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

9.1)

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

9.2)

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:

Find and repair faults in communication systems as described in 8) and including:

Using methodical fault finding techniques.

Finding faults efficiently.

Replacing components without damage.

Providing written justification for the repairs.

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.

Note:

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

9.3)

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.

Note:

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 finding and repairing faults in communication systems.

Method of assessment

9.4)

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

Note:

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

9.5)

For optimisation of training and assessment effort, competency development in this unit may be arranged concurrently with 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.

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 finding and repairing faults in communication systems.

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

KS01-EH172A Electronic communications systems troubleshooting

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T1. AM and FM tuners

Superheterodyne receivers

Operational characteristics and techniques used in AM and FM receivers

Frequency modulation, stereo encoding and de-coding used in commercial FM transmissions

Amplitude modulation and de-modulation used in commercial AM transmissions

RF signal requirements for AM tuners

RF signal requirements for stereo FM tuners

T2. Modulation and de-modulation

AM principles Radio Communications System (Review)

Operational characteristics and techniques used in AM

Amplitude modulation and de-modulation used in commercial AM transmissions

RF signal requirements for AM tuners

Modulation

Envelope

Index and percentage modulation depth

Power in carrier and sidebands

Over modulation and "splatter"

Sideband modulation terminology and techniques

Transmissions

T3. Sideband modulation terminology and techniques

Double-sideband (DSB),

Single-sideband (SSB)

Frequency domain representation

Double-sideband signal (DSB)

Single-sideband signal (SSB)

Demodulation requirements for DSB and SSBRF Amplifiers

T4. IF principles

IF principles and operation

Intermediate frequency

Down converters

Amplification

The diode demodulator circuit.

T5. RF circuits

Introduction to RF Amplifiers

RF Oscillators (eg, Hartley, Colpitts, Clapp)

RF Mixers

Attenuators

Transmission lines – Impedance matching

Terminations

T6. Frequency and phase modulation Principles

Time and frequency domain representation, amplitude and frequency

Frequency modulation (FM) production,

Phase modulation (PM)

Digital Encoding

Spread spectrum

Equivalent FM and PM (eg. – audio processing)

Bessel function and distribution of sidebands,

Modulation

Envelope

Index and percentage modulation depth

Power in carrier and sidebands

Over modulation and "splatter"

Sideband modulation terminology and techniques

Bandwidth

T7. Frequency and phase de-modulation Principles

FM Demodulation Circuits

Frequency synthesizers (eg. PLL)

T8. Antennas

Principles

Half wave/quarter wave configurations

Impedance matching networks

Polarisation

T9. Transmitter and Receiver systems configurations

High and low-level AM transmitters

High and low-level FM transmitters

Transmitter Power ratings

Spectral purity (eg. harmonics, spuriousemissions and IMD)

T10. RF Filters

Types (eg. Butterworth, Chebyshev, Bessel and Elliptical)

Crystal filters

Mechanical Filters

T11. RF Safety and precautions

Effects of RF radiation on the human body and work practices to protect against radio frequency radiation.

Standards, Codes and Regulations of ACMA regulation for power, frequency and antenna gain and Occupational Health &Safety.

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 unit shall be demonstrated using a representative range of communication systems’ faults in finding and repairing faults in communication systems.

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.