This unit of competency covers the skills and knowledge required to analyse failure in polymeric materials. It applies to polymer compounds, such as crystalline and amorphous polymers, reinforced (fillers or fibres) and filled compounds, crosslinked and uncrosslinked polymers.

This unit of competency applies to experienced technicians or those in similar roles who are required to apply in-depth knowledge of materials, process, equipment and problem solving in order to analyse the mechanical/physical responses of different polymers, compounds and physical shapes to different applications of stress and strain and identify options for modifying these responses to suit different applications.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Evidence required to demonstrate competence in this unit must be relevant to and satisfy the requirements of the elements and performance criteria and demonstrate the ability to:

read and interpret test results, technical information, technical drawings, graphs, equipment specifications and instruments/control panels

determine and analyse the viscoelastic response of polymer materials/components to various stress and strain conditions, including:

impact, steady and repeated application

application under different physical and chemical conditions

response of different shapes

response of different polymers

identify applications where these responses are advantageous

identify options for modifying these responses to suit different applications

communicate technical information verbally and in writing

calculate stress/strain and related data.

Must provide evidence that demonstrates knowledge relevant to their job sufficient to fulfil their job role, including knowledge of:

models of viscoelasticity

classical (i.e. elastic) stress and strain

classical (i.e. elastic) Young's modulus and Poisson ratio

stress, compression, shear and torsion

stiffness and bending moments

creep and relaxation

effects of temperature (above and below the glass transition point)

effects of degradation, e.g. surface oxidation (such as UV, O3); swelling (such as solvent, chemical)

three dimensional responses to stress

responses to stress cycling, including heat build up

mechanical responses to changing the properties of polymer structures and components

relationship of polymer viscoelastic responses to product applications

applications where typical polymer properties are an advantage

common methods of modifying response to suit different applications

methods for determining polymer viscoelastic response to stress and strain under various conditions, including:

impact, steady and repeated application

application under different physical and chemical conditions

response of different shapes

response of different polymers

organisation procedures relevant to the work environment/job role

hierarchy of control

hazards that may arise in the job/work environment and:

their possible causes

potential consequences

appropriate risk controls.

The unit should be assessed holistically and the judgement of competence shall be based on a holistic assessment of the evidence.

The collection of performance evidence is best done from a report and/or folio of evidence drawn from:

a single project which provides sufficient evidence of the requirements of all the elements and performance criteria

multiple smaller projects which together provide sufficient evidence of the requirements of all the elements and performance criteria.

A third-party report, or similar, may be needed to testify to the work done by the individual, particularly when the project has been done as part of a project team.

Assessment should use a real project in an operational workplace. Where this is not possible or where personal safety or environmental damage are limiting factors assessment must occur using a sufficiently rigorous simulated environment that reflects realistic operational workplace conditions. This must cover all aspects of workplace performance, including environment, task skills, task management skills, contingency management skills and job role environment skills.

Assessment in a simulated environment should use evidence collected from demonstration of skills and one or more of:

walk-throughs

pilot plant operation

industry-based case studies/scenarios

‘what ifs’.

Knowledge evidence may be collected concurrently with performance evidence or through an independent process, such as workbooks, written assessments or interviews.

Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.

Conditions for assessment must include access to all tools, equipment, materials and documentation required, including relevant workplace procedures, product and manufacturing specifications associated with this unit.

Foundation skills are integral to competent performance of the unit and should not be assessed separately.

Assessors must satisfy the assessor competency requirements that are in place at the time of the assessment as set by the VET regulator.

In addition the assessor or anyone acting in subject matter expert role in assessment shall demonstrate both technical competency and currency. If the assessor cannot demonstrate technical competency and currency they shall assess with a subject matter expert who does meet these requirements.

Technical competence can be demonstrated through one or more of:

relevant VET or other qualification/Statement of Attainment

appropriate workplace experience undertaking the type of work being assessed under routine and non-routine conditions

appropriate workplace experience supervising/evaluating the type of work being assessed under routine and non-routine conditions

Currency can be demonstrated through one or more of:

being currently employed undertaking the type of work being assessed

being employed by the organisation undertaking the type of work being assessed and having maintained currency in accordance with that organisation’s policies and procedures

having consulted/had contact with an organisation undertaking the type of work being assessed within the last twelve months, the consultation/contact being related to assessment

conducting on the job training/assessments of the type of work being assessed

being an active member of a relevant professional body and participating in activities relevant to the assessment of this type of work.

This section describes those required skills (language, literacy and numeracy) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Not applicable

Technical