Assessor Resource

PMAOPS303B
Operate furnaces to induce reaction

Assessment tool

Version 1.0
Issue Date: April 2024


In a typical scenario, an operating technician in a plant looks after the operation of a furnace, which may be used to cause and control the cracking of oil or gas, the smelting of ore or other process function. The furnace is not used primarily to generate heat or raise steam, but rather to cause a chemical change which requires high temperatures (and which may or may not be assisted by other means). The generation of heat as a by-product which may be used elsewhere is not precluded. It includes the operation of equipment ancillary to the main furnace.

This competency unit covers furnaces and furnace processes such as:

thermal cracking

catalytic cracking

reduction

cabin type

cylindrical or vertical.

It does not include:

packaged furnaces which are covered by MSAPMOPS100A Use equipment

furnaces used for the production of steam, which are covered by MEM07033B Operate and monitor basic boiler or MEM07034A Operate and monitor intermediate class boiler

furnaces used for heating eat transfer fluids (eg 'Dowtherm') which are covered by PMAOPS323B Operate and monitor heating furnace.

The plant technician would:

identify and rectify operational problems

predict the potential impact of furnace output on the operation of the whole plant

facilitate output changes.

Generally the plant technician would be part of a team during start-up and shutdown procedures and may be expected to be capable of performing all parts of this unit. At all times they would be liaising and cooperating with other members of the team.

This unit does not require the operation of a control panel.

This unit covers the operation of furnaces for the primary purpose of causing, inducing or facilitating a chemical reaction such as cracking, smelting or other very high temperature processes. The furnace will typically be directly fired, or may use the feed as the fuel. It does not apply to steam heated reactors.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

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, the Range Statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Assessment of this unit should include demonstrated competence on actual plant and equipment in a work environment. The unit will be assessed in as holistic a manner as is practical and may be integrated with the assessment of other relevant units of competency. Assessment will occur over a range of situations which will include disruptions to normal, smooth operation.

Simulation may be required to allow for assessment of parts of this unit. Simulation should be based on the actual plant and will include walk-throughs of the relevant competency components. Simulations may also include the use of case studies/scenarios and role plays.

This unit of competency requires a significant body of knowledge which will be assessed through questioning and the use of what-if scenarios both on the plant (during demonstration of normal operations and walk-throughs of abnormal operations) and off the plant.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Competence must be demonstrated in the ability to recognise and analyse potential situations requiring action and then in implementing appropriate corrective action. The emphasis should be on the ability to stay out of trouble rather than on recovery from a disaster.

Consistent performance should be demonstrated. In particular look to see that:

early warning signs of equipment/processes needing attention or with potential problems are recognised

the range of possible causes can be identified and analysed and the most likely cause determined

appropriate action is taken to ensure a timely return to full performance

obvious problems in related plant areas are recognised and an appropriate contribution made to their solution.

These aspects may be best assessed using a range of scenarios/case studies/what-ifs as the stimulus with a walk-through forming part of the response. These assessment activities should include a range of problems, including new, unusual and improbable situations which may have been generated from the past incident history of the plant, incidents on similar plants around the world, hazard analysis activities and similar sources.

Context of and specific resources for assessment

Assessment will require access to an operating plant over an extended period of time, or a suitable method of gathering evidence of operating ability over a range of situations. A bank of scenarios/case studies/what-ifs will be required as will a bank of questions which will be used to probe the reasoning behind the observable actions.

Method of assessment

In all plants it may be appropriate to assess this unit concurrently with relevant teamwork and communication units.

In a major hazard facility, it may be appropriate to assess this unit concurrently with:

MSAPMOHS200A Work safely.

Guidance information for assessment

Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.

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.

This describes the essential skills and knowledge and their level, required for this unit.

Required skills

This competency requires skills in:

monitoring

observation

analysis

following procedures

Competence also includes the ability to isolate the causes of problems to an item of equipment within the furnace system and to be able to distinguish between causes of problems/alarm/fault indications such as:

process materials variations

chemical processes (including combustion)

instrument failure/wrong reading

equipment (mechanical/electrical problems)

operational problem

as is relevant to the practical operation of equipment at that job level.

Required knowledge

Competence includes an understanding of the furnace system and its integral equipment to the level needed to control the system and recognise and resolve problems; in particular:

all items on a schematic of the furnace system and the function of each, including furnace components such as:

burner

convection section

radiation section

floor/walls including insulation (refractory)

stack/damper (flue type)

the nature/condition of materials entering and leaving each stage of the process, the changes which have occurred in that stage and why they have occurred

the principles of operation of the furnace, including combustion principles, draft, burner design, excess air/flue CO/CO2

the importance of flame patterns/flame impingement

the causes and remedies of common problems

methods of changing rate and the advantages and disadvantages of each

the chemistry of the reaction(s) occurring in the furnace to the level of writing equations and identifying and manipulating variables which control rate and yield.

This knowledge is required of all major items of equipment which comprise the furnace system.

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. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs if the candidate, accessibility of the item, and local industry and regional contexts.

Codes of practice/ standards

Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used.

Context

This competency unit includes all such items of equipment and unit operations which form part of the furnace system. Typically this may include:

pumps

valves

utilities and services

heat exchangers and/or scrubbers

fuel systems

tapping systems

and may also include other equipment as well as the furnace itself.

Typical problems

Typical problems include:

soot blowing

control of draft, fuel and air

variations in catalyst activity (where appropriate)

control of temperature and cracking/product rate/quality

variations in feed rates/quality.

Appropriate action

Appropriate action includes:

determining problems needing action

determining possible fault causes

rectifying problem using appropriate solution within area of responsibility

following through items initiated until final resolution has occurred

reporting problems outside area of responsibility to designated person.

Health, safety and environment (HSE)

All operations to which this unit applies are subject to stringent health, safety and environment requirements, which may be imposed through State or Federal legislation, and these must not be compromised at any time. Where there is an apparent conflict between Performance Criteria and HSE requirements, the HSE requirements take precedence.

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
Identify work requirements 
Identify and control hazards 
Coordinate with appropriate personnel 
Perform pre-start-up checks 
Start up individual items of equipment and the entire furnace system 
Start up from standby and after maintenance 
Build production rate steadily with no surges or lulls 
Stabilise system to produce in specification product at specified rates within minimum time. 
Complete routine checks, logs and paperwork 
Recognise the signs of potential and actual problems 
Take action to minimise the impact on safety, health, the environment and the business of potential and actual problems 
Monitor condition of catalyst (if any) and take action to maintain production schedule and quality 
Monitor availability of feeds and take action to maintain production schedule and quality 
Remove product as appropriate 
Trim plant to achieve required rates and quality while maximising plant efficiency. 
Predict from rates and schedule when a transition will be required 
Give advanced notice of transition to work team 
Trim plant in a manner which prepares it for the change 
Manage changes smoothly and in a timely manner 
Minimise off grade as a result of a transition. 
Frequently and critically monitor all plant throughout shift 
Use measured/indicated data and smell, sight, sound and feel as appropriate to monitor plant 
Identify critical equipment/processes and tune their performance 
Identify issues likely to impact on plant performance and take appropriate action 
Predict impact of a change in one unit/area on other plant units/areas and communicate this to relevant people 
Test trips and alarms 
Complete minor maintenance according to procedures. 
Determine type of shut down required 
Give advance warning of shut down where possible 
Change over individual items of equipment 
Shut down individual items of equipment and the entire furnace system 
Shut down to a stand-by condition if required 
Shut down in an emergency when required 
Prepare plant for maintenance/vessel entry as required 
Receive plant back from maintenance 
Reset trips and alarms after a shut down 
Prepare plant for the introduction of hydrocarbons and operation 
Leave plant in a condition ready to restart. 

Forms

Assessment Cover Sheet

PMAOPS303B - Operate furnaces to induce reaction
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

PMAOPS303B - Operate furnaces to induce reaction

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: