NTISthis.com

Evidence Guide: PMBTECH504B - Determine heat transfer loads for processing 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

 

PMBTECH504B - Determine heat transfer loads for processing equipment

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

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 caused by a change in heat content.

  1. Calculate temperature change caused by heating/cooling of polymer compounds in typical examples of processing equipment.
  2. Calculate change in heat content caused by shear on a polymer compound.
  3. Calculate temperature rise caused by shear on a polymer.
Calculate temperature change caused by heating/cooling of polymer compounds in typical examples of processing equipment.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Calculate change in heat content caused by shear on a polymer compound.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Calculate temperature rise caused by shear on a polymer.

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:

 

 

 

 

 

 

 

Determine heating required to suit process conditions.

  1. Determine heating requirements to obtain correct viscosity for processing.
  2. Select appropriate heat transfer mechanism(s) to achieve desired conditions.
Determine heating requirements to obtain correct viscosity for processing.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select appropriate heat transfer mechanism(s) to achieve desired conditions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct energy balance over process components.

  1. Determine overall heating load for process components.
  2. Determine overall cooling load for process components.
  3. Determine the adequacy (or otherwise) of the process/plant heating/cooling system to cope with this.
Determine overall heating load for process components.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine overall cooling load for process components.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

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.

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

It is essential that the principles be understood and that they are able to be applied to real workplace situations. Competence must be demonstrated in the ability to undertake quantitative analyses and then apply the results to determine heating and cooling loads and flow/supply.

Assessment method and context

Assessment will occur using industrial situations and equipment using industrial polymers and will be undertaken in a work-like environment.

Competence in this unit may be assessed:

using appropriate, industrial equipment, situations and polymers

in a situation allowing for the generation of evidence of the ability to recognise, anticipate and respond to 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 and understanding of heat transfer principles and calculations sufficient to determine the heating/cooling loads of an existing or a new process. Knowledge of the effects of heat/temperature on the materials being processed and the products being made sufficient to determine the processing temperatures and heating/cooling rates required to achieve a satisfactory product from an efficient process.

Knowledge of the enterprise's procedures and policies along with the ability to implement them within appropriate time constraints and in a manner relevant to the job.

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

conduction

convection

radiation

combined conduction/convection

specific heat capacity

mechanical work/heat relationships

energy balances.

Language, literacy and numeracy requirements

This unit requireshigh level numeracy skills at least equivalent to senior secondary school levels.

Literacy is also required at least equivalent to senior secondary school level.

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 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 plastics, rubber and cablemaking industry.

Standard procedures means all relevant workplace procedures, policies 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.