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Evidence Guide: PMBTECH602B - Develop a new die or tool

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

 

PMBTECH602B - Develop a new die or tool

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

Confirm die requirements.

  1. Communicate with customer and other key stakeholders and agree on; product technical specification, product aesthetic requirements, timelines, cost, usage and other requirements.
  2. Identify tool design/product design/process issues which may be in conflict and resolve.
  3. Develop design brief, including relevant drawings, to meet needs.
  4. Obtain 'sign off' on total design brief from all relevant persons.
Communicate with customer and other key stakeholders and agree on; product technical specification, product aesthetic requirements, timelines, cost, usage and other requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify tool design/product design/process issues which may be in conflict and resolve.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop design brief, including relevant drawings, to meet needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain 'sign off' on total design brief from all relevant persons.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop concept design specification of new die.

  1. Select appropriate material(s) of construction or range of materials and grades.
  2. Select appropriate finish requirements for die/tool.
  3. Design die/tool using appropriate mathematical techniques.
  4. Validate die design specifications against die requirements and design brief.
Select appropriate material(s) of construction or range of materials and grades.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select appropriate finish requirements for die/tool.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design die/tool using appropriate mathematical techniques.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Validate die design specifications against die requirements and design brief.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Liaise with toolmaker on die manufacture.

  1. Discuss design brief and concept design with tool maker(s).
  2. Verify understanding of die/tool requirements and ability to meet requirements.
  3. Negotiate contract to make die according to company policy and procedures.
  4. Continue to liaise with toolmaker.
Discuss design brief and concept design with tool maker(s).

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Verify understanding of die/tool requirements and ability to meet requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate contract to make die according to company policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Continue to liaise with toolmaker.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Trial new die and determine modification(s)(if any) required.

  1. Design trialing procedure to deliver required information.
  2. Ensure OHS and environmental requirements are stringently observed.
  3. Coordinate the trialing of the new die/tool.
  4. Interpret die/tool trial results and guide die trial process.
  5. Tune process to optimise use of new die/tool.
Design trialing procedure to deliver required information.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure OHS and environmental requirements are stringently observed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate the trialing of the new die/tool.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interpret die/tool trial results and guide die trial process.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Tune process to optimise use of new die/tool.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Bring new die into standard production.

  1. Monitor initial production and adjust die, process and conditions to make the process a smooth operation.
  2. Ensure process specifications reflect the optimised operation developed.
  3. Ensure standard operating procedures are correct for the new product.
  4. Ensure equipment and other hardware records are updated to reflect additions/changes.
  5. Ensure project records are complete and all required reports have been completed and submitted.
  6. Archive records according to company procedure.
Monitor initial production and adjust die, process and conditions to make the process a smooth operation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure process specifications reflect the optimised operation developed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure standard operating procedures are correct for the new product.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure equipment and other hardware records are updated to reflect additions/changes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure project records are complete and all required reports have been completed and submitted.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Archive records according to company procedure.

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 a new die/tool. The influence of die/tool design on the operability of the process and the properties of the product also need to be understood. The interpretation of die trial data and the modification of die and/or process to improve the outcome, are also critical.

Assessment method and context

Assessment will occur using industrial dies/tools and equipment and will be undertaken in a work-like environment.

Competence in this unit may be assessed:

using appropriate, industrial dies/tools 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 the materials, equipment and process sufficient to design an efficient and effective die and to test that die in the process and validate its fitness for purpose.

Knowledge of organization policies and procedures and relevant regulatory requirements 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:

die material(s)

die finish(s)

the impact of the melt viscosity on die size and design

runner/sprue design needed

dies size and shape required to product required product

Fourier analysis

mould flow analysis

shear stress/strain rates (viscosity)

die design data

production trial data.

Language, literacy and numeracy requirements

This unit requires high levels of numeracy and literacy with the ability to write and 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 is for the design of a new die or tool. It assumes an understanding of the operation of all relevant equipment and processes but does not necessarily require them to be used personally.

This competency applies to all work environments and sectors within the plastics, rubber and cablemaking industry. The competency assumes a working knowledge of all main processes, polymer materials and materials of construction of dies/tools so that an informed choice can be made between them

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. These may include:

injection moulding

extrusion

blow moulding

extrusion blow moulding

injection blow moulding.

This competency includes the ability to mathematically design dies and analyse die trials. It also requires an understanding of the operation of the process equipment

Problems

Typical process and product problems may include:

clarifying the design brief

communication breakdowns between product designer, die designer, toolmaker and production and maintenance needs.