous knowledge systems preserved
Element 1.2 Preserve Zimbabwean History
1.2.1 Pre-colonial states identified
1.2.2 Precolonial political structure analysed
1.2.3 Achievements of precolonial history recorded
1.2.4 Colonial history recorded
1.2.5 Role of Christian missionaries recorded
1.2.6 Occupation of Zimbabwe recorded
1.2.7 Causes of First /Second Chimurenga traced
Element 1.3 Assemble components of colonial effects
1.3.1 New administrative boundaries demarcated
1.3.2 Natural resources exploited (minerals, wildlife, land, water, vegetation etc)
1.3.3 Traditional religion changed
1.3.4 Foreign food crops and livestock introduced
1.3.5 Education systems changed
1.3.6 Capitalistic relations introduced
1.3.7 New legal systems introduced
1.3.8. Forms of trade changed
1.3.9 Human rights violated
1.3.10 Results of colonisation analysed
Element 1.4 Analyse post-independence socio-economic and political

developments
164
1.4.1 Socio-economic and political developments examined

1.4.2 Policies formulated
1.4.3 Measures to address colonial injustices adopted
Element 1.5 Carry out a feasibility study on peace, conflict and resolution
1.5.1 Conflict and resolution styles demonstrated
1.5.2 3Cs between Zimbabwe and the global community demonstrated
1.5.3 Strategies for sustaining peace analysed
15.4 Influence of multi-national companies in developing countries analysed
1.5.5 Benefits of International capital to developing countries examined.
Element 1.6 Participate in civic responsibilities
1.6.1 Civic responsibilities undertaken
1.6.2 Participation in disaster management observed
1.6.3 Citizen duties adopted
Element 1.7 Assemble components of legal and parliamentary affairs
1.7.1 Origins of law identified and explained
1.7.2 Constitutional provisions observed
1.7.3 Arms of the state identified and explained
1.7.4 Law making process explained
COMPETENCIES REQUIRED IN READINESS FOR ASSESSMENT:

 Record keeping skills
 Customer care skills

 Management skills (decision making, planning, organising)
 Technological awareness
 Problem-solving skills
 Interpersonal skills
 Legal awareness
 Mobilisation skills
 Upholding norms, values and social aspects of Zimbabwean culture.
 Patriotism
 Environmental awareness skills
 Legal awareness
 Critical thinking skills
 Research skills
 Problem-solving skills
165
 Maintaining Zimbabwean culture

 Social responsible
 Abreast with global current events
Tool handling skills
GENERIC Communication
SKILLS: Positive regard
Patriotic Planning
Practical Organisation
skills Controlling
Tolerance Human relation skills
skills Interpersonal skills
Technologica Critical thinking skills
l knowledge Analytical skills
Good attitude
Good morals
Acceptance of others
Servant hood
Committed cadre to National Agenda
Quest for more knowledge
Social skills
RANGE STATEMENT:
TOOLS AND EQUIPMENT:

Generic which are relevant to the type of business.
MATERIALS:
Generic which are relevant to the type of business.
Duration: 80 hours

In order to gain credits for this unit standard, a candidate must be assessed and
demonstrate competency in all the elements and performance criteria of this unit
standard.
Accredited assessors will conduct assessment. The results of the assessment will
be submitted to ZIMEQA. A candidate can apply to ZIMEQA for documentary
evidence of their achievements.
166
NATIONAL CERTIFICATE IN REFRIGERATION AND AIR CONDITIONING 359/22/CR/0
MINISTRY OF HIGHER AND TERTIARY EDUCATION,

INNOVATION, SCIENCE AND TECHNOLOGY DEVELOPMENT
HIGHER EXAMINATIONS COUNCIL (HEXCO)
QUALIFICATION STANDARD
FOR
REFRIGERATION AND AIR CONDITIONING ARTISAN
2018
167
SECTOR: MECHANICAL ENGINEERING
QUALIFICATION FOR A REFRIGERATION AND AIR

CONDITIONING ARTISAN
QUALIFICATION CODE: TBA
LEVEL: NATIONAL CERTIFICATE
DATE OF PROMULGATION: TBA
168
DEFINITION OF TERMS
Assessment A process of collecting evidence of a learner’s work to measure and make

judgements about the achievement or non-achievement of the specified
National Qualifications Framework standards or qualifications.
Certification Awarding of approved documentary evidence of a qualification.
Competences Critical relevant knowledge, skills and attitudes a learner requires in order
required in readiness to achieve specified outcomes before assessment.
for assessment
Credit The value assigned to a unit completed or a value assigned to a unit

standard which reflects the relative time and effort required to complete
the outcomes.
Date of promulgation Date when standard and qualification have been approved, registered and
gazetted.
Duration The minimum notional hours required by a learner to attain all the
competences in a unit standard.
Element The smallest component of a unit with a meaningful outcome.
Generic skills Universal skills which apply to more than one occupation.
Level descriptor A specific indicator of competence level on the ZQF.
Occupation A group of related economically beneficial work activities performed by a

person.
Performance criteria A statement of competence or achievement against which the attainment

of outcomes is measured.
Qualification Formal award of recognition of the achievement of the required

competency and/or capability level of the Zimbabwe Qualifications
Framework as may be determined by the relevant bodies registered for
such purpose by the Authority.
Range statement The context or conditions within which a competence is performed and
assessed that include tools, equipment, materials and duration.
Review Date Date of revision of qualification standard as and when necessary but not
later than three years from date of issue.
169
Sector A section of the economy in which operators produce or provide similar

products or services.
Standard Registered statement of desired education and training outcomes and their
assessment criteria.
Unit The smallest combination of work activities capable of being a full-time

economically beneficial occupation.
Unit Standard Registered statement(s) of desired education and training outcomes, their
associated assessment criteria together with administrative information as
specified.
ZQF National qualifications framework approved by the minister for

registration of national standards and qualifications.
170
UNIT TITLES
NO. UNIT CREDITS

1 Plant Installation 64
2 Plant Maintenance 48
3 Plant Repairs 78
4 Workplace Administration 20
171
SUMMARY OF STANDARD
UNIT UNIT TITLE CREDITS ELEMENTS

NO.
1 Plant Installation 64 1.1 Prepare installation work schedule
1.2 Order materials
1.2 Assemble components
1.3 Test run system
2 Plant Maintenance 48 2.1 Prepare maintenance schedule

2.2 Carryout maintenance
2.3 Test system performance
2.3 Generate maintenance report
3 Plant Repairs 78 3.1 Prepare job card

3.2 Diagnose faults
3.3 Rectify faults
3.4 Perform test run
3.5 Generate fault report
4 Workplace 20 4.1 Supervise assistants/trainees

Administration 4.2 Manage resources
4.3 Manage records
5 Safety, Health 40 5.1 Maintain safe work environment

Environment and 5.2 Use appropriate Personal Protective
Quality Maintenance Equipment (PPE)
5.3 Comply with Environmental
Management Systems (EMS)
5.3 Perform housekeeping
5.4 Maintain organisational quality
standards
5.5 Conduct safety awareness
172
UNIT 1
Title 1: PLANT INSTALLATION
Unit Code
ZQF Level: National Certificate
Credits: 64
Occupation: Refrigeration and Air Conditioning Artisan
Review Date: TBA
Aim of the unit standard
The unit will enable an individual to install refrigeration and air-conditioning equipment
ELEMENTS AND PERFORMANCE CRITERIA
Element 1.1 Prepare installation work schedule
1.1.1 Work plan is developed in line with manufacturers’ specification

1.1.2 Installation checklist is compiled in line with design specifications and plant requirements
1.1.3 Analysis of environmental conditions is carried out according to SHEQ regulations
1.1.4 Installation budget is compiled in line with market rate
Element 1.2 Order Materials
5.5.1 Product quantities are established in line with project requirements

5.5.2 Product specifications are determined in line with drawings
5.5.3 Product cost is estimated in line with market rates
5.5.4 Bill of quantities is produced
5.5.5 Bill of quantities is submitted to buying department
5.5.6 Relevant materials is obtained from the warehouse
173
Element 1.3 Assemble components
1.3.1 Individual components are aligned according to project specifications

1.3.2 System components are joined according to drawings
1.3.3 Appropriate tools and equipment are used to organise system
1.3.4 Joined components are test run and performing to expectations
1.3.5 Housekeeping practices is conducted according to SHEQ procedures
1.3.6 Designed specifications are met
1.3.7 Designed functionality is achieved
1.3.8 Components are assembled within the organisational stipulated time frame
Element 1.4 Test run system
1.4.1 Power is induced

1.4.2 Desired temperatures are achieved
1.4.3 Abnormal noises are eliminated
1.4.4 Amperage is drawn in line with design specifications
1.4.5 All leaks are eliminated
1.4.6 Operating pressures are achieved in line with design specifications
1.4.7 Vibrations eliminated
1.4.8 Results of test run are analysed
1.4.9 Variances noted are corrective action taken according to system procedures
Competences required in readiness for assessment.
Pressure testing
Leak testing
Assembling techniques
Evacuation and dehydration
Temperature reading
Drawing
Interpretation of drawings
Work scheduling
Cutting techniques
Knowledge of electrical circuits
Brazing
Welding
Refrigeration
Knowledge of charging systems
Pipe joining
174
Pinching off
SHEQ
Project management
Generic Skills
Communication Human relations

Computer literacy Organising
Problem solving Supervision
Innovativeness Planning
Control and monitoring First aid
Range Statement:
Tools and equipment
Hand tools Vacuum pumps

Measuring tools Refrigeration gauges
Cutting tools Work benches
Marking out tools Drilling machines
Electrical test metres Lock ring set
Scales Recovery machine
Pipe benders Oxy-acetylene set
Pinch off tools Scaffolds
Flaring and swaging tools Ladders
Leak testers
Materials
Cleaning materials
Consumables
Lubricants
Duration 640 hours
Assessment and Certification:
In order to gain credits for this unit standard, a candidate must be assessed and demonstrate competency in
all the elements and performance criteria of this unit standard.
Assessment will be conducted by accredited assessors. The results of the assessment will be submitted to
ZIMEQA. A candidate can apply to ZIMEQA for documentary evidence of their achievements.
175
UNIT 2
Title 2: PLANT MAINTENANCE
Unit Code
Credits: 48
Review Date: TBA
The unit will enable an individual to maintain refrigeration and air conditioning equipment to enhance life
span and achieve optimum efficiency.
Element 2.1 Prepare maintenance schedule
2.1.1 Periodic maintenance work plan is developed in line with manufacturers’ specification
2.1.2 Periodic maintenance checklist is compiled in line with design specifications and plant
requirements
2.1.3 Analysis of environmental conditions is carried out according to SHEQ regulations
2.1.4 Maintenance budget is compiled in line with market rate
Element 2.2 Carryout maintenance
2.2.1 Inspections are carried out in line with checklist

2.2.2 Faulty components and equipment are identified
2.2.3 Faulty components are replaced/repaired
2.2.4 Components and lubricants are replaced in line with maintenance plan
176
Element 2.3 Test system performance

Element 2.4 Generate maintenance report
2.4.1 Information is extracted from log book/ chart/ cards

2.4.2 Work carried out is recorded in lie with organisational format
2.4.3 Used components and materials are noted down
2.4.4 Maintenance duration is recorded in line with organisational policy
2.4.5 Maintenance costs are ascertained
2.4.6 Maintenance report is produced

Maintenance scheduling
Report writing
Plant inspections
SHEQ standards
Pressure testing
Leak testing
Temperature reading
Drawing
Work scheduling
Cutting techniques
Brazing
Welding
Refrigeration
177
Pipe joining
Pinching off
SHEQ
Project management
Generic Skills

Control and monitoring
First aid
Range Statement:
Tools and equipment

Leak testers
Materials
Cleaning materials
Consumables
Lubricants
Duration 480 hours
178
UNIT 3
Title 3: PLANT REPAIRS
Unit Code
Credits: 78
Review Date: TBA
The unit will enable an individual to diagnose faulty refrigeration and air conditioning equipment to keep
the plant in good working condition at the lowest possible cost.
Element 3.1 Prepare job card
3.1.1 Date and time of receiving is recorded

3.1.2 Unit identification is recorded
3.1.3 Nature of fault is recorded
3.1.4 Faults are classified into major and minor
Element 3.2 Diagnose faults
3.2.1 Faulty components are identified

3.2.2 Cause of faults is identified
3.2.3 Safety, Health, Environment and Quality measures are adhered to
3.2.4 Fault report is generated in line with organisation format
3.2.5 Restoration plan is developed in line with scope of work
3.2.6 Restoration budget is generated
179
Element 3.3 Rectify faults
3.3.1 Work activities are scheduled in line with restoration plan

3.3.2 Resources are mobilised in line restoration plan
3.3.3 Faulty components are removed
3.3.4 Faulty components are repaired/replaced in line with Standards Operating Procedures
3.3.5 Lubricants replaced in line with specifications
3.3.6 Report of work done generated in line with organisational format
3.3.7 Recommendations are developed in line with observed trends
Element 3.4 Perform test run

Pressure testing
Leak testing
Temperature reading
Drawing
Work scheduling
Cutting techniques
Brazing
Welding
Refrigeration
Pipe joining
Pinching off
180
SHEQ
Project management
Generic Skills

Control and monitoring First aid
Range Statement:
Tools and equipment

Leak testers
Materials
Cleaning materials
Consumables
Lubricants
Duration 780 hours
181
UNIT 4
Title 4: WORKPLACE ADMINISTRATION
Unit Code
Credits: 20
Review Date: TBA
The unit will enable an individual to manage human and materials resources effectively and efficiently.
Element 4.1 Supervise assistants/trainees
4.1.1 Work is delegated in line with competencies or organisational criteria

4.1.2 Work targets are set in line with Standards Operating Procedures
4.1.3 Control procedures are adhered to
4.1.4 Monitoring and control instruments maintained in line with organisational policies
4.1.5 Records are maintained in line with organisational policies
4.1.6 Performance is evaluated in line with set standards
4.1.7 SHEQ standards are adhered to
4.1.8 Training is conducted in line with needs
Element 4.2 Manage resources
4.2.1 Requisition procedures are adhered to
4.2.2 Stock monitoring control instruments are maintained in line with organisational policies
4.2.3 Budgets are drawn up
4.2.4 SHEQ standards are adhered to
4.2.5 Stock records maintained in line with organisational policy
182
Element 4.3 Manage records
4.3.1 Records are created in line with organisational formats/standards

4.3.2 Records stored using appropriate filing methods
4.3.3 Records are retrieved for when required
4.3.4 Data security systems are adhered to
Records management Strategic management

Human relations Stock management
Training Resource management
Performance appraisal Budgeting
Generic Skills
Communication
Computer literacy
Problem solving
Innovativeness
Control and monitoring
Human relations
Organising
Supervision
Planning
First aid
183
Range Statement:
Tools and equipment

Statutes
Vehicle
Filing cabinets
Computer and accessories
Materials
Stationery
Duration 200 hours
In order to gain credits for this unit standard, a candidate must be assessed and demonstrate
competency in all the elements and performance criteria of this unit standard.
Assessment will be conducted by accredited assessors. The results of the assessment will be
submitted to ZIMEQA. A candidate can apply to ZIMEQA for documentary evidence of their
achievements.
184
UNIT 5
Unit Title: SAFETY, HEALTH AND ENVIRONMENTAL PRACTISES

Unit Code
Level of Unit: NATIONAL CERTIFICATE
Credits: 4
Occupation: FITTER AND TURNER MACHINIST
Review Date: TBA
This unit will enable an individual to produce quality products in safe and environmentally
friendly manner.
ELEMENT AND PERFORMANCE CRITERIA
Element 5.1 Maintain safe working environment
5.1.1 Potential hazards faced at work are identified

5.1.2 Health and safety regulations are observed
5.1.3 Safe working procedures are practised
5.1.4 Routine tests, checks and inspections of machines and tools are carried out according to
specifications/standards
5.1.5 Deteriorations are identified
5.1.6 New tools are ordered as required
5.1.7 Machine capacity and colour codes are labelled
5.1.8 Moveable parts are secured
Element 5.2 Use appropriate PPE
5.2.1 Risk assessment is carried out
5.2.2 Appropriate PPC is worn
5.2.3 Appropriate PPE is used
185
Element 5.3 Comply with environmental management systems
5.3.1 Potential hazards to the environment are identified
5.3.2 Relevant statutory instruments are adhered to
5.3.3 Waste is disposed off in line with local regulations
Element 5.4 Perform Housekeeping
5.4.1 Working area cleaned after use
5.4.2 Gangways cleared of obstacles
5.4.3 Waste materials segregated according to class of material
5.4.4 Floors are watered regularly to minimise dust
5.4.5 Tools and equipment cleaned and properly stored after use
Element 5.5 Maintain organisational quality standards
5.5.1 Laid down standards are followed
5.5.2 Product quality specifications are adhered
5.5.3 Quality checks are conducted
Element 5.6 Conduct safety awareness
5.6.1 New personnel are inducted on safety regulations

5.6.2 Proper protective equipment for workshop operations/jobs is provided
5.6.3 Safety signs and symbols are displayed on right positions on and around workplaces
5.6.4 Records of incidents and accident are kept in line company policy
Competencies Required in Readiness for Assessment:
Knowledge of standard mechanical practices

Safety, health environmental and quality regulations and procedures
Common Essential Skills:
186
Planning
Numeracy
Tool handling
Knowledge of health and safety requirements in a factory environment
Focus on quality and output performance
Coordination
Problem solving
Computer literacy
First Aid
Ability to train and develop team members
Range Statement:
Tools and equipment

Lux meter
Noise level meter
Hydrometer
pH meters
Gas analyser
Thermometer
Camera
Tape measure
Breathlyser
Materials
Stationery
PPE
Duration: 40 hours
Assessment and Certification: TBA
In order to gain credits for this unit standard a candidate must be assessed and demonstrate
competency in all elements and performance criteria of this unit standard.
Assessment will be conducted by accredited assessors. The result of the assessment will be
submitted to ZIMEQA.A candidate can apply to ZIMEQA for documentary evidence of their
achievement.
187
NATIONAL CERTIFICATE IN REFRIGERATION AND AIRCONDITIONING 359/19/CR/0
MINISTRY OF HIGHER AND TERTIARY EDUCATION. INNOVATION, CODE
SCIENCE AND TECHNOLOGY DEVELOPMENT

SKILLS PROFICIENCY SCHEDULE
INDUSTRY TRADE/ OCCUPATION CLASS/ LEVEL
MECHANICAL REFRIGERATION & AIR CONDITIONING ONE
DUTY A: MAINTAIN SAFTEY, HEALTH, ENVIROMENT AND QUALITY 10
Pre-requisites: CLASS TWO Approval Date: Review Date:
TASK STEPS PROFICIENCY INDICATORS RELATED WORKPLACE
KNOWLEDGE ESSENTIAL SKILLS
A1: Observe  Carry out risk assessment  Risk assessment report  Factories Act and o Communication
personal safety  Put on appropriate personal produced Regulations o Coordination
and health protective gear.  Warning signs observed  SHEQ standards o Firefighting
 Interpret safety warning signs  Personal protective gear  First Aid Equipment
 Use safety regulation rules worn.  Fire Fighting handling
 Use correct tool for the right job  Correct tool used for job  Computer Literacy
 Handle tools and equipment and properly handled
appropriately  Accident register
 Maintain accident report register. maintained.
A2: Demonstrate  Ensure personal safety.  Personal safety ensured.

first Aid  Call for nearby assistance.  Victim removed from
procedure  Remove victim from danger danger
following laid down procedure.  Assistance from nearby
 Introduce yourself to the victim. obtained.
 State your intention to the victim  Appropriate first aid
 Assess victim condition rendered.
 Communicate with victim (where
necessary)
 Render appropriate first aid action
as required
188
 Call for medical assistance

 Document incident
A3: Maintain safe  Put on appropriate PPE.  Appropriate PPE worn

working  Barricade the working area.  Barricades installed
conditions  Practice safe working  Safety precautions
environment observed.
 Place tools and equipment in  Tools and equipment
appropriate positions. well placed.
 Tidy up the places as per  Appropriate tools used
procedure for right job.
 Segregate the waste  Tolls and equipment
 Dispose waste following laid checklist availed
down procedure  Waste management
 Store tools and equipment as disposal procedures
per standard. observed.
A4: Perform  Clean working area  Clean working area

Housekeeping  Clear gang ways of obstacles  Gang ways free of obstacles
 Separate waste materials to c lass  Classified waste materials
 Sweep floors regularly  Clean floors
 Clean tools and equipment after  Clean stored tools and
use equipment
 Store tools and equipment
according to rules and regulations
A5: Comply with  Identify potential environmental  List/ register of potential
environmental aspects environmental aspects
management  Adhere to relevant statutory  Spillage free environment
systems instruments  Lower waste material
 Dispose waste in line with local  Clean environment
authority regulations  Colour coded bins
 Prevent unnecessary spillages to
the environment
189
 Implement Reduce recycle and

reuse practices
A6: Participate in  Mobilise SHEQ awareness  SHEQ campaign materials

SHEQ awareness campaigning material availed
campaign  Attend SHEQ briefing meeting  Attendance register/Minutes
 Identify potential hazards  Hazards Register
 Induct new personnel on SHEQ  Loss incidences
issues  Proper Personal Protection
 Adhere to SHEQ rules and Equipment (PPE)
regulations
 Enforce SHEQ rules and
regulations
A7: Maintain  Identify relevant quality standards  List/register of relevant
organizational  Perform quality checks quality standards produced
standards  Adhere to standard operating  Quality checks conducted in
procedures accordance to set
 Maintain product quality procedures
 Operational checklist
 Quality products
TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:

Allen keys Bearing pullets Chain blocks
Dial indicator Pressure pump Marking out tools
Tape extractors Screw drivers Chisels
Hacksaw Surface grinders Oil can
Punches Shaping machine Drilling machine
Hammers Spirit levels Spanners
Grease gun Lathe machine and accessories Pedestal grinders
Milling machine and accessories Wire bush Power saw
Measuring tools Tin snips Bend saw
Oil pump Cutting torch
Pliers Files
190
HEALTH, SAFETY AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:

Fire-fighting House keeping
First aid Effluent Disposal
Personal Protective Equipment (P.P.E.) H.I.V/AIDS
Ventilation
SPECIFIC WORKER TRAITS REQUIRED TO COMPLETE THIS DUTY:

AccuracyAttentive
Creative
Decisive
Good communicator
Time conscious
191
MINISTRY OF HIGHER AND TERTIARY EDUCATION. CODE

INDUSTRY: TRADE/ OCCUPATION: CLASS/ LEVEL:
MECHANICAL REFRIGERATION & AIR CONDITIONING NATIONAL CERTIFICATE
DUTY B: INSTALL PLANT & EQUIPMENT 30
Pre-requisites: Approval Date: Review Date:
A1 Carryout  Visit site  Meeting convened with relevant  Welding o Communication
site survey  Perform site audit stakeholders  Plumbing o Planning
 Take measurements  Audit inspection form  Fitting o Analysis
 Project wind direction completed  Carpentry o Decision making
 Identify climate/weather  Sketch diagrams with  Sheet metal work o Time management
patterns measurements are generated  Building o Problem solving
 Sketch diagrams  Consolidated site report  Electrical installation o Research
produced  Report writing o Innovation
 Budgeting o Creativity
A2 Mobilise  prepare scope of work  Work activities identified  Costing o Computers
Resources  list resources required  Schedule of activities generated  Risk Assessment o Calculations
 generate Bill of Quantities  Activity durations established  Procurement Project o Interpretation of
(BOQ)  Product specifications management drawings
 Generate resources determined o SHEQ
specifications  Product quantities established
A3 Prepare  Carry out risk assessment  Probable hazards are identified

installation site  Identify relevant regulatory  Statutory regulations are
authorities adhered to
 Cordon off working area  Safety sign and barricades
 Clear and level working area erected
 Mark out positions
192
 Erect safety warning signs  working area prepared in line

with standards
 positions marked in accordance
with drawings
 drawings correctly interpreted
 SHEQ standards adhered to
A4 Assemble  Layout components  Components correctly

components  Identify direction of flow positioned in accordance with
 Carryout flaring and swaging diagrams
 Braze and weld components  Diagrams correctly interpreted
 Secure components  Appropriate tools used
 Code components  Flaring and swaging carried out
in line with standards
 Brazing and welding standards
adhered to
 Appropriate materials used
 Vibrations and loose
connections eliminated
 Appropriate coding techniques
used
A5 Commission  Check gradient  Drainage system extended in

plant  Inspect valve positioning line with standards
 Inspect electrical wiring  Efficient circulation of
 Perform leak testing refrigerant achieved
 Run an acid test  Efficient flow of current
 Check oil levels attained
 Inspect bolts, nuts, fans and  Leakages eliminated
joints  Required temperatures achieved
 Check standing pressure  Oil levels set in line with
 Conduct test run standards
 Levels of acids established
193
 Fans running free and in the

right direction
 Fans running in accordance
with standards
 Standing pressure se in line
with standards
 Blockages eliminated
 Desired temperatures achieved
- Manifold gauges - Basic tool box

- Flaring and swedging kit - Halide torch
- Gas bottles - Electronic leak detector
- Test meters - Cutting tools
- Pipe benders - Measuring tools
- Pinch off tools - Marking tools
- Pipe cutters - First aid kit
SAFETY, HEALTH AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:
- Basic first aid practices - Environmental regulations

- Housekeeping practices - PPE
- Waste management - SHEQ standards
- Noise management

- Initiative - Goal oriented
- Honesty - Respectful
- Punctuality - Organized
- Confident - Smart
- Sober mind
- Communicator
194

DUTY C: REPAIR PLANT & EQUIPMENT 25
B1 Carry out fault  Institute SHE procedures  Risk assessment form completed  Welding o Communication
diagnosis  Test components  SHEQ standards adhered to  Plumbing o Planning
 Check pressure  Faulty components identified  Fitting o Analysis
 Check oil levels  Pressure readings recorded  Carpentry o Decision making
 Check condensate  Fault diagnosis report generated in  Sheet metal work o Time management
line with organizational standards  Building o Problem solving
 Electrical o Research
B2 Establish  list probable causes  Probable causes identified in installation o Innovation
causes of faults  Perform electrical tests accordance with diagnosis  Report writing o Creativity
 Carry out mechanical tests  Electrical faults identified  Budgeting o Computers
 Mechanical faults identified  Costing o Calculations
 Appropriate tools used  Risk Assessment o Interpretation of
 Appropriate testing procedures  Procurement Project drawings
used management o SHEQ
B3 Carry out  Institute safe measures  Power is identified
remedial action  Replace faulty components  Appropriate PPE used
 Repair leaks  SHEQ procedures adhered to
 Perform test run  Appropriate tools and equipment
used
 Correct procedures adhered to
 Leaks eliminated
195
 Appropriate test run procedures

used
- Manifold gauges
- Flaring and swedging kit
- Gas bottles
- Test meters
- Pipe benders
- Pinch off tools
- Pipe cutters
- Basic tool box
- Halide torch
- Electronic leak detector
- Cutting tools
- Measuring tools
- Marking tools
- First aid kit
- Basic first aid practices

- Housekeeping practices
- Waste management
- Noise management
- Environmental regulations
- PPE
- SHEQ standards
196
- Initiative
- Honesty
- Punctuality
- Confident
- Sober mind
- Communicator
- Goal oriented
- Respectful
- Organized
- Smart
197

DUTY D: MAINTAIN PLANT & EQUIPMENT 25
C1 Develop  Establish service cycles  Component/equipment lifespan  Welding o Communication
maintenance Establish resource established in line with  Plumbing o Planning
schedule requirements manufacturer specifications  Fitting o Analysis
 Develop maintenance  Analysis of environmental factors  Carpentry o Decision making
budget carried out  Sheet metal work o Time management
 Resource quantities established in  Building o Problem solving
line with scope of work  Electrical installation o Research
 Resource specifications determined  Report writing o Innovation
in line with standards  Budgeting o Creativity
 Cost of resources estimated in line  Costing o Computers
with market rates  Risk Assessment o Calculations
-  Procurement Project o Interpretation of
C2 Carry out  institute SHEQ measures  SHEQ standards adhered to management drawings
maintenance  identify faulty components  Expired components identified in o SHEQ
activities  replace components line with maintenance plan
 top up oil  Expired components removed
 identify faulty components  Pump down procedures adhered to
 analyse system  Appropriated tools used
performance  Standard oil levels adhered to
 Fault components replaced
198
C3 Manage  Generate maintenance  Maintenance records updated in

maintenance records line organizational standards
records  File maintenance records  Statutory requirements adhered to
 Secure maintenance  Records accessible in line with
records organizational standards
 Security systems adhered to
Manifold gauges - Basic tool box

- Flaring and swedging kit - Halide torch
- Gas bottles - Electronic leak detector
- Test meters - Cutting tools
- Pipe benders - Measuring tools
- Pinch off tools - Marking tools
- Pipe cutters - First aid kit

- Waste management
- Noise management
- PPE
- SHEQ standards

- Initiative - Sober mind
- Honesty - Communicator
- Punctuality - Goal oriented
- Confident - Respectful
199
- Organized
- Smart
200

DUTY E: SUPERVISE SUBORDINATES 10
D1  Identify competence gaps  Competence gaps identified  Research o Communication
Identify training  Determine training outcomes  Training outcomes  Training techniques
needs  Consult stakeholders determined  Human resources o Planning
 Conduct cost benefit analysis  Stakeholders consulted management
 Prioritise training needs  Cost benefit analysis  Result based o Numeracy
conducted management
 Training needs prioritized  Curriculum o Time management
development
o Research
 Identify training needs  Training needs identified  Business
D2  Develop training objectives  Training objectives administration o Problem solving
Design training  Establish training resources developed  Psychology
programme  Determine training  Training resources  Conflict resolution o Leadership
methodology established
 Prepare training budget  Training methodology
- Produce training schedule determined
 Training budget prepared
- Training schedule produced
 Analyse training programme  Training programme
D3  Execute training activities analysed
Conduct Training  Assign work activities  Training activities executed
 Monitor training progress  Work activities assigned
201
 Evaluate training programme  Training progress monitored

 Produce training report  Training programme
evaluated
- Training report produced
D4 Evaluate  Analyse objectives  Objectives analysed

Training  Relate objectives to outcomes  Objectives related to
 Identify gaps outcomes
 Plan for corrective action  Gaps identified
- - Plan for corrective action
designed
D5  Prepare time sheet  Time sheet prepared

Appraise  Assess work progress  Work progress assessed
Subordinates  Hold meetings  Meetings held
 Apply corrective action  Corrective action applied
 Compile report - Report compiled
Laptop/computer
Training equipment

- Waste management
- Noise management
- PPE
- SHEQ standards
202
- Initiative
- Honesty
- Punctuality
- Confident
- Sober mind
- Communicator
- Goal oriented
- Respectful
- Organized
- Smart
203

NC Refrigeration &amp; Airconditioning Regulations and Modules 2022

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NATIONAL CERTIFICATE IN REFRIGERATION & AIRCONDITIONING 359/22/CR/0

MINISTRY OF HIGHER AND TERTIARY EDUCATION, innovation, SCIENCE AND

HIGHER EDUCATION EXAMINATIONS COUNCIL

REGULATIONS AND MODULES FOR THE

REFRIGERATION AND AIRCONDITIONING

Course Code: 359/22/CR0

HERITAGE-BASED EDUCATION 5.0

PART 1 COURSE REGULATIONS

4.0 COURSE STRUCTURE

7.0 MODE OF STUDY

2 Safety, Health, 3-hour paper A minimum of:

3 Workshop Consider continuous  Submit marks

4. Applied 3-hour paper A minimum of:

6. Domestic 3-hour paper A minimum of:

7 Engineering 3-hour paper A minimum of:

8. Refrigeration 3-hour paper A minimum of: 100%

9. Plant Repair of 3-hour paper A minimum of:

12 Plant Maintenance 3-hour paper A minimum of:

15. Entrepreneurial 3-hour paper A minimum of:

16. On the Job As per log book Submit marks 100%

10.0 CONDITIONS OF AWARD

10.2 Approved absenteeism shall not exceed 15% learning sessions

10.4 The pass mark shall be 50%.

13.0 IRREGULAR PRACTICES

ITEM NO. SPECIFICATION QUANTITY

1. Complete assembly for Refrigeration 1 unit

3.26 Compressor Test Cord 4

3.67 Electronic Sound Tracer 4

14.3 SUGGESTED REFERENCE BOOKS

23. Mackenzie, S. (2016) Basic Electrical Engineering Science.

Module Code: 359/22/M01

Module Title: CONDUCT SAFETY, HEALTH AND ENVIRONMENTAL

Relationship with Based on Unit Standard SAFETY, HEALTH AND

Pre-requisite modules: none

Learning Outcome 01 LO1: Maintain safe work conditions and environment

1.2 Practice safe working procedures and house keeping

1.4 Conduct Routine tests, checks and inspections of

Learning Outcome 02 Use appropriate PPE

Assessment Criteria: 2.1 Risk assessment is carried out

Content: 2.1 Risk assessment is carried out

Conditions/Context of 4. Written and/or oral assessment can be conducted in a

Learning Outcome 03 Comply with environmental management systems.

Assessment Criteria: 3.1 Potential hazards to the environment are identified

Content: 3.1 Potential hazards to the environment are identified

Conditions/Context of 7. Written and/or oral assessment can be conducted in a

Learning Outcome 04 LO4 Demonstrate the correct use of tools

 basic electric hand tools

Approach to Teaching and Learning:

3. Oral assessment to be conducted by a panel of two or more assessors.

2. Facilities, Tools, Equipment and Materials

 Capillary Tube Cleaner

Relevant training manual (learners’ guide) and facilitators’ guide

1. Jones, W.P. (2006) Air Conditioning Engineering. U.S.A Arnold

Module Code 359/22/M04

Module Title: ENGINEERING DRAWING AND COMPUTER

Duration: 150 hours

Relationship with Based on Unit Standard 359/22/S04 Engineering Drawing and

Pre-requisite modules: N/A

List of Learning LO.1 Generate and interpret basic Engineering Drawings

Assessment Criteria: 1.1 Interpret standard Refrigeration and Air Conditioning

1.5 Apply dimensioning to working drawings

Content: 1.1 Interpret standard Refrigeration and Air Conditioning

1.2 Sketch and draw Refrigeration and Air Conditioning

1.3 Illustrate the positioning (layout) of the views on paper

NC Refrigeration & Airconditioning Regulations and Modules 2022

NC Refrigeration & Airconditioning Regulations and Modules 2022