Unit of competency details

Unit Descriptor 

1 )

1 .1 ) Descriptor 

This unit covers the application of computational processes to solve engineering problems. It encompasses working safely, applying problem solving techniques, using a range of mathematical processes, providing solutions to electrical/electronics engineering problems and justifying such solutions.

Note.
Typical engineering problems are those encountered in meeting requirements in a design brief, meeting performance requirements and compliance standards, revising systems operating parameters and dealing with system malfunctions

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 5 or higher

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.

Prerequisite Unit (s )

2 )

2 .1 ) Competencies 

Granting competency in this unit shall be made only after competency in the following unit(s) has/have been confirmed.

UEENEEE029B Solve electrotechnical problems

or

UEENEEG102A Solve problems in low voltage a.c. circuits

or

UEENEEH014B Troubleshoot frequency dependent circuits

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.

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.

ELEMENT 

PERFORMANCE CRITERIA 

1

Provide computational solutions to engineering 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

Alternative methods for resolving the problem are considered and where necessary discussed with appropriate person(s).

1.6

Problems are solved using appropriate mathematical processes and within the realistic accuracy.

2

Complete work and document problem solving activities

2.1

Justification for solutions used to solve engineering problems is documented for inclusion in work/project development records in accordance with professional standards.

2.2

Work completion is documented and appropriate person(s) notified.

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 and providing computational solutions to basic engineering problems.

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

KS01-EE126A Electrotechnology engineering maths 

Evidence shall show an understanding of electrotechnology engineering maths to an extent indicated by the following aspects:

T1 Rational, irrational numbers and basic algebra

• simplification of expressions involving square roots and cube roots
• scientific and engineering notation
• evaluation of expressions using a calculator
• convert units of physical quantities using unity brackets
• substitute given values into formulae to find physical quantities
• manipulate algebraic expressions using mathematical operations in their correct order, the laws of indices, expansion of brackets and collecting like terms

T2 Algebraic manipulation

• Factorise algebraic expressions using common factors
• Factorise quadratic expressions using trial and error on the factors of the coefficients
• Simplify algebraic fractions using common denominators and cancelling
• Solve simple one variable equations including algebraic fractions
• Find the quotient and remainder given a linear divisor.
• Transpose formulae to find a required variable.

T3 Laws of indices

• Conversion between decimal notation, scientific notation and engineering notation
• Laws of indices: positive /negative values, multiplication/division, fractional values, index equals zero
• Logarithmic laws: multiply/divide
• solution of exponential equations using logarithms, substitution and solution of relevant formulae involving exponents or logarithms
• Graphs of exponential functions, 10x and ex and the inverses log10(x) and loge(x) functions on log-linear graphs
• Convert numbers into scientific and engineering notation using the laws of indices
• Manipulate and simplify arithmetic and algebraic expressions using the laws of indices and logarithms
• Express logarithms as indices.
• Perform logarithmic operations.
• Determine logarithms and antilogarithms to base 10, using a scientific calculator.
• Determine logarithms and antilogarithms to base e, using a scientific calculator.
• Convert logarithmic values from base 10 to base e and vice versa.
• Sketch given functions on log-linear graphs

T4 Estimations, errors and approximations

• Errors in measurement
• Maximum probable error
• Show awareness of errors in measurement and of giving results in appropriate number of significant figures
• Use estimations and approximations to check the reasonableness of results.

T5 Plane figures – triangles and basic trigonometry

• Angles in a triangle
• Isosceles and equilateral triangles
• Congruent triangles
• Similar triangles
• Pythagoras' theorem
• Area of triangles
• Basic trigonometry functions
• Degrees, radians
• The ratios: sin, cos, tan, cosec, sec, cot.
• Inverse trig functions
• Sine and cosine rules

T6 Plane figures - quadrilaterals and circles

• Types and properties of quadrilaterals
• Areas and perimeters of regular quadrilaterals
• Lengths of arcs
• Angles in a circle - degrees
• Angles in a circle - radians
• Lengths of chord segments
• Tangents to circles
• Circumference and area of circles
• Names and characteristics of common polygons

T7 Graphs of Trigonometric functions

• Graph trigonometric functions and solve trigonometric equations.
• Simplify trigonometric expressions using trigonometric identities
• Convert angular measure in degrees to radians and vice versa
• Graph trigonometric functions including graphs of y = sin x and y = cos x
• Using vocational applications of current or voltage as a function of time, consider changes in amplitude, consider changes in frequency.
• Examine relationships of frequency, period and angular velocity.
• Sketch graphs of the form f(t) = a sin φt and f(t) = a cos φt, where a is the peak voltage or current, and φ is the angular velocity
• Solve graphically equations of the form f(t) = a sin φt and f(t) = a cos φt
• Show a positive or negative angle on the unit circle.
• Use symmetry properties to find trigonometric ratios for angles greater than π/2.
• Solve simple vocational problems relating period, frequency and angular velocity.

T8 Graphs of linear functions

• The number plane
• Gradient and x and y intercepts of a straight line
• Equation of a straight line length and mid-point of a straight line segment
• Function notation

T9 Simultaneous equations

• Graphical solutions
• Substitution
• Elimination
• Solve 2 linear simultaneous equations both algebraically and graphically.

T10 Matrices

• Perform the basic operations on matrices up to 3 x 3
• Manipulate matrix equations and expressions
• Recognise inverse and identity matrices up to 3 x 3 and use to solve systems of linear equations.
• Find determinants up to 3 x 3 and use to solve systems of linear equations.
• Solve problems involving more than two simultaneous equations.
• State the limitations of graphical methods of solution.
• Distinguish between a matrix and an array.
• Describe the null, diagonal and unit matrix
• Describe and identify a singular/non-singular matrix

T11 Quadratic functions

• Graphs of quadratic functions represented by parabolas and the significance of the leading coefficient.
• Graph quadratic functions and solve quadratic equations.
• Sketch and interpret the graphs of quadratic functions showing the significance of the leading coefficient and the zeros
• Solve quadratic equations by factoring or using quadratic formula
• Solve simultaneously linear and quadratic equations algebraically and geometrically
• Interpret verbally formulated problems involving quadratic and linear equations and solve.

T12 Exponential and logarithmic functions

• Transform non-linear functions (including exponential) to linear forms and plot data.
• Draw curves of best fit, interpolate data and estimate constants in suggested relationships.
• Interpret verbally formulated problems involving growth and decay, and solve.
• Graph exponential and logarithmic functions and solve exponential and logarithmic equations.
• Sketch the graphs of simple exponential and logarithmic functions showing behaviour for large and small values

T13 Vectors and Phasors

• The vector as an expression of magnitude and direction
• The vector sum of x and y values in terms of magnitude and direction
• Rectangular components of vectors in the form x = r cos θ and y = r sin θ
• Rectangular-polar and polar-rectangular conversion
• Vector addition and subtraction
• Express rectangular components of vectors in the form x = r cos θ and y = r sin θ

T14 Complex numbers

• Definitions and notation of complex numbers
• Complex numbers as vectors on an Argand diagram
• laws of complex numbers and apply the laws in suitable calculations.
• Plot complex numbers on the Argand plane.
• Express vectors as complex numbers and perform suitable calculations.
• Calculate the conjugate of a complex number.
• Using a calculator for rectangular-polar and polar-rectangular conversions.

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 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:

• Provide computational solutions to basic engineering problems as described in 8) and including:

A

Clearly stating problems in written and diagrammatic form.

B

Obtaining known constants and variable from an appropriate source.

C

Solving problems using appropriate mathematical processes.

D

Documenting justification of solutions provided in accordance with professional standards.

E

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:

• OHS policy and work procedures and instructions.
• Suitable work environment, facilities, equipment and materials to undertake actual work as prescribed in this unit.

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 providing computational solutions to basic engineering problems.

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.

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 problems that apply to engineering diagnosis development and work functions with the following attributes:

• working safety
• problem solving techniques application
• range of mathematical processes used
• provision electrical/electronics engineering problems solutions
• such solutions justification

Providing computational solutions to basic engineering problems shall be demonstrated in any of the following disciplines:

• Computers
• Data Communications
• Electrical
• Electronics
• Instrumentation
• Refrigeration and Air Conditioning

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.

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

5

Writing

5

Numeracy

5

Competency Field 

5 )

Electrotechnology