- PMBTECH510A - Analyse failure in polymeric materials
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
PMBTECH510A Mapping and Delivery Guide
Analyse failure in polymeric materials
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | PMBTECH510A - Analyse failure in polymeric materials |
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Description | This competency covers the viscoelastic response of polymeric materials to stress and strain under various conditions. It covers the response of different polymers, compounds and physical shapes with different applications of stress and strain. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | Application of this unitThis competency applies to technicians who are required to differentiate between products and compounds based on their response to applied stress/strain.It includes:crystalline and amorphous polymersreinforced (fillers or fibres) and filled compoundscrosslinked and uncrosslinked polymersimpact, steady and repeated applicationapplication under different physical and chemical conditionsresponse of different shapesapplications of this to typical products/situations. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | PrerequisitesThis unit has no prerequisites. | ||
Competency Field |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Analyse response to steady and static loads. |
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Element: Analyse response to time varying loads. |
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Element: Analyse the effect of environment/history on mechanical response. |
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Element: Analyse the effect of shape on mechanical response. |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
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
It is essential that competence is demonstrated in the knowledge and skills defined in this unit. These may include the ability to:
explain test results in terms which are appropriate to the polymeric material of the sample
apply the results of the analyses to typical applications
identify applications where typical polymer properties are an advantage
distinguish between applications where polymers may be used satisfactorily (although without an inherent advantage) and those where it has an inherent advantage.
Consistent performance should be demonstrated. For example, look to see that:
the model(s) of viscoelasticity can be consistently applied to a range of likely situations
the response to the application of stress in a range of circumstances can be explained
the effect of shape can be predicated and explained for different stress application situations.
Context of assessment
This unit will require an assessment of the underpinning principles and should also include practical analyses as indicated by the elements. Such practical would typically be undertaken in a laboratory, either in an industry workplace or a teaching facility
Competence in this unit may be assessed:
in a teaching facility laboratory
in an industrial laboratory
in a situation where the tests can be done
using suitable simulation and/or a range of case studies/scenarios
through a combination of these techniques.
Method of assessment
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.
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
This describes the essential skills and knowledge and their level required for this unit.
Competence in this unit requires the ability to apply and explain:
classical (ie elastic) stress and strain
classical (ie elastic) Young's modulus and Poisson ratio
stress, compression, shear and torsion
stiffness and bending moments
application of the above for viscoelastic bodies
models of viscoelasticity
creep and relaxation
effects of temperature (above and below the glass transition point)
effects of degradation, eg surface oxidation (such as UV, O3); swelling (such as solvent, chemical)
three dimensional responses to stress
responses to stress cycling, including heat build up
mechanical responses to changing the properties of polymer structures and components
Language, literacy and numeracy requirements
This unit requires the ability to interpret and apply technical information.
Reading is required to the level of reading and applying technical brochures, books and other information.
Numeracy is required to the level of applying technical information and calculating stress/strain and related data, drawing and interpreting graphs.
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 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.
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 technicians who are required to analyse the mechanical/ physical responses of polymer structures and components. These may include:
large structural beams,
small mechanical components,
damping products such as bridge or acoustic bearings
other items where the mechanical/physical properties are important.
It includes a wide range of polymer compounds including:
crystalline and amorphous polymers
reinforced (fillers or fibres) and filled compounds
crosslinked and uncrosslinked polymers.
However, the properties of these polymers is not the prime focus of this unit.
Procedures
All operations are performed in accordance with procedures.
Procedures means all relevant workplace procedures, work instructions, temporary instructions and relevant industry and government codes and standards. ASNZ/ISO standards for mechanical/physical testing of polymers will be relevant here and appropriate standards should be followed.
Tools and equipment
This competency includes use of equipment and tools such as:
stress/strain testers
impact testers
cycling testers
environmental aging equipment
basic length/thickness measuring equipment.
Hazards
Typical hazards include:
stored energy (eg in stressed test samples
test preparation equipment
conditions and materials used for causing sample degradation.
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
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Determine stress strain response. | |||
Determine tear/notch failures. | |||
Identify modulus and yield. | |||
Identify creep and stress relaxation. | |||
Determine stiffness. | |||
Identify applications where the typical viscoelastic response of polymers is an advantage. | |||
Identify applications where the typical viscoelastic response of polymers must be modified and common methods of modification. | |||
Determine hysteresis in tensile and shear loadings. | |||
Determine the effect of slow/rapid (impact) loading. | |||
Identify failure modes in flex cycling | |||
Identify fatigue failure. | |||
Identify failures in sinusoidal loadings. | |||
Identify applications where the typical viscoelastic response of polymers is an advantage. | |||
Identify applications where the typical viscoelastic response of polymers must be modified and common methods of modification. | |||
Determine effect of temperature on response. | |||
Determine effect of surface degradation on response. | |||
Determine effect of molecule/fibre/filler orientation on response. | |||
Determine the effect of environmental degradation on failure. | |||
Identify applications where the typical response of polymers is an advantage. | |||
Identify applications where the typical response of polymers must be modified and common methods of modification. | |||
Determine the effect of shape on the stress/strain relationship (triaxiality). | |||
Determine the effect of shape on stiffness. | |||
Determine the effect of shape on response to cyclical loads. | |||
Determine the effect of shape on creep and relaxation. | |||
Identify applications where the typical response of polymers is an advantage. | |||
Identify applications where the typical response of polymers must be modified and common methods of modification. |
Forms
Assessment Cover Sheet
PMBTECH510A - Analyse failure in polymeric materials
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Assessment Record Sheet
PMBTECH510A - Analyse failure in polymeric materials
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