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Evidence Guide: UEENEEH189A - Provide Gate Array solutions for complex electronics systems

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

 

UEENEEH189A - Provide Gate Array solutions for complex electronics systems

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

Prepare to design and develop advanced gate array systems

  1. OHS procedures for a given work area are obtained and understood.
  2. Operational safety procedures for a given work area are obtained and understood
  3. The extent of the proposed gate array system design and development is determined from the design brief or in consultation with appropriate person(s).
  4. Design and development work is planned to meet scheduled timelines in consultation with others involved on the work site.
  5. Materials and devices/components required for the work are selected on compatibility of their specifications with system requirements and project budget constraints.
  6. Tools, equipment, software 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:

 

 

 

 

 

 

 

Operational safety procedures for a given work area are obtained and understood

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The extent of the proposed gate array system design and development is determined from the design brief or in consultation with appropriate person(s).

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design and development work is planned to meet scheduled timelines in consultation with others involved on the work site.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Materials and devices/components required for the work are selected on compatibility of their specifications with system requirements and project budget constraints.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design and develop advanced gate array systems

  1. OHS risk control measures and procedures for carrying out the work are followed.
  2. Knowledge of gate array devices, gate array systems and compliance standards are applied to the design.
  3. Alternative arrangements for the design and development are considered based on the requirements outlined in the design brief.
  4. Safety, functional and budget considerations are incorporated in the design.
  5. Prototype devices and circuits are constructed and tested for compliance with the design brief and regulatory requirements.
  6. Prototype malfunctions are rectified and retested to ensure effective operation with the design.
  7. Gate array system design and development is documented for submission to appropriate person(s) for approval.
  8. Solutions to unplanned situation are provided consistent with organisation policy.
OHS risk control measures and procedures for carrying out the work are followed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Knowledge of gate array devices, gate array systems and compliance standards are applied to the design.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Alternative arrangements for the design and development are considered based on the requirements outlined in the design brief.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Safety, functional and budget considerations are incorporated in the design.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prototype devices and circuits are constructed and tested for compliance with the design brief and regulatory requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prototype malfunctions are rectified and retested to ensure effective operation with the design.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gate array system design and development is documented for submission to appropriate person(s) for approval.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Solutions to unplanned situation are provided consistent with organisation policy.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain approval for the design and development of advanced gate array systems and document

  1. Gate array system design is presented and explained to client representative and/or other relevant person(s).
  2. Requests for design modifications are negotiated with relevant person(s) within the constraints of organisation policy.
  3. Final design and development is documented and approval obtained from appropriate person(s).
  4. Quality of work is monitored against personal performance agreement and/or established organisational or professional standards.
Gate array system design is presented and explained to client representative and/or other relevant person(s).

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Requests for design modifications are negotiated with relevant person(s) within the constraints of organisation policy.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Final design and development is documented and approval obtained from appropriate person(s).

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Quality of work is monitored against personal performance agreement and/or established organisational or professional standards.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 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:

Design Gate Array systems as described in 8) and including:

Developing outlines of alternative designs and comparing advantages and disadvantages on each.

Developing the design within the safety and functional requirements and budget limitations.

Constructing and testing prototype devices and circuits according to design brief and regulatory requirements

Documenting and presenting design effectively

Successfully negotiating design alteration requests.

Obtaining approval for final design.

Verifying compliance of the design against the final brief

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 designing and developing gate array systems.

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)

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.

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 designing gate array systems.

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

KS01-EH189A Gate Array fundamentals

Evidence shall show an understanding of gate array fundamentals to an extent indicated by the following aspects:

T1 Introduction to PLDs encompassing:

Types of programmable logic devices.

Features of CPLD devices

Features of FPGA devices.

Input /Output Logic family assignment for FPGA.

T2 Hardware Design language encompassing:

Create a HDL design (using Verilog, VHDL or similar).

Create a State machine design using CAD tools.

Create instants of components, then interconnect the design using HDL.

Interfacing to a FPGA using the JTag connection

Program a FPGA in a currently working system with predetermined designs.

T3 Design Project encompassing:

Use simulation tools to test each aspect of the design.

Timing constraints, analysis, and hazards.

Design implementation.

Present documentation for a FPGA

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 designing and developing a gate array system, which controls at least three I/O devices or functions.

Note:

Examples may include: Security alarm system, Temperature control system, Data/information storage and retrieval system.

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.