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Elements and Performance Criteria

  1. Prepare to diagnose and rectify faults
  2. Diagnose and rectify faults
  3. Complete and report fault diagnosis and rectification activities

Required Skills

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 diagnosing and rectifying faults in digital television apparatus

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

KSEHA Digital television faults

Evidence shall show an understanding of digital television receivers digital television principles and digital television faults applying safe working practices and relevant Standards Codes and Regulations to an extent indicated by the following aspects

T Integrated Receiver Decoder IRD The Set Top Box encompassing

subsystem components ie functional blocks and their operating parameters

Basic diagnostic tests

T Channel decoders encompassing

Method used to determining the analogue to digital converter ADC sampling rate

Function of the Forward Error Correction FEC unit and Reed Solomon RS and Veterbi plus interleaving

Purpose of the OFDM modulator

Principle of operation of an OFDM demodulator and hierarchical de modulation

Principles of operation of a QPSK demodulator

Perform measurements and diagnostic test points in a typical IRD channel decoder

T Conditional access encompassing

Purpose of a conditional access module CAM

Access descrambler unit subsystem components ie functional blocks and their operating parameters

Function of the component parts of conditional access descrambler unit

Purpose of a conditional access module smart card

Single chip set top box subsystem components ie functional blocks and their operating parameters

T Repair and maintenance of digital television signal decoding circuitry encompassing

Correct operation of the transport stream processor with reference to typical input and output signal

Testing techniques to determine correct operation of the video decoder audio decoder and PAL encoder

Testing techniques to determine identify faulty data streams

Pin connections of a SCART socket

Operation of a typical UHF modulator

List precautions to be observed when performing tests on functional and nonfunctional units

Identify and replace faulty components in malfunctioning units

Perform functional testing after repair

T Describe the basic techniques used to process an analogue signal for integration in a digital broadcasting system encompassing

Basic technique of sampling an analogue waveform and assigning quantisation levels to those samples for both video and audio

Calculation of the number of pixels per line and the sampling rate for a range of typical DTV aspect ratios

Typical sampling rates for Standard Definition Digital Television SDTV and High Definition Digital Television HDTV broadcasts

Range of different sampling structures used to sample luminance and colour difference signals

Determination of the total bit rate required for a required sampling rate

Factors limiting digital television picture quality

Minimum MPEG video requirements for HDTV and SDTV

Factors that create the need for video data compression

T Describe the process used to prepare video data for integration encompassing

Major methods used to compress video data

How a complete picture frame is assembled from samples blocks macroblocks and slices

Meaning of the terms DCT coefficients temporal frequency and spatial frequency temporal and spatial redundancy

Purpose of the Discrete Cosine Transfer DCT processor in the processing of video data compression

Relationship between spatial frequencies DCT coefficients and quantisation levels in the DCT block

Compression techniques used to code quantised DCT coefficients

How Run Length Coding RLC is used to group DCT values into a series of values

How Variable Length Coding VLC or Huffman coding processes each DCT value according to probability

T Describe the role of the DCT coder encompassing

Subsystem components ie functional blocks and their operating parameters of a DCT coder

Typical construction of a Group of Pictures GOP

Individual frames in a GOP sequence that uses forward prediction and bidirectional prediction

Purpose of differential coding

Structure of a video Packetised Elementary Stream PES

Types of information included in the PES

Evidence Required

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 Industrypreferred 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 substancematerial 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 howhow 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 UEE 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 amp workplace procedures

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

Diagnose and rectify faults in digital television apparatus as described in and including

Applying logical diagnostic methods

Using fault scenarios to test the source of circuit faults

Identifying the cause faults using logical diagnostic methods

Rectifying faults effectively

Verifying that the apparatus operates correctly

Documenting fault rectification

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 learningassessment 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 diagnosing and rectifying faults in digital television apparatus

Method of assessment

This unit shall be assessed by methods given in Volume Part 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 learningassessment 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 UEENEEEA and other discipline specific occupational health and safety units shall be incorporated in relation to 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.

Range Statement

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 digital television apparatus by diagnosing and rectifying at least four circuit faults in two different types of digital television apparatus.

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.