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Evidence Guide: PMBTECH506B - Analyse the design of products and tools

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

 

PMBTECH506B - Analyse the design of products and tools

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

Identify tool components and operating principles.

  1. Identify the common types of tools and their advantages and limitations.
  2. Choose appropriate tool components and systems.
Identify the common types of tools and their advantages and limitations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Choose appropriate tool components and systems.

Completed
Date:

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Interpret tool drawings.

  1. Identify tool type from drawing.
  2. Identify tool components from drawing.
Identify tool type from drawing.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify tool components from drawing.

Completed
Date:

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Identify tool and part features that affect product quality.

  1. Recognise common product faults due to tool problems.
  2. Identify the cause of the faults.
  3. Recommend modifications to tool or material to rectify.
Recognise common product faults due to tool problems.

Completed
Date:

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Identify the cause of the faults.

Completed
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Recommend modifications to tool or material to rectify.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify product features that affect tool design.

  1. Recognise good and poor product design features in terms of ease of tool design and manufacture.
  2. Identify the critical product design features which affect the selection of an appropriate manufacturing technology.
  3. Identify the critical product design features which affect tool design.
Recognise good and poor product design features in terms of ease of tool design and manufacture.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the critical product design features which affect the selection of an appropriate manufacturing technology.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the critical product design features which affect tool design.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse tool design.

  1. Use the process for the design, manufacture and trialling of tools.
  2. Use analysis and balancing tools as appropriate to examine optimum tool design.
  3. Suggest possible improvements to tool or product design.
Use the process for the design, manufacture and trialling of tools.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use analysis and balancing tools as appropriate to examine optimum tool design.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Suggest possible improvements to tool or product design.

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

The critical aspects for this unit of competency is the ability to apply a thorough understanding of polymer materials, their additives and the rheological, heat and other effects of processing to the design of tools and components. This understanding of material and process interactions should also be able to be applied in the interpretation of technical specifications and drawings.

Assessment method and context

Assessment will occur on industrial tools and will be undertaken in a work-like environment.

Competence in this unit may be assessed:

using appropriate, industrial tools

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 the materials, equipment and process sufficient to predict their interactions and their impacts on performance.

Knowledge of organization 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:

interpret technical drawings and specifications for tools

function of tool components and systems

function of clamping/mounting/ancillary systems

tool operating principles and adjustments

impact of product design on tooling design

impact of tooling design on product

impact of tool design and material properties on productivity

the technical strengths and weaknesses of common processing and fabrication technologies and their relative suitability for classes of products

the economic and market features of common processing and fabrication technologies and their impact on the selection of a technology for a product

impact of polymer and polymer compound properties on tool performance and product

material/tool interactions

the impact of different tool designs on product and productivity

the temperature effects on process and product

distinguish between types of tool designs required for different product types

fine tune and balance (where appropriate) the tooling.

Language, literacy and numeracy requirements

This unit requires high levels of numeracy and literacy with the ability to interpret technical specifications and reports. Advanced numeracy allowing the calculation and interpretation of statistics, product formulae and process conditions is also required.

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 analysis of dies, tools and moulds and the products made from them. It does not include moulds such as are used for composites or thermoforming.

The competency does not require a knowledge of industry sectors and materials other than that in which the technician works. It assumes an understanding of the operation of all relevant equipment and processes but does not necessarily require them to be used personally.

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.