Modification History
Not Applicable
Unit Descriptor
Unit Descriptor |
1 ) 1 .1 ) Descriptor |
This unit covers the application of fundamental numerical calculations required to solve routine electrotechnology problems and reporting the outcomes to requirements. It encompasses working safely, applying routine problem solving techniques, using a range of fundamental mathematical processes and techniques to identifying solutions to electrotechnology problems, and reporting the solutions. Note. |
Application of the Unit
Application of the Unit |
4 ) |
This unit is intended to apply to any recognised development program that leads to the acquisition of a formal award at AQF level 2 or higher |
Licensing/Regulatory Information
1 .2 ) License to practice |
The skills and knowledge described in this unit do not require a license to practice in the workplace. However, practice in this unit is subject to regulations directly related to occupational health and safety and where applicable contracts of training such as apprenticeships. |
Pre-Requisites
Prerequisite Unit (s ) |
2 ) |
2 .1 ) Competencies |
|
There are no prerequisite competencies for this unit. |
Employability Skills Information
Employability Skills |
3 ) This unit contains Employability Skills 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. |
Elements and Performance Criteria Pre-Content
6 ) Elements describe the essential outcomes of a unit of competency |
Performance criteria describe the required performance needed to demonstrate achievement of the Element. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
||
1 |
Perform fundamental numerical calculations to solve routine electrotechnology problems. |
1.1 |
OHS procedures for a given work area are obtained and understood |
1.2 |
The nature of the problems are obtained from documentation or from work supervisor to establish the scope of work to be undertaken |
||
1.3 |
Problems are clearly stated in writing and/or diagrammatic form to ensure they are understood and appropriate methods used to resolve them. |
||
1.4 |
Known constants and variable related to the problem are obtained from measured values or problem documentation. |
||
1.5 |
Methods for resolving non-routine problems are considered and discussed with appropriate person(s). |
||
1.6 |
Routine problems are solved using fundamental numerical calculations with resultant outcome aligned to realistic accuracy. |
||
1.7 |
Solutions to routine problems are documented in accordance with established procedures. |
||
2 |
Complete work and report on calculated solutions |
2.1 |
Solutions used to solve routine electrotechnology problems are recorded for inclusion in work/project records/technical reports in accordance with requirements. |
2.2 |
Known reporting requirements and structures are identified and used to prepare for the production of technical reports, which communicate the outcomes solved to appropriate person(s). |
||
2.3 |
Reports are produced to communicate the solved outcomes in accordance with requirements. |
||
2.4 |
Work completion is documented and appropriate person(s) notified. |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
||
7 ) 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, providing solutions to and reporting on routine electrotechnology problems. All knowledge and skills detailed in this unit should be contextualised to current industry practices and technologies. The extent of the essential knowledge and associated skills (EKAS) required is given in Volume 2 - Part 2.2 EKAS. It forms an integral part of this unit. |
||
2.8.14.3 |
Electrotechnology Numeracy Diagnostic Assessment Methods |
|
2.8.14.4 |
Electrotechnology Literacy Diagnostic Assessment Methods |
|
2.18.1 |
Occupational Health and Safety principles |
Evidence Guide
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 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 must 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 - UEE07'. Evidence shall also comprise:
|
|||
|
|||
|
|||
|
|||
A |
Identifying problems in written and diagrammatic form. |
||
B |
Obtaining known constants and variables from an appropriate source to solve routine problems. |
||
C |
Solving problems using appropriate fundamental calculations to achieve realistic and accurate outcomes. |
||
D |
Using standard reporting structures and forms to prepare and produce routine documents/technical reports |
||
E |
Interpreting and communicating solutions in routine documents/technical reports to appropriate person(s) in accordance with established procedures. |
||
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. |
||
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:
These should be used in the formal learning/assessment environment. Note: Where simulation is considered a suitable strategy for assessment, conditions for assessment 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 applying fundamental calculations required to solve routine electrotechnology problems with realistic accuracy and formally reporting such outcomes to appropriate persons(s) and to requirements. |
|||
Method of assessment |
9 .4 ) This unit shall be assessed by methods given in Volume 1, Part 3 'Assessment Guidelines'. Note: |
||
Concurrent assessment and relationship with other units |
9 .5 ) |
||
There are no concurrent assessment recommendations for this unit. |
Range Statement
RANGE STATEMENT |
|
8 ) 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 solve routine electrotechnology problems using fundamental numerical calculations in equipment processes in the deployment of work functions and reporting their outcomes in accordance with requirements in any of the following disciplines: |
|
|
|
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. |
Unit Sector(s)
Not Applicable
Competency Field
2 .2 ) Literacy and numeracy skills 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' |
|||||
Reading |
2 |
Writing |
2 |
Numeracy |
2 |
Custom Content Section
Competency Field |
5 ) |
Electrotechnology |