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Evidence Guide: UEENEEH113A - Troubleshoot amplifiers in an electronic apparatus

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

UEENEEH113A - Troubleshoot amplifiers in an electronic apparatus

What evidence can you provide to prove your understanding of each of the following citeria?

Prepare to troubleshoot amplifiers.

  1. OHS procedures for a given work area are obtained and understood.
  2. OHS risk control work preparation measures and procedures are followed.
  3. The nature of amplifier fault is obtained from documentation or from work supervisor to establish the scope of work to be undertaken.
  4. Advice is sought from the work supervisor to ensure the work is co-ordinated effectively with others.
  5. Sources of materials that may be required for the work are established in accordance with established procedures.
  6. Tools, equipment and testing devices needed to carry out the work are obtained and checked for correct operation and safety.
OHS procedures for a given work area are obtained and understood.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

OHS risk control work preparation measures and procedures are followed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The nature of amplifier fault is obtained from documentation or from work supervisor to establish the scope of work to be undertaken.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advice is sought from the work supervisor to ensure the work is co-ordinated effectively with others.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Sources of materials that may be required for the work are established in accordance with established procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Tools, equipment and testing devices needed to carry out the work are obtained and checked for correct operation and safety.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Troubleshoot amplifiers.

  1. OHS risk control work measures and procedures are followed.
  2. The need to test or measure live is determined in strict accordance with OHS requirements and when necessary conducted within established safety procedures
  3. Circuits are checked as being isolated where necessary in strict accordance OHS requirements and procedures.
  4. Fault finding is approached methodically drawing on knowledge of amplifiers using measured and calculated values of parameters.
  5. Unexpected situations are dealt with safely and with the approval of an authorised person.
  6. 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 risk control work measures and procedures are followed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The need to test or measure live is determined in strict accordance with OHS requirements and when necessary conducted within established safety procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Circuits are checked as being isolated where necessary in strict accordance OHS requirements and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Fault finding is approached methodically drawing on knowledge of amplifiers using measured and calculated values of parameters.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Unexpected situations are dealt with safely and with the approval of an authorised person.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete work and document troubleshooting activities.

  1. OHS work completion risk control measures and procedures are followed.
  2. Work site is cleaned and made safe in accordance with established procedures.
  3. Justification for solutions used to troubleshooting problems is documented.
  4. Work completion is documented and an appropriate person or persons notified in accordance with established procedures.
OHS work completion risk control measures and procedures are followed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work site is cleaned and made safe in accordance with established procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Justification for solutions used to troubleshooting problems is documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work completion is documented and an appropriate person or persons notified in accordance with established procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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:

Troubleshoot amplifiers as described in 8) and including:

A

Using methodical problem solving methods.

B

Taking measurements correctly and accurately.

C

Calculating parameters correctly and accurately.

D

Providing solution to amplifier problems.

E

Providing written justification for the solutions to problems.

F

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 troubleshooting amplifiers.

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:

UEENEEH102A

Repair basic electronic apparatus faults by replacement of components

UEENEEH112A

Troubleshoot digital sub-systems

UEENEEH114A

Troubleshoot resonance circuits in an electronic apparatus

UEENEEH115A

Develop software solutions for microcontroller based systems

UEENEEH116A

Find and repair microwave amplifier section faults of electronic apparatus

UEENEEH139A

Troubleshoot basic amplifier circuits

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.

Required Skills and Knowledge

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 amplifiers.

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

KS01-EH113A Amplifier fundamentals

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

T1. Single stage discrete amplifier d.c. characteristics

Risk and safety

Field effect transistors (FET) and Bi-junction transistor (BJT) circuit symbols

Quiescent (Q) point

Biasing methods for BJT and FETs

Circuit theory for BJT and FETs

Verification of performance of BJT and FET amplifier circuits

T2. Single-stage discrete amplifier small signal characteristics

Small signal gain

Gain measurements

Overdrive conditions

T3. Capacitive coupling in single-stage discrete amplifiers

Coupling capacitor functions

Coupling capacitor effect on low frequency response

Emitter\source bypass capacitor effect on low frequency response

Verification of circuit operation and frequency response (eg. Bode Plot).

T4. Multistage amplifier coupling methods

Coupling methods

Total gain

Bandwidth considerations

Verification of circuit operation

T5. Differential amplifiers

Differential amplifier concept

Typical circuit operation

Differential and common-mode gain

Common mode rejection

Constant current and voltage sources

Verification of circuit operation

T6. Negative feedback

Concept of negative feedback

Effects of negative feedback

Negative feedback configurations

Amplifier gain and negative feedback

T7. Introduction to classes of power amplifier operation

Power efficiency

Classes and applications

Crossover distortion

Class AB operation

Heat sinking

T8. Complimentary symmetry power amplifiers

Biasing and crossover distortion

Power efficiency

Quasi-complimentary and Darlington output configurations

Complete amplifier operation

D.C. operating condition calculations

Verification of circuit operation

T9. Other solid state power amplifier design

Transformer coupled power amplifiers

I.C. power amplifiers

Class D power amplifiers

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 competency standard unit shall be demonstrated in relation to troubleshooting an amplifier in at least three types of electronic apparatus.

The troubleshooting must be demonstrated on three types of faults.

Notes:

1. The range of faults may include: distortion, excessive power consumption, low gain and limited frequency responses. 2. Troubleshooting may involve the alteration of an existing amplifier to comply with a specified function and operating parameters.

Determining the operating parameters of an amplifier section of an electronic apparatus.

Modifying an existing amplifier section to comply with specified operating parameters

Developing an amplifier section to comply with a specified function and operating parameters

Finding and repairing a fault in an amplifier section of an electronic 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.