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Evidence Guide: UEENEEH114A - Troubleshoot resonance circuits 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

 

UEENEEH114A - Troubleshoot resonance circuits in an electronic apparatus

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

Prepare to troubleshoot resonance circuits.

  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 the 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 the 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:

 

 

 

 

 

 

 

Solve in resonance circuits.

  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 resonance circuits 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 resonance circuits 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 frequency dependent circuits 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 resonance circuit 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 frequency dependent 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 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:

UEENEEE104A

Solve problems in d.c. 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 frequency dependent circuits.

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

KS01-EH114A Resonance circuits troubleshooting

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

T1. Basic engineering mathematics

SI Units

Using a calculator.

Basic Algebra

Applying the laws of indices.

Simplification of expressions involving square roots.

Graphs and tables.

Pythagoras’ Theorem and trigonometry ratios.

T2. Sinusoidal alternating voltage and current

Generating a sinusoidal waveform

Definition of the terms period, peak, peak-to-peak, instantaneous, average, and root-mean-square value

Calculating the instantaneous value of a sinusoidal waveform

Calculating the root-mean-square value and frequency of a of a sinusoidal waveform

Phase relationship between two or more sinusoidal waveforms

Common waveforms used in electronic circuitry

Observation of sinusoidal and other waveforms

T3. A.C. measuring equipment

Operating principles of a cathode ray oscilloscope (CRO)

Set up, calibration and use of a CRO

Calibration and limitation of CRO probes

Analogue and digital a.c. measuring instruments including true root-mean-square reading instruments

Measurement of the instantaneous, peak, peak-to-peak values and period of sinusoidal and other common waveforms

T4. Phase relationships in a.c. circuits

Phasor representation of sinusoidal waveforms

Definitions of in-phase, out-phase, phase angle, lead and lag

Phasor addition of two voltages or currents

T5. Resistive a.c. circuits

Ohms law in a.c resistive circuits

Current and voltage phase relationship

Power dissipation

T6. Inductance in a.c. circuits

Principles of inductance

Units

Inductive time constant circuits

Inductive reactance

Ohms law in inductive a.c. circuits

Phase relationships

Verification of operation of RC time constant circuit

T7. Capacitance in a.c. circuits

Capacitive reactance

Ohms law in capacitive a.c. circuits

Current and voltage phase relationships

T8. Series a.c. circuits

Definition of Impedance

Impedance

The impedance triangle

Voltages distribution

Vector representation of current and voltages

Verification of operation of series a.c. circuit

T9. Parallel a.c. circuits

Current distribution

Vector representation of voltage and currents

Impedance calculations based on total circuit current and voltage

Verification of operation of parallel a.c. circuit

T10. Series-parallel a.c. circuits

Examples of circuit

Rules for simplification

T11. Power factor

Power triangle

True power

Apparent power

Reactive power

Power factor

Power factor correction

T12. Ideal transformer

Construction and operating principles

Step-up, step-down, turns ratios, voltage and current ratios

Autotransformer

Core losses

Types of cores and applications

Volt-Ampere (VA) rating

Verification of operation of transformer circuit

T13. Series resonance

Conditions in a circuit that produce series resonance

Relationship between resonance and frequency

Impedance of a series resonant circuit

Phasor representation of current and series voltage drops in series resonant circuit

Voltage magnification

The Q of a coil and its relevance

Bandwidth and half power points in a resonant circuit

Selectivity

Verification of operation of series resonant circuit

T14. Parallel resonance

Conditions in a circuit that produce parallel resonance

Impedance of a parallel resonant circuit

Vector representation of voltage and parallel branch currents in a parallel resonant circuit

Current magnification

Verification of operation of parallel resonant circuit

T15. Filters

Purpose of a filter

Circuits for operation of the following passive filter circuits: high pass, low pass, band stop and band pass

Bandwidth, attenuation, cut-off, roll off and order of filter

Measurements and calculations relating to passive filters

Curves showing the behaviour of various types of filter circuits

Verification of operation of each filter type

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 in relation to solving at least two of the following types of resonance circuit problems.

Determining the operating parameters of an existing circuit

Altering an existing circuit to comply with specified operating parameters

Developing circuits to comply with a specified function and operating parameters

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.