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Evidence Guide: PMBTECH301B - Use material and process knowledge to solve problems

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

 

PMBTECH301B - Use material and process knowledge to solve problems

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

Identify and apply applications of polymer materials.

  1. Identify typical applications for common polymer materials.
  2. Recognise physical properties of common polymers.
  3. Use additives with knowledge of the effects of using the incorrect amount/type of additive.
  4. Handle additives to minimise the associated.
Identify typical applications for common polymer materials.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise physical properties of common polymers.

Completed
Date:

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Use additives with knowledge of the effects of using the incorrect amount/type of additive.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Handle additives to minimise the associated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and apply impacts of impurities on polymer products.

  1. Identify major impurities of concern to product and process.
  2. Examine polymer materials for impurities.
  3. Apply corrective actions to remove/compensate for impurities.
Identify major impurities of concern to product and process.

Completed
Date:

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Examine polymer materials for impurities.

Completed
Date:

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Apply corrective actions to remove/compensate for impurities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine expected material properties from polymer type and grade.

  1. Identify the relationship between polymer type and polymer characteristics.
  2. Identify the relationship between polymer grade and degree of polymerisation.
  3. Identify the influence of polymer structure on properties.
Identify the relationship between polymer type and polymer characteristics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the relationship between polymer grade and degree of polymerisation.

Completed
Date:

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Identify the influence of polymer structure on properties.

Completed
Date:

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Solve process problems related to polymer flow characteristics.

  1. Use polymer flow test methods and recognise the importance of flow properties to the process.
  2. Control critical factors leading to changes of state of the polymer during processing using knowledge of the causes.
  3. Identify the relationship between polymer flow and other polymer properties.
  4. Recognise process/product signs of incorrect polymer flow characteristics.
  5. Recommend corrective actions for problems caused by polymer flow.
Use polymer flow test methods and recognise the importance of flow properties to the process.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Control critical factors leading to changes of state of the polymer during processing using knowledge of the causes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the relationship between polymer flow and other polymer properties.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise process/product signs of incorrect polymer flow characteristics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recommend corrective actions for problems caused by polymer flow.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Solve process/product problems related to heating and cooling of product/ material in process.

  1. Recognise the importance of the degree of cross linking on product properties if appropriate.
  2. Recognise the importance of the degree of crystallisation/ crystal size on product properties if appropriate.
  3. Recognise the impact of shrinkage on product properties if appropriate.
  4. Recognise the impact of annealing on product properties if appropriate.
  5. Recognise process/product signs of incorrect heating/ cooling.
  6. Recommend corrective actions for problems caused by heating.
Recognise the importance of the degree of cross linking on product properties if appropriate.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the importance of the degree of crystallisation/ crystal size on product properties if appropriate.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the impact of shrinkage on product properties if appropriate.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the impact of annealing on product properties if appropriate.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise process/product signs of incorrect heating/ cooling.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recommend corrective actions for problems caused by heating.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Solve process problems related to polymer faults

  1. Recognise an actual or a potential process problem.
  2. Analyse that problem in a formal manner.
  3. Determine appropriate corrective action.
  4. Implement that corrective action if it is within the range of workplace authority.
  5. Make recommendations for corrective action outside range of workplace authority.
  6. Follow through on corrective action and make sure problem is resolved.
Recognise an actual or a potential process problem.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse that problem in a formal manner.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine appropriate corrective action.

Completed
Date:

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Implement that corrective action if it is within the range of workplace authority.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make recommendations for corrective action outside range of workplace authority.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow through on corrective action and make sure problem is resolved.

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

A holistic approach should be taken to the assessment.

Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the Elements, Performance Criteria and skills and knowledge.

Where the assessee does not currently possess evidence of competency in PMBPROD235B Use materials and process knowledge to complete work operations, it may be co-assessed with this unit.

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

It is essential that competence is demonstrated in the knowledge and skills defined in this unit. These may include the ability to apply a theoretical understanding of polymers to workplace problems.

Assessment method and context

Assessment will occur using industrial polymers and work-like scenarios.

Competence in this unit may be assessed:

using appropriate, industrial scenarios and problems

in a situation allowing for the generation of evidence of the ability to recognise, anticipate and solve problems

by using a suitable simulation and/or a range of case studies/scenarios

through a combination of these techniques.

In all cases it is expected that practical assessment will be combined with targeted questioning to assess the underpinning knowledge and theoretical assessment will be combined with appropriate practical/simulation or similar assessment. Assessors need to be aware of any cultural issues that may affect responses to questions.

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.

Specific resources for assessment

This section should be read in conjunction with the Range Statement for this unit of competency. Resources required include suitable access to an operating plant or equipment that allows for appropriate and realistic simulation. A bank of case studies/scenarios and questions will also be required to the extent that they form part of the assessment method. Questioning may take place either in the workplace, or in an adjacent, quiet facility such as an office or lunchroom. No other special resources are required.

Access must be provided to appropriate learning and/or assessment support when required. Where applicable, physical resources should include equipment modified for people with disabilities.

Required Skills and Knowledge

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

Knowledge of polymers and how their properties vary and the relevance to these properties to processing and product. Descriptions of polymer molecular shape and arrangement should be limited to commonly accepted diagrammatic representations of these structures. Knowledge of organization procedures and relevant regulatory requirements along with the ability to implement them within appropriate time constraints and work standards.

Knowledge as a basis for solving processing and material problems including:

type of polymer and polymer structure

impact of additives

the importance of flow and flow properties

the impact of temperature and heating/cooling rate on processing and properties

Competence also includes the ability to distinguish between the causes of faults such as:

wrong raw materials/additives or wrong grade

incorrect quantity of materials/additives

contaminated materials/additives

out of specification materials

process set-up and/or operation.

Language, literacy and numeracy requirements

This unit requires the ability to read and interpret technical specifications and similar information.

Writing may be required to the level of completing workplace forms.

Numeracy is required to the level of understanding the significance of numbers and being able to interpret numerical data.

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. 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.

Where reference is made to industry codes of practice and/or Australian/international standards, the latest version must be used.

Context

This competency applies to all work environments and sectors within the plastics, rubber and cablemaking industry. It includes the operation of all relevant equipment.

Standard procedures means all relevant workplace procedures, work instructions, temporary instructions and relevant industry and government codes and standards.

Procedures

All operations are performed in accordance with procedures.

Procedures include all relevant workplace procedures, work instructions, temporary instructions and relevant industry and government codes and standards.

Polymer properties

Polymer properties related to flow include:

molecular weight

molecular structure

factors effecting viscosity.

Problems

'Anticipate and solve problems' means resolve a wide range of routine and non-routine problems, using product and process knowledge to develop solutions to problems which do not have a known solution/a solution recorded in the procedures.