SC TAG Trainer Assessor Guide PDF

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TRAINER & ASSESSOR GUIDE
A GUIDE FOR THE TRAINER/ASSESSOR COVERING MODULES 1-4:

01. STORING, HANDLING & TRANSPORTING EXPLOSIVES 02. CHARGING BLASTHOLES 03. FIRING SHOTS 04. BLAST PLANNING & REPORTING
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COPYRIGHT All rights reserved. This work is copyright and available only from the SkillsOnline website under license to NSW DET. Permission is given to trainers and teachers to make copies by photocopying or other duplicating processes for use within their own training organisations, or in a workplace where training is being conducted. The onus rests on you as user to ensure compliance with licensing arrangements. The Licensing Agreement stipulates the extent to which you can copy this material. If you use any portion of the material, you must acknowledge NSW DET as the copyright owner. If you develop enhancements of the material, you must ensure that NSW DET is appropriately acknowledged as the original copyright owner. You may not make it available for hire or re-sale with financial gain other than at a cost recovery fee for distribution and within the extent allowed by your Licensing Agreement. Outside these guidelines, all material is subject to copyright under the Copyright Act 1968 (Commonwealth) and permission must be obtained in writing from the NSW DET. Acknowledgement This work has been produced initially with the assistance of funding provided by the NSW Department of Education and Training, Industry Programs, through the Industry and Enterprise Skills Program with advice from the Project Steering Committee. These resources have been developed by SkillsDMC in conjunction with industry stakeholders. SkillsDMC wish to thank Graham Terrey and TAFE NSW for their work on this project. Disclaimer The views expressed in this work do not necessarily represent the views of the NSW Department of Education and Training. The NSW Department of Education and Training do not give warranty or accept any liability in relation to the content of this work.
PROJECT TEAM NSW DET would like to acknowledge the valuable contribution of the many people who generously gave of their time and ideas and contributed to the development of these resources by providing information, an industry perspective and review of the project materials. Name Allan Shoesmith Bill Brooks Bruce McGeachie Cherie Chen Claire Cappe Craig Parker David Barker Graham Cowan Graham Hogg Lawrence Buswell Leanne Parker Lorenzo Laguna Mihai Leonte Michael Creese Developed By: Graham Terrey Developer Team: Danny Duke David Chapman Dorothy Rao Giselle Mawer Robin Bishop Organisation Centennial Coal WorkCover NSW Xstrata Coal DET NSW DET NSW Pybar WorkCover NSW DPI Downer EDI Barrick Gold Hanson Rio Tinto, Northparkes NSW DPI Newcrest, Cadia Valley Operations Mine Resilience Australia Duke Consulting 2nd Project Coordinator TAFE NSW SkillsDMC Giselle Mawer & Associates Robin Bishop & Associates 1st Project Coordinator
Further copies of this resource are available from Website: www.skillsonline.net.au For further information contact: Email: skillsonline@det.nsw.edu.au Or visit SkillsDMC on: http://www.skillsdmc.com.au/
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V1 2009 Department of Education and Training | www.skillsonline.net.au
Contents
ABOUT THIS TRAINER & ASSESSOR GUIDE
TRAINER & ASSESSOR GUIDE SHOTFIRING LICENCE COURSE OVERVIEW Topics covered in each of the modules Course Materials Additional Resources Using the Learner Resource and Learner Workbook
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6 7 7 8 11 12 12
CONTEXTUALISING THE MATERIAL ADULT LEARNING PRINCIPLES, PREPARATION & PLAN

RESPONSIBLE LEARNING EXPERIENTIAL LEARNING COOPERATIVE LEARNING REFLECTIVE LEARNING LEARNER PREPARATION TRAINING AND ASSESSMENT PLAN ASSESSMENT RECOGNITION OF PRIOR LEARNING (RPL) ASSESSMENT PROCESS 1. Preparing for assessment 2. Carrying out the assessment 3. Completing the assessment ASSESSOR QUALIFICATIONS
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14 14 15 15 16 18 19 20 20 20 21 21 21
ENVIRONMENTAL CONSIDERATIONS CONFIDENTIALITY
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Shotfiring Course | Trainer & Assessor Guide
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01 STORING, HANDLING AND TRANSPORTING EXPLOSIVES

OVERVIEW MODULE 1 On completion of this module the learner should be able to: RESOURCES FOR TRAINING & ASSESSMENT - MODULE 1 MODULE 1 SUPPORTS LEARNING AGAINST COMPETENCY STANDARDS CONTEXTUALISATION - MODULE 1 TRAINING PLAN MODULE 1 TRAINERS NOTES ASSESSMENT MODULE 1 STORING, HANDLING & TRANSPORTING EXPLOSIVES
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24 26 26 26 27 30 30 57
02 CHARGING BLASTHOLES
OVERVIEW MODULE 2 On completion of this module the learner should be able to: RESOURCES FOR TRAINING MODULE 2 MODULE 2 SUPPORTS LEARNING AGAINST COMPETENCY STANDARDS CONTEXTUALISATION MODULE 2 TRAINING PLAN MODULE 2 TRAINERS NOTES ASSESSMENT MODULE 2 CHARGING SHOTS
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64 65 66 66 66 69 69 71
03 FIRING SHOTS
OVERVIEW MODULE 3 On completion of this Module the learner should be able to: RESOURCES FOR TRAINING MODULE 3 MODULE 3 SUPPORTS LEARNING AGAINST COMPETENCY STANDARDS CONTEXTUALISATION MODULE 3 TRAINING PLAN MODULE 3 TRAINERS NOTES THIRD PARTY PRACTICAL VERIFICATION REPORT MODULE 3 FIRING SHOTS
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79 80 81 81 81 82 83 83
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04 BLAST PLANNING & REPORTING

OVERVIEW MODULE 4 On completion of this Module the learner should be able to: RESOURCES FOR TRAINING MODULE 4 MODULE 4 SUPPORTS LEARNING AGAINST COMPETENCY STANDARDS CONTEXTUALISATION MODULE 4 TRAINING PLAN MODULE 4 TRAINERS NOTES THIRD PARTY PRACTICAL VERIFICATION REPORT MODULE 4 BLAST PLANNING & REPORTING
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91 93 93 93 94 95 96 92
GLOSSARY OF TERMS
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ABOUT THIS TRAINER & ASSESSOR GUIDE
TRAINER & ASSESSOR GUIDE

This Trainer & Assessor Guide has been developed to assist trainers and assessors to make effective use of the resources developed for the Shotfiring Course. The shotfirers course assumes that the learner is going to have unsupervised access to explosives and is likely to go on progressively to have responsibility for charging and firing shots, with all that is implied by such responsibility. It is not designed for someone who is always going to be under direct and immediate supervision of a qualified shotfirer. A Trainer and/or Assessor must be knowledgeable and experienced in shotfiring or, in the case of the Assessor, have the direct support of someone who is. This Guide assumes that the Trainer is well qualified in shotfiring. It contains an overview of the course, which explains the structure of the course, and the relationship to the shotfiring units of competency and relevant qualifications in the Training Packages. This Trainer & Assessor Guide provides you with: 1. An overview of the shotfiring course 2. An overview of the resource materials provided for each course module 3. Ways to use the module Learner Resources and Learner Workbooks in training delivery 4. Mapping of the self assessment activities against shotfiring units of competency covered by each module 5. Assessment methods and tasks 6. Assessment questions and tasks, relating to respective Learner Workbooks, and suggested answers to assessment knowledge questions and assessment tasks An overview of the Learner Resources and Learner Workbooks for each module in the course has been developed to help you support learners to develop their knowledge and skills required to attain the endorsed units of competency. The Learner Workbook also contains a Learning Record, to record the course participants experience.
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Whilst the Learner Resources and Learner Workbooks are designed to cover the relevant units of competency you should still make sure that you are thoroughly familiar with the actual units and the evidence requirements prior to commencing training. In NSW at least, a learner will need to obtain an Unsupervised Handling Licence (UHL) before starting this course. Other States/Territories may have similar requirements. The course is not designed for the casual user under supervision. It is designed for the person who takes the journey to become responsible for part of, or the full application of explosives. It is, however, designed so that a learner can stop their development at any stage.
understands the risks they face, how to check that there are no associated hazards getting out of control, what to do if something looks like going wrong. In some cases this is part of a Security Plan, which might be a statutory requirement. Security of explosives is a very serious issue and anyone who has unsupervised access to explosives may well (as is the case in NSW) require a statutory ticket (an Unsupervised Handling Licence (UHL) in the case of NSW), a significant component of which is a security check. This often applies to people who fetch and carry, as well as to those who charge and fire shots, and to those with overall control. There may be different levels of tickets that are involved. At the storage, handling and transport the possession - end of the competency journey, the ticket might be a UHL, as it is in NSW. For the person in charge of the use of explosives meaning the charging and firing, and potentially the site manager of explosives usage a users or shotfirers ticket is the norm, and, because they supervise others, they may well have to undergo a security check. Shotfirers licences or ticketing recognises that shotfirers have the lives of others in their hands. Explosives have a mass impact or serious explosion risk. A statutory ticket is commonly required for the person whose task it is to initiate the shot. Even if it were not an explicit statutory requirement, it might be implied in the general duty of care to have someone trained and experienced, with clear accountabilities for using explosives given their high chemical energy hazard.
SHOTFIRING LICENCE
This course is designed to take the learner beyond a UHL by providing knowledge and skills that are necessary as part of the requirements to obtain a shotfirers licence. It is important that you check the licence requirements in your state/territory as requirements may differ in each state/territory and for the type of shotfiring. In NSW this will be a Blasting Explosives Users Licence (BEUL); up until 2008, it was a Shotfirers Certificate of Competency. Different licences might apply so the course is divided into four stages. Module 1 is for people who fetch and carry explosives without direct supervision. Some people will only ever fetch and carry under direct supervision; this will be an operators task and may not require a statutory licence or other authorisation. Others will find themselves being asked occasionally to help a small team load a shot and this might become more regular, which is catered for in Module 2. Sometimes this progresses to playing an active role in the preparation for and actual job of firing. Firing of shots (Module 3) is done by experienced, mostly qualified and licensed people, who are normally team leaders and in some cases supervisors. Blast planning and reporting is the work of authorised personnel, most of whom are licensed (certificated, or ticketed); covered in Module 4. More and more organisations are demonstrating their duty of care by training all people who are involved with explosives, including their storage, handling and transport. The duty of care is demonstrated by making sure that anyone who handles explosives in any capacity
COURSE OVERVIEW
The Shotfiring Course has been structured as a series of four modules: 1. Storing, Handling, and Transporting Explosives 2. Charging Blast Holes 3. Firing Shots 4. Blast Planning & Reporting This structure allows flexibility in the delivery of the training to accommodate differing roles, responsibilities and requirements of personnel involved in shotfiring.
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Topics covered in each of the modules

Module 1 Storing, Handling, & Transporting Explosives 1. Identify explosives & associated hazards and comply with Acts, Regulations, Standards and Codes by implementing risk management & procedures 2. Access & maintain storage and security of explosives 3. Transport explosives including defective explosives & emergency plans & response Module 2 Charging Blast Holes 1. Prepare for charging, including safety requirements and checking blast area and blastholes 2. Mix / manufacture explosives, and checking of equipment 3. Prime blastholes 4. Load explosives 5. Clean-up & Report Module 3 Firing Shots 1. Hook up and test 2. Clear/isolate the area affected by the blast 3. Fire the shot 4. Conduct post-blast checks 5. Report 6. Return surplus explosives 7. Handle misfires
Module 4 Blast Planning & Reporting 1. Design / survey blasts 2. Calculate quantities of explosives required 3. Identify the Maximum Instantaneous Charge 4. Monitor environmental impacts 5. Reduce blast impacts 6. Dispose of explosives 7. Report These modules follow a common learning sequence for the learner progressively to gain the knowledge and skills necessary to be a shotfirer. As the learner completes each Module, they might seek assessment for the units of competency listed in the following table. At the time of printing, these units of competency were still being consolidated, so they might fulfil only part of some units at the end of some of the modules. There is likely to be a further rationalisation in the next few years that might reflect the modules more closely.
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2008 Proposed Units of Competency
Module 1 Store, Handle, and Transport Explosives
Module 2 Charging Blast Holes
Module 3 Firing Shots
Module 4 Blast Planning & Reporting
RIIBLA200 RIIBLA201 RIIBLA202 RIIBLA203 RIIBLA301 RIIBLA302 RIIBLA303 RIIBLA304 RIIBLA305 RIIBLA306 RIIBLA401 RIIBLA601
Store, handle & transport explosives Support surface shotfiring operations Support underground shotfiring operations Conduct mobile mixing of explosives Conduct surface shotfiring operations Conduct shotfiring operations in underground coal mines Conduct underground development shotfiring Conduct underground production shotfiring Conduct secondary blasting Conduct accretion firing Manage blasting operations Design surface blasts
3 3 3 (not u/g coal) 3 (most) 3 3
3 3
3 3 3
3 3
For underground coal mines RIIBLA200 RIIBLA201 RIIBLA202 RIIBLA203 RIIBLA301 RIIBLA302 RIIBLA303 RIIBLA304 RIIBLA305 RIIBLA306 RIIBLA401 RIIBLA601 Store, handle & transport explosives Support surface shotfiring operations Support underground shotfiring operations Conduct mobile mixing of explosives Conduct surface shotfiring operations Conduct shotfiring operations in underground coal mines Conduct underground development shotfiring Conduct underground production shotfiring Conduct secondary blasting Conduct accretion firing Manage blasting operations Design surface blasts
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This might be mapped against existing and previous units of competency for those who are already well down the path to gaining their ticket. Current Units
AQF Code Title 2.2 Blasting - RIIBLA Units in red are recently revised units. Units in blue may be kept as stand alone units. 2 2 2 3 2 2 3 2 2 2 2 3 3 3 4 3 4 3 3 4 MNMG205A Maintain magazine RIIBLA200 Store, handle and transport explosives
2008 Proposed New Units

Code Title
MNMUGC108A Maintain magazine MNMG210A MNQOPS313A MNMG205A MNMG210A MNQOPS313A MNCO1041B MNCU1049B Store, handle and transport explosives Handle and transport explosives Maintain magazine Store, handle and transport explosives Handle and transport explosives Support shotfiring operations (red) Support shotfiring operations (red) RIIBLA202 Support underground shotfiring operations RIIBLA201 Support surface shotfiring operations
MNMUGC118A Charge underground blasts MNMG241A MNMG313A MNMG353A MNCO1040B MNQOPS413A MNMG322A MNMG412A MNQOPS311A MNMG352A MNMG414A Conduct mobile mixing of explosives Charge blast holes Fire surface blasts Conduct shotfiring operations (red) Conduct shotfiring operations Initiate blasts by remote control Initiate blast Conduct blast survey (blue) Apply blasting activities Monitor and control the effects of blasting on the environment (blue) Conduct shotfiring operations RIIBLA302 Conduct shotfiring operations in underground coal mines Conduct underground development shotfiring RIIBLA203 RIIBLA301 Conduct mobile mixing of explosives Conduct surface shotfiring operations
MNCU1048A
3 3 4 3
MNMG323A MNMG352A MNMG412A MNMG322B
Charge development blast holes Apply blasting activities Initiate blast Initiate blasts by remote control (red)
RIIBLA303
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Current Units
AQF Code Title 2.2 Blasting - RIIBLA Units in red are recently revised units. Units in blue may be kept as stand alone units. 3 3 4 3 3 3 4 5 5 MNMG321A MNMG352A MNMG412A MNMG322A MNMG311A MNMG349A MNMG406A MNQOPS513A MNQOPS511A Charge production blast holes Apply blasting activities Initiate blast Initiate blasts by remote control Conduct secondary blasting Conduct accretion firing Manage blasting activities Manage blasting activities Design surface blasts
2008 Proposed New Units

Code Title
RIIBLA304
Conduct underground production shotfiring
RIIBLA305 RIIBLA306 RIIBLA401
Conduct secondary blasting Conduct accretion firing Manage blasting operations
RIIBLA601
Design surface blasts
Course Materials
For each module there is a: 1. Learner Resource there are four Learner Resource manuals that provide an overview of the knowledge and skills required to demonstrate competency. Information, readings and examples are provided. These manuals, because they contain valuable reference material, can be a useful reference for the learner after the course. 2. Learner Workbook (incorporating a Learner Record) each Learner Workbook contains a self-assessment checklist, review questions and learning & assessment activities, which the learner will complete as part of the learning and assessment process. Each Learner Resource and Learner Workbook links to relevant units of competency. After completing a Module the learner should use the self-assessment checklist to see if they have gained the required knowledge and skill to be assessed for a unit of competency. There is also a checklist at the end of each Workbook for others to provide some verification of their acquired or applied knowledge and/or skill. On successful completion of the
requirements for a unit of competency they will receive a Statement of Attainment. These Statements of Attainment can be used to contribute to the relevant qualifications in an industry Training Package. Of importance, each of the four Modules has been modified especially for the underground coal mine sector, reflecting the special hazards for blasting in that sector. The parallel Learner Resources (Learner Resource 1A for example) and Workbooks (LW1A for example) are deliberately kept close to the Modules for all other sectors - mainly for career progression reasons. Many people are likely to commence their knowledge in other mines/ operations and progress to or from underground coal mines and the other sectors, and the principles involved with explosives are very similar, so the material is kept parallel. There are some subtle differences in underground coal shotfiring, such as the use of the term shothole rather than blasthole, and there are some additional, stringent requirements for the risks faced in underground coal mines, but otherwise the principles are very much the same. Each Learner Workbook also provides a summary of experience (or Learning Record) against the shotfiring units of competency. One of the most important aspects of vocational training is having ample opportunities to
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practice and apply new skills and knowledge to real workplace situations. A log is included in the Workbooks to assist the learner to record their activities as well as contributing to their portfolio of evidence for assessment.
Review questions and learning & assessment activities in each Learner Workbook are designed to: 1. check a learners understanding of new information 2. relate new information to a shotfiring situation or the workplace 3. provide experience and exposure to relevant shotfiring activities so each learner can customise the information to their individual needs. Those learning & assessment activities in the Workbooks generally require learners to document or provide evidence related to shotfiring activities. As such, the completed activities can be kept by the learners for inclusion in their portfolio of evidence for assessment. If the learner is employed permanently in the area of shotfiring, they should complete the activities using their workplace as an example. Other activities may not seem directly relevant to the workplace. For example, learners may be asked about equipment for an underground situation when they are employed in a surface situation. Whilst the equipment may not be the same, the application of skills will be. For some learners, shotfiring will not be their primary function. This might be the case for supervisors and trainee managers, who may find it difficult to use their normal workplace as the learning environment. However, the Resource manuals and Workbooks are framed with that in mind, so they still provide valuable review and personal development exercises. You should help learners test their knowledge and experience beyond their own regular workplace so they develop an understanding that goes beyond merely following procedures. Encourage and support them gaining experience in a range of explosive applications.
Additional Resources
In the Learner Guide and in each Learner Workbook, additional resources are listed; these may include textbooks, articles and websites to provide additional information. If the learner expects to complete all modules within twelve months from starting, you should help them obtain a copy of Australian/New Zealand Standard 2187, Parts 0, 1, 2 covering the terminology, storage and use of explosives. Otherwise, make sure they can access this Standard as they progress, because the Standard is updated at regular intervals and they wouldnt want an outdated copy when they reach later modules.
Using the Learner Resource and Learner Workbook

The Learner Resource and Learner Workbook for each module may be used in a range of ways. They may support an existing program or learning strategy. They can be aids to facilitate group leaning, or a resource for participants to take away and work through at their own pace in liaison with a trainer. The manner in which they use the Learner Resources and Workbooks will depend on the role you are taking, the support needs of your learners and the delivery method you are using. A Glossary of Terms is provided at the end of each Learner Resource. It is also included at the back of this Guide for your convenience. There is a Self-Assessment Checklist at the beginning of each Learner Workbook. You might like to use the checklist to review a learners knowledge and skill in the module topics before they begin the training. You can also use the checklist to see if the learner: 1. has the knowledge and skills to apply for recognition of prior learning (RPL) 2. is ready for assessment at completion of the module.
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CONTEXTUALISING THE MATERIAL
You should spend time reading through the Learner Resource and accompanying Learner Workbook and adapt them to suit the needs of your learners. You may choose only to use certain sections, or activities, and you are strongly encouraged to contextualise them and add information that you feel will enhance the learning experience. The contextualisation required may cover: 1. Specific State/Territory legislation for shotfiring 2. Any sector requirements such as for coal mining, metalliferous mining, extractive industries, or civil construction 3. Type of the shotfiring activities including differences for surface or underground, type of mineral, etc., and related shotfiring requirements 4. The size of the site (small or large site) and relevant shotfiring requirements 5. Site specific policies, procedures, processes and forms 6. Types of explosives used at a site, and any special hazards faced, such as reactive ground, sulphide ore or coal dust, methane, etc 7. The requirements of the enterprise and/or learner group including checking the Range of Variables in units to ensure relevant information is covered 8. Your own examples, case studies or critical incidents to make the learning interesting. Of importance, each of the four Modules has been modified especially for the underground coal mine sector, reflecting the special hazards for blasting in that sector. The parallel Learner Resources and Workbooks are deliberately kept close to the Modules for all other sectors, mainly for career progression reasons. Whatever way you contextualise the material, the assessment evidence requirements must meet the evidence requirements for the selected units of competency. Each of the later chapters that relate to the four Modules has a section on contextualisation more specifically targeting the Module. There are four separate but parallel Modules for underground coal mining.
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ADULT LEARNING PRINCIPLES, Preparation & Plan
Adult learning principles are commonly used to describe the ways in which you, as a trainer, are able to ensure that your training is suitable to each of your learners and they see the learning as relevant. They also: 1. provide you with a set of concepts to emphasise an ongoing commitment to learning 2. address equity in a fundamental way as they allow for different learning opportunities to suit different learners while broadening experiences and abilities as an individual learner. The following are some approaches to address adult learning principles.
RESPONSIBLE LEARNING
This encourages learners to take ownership of the learning process through direct and active participation in the learning process and includes the following: making meaning out of new knowledge, distilling principles which will aid transference to new contexts and practicing skills and mastering processes. Responsible learning emphasises self-management and initiative and enterprise as learners work independently to develop new knowledge and activities in the interest of furthering their skills.
EXPERIENTIAL LEARNING
This emphasises learning to do and learning from doing. Learning occurs when learners have an opportunity to apply their skills and knowledge in authentic work environments or in contexts that attempt to simulate the real situation. It can be particularly useful to create opportunities in which problem solving and planning and organising skills are applied to real time.
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COOPERATIVE LEARNING
This encourages learners to learn from each other, share learning tasks and learn from a range of people including colleagues, mentors, coaches, supervisors, trainers and others. Cooperative learning based activities can be particularly useful in a training room situation to provide opportunities to work with teamwork and communication skills.
Employability Skill Communication
Learning and Assessment Strategies and Activities preparing and presenting verbal reports role plays simulations demonstrations working in groups team or group projects role plays group discussion interactive activities case studies simulations investigative projects decision making activities
Teamwork
Problem solving
REFLECTIVE LEARNING
This is about consciously and systematically appraising experience to turn it into lessons for the future. This can be introspective, where learners are encouraged to examine changes in their own perceptions, goals, confidences and motivations. It addresses: developing critical thinking skills, learning to learn and developing attitudes that promote lifelong learning. Learners must be provided with an opportunity to reflect on the ways the skills contribute to job effectiveness as well as their own abilities in relation to each skill area. The following table adapted from Employability Skills: From Framework to Practice. An Introductory Guide for Trainers and Assessors provides examples of delivery strategies and activities which support adult learning principles and the development of employability skills.
Initiative and enterprise Planning and organising
brainstorming activities designing innovative activities simulation activities research and data collection developing action plans planning and organising activities scheduling tasks collecting and analysing information
Self-management Learning Technology
work plans log books to record activities reflective journals and log books self evaluation tools use internet, intranets industry relevant software, technology and equipment
One of the most important aspects of providing vocational training is providing your learners with ample opportunities to practice and apply their new skills and knowledge to real workplace situations. They must record their activities.
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Learner Preparation
Each of the four Learners Workbooks contains the following illustrations that seek to guide the learner. For example, at the beginning of Module 2, the learner is given this illustration:
Work through Module 1 Commence work involving explosives Supporting Shotring Storing, handling & transporting explosives Be assessed for your relevant competencies
Continue to store, handle and transport explosives safely & well
Be assessed for prior learning with explosives storing, handling & transporting
Work through Module 2 Charging Blastholes
Be assessed for your relevant competencies
Continue to support the shot crew and charge blastholes properly
Be assessed for prior learning with charging blastholes
Work through Module 3 Firing Shots
Continue to connect sequences of blastholes and re shots safely & well
Be assessed for prior learning with ring shots
Work through Module 4 Blast Planning & Reporting
Continue as a shotrer who supervises blasting
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The learner is then given another illustration to help them get started, fostering adult learning principles, as follows:
This publication is for people who are able to store, handle & transport explosives, and who now want to charge blastholes, specically to: 1 Prepare for charging a Checking plans and procedures b Checking weather & blast site for geology etc c Isolating the area from unauthorised people & trafc and from stray currents d Checking blastholes e Storing explosives on-the-job properly f Preventing premature initiation;
Then, being prepared, to: 2. Conduct or oversight mixing or manufacturing of explosives a. Checking vehicles, equipment & delivery b. Mixing / Manufacturing explosives including ANFO as required c. Checking & maintaining charging & blasting equipment;
And, begin to: 3. Prime blastholes a. Understanding priming options b. Making up primers c. Placing primers into blastholes;
Then go on to: 4. Load explosives into blastholes a. Deck-loading as required b. Dipping & tamping holes while loading to check the amount of explosives c. Treating water in blastholes d. Stemming
And nally: 5. Clean up & report a. Cleaning up and getting ready to return unused explosives b. Keeping various records c. Maintaining statutory documentation d. Recording blasthole drilling
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TRAINING AND ASSESSMENT PLAN

It is the responsibility of the RTO and their trainer(s) to have a plan that outlines the learning and assessment strategies that will be used to achieve the unit of competency outcomes. This will provide sufficient information for trainers to ensure learners receive training and assessment that meets their need and current industry requirements. The needs of learners vary and their working/learning contexts vary, so the training and assessment strategies for each shotfiring course, using these materials, may vary. The information provided in this Trainer & Assessor Guide will assist you in developing the required training and assessment strategy. The four modules follow the progress of a learner from: 1. storing, handling & transport of explosives; to 2. charging blastholes; 3. firing shots; and, 4. blast planning & reporting. These are developed in the common phases of learning about explosives from a person whose first job with explosives is to fetch and carry (but not use) explosives, through using explosives by helping to charge a shot, then taking part in the connection and firing of a shot, and finally to the design, recording and refining of blasting. In helping to develop training plans, each Modules Learner Resource further expands on the tasks involved in the four broad topics of each Module. At the beginning of each Module there is a list of general and specific objectives for the phase of learning to guide a training plan. For example, Module 1 Storing, Handling & Transporting Explosives contains a sub-set of tasks that progressively develop the understanding and practice of storing, handling and transporting explosives as follows:
1. Identify explosives and associated hazards to be able to handle them properly a. Understanding explosives and how they work b. Identifying hazards, assessing risks and implementing controls to manage the risks associated with explosives storage, handling & transport c. Implementing procedures based on those controls d. Complying with statutory, legislative obligations for explosives e. Understanding shift requirements for blasting; Then, with an understanding of explosives and associated hazards, to: 2. Access explosives magazines to obtain explosives for a blast a. Understanding explosives storage requirements & magazine rules b. Accessing & Maintaining magazines & SSAN storage c. Recording explosive stock, Maintaining Security and Reporting d. Selecting explosives based on blast plans e. Passing on required information regarding explosives stock & storage f. Storing explosives on-the-job properly; And, having obtained explosives from a magazine, to: 3. Transport explosives properly a. Understanding transport routes & rules b. Transporting explosives by vehicle c. Segregating & protecting explosives en route d. Responding appropriately in an emergency e. Returning explosives to magazines f. Maintaining records. In other words, before transporting explosives you must gain access to magazines so you should know what are the important features of magazines, and you need to know what youre fetching. These headings and sub-headings follow the steps involved in the use of explosives. Each of the four Modules has such a structure. Some additional guidance is provided in this Guide, in relation to respective Modules.
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In helping a Learner develop a Training Plan, you might focus a Learner on progressing through the four modules and progressively through each Module which reflects the order of common practice in shotfiring. A Training Plan outline for each Module is included later in this Guide with respective chapters. Develop a suitable Training Plan with each Learner. ASSESSMENT The purpose of an assessment is to check that the persons required knowledge and skill meet the requirements of the shotfiring units of competency. Assessment under the national vocational education and training system is quite different from the formal examinations and tests most people remember from their school days. Evidence is gathered to demonstrate competence in the skills and knowledge required by the competency standards. Evidence used in assessment depends on the requirements of the particular units of competency and the preferences or needs of the person being assessed. Each case is unique. The registered training organisation (RTO) responsible for assessing peoples competencies should devise a suitable training and assessment plan for each student, apprentice or trainee. Learners and, where appropriate, the site should be involved in the development of these plans. The plan(s) should incorporate recognition of prior learning and any reasonable adjustment that may be required. Because work activities draw on the skills described in a number of units of competency, teachers and trainers can utilise holistic assessment methods to assess a number of units simultaneously. Assessment can take place on-the-job or off-the-job. However, as applying skills in the workplace is a key facet of vocational education and training, most evidence should ideally be gathered as the student performs work duties, whether in the workplace or in a simulated work environment.
Assessment methods and sources of evidence It is the RTOs and Trainers responsibility to ensure valid, sufficient evidence has been provided before signing off against any assessment, and to address any gaps if the learner has not been able to get experience of a particular aspect of explosives work - because of operational constraints, for example. Assessment for the shotfiring course consists of formative and summative assessment. This involves the gathering of a range of evidence to show that the learner has met the requirements for a unit of competency. The learner can provide evidence of competence in a number of ways: 1. Learners who have previously demonstrated their knowledge and skills in some aspects of this shotfiring will only need to provide new evidence of their competence in those units of competency elements and performance criteria not previously assessed as competent 2. Providing answers to written or oral questions or activities - tasks that may involve analysis of case studies and critical incidents, reports and/or projects that relate to the underpinning knowledge required in the unit of competency 3. Demonstration of the required level of competence in the workplace or simulated environment 4. A journal/diary/log of experience verified by a supervisor and supported by questioning by an assessor 5. Providing a third party evidence report by a workplace supervisor/manager to support the making of a judgement of the learners competence. 6. A self-assessment checklist that is provided in the front of each Learner Workbook 7. Preparing a portfolio of evidence in accordance with agreed guidelines. A suggested log is included in each Workbook. Evidence will be required in most of these ways for most competencies. Broad guidance on items of evidence is given by the chapter and section headings in each Module. Specific evidence, required to demonstrate competency in any Unit of competency, is detailed in respective competencies.
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A mapping of the self-assessment checklist and third party verification/assessment checklist and tasks against the unit(s) of competency is provided for each module in each Learner Workbook. This is to engage third parties such as shotfirers, supervisors, trainers and others who are qualified to make a considered comment. Use of simulated environments Assessments conducted in a simulated work environment replicate the conditions and outcomes encountered in a workplace, as noted in the unit(s) of competency. In some cases, this may refer to the actual physical resources, such as assessing a person for underground coal mine shotfiring. In other cases this may refer to the interpersonal dynamics of the workplace, such as assessing a persons ability to mix / manufacture explosives when their site engages the services of an explosives supplier, or where an assessment involves an interview of others for reviewing work performance of the person being assessed. It may refer to a combination of both. The assessor will need to fully analyse the competency standard(s) being assessed and make a judgment regarding the adequacy of a simulated work environment, based on the content of the evidence guide and the range statement of each unit of competency. Reasonable adjustment Reasonable adjustments might be required, so the learning and experience arrangements do not create undue hardship for some students, for example a student with a disability, or literacy, numeracy or language difficulties. Engaging in reasonable adjustment activities, such as assisting students to identify their learning needs or offering a wide variety of course options and delivery modes, exemplifies good teaching practice. In most situations an individual with a disability will be able to tell trainers and assessors what adjustments he or she needs to be able to study or be assessed. If necessary, you should also seek advice from government agencies or support organisations to determine what needs to be done to accommodate an individuals needs. Reasonable adjustment activities could involve:
modifying or providing equipment changing assessment procedures changing course delivery modifying premises. RECOGNITION OF PRIOR LEARNING (RPL) Some learners may have undertaken workplace tasks and developed skills, which cover aspects of shotfiring or completed previous shotfiring courses, and may be eligible for recognition of competencies they currently hold. In order to grant RPL you must be confident that they are currently competent against the endorsed competency standards. You can use the Self-Assessment Checklist at the beginning of each Learner Workbook to assess their knowledge and skill in the various aspects of shotfiring covered in the units of competency. A RTO will have a formal process for RPL and this should be explained to any learner requesting RPL.
ASSESSMENT PROCESS
There are a number of stages in the assessment process. 1. Preparing for assessment 1. Ensure date, time, place, employee, assessment instrument and any tools, equipment and resources are arranged 2. Ensure the environment is adequate for delivery of assessment; eg, by computer, pen-and-paper or verbally 3. Explain what is required of employee. Both employee and assessor must confirm employees readiness for assessment 4. Advise the employee of performance requirements for Satisfactory performance 5. Safety issues 6. Ensure all personnel have completed an area-specific induction prior to this assessment commencing. 7. Site, area and statutory safety requirements must be observed at all times. 8. All Personal Protective Equipment (PPE) appropriate to the work area of the assessment is being worn at all times.
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2. Carrying out the assessment 1. Gather evidence in relation to the employees learning using the assessment questions. 2. Do not interrupt while the learner is performing a task. 3. Where appropriate What if questions may be asked to assess knowledge relating to an emergency and/or operating situation. 4. Questions may be asked of the assessor during the assessment on any concerns relating to the assessment process and/or to clarify questions. 5. Where a learner is working dangerously or without necessary care or confidence the assessor must direct the learner to cease work and terminate the assessment. 6. To gain overall competency in the unit, both the knowledge and practical assessment criteria must be met. All questions must be answered correctly, unless otherwise stated in the assessment instrument. 7. Feedback should be provided to the learner on their performance. 3. Completing the assessment 1. The evidence gathered during the assessment process should meet the requirements for the units of competency. 2. On acceptance of the evidence by the assessor, unit of competency information in the Learning Record Book should be completed, the range of evidence table completed and any comments added. The information entered should be signed and dated by the learner and assessor. 3. The competent (C) and not yet competency (NYC) columns in the unit of competency summary table should be dated. 4. If the learner is not yet competent, the assessor should explain the reasons and outline what steps are available for the learner to be reassessed or appeal the decision if they wish.
Assessors must refer to the relevant unit of competency for the full evidence requirements. In summary, the SkillsDMC Training Package assessor requirements for the conduct of assessment include: 1. An individual who has assessor qualifications and is currently competent against the shotfiring endorsed units of competency 2. A partnership arrangement between a qualified assessor and a technical expert who is currently competent against the endorsed shotfiring units of competency 3. A team or panel where the members between them possess assessor qualifications and the endorsed shotfiring units of competency. Registered training organisations are required to ensure that assessments are valid and reliable regardless of the delivery or assessment pathway used. Moderation is a method used to validate assessment strategies. It also provides the opportunity for professional development of assessors and the improvement of assessment products and services. Moderation is the process of comparing standards of assessment across different courses, institutions or organisations, to ensure that assessments are valid, reliable and fair. There is no single model for moderation, and it is not a flawless process. There may be variation in assessors judgments, but moderation works to ensure that the margins of variation are minimal.
ASSESSOR QUALIFICATIONS
Assessors for the shotfiring course must comply with the Assessment Guidelines of the relevant SkillsDMC Training Packages. As a minimum they must be qualified assessors; see www.skillsdmc.com.au for more detail.
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ENVIRONMENTAL CONSIDERATIONS
The resources and infrastructure industry is committed to protecting the environment and all Learners must observe the following requirements when carrying out activities related to this course. 1. Noise keep noise to a minimum 2. Dust keep dust to a minimum 3. Fumes keep fumes to a minimum 4. Contaminated air keep to a minimum 5. Waste Disposal make sure site waste disposal procedures are followed, and any waste disposed of in appropriate containers.
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CONFIDENTIALITY
Your learner employers may require them to observe confidentiality with regard to company documents and intellectual property. They may even have been required to sign a confidentiality agreement. This may affect the provision of information for activities in the Learner Workbooks and for assessment purposes. Some companies do not allow documentation to be released off site and if your learners use information from company documentation they may be in breach of company regulations. This situation would exist if they were studying the course under an external training provider and providing information to them from company documentation. You may be able to get permission to use company documentation in your delivery of the course if you or your RTO signs a confidentiality agreement with the learners employer. The procedure for dealing with this situation will vary from one site to another and you should obtain advice from your RTO if you have any concerns about confidentiality.
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01
OVERVIEW MODULE 1
This module is for people who want to store, handle & transport explosives, specifically to: 1. Identify explosives and associated hazards to be able to handle them properly a. Understanding explosives and how they work b. Identifying hazards, assessing risks and implementing controls to manage the risks associated with explosives storage, handling & transport c. Implementing procedures based on those controls d. Complying with statutory, legislative obligations for explosives e. Understanding shift requirements for blasting; Then, with an understanding of explosives and associated hazards, to: 2. Access explosives magazines to obtain explosives for a blast a. Understanding explosives storage requirements & magazine rules b. Accessing & Maintaining magazines & SSAN storage c. Recording explosive stock, Maintaining Security and Reporting d. Selecting explosives based on blast plans e. Passing on required information regarding explosives stock & storage a. Storing explosives on-the-job properly; And, having obtained explosives from a magazine, to: 3. Transport explosives properly a. Understanding transport routes & rules b. Transporting explosives by vehicle c. Segregating & protecting explosives en route d. Responding appropriately in an emergency e. Returning explosives to magazines f. Maintaining records.
STORING, HANDLING AND TRANSPORTING EXPLOSIVES
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The Learner Resource follows that progression, so the learner understands what an explosive is before they start to handle it and take it to a job. Once they have a feel for explosives it makes sense to refresh themself on managing risks associated with explosives, including emergency preparedness. Being able to demonstrate competency in the storage, handling and transport explosives is necessary as part of the requirements to obtain a shotfirers licence. Other units of competency are required to complete the requirements for a shotfirers licence. It is important that you check the requirements in your state/territory as requirements may differ for types of shotfiring and in each state/territory. The learner must treat explosives with respect. This module is designed to help them think about how they treat explosives for their own sake and for those around them. There are some myths and legends surrounding explosives, some of which are created by Hollywood, so their journey through this module has to go back to basics before going forward. Explosives contain large and powerful chemical energies, so it is vital to get their storage, handling and transport right the first time. They can be very unforgiving if mistreated but they are manufactured to deliver their energies in special ways in the robust environment of the mining, quarrying and civil construction industry. As a consequence the learner should not be afraid to handle, store or transport them - providing they treat them with respect. There are particular hazards associated with explosives, and well-tried precautions that they need to understand fully. Site risk assessments, procedures and local rules are framed to ensure their safety as well as for the most efficient use of explosives. These are reflected in legislation, standards and codes and they may need to access these from time to time so the Resource covers the important rules. To select the best explosives for a particular job they also need to understand what explosives are and how these work. Some terms need to be clarified in describing explosives and how they work or how not to mistreat them. Explosives are stored in secure places called magazines. There are key features in storing explosives to keep them at their best until the time comes to use them.
When the learner loads them into a vehicle to take them to a job, there are, again, special precautions they must take for a safe journey. These precautions might seem simple enough but the learner cant get complacent. The learner must stay disciplined when supporting shotfiring. Everyone involved in their use must follow the same procedures every time. If the learner sees a need to change the way explosives are stored, handled or transported, everyone involved must discuss that need and all agree to make the change then follow it all the time, until they all agree to the next improvement. The Resource discusses risks with explosives then follows that with some specific discussion about storage, handling and transport, before finally discussing the support of shotfiring operations. In particular, the Resource discusses emergency planning and responses should the risk arise.
Reference An explosive is any material or mixture of materials, which when initiated, undergoes a rapid chemical change with the development of heat and high pressure (see Australian Standard AS 2187.0 Use of Explosives, Glossary. AS2187 comprises three parts of particular interest to shotfirers; Part 0 is a glossary of terms or definitions, Part 1 deals with Storage, while Part 2 deals with actual usage or explosives practice). The reaction proceeds very rapidly, and is selfsustained, as it follows and consumes its own available fuel. With the development of heat and high pressure, this reaction produces other more stable and largely gaseous substances. This resource deals only with commercially available explosives that have been approved by the Competent Regulatory Authority.
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On completion of this module the learner should be able to: 1. explain what an explosive is and handle explosives safely 2. explain the legislative requirements for the storage, handling and transport of explosives 3. identify different types of explosive and associated risks 4. access, identify, apply and maintain the correct and secure storage requirements for explosives 5. transport explosives safely 6. complete required documentation clearly, concisely and on time 7. support the use and risk management of explosives, and be ready for emergencies associated with explosives storage, handling, transport, and other support for shotfiring.
RESOURCES FOR TRAINING & ASSESSMENT - MODULE 1

1. A copy of the Learner Resource manual and Learner Workbook 2. A copy of Australian Standards AS2187.0 Glossary, AS2187.1 Storage, and AS2187.2 Use of Explosives 3. Examples of Material Safety Data Sheets and images of a range of explosives and accessories 4. Examples of site procedures for storing, handling and transporting explosives, stock records, blast plans and reports 5. Access to websites for statutory authorities such as in NSW for WorkCover and DPI/Minerals/Safety 6. Copies of applications for various topics especially for an Unsupervised Handling Licence, a Blasting Explosives Users Licence, a Licence to Store, a Licence to Transport, a Licence to Store SSAN, and a Licence to Manufacture Explosives 7. Examples of various explosives and/or access to magazines, as well as examples of, or access to blasting accessories such as circuit testers, blasting machines and initiators 8. Ready access to the practical application of explosives handling, storage, transport, charging, firing, blast monitoring, and recording / reporting.
MODULE 1 SUPPORTS LEARNING AGAINST COMPETENCY STANDARDS

1. RIIBLA200 Store, Handle & Transport Explosives (previously 1. MNMG205A Maintain Magazine 2. MNMG210A Firing Shots 3. MNQOPS313A Handle & Transport Explosives)
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CONTEXTUALISATION - MODULE 1
The nature of each site has a great influence on the storage, handling and transport of explosives; including the type of explosives used, whether they are stored overnight or transported by an explosives supplier, or whether they are bulk or packaged. Some organisations sometimes have a need to move people from site to site, or even from the surface to underground and so on. Explosives knowledge and experience differs widely for each individual and site so their learning is dependent on the needs of site and learners. The mining, quarrying and civil construction industry is characterised by people relocating to other sites on a regular basis. This has historically been more the case with metalliferous mines and civil construction, but it is common enough in the other sectors that the needs of individuals must be examined and taken into account. Most sites employ people with a range of experience and knowledge, more frequently including people from surrounding rural industries with limited exposure to explosives, other than what their grandfather might have told them. Some people will have been spasmodically or even closely associated with explosives storage, handling and transport without ever intending to help charge a shot, let alone follow a career in shotfiring. Some might even help charge the odd shot, and this might be so infrequent that their learning experience is very limited. Module 1 is for people who: 1. Want to store, handle and transport explosives properly; 2. Change their workplace or task to involve explosives more regularly; or 3. Want to go back to basics for a better understanding of explosives so they can pursue a career where explosives play a central role. The career may or may not progress all the way to being a key shotfirer on site. Some mining/quarrying people have used explosives for many years without any real understanding of how explosives work and why different explosives are used in different circumstances fully understanding or consciously thinking about the type or amount of explosives used in secondary breaking techniques, for
example. Some have wondered about such differences, and many of these people have not had an opportunity to have their questions answered to their satisfaction, so their competency has not been fostered properly. Much of the learning about explosives is traditionally based on-the-job and this reduces the time for reflecting on different results arising from the deployment of differing principles with explosives applications, so learners should be given an opportunity to reflect and broaden their perspective. Fewer sites are now mixing their own ANFO, yet this process still needs to be known as part of the broader understanding of a key explosive. Specific information to be considered for types of mining, quarrying and construction Surface operations Surface operations tend to use explosives in ways where the rock generally moves at right angles to the blasthole. However, the need will arise to use explosives in different ways, so all of the principles involved with explosive use need to be understood. Storage, handling and transport of explosives for surface operations can involve a more limited range of explosives than for underground explosives for much of the time. Some surface operations do not store explosives on site, unlike most underground metalliferous mines. Indeed some surface operations engage suppliers to store and transport explosives to site, and even to load the shot with limited involvement of site personnel. Even so, site personnel who are closely involved with explosive use must have a good understanding of the range of explosives and their storage, handling and transport. Most of the principles involved in storing, handling and transport of explosives on the surface are in common with underground operations. However, people who have used explosives in underground mines / quarries / tunnels still need special attention when transferring their competencies to surface operations. They need to appreciate the differences that blasting on the surface makes, for example, to maximum instantaneous charge weights that have an impact on airblast overpressure and ground vibration, or to the direction of the blast and weather conditions in relation to potential complainants, or to geological conditions that might create flyrock risks, and so on.
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The range of options for drilling, charging, firing and for secondary breaking, is often much larger for surface operations than it is for underground mines; with contractors used in any and all of these activities hence the breadth of experience and knowledge in most people having exposure to explosives. Larger operations generally, compared with smaller surface operations, have subtly different needs for blast initiation arising from flyrock risks. Some large operations still use safety fuse and a plain detonator to initiate a signal tube that is connected to a shot, while others utilise a remote firing signal. Some rock has to be turned into very fine particles to release the valuable mineral, while other rock is required for dimension stone or building blocks or even sea-wall/ breakwater building, so site differences are many and varied. Coal underground Coal dust and methane gas are common hazards in underground coal mines. Some mines are riskier than others, and some parts of some mines are riskier than other parts. Even where explosives are used in sedimentary stone such as in sandstone or shale to break ground between coal seams, there is still a very real risk of igniting dust or methane. The use of explosives in underground coal mines is understandably very tightly controlled, and this frequently minimises the numbers of people with exposure to explosives. There may also be some myths surrounding the use of explosives to the extent that these myths need careful attention if the individual is not to be overly risk-averse. In underground coal mines across Australia, explosives are seldom used for production of coal, and its use is so controlled that anyone transferring to a surface coal mine may need to extend their knowledge and experience in many areas. Metalliferous underground Some underground explosive use, such as long-holeopen-stoping, is so similar to surface operations in the principles of explosive use, that the knowledge is directly transferable to or from the surface; flyrock and certain environmental impacts need to be given special attention on the surface. On the other hand, tunnelling or driving generally involves rock moving when blasted in a direction
parallel to the blastholes, and this makes a significant difference to the quantity of explosives used per cubic metre of rock broken, as well as to the degree of wall control that must be exercised beyond that normally experienced in surface shots. Underground metalliferous mines can take advantage of gravity when using explosives or, on the other hand, they may have to go against gravity more so than for surface operations. Relatively few metalliferous mines have a serious sulphide ore dust explosion risk, but those that do require two actions that are not common for some underground applications namely stemming of blastholes and wetting down the area surrounding the blastholes so the background of people using explosives in metalliferous mines might need to be explored. Some of these sites will only fire from the surface when everyone is out of the mine. Some people, even with a wealth of experience in either production or development use of explosives, may not get experience in the other side of explosive use, and the differences are subtle but significant for a learner to comprehend. Many people from underground metalliferous mines do not have experience in secondary blasting and should gain an appreciation of this activity to appreciate the consequences of flyrock and the risk of damage to plant and services, because they are likely to utilise this understanding when stripping-out a drive or constructing for example an electrical cuddy. Many underground metalliferous miners do not, for reasons of shiftwork, see first-hand the results of their blasting, so they are not in a position to fine-tune their work with explosives, and this will have to be remembered or factored into activity tasks.
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Other site-specific situations might involve: 1. Underground mines to a greater extent than surface mines and quarries, have standard blast plans that do not make for people understanding the finer points of blast design. They may not, for example, appreciate the difference that ground in surface shots normally breaks perpendicular to blastholes, while in underground mines the rock frequently moves parallel to drillholes, necessitating more energy. 2. Reactive ground that takes the oxidising properties of some explosives to create dangerous situations for the unwary, even for people with strong competencies in explosives. 3. Pre-split explosive usage or cushion-blasting is not universally applied in mines and quarries, and there are sufficiently different principles involved with these applications to warrant individual attention. 4. Site-specific contracts are many and varied so the impact on a learner is wide-ranging. For example, some sites contract a shotfirer to provide a rock-on-ground service but still need some help or interaction at the very least with site-based personnel for example, by providing stemming material at the blast site ready for use by the contractor, or indeed by other site personnel. 5. Other sites contract external providers to do the drilling, while many do the drilling themselves, and many of these do not have a close interaction between drillers and those charging the blastholes. Any site where drillers and shotfirers are at a distance from each other may need extra effort in meeting the needs of both parts of the drilling and blasting activity. 6. More sites are shutting down explosive magazines as security controls tighten or as concerns heighten in relation to risks and accountabilities. This often results in subtle changes such as more use of emulsion explosives than might be the case if the site had its own stores of Security Sensitive Ammonium Nitrate
(SSAN). Learners at sites with no magazines are, as a consequence, at a disadvantage, so the Trainer needs to foster more interaction with mobile mixing unit operators than might otherwise be the case. 7. The same additional fostering effort is needed in situations where a contracted supplier performs all or part of the transporting, priming, charging and firing aspects of explosive use, because sites are generally still accountable for (and take a more active role in) environmental impacts and their reduction and community exchanges. 8. People who change sites are in a wonderful position to review safe/standard working/operating procedures, and to perform (especially) informal risk assessments (because the change in site represents a significant change to their normal risk exposure and risk control arrangements).
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TRAINING PLAN MODULE 1

Discuss a suitable Training Plan with the learner. An outline of a Training Plan expands on items in the following table, and is tailored to their needs.
Learner Resource Topics This is the material covered in the Learners Resource Review Questions Questions will be asked covering critical points that reinforce your learning from the Learners Resource. Check your knowledge of: 1.1 Identify explosives & associated hazards This involves understanding explosives and how they work, identifying hazards, assessing risks and implementing controls for those risks. It then involves implementing procedures that are based on those controls, including compliance with statutory and legislative obligations. Key features of explosives - what makes them work and - what are their properties. Identifying things that can go wrong (hazards) with explosives, assessing risks and risk management. Golden rules, site procedures, product information, and selecting explosives. Key accountabilities of shotfirers, and shotfirer tickets. 1.2 Store explosives Gain awareness and experience in storing requirements and magazine rules; accessing and recording, maintaining and reporting stock. Learn to select explosives based on blast plans and learn to pass on vital information about stock and usage. This also covers on-the-job storage of explosives. 1.3 Transport explosives Become more conscious of transporting rules and routes, segregation of explosives during transport, responding in an emergency, returning stock to magazines, and reporting. Storage of explosives and SSAN, storage records, access to storage facilities. Types of explosives and segregation. Licences for storage, handling & transport. Deterioration of explosives. 1.1 Access Australian Standard 2187, Codes & guidelines as outlined in the Workbook and look for useful information in addition to your Learner Resource 1.2 List explosives used on site, and their classifications, and discuss the advantages and disadvantages of each 1.3 Understand the processes for managing risks associated with explosives storage, handling and transport, accessing and analysing safety policies, magazine rules and storage requirements 1.4 Inspect a Material Safety Data Sheet (MSDS), for its information about hazards and emergency responses, and discuss these with explosive users or managers on site 1.5 Review storage / magazine rules / good housekeeping requirements for your site or as suggested in your Resource 1.6 Access legislative requirements, government agencies and their information, and obtain additional / useful information about requirements for storage, handling and transport of explosives 1.7 Review emergency procedures for your site or as suggested in your Resource Learning & Assessment Tasks Perform actual tasks that help consolidate knowledge gained See note below on Learner Record
What is required for a shot or shots prior to transportation. Conducting a pre-start check on the vehicle and preparing to transport. Transport rules and practices.
Learning Record As they go, learners should note their progress and activities, which may involve other activities such as training, and actual experience across a range of explosive usage situations. They should record those too. A record, or log of their experience is included in the Learner Workbook. The Record of Learning contained in your Workbook comprises evidence of both on- and offthe-job learning, as well as suggesting examples of work that you might record in a journal.
TRAINERS NOTES:
Many learners have been exposed to explosives, in some case for years before embarking on a shotfirers course. The majority of these will have a wealth of practical experience but not an understanding of what makes explosives work or why they work differently under different conditions. Once they get into the subject they will often realise how much there is to know about the effective and efficient use of explosives.
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Answers to questions in Workbook 1 are virtually a straight lift from Learner Resource 1. If a Learner needs help to answer any of the questions, find the relevant part in LR1. Many will want to discuss the myths and legends they have heard about over the years. At the front of each Learner Workbook is a list of people who can help the Trainer is only one of a few. Module 1 is characterized by going back to basics with explosives. It is more theoretical than practical so your help for Learners is with their access to information. Be able to support the Learner in accessing a range of additional information beyond the Resource. While the Learner Resource uses NSW legislation and references to government agencies, they are illustrative of explosives information across Australia. Learner Resource 1 provides a list of jurisdictional contacts across Australia. The following material is intended to help you find additional resources to help a Learner go deeper into any aspect. Understand that Modules 2 and 4 will take them further into crucial aspects of shotfiring, so dont let them get bogged down too early. Minerals Industry Safety Handbook www.dpi.nsw.gov.au
MIRMgate website www.mirmgate.com/browse_hazard.asp
Go to hazardous substances, then to explosives. Go to selection of articles - see especially WMC standard, and Queensland Safety Alerts.
NSW WorkCover Website www.workcover.nsw.gov.au/publications
See WorkCover / publications / licensing / etc. Select range of Licencing topics, such as Blasting Explosives Users Licence - to get application and guideline to help apply. From the NSW DPI / Minerals / safety / publications / workbooks / safety handbook - go to Part 4 and then to section 4.16.
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Access range of guidance info www.workcover.nsw.gov.au
Orica Mining Services www.oricaminingservices.com
Then go to publications, then to Licensing, registration and notification, then to Dangerous Goods, Explosives, Fireworks and Pyrotechnics. Note guidance info available via workcover website. Note dates of publications. Select info of use to your site, especially terminology and Storage etc specifications. Who holds this info on your site?
Select region, country, market & product type, then go.
Search for the product...
& Queensland DME website www.dme.qld.gov.au
Then select SDS/MSDS, TDS to get required information
Then go to Mining & Safety, then to Explosives etc. Note range of info available. Formerly Natural Resources & Mines, now Dept Mines & Energy (DME)
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Dyno Nobels website www.dynonobel.com
Then go to Products & Services, then Australia and Technical Information to see the information listed. Search for TDS, MSDS etc, for particular product.
Maxam (formerly UEE) www.maxam-int.com.au
Then go to Safety and MSDS. Search for product info. See also the Technical Data Sheets (TDS) as supplied by the manufacturer, accessible via their websites
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Example of information to be provided by the learner in Learning & Assessment Activity 1.2
Description of the explosive Low explosives These include for example any explosives containing black / blasting powder that might be used for secondary blasting High explosives These are the more commonly used explosives such as packaged or mobilemixed emulsions that might be used in production or development blasts Name / description Penetrating Cone Fracture (PCF), supplied as RocKracker by Johnex Black (blasting) Powder Used for Mass explosion risk Classification Number 1.4S UN Classification Number 0349 Articles, Explosive, N.O.S. Main advantages / disadvantages Low shock or shattering impact, but Affected by water Low shock or shattering impact, but Affected by water ANFO is cheap and easy to use but it dissolves in water. Also, ANFO is not to be used in reactive ground. ZBar Lifter is a packaged, high strength, detonatorsensitive, water resistant explosive. ZBar Lifter is not closely coupled in the hole, so it suited for perimeterblasting effects. High strength, water resistant, primer to impart high VOD to ANFO not for use in back holes where perimeterblasting effect is wanted, because it shatters the country rock too much Easy to connect, with delays, but without stray electricity risks.
Secondary blasting
Dimension stone
1.1D
0027 Black Powder (Gunpowder), granular 0082
Amex, supplied by Orica as mixed ANFO.
Bulk explosives use.
1.1D
Z-Bar Lifter from Dyno Nobel
For use in floor holes, wet or dry
1.1D
0082
Powergel Magnum (Orica) 32mm diameter, 200mm length 185g per cartridge, 136 per case
Priming ANFO, used with nonel delay dets
1.1D
0241
Initiating explosives These are detonators, primers / boosters, detonating cords etc
Riotech MS (Nonelectric Detonator MS), delay periods 175, 200, 475 & 500 milliseconds
Used to initiate primers
1.4B going to 1.1B when taken out of original shopping packages
0361
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A typical MSDS is one for ANFO
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An extract from AS2187 in relation to magazine rules follows. Note that it is an informative Appendix; it is not mandatory. Where there is no magazine on site, get the Learner to use this example of magazine rules to look at day boxes used at times of charging, and consider how these rules apply.
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By way of general discussion, which might influence the Learners answers to questions, an emergency plan is essential for prevention of accidents happening - through the identification, assessment and control of the risk of those hazards; it needs to be recognised that unplanned incidents (emergency events) can occur. Each site needs to plan for these incidents. This discussion will focus on all incidents that are classified as emergency situations, but represents a basic emergency plan. Other discussion is contained within the Learners Resource manual. An emergency plan covers incidents that could be assessed as unlikely to occur but with potential high consequences. A set of plans (known as the emergency response plan) and procedures for how to deal with these events must be developed and regularly tested to ensure that the affects of these unplanned events are minimised. The emergency response plan for the majority of small operations will be the same but the size and detail should fit with your particular site. Emergency response plans may include, but not be limited to, the following: 1. Warning and alarm systems installation, availability and testing requirements 2. Emergency procedures - who does what when an emergency occurs (including evacuation) 3. List of key emergency personnel 4. Emergency rescue equipment available on site 5. Details of emergency services available 6. Information requirements of emergency services 7. Internal and external communication plans 8. Training plans 9. Drills and simulation exercises. Purpose The purpose of the emergency response plan is to: 1. minimise the level of risk to life, property and the environment as a result of an emergency situation, 2. identify the resources - people, equipment, information and knowledge - necessary to ensure that when used effectively, minimise that risk, and 3. provide guidance for all employees - what to do in emergency situations.
Planning for emergencies All potential emergency situations need to be identified and emergency procedures documented for preventing and lessening injury and illness. At the planning stage it is important to include employees who may have had experience in emergency work, such as volunteer fire fighters, volunteer rescue service or first aiders. They can help identify emergencies and the response procedures needed. Other emergency events may be known from previous experience or local knowledge, such as bushfire or flooding. Also look at other risk assessments that you have done such as safe work procedures, workplace inspections and accident investigations. All these various sources of information can help you determine what will be an emergency event. An emergency event will have major impacts at the mine and will require actions because of these impacts. Risk assessment Identifying potential emergency situations is the key to having effective emergency response plans. Developing the plan begins with risk assessment. The results of risk assessment will show: 1. How likely an event is to happen 2. What means are available to stop or prevent the event and 3. What is necessary for the given event. You may use the high-risk areas identified from completing hazard identification and risk assessment. The risk assessment may result in a list that may include: Fire Explosion Flood Significant collapse of workings of the mine Major trauma (injuries) Medical emergency (general and specific such as heart attack) Hazardous material or chemical spill Mobile plant or vehicle collision Illegal acts such as bomb threat or unauthorised entry
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Any of the above can be related. For example, if a dump truck goes over a highwall there may be explosion, fire, collapse of the highwall, injury and hazardous material spill. In another example, prolonged heavy rainfall may cause flooding of the local river that runs near the mine/ quarry/extractive industry/ civil construction site. A 1 in 100-year flood may occur causing the site to be cutoff from road access and communications. Response may include flood level monitoring, early warning and protection measures (such as sandbagging) and evacuation if continued flooding becomes a threat to life. Some possible major impacts and required actions based on these events:
Possible major impacts sequential events (for example fire after explosion) evacuation casualties damage to equipment and machinery loss of records/documents disruption to work Required actions declare emergency sound the alert evacuate persons from the danger area close down main power supply call for external help (such as ambulance) start-up rescue operations attend to casualties fight fire
Preparing an emergency procedure The emergency response plan will be made up of procedures for the identified emergencies. Emergency response is about making rapid decisions due to time and the circumstances. Normal communication and decision-making may not work. The emergency response plan should have specific duties, responsibilities and authorities. Some of these are: who reports the emergency who starts the emergency response plan who has overall control who establishes communication who alerts emergency personnel who orders evacuation who alerts external emergency services who provides first aid who advises relatives of casualties who sounds the all-clear
Emergency resources The final consideration is a list and the location of what emergency equipment is needed - including some possible emergency equipment and locations, such as:
Emergency equipment medical supplies (first aid kits) Location main office weighbridge / workshop mobile plant office and plant, mobile plant workshop and main office workshop store and main gate offsite ambulance service No 1 feed bin all employees senior first-aid trained two persons trained in heights rescue and confined space rescue
Emergency response facility clearly identified
fire fighting equipment: extinguishers fire hose reel bush fire kit ambulance emergency chemical spill kit trained personnel
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To ensure good emergency response, you should: develop an evacuation procedure develop procedures for emergency response for your specific major emergency events (flood, fire, explosion, medical, tyre fire, etc) install and maintain all necessary fire fighting and emergency equipment train all emergency personnel as required appoint first aid officers provide a site plan of the operation, including exits, safe evacuation paths, location of fire fighting and emergency equipment, emergency phones and evacuation assembly areas identify the local emergency services (fire, ambulance, police, SES, VRS) and how to contact them. Emergency training Employees need to be trained to deal with emergency events. All employees should be trained and educated so they know what to do for their role and responsibilities in the event of an emergency. There should be a schedule developed for training and refresher training for all employees for all emergency events identified. Emergency drills should be conducted at least every 12 months to make people aware of their immediate actions, how to raise the alarm, the position of fire fighting equipment and the location of emergency assembly areas. The emergency response plan should be reviewed (and where necessary revised) after an incident or emergency event.
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Example of a basic emergency plan (acknowledgment NSW DPI /Minerals/ Mine Safety Operations, and The Institute of Quarrying Australia), which forms part of a safety system:
AIM: The aim of this program is to develop emergency response plans and procedures to prevent further injury to persons, damage to property or the work environment, in the event of an unplanned incident. WHAT: Our emergency response plan will consist of:
Procedure
Our procedure (FORM xx; see attached) has been developed to help in the control of emergencies and it includes the following incidents. Fire / Medical (injury)
It has been posted everyone on site.
, so that it is near communication and available to
Site Plan
Our site plan is a diagram showing the items below.
work and storage areas first aid equipment locations emergency muster points high wall, buildings, roads power isolation points fuel and chemical storage areas fire fighting equipment access and egress points fixed plant emergency phones
It has been displayed at _____________________. A letter, (FORM yy) informing local emergency services of the operations existence will be distributed by the ___________________________. A copy of the site procedure and plan will be sent with this letter.
First Aid Personnel

There are sufficient people trained to carry out first aid on site during each shift (First Aid Officers). These people will renew their training as required. A list (FORM zz) will be posted beside all first aid equipment, with the names of the first aid officers. WHO: The emergency response plan and procedure has been developed after consultation with the workforce and local emergency services. HOW: Our site has identified our potential emergencies by way of the risk management program. After consultation with the employees, and where possible emergency services and using FORM xx, the procedure and plan has been developed. Completed procedures will be communicated to everyone through our safety meetings.
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WHEN: The procedure will be tested by way of an emergency drill, per year. ACTION: Emergency procedures will be set-up and employees trained in the use of these procedures and their roles during an emergency. Letters, with a copy of the site plan, will be sent to all local emergency services. DOCUMENT CONTROL: Emergency procedures and the site plan will be recorded on the Document Control Master List (FORM oo). Originals are to remain part of this Safety Management System / Plan. Attachment: Form xx Emergency Procedure FORM xx - EMERGENCY PROCEDURE In the event an emergency - KEEP CALM DIAL 000 or 112(mobile) Tell the operator which service you require and provide them with the sites details. If possible send a person to the front gate to direct Ambulance or Emergency Services. Address: Nearest Cross Road: Contact Name: Contact Number: Further Information:
FIRE Type of Fire Size of Fire Ensure all persons are accounted for If safe to do so remove all plant from the area Contact Management ___________ NOTE: Only attempt to extinguish the fire if safe to do so Contact the Department of Primary Industries inspector Investigate fire
MEDICAL No. of persons injured Type of emergency Type of injuries Ensure the area is made safe before attempting to render assistance. Contact Management ____________ NOTE: Once area is safe, complete DRABC (if trained) and give assistance Contact the Department of Primary Industries inspector Investigate incident
OTHER
REMEMBER - QUICK RESPONSE CAN SAVE LIVES
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NSW Workcover explosives information website www.workcover.nsw.gov.au
and this is another way... www.austlii.edu.au/au/legis/nsw/consol_act/
Note: this site contains general information, in addition to the Licensing webpage.
Choose E to get Explosives Act 2003.
NSW DPI Legislation website www.dpi.nsw.gov.au/minerals/safety/legislation
Then scroll to Explosives Act.
Choose from coal, metalliferous (includes extractive industries), or OHS Act & Explosives Act. Note legislation update section. Note also search facility.
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Remember WorkCovers website contains much information www.workcover.nsw.gov.au
At least 4 Licenses...
OHS / dangerous goods / fact sheets. Note also search facility.
See typical licenses: & general Licensing Conditions advice; UHL with NPA; BEUL also with NPA; to store Explosives; to transport explosives; to manufacture explosives, eg ANFO.
Examples of important information
Note: the importance of information will vary on the circumstances.
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Your site is almost certain to have a documented system or Safety Management Plan, so use that system wherever possible. However, if you dont have one or cant access one, a typical safety policy is: Example of a basic site safety policy and risk management program (acknowledgment NSW DPI /Minerals/ Mine Safety Operations, and The Institute of Quarrying Australia), which forms part of a safety system
site safety policy and risk management program

AIM: The aim of this program is to develop a health and safety policy that will guide everyone on site in the planning, development and implementation of their safety management plan (SMP). WHAT: This policy is the basis of the SMP and looks at what we believe are our main health and safety goals for the coming year.
OH&S Policy
Goals for Year xx/xx
Management Employee Representative
Date Date
WHO: This policy has been developed and reviewed jointly by management and employees. Both management and employees have signed off on this policy document displaying commitment and ownership. HOW: At our regular site safety meetings everyone will be involved in developing and improving the goals of the policy. The policy is to be reviewed by (eg a joint committee of management and employees). WHEN: Each year, at an annual site safety review meeting we intend to use FORM vv to record our safety targets for the year. We will review this quarterly and at the end of each year to see if we have achieved our target. We will modify our following years targets to account for any shortcomings.
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ACTION: The yearly safety plan (FORM aa) is to be completed by goals for the year.
listing all safety with the
DOCUMENT CONTROL: A copy of this policy is to be displayed in the master remaining in the SMP.
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Similarly a basic risk management program might state:
risk management
AIM: The aim of this program is to develop a process that will continually allow us to identify work hazards, to assess the risks of these hazards and to implement controls to remove or reduce the risk to the lowest practicable level as well as monitor the effectiveness of these controls. WHAT: The risk management process will consistently identify hazards at our site by way of applying the process to all of our activities. This is done by way of the following: Regular Workplace Inspections Reporting hazards immediately as found Agenda item at safety meeting (FORM bb)
(Hazard Reports) (Daily Diary) (FORM cc) (FORM tt) (FORM mm)
Reviewing hazards with contractors during inductions Safe Work Procedures
WHO: The risk management program will be used by all people who work at our site. It is the responsibility of to explain to the employees and contractors the importance of using our risk management program. HOW: We intend to use our Workplace Inspection Form (FORM jj) as the centre-piece of our risk management program. The and will conduct a whole of site hazard identification process as the first step in developing our safety management plan. Once we have identified our potential hazards we intend to apply our risk assessment program to these hazards. This consists of systematically assessing the hazards against our risk matrix, which determines the appropriate response required protecting the health and safety of everyone on and off site. When a hazard is identified the risk associated with it is determined by looking at the likelihood of a hazard to result in injury and the potential consequence or severity of the injury.
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RISK ASSESSMENT RATING
(Note: we conduct our risk assessment with the current controls in place)
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CONTROLS
Once the hazard has been identified and risk rated, the following action must be taken. It is essential that we place the highest possible control once we have identified the hazard.
HIGH RISK
Stop work Barricade area or take short term action Select highest possible control within your capabilities Immediately notify supervisor Record in daily diary Fix within Discuss at next safety meeting Other
MEDIUM RISK
Take short term action Select highest possible control within your capabilities Notify supervisor at end of shift Record in daily diary Fix within Discuss at next safety meeting Other
LOW RISK
Select highest possible control within your capabilities Fix within Review during next workplace inspection to ensure still low Other
HIERACHY OF CONTROLS
When we select a control for an identified hazard, we will always choose the highest measure of control possible.
Elimination Substitution Engineering Administrative PPE Is it possible to eliminate the hazard altogether? Is it possible to replace the substance or equipment with something less hazardous? Is it possible to create a barrier between the hazard and the person e.g. guarding, hand rail, distance? Is it possible to lessen the exposure of people through changing the way the job is done, rotating people through the job, administrative controls such as training, high risk permits? Last resort - is PPE appropriate to the type, level of hazard and has it been selected correctly?
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WHEN: This process of identifying hazards, assessing risk and implementing controls underpins all of our programs and will be applied to all of our work. Many of our documents include our risk rating categories eg. Workplace Inspection (FORM bb), Contractor & Visitor Induction (FORM uu). All people on site will apply these categories when formally assessing hazards or during their normal work practice. ACTION: If during the course of any normal activity on site, any person is made aware of a hazard, then that person will apply our sites risk management strategy and will take the necessary actions to reduce the hazard to the lowest practicable level. DOCUMENT CONTROL: The concept of risk management has been included in the majority of our documentation. Therefore, all documentation will be filed as per the document control section of each program.
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There is further discussion on systems in Module 4. The following extract from the WorkCover publication addresses a number of issues central to responsibilities for storage; the main responsibilities will vary from case to case, and it is suggested that a number of dot points be drawn from the Leaners Resource or from such information as this extract:
ABOUT THE LICENSE TO STORE

The licence to store authorises individuals and companies to possess and store specified explosives and or dangerous substances such as certain formulations of ammonium nitrate. Security sensitive dangerous substances refers to any goods prescribed by the regulation as security sensitive dangerous substances. These are also referred to as explosive precursors. Currently only security sensitive ammonium nitrate is prescribed as a security sensitive dangerous substance. SSAN is any of the following: 1. ammonium nitrate that is not a dangerous good of class 1 (ie an explosive) 2. ammonium nitrate emulsions, suspensions or gels containing greater than 45 per cent ammonium nitrate 3. ammonium nitrate mixtures containing greater than 45 per cent ammonium nitrate. For further information about ammonium nitrate products, contact WorkCover on 13 10 50.
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GENERAL REQUIREMENTS
A licence to store explosives and/or security sensitive dangerous goods authorises you to possess and store only the explosives and/or security sensitive dangerous substances specified in the licence. You will only be issued a licence if you meet certain eligibility requirements. You must satisfy WorkCover that you, or a nominated person on behalf of a company: 1. are 18 years of age or over 2. have an unsupervised handling licence 3. have the qualifications, experience and knowledge necessary to hold the licence 4. have a legitimate reason for storing explosives and/or security sensitive dangerous substances 5. have made adequate arrangements for the safe and secure handling and storage of the explosives and/or security sensitive dangerous substances 6. have made adequate arrangements to ensure only persons who have an unsupervised handling licence have unsupervised access to explosives or security sensitive dangerous substances.
YOUR OBLIGATIONS
You must comply with the conditions of the Explosives Act 2003, the Explosives Regulation 2005 and the Occupational Health and Safety Regulation 2001. If you are granted a licence you must comply with the conditions of the licence. You must not allow people to have unsupervised access to security sensitive dangerous substances unless they hold a valid unsupervised handling licence. An unsupervised handling licence is granted to persons who have successfully undergone security checking. For more information see the Guide to obtaining an unsupervised handling licence (GE01). WorkCover may suspend or cancel licences or impose penalties on licence holders who do not comply with the conditions of licence or the requirements of the legislation.
NOMINATED PERSONS
There must be at least one person nominated for the licence who: 1. is 18 years of age or older 2. is the applicant or a person involved in the management of the company 3. holds a valid unsupervised access licence 4. has the qualifications, experience and knowledge necessary to hold the licence.
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LEGITIMATE REASON
Access to explosives and security sensitive dangerous substances is restricted. You will only be issued with a licence to store these goods if you have a legitimate reason under the Explosives Regulation 2005. To obtain this licence you must satisfy WorkCover that you will store the explosives or security sensitive dangerous substances for one of the following reasons: 1. commercial agricultural use by a primary producer 2. use in commercial production processes 3. commercial manufacture of fertilizer or explosives 4. blasting users such as agricultural blasting, mining or quarrying 5. the purpose of education or research 6. supply or transport for one of the reasons above Licences will not be approved to use security sensitive dangerous substances for: 1. household domestic use 2. use as a fertiliser on outdoor recreation facilities.
SAFETY AND SECURITY ARRANGEMENTS

You will need to satisfy WorkCover that you have in place adequate arrangements for the safety and security of the explosives and/or security sensitive dangerous substances. You do this by submitting a security plan with your application and providing information about your site and the types of substances you will store.
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ASSESSMENT MODULE 1 STORING, HANDLING & TRANSPORTING EXPLOSIVES

An assessor cannot always observe a learner for a long period of time and some competency standards are difficult to observe. Therefore third party evidence can be an essential piece of evidence in the assessment process. While this report is not a formal assessment, it has been structured to contribute to a competency assessment in relation to the subject. The following checklist is included in Module 1 Learner Workbook. Please place a tick ( 3 ) or cross ( 5 ) in the boxes as applicable to verify Learners competence in the areas listed below.
Name of person being assessed The following are notes made in assessing against a compilation of elements & performance criteria from the following competencies: 1. RIIBLA200 Store, handle & transport explosives Elements and Performance Criteria I can state that the person being assessed can: Comp Unit Ref Note: these Units replace Competency Units: 1. MNMG205A Maintain magazine 2. MNMG210A Store, handle and transport explosives 3. MNQOPS313A Handle. Transport and store explosives Yes / No Comments include here your views about the persons knowledge, skills and experience how often have you seen the person doing these things, what breadth of practical work have you seen the person doing, how reliably (or consistently, or efficiently, or cost-effectively, or timely) does the person work, and how does any or all of this impact on others Also make use of the Comments section at the end of this Assessment table 1 Identify and handle explosives a. Conduct explosives storage, handling and transport in a safe and efficient manner according to: i. site procedures, ii. legislative requirements and iii. manufacturers specifications b. Identify, address and report potential hazards and assess risks according to site procedures with i. explosives storage, ii. handling and iii. transport c. Receive, interpret and clarify shift or blast plan explosives and accessories requirements 1 1.1
1.2
1.3, 3.1
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Name of person being assessed Elements and Performance Criteria I can state that the person being assessed can: d. Identify the explosives and associated materials used for i. different blast plans ii. different applications Comp Unit Ref Yes / No Comments
1.4
e. Classify explosives according to statutory criteria
1.5
f. Apply safe handling procedures and precautions according to i. statutory requirements and ii. site procedures
1.6
2 Access and manage explosives storage a. Gain access as authorised person to: i. Magazine ii. SSAN store iii. Accessories store
2 2.1
b. Receive and despatch explosives, and i. record transfers indicating type and quantity together with identity of recipient
2.4
c. Segregate blasting agents and explosives according to type in: i. Main magazines ii. Portable magazines and iii. On-the-job storage
2.5
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Name of person being assessed Elements and Performance Criteria I can state that the person being assessed can: d. Store explosives to prevent deterioration, spoilage and spillage Comp Unit Ref Yes / No Comments
2.6
e. Ensure rotation of explosives in magazine
2.7
f. Restrict access to storage area to authorised persons and i. Maintain security of explosives
2.8
g. Maintain and i. stock-take records and report discrepancies clearly concisely on time h. Conduct housekeeping of explosive storage, including SSAN store or portable magazines / day-boxes according to: i. statutory requirements and ii. site magazine rules or procedures
2.8, 2.10
2.2, 2.3, 2.9
i. Pass on end of shift information to oncoming shift regarding explosives: i. Storage ii. Handling and iii. Transport
2.11
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Name of person being assessed Elements and Performance Criteria I can state that the person being assessed can: 3 Prepare to transport explosives a. Select: i. sufficient quantities of explosives and ii. associated materials according to firing or blast design/ plan for safe transport Comp Unit Ref Yes / No Comments
3 3.2
b. Conduct and record result of pre-start check on: i. explosives vehicle and ii. equipment according to iii. manufacturers specifications, iv. site procedures / OHS, v. regulations c. Load vehicle in accordance with separation and segregation requirements
3.3, 3.5
3.6
4 Transport explosives 1. Communicate with: i. other equipment operators and ii. other persons including other drivers on or intersecting the same route others working nearby or affected emergency personnel control rooms using communication methods at pre-start meetings and in vehicles according to site procedures to advise of explosive movements 2. Transport explosives and associated materials to designated location using designated route
4 4.1, 3.8
4.2
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Name of person being assessed Elements and Performance Criteria I can state that the person being assessed can: 3. Prepare for and i. respond appropriately in emergency situations Comp Unit Ref Yes / No Comments
3.8
4. Transport explosives separately in secured containers i. Without tools in accordance with site procedures
4.3
5. Drive vehicle at all times in a safe manner in accordance with: i. site procedures and ii. safe driving conventions
4.4
6. Check that delivery site is suited to explosives storage according to i. site and ii. legislative requirements
4.5
7. Return surplus explosives to magazine and: i. Store damaged, deteriorated explosives separately
4.7
8. Complete required i. stock record documentation and ii. reports promptly
4.8
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Signatures:
Third Party Name: Role: Licence, or ticket number: Signarture: Learner Name: Signarture: Assessor/Instructor Name: Signarture: Supervisor Name: Signarture: Comments: (write your general comments here and/or expand on any comment you may have made in the Comments column above. You might also consider commenting on specific site or task conditions. You could also comment on applicable facets of the persons employability skills outlined earlier such as communications, teamwork, problem solving, initiative and enterprise, planning and organising, self-management, learning, and application of technology. Date: Date: Date: Date:
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02
CHARGING BLASTHOLES
OVERVIEW MODULE 2
Module 2 Charging Blastholes is for people who are already familiar with storing, handling & transporting explosives, and who are becoming involved with charging blastholes. They are now part of the shot crew and want specifically to: 1. Prepare for charging a. Checking plan and procedures b. Checking weather & blast site for geology etc c. Isolating the area from unauthorised people & traffic and from stray currents d. Checking blastholes e. Storing explosives on-the-job properly f. Preventing premature initiation; 2. Conduct or oversight mixing or manufacturing of explosives a. Checking vehicles, equipment & delivery b. Mixing / Manufacturing explosives including ANFO as required c. Checking and maintaining charging & blasting equipment; 3. Prime blastholes a. Understanding priming options b. Making up primers c. Placing primers in blastholes; 4. Load explosives into blastholes a. Deck-loading as required b. Dipping & tamping holes while loading to check the amount of explosives c. Dealing with water in blastholes d. Stemming 5. Clean up and report a. Cleaning up & getting ready to return unused explosives b. Keeping records c. Maintaining statutory documentation d. Keeping site records
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Module 2 follows that progression, so that the learner prepares for charging blastholes before they start to prime, load and finish the process of charging then start the clean-up. In Module 1, the learner developed a respect for explosives. They learned that explosives contain large and powerful chemical energies, so it is vital to get their storage, handling and transport right the first time. They can be very unforgiving if mistreated but they are manufactured to deliver their energies in special ways in the robust environment of the mining, quarrying and civil construction industry. The learner is now ready to begin charging blastholes. Once a shot is charged it is very hard, and can be very dangerous to make changes. While there are many variations, from site to site in charging blastholes, it is vital that everyone in the shot crew does the same thing in the same way every time. Then, if something doesnt go according to plan, it is easier to spot the difference and make adjustments. There will normally be several people involved in charging and the crew must work well as a team. There is little room for error, so the person who is responsible for the shot will want to be very certain that everyone follows the charging procedure, which is outlined in this Module. The learner must check the blast plan and follow safe and efficient procedures, starting with certain checks of the site itself to see that the plan remains valid or make adjustments before the work gets underway. Some sites mix ANFO, while others have manufacturing equipment in the form of mobile plant for carrying explosive ingredients to site and manufacturing it at the blasthole. Other sites, or at other times the site will engage an explosive supplier to manufacture and deliver emulsion explosives. The learner then primes and loads blastholes in accordance with procedures that everyone in the shot crew understands. These procedures might seem simple enough but the learner mustnt get complacent; they must stay disciplined when supporting shotfiring. If a learner sees a need to change the way blastholes are charged, everyone involved must discuss that need and all agree to make the change then everyone must follow it all the time - until they all agree to the next improvement.
Finally, the job of charging isnt finished until the site is cleared for hook-up (which is the subject of Module 3). The shotfirer will supervise the hook-up. At this stage, the learner might have to check again and report against the blast plan. Explosives might have to be returned to the magazine or at least be made ready to take back. If procedures need up-dating due to any experience on the shot, they need to be discussed. On completion of this module the learner should be able to: 1. prepare for charging by mixing explosives for the job, or identifying how they are mixed 2. supporting the mixing process, in the case of a mobile mixing or processing unit 3. check the area where the charging is to take place 4. check the blastholes to make sure they are still clear for charging 5. identify and apply the correct on-the-job storage requirements for explosives 6. set primers and/or boosters prior to the main charge 7. load the main charge of explosives 8. implement site and regulatory requirements for charging blastholes, and 9. maintain necessary records relating to charging blastholes.
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RESOURCES FOR TRAINING MODULE 2

1. A copy of the Learner Resource manual and Learner Workbook 2. A copy of Australian Standards AS2187.0 Glossary, AS2187.1 Storage, and AS2187.2 Use of Explosives 3. Examples of site procedures for mixing/ manufacturing explosives and charging blastholes, blast plans and reports 4. Access to people/suppliers who mix/ manufacture explosives 5. Access to websites of statutory authorities such as in NSW for WorkCover and DPI/Minerals/Safety 6. Ready access to the practical application of all key steps involved in charging blastholes with explosives from checking locations of, and clearing blastholes, through priming, loading the main charge, to cleaning up and reporting.
(Previously covering 1. MNCO1041A Support Shotfiring Operations 2. MNMG313A Charge Blastholes 3. MNMG352A Apply Blasting Activities 4. MNMG353A Fire Surface Shots 5. MNCO1040A Conduct Shotfiring Operations 6. MNQOPS413A Conduct Shotfiring 7. MNCU1048A Conduct Shotfiring 8. MNCU1049A Support shotfiring operations 9. MNMG323A Charge Development Blastholes 10. MNMG321A Charge Production Blastholes)
CONTEXTUALISATION MODULE 2
The practice of charging blastholes differs widely across the industry so learning is dependent on the needs of site and learners. Most sites have standard operating procedures and standard blast plans, so charging practices can differ for new or for experienced people. It is important to find out what these standards are, and to reinforce them unless, of course the standard needs to be improved. Whatever standard is used, it is vital that everyone in a charging crew works in the same way, every time, as part of the charge team. Differences can cause tensions that may lead to the wrong thing being done, and being hard to undo. Some differences are seemingly small, with some shrouded in history (like the use of detonators to initiate ANFO in blastholes in some underground mines arising from times when miners had to pay for their own explosives), but these differences cant be ignored - they need to be understood, with the Learner understanding why the difference occurs and what site experience is important. Specific information to be considered for types of mining, quarrying and construction.

1. RIIBLA201 Support Surface Shotfiring Operations 2. RIIBLA301 Conduct Surface Shotfiring Operations 3. RIIBLA303 Conduct Underground Development Shotfiring 4. RIIBLA304 Conduct Underground Production Shotfiring
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Surface operations In the majority of blastholes on the surface, the rock moves to a free face in a direction perpendicular to the blasthole, whereas in the majority of underground shots the rock moves largely in a direction somewhat parallel to the blasthole, so the impact of this on powder factors and other rules of thumb needs to be appreciated. This understanding helps the shotfirer to perform well when the odd requirement for a drop shot or sump occurs. Wet holes may be rare or commonplace or anywhere in between. This results in differing decisions being made on the type of explosive used. The length of blastholes can vary widely according to the stage that the operation has reached, and this can change priming practices. Pre-split holes are charged quite differently to the more common production blastholes. Coal underground Stemming and location of primers are critical in underground coal mines more so than in underground metalliferous mines or civil construction tunnels, so any person who crosses sectors needs to be fully aware of the hazards faced. Coal dust and methane gas are common hazards in underground coal mines. Some mines are riskier than others, and some parts of some mines are riskier than other parts. Even where explosives are used in sedimentary stone such as in sandstone or shale to break ground between coal seams, there is still a very real risk of igniting dust or methane. The use of explosives in underground coal mines is understandably very tightly controlled, and this frequently minimises the numbers of people with exposure to explosives. There may also be some myths surrounding the use of explosives to the extent that these myths need careful attention if the individual is not to be overly risk-averse. In underground coal mines across Australia, explosives are seldom used for production of coal, and its use is so controlled that anyone transferring to a surface coal mine may need to extend their knowledge and experience in many areas.
Metalliferous underground Some underground explosive use, such as long-holeopen-stoping, is so similar to surface operations in the principles of explosive use, that the knowledge is directly transferable to the surface. However, flyrock and certain environmental impacts on the surface need to be given special attention. Few metalliferous mines have a sulphide ore dust explosion risk, but those that do require two actions that are not common for some underground applications namely stemming of blastholes and wetting down the area surrounding the blastholes so the background of people using explosives in metalliferous mines might need to be explored. Stemming is absolutely essential in mines with sulphide ore dust explosion risk. Some of these sites will only fire from the surface when everyone is out of the mine. Some people, even with a wealth of experience in either production or development (tunnelling) use of explosives, may not experience in the other side of explosive use, and the differences are subtle but significant for a learner to comprehend. One particular difference is that blastholes are not commonly stemmed in development (or tunnelling), and, while stemming would make a significant difference, the rock is going to move in the direction of the face to a large degree, so stemming is not as vital as it is in stope firings where you want the rock to move at right angles to the blasthole. Many people from underground metalliferous mines do not have experience in secondary blasting and should gain an appreciation of this activity to appreciate the consequences of flyrock and the risk of damage to plant and services, because they are likely to utilise this understanding when stripping-out a drive or constructing for example an electrical cuddy. Many metalliferous miners do not, for reasons of shiftwork, see first-hand the results of their blasting, so they are not in a position to fine-tune their work with explosives, and this will have to be remembered or factored into activity tasks. Information about site-specific situations differs widely from site to site and needs to be taken into account. Underground mines to a greater extent than surface mines and quarries, have standard blast plans that do not make for people understanding the finer points of blast design. They may not, for example, appreciate
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the difference that ground in surface shots normally breaks perpendicular to blastholes, while in underground mines the rock frequently moves parallel to drillholes, necessitating more energy. Reactive ground that takes the oxidising properties of some explosives to create dangerous situations for the unwary, even for people with strong competencies in explosives. Pre-split explosive usage or cushion-blasting is not universally applied in mines and quarries, and there are sufficiently different principles involved with these applications to warrant individual attention. Site-specific contracts are many and varied so the impact on a learner is wide-ranging. For example, some sites contract a shotfirer to provide a rock-on-ground service but still need some help or interaction at the very least with site-based personnel by providing stemming material at the blast site ready for use by the contractor or indeed by other site personnel. Other sites contract external providers to do the drilling, while many do the drilling themselves, and many of these do not have a close interaction between drillers and those charging the blastholes. Any site where drillers and shotfirers are at a distance from each other may need extra effort in meeting the needs of both parts of the drilling and blasting activity.
More sites are shutting down explosive magazines as security controls tighten or as concerns heighten in relation to risks and accountabilities. This often results in subtle changes such as more use of emulsion explosives than might be the case if the site had its own stores of Security Sensitive Ammonium Nitrate (SSAN). Learners at sites with no magazines are, as a consequence, at a disadvantage, so the Trainer needs to foster more interaction with mobile mixing unit operators than might otherwise be the case. The same additional fostering effort is needed in situations where a contracted supplier performs all or part of the transporting, priming, charging and firing aspects of explosive use, because sites are generally still accountable for (and take a more active role in) environmental impacts and their reduction and community exchanges. People who change sites are in a wonderful position to review safe/standard working/operating procedures, and to perform (especially) informal risk assessments (because the change in site represents a significant change to their normal risk exposure and risk control arrangements).
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The following table will assist you in developing a training plan.
Learner Resource Topics This is the material covered in the Learners Resource Review Questions Questions will be asked covering critical points that reinforce your learning from the Learners Resource. Check your knowledge of: 2.1 Prepare for charging Start with checking plans and procedures, then go on to do checks for geology, weather and so on. Hazards in each of the working environment, equipment / materials, people and procedures. Steps in charging and emergency conditions. Checks of the blast area. Precautions when storing explosives on-the-job. Premature initiation conditions and its prevention. 2.2 Mix / manufacture explosives Checking vehicles and equipment, mixing of ANFO, manufacturing of explosives at a site level, and maintaining vehicles and equipment. 2.3 Prime blastholes Understand priming options, making up primers and placing them into blastholes. 2.4 Load the main charge Deck loading may be practised. Dipping and tamping of blastholes are also covered, as well as dealing with water in blastholes, and stemming. 2.5 Clean-up and report After loading the shot and before firing, check vital actions to ensure safety and prevent harm to property. Mixing ANFO, manufacturing bulk emulsions advantages and checks. 2.2A Mix ANFO (as appropriate) 2.2B Check equipment; conduct checks and report non-conformances and hazards 2.1A Review a charging procedure and/ or analyse the sample charging procedure included in the Learner Workbook. 2.1B Conduct a workplace inspection of a blast area; developing/reviewing a structured inspection checklist, and conducting a workplace inspection, Learning & Assessment Tasks Perform actual tasks that help consolidate knowledge gained See note below on Learner Record
Selecting a priming option. Locating priming charges in a blasthole. Treating water and cavities in blastholes. Stemming and stemming materials / practice.
2.3 Prime blastholes describe and review priming arrangements on site, and initiation options for primers 2.4 Load, dip and stem blastholes. Review procedures for clearing / deck-loading blastholes, load & stem blastholes, involving dipping / tamping of explosives as appropriate 2.5Keep / maintain records and reports. Check actions for cleaning up, keeping records, maintaining statutory documentation and keeping site records.
Shotfiring record types. Licences kept by shotfirers. Preparing to leave the area after charging blastholes.
Learning Record
As the learner goes, they should record their progress and activities, which may involve other activities such as training, and actual experience across a range of explosive usage situations. A record, or log of experience is included in their Learner Workbook, and comprises evidence of both on- and off-the-job learning, as well as suggesting examples of work they might record in a journal.
TRAINERS NOTES:
You may need to obtain a copy of the relevant Safe Work Procedures (SWP) or a selection of typical SWPs for the site and see how the draft version in Learning & Assessment Task 2.1A compares. Evaluate the comments made by the learner in their Review Questions and Learning & Assessment Tasks, and provide structured feedback.
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Obtain a copy of site requirements for Workplace Inspections or a selection of typical checklists for the site and see how the draft version in Learning & Assessment Task 2.1B compares. Evaluate the learners comments and provide structured feedback. The Learners Resource contains information on primer location. What youre looking for is: 1. bottom-primed holes in general 2. only top-primed as well as bottom primed if the holes exceed about 100 times the blasthole diameter, and the second primer is used to keep the velocity of detonation sufficiently high 3. whether there is a delay in any second primer due to a risk of cut-off of the blasthole and the second primer is added insurance for the hole to fire 4. what other variations might be described and what reasons are given for the variation 5. features of priming practices are included in the Learners Resource. In answering question 2.1.a Key hazards faced when charging blastholes are listed in LR2.1.1 2.1.b A number of steps in charging blastholes are outlined in LR2.1.1.2 2.1.c Basic items included in a blast plan are shown in LR2.1.1.3 2.1.d Safety Considerations when mixing explosives are outlined in LR2.1-3 2.1.e At least ten things that might give rise to an emergency are listed in LR2.1.1.2 2.1.f Steps in coordinating charging activities are described in LR2.1.1.3 2.1.g Actions in checking the blast area and blastholes are listed in LR2.1.2-4 2.1.h At least four key precautions to take when storing explosives on-the-job are described in LR2.1.5 2.1.i Preventing premature initiation with signal tune detonators include those listed in LR2.1.6 2.2 Mixing / Manufacturing explosives including information for L&A Tasks 2.2A, B is described in LR2 Chapter 2 Priming blastholes is addressed in LR2 Chapter 3 Loading the main charge is described in LR2 Chapter 4
L&A Task 2.4 questions 2.4.1, Does the blast plan show, or does the shotfirer know what length of stemming is planned, for every blasthole? - blast plans should show drilling results, while hole checks prior to charging should show hole depths even if there has been a bit of fall-back in the hole since drilling. The length of stemming is generally equal to the burden of blastholes, so it might not be shown for every blasthole, though a standard figure should be shown 2.4.2, Does the blast plan show, or does the shotfirer know how much explosive is expected to fill the blasthole to the required stemming height? - the blast plan should also show how much explosive is expected to go into each hole, either a standard amount or an amount for each hole the latter being especially the case where the surface is uneven and holes are of varying depths. 2.4.3 Do the people who are pouring the explosive down the blasthole monitor the amount going down? - either the mixing unit will monitor the amount pouring into a blasthole or the number of bags will indicate how much is going into a hole. It is common for a mixing unit operator to number the counts of the mixing pump, and each count will represent a certain number of kilograms of explosive. Some mobile mixing units are set to stop at a pre-set number of kilograms of explosive, after which the shotfirer will direct a certain amount more to come up to the required level. 2.4.4 Does the shotfirer or the person responsible for charging the blasthole have anything to help measure the explosive rising in the blasthole? - shotfirers on major shots will have either a weight on a string or a pole (with a rope to prevent it disappearing down the hole) to keep a feel for how the explosive is coming up the hole. Most of these strings or poles have a mark at the required stemming depth so the shotfirer can stop the pouring. 2.4.5 What happens if the amount of explosive being poured down a blasthole doesnt come up to the expected height in the blasthole? - no more explosive is placed in the hole as soon as its realised there is a cavity. If the cavity is known an airbag or stemming can be placed in the hole, and this can be done early so that an amount
2.3 2.4
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of explosive can still be placed further up the hole to fragment the rock nearer the collar. Any problems like cavities are recorded on the blast plan, so it might be possible to see a trend of where these cavities are likely to turn up next time. 2.5 Clean-up, reporting and legislative requirements are addressed in LR2 Chapter 5. Typical blast plans for surface blasts are included in the Learner Resource. Site management need to know about any problems so they can take corrective action and prevent any further ramifications, like complaints, or flyrock from over-charged blasts. The shotfirer has a professional and personal interest in making sure any problems are fixed, because they are the ones who fire the shots, so theyre the ones an investigator comes looking for if a problem arises.
ASSESSMENT MODULE 2 CHARGING SHOTS

An assessor cannot always observe a learner for a long period of time and some competency standards are difficult to observe. Therefore third party evidence can be an essential piece of evidence in the assessment process. While this report is not a formal assessment, it has been structured to contribute to a competency assessment in relation to the subject. The following checklist is included in Module 2 Learner Workbook. Please place a tick ( 3 ) or cross ( 5 ) in the boxes as applicable to verify Learners competence in the areas listed below.
Name of person being observed The following are the views of third parties in assessing against a compilation of elements & performance criteria from the following competencies: 1. RIIBLA201 Support Surface Shotfiring Operations 2. RIIBLA301 Conduct Surface Shotfiring Operations 3. RIIBLA303 Conduct Underground Development Shotfiring 4. RIIBLA304 Conduct Underground Production Shotfiring Note: these Units replace Competency Units: MNCO1041A Support Shotfiring Operations MNMG313A Charge Blastholes MNMG352A Apply Blasting Activities MNMG353A Fire Surface Shots MNCO1040A Conduct Shotfiring Operations MNQOPS413A Conduct Shotfiring MNCU1048A Conduct Shotfiring MNCU1049A Support shotfiring operations MNMG323A Charge Development Blastholes MNMG321A Charge Production Blastholes Yes / No Comments include here your views about the persons knowledge, skills and experience how often have you seen the person doing these things, what breadth of practical work have you seen the person doing, how reliably (or consistently, or efficiently, or cost-effectively, or timely) does the person work, and how does any or all of this impact on others Also make use of the Comments section at the end of this Assessment table 1 Prepare for charging 1(1) 2(1) 3(1) 4(1)
Elements and Performance Criteria I can state that the person being observed can:
Comp Unit Ref
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Name of person being assessed Elements and Performance Criteria I can state that the person being assessed can: a. Receive blasthole charging briefings, and i. Access, interpret and apply safety information ii. Access and apply procedures iii. Conduct a preliminary site inspection as necessary iv. Obtain, interpret, clarify and confirm charging requirements from the shotfirer for the charging work Comp Unit Ref Yes / No The person needs further development and / or experience in
1(1.1) 2(1.1) 3(1.1) 4(1.1) 1(1.2) 3(1.3) 4(1.3) 1(1.3) 2(1.3) 2(1.1) 2(1.2)
b. Identify potential hazards relating to the charging plan charging procedures the working environment charging equipment & materials people c. Conduct a risk assessment of those hazards
1(1.1) 2(1.5) 3(1.2) 4(1.2)
1(1.5) 3(3.4)
d. Recognise hazardous situations and i. Prepare to respond to emergency situations
2(3.1)
e. Access charging procedures and i. Work in accordance with site procedures and ii. Follow manufacturers instructions f. Access geological, blasthole survey and weather information and i. Interpret these in relation to charging ii. Recognise key issues of geological structures blasthole and blast area measurements weather conditions that might cause a problem while charging
1(1.5) 1(1.6)
1(1.2) 2(1.3) 1(1.2) 2(1.4)
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Name of person being assessed Elements and Performance Criteria I can state that the person being assessed can: g. Identify quantities and types of explosives and associated materials / equipment for different blasthole charging applications Comp Unit Ref Yes / No The person needs further development and / or experience in
2(1.6) 3(1.4, 1.5) 4(1.4, 1.5)
h. Coordinate blasthole charging support requirements including i. Mix / manufacture explosive supplies and equipment checks ii. Site notification iii. Coordinate with others working in areas that might be affected by charging iv. Comply with legal obligations v. Resolve issues with coordination of activities affected by charging i. Collect and transport explosives and accessories to the blast site in accordance with Site procedures and Legal obligations j. Establish the blast area and i. Erect signs / barricades as appropriate ii. Establish a suitable exclusion zone k. Complete the check of the blast site i. Check the survey and measurements ii. Check blastholes iii. Clear blastholes
1(1.4) 2 (2.1 2.5) 4(1.6) 1(1.7) 2(1.8) 3(1.6)
1(2.1) 2(3.3)
1(2.4) 2(3.2) 3(1.7, 3.2) 4(3.2) 2(3.4) 3(3.1, 3.3, 3.6) 4(3.1, 3.3, 3.5) 1(2.2)
2 Mix & manufacture explosives
a. Mix or manufacture explosives as required i. Implement procedures for mixing / manufacturing for the range of products required ii. Identify hazards and assessing risks in the mixing / manufacturing area iii. Check mixing / manufacturing vehicles or equipment iv. Check people involved, affected or at risk from the mixing / manufacturing
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Name of person being assessed Elements and Performance Criteria I can state that the person being assessed can: b. Deliver or have delivered the explosives to the blast area and blastholes Comp Unit Ref Yes / No The person needs further development and / or experience in
1(2.3)
c. Calibrate the mixed or manufactured product
d. Maintain the mixing / manufacturing equipment
e. Prepare the necessary reports of the mixed / manufactured products
3 Prime blastholes
a. Identify priming options and i. Select the best option for a range of blasthole charging situations b. Make up primers in accordance with procedures 3(4.1) 4(4.1)
c. Place primers correctly into blastholes for single primed blastholes for double or multiple primed blastholes secure the primer while loading the main charge
2(4.2)
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Name of person being assessed Elements and Performance Criteria I can state that the person being assessed can: 4 Load the main charge of explosives Comp Unit Ref Yes / No The person needs further development and / or experience in
1(2.5)
a. Charge blastholes safely i. Be a part of the shot team ii. Check that signs such as charging in progress had been erected / installed in accordance with procedures iii. After checks of the charging area, Secure the site from unauthorised entry Implement safety procedures such as safety harnesses etc when working in places where falls could occur iv. After conducting pre-start checks on equipment and materials Determine the equipment / material serviceability for the task, or Report the equipment for repairs by an authorised repair person b. Stem the blastholes as required by procedures i. Stem whenever necessary ii. Establish stemming material stockpiles iii. Select correct stemming materials iv. Wait until the explosive column has settled v. Stem properly vi. Secure the line to the primer
2(4.2) 3(4.2) 4(4.2) 2(4.3) 3(3.5) 4(3.4)
2(4.4) 4(4.3) 2(3.5)
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Name of person being assessed Elements and Performance Criteria I can state that the person being assessed can: c. Test i. Charging equipment and accessories ii. Detonators iii. Firing lines d. Carry out required maintenance of charging equipment and accessories Comp Unit Ref Yes / No The person needs further development and / or experience in
2(4.5) 3(4.6) 4(4.6)
e. Notify relevant people that the shot is ready for connection
5 Clean up & report site and legislative requirements
1(2.6)
a. Prepare shot for initiation
b. Carry out blast area clean-up
c. Prepare reports as required by site procedures legislative requirements
2(4.6) 3(4.7) 4(4.7)
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Signatures:
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03
FIRING SHOTS
OVERVIEW MODULE 3
This Module is for people who are already familiar with storing, handling & transporting explosives, and charging blastholes. Firing the shot is done by the shotfirer and the final stages before this happens is done by experienced members of the shot crew, specifically to: 1. Hook up or connect the blastholes and test the circuit a. Selecting the type of circuit and connection system b. Testing the circuit to make sure it is ready to fire c. Setting environmental monitors to record d. Stopping any independent firing in the meantime 2. Clear or isolate the area affected by the blast a. Checking for risks b. Clearing the site 3. Fire the shot a. Taking up safe firing positions b. Making the last minute checks c. Firing, and d. Waiting the required time 4. Conduct post-blast checks a. Checking prior to re-entry to underground mines & tunnels b. Examining the blast site and the muckpile c. Determining any requirement for secondary blasting 5. Report against the blast plan a. Completing the data required by the blast plan b. Collecting the blast monitoring results 6. Return surplus explosives to the magazine a. Updating magazine records 7. Handle misfires a. Identifying a misfire b. Preventing misfires c. Treating misfires The first Module covered storage, handling and transport of explosives, while Module 2 covered charging blastholes. In Module 1, the learner gained respect for explosives. They learned that explosives contain large
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and powerful chemical energies, so it is vital to get their storage, handling and transport right the first time. They can be very unforgiving if mistreated but they are manufactured to deliver their energies in special ways in the robust environment of the mining, quarrying and civil construction industry. In Module 2 they learned that once a shot is charged it is very hard, and can be very dangerous to make changes. While there are many variations from site to site in charging blastholes, it is vital that everyone in the shot crew does the same thing in the same way every time. Then, if something doesnt go according to plan, it is easier to spot the difference and make adjustments. There will normally be several people involved in charging, and the crew must work well as a team. There is little room for error, so the person who is responsible for the shot will want to be confident that everyone is following the right charging procedure. The learner, in Module 3, is now going on to next stage of their development with explosives use connecting the shot and firing it. Having charged blastholes with explosives, experienced shot crew team members then connect the individual shots into a firing sequence. In doing this they must take care to avoid any cut-off, flyrock or misfire risk, so some basic checks are required. Every blast crew must follow a regular discipline in connecting primers from different holes. Each member of the blast crew must connect the lines or leads the same way every time. The importance of this will become very obvious when the shotfirer goes to do the final check of all connections and make the connection to the firing line. To avoid any confusion it would be wise to halt any independent firing until after the all-clear is given. Of course, the crew must also make sure no person or property is damaged. There are some key steps to take before the shot is fired and before anyone re-enters the area. After checking the connections, it is time to clear everyone and all the gear from the charging area and the area that will be affected by the blast. The site will need to be secured from entry until after the blast is cleared. Make some final checks before firing, including amongst other things choosing the best firing position. The blast site must be kept secure until the blast has been checked and before normal work resumes.
Fragmentation is an important post-blast check but it is not the only check after a blast, and a competent shotfirer will look at many things from the throw of the blast to back-break and so on. For underground blasts, there are a few more checks, for example ventilation and dust explosions. If a misfire has occurred, explosives may be required for re-priming and re-firing. This is a difficult time and there are many variables to be considered. Immediate re-firing may not be possible due to restrictions on times of firing, for example. Once the all-clear has been given, work may return to normal. This is the time to send away mobile mixing/ manufacturing trucks and return surplus explosives to magazines. Blasts must be recorded. These are essential for fine-tuning of explosives use, and charging and firing practices. They are also very useful in dealing with any complaint or legal challenge. Firing shots must be done carefully and in accordance with legal obligations. At this stage some of the blast plan details can be recorded, such as the number of primers and detonators used, weather conditions and so on. On completion of this Module the learner should be able to: 1. select the best type of initiation circuit 2. avoid problems with electric detonators 3. test the circuit before proceeding to fire 4. make sure the area is clear and warn people before firing 5. examine the results of a blast to finetune their explosives use 6. conduct secondary blasting 7. maintain blasting records for on-going improvement and for handling complaints 8. maintain stock records 9. handle misfires, and 10. record blasts and report issues/concerns.
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1. A copy of the Learner Resource and Learner Workbook 2. A copy of Australian Standards AS2187.0 Glossary, AS2187.1 Storage, and AS2187.2 Use of Explosives 3. Examples of site procedures for firing shots (including, securing of blast areas, checks prior to firing, postblast checking, secondary blasting and handling misfires), site blast records, blast plans and reports 4. Access to websites of statutory authorities such as in NSW for WorkCover and DPI/Minerals/Safety 5. Access to people involved in firing shots (including, selection of firing sequences, securing of blast areas, checks prior to firing, post-blast checking, secondary blasting and handling misfires) 6. Ready access to the practical application of firing shots.
The practice of firing shots differs widely across the industry so learning is dependent on the needs of site and learners. Variations occur mainly between surface and underground shots. There are going to be some Learners who will be interested only in secondary blasting so some of the Resource may have little relevance even so, they will have to hook-up and test, clear and isolate the shot and so on. In most shotfiring, all of the crew will take part in connecting all of the blastholes into a circuit. There are significant differences with types of circuits, but the key issue is to prevent premature initiation and then test the circuit after connection. In some applications, especially underground mines, the connection of the initiating detonator might be done by someone else or at a later stage rather than having a connected shot for some time prior to firing at the end of a shift, for example. Clearing and isolating the area can take place at different stages in the charging and firing sequence, depending on the size of the shot and the people who may affected by the blast, so each site may have different requirements. While the last minute checks will vary, again differing mainly between surface and underground shotfiring, the vital issue is to conduct deliberate and mostly physical checks a drive-around for surface shots and tag-boards for underground shots. Each site will have procedures for last-minute checking. Post-blast checks will also be documented in procedures though possibly as part of general procedures varying again mainly for surface and underground shots, where underground firing has a real risk with post-blast gases and a need for ventilation as well as delaying the return to the blast area after firing. Some sites will engage an explosive supplier to load and fire shots, so the site will have limited procedures for shotfiring, let alone have easy access to explosives magazines, providing both the Learner and the Trainer with some challenges. At all times a Learner should be encouraged to discuss explosives use with the supplier, and to gain access, even where this is off-site, to information and procedures. Confidentiality must, of course be preserved.

1. RIIBLA301 Conduct Surface Shotfiring Operations 2. RIIBLA303 Conduct Underground Development Shotfiring 3. RIIBLA304 Conduct Underground Production Shotfiring 4. RIIBLA401 Manage Blasting Operations (Previously covering 1. MNMG353A Fire Surface Shots 2. MNCO1040A Conduct Shotfiring Operations 3. MNQOPS413A Conduct Shotfiring 4. MNCU1048A Conduct Shotfiring 5. MNMG322A Initiate blasts by remote control 6. MNMG412A Initiate blast 7. MNMG 414A Monitor and control the effects of blasting on the environment)
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Underground coal mines will have stricter and narrower rules for shotfiring given the risks faced with this use of explosives.

Learner Resource Topics This is the material covered in the Learners Resource Review Questions Questions will be asked covering critical points that reinforce your learning from the Learners Resource. Check your knowledge of: 3.1 Hook-up & Test Consider the range of circuit types including non-electric, electric & electronic, where nonelectric includes safety fuse, detonating cord and signal tube circuits. Think also about the testing of these circuits prior to firing. 3.2 Clear & Isolate Having tested the circuit undertake some checks before firing, including making sure no-one enters the blast area before firing. 3.3 Fire the shot Last minute checks and warning procedures. Components of an initiation system, and advantages / disadvantages of each. Safety precautions for initiation systems. Flyrock prevention by selecting initiation systems. Initiation system checks. Procedures for clearing / isolating the blast area prior to firing - risks and consequences. 3.2 Obtain or develop a procedure for clearances and isolation prior to firing, with warnings and checks. Discuss the key issues or concerns. 3.3 Obtain or develop a procedure for firing, including safe firing positions and last minute checks. Make sure it includes provisions for independent firing. 3.4 Obtain or develop a procedure for post-blast checks and for secondary blasting. Conduct a post-blast check. Discuss any precautions to be taken before people are allowed to return to a blast site. Decribe your checks for declaring a blast site safe for re-entry. 3.5 Obtain or develop organisational records for stock and for blast planning. Compare sample blast plans that are contained in your Workbook and desccribe any differences Discuss these with a blast supervisor first. 3.6 Obtain or develop requirements for returning surplus stock to magazines / storage. If your site does not have magazines, examine or develop your site procedure for recording the amount of explosive used in a blast. Discuss these with a blast supervisor first. 3.7 Obtain or develop a procedure for treatment of misfires, and reporting. Make sure it includes what misfire to report, when, what information, and to whom you make the report. Discuss these with a blast supervisor first. 3.1 Illustrate a connected shot and describe checks of the hook-up; also discuss advantages / disadvantages, checks and processes involved in hooking-up explosives. Learning & Assessment Tasks Perform actual tasks that help consolidate knowledge gained See note below on Learner Record
Means of warning the unwary and checks before firing.
3.4 Conduct post-blast checks Following firing, examine the muckpile and clear the site. Secondary blasting may also be required. (Note: dealing with misfires is covered later see 3.7) 3.5 Report against the blast plan Blast plans are required: they will help improve blasting efficiency, and help in times of complaints. 3.6 Return surplus explosives Maintenance of stock is vital, so recording returned explosives to stock helps keep track of stock.
Checks before people can reenter the blast area. Muckpile inspection to detect blast problems. Methods of treating oversize rocks from a blast.
Blast plans, and powder factors.
Reasons for returning and recording returned stock. Temporary keeping and disposal of small quantities of damaged stock.
3.7 Handle misfires Being prepared for misfires helps avoid mistakes in a time of pressure. Understand causes of misfires with different circuits, as well as treatment of the range of misfires.
Types of misfires and associated hazards. Prevention of misfires. Responsibilities for misfires.
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Learning Record
Resource should have sufficient precautions for these and both the Learner and the site will benefit. An example of a procedure is given in Learner Workbook 2 Charging Blastholes. A Learner might follow a specialisation such as surface shotfiring, underground production or underground development, or indeed underground coal mine shotfiring. Learner Resource 3 (and indeed other Resources) does not follow specialised fields. On the contrary, they encourage an understanding of the principles involved. This should help a shotfirer when confronted by different conditions. It should also support career development and enhancement. Encourage a Learner to understand why they are following a procedure not simply to follow a procedure without having a depth of understanding. That understanding will, of course, develop further with Module 4, so it is important to maintain their wider interest rather than fostering a narrower view.
TRAINERS NOTES:
Each site will have procedures covering the seven steps of work listed above so you might like to obtain a copy or be able to support the learner gaining access to these. Some procedures will cover more than one of those. Your site may have a separate procedure for secondary blasting. There are also fundamental or common points in the Learner Resource covering critical issues for these procedures. The vital issue for a Trainer is to explain the reasons for any additional site requirements or variations. Answers to Review Questions will be found in the Learner Resource under topics that closely parallel the order of the topic and questions. At this stage of a Learners development, the work becomes more practical and detailed. In some instances, you might feel a need to direct a Learner to an experienced shotfirer on site, or to access an expert because the reasons for site variations might not be apparent. You are encouraged to do so. Suppliers especially those of the products used on site - are able to provide answers, so you might refer the Learner to them. Discussions in detail will prove very valuable for the Learner. If your site does not have procedures for the work described above, it is likely to be an excellent opportunity for some to be developed. Alternatively, this might have more to do with the engagement of an explosives supplier. If this is the case, the Learner will have to have some detailed discussions with the supplier, so drafting up a set of procedures could focus those discussions. The Learner
THIRD PARTY PRACTICAL VERIFICATION REPORT MODULE 3 FIRING SHOTS

Who should complete this document and why? Third party evidence is evidence gathered from workplace supervisors, peers and others to support the making of a judgement. An assessor cannot always observe a learner for a long period of time and some competency standards are difficult to observe. Therefore third party evidence can be essential piece of evidence in the assessment process. Please place a tick ( 3 ) or cross ( 5 ) in the boxes as applicable to verify Learners competence in the areas listed below.
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Name of person being observed The following are the views of third parties in assessing against a compilation of elements & performance criteria from the following competencies: 1. 2. 3. 4. RIIBLA301 Conduct Surface Shotfiring Operations RIIBLA303 Conduct Underground Development Shotfiring RIIBLA304 Conduct Underground Production Shotfiring RIIBLA401 Manage Blasting Operations Note: these Units replace Competency Units: MNMG353A Fire Surface Shots MNCO1040A Conduct Shotfiring Operations MNQOPS413A Conduct Shotfiring MNCU1048A Conduct Shotfiring MNMG322A Initiate blasts by remote control MNMG412A Initiate blast MNMG 414A Monitor and control the effects of blasting on the environment Yes / No Comments include here your views about the persons knowledge, skills and experience how often have you seen the person doing these things, what breadth of practical work have you seen the person doing, how reliably (or consistently, or efficiently, or cost-effectively, or timely) does the person work, and how does any or all of this impact on others Also make use of the Comments section at the end of this Assessment table 1 Connect & Test circuits
Elements and Performance Criteria I can state that the person being assessed can:
Comp Unit Ref
a. Select an appropriate circuit for connecting blastholes, and i. Access and apply safety information relating to firing sequences ii. Access and apply procedures for connecting blastholes and firing iii. Conduct a pre-blasting procedure in preparation for connecting blastholes, and iv. Supervise shot crew personnel during the connecting & testing processes b. Complete the tie-in and conduct a check of the blast site v. checking the completeness of the circuit vi. checking firing lines vii. checking equipment for firing c. Set environmental monitors to start recording
1(1.6) 4(4) 1(5.1) 1(5.3)
1(5.2) 3(4.4)
2(5.1) 3(5.1)
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Name of person being assessed Elements and Performance Criteria I can state that the person being assessed can: d. Stop any independent firing for the time being, in accordance with site procedures Comp Unit Ref Yes / No The person needs further development and / or experience in
2 Clear / Isolate the area affected
3(4.5)
a. Check for risks prior to blasting
3(5.2)
b. Barricade the blast area and
4(3.7)
c. Clear the area before initiating the shot
3 Fire the shot
1(5.4) 2(5.2) 3(5.3)
a. Take up a safe firing position
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Name of person being assessed Elements and Performance Criteria I can state that the person being assessed can: b. Make last minute checks Comp Unit Ref Yes / No The person needs further development and / or experience in
c. Fire the shot and
d. Wait the required time before re-entry and i. Coordinate re-entry ii. Coordinate inspection of firing
3(6.3) 4(3.9)
4 Conduct post-blast checks
a. Carry out post-blast checks in accordance with site procedures i. After securing blasting machine and shorting out firing lines ii. Identify misfires and Report as required b. Examine the blast site and muckpile
6.3) 2(6) 3(6.1) 3(6.4)
c. Determine any requirement for secondary blasting
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Name of person being assessed Elements and Performance Criteria I can state that the person being assessed can: d. Conduct secondary blasting as required and in accordance with site procedures Comp Unit Ref Yes / No The person needs further development and / or experience in
4(3.8)
e. Identify damaged or deteriorated explosives and i. set aside for later destruction
3(6.5)
5 Report against the blast plan, and site & legislative requirements
1(5.6) 2(5.3) 3(4.7, 5.4)
a. Completing data required by the blast plan
b. Collecting and entering blast monitoring results i. Recognising non-conforming results
c. Prepare reports as required by i. site procedures ii. legislative requirements
3(6.2, 6.8) 4(3.10)
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Name of person being assessed Elements and Performance Criteria I can state that the person being assessed can: 6 Return surplus explosives Comp Unit Ref Yes / No The person needs further development and / or experience in
2(4.5)
a. Completing data required by i. site procedures ii. legislative requirements
7 Handle misfires
a. Deal with misfires in accordance with i. site procedures ii. legislative requirements
1(5.5) 4(5)
b. carry out inspection and maintenance of equipment for i. firing shots ii. blast environmental monitoring
1(7) 4(7)
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Signatures:
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04
BLAST PLANNING & REPORTING
OVERVIEW MODULE 4
This Module is for people who are already familiar with storing, handling & transporting explosives, charging blastholes, and firing shots. Blast planning and reporting is a necessary part of being a shotfirer, who is accountable for conducting safe and efficient blasts and maintaining records, and specifically to: 1. Design / survey blasts: a. Knowing where and how youre going to blast; b. Designing & surveying a blast; c. Thinking about the basic factors involved in a blast design; d. Understanding what happens during a blast; e. Calculating the burden & spacing of blastholes. 2. Calculate quantities of explosives required in: a. Trenching; b. Smooth-wall blasting; c. Heading blasting; d. Underground blasting; e. Stope & rise blasting; f. Sinking a shaft or well; g. Agricultural & miscellaneous blasting; h. Selecting a suitable powder factor; i. Calculating explosives requirements. 3. Identify the Maximum Instantaneous Charge & delays: a. Knowing whether you are restricted in the amount of explosives fired on one delay; b. Remembering public safety too; c. Thinking about the tightness of the shot & environmental consequences; d. Adjusting your rule of thumb for site experience e. Identifying problems & possible solutions; f. Selecting the blasthole pattern; g. Planning the blast delay. 4. Monitor environmental impacts: a. Being aware of environmental disturbances; b. Identifying causes of disturbance; c. Improving community awareness.
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5. Reduce blast impacts: a. Controlling variables; b. Reducing flyrock risk; c. Reducing dust; d. Reducing noise or airblast overpressure; e. Minimising ground vibration. 6. Dispose of explosives: a. Collecting and removing explosives; b. Destroying explosives and detonators; c. Complying with legal obligations. 7. Maintain documentation & Report: a. Taking a systematic approach to the management of explosives usage & risks; b. Being accountable & responsible for records; c. Giving commitment to your safety policy; d. Keeping risk management records; e. Documenting procedures; f. Training & records; g. Supervising & maintaining shift records; h. Maintaining site security, induction & access; i. Maintaining equipment & facilities; j. Monitoring safety & health, production, environment & community relations performance; k. Complying with, or enforcing rules & standards. The first Module covered storage, handling and transport of explosives, while Module 2 covered charging blastholes. These activities were performed as a member of a shot crew. In Module 3, the learner, following the charging of blastholes with explosives, then learned to connect the individual shots into a firing sequence. In doing this they must take care to avoid any cut-off, flyrock or misfire risk, so some basic checks are required. Every blast crew must follow a regular discipline in connecting primers from different holes. Each member of the blast crew must connect the lines or leads the same way every time. Of course, they must also make sure no person or property is damaged. There are some key steps to take before the shot is fired and before anyone re-enters the area. Fragmentation is an important post-blast check but it is not the only check and a competent shotfirer will look at many things from the throw of the blast to back-break and so on. Once the all-clear has been given, work may return to normal. Blasts must be recorded. These are essential for fine-tuning of explosives use, and
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charging and firing practices. They are also very useful in dealing with any complaint or legal challenge. Firing shots must be done carefully and in accordance with legal obligations. Now, in Module 4, the learner is going to consolidate the knowledge and skills theyve acquired to improve their efficiency and effectiveness in using explosives by fulfilling blast management plan issues, including reporting in relation to blasting. Preparation for blasting and thinking about blast survey and design requirements is the key to blasting efficiency and safety at work. The learner must remember that explosives contain large amounts of energy that sometimes dont give you a second chance. They must always check the blast plan and the quality and accuracy of blastholes as one of the key steps in preparing to use explosives. Preparation involves putting things down on paper as part of thinking about key blast design issues. Also, they must always calculate the amount of explosive to be loaded into each hole. They must do this well before the charging and theyll have the opportunity to refine their blasting or to take account of factors such as geology and wall control that are easily forgotten - to their later regret. They must think about the impact of the blast on the local community, too. Part of this involves continually monitoring the rise of explosive column in a blasthole. The driller should have reported on any cavities in rock and any drilling irregularities. This helps refine a blast so that people not involved in the blasting can be protected. All blast design commences with ensuring personal and public safety and meeting environmental restrictions. A shotfirer makes sure everyone in the shot crew knows what to do and how to do it; they must be adequately trained in explosive-handling procedures and the blasting plan, so that everyone does the job the right way the first time. Explosives use is a team effort and everyone must do the same job the same way every time so anything out of the ordinary is easier to spot, and there are no frustrations. If a change is required the team should discuss the change and all agree that its best to make and then follow the change. Shotfirers prepare for the worst so it doesnt happen. Occasionally a misfire will happen so this was discussed in Module 3. They must always check the blast for misfires before people are allowed to return to their work, and always check the blast for potential improvements as
well as to refine the blast planning. They keep records to make these improvements. Blast planning and reporting must be done carefully and in accordance with legal obligations. Blast records are important in the event of a complaint, too. On completion of this Module the learner should be able to: 1. Estimate hole separation distances (the burden and spacing) for different blasts and work out how much explosive they will need for the shot and for each blasthole. They will also be able to calculate the powder factor by knowing the burden and spacing. 2. Select the most appropriate powder factor, which is the amount of explosive needed to break every cubic metre of rock under different situations. Alternatively they will be able to work back from a powder factor to work out the hole separation distances. 3. Restrict the amount of explosive going off on any one delay during the shot in order to comply with statutory limits or to improve the efficiency of their blasts. 4. Monitor the environmental impacts from blasting to avoid undesirable disturbance for the sites neighbours or to help fine-tune their blasting method. 5. Control environmental impacts in different situations. 6. Dispose of unwanted explosives safely and legally with a view also to sharing information with other shotfirers/explosive users. 7. Maintain records so that risks associated with explosive use are well managed.
5. Access to people involved with blast design, monitoring and improvement, and with site safety systems 6. Access to websites of statutory authorities such as in NSW for WorkCover and DPI/Minerals/Safety 7. Examples of various explosives and/or access to magazines, as well as examples of, or access to blasting accessories such as circuit testers, blasting machines and initiators 8. Ready access to the practical application of blast design and monitoring, disposal of explosives, and recording / reporting

1. RIIBLA303 Conduct Underground Development Operations 2. RIIBLA304 Conduct Underground Production Shotfiring 3. RIIBLA401 Manage Blasting Operations (formerly 1. MNMG353 Fire surface blasts 2. MNCO1040A Conduct shotfiring operations 3. MNQOPS413A Conduct shotfiring 4. MNCU1048A Conduct shotfiring operations 5. MNMG322A Initiate blasts by remote control 6. MNMG412A Initiate blast 7. MNMG414A Monitor and control the effects of blasting on the environment 8. MNQOPS311A Conduct blast survey 9. MNQOPS511A Design surface blasts)

1. A copy of the Learner Resource and Learner Workbook 2. A copy of Australian Standards AS2187.0 Glossary, AS2187.1 Storage, and AS2187.2 Use of Explosives 3. Examples of a range of blast designs, site rules of thumb for blast designs, and any site tests of blast impacts that help with blast designs 4. Examples of site processes for blast surveys and plans, environmental impact records, blast plans and statutory reports
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The practice of charging blastholes differs widely across the industry so learning is dependent on the needs of site and learners. At the level of Module 4, however, there is less specialisation than might be possible for the other three levels. It is important to expose learners to a range of blasting applications so they understand key principles of explosives and their use when confronted with an odd set of circumstances. Blasthole spacings vary according to many factors, especially with the direction in which the rock will move in relation to the blasthole (at right angles versus parallel to the blasthole). This also varies significantly with the type of rock underground coal mines have different separation distances in country rock than in surface coal and these vary from the separation distances in hard rock underground. Even so, it is important that a shotfirer gets to appreciate the difference and the range of typical separation distances. This leads a shotfirer to appreciate the shattering and heave impacts from an explosion. A shotfirer in surface blasting will mostly move rock at right angles to blastholes, while an underground tunnelling shotfirer mostly moves rock parallel to blastholes. Nevertheless, each will need to fire occasionally parallel and at right angles respectively, so they both need to understand these applications. A range of applications is used as examples of blasting situations to illustrate blast design factors. The MIC for a blast is mostly of interest to surface shotfirers unless an underground stope shotfirer is blasting in some proximity to residences, such as at Broken Hill.
Most blasting situations need delayed shots. Most (but by no means all) underground shots are sequenced for optimising the depth of round, while surface shots are mostly sequenced for environmental reasons. If noise is not a problem such as may be the case for many underground shots, blasts can be sequenced by detonating cord. Detonating cord, because of its noise, may not be able to be used. However, all shotfirers will, during their career, face options for delaying shots, so they should have an appreciation of a range of delaying methods. Delaying shots can have other outcomes, such as reducing flyrock potential, which is often critical on the surface. Even underground there may be situations where flyrock is not wanted where it could damage infrastructure. However, delaying shots may be critical for fragmentation, and this is common for most blasts. The disposal of unwanted explosives is relatively common across all sectors. In all cases, an experienced shotfirer is needed for such disposal. Experienced shotfirers also appreciate the importance of systematically managing risk. All shotfirers need to consolidate this appreciation in light of the common requirement for having safe systems of work, even where these are not required by express provision at law.
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Learner Resource Topics This is the material covered in the Learners Resource Review Questions Questions will be asked covering critical points that reinforce your learning from the Learners Resource. Check your knowledge of: 4.1 Blast survey & design Think about where youre going to blast and site/typical rules of thumb to design different shots. In particular, consider geology and wall control and why the rules of thumb may vary under different conditions. Requirements / reasons for attending pre-start meetings. Vital blast design factors, both generally and for your site. Two ways in which explosives work, and where you use either/both; which one is used in pre-splitting. Preventing flyrock. Blasthole diameter to hole spacing ratios. Powder factors. Stemming. Special conditions such as reactive ground. 4.2 Quantities of explosives required Selection of an appropriate powder factor for different blasting situations and calculating the total amount of explosives for a shot and for each blasthole. Typical powder factors for a range of blasting situations. Stemming length in proportion to burden & spacing. Loading densities. 4.2 Calculate quantities of explosives for two types of blast, as a powder factor in kg/cubic metre of rock. Compare your result with typical powder factors as described in your Learner Resource. Explain the difference or similarity. 4.3 Calculate MIC and delays in a sequence of blastholes. Draw blast plans and show the firing sequences involved. Calculate the largest number of blastholes and the total maximum quantity of explosives to fire on one delay. 4.1A Calculate hole spacings and powder factors; examine blast plans. Find out what hole diameters are drilled, and the hole spacings for at least two different blast designs, and compare your sites relationship between hole diameters and spacing, with typical values 4.1B Describe /review a typical procedure for secondary blasting your sites procedure or the sample included in the Learner Resource Learning & Assessment Tasks Perform actual tasks that help consolidate knowledge gained See note below on Learner Record
4.3 Maximum Instantaneous Charge (MIC) Almost every blast is likely to have some restrictions on the amount of explosive that can be fired on any one delay, so this section outlines firing sequences and patterns to achieve a lower MIC (or effective charge per delay). Restrictions might be for environmental reasons or for wall control and muckpile shapes and so on. 4.4 Environmental monitoring Understand how to monitor environmental impacts from blasting. This might be a strict requirement imposed by government agencies for community reasons or it might be for site reasons to improve the efficiency of blasting.
The meaning of MIC. Environmental factors connected with MIC. Potential problems and solutions with quantities of explosives. Short and long period delays. Firing sequences in a blast.
Two key environmental constraints. Other environmental impacts. Weather conditions. Monitoring ground vibration and airblast overpressure. Calibration and maintenance of instruments.
4.4 Review / examine environmental monitoring practices and obligations notably the allowable ground vibration and airblast overpressure and means of measuring these, as well as the factors that lead to increased or decreased values. Look at site approaches and instruments or arrangements for ground vibration and airblast overpressure estimation, and any typical constraints applied by sites 4.5 Consider ways of reducing blast impacts including flyrock as well as ground vibration and airblast overpressure. Find out the location of your nearest residence or distances to residences that might create a problem for your blasting. Enquire of others on site about their experience with environmental impacts and their reduction
4.5 Blast impact reduction If blast monitoring detects a need for reducing the environmental impacts of blasting, understand the various factors that might control blasts.
Controllable and uncontrollable variables for blast impacts. Ways of reducing flyrock.
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4.6 Disposal of explosives The safe collection, removal and destruction of explosives that are defective, obsolete or abandoned. Have a good feel for explosives to be safe when handling and getting rid of these unwanted explosives. 4.7 Reporting Take a systematic approach to the management of explosives usage and risks. Maintain suitable records that help to keep improving explosive usage and help in the event of a problem.
Methods of destroying defective, deteriorated or abandoned explosives. Requirements for reporting destruction/ disposal of explosives. Assumptions in destroying explosives.
4.6 Examine / review / conduct disposal of deteriorated explosives consider site or typical methods & procedures. Investigate your sites procedure or recommended procedures for disposing of unwanted explosives, taking into account a range of factors as detailed in your Workbook 4.7 Comply with record keeping requirements typical records, the shotfirers role for each, accessing important records for storage, purchasing, liaison with regulators, special conditions. Examine the successive elements in your sites system for managing the risks associated with explosives, and obtain a copy of various records. Examine these records as detailed in your Workbook. Outline your role in relation to each of these and compile a portfolio for your assessment as a shotfirer
Systematic management of explosives risks; policy, risk management protocol, procedures, supervision, monitoring, pre-start briefings.
Learning Record
At this stage of a Learners development, your support will be pitched at helping a team leader, supervisor or trainee manager. The shotfirer at the level of Module 4 has, without being too dramatic, the lives of others in their hands, and the on-going licence for the site to operate very much in their mind. They have progressed from understanding the explosives themselves through the actual practice of loading shots, to an understanding of the discipline of shotfiring. Now they are going to be involved in the planning and management of shotfiring. Even where the shotfirer may be engaged in a limited capacity such as in underground development shotfiring, they will need to be able to question the blast design they are given and appreciate the ramifications of the blast outside the site. Try to help the Learner gain wider experience especially with a wider range of applications. At the risk of going over old ground, it will help them to understand why they do what they do with explosives under different situations. This might even mean helping them gain access to other sites. It will certainly mean helping them to experience other shotfiring situations on the same site such as secondary blasting, or, in the case of underground work, getting a development shotfirer to work in production situations, for example. Learners will need to discuss shotfiring practices, in relation to blast designs, with site shotfirers. Review Questions and Learning & Assessment Tasks involve sitespecific calculations and gaining an appreciation of the significance of variations from those.
TRAINERS NOTES:
Module 4 makes it almost necessary for a Learner to have a copy of AS2187 Storage & Use of Explosives. Your site might have a hard copy or have intranet access, so you might need to help a Learner with this. If your site does not have a copy or access to a copy, you might have to obtain one. This Module requires some mathematical capability. It should not require anything more than basic calculator work, but you may need to help them get started with the maths. What you are really trying to get them to understand is: 1. relationships between blasthole diameter; and, 2. powder factors.
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You will need to guide the Learner in relation to specific legislative and site approvals provisions as well as site reporting requirements. Site approvals might involve any limitations on ground vibration and airblast overpressure. You might need to help the Learner to see how these are measured, and then to discuss this with site management for an appreciation of how they are important. Module 4 is structured in parallel to the Workbook, so answers to the Review Questions, and help with Learning & Assessment Tasks are given in respective parts of the Learner Resource.
THIRD PARTY PRACTICAL VERIFICATION REPORT MODULE 4 BLAST PLANNING & REPORTING
Who should complete this document and why? Third party evidence is evidence gathered from workplace supervisors, peers and others to support the making of a judgement. An assessor cannot always observe a learner for a long period of time and some competency standards are difficult to observe. Therefore third party evidence can be essential piece of evidence in the assessment process. Please place a tick ( 3 ) or cross ( 5 ) in the boxes as aplicable to verify Learners competence in the areas listed below.
Name of person being observed The following are my views of my knowledge and experience against a compilation of elements & performance criteria from the following competencies: 1. RIIBLA303 Conduct Underground Development Operations 2. RIIBLA304 Conduct Underground Production Shotfiring 3. RIIBLA401 Manage Blasting Operations Note: these Units replace Competency Units: MNMG353 Fire surface blasts MNCO1040A Conduct shotfiring operations MNQOPS413A Conduct shotfiring MNCU1048A Conduct shotfiring operations MNMG322A Initiate blasts by remote control MNMG412A Initiate blast MNMG414A Monitor and control the effects of blasting on the environment MNQOPS311A Conduct blast survey (part) MNQOPS511A Design surface blasts Yes / No Comments include here your views about the persons knowledge, skills and experience how often have you seen the person doing these things, what breadth of practical work have you seen the person doing, how reliably (or consistently, or efficiently, or cost-effectively, or timely) does the person work, and how does any or all of this impact on others Also make use of the Comments section at the end of this Assessment table 1 Design / survey blasts 1 Design / survey blasts a. Receive, i. interpret, ii. clarify and iii. confirm and iv. manage blast plans, associated reporting and related shotfiring management work requirements, by v. preliminary site inspection if necessary 1(1.1, 3.1) 2(1.1) 3(1.1)
Elements and Performance Criteria I can state that the person being observed can:
Comp Unit Ref
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Name of person being observed Elements and Performance Criteria I can state that the person being observed can: b. Identify potential hazards/risks associated with blast planning and related shotfiring management work, and i. manage risks including managing risks associated with the storage, handling and transport of explosives, charging blastholes, and connecting and testing circuits, and risks associated with disposal of explosives and misfires managing on behalf of the organization, the secure and safe systems of shotfiring-related work c. Access, i. interpret and ii. clarify legislative and iii. site requirements and iv. procedures specifically carry out pre-blasting procedures and v. establish exclusion zone vi. for the range of shots on site d. Arrange / ensure Survey of blast area to blast plan and i. site requirements is complete, locate position of blast holes and prepare survey reports, and report to appropriate personnel e. Access, i. interpret and ii. apply geological survey data and weather conditions required to complete the shot Comp Unit Ref Yes / No Needs further development and / or experience in
1(1.2, 3.4) 2(1.2, 3.4) 3(1.4, 2) 3(4) 3(5) 3(1.5)
1(1.3) 2(1.3, 3.5)
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Name of person being observed Elements and Performance Criteria I can state that the person being observed can: f. Carry out calculations to enable i. pattern design, ii. loading and iii. tying in shots within iv. legislative requirements and v. site procedures vi. for the range of shots on site including underground development underground production surface shotfiring secondary blasting g. Identify, confirm and adjust the explosives and accessories required for a blast, and i. Arrange for purchase and restocking as required ii. Conduct regular stock-takes Comp Unit Ref Yes / No Needs further development and / or experience in
1(1.4) 2(1.4)
1(3.6) 2(3.5) 3(3.8)
h. Coordinate and manage support requirements for all shots, including i. vehicles, ii. public and iii. site notification and iv. other equipment i. Establish as relevant for all shots, the i. stemming stockpile and ii. accessories on shot site
1(1.5) 2(1.5) 3(1.3) 3(3.5)
1(1.6, 3.5) 2(1.6)
j. Store explosives and accessories in facilities at the shot to comply with i. legislative requirements and ii. site procedures
3(3.6)
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Name of person being observed Elements and Performance Criteria I can state that the person being observed can: k. Establish and communicate access routes to all shot areas for i. authorised persons and ii. vehicles Comp Unit Ref Yes / No Needs further development and / or experience in
l. Transport and manage the transport of explosives and accessories to blast area and i. segregate explosives on-the-job
m. Ensure that explosives are not left unattended
n. Identify hole locations and i. any problems with blastholes or other non-conforming conditions in preparation for charging
o. Ensure blast holes are primed, charged, stemmed and tied-in in accordance with loading plan and i. identify non-conforming conditions
1(3.3) 2(3.3)
p. Supervise blast personnel during i. loading, ii. tie-in and iii. initiation operations
1(4, 5.2) 2(4)
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Name of person being observed Elements and Performance Criteria I can state that the person being observed can: q. Test equipment and accessories and i. carry out inspection and ii. required maintenance after shotfiring operations iii. manage maintenance of blasting equipment r. Manage the implementation of the sites blast management plan including i. Verifying the implementation of the sites blast management plan Comp Unit Ref Yes / No Needs further development and / or experience in
1(4.6) 2(4.6) 3(7)
3(3.2) 3(3.4)
2 Calculate quantities of explosives required a. Carry out calculations of the quantities of explosives required (to enable pattern design, loading and tying in shots within legislative requirements and site procedures)
b. Carry out pre-blasting procedures and i. establish exclusion zone
1(1.7, 3.2)
c. Secure including i. manage site procedures for securing shot area
2(3.2) 3(3.7)
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Name of person being observed Elements and Performance Criteria I can state that the person being observed can: 3 Identify the Maximum Instantaneous Charge a. Carry out calculations of the quantities of explosives required (to enable pattern design, loading and tying in shots within legislative requirements and site procedures) Comp Unit Ref Yes / No Needs further development and / or experience in
b. Initiate the blast
4 Monitor environmental impacts a. Carry out calculations of environmental impacts (to enable pattern design, loading and tying in shots within legislative requirements and site procedures) 3(3.1, 4)
b. Declare area safe for re-entry
c. Carry out post blast coordination and i. Post-blast inspection
d. Conduct blast monitoring and i. Apply the sites blast monitoring system
1(5.1, 5.3) 2(5.1, 5.4) 3(3.4)
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Name of person being observed Elements and Performance Criteria I can state that the person being observed can: 5 Reduce blast impacts a. Based on blast monitoring and blast records ensure future blast holes are charged in accordance with i. loading plan including for secondary blasting and ii. identify problems (or nonconforming conditions) to iii. reduce blast impacts) within legislative requirements and site procedures 6 Dispose of explosives a. Deal with misfires 3(3.8) Comp Unit Ref Yes / No Needs further development and / or experience in
b. Dispose of i. damaged, ii. deteriorated and iii. surplus explosives iv. notifying relevant emergency personnel c. Maintain inventory control systems in accordance with i. legislative requirements and ii. site procedures
1(6.6) 2(6.6) 1(6.7) 2(6.7)
d. Manage the disposal of misfires
3(6)
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Name of person being observed Elements and Performance Criteria I can state that the person being observed can: 7 Report a. Maintain records including i. Relevant tickets, permits, licences or authorities Comp Unit Ref Yes / No Needs further development and / or experience in
1(6.8) 2(6.8) 3(1.2, 3.10)
b. Complete reports
3(1.6)
c. Report, and manage the reporting of, any unexplained loss or theft of explosives immediately
3(1.7)
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Signatures:
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GLOSSARY OF TERMS
Reference books on explosives often contain technical terms to help communication. Terms may also be derived from legislation, standards, codes and other sources. Legislation contains specific definitions that may differ from generally accepted definitions. AS 2187.0 Explosives: Glossary of Terms contains terms commonly used by blasting practitioners who follow codes, current word usage, literature and manufacturers information. These terms are also used in official documents, courts of law and technical papers.
Acoustic warning Acts Afterdamp Airblast, airblast overpressure A distinctive audible warning used to indicate the progress of a blasting operation Developed by statutory authorities, passed by Parliament and become law of the land Atmospheric pollution following fire or explosion (usually lethal) Airborne shock or pressure waves from an explosion, which are mostly at low frequencies that are below the frequencies that we hear. These terms are used to avoid confusion with noise, which are sound pressure waves at frequencies that our ears detect Uncharged length of blasthole by using airbags A common bulk explosive, which is a high explosive mixture of Ammonium Nitrate and Fuel Oil (diesel), with or without approved additives, but not including aluminium Approved by the appropriate government agency or authority Used in conjunction with air ducting to direct a portion of the main ventilating current to the working face Ground broken back past its designed shape Side section of the coal face remaining after the centre section has been shot out by explosive When the priming charge of a shot is placed at the back or bottom of the blasthole or shothole To lever loose material from the roof or backs to make it safe The volume of rock before it is blasted A hole which is charged with explosives for blasting purposes
Air deck Anfo
Approved Auxiliary fan
Back break Back end
Back (or bottom-) primed Bar down BCM or Bank Cubic Metres Blasthole or Shothole
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Blasting agent
A descriptive term used to denote certain high explosives such as those consisting predominantly of ammonium nitrate and in which none of the ingredients is classed as an explosive. The area near blasting operations in which concussion or flying material can reasonably be expected to cause injury A detonator containing a charge of detonating compound, which is ignited by electric current or the spark of a fuse. Used for detonating explosives as opposed to a cap, which is a piece of timber placed on top of legs for strata support Electric circuits used to fire electric detonators or to ignite an igniter cord by means of an electric starter An explosive used in mining, quarrying and excavations generally, and includes cartridges and bulk explosives, and their means of detonation (eg detonators, primers and detonating cord) A mat made of rope, rubber strips, polyethylene tube or other similar material, placed over a blasting area to prevent debris from being scattered The breaking of rocks by firing charges placed against them and may be confined by sand-bags, mud or clay. Also known as plastering. A shot that has failed to do its work; the energy of the explosives has blown out of either the front or the back of the shothole An explosive, commonly being the same as a priming charge, used generally in small quantities to maintain a high velocity of detonation through the main charge The pressure in a blasthole caused by the high temperature gases from the explosion A blast pattern where the rock has no initial free face and movement will be roughly parallel, not at right angles, to blastholes. Needing higher powder factors than when rock moves at right angles to blastholes. Similar term to drop cut A crack or cavity in the strata encountered when boring a blasthole A specially shaped tool used to detect breaks in blastholes The ability of an explosive to break (or shatter) by shock or impact as distinct from gas pressure
Bulk strength Bulled hole
Energy/unit volume of explosive, commonly as compared to the strength of ANFO A blasthole which has been enlarged (chambered) by exploding a light charge of high explosive in the bottom; a hole with a chamber at the bottom to accommodate a larger quantity of explosive, or an enlarged blasthole resulting from a blown out shot., where the blasthole is or may be shattered to a greater or lesser degree A procedure intended to enlarge, by compression from an explosion, a section of a blasthole in order to obtain a greater quantity of explosives at the point depending on the charge and generally results from a greater burden on the shot than would allow it to pull properly The distance between the charge and the free face, or the distance apart in the direction of heave, as opposed to spacing; the thickness or quantity of rock/coal that a single shot or number of shots is expected to move A number of more or less parallel holes drilled into a face, some of which are charged and fired to form the cut into which subsequent holes fire That portion or remainder of a blasthole found in the face after a shot has been fired A common term, referring to the explosives ability to be reliably detonated by a No. 8 strength detonator. A length of safety fuse with a plain detonator crimped on to one end A special place, bench, room or building used expressly for preparing capped fuses, often comprising a holder for a roll of safety fuse and a mark that indicates the desired length of fuse (generally being more than the minimum of 2m) The same as throw, the movement of rock forward, and is most commonly used in surface mining The weight in kilograms of the explosive charge An approved electrical instrument for testing firing circuits or the components thereof, such as detonators and cables/wires Parallel cleavage planes or partings crossing the bedding and along which the coal breaks more easily than in any other direction Specify in detail the procedures that must be adopted to complete a particular activity, generally to conform with legislation
Blasting area
Blasting cap
Bulling
Blasting circuit
Blasting explosive
Burden
Blasting mat
Burn cut
Blister shooting
Butt Cap- or detonator sensitivity Capped fuse Capping station
Blown out shot
Booster
Borehole pressure Box cut
Cast
Charge weight Circuit tester
Break Break detector Brisance
Cleat
Codes
108 | TAG
Collar
The top of a drill hole, and may refer to the general area, including amount of hole left uncharged at the top of the hole or the beginning of a blasthole A continuous charge of explosives in a blasthole Describes the contact between the explosive and the wall of the blast hole The diameter of an explosive composition (sometimes called minimum diameter) below which detonation fails to occur or to continue indefinitely A break in a connection line for multiple blastholes, caused by flyrock or disconnection through people or vehicles travelling over the shot. Also refers to a misfire situation where the charge fails to detonate when a firing line or column charge is disconnected down the hole. A container used at the work site for holding daily requirements of explosive Compressing a charge beyond its critical density, causing it not to detonate Breaking the continuity of an explosive column in a blasthole to reduce the amount of charge in the blasthole or less commonly to reduce the amount firing on separate delays in the one blasthole As opposed to coupling, decoupled charges are smaller in diameter than the diameter of the blasthole (Low) Explosives, which can be initiated by flame or spark, which have a lower velocity of detonation than 2000m/s Usually achieved by delay elements or micro-chips in detonators/electronic detonators, or by detonating connectors for detonating cord or signal tube connections The weight, generally in grams, g, of a volume, generally in cubic centimetres, cc, of rock or explosive or any other substance, where the density of water is 1g/cc Supervisor in charge of a section or district of a coal mine, and all employees working therein. The statutory duties, responsibility and authority of a deputy are set down in the relevant mining regulations Lack of sensitivity in an explosive, caused by dead-pressing or by shock that fails to initiate the explosive
Detonating cord
A cord with a solid core of (usually) PETN, and detonating at very high speed (7,000m/s), or virtually instantaneously, unlike signal tube. Detonating cord is consumed when initiated The pressure from the explosion The line of detonating cord by which a primer is lowered into a blasthole, as opposed to a trunkline, which is the surface connecting detonating cord outside the blasthole An inclined access from the surface to the coal seam or from coal seam to another coal seam or to the same seam that has been faulted-off A hand-held boring machine mounted on an air leg used to bore holes when driving drifts or drives A line of drill holes some or all of which are not charged A heading, drift, advancing place or face A pattern commonly used when commencing the descent of a haul road in an open cut, similar to box cuts Material that is above 55oC and includes both hot ground and high temperature ground conditions as defined in AS2187.2(2006). Elevated temperature products are explosive products that have been formulated and/or packaged and tested to withstand a nominated temperature for a recommended period of time before they will deteriorate or become unstable and possibly decompose violently or explode. A mixture of Ammonium Nitrate in an oily emulsified liquid, to which other ingredients are added for sensitising and thickening the product. May be a bulk explosive or in cartridges A specially designed portable source of electrical/spark energy used to fire charges. Is any material or mixture of materials, which when initiated, undergoes a rapid chemical change with the development of heat and high pressure (see Australian Standard AS 2187.0) The appearance of oily globules of nitro-glycerine on the inside or outside of a cartridge wrapper A wall of rock usually nearly vertical, either naturally formed or developed by blasting; the inbye end of the mine roadway, usually the working place for coal extraction
Column charge Coupling Critical diameter
Detonation pressure Down line
Drift
Cut-off
Drifter
Drilling line Drive Drop cut
Day box Dead press Deck charges
Elevated temperature
Decoupling
Deflagrating explosives Delay, delay detonators, delay blasting Density
Emulsion
Exploder Explosive
Deputy
Exudation
Desensitisation
Face
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Firedamp
Any mixture of methane and air is firedamp: if mixed in the range 5 to 15% (methane in air) the mixture will explode and has been the source of many explosions in coal mines - if above 15% the mixture will burn and hence the name firedamp. At one time firedamp used to be removed by deliberately lighting it, sometimes with the person being covered by a wet cloth when lighting or touching the methane. (see also methane) A measure of the ease with which an explosive can be ignited Rock thrown far beyond the amount of heave or throw expected in a blast Sometimes an old miners term for explosives A description of the degree to which, or the size range when rock is broken. For example, good fragmentation means that the rock has broken to a size that doesnt need any secondary breaking/blasting The face of rock that is nearest to the explosive charge The ability of an explosive to withstand low temperatures. This may involve the addition of chemicals to reduce the temperature at which the explosive freezes, such as by the addition of nitrogylocol to nitroglycerine explosives to reduce the freezing temperature to 20C Or match head - the fuse head of an electric detonator The products, which includes gases, water vapour and finely divided solids, resulting from the explosion The movement of the ground as a result of the shock wave from the explosion. It is usually measured as the maximum speed of ground movement in millimetres per second peak particle velocity Blasting the coal out of the solid seam without previous undercutting Any plant or procedure at a place of work that has the potential to cause injury or damage to persons, property or the environment (1) roadways forming the openings in the direction of development of the panel, heading direction parallel to cleavage direction. (2) a roadway driven in the solid. (3) a roadway driven in the direction of advance of a district, e.g. Main headings, 2 s.w. Heading, etc Movement of the blasted ground caused by gas pressure forcing the ground to move forward
High explosives
Explosives which are initiated by shock from another explosive, such as a detonator, primer or booster, having a velocity of detonation greater than 2000m/s High temperature blasting is defined as the blasting of material at 100oC or greater [AS 2187.2-2006 Section 12.7]. See also hot ground Ground or material is defined as hot if its temperature is 55oC or more but less than 100oC [AS 2187.2-2006 Section 12.6.1] The direction along a roadway towards the face thus going away from the surface entry Refers to the flame resulting from an explosion, mostly used in connection with the explosives ability as a permitted explosives to be used for blasting in gassy or dusty situations Explosive products that chemically suppress the reaction between nitrates and sulphides. Start the chemical reaction that is the detonation wave Explosives which are used commercially to detonate other explosive charges A detonator designed to have virtually no delay between initiation and explosion of the detonating charge The next row of holes above the lifters in a round of shots The bottom row of holes in a round of shots designed to bring the floor of the excavation to the desired level A method of smooth blasting, or perimeter drilling used to protect walls of an excavation from blasting. Some or all of these holes will not be charged. This is different to pre-splitting The weight of explosive required to load 1 metre of a blasthole varies according to the blasthole diameter A store which is exclusively appropriated to the keeping of explosives The fuse head of an electric detonator The weight of explosive that detonates at the same time, which is normally defined as within an 8 millisecond period. The same as Effective Charge per Delay A gaseous compound of carbon and hydrogen naturally emitted from coal that can be explosive when mixed with air or oxygen between certain limits. Lighter than air, it comes out of the coal or surrounding strata
High temperature ground Hot ground
Flammability Flyrock Fracture Fragmentation
Inbye Incendivity
Inhibited product Initiate Initiating explosives Instantaneous detonator Knee holes Lifters
Free face Freezing resistance
Fusehead Fume characteristics Ground vibration
Line drilling
Grunching Hazard
Loading density
Magazine Match head Maximum instantaneous charge, mic Methane (CH4)
Heading
Heave
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Misfire MSDS
A charge or part of a charge that has failed to explode Material safety data sheet (MSDS) - is an information sheet that meets the Worksafe Australia Code of Practice for the preparation of Material Safety Data Sheets. A MSDS is supplied for each hazardous material offered for sale or transport by the manufacturer or supplier of the material. Firing a number of shots in a single round incorporating delay detonators Includes a range of oxides of nitrogen resulting from an explosion; includes the very toxic nitrogen dioxide NO2, which gives the reddish-orange tinge to some blasting fumes and has a Permissible Exposure Limit (PEL) of 5ppm, also including nitric oxide NO with a PEL of 25ppm, also laughing gas nitrous oxide N2O, and other oxides depending on the combustion See signal tube The amount of oxygen required for the explosive reaction to give optimum performance and fume characteristics Breaking of rock beyond the planned limit A violent displacement of broken coal at the face caused by excessive gas or earth pressure, often associated with areas of weakness in the coal (1) the direction along a roadway away from the face. (2) locations between the face and surface Granular nitro-cellulose propellent powder that is a low explosive Type of explosive approved under the mining regulations for use in coal mines/seams because its ignition temperature is below that required to ignite methane or coal dust A block of coal left to hold up the roof and formed by driving a connected series of headings/bords and cut-throughs Breaking of large rocks by firing a charge within holes drilled into them The amount of explosive in kilograms required to break a cubic metre (or tonne) of rock in a particular situation
Precursor
Multiple shotfiring Nitrous oxides, NOx
A material resulting from a chemical or physical change when two or more substances consisting of fuels and oxidisers are mixed and where the material is intended to be used exclusively in the production of an explosive. In order for such substances not to be categorised as a precursor, evidence shall be produced demonstrating that the substance cannot cook-off leading to a mass violent reaction. Such evidence may include physical and/ or chemical testing/modelling, end use profiles, detailed risk analysis or by analogy. Precursor building - A building, in which a precursor is normally manufactured, stored and transferred and where no additional processing of the material into an explosive occurs. Precursor facility - A facility where precursors are manufactured, handled or stored. Process building - A building licensed by the appropriate regulatory authority for the manufacture or handling of explosives, other than for immediate use.
Nonel Oxygen balance
Pre-splitting
Overbreak Outburst
A shot fired prior to the main blast designed to create a crack in the rock, especially on the final wall of the excavation, and utilising the shock or shattering effect of the blast, not intending to utilise any heave, being fired with decoupled charges An explosive cartridge, package or unit used to initiate the main charge, often being the same charge as a booster, and generally fired by a detonator (a rare exception being safety fuse to fire a priming charge of black powder) Protected works are places that can be accessed by the public - The two classes of protected works are as follows: (a) Class A: Public street, road or thoroughfare, railway, navigable waterway, dock, wharf, pier or jetty, market place, public recreation and sports ground or other open place where the public are accustomed to assemble, open place of work in another occupancy, river-wall, seawall, reservoir, above ground water main, radio or television transmitter or main electrical substation, a private road which is a principal means of access to a church, chapel, college, school, hospital or factory. (b) Class B: A dwelling house, public building church, chapel, college, school, hospital, theatre, cinema or other building or structure where the public are accustomed to assemble; a shop, factory, warehouse, store or building in which any person is employed in any trade or business; a depot for the keeping of flammable or dangerous goods; major dam.
Primer
Outbye
PCF, penetrating cone fracture Permitted explosive
Protected works
Pillar
Pop (pop shooting) Powder factor
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Pyrite
A hard, heavy, shiny, yellow mineral, FeS2 or iron disulphide; generally in cubic crystals. Also called iron pyrites, fools gold, sulphur balls. May be applied also to copper pyrites, tin pyrites, etc., but iron pyrites is the most common sulphide found in coal mines or metalliferous mines that causes a problem. In its very fine form, it is likely to oxidise or combust at a rapid rate. The most likely material to be involved in reactive ground Rock that undergoes a spontaneous exothermic reaction after it comes into contact with nitrates. The reaction of concern involves the chemical oxidation of sulphides (usually of iron or copper, especially pyrite, and especially fine-grained pyrite, which is an iron sulphide) by nitrates and the liberation of potentially large amounts of heat. The process is unpredictable and can be so violent that it results in mass explosions. Consist of specifications, prohibited practices, acceptable practices, approval mechanisms, and general detail to comply with the Act The government agency or authority having jurisdiction for administering legislation covering the manufacture, transport, storage and handling of dangerous goods within a particular State or Territory. A comparison of the strength of an explosive with the same volume of ANFO, which is rated at a strength of 100%. This term is useful in comparing the effect of an explosive in a blasthole that has a different density to ANFO A comparison of the strength of an explosive with the same weight of ANFO, which is rated at a strength of 100% The name given to the coal walls of the roadway: these are the sides of the pillars The chance that someone or something could be harmed See stone dust (1) a series of shots connected and fired at the one time. (2) the selected pattern of holes drilled for multiple shotfiring Blasting of oversize rock that came from the primary blast A measure of the ease with which an explosive can be initiated by an external stimuli such as heat, friction impact or shock Person whose duty it is to place the explosive in a hole drilled in the face of the coal and then fire the explosive
Shothole or Blasthole Signal tube
A hole which is charged with explosives for blasting purposes A generic term for Nonel or shock tube, which is a hollow tube containing HMX and aluminium on the inside wall, and is not consumed in a blast. It detonates with a flash that travels at around 1900m/s The period of time an explosive may stay in a blast hole (say 30 days) and still be initiated reliably Method of drill hole placement when an excavation is to be made to close tolerances when shotfiring See butt The distance apart of adjacent, side-by-side blastholes, that sit beside each other, or in the same row, as opposed to the distance they are apart in the direction of heave or rock movement, which is the burden Security sensitive ammonium nitrate, containing more than 45% ammonium nitrate The chemical stability of explosives Document acceptable practices, developed and agreed to by consensus of statutory authorities, persons with industry experience, and others with specialist skills, and may be adopted by reference under legislation Inert material used in the collar area to confine the explosive gases in the blasthole A pole for dipping blastholes to tell how the explosive is rising in a blasthole, so that you can leave a length of blasthole uncharged and filled with stemming material as opposed to a tamping stick or rod Limestone (calcium carbonate) dust sprayed over roof, rib and face, and throughout the mine to render exposed coal dust inert, which is to reduce its potential to explode, especially following a gas explosion or combustion due to the flame of explosive detonations Stone dusting is the operation of spraying finely ground limestone or other non- combustible and non-siliceous dust onto coal. The limestone particles mix with the coal dust and reduce the possibility of a coal dust explosion
Sleep time
Reactive ground
Smooth blasting Socket Spacing
Regulations
SSAN Stability Standards
Regulatory authority
Relative bulk strength
Stemming Stemming stick
Relative weight strength Rib Risk Rock dust Round
Stone dust
Secondary blasting or breakage Sensitivity
Strength
Shotfirer
The energy generated by the detonation of an explosive and the work the explosive is capable of doing see relative weight and relative bulk strength
112 | TAG
Swell factor
The ratio between the volumes of rock before and after blasting. Rock often swells by 50% after the explosion but this can depend on the fragmentation A wooden rod used for tamping or pressing explosives in blastholes Like heave the movement of rock forward in a blast, while throw might be in any direction, for example behind a shot where front holes do not move sufficiently Bottom of a blasthole, commonly referring to a lump in the floor remaining after a blast where the explosive was insufficient to break all of the rock as planned (1) to cut below or undermine the coal face by chipping away the coal by mining machine. (2) as for (1) above but part of the mining cycle when using explosives to remove the coal - creates an open area for the coal to expand to when the explosives are detonated generally bringing down a lot of coal with a relatively small amount of explosive A position holding responsibilities defined by the coal safety legislation. An undermanager is usually the person in charge of underground mining operations on a shift and is next in authority under a manager or deputy manager - requiring a 2nd class certificate of competency The speed of an explosive reaction in converting an explosive from a solid to a gas The ability of an explosive charge to resist desensitisation from, or the effects of water when submerged at a given depth fro a period of time
Tamping rod Throw
Toe
Undercut
Undermanager
Velocity of detonation, VOD Water resistance
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Notes
114 | TAG

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TRAINER & ASSESSOR GUIDE

A GUIDE FOR THE TRAINER/ASSESSOR COVERING MODULES 1-4:

V1 2009 Department of Education and Training | www.skillsonline.net.au

CONTEXTUALISING THE MATERIAL ADULT LEARNING PRINCIPLES, PREPARATION & PLAN

ENVIRONMENTAL CONSIDERATIONS CONFIDENTIALITY

Shotfiring Course | Trainer & Assessor Guide

01 STORING, HANDLING AND TRANSPORTING EXPLOSIVES

V1 2009 Department of Education and Training | www.skillsonline.net.au

04 BLAST PLANNING & REPORTING

Shotfiring Course | Trainer & Assessor Guide

ABOUT THIS TRAINER & ASSESSOR GUIDE

TRAINER & ASSESSOR GUIDE

V1 2009 Department of Education and Training | www.skillsonline.net.au

Topics covered in each of the modules

V1 2009 Department of Education and Training | www.skillsonline.net.au

2008 Proposed Units of Competency

Module 1 Store, Handle, and Transport Explosives

Module 2 Charging Blast Holes

Module 3 Firing Shots

Module 4 Blast Planning & Reporting

3 3 3 (not u/g coal) 3 (most) 3 3

Shotfiring Course | Trainer & Assessor Guide

2008 Proposed New Units

MNMG323A MNMG352A MNMG412A MNMG322B

V1 2009 Department of Education and Training | www.skillsonline.net.au

2008 Proposed New Units

Conduct underground production shotfiring

RIIBLA305 RIIBLA306 RIIBLA401

Conduct secondary blasting Conduct accretion firing Manage blasting operations

Design surface blasts

Shotfiring Course | Trainer & Assessor Guide

Using the Learner Resource and Learner Workbook

V1 2009 Department of Education and Training | www.skillsonline.net.au

CONTEXTUALISING THE MATERIAL

Shotfiring Course | Trainer & Assessor Guide

ADULT LEARNING PRINCIPLES, Preparation & Plan

V1 2009 Department of Education and Training | www.skillsonline.net.au

Employability Skill Communication

Self-management Learning Technology

Shotfiring Course | Trainer & Assessor Guide

Continue to store, handle and transport explosives safely & well

Work through Module 2 Charging Blastholes

Be assessed for your relevant competencies

Continue to support the shot crew and charge blastholes properly

Be assessed for prior learning with charging blastholes

Work through Module 3 Firing Shots

Be assessed for your relevant competencies

Continue to connect sequences of blastholes and re shots safely & well

Be assessed for prior learning with ring shots

Work through Module 4 Blast Planning & Reporting

Be assessed for your relevant competencies

Continue as a shotrer who supervises blasting

V1 2009 Department of Education and Training | www.skillsonline.net.au

Shotfiring Course | Trainer & Assessor Guide

TRAINING AND ASSESSMENT PLAN

V1 2009 Department of Education and Training | www.skillsonline.net.au

Shotfiring Course | Trainer & Assessor Guide

V1 2009 Department of Education and Training | www.skillsonline.net.au

Shotfiring Course | Trainer & Assessor Guide

V1 2009 Department of Education and Training | www.skillsonline.net.au

Shotfiring Course | Trainer & Assessor Guide

STORING, HANDLING AND TRANSPORTING EXPLOSIVES