Elements and Performance Criteria

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, if used in the performance criteria, is detailed below. 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) may also be included.

Data sources may include:
analog devices
databases
digital devices
process controllers
spreadsheets
web-based data sources
XML documents.
Prototyping tools may include:
3-D prototyping applications
existing simulation and modelling software
flow chart applications
scientific calculators
spreadsheet applications.
Technologies and platforms may include:
Berkeley Madonna
DeSolve
EMACS
ESS
Maple
Mathematica
MatLab
MMNP
networked computers
R
Stella
Supercomputers.
Classes and algorithms may include:
application of Taylor series as convergent and asymptotic series
Cholesky factorisations
computing derivatives by:
automatic differentiation (AD)
finite differences
Discrete Fourier transform
graph theoretic suites
high order difference approximations
LU factors with Gaussian elimination
methods for integration on a uniform mesh
molecular dynamics
Monte Carlo methods
Newton's method
numerical linear algebra
Runge Kutta method for solving ordinary differential equations
time stepping methods for dynamical systems.
Elements of a 3-D scientific or mathematical model may include:
computer animation
computer simulation
information visualisation
interface technology and perception
surface rendering
volume rendering
volume visualisation.
Testing procedures may include:
expected results
parallel processing
test data.
Document may include:
architecture
design
release
requirement
test
user manuals.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
determine business requirements and determine data to be used in a 3-D computer simulation or mathematical modelling application
design an interactive 3-D environment that reflects scientific or mathematical modelling.
Context of and specific resources for assessment
Assessment must ensure access to:
suitable 3-D equipment, software and hardware
technical manuals
appropriate learning and assessment support when required
modified equipment for people with special needs.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
evaluation of work samples or simulated workplace activities
observation of design activities
verbal questioning or interview concerning aspects of design development, including:
capability of engines and software tools to meet the requirements of the brief
evaluating prototypes from technical, design and interactive perspectives
simulation testing and trialling procedures
maintaining integrity of the design brief and design document
risk assessment and critical path planning
translating design and technical specifications into working simulation prototypes.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, where appropriate.
Assessment processes and techniques must be culturally appropriate, and suitable to the communication skill level, language, literacy and numeracy capacity of the candidate and the work being performed.
Indigenous people and other people from a non-English speaking background may need additional support.
In cases where practical assessment is used it should be combined with targeted questioning to assess required knowledge.