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Evidence Guide: PMAOPS303B - Operate furnaces to induce reaction

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

 

PMAOPS303B - Operate furnaces to induce reaction

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 furnace.

  1. Perform pre-start-up checks
  2. Start up individual items of equipment and the entire furnace system
  3. Start up from standby and after maintenance
  4. Build production rate steadily with no surges or lulls
  5. Stabilise 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 furnace system

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Start up from standby and after maintenance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Build production rate steadily with no surges or lulls

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Stabilise 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 action to minimise the impact on safety, health, the environment and the business of potential and actual problems
  4. Monitor condition of catalyst (if any) and take action to maintain production schedule and quality
  5. Monitor availability of feeds and take action to maintain production schedule and quality
  6. Remove product as appropriate
  7. 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 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 any) and take action to maintain production schedule and quality

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor availability of feeds and take action to maintain production schedule and quality

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Remove product as appropriate

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 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 change
  4. Manage changes smoothly and in a timely manner
  5. Minimise 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 change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage changes smoothly and in a timely manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Minimise 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. Test trips and alarms
  7. Complete minor maintenance according to procedures.
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:

 

 

 

 

 

 

 

Test trips and alarms

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete minor maintenance according to procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Shut down furnace.

  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 furnace system
  5. Shut down to a stand-by condition if required
  6. Shut down in an emergency when required
  7. Prepare plant for maintenance/vessel entry as required
  8. Receive plant back from maintenance
  9. Reset trips and alarms after a shut down
  10. Prepare plant for the introduction of hydrocarbons and operation
  11. Leave plant in a condition ready to restart.
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 furnace system

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Shut down to a stand-by condition if required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Shut down in an emergency when required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare plant for maintenance/vessel entry as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Receive plant back from maintenance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reset trips and alarms after a shut down

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare plant for the introduction of hydrocarbons and operation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Leave plant in a condition ready to restart.

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

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.

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 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.