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 Competency Standard Unit and shall be used in conjunction with all components parts of this 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’s 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 accord with Industry and, Regulatory policy in this regard.

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. Hence, sources of evidence need to be ‘rich’ in nature so as to minimise error in judgment.

Activities associated with normal every day 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 practiced. 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; and

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

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; and

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

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

Develop solutions to analogue electronic problems as described in 8) and including:

A

Understanding the extent of the analogue electronic problem.

B

Forming effective strategies for solution development and implementation.

C

Obtaining analogue electronic parameters, specifications and performance requirements appropriate to each problem.

D

Testing and solutions to analogue electronic problems.

E

Documenting instruction for implementation of solutions that incorporate risk control measure to be followed.

F

Documenting justification of solutions implemented in accordance with professional standards.

G

Dealing with unplanned events by drawing on essential knowledge and skills to provide appropriate solutions incorporated in the 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 competency standard unit.

Resources required to assess this unit are listed above in context of assessment’, which should also be used in the formal learning/assessment environment.

Note:

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

The resources used for assessment should reflect current industry practices in relation to developing solutions to analogue electronic problems.

Method of assessment

9.4)

This competency standard 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 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)

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.

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 developing solutions to analogue electronic problems.

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

KS01-EH145A Analogue electronic circuits and systems

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

Single-stage analogue electronics

T1. Understanding of differential amplifiers using discrete components (transistors) of suitable characteristics to meet system objective

differential gain, common mode rejection ratio and the required CMRR

variable gain input stage

T2. Operational amplifier circuits

use of d.c. offset

operation of single-supply inverting and non-inverting amplifiers employing DC offset bias at the input and blocking capacitors

operation of a high input resistance unity gain

areas of use for single-supply amplifiers.

T3. Comparator circuits (open loop, limited swing and hysteresis) using operational amplifiers:

ideal op-amp comparator

typical uses of the comparator.

comparators with limited (i) negative swing and (ii) both positive negative swing

hysteresis comparator with positive resistor divider feedback and calculate the input switching voltages.

desirable properties of an operational amplifier for use as comparator and the characteristics of comparator op amps.

T4. Amplifiers with given piecewise linear transfer characteristics

T5. Operation and building precision of half-wave and fullwave rectifiers

precision two-diode half-wave and full-wave rectifier

typical applications of precision rectifiers.

T6. Oscillators

Operation of oscillators

Purpose of oscillators

Conditions for sustained oscillation

Operation of phase shift oscillators

The operation and characteristics of a Colpitts oscillator

Conditions that cause instability in amplifier circuits

Advanced power amplifiers

Analysing the performance of power amplifiers

Minimum power, voltage and current rating of an output transistor.

Aspects of heat transfer related to heat sinking.

Common forms of distortion encountered in power amplifiers. (eg. Total harmonic distortion)

Techniques for overcoming common forms of distortion.

T9. (is the number correct?)Classes of power amplifiers and indicate typical maximum efficiencies for each class

conduction, angle, output power and efficiency of a power amp.

typical and/or maximum efficiencies of each class of power Amp.

d.c and/or a.c load line,

output power and efficiency of a large signal amplifier

T10. Operation of each class and type of power amplifier circuit

load line operation.

Class A – direct, RC, transformer coupled. Class B – Complementary symmetry, drivers, single supply/duel supply. Class C and Class D.

measure the characteristics of a fully integrated operational power Amplifiers.

T11. Active filters

frequency response of low-pass, high-pass, low-Q band-pass, high-Q bandpass, notch and all-pass filters and define pass-band, stop-band and rate of roll-off.

main features in the amplitude and phase plots of Butterworth, Chebyshev, Cauer-Elliptic and Bessel filter responses.

pros and cons of active and passive filters.

non-unity gain Sallen-Key low-pass filter.

Types of active filters available in IC form - Variable filter, Switched Capacitor Filters and digital (sampled data) filters.

Low-Q (i.e. cascade of lowpass and high-pass) and/or narrow bandpass filters

10) This relates to the unit of competency 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 developing engineering solution for at least four analogue electronic problems.

Note.

Typical analogue electronic problems are those encountered in meeting performance requirements and compliance standards, revising an analogue electronic operating parameters and dealing with analogue electronic malfunctions.

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