- MEM30009A - Contribute to the design of basic mechanical systems
Assessor Resource
MEM30009A
Contribute to the design of basic mechanical systems
Assessment tool
Version 1.0
Issue Date: April 2024
This unit applies to all mechanical engineering environments. Work is carried out under supervision.
Band: 0
Unit Weight: 0
This unit covers contributing to basic mechanical system design, and selecting the components and mechanical features required to perform simple functions.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Path 1
MEM16008A
Interact with computing technology
MEM30032A
Produce basic engineering drawings
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | A person who demonstrates competency in this unit must be able to contribute to the design of basic mechanical systems. Competency in this unit cannot be claimed until all prerequisites have been satisfied. |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts. |
Context of and specific resources for assessment | This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with contributing to the design of basic mechanical systems, or other units requiring the exercise of the skills and knowledge covered by this unit. |
Method of assessment | Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials. |
Guidance information for assessment | |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Required skills |
Look for evidence that confirms skills in: reading and interpreting specifications and drawings |
Required knowledge |
Look for evidence that confirms knowledge of: relevant codes and standards basic mechanical components: shafts bearings seals fasteners, thread systems splines cams drive components: electric motors IC engines brakes clutches belts and pulleys chains and sprockets gears couplings universal joints lifting systems: lifting jacks hoists winch equipment pneumatic systems: advantages and disadvantages compressors pneumatic components typical circuits and applications electrical control hydraulic systems: advantages and disadvantages power packs pumps and other components typical circuits and applications electrical control pumps and piping system: purpose of pumps and piping systems pumps, valves, pipes and other components typical piping systems |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Components, assemblies and fasteners | May include shafts, seals, bearings, fasteners, splines, cam, lifting systems, pneumatic circuits, hydraulic circuits, piping systems |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| All relevant drawings, specifications, manuals and documentation are obtained in accordance with workplace procedures. | |||
| Appropriate personnel are consulted to determine requirements. | |||
| Information collected is interpreted and draft functional and operational requirements are prepared and verified with supervisor or design team. | |||
| Appropriate components, assemblies and fasteners are selected to perform the required function. | |||
| Where required, components and/or materials are selected from supplier/manufacturer catalogues. | |||
| Appropriate and relevant codes are applied to the sketch/drawing/specification in accordance with workplace procedures. | |||
| The preliminary sketch/drawing/specification is referred to a higher authority for approval in accordance with policy and procedures. | |||
| Approved sketch/drawing/specification is stored and catalogued in accordance with standard operating procedures. | |||
| Approved sketch/drawing/specification is issued in accordance with standard operating procedures. |
Forms
Assessment Cover Sheet
MEM30009A - Contribute to the design of basic mechanical systems
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
MEM30009A - Contribute to the design of basic mechanical systems
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: