Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

UEENEEF106A Mapping and Delivery Guide
Solve problems in voice and data communications circuits

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency UEENEEF106A - Solve problems in voice and data communications circuits
Description 1)Scope:1.1) DescriptorThis unit covers providing known solutions to predictable problems in single and multiple path circuits operated at extra-low voltage as they apply to various voice and data communications work functions. It encompasses working safely, problem solving procedures, including the use of basic voltage, current and resistance measuring devices, providing known solutions to predictable communication circuit problems.
Employability Skills 5) 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.
Learning Outcomes and Application 2)This unit shall apply to persons entering work in electrotechnology and may be used in school based vocational programs.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Prerequisite Unit(s)4) Competencies4.1)Granting competency in this unit shall be made only after competency in the following unit(s) has/have been confirmed. UEENEEE101A Apply Occupational Health and Safety regulations, codes and practices in the workplaceLiteracy and numeracy skills4.2) 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’Reading3Writing3Numeracy3
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
Elements of Competency Performance Criteria              
Element: Prepare to work on extra-low voltage voice and data communications circuits
  • OHS procedures for a given work area are identified, obtained and understood.
  • OHS risk control work preparation measures and procedures are followed.
  • The nature of the circuit(s) problem 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 coordinated 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.
       
Element: Solve problems in extra-low voltage voice and data communications circuits
  • 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.
  • Established routines are used to solve circuit problems using measured and calculated values as they apply to single path, single source circuits.
  • Problems are solved without damage to apparatus, circuits, the surrounding environment or services and using sustainable energy practices.
       
Element: Complete work and document problem solving activities.
  • 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 solve circuit problems is documented.
  • Work completion is documented and appropriate person(s) notified in accordance with established routine procedures.
       


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) This provides essential advice for assessment of the unit and must be read in conjunction with the performance criteria and the range statement of the unit and the Training Package Assessment Guidelines.

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 is to 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 accordance 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 have a bearing on the decision as to how much and how detailed 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:

Solve problems in solving problems in extra-low voltage data and voice communications circuits as described in 8) and including:

A

Determining the operating parameters of an existing circuit.

B

Determining the frequency response of existing circuits

C

Altering an existing circuit to comply with specified operating parameters.

D

Developing circuits to comply with a specified function and operating parameters.

E

Identifying earth faults.

F

Identifying loss of supply.

G

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.

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 used in 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 solve problems in extra-low voltage voice and data communications circuits.

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 competency standard unit applies. This requires assessment 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)

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, 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.

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 solving problems in extra-low voltage voice and data communications circuits.

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

KS01-EF106A Electrotechnology communication principles

Evidence shall show an understanding of electrotechnology communication principles, applying safe working practices and relevant Standards, Codes and Regulations to an extent indicated by the following aspects:

T1. The basic electrical circuit

basic circuit components

function of basic circuit components

connection of components

measurement of circuit parameters

open-circuit, closed-circuit and short-circuits.

T2. Circuit parameter relationships

Ohms Law

calculation of voltage, current and resistance

power dissipated

calculation of power.

T3. Measurement instruments (voltage, current & resistance)

safe working procedures

handling and storing instruments

selecting and set up of instruments

connecting instruments

read analogue scales and digital readouts.

T4. Effects of electrical current

physiological effect

heating effect

magnetic effect

chemical effect

typical uses

T5. EMF sources

basic generator

basic thermocouple

photovoltaic cells

piezo electric

primary and secondary cells.

T6. D.C. resistive circuits

series circuits (set-up, measurement and calculations)

parallel circuits (set-up, measurement and calculations)

series-parallel circuits (set-up, measurement and calculations).

T7. Capacitance

construction of capacitors

operation of capacitors

units

charge of a capacitor

RC series circuit.

T8. Magnetism and electromagnetic induction

permanent magnets

electromagnetism

induced emf

inductors

principles of inductance

unit of inductance

electromagnetic radiation (EMR)

cross talk.

T9. A.C. principles

generation of sinusoidal voltage

a.c. circuit parameters – frequency, period, amplitude, instantaneous value, maximum value, peak value, peak to peak value and rms value

calculation of frequency and rms values

effects of frequency on inductors

effects of frequency on capacitors

transformers construction and operating principles.

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 in relation to:

Single source single and multiple path communication circuits as they apply to problems related to installation, fault finding, maintenance or development work functions in any of the following disciplines:

Voice and Data Communications

Electronics

Fire protection

Renewable and sustainable energy systems, and

Security technology

In relation to at least three of the following types of communication circuit problems and on at least two occasions:

Determining the operating parameters of an existing circuits

Determining the frequency response of an existing circuits

Identifying and locating open-circuits

Identifying and locating short-circuits

Identifying earth faults

Identifying loss of supply

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 identified, obtained and understood. 
OHS risk control work preparation measures and procedures are followed. 
The nature of the circuit(s) problem 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 coordinated 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. 
Established routines are used to solve circuit problems using measured and calculated values as they apply to single path, single source circuits. 
Problems are solved without damage to apparatus, circuits, 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 solve circuit problems is documented. 
Work completion is documented and appropriate person(s) notified in accordance with established routine procedures. 

Forms

Assessment Cover Sheet

UEENEEF106A - Solve problems in voice and data communications circuits
Assessment task 1: [title]

Student name:

Student ID:

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

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

UEENEEF106A - Solve problems in voice and data communications 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

Assessor name:

Signature:

Date:

Student signature:

Date: