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Evidence Guide: PMAOPS302B - Operate reactors and reaction equipment

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

 

PMAOPS302B - Operate reactors and reaction equipment

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

Prepare for work.

  1. Identify work requirements
  2. Identify and control hazards
  3. Coordinate with appropriate personnel
Identify work requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and control hazards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate with appropriate personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Start-up reaction systems.

  1. Perform pre-start-up checks
  2. Start up individual items of equipment and the entire reactor system
  3. Start up from standby and after maintenance
  4. Build reaction rate steadily and take appropriate action on deviations
  5. Stabilise reaction system to produce in specification product at specified rates within minimum time.
Perform pre-start-up checks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Start up individual items of equipment and the entire reactor system

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Start up from standby and after maintenance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Build reaction rate steadily and take appropriate action on deviations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Stabilise reaction system to produce in specification product at specified rates within minimum time.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and control the reaction process.

  1. Complete routine checks logs and paperwork
  2. Recognise the signs of potential and actual problems
  3. Take appropriate action to minimise the impact on safety, health, the environment and the business of potential and actual problems
  4. Monitor condition of catalyst (if appropriate) and take action to maintain production schedule and quality
  5. Monitor materials and stock levels of feeds and take action to maintain production schedule and quality
  6. Trim plant to achieve required rates and quality while maximising plant efficiency.
Complete routine checks logs and paperwork

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the signs of potential and actual problems

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take appropriate action to minimise the impact on safety, health, the environment and the business of potential and actual problems

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor condition of catalyst (if appropriate) and take action to maintain production schedule and quality

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor materials and stock levels of feeds and take action to maintain production schedule and quality

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Trim plant to achieve required rates and quality while maximising plant efficiency.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Change production rates and/or product grade/specification.

  1. Predict from rates and schedule when a transition will be required
  2. Give advanced notice of transition to work team
  3. Trim plant in a manner which prepares it for the transition
  4. Manage transitions smoothly and in a timely manner and take appropriate action to achieve this
  5. Minimise scrap/off grade as a result of a transition.
Predict from rates and schedule when a transition will be required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Give advanced notice of transition to work team

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Trim plant in a manner which prepares it for the transition

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage transitions smoothly and in a timely manner and take appropriate action to achieve this

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Minimise scrap/off grade as a result of a transition.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain plant effectiveness.

  1. Frequently and critically monitor all plant throughout shift
  2. Use measured/indicated data and smell, sight, sound and feel as appropriate to monitor plant
  3. Identify critical equipment/processes and tune their performance
  4. Identify issues likely to impact on plant performance and take appropriate action
  5. Predict impact of a change in one unit/area on other plant units/areas and communicate this to relevant people
  6. Take appropriate action to maintain plant effectiveness.
Frequently and critically monitor all plant throughout shift

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use measured/indicated data and smell, sight, sound and feel as appropriate to monitor plant

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify critical equipment/processes and tune their performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify issues likely to impact on plant performance and take appropriate action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Predict impact of a change in one unit/area on other plant units/areas and communicate this to relevant people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take appropriate action to maintain plant effectiveness.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Shut down reaction systems.

  1. Determine type of shut down required
  2. Give advance warning of shut down where possible
  3. Change over individual items of equipment
  4. Shut down individual items of equipment and the entire reaction system
  5. Shut down to a stand-by condition if required
  6. Shut down for maintenance when required.
  7. Shut down in an emergency when required
Determine type of shut down required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Give advance warning of shut down where possible

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Change over individual items of equipment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Shut down individual items of equipment and the entire reaction system

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Shut down to a stand-by condition if required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Shut down for maintenance when required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Shut down in an emergency when required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clean reactors/vessels.

  1. Identify cleaning requirements
  2. Clean to requirements according to procedures.
Identify cleaning requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clean to requirements according to procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Isolate and de-isolate reactor.

  1. Isolate plant
  2. Make safe for required work
  3. Check plant is ready to be returned to service
  4. Prepare plant for return to service.
Isolate plant

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make safe for required work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check plant is ready to be returned to service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare plant for return to service.

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 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.

Required Skills and Knowledge

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

Required skills

efficient and effective operation of reactor and ancillary plant/equipment

hazard analysis

completing plant records

communication

problem solving.

Also the ability to:

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

distinguish between elements, compounds and mixtures in their 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 reaction in chemical terms, including the effect of changing reaction variables, eg temperature, pressure, catalyst, concentration, pH

describe the reaction(s) using appropriate chemical equations

state the type of reactor(s) used and their characteristics (advantages and limitations)

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

Required knowledge

Competence includes an understanding of the reaction system and its integral equipment to the level needed to control the system and recognise and resolve problems. In particular this includes:

principles of operation of reactor and ancillary plant/equipment

physics and chemistry relevant to the process and the materials processed

process parameters and limits, eg temperature, pressure, flow, pH

duty of care obligations

hierarchy of control

communication protocols, eg radio, phone, computer, paper, permissions/authorities

routine problems, faults and their resolution

relevant alarms and actions

plant process idiosyncrasies

correct methods of starting, stopping, operating and controlling process

corrective action appropriate to the problem cause

function and troubleshooting of major components and their problems

types and causes of problems within operator's scope of skill level and responsibility.

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, 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 reaction system. Typically this will include:

pumps

valves

mixers and

heat exchangers/jackets/coils.

and may also include other equipment as well as the reaction vessel itself.

Typical problems

Typical problems include:

variations in catalyst activity

control of exotherm/endotherm

adjustments to meet product specifications

variations in feed rates/quality.

raw materials variations

instrument failure/wrong reading

equipment failure (electrical/mechanical)

mechanical failure

operational problems.

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.

Procedures

Procedures may be written, verbal, computer-based or in some other form. They include:

all work instructions

standard operating procedures

formulas/recipes

batch sheets

temporary instructions

any similar instructions provided for the smooth running of the plant.

For the purposes of this Training Package, 'procedures' also includes good operating practice as may be defined by industry codes of practice (eg Responsible Care) and government regulations.

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.

Plant technicians should be able to determine safe working practice using the relevant materials safety data sheets (MSDSs).