Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

PMAOPS220B Mapping and Delivery Guide
Monitor chemical reactions in the process

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency PMAOPS220B - Monitor chemical reactions in the process
Description This unit covers an operator looking after a production process which includes a chemical reaction. The vessel in which this reaction is occurring may be a purpose built 'kettle' or other reaction vessel, or it may simply be a stirred tank in which a reaction is occurring. Processes may be batch or continuous.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application The reaction is not just incidental to the operation (eg where the reaction is simply dissolution or dissociation; in which case PMAOPS202 Operate fluid mixing equipment would be appropriate). The reaction, which itself may be simple, is a key step in the process, and the operator needs to monitor and control this reaction in order to produce the desired product. The reaction may, or may not, include the use of catalyst (either homogeneous or heterogeneous phase). The reactor or reaction vessel includes types of vessels such as:kettlesstirred tanks.The operator would:identify and rectify operational problemsmonitor the reactor operation, making adjustments as directed or to procedureadjust product properties as directed or to procedure.This reactor and its control would be relatively simple, operated in a stand alone manner and typically might be found in a small batch plant, although appropriate examples might also exist in larger plants. For more complex reactions/reactors see PMAOPS302B Operate reactors and reaction equipment. It is expected that the operator would usually be liaising and cooperating with other members of the shift.The operator might also need to be competent in operating a control panel - see appropriate control unit
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Prepare for work.
  • Identify work requirements
  • Identify and control hazards
  • Coordinate with appropriate personnel
       
Element: Prepare reactor.
  • Perform preliminary checks
  • Charge materials as required by procedures
  • Bring the reactor contents to the specified conditions steadily and within specified time frame.
       
Element: Monitor and control the reaction process.
  • Monitor plant frequently and critically throughout shift using measured/indicated data and senses (sight, hearing, etc) as appropriate.
  • Take appropriate action
  • Discharge vessel as required
  • Clean vessel and prepare for next batch/product
  • Complete required reports.
       
Element: Isolate and de-isolate plant.
  • Isolate plant
  • Make safe for required work
  • Check plant is ready to be returned to service
  • Prepare plant for return to service.
       


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. It will frequently also be appropriate to assess this unit concurrently with units dealing with:

measurements and readings

housekeeping

preparing materials

fluid mixing

heat exchange

using computers

packaging

local control system.

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, assignment, 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

reading recipe/formula sheets

weighing, measuring, controlling the addition of reactants and other materials

monitoring and controlling reaction conditions.

Required knowledge

Competence includes an understanding of the reactions and equipment integral to the operation of the reactor to the level needed to control the system and recognise and resolve problems. In particular it includes the ability to:

identify all items on a schematic of the reactor and describe the function of each

distinguish between elements, compounds and mixtures in raw materials and products

describe the nature/condition of materials at each stage of the reaction, the changes which have occurred in that stage and why they have occurred

describe reactions in chemical terms, including the effect of changing reaction variables such as temperature, concentration, pH

describe the reaction using basic chemical equations

state the type of reactor(s) used and its/their characteristic/s

describe the methods of controlling the reaction, including rate and yield

describe the causes and remedies of common problems such as those selected in the Range Statement.

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

raw materials variations

instrument failure/wrong reading

equipment failure (electrical/mechanical)

mechanical failure

operational problems.

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 minor items of equipment which are integral to the reaction process.

Typical problems

Typical problems include:

variations in material composition

variation in ambient conditions

control of reaction temperature

adjustments to meet product specifications.

All operations are performed in accordance with procedures.

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.

Operators should be able to determine safe working practice using the relevant materials safety data sheets.

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 preliminary checks 
Charge materials as required by procedures 
Bring the reactor contents to the specified conditions steadily and within specified time frame. 
Monitor plant frequently and critically throughout shift using measured/indicated data and senses (sight, hearing, etc) as appropriate. 
Take appropriate action 
Discharge vessel as required 
Clean vessel and prepare for next batch/product 
Complete required reports. 
Isolate plant 
Make safe for required work 
Check plant is ready to be returned to service 
Prepare plant for return to service. 

Forms

Assessment Cover Sheet

PMAOPS220B - Monitor chemical reactions in the process
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

PMAOPS220B - Monitor chemical reactions in the process

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: