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Evidence Guide: AUM5005A - Develop conceptual models and prototypes

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

AUM5005A - Develop conceptual models and prototypes

What evidence can you provide to prove your understanding of each of the following citeria?

Determine model/prototype requirements

  1. Applicable organisationrequirements relevant to the development of conceptual models and prototypes are verified and complied with throughout the work activity
  2. Instructions and plans are read and interpreted to identify processes and materials to complete work tasks
  3. Requirements of the client for the development of, or modifications to a conceptual model/prototype are assessed/rechecked in consultation with relevant stakeholders
  4. Approval is sought for the proposed development of, or modifications to a conceptual model/prototype
Applicable organisationrequirements relevant to the development of conceptual models and prototypes are verified and complied with throughout the work activity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Instructions and plans are read and interpreted to identify processes and materials to complete work tasks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Requirements of the client for the development of, or modifications to a conceptual model/prototype are assessed/rechecked in consultation with relevant stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Approval is sought for the proposed development of, or modifications to a conceptual model/prototype

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan model/prototype-making activities

  1. Steps involved in the development/modification of the model/prototype are identified in consultation with designated personnel
  2. Inventory of required equipment, parts and components is established, including an assessment of their availability or the need to either manufacture or purchase them
  3. Fabrication/machining processes and instructions are determined and clarified with participating departments/sections/areas
  4. Timetable, resource requirements, personnel and purchase/supply schedule for the development or modifications to the model are confirmed in consultation with relevant personnel
  5. The approved plan is communicated to all relevant personnel
Steps involved in the development/modification of the model/prototype are identified in consultation with designated personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inventory of required equipment, parts and components is established, including an assessment of their availability or the need to either manufacture or purchase them

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Fabrication/machining processes and instructions are determined and clarified with participating departments/sections/areas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Timetable, resource requirements, personnel and purchase/supply schedule for the development or modifications to the model are confirmed in consultation with relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The approved plan is communicated to all relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare tools and equipment

  1. Required tools and equipment to construct or modify the model are selected
  2. Necessary materials and components are obtained in accordance with design requirements
  3. Tools and equipment are prepared for use
Required tools and equipment to construct or modify the model are selected

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Necessary materials and components are obtained in accordance with design requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Tools and equipment are prepared for use

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Produce conceptual model/prototype

  1. Concept is drafted and dimensions established including any required process allowances
  2. Model/prototype is constructed to design requirements
  3. Model/prototype is fabricated to meet design requirements
  4. Model/prototype is discussed with designated design engineering and/or other personnel and suitably modified as required
  5. Surfaces are prepared and painted as required
Concept is drafted and dimensions established including any required process allowances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Model/prototype is constructed to design requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Model/prototype is fabricated to meet design requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Model/prototype is discussed with designated design engineering and/or other personnel and suitably modified as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Surfaces are prepared and painted as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Test and modify model/prototype

  1. Model/prototype is checked against project objectives and/or specifications and/or company standards
  2. Model/prototype is tested and checked in accordance with specifications
  3. Test results are analysed and appropriate action taken to modify the model/prototype, if necessary
Model/prototype is checked against project objectives and/or specifications and/or company standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Model/prototype is tested and checked in accordance with specifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Test results are analysed and appropriate action taken to modify the model/prototype, if necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document design and testing details

  1. Outcomes of development process and associated testing are documented
  2. Model/prototype and associated documentation are referred to relevant stakeholders
Outcomes of development process and associated testing are documented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Model/prototype and associated documentation are referred to relevant stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 this Training Package.

Overview of assessment

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

Evidence of the following is essential:

compliance with relevant legislation, regulations, standards, codes of practice and established safe practices and organisation policies and procedures for developing conceptual models and prototypes

working and communicating effectively and positively with others involved in the work

applying, within authority, the requirements of the job or work role in relation to:

developing conceptual models that satisfy customer requirements

achieving work quality goals

accurate documentation of the prototype development process

completing work area housekeeping requirements including the documentation of project activity and process outcomes.

Context of and specific resources for assessment

assessment of the competency should take place in a safe working environment in a passenger motor vehicle manufacturing plant or simulated environment using tools/equipment/machinery required for the production process without undue disruption to the production process

assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

assessment methods must confirm consistency and accuracy of performance (over time and in a range of organisation relevant contexts) together with application of underpinning knowledge

assessment methods must be by direct observation of tasks and include questioning on underpinning knowledge to ensure its correct interpretation and application

assessment may be applied under project related conditions (real or simulated) and require evidence of process

assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances.

Required Skills and Knowledge

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

Required skills

speak clearly and directly in order to develop project plans in consultation with relevant stakeholders

apply teamwork to a range of situations, including the construction of models/prototypes

solve problems particularly in teams in order to meet performance indicators

show initiative in adapting to changing work conditions or contexts particularly when working across a variety of work areas

access, interpret and apply information on relevant organisation policies, procedures and instructions, particularly to ensure models/prototypes are checked and tested in accordance with specifications and company standards

manage time when planning, preparing and organising work priorities

take responsibility for organising own work priorities.

Required knowledge

relevant Occupational Health and Safety and Environmental legislation, regulations, standards and codes of practice and organisation policies and procedures needed to carry out work in a manner which ensures the safety of people, equipment and the environment

methods for determining model/prototype requirements and producing models

operation of systems and components

operation and selection of computer hardware and software applications/systems

evaluation techniques

types of tools and equipment and procedures for their safe use, operation and maintenance

established communication channels and protocols

interpreting and applying quality standards

procedures for the recording, reporting and maintenance of workplace records and information.

Range Statement

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 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 of the candidate, accessibility of the item, and local industry and regional contexts.

Organisation requirements may include:

access and equity principles and practices

environmental management (waste disposal, recycling and re-use guidelines)

emergency and evacuation procedures

equipment use procedures

ethical standards

legal obligations

maintenance and storage procedures

OHS requirements

organisational and site guidelines

policies and procedures relating to own role and responsibility

procedural manuals

quality assurance guidelines

quality and continuous improvement processes and standards

recording and reporting guidelines.

Developing conceptual models and prototypes may include:

developing and trialling conceptual models and prototypes, in consultation with professional and other relevant personnel, to aid the design, development and production of motor vehicles.

Instructions may include:

workplace procedures relating to the use and operation of tools and equipment

departmental requirements

workplace instructions, including job sheets, plans, specifications, drawings and designs

workplace procedures relating to reporting and communications

manufacturers' instructions for the use of equipment and materials.

Model/prototype may include:

models/prototypes formed using metal, plastics, clay, fibre glass, wood, foam, or other suitable material. Shaping may then be achieved through the development and use of moulds, templates, carving and computerised shaping equipment on these materials. The emphasis here is to produce a model/prototype that is suitable for the purpose for which it is being designed, not on its detailed construction.