Assessor Resource

Troubleshoot basic amplifier circuits

Assessment tool

Version 1.0
Issue Date: May 2019


This competency standard unit is intended for development of competency in either entry-level employment based programs incorporated in approved contracts of training or other approved training programs. It may also be used to augment formally acquired competencies.

This unit is intended as an additional competency to relevant competencies previously acquired. It is suitable for employment-based programs under an approved contract of training at the aligned AQF 3 level or higher.


1.1) Descriptor

This unit covers determining correct operation of basic amplifier circuits. It encompasses working safely, problem solving procedures, including the use of voltage, current and resistance measuring devices, providing solutions derived from measurements and calculations to predictable problems in basic amplifier circuits.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)


Prerequisite Unit(s)




Granting competency in this unit shall be made only after competency in the following unit(s) has/have been confirmed.


Repair basic electronic apparatus faults by replacement of components



Troubleshoot resonance circuits in an electronic apparatus



Solve problems in low voltage a.c. circuits

For the full prerequisite chain details for this unit please refer to Table 2 in Volume 1, Part 2

Literacy and numeracy skills


Participants are best equipped to achieve competency in this unit if they have reading, writing and numeracy skills indicated by the following scales. Description of each scale is given in Volume 2, Part 3 ‘Literacy and Numeracy’







Employability Skills


This unit contains Employability Skills

The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary of the qualification in which this unit of competency is packaged will assist in identifying Employability Skill requirements.

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.

9) 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. .

The Evidence Guide forms an integral part of this unit. It must be used in conjunction with all parts of the unit and performed in accordance with the Assessment Guidelines of this Training Package.

Overview of Assessment


Longitudinal competency development approaches to assessment, such as Profiling, require data to be reliably gathered in a form that can be consistently interpreted over time. This approach is best utilised in Apprenticeship programs and reduces assessment intervention. It is the Industry-preferred model for apprenticeships. However, where summative (or final) assessment is used it must include the application of the competency in the normal work environment or, at a minimum, the application of the competency in a realistically simulated work environment. It is recognised that, in some circumstances, assessment in part or full can occur outside the workplace. However, it must be in accord with industry and regulatory policy.

Methods chosen for a particular assessment will be influenced by various factors. These include the extent of the assessment, the most effective locations for the assessment activities to take place, access to physical resources, additional safety measures that may be required and the critical nature of the competencies being assessed.

The critical safety nature of working with electricity, electrical equipment, gas or any other hazardous substance/material carries risk in deeming a person competent. Sources of evidence need to be ‘rich’ in nature to minimise error in judgment.

Activities associated with normal everyday work influence decisions about how/how much the data gathered will contribute to its ‘richness’. Some skills are more critical to safety and operational requirements while the same skills may be more or less frequently practised. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included for Assessors in the Assessment Guidelines of this Training Package.

Critical aspects of evidence required to demonstrate competency in this unit


Before the critical aspects of evidence are considered all prerequisites shall be met.

Evidence for competence in this unit shall be considered holistically. Each Element and associated performance criteria shall be demonstrated on at least two occasions in accordance with the ‘Assessment Guidelines – UEE11’. Evidence shall also comprise:

A representative body of work performance demonstrated within the timeframes typically expected of the discipline, work function and industrial environment. In particular this shall incorporate evidence that shows a candidate is able to:

Implement Occupational Health and Safety workplace procedures and practices, including the use of risk control measures as specified in the performance criteria and range statement

Apply sustainable energy principles and practices as specified in the performance criteria and range statement

Demonstrate an understanding of the essential knowledge and associated skills as described in this unit. It may be required by some jurisdictions that RTOs provide a percentile graded result for the purpose of regulatory or licensing requirements.

Demonstrate an appropriate level of skills enabling employment

Conduct work observing the relevant Anti Discrimination legislation, regulations, polices and workplace procedures

Demonstrated consistent performance across a representative range of contexts from the prescribed items below:

Troubleshoot basic amplifiers as described in 8) and including:


Using methodical problem solving methods.


Taking measurements correctly and accurately.


Calculating parameters correctly and accurately.


Providing solution to amplifier circuit problems.


Providing written justification for the solutions to problems.


Dealing with unplanned events by drawing on essential knowledge and skills to provide appropriate solutions incorporated in a holistic assessment with the above listed items.


Successful completion of relevant vendor training may be used to contribute to evidence on which competency is deemed. In these cases the alignment of outcomes of vendor training with performance criteria and critical aspects of evidence shall be clearly identified.

Context of and specific resources for assessment


This unit should be assessed as it relates to normal work practice using procedures, information and resources typical of a workplace. This should include:

OHS policy and work procedures and instructions.

Suitable work environment, facilities, equipment and materials to undertake actual work as prescribed by this unit.

These should be part of the formal learning/assessment environment.


Where simulation is considered a suitable strategy for assessment, conditions must be authentic and as far as possible reproduce and replicate the workplace and be consistent with the approved industry simulation policy.

The resources used for assessment should reflect current industry practices in relation to troubleshooting basic amplifiers.

Method of assessment


This unit shall be assessed by methods given in Volume 1, Part 3 ‘Assessment Guidelines’.


Competent performance with inherent safe working practices is expected in the industry to which this unit applies. This requires that the specified essential knowledge and associated skills are assessed in a structured environment which is primarily intended for learning/assessment and incorporates all necessary equipment and facilities for learners to develop and demonstrate the essential knowledge and skills described in this unit.

Concurrent assessment and relationship with other units


There are no concurrent assessment recommendations for this unit.

The critical aspects of occupational health and safety covered in unit UEENEEE101A and other discipline specific occupational health and safety units shall be incorporated in relation to this unit.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, 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.

8) This describes the essential skills and knowledge and their level, required for this unit.

Evidence shall show that knowledge has been acquired of safe working practices and troubleshooting basic amplifiers.

All knowledge and skills detailed in this unit should be contextualised to current industry practices and technologies.

KS01-EH139A Basic amplifier circuit troubleshooting

Evidence shall show an understanding of basic amplifier circuit troubleshooting, applying safe working practices and relevant Standards Codes and Regulations to an extent indicated by the following aspects:

T1. Introduction to Amplifiers

Purpose of amplifiers

Introduction to black box model of amplifier

Decibels, engineering terms and formulae

Measurement of gain and frequency response

T2. Amplifier Terminal Characteristics

Amplifier types and transfer characteristics

Ideal amplifier transfer characteristics

T3. Practical amplifiers

Practical amplifier terminal characteristics

Input and output resistance calculations based on voltage measurements

T4. Operational amplifiers - Introduction

Advantages of operational amplifiers

Schematic symbol

Open loop configuration

Input and output resistance

Gain bandwidth product

Open loop amplifier operation

Comparator circuit

Circuit verification of operational amplifier configured as a comparator

T5. Operational amplifiers – Inverting Amplifier

The need for and effects of negative feedback

Inverting operational amplifier circuit configuration

Inverting operational amplifier gain calculations

Summing inverting operational amplifier gain calculations

Circuit verification of operational amplifier gain

T6. Operational amplifiers – Non-inverting amplifier

Non-inverting operational amplifier circuit configuration

Non-inverting operational amplifier gain calculations

Circuit verification of non inverting operational amplifier gain

Voltage follower circuit configuration

Voltage follower circuit gain

Circuit verification of voltage follower

T7. Operational amplifiers – Differential Amplifier

The differential amplifier

Schematic circuit of differential amplifier using an operational amplifier

Differential amplifier gain calculations

Circuit verification of differential amplifier operation

The Schmitt trigger

Circuit verification of Schmitt trigger circuit

10) This relates to the unit as a whole providing the range of contexts and conditions to which the performance criteria apply. It allows for different work environments and situations that will affect performance.

This competency standard unit shall be demonstrated in relation to troubleshooting amplifiers for at least three types of amplifier configurations.

The troubleshooting must be demonstrated on three types of faults.


1. The range of faults may include: distortion, excessive power consumption, low gain and limited frequency responses.

2. Troubleshooting may involve the modification of an existing amplifier configuration to comply with a specified function and operating parameters.

Generic terms used throughout this Vocational Standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms that apply are given in Volume 2, Part 2.1.

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
OHS procedures for a given work area are obtained and understood. 
OHS risk control work preparation measures and procedures are followed. 
The nature of the fault is obtained from documentation or from work supervisor to establish the scope of work to be undertaken. 
Advice is sought from the work supervisor to ensure the work is co-ordinated effectively with others. 
Sources of materials that may be required for the work are established in accordance with established procedures. 
Tools, equipment and testing devices needed to carry out the work are obtained and checked for correct operation and safety. 
OHS risk control work measures and procedures are followed. 
The need to test or measure live is determined in strict accordance with OHS requirements and when necessary conducted within established safety procedures. 
Circuits are checked as being isolated where necessary in strict accordance OHS requirements and procedures. 
Fault finding is approached methodically drawing on knowledge of basic amplifiers using measured and calculated values of parameters. 
Unexpected situations are dealt with safely and with the approval of an authorised person. 
Fault finding activities are carried out efficiently without unnecessary waste of materials or damage to apparatus and the surrounding environment or services and using sustainable energy practices. 
OHS work completion risk control measures and procedures are followed. 
Work site is cleaned and made safe in accordance with established procedures. 
Justification for solutions used to troubleshooting problems is documented. 
Work completion is documented and an appropriate person or persons notified in accordance with established procedures. 


Assessment Cover Sheet

UEENEEH139A - Troubleshoot basic amplifier circuits
Assessment task 1: [title]

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I declare that the assessment tasks submitted for this unit are my own work.

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Result: Competent Not yet competent

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Assessment Record Sheet

UEENEEH139A - Troubleshoot basic amplifier circuits

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:









Overall assessment result: Competent Not yet competent

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