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Evidence Guide: PMAOPS511B - Determine energy transfer loads

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

 

PMAOPS511B - Determine energy transfer loads

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:

 

 

 

 

 

 

 

Calculate heat transferred from/to items.

  1. Calculate conductive heat transfer to/from an object
  2. Calculate convective heat transfer to/from an object
  3. Calculate radiative heat transfer to/from an object
  4. Calculate combined heat transfer to/from an object, including resistances in series and parallel.
Calculate conductive heat transfer to/from an object

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Calculate convective heat transfer to/from an object

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Calculate radiative heat transfer to/from an object

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Calculate combined heat transfer to/from an object, including resistances in series and parallel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Calculate temperature change

  1. Calculate temperature change caused by heating/cooling of process materials in typical examples of processing equipment
  2. Calculate change in heat content caused by chemical reaction
  3. Calculate temperature rise caused by chemical reaction.
Calculate temperature change caused by heating/cooling of process materials in typical examples of processing equipment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Calculate change in heat content caused by chemical reaction

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Calculate temperature rise caused by chemical reaction.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select appropriate heating and/or cooling mechanism for an application.

  1. Compare rates of heat transfer/overall heat transfer coefficients for major methods of heating and cooling
  2. Determine appropriate methods of varying/controlling rates of heat transfer
  3. Calculate heat transfer rates under a range of conditions.
Compare rates of heat transfer/overall heat transfer coefficients for major methods of heating and cooling

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine appropriate methods of varying/controlling rates of heat transfer

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Calculate heat transfer rates under a range of conditions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct energy balance over process components.

  1. Determine desired boundaries for energy balance calculation
  2. Determine possible sources of data required from the plant
  3. Match and adjust sources of data to desired boundary for energy balance
  4. Determine overall heating load
  5. Determine overall cooling load
  6. Determine the adequacy (or otherwise) of the process/plant heating/cooling system to cope with this load.
Determine desired boundaries for energy balance calculation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine possible sources of data required from the plant

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Match and adjust sources of data to desired boundary for energy balance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine overall heating load

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine overall cooling load

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the adequacy (or otherwise) of the process/plant heating/cooling system to cope with this load.

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.

This unit may be appropriately assessed using a special project based on an actual plant. 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 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 complete an energy balance in a structured way, taking real data from an operating plant.

Consistent performance should be demonstrated. In particular look to see that:

realistic boundaries are drawn for the energy balance which align with practical sources of data from the plant

data is collected from the plant with minimum disruption to production

theoretical and practical requirements for the energy balance are consistent

the energy balance data is used to identify and contribute to solutions for plant problems.

This will typically be assessed by one or more energy balance projects on an operating plant. One complex energy balance, or a number of simple energy balances, are required to demonstrate competence.

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.

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

Competence includes the ability to:

determine the boundaries of the system to be studied

collect the required plant data from measurements, readings or calculated quantities

calculate the energy transfer loads

report the results.

Competence also includes the ability, for the practical completion of the job, to apply and/or explain:

conduction

convection

radiation

combined conduction/convection

specific heat capacity

exothermic and endothermic reaction calculations

energy balances.

Required knowledge

Knowledge and understanding of heat transfer principles and calculations sufficient to determine the heating/cooling loads of an existing or a new process.

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 of 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 the heating/cooling loads of all processing equipment and requires the quantitative determination of loads. This competency applies to all sectors within the chemical, hydrocarbons and oil refining industry.

Heat transfer modes include:

conduction

convection (forced and natural)

radiation

combined conduction/convection.

Sources of heating/cooling include:

chemical reaction

water cooling

air cooling

steam heating (calculations for saturated steam only)

hot fluid (eg oil) heating.

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.