Electronics Level 3 encompasses the theory and practice behind the analysis, design and construction of electronic circuits
This course is designed to allow learners to develop their skills, knowledge and understanding of electronics design. This course links the fundamental principles of science, mathematics and technology, reinforcing conceptual ideas through practical workshop and laboratory activities. The development of technical communication skills applicable to engineering is integrated throughout. Learners use a broad range of testing and prototyping techniques. They are encouraged to use high order thinking to analyse and design circuits, culminating in construction projects that synthesises their knowledge and skills in electronics. Learners use the engineering design process that draws on scientific, mathematical and engineering knowledge.
Electronics Level 3 encompasses the theory and practice behind the analysis, design and construction of electronic circuits. This course is designed to allow learners to develop their skills, knowledge and understanding of electronics design.
This course links the fundamental principles of science, mathematics and technology, reinforcing conceptual ideas through practical workshop and laboratory activities. The development of technical communication skills applicable to engineering is integrated throughout.
Learners use a broad range of testing and prototyping techniques. They are encouraged to use high order thinking to analyse and design circuits, culminating in construction projects that synthesises their knowledge and skills in electronics. Learners use the engineering design process that draws on scientific, mathematical and engineering knowledge.
On successful completion of this course, learners will be able to:
Electronics – Foundation Level 2 provides a pathway to this course. VET Certificate II in Electro-technology also provides some related foundation knowledge and skills.
Electronics Level 3 may lead to further studies at tertiary level, with courses such as Bachelor of Engineering, Bachelor of Science, or related technical trades.
This course has a complexity level of 3.
At Level 3, the learner is expected to acquire a combination of theoretical and/or technical and factual knowledge and skills and use judgement when varying procedures to deal with unusual or unexpected aspects that may arise. Some skills in organising self and others are expected. Level 3 is a standard suitable to prepare learners for further study at tertiary level. VET competencies at this level are often those characteristic of an AQF Certificate III.
This course has a size value of 15.
The course consists of three (3) compulsory core areas of skills and knowledge in:
These core areas of skills and knowledge are applied to applied to five (5) compulsory content modules:
Core electronics skills and knowledge are applied throughout the content of the modules.
DIAGRAMMATICAL OVERVIEW OF COURSE STRUCTURE
The course content modules will be presented as theory reinforced by experimentation and analysis of circuits in both a conceptual and mathematical sense.
Circuits can be built on breadboard, or made into permanent Printed Circuit Boards (PCBs). Circuits can be tested using a range of equipment, such as Cathode Ray Oscilloscopes (CROs), multimeters or other relevant testing equipment. Learners will become familiar with both breadboarding and PCB manufacturing. Discussion and reporting results of experiments on circuits built is an important aspect with study of electronics.
The construction of projects will integrate a significant portion of the skills and knowledge learned in this course.
SAFETY
Providers will ensure that there is appropriate management of the risks of the hazards associated with learning and assessment activities used in this course consistent with their responsibilities under government and statutory regulations and guidelines including occupational health and safety requirements.
CORE SKILLS AND KNOWLEDGE
SAFETY
Using equipment that is potentially hazardous is a requirement of this course. Learners will be instructed in the safe use of equipment, including:
CORE CIRCUIT CONSTRUCTION SKILLS
Selecting, testing, measuring and calculating is to be incorporated into each module and, at the end of the course, learners will have encompassed:
CORE ELECTRONICS KNOWLEDGE (FUNDAMENTALS)
The following knowledge is relevant and basic to most aspects of the course. They are to be encountered and applied frequently:
In addition the following are to be revised, demonstrated or introduced within the modules as applicable:
CONTENT MODULES
Each of the following modules must be covered by the end of the course. Due to the sequential nature of these modules, it is recommended for learners to be proficient with module 1 before attempting the other modules. It is recommended that module 3 on digital circuits be covered before module 4 on microcontrollers.
Module 1: Basic Electricity And Circuits (SUGGESTED 10% OF DELIVERY TIME)
Example experiments and practical projects: Compare voltage and current in a resistor and/or a diode using graphs, create a light activated circuit.
Derived from or related to these projects are topics including:
Module 2: Analogue Circuits (SUGGESTED 25% OF DELIVERY TIME)
OPERATIONAL AMPLIFIERS
Example practical projects: Light or heat sensing switching circuits, a pre-amplifier for audio applications.
Derived from or related to these projects are topics including:
WAVES
Practical project: build a square wave oscillator, build a tone generator.
Derived from or related to these projects are topics including:
FREQUENCY SELECTIVE NETWORKS
Example practical projects: Cross-over network for speakers, high frequency noise rejection in a heartbeat monitor.
Derived from or related to these projects are topics including:
Module 3: Digital Circuits (SUGGESTED 20% OF DELIVERY TIME)
BASIC DIGITAL CIRCUITS
Example practical projects: a stopwatch, a two digit frequency meter, any counting circuit which involves a clock, counter, decoder and display.
Derived from or related to these projects are topics including:
Module 4: Microcontrollers (SUGGESTED 7.5% OF DELIVERY TIME)
It is recommended that PICAXE microcontrollers be used:
Example practical projects: temperature controlled fan speed controller, LED flashing game.
Derived from or related to these projects are topics including:
Module 5: Power Supplies (SUGGESTED 7.5% OF DELIVERY TIME)
Example practical projects: set or variable voltage power supply, overload protection circuit.
Derived from or related to these projects are topics including:
CONSTRUCTION PROJECTS (SUGGESTED 30% OF DELIVERY TIME)
Learners must build their own projects, comprising an original or modified design from concepts covered in the course, appropriately housed and complete with an appropriate level of documentation.
The construction projects will reflect approximately 50 hours total of in-class work including: research; design; building; testing and troubleshooting; and documentation.
Documentation of projects will be formatted and structured in a logical manner and include, as appropriate:
The projects will be internally assessed against criteria 1, 2, 3 and 6, as well as any relevant criteria for topic specific projects.
It is suggested that three projects be completed throughout the year; a project containing a digital circuit, a project containing an analogue circuit, and a project of the learners choosing.
Example – Digital Projects:
Example – Analogue Projects:
Learners must construct internally assessed construction projects that:
The projects will integrate aspects of the core safety, electronics skills, core electronics knowledge and relevant content areas.
Other assessment tasks will include: practical work; assignments; project report; in class tests; and examinations.
Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.
The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.
A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.
A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.
Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.
Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.
TASC will supervise the external assessment of designated criteria which will be indicated by an asterisk (*). The ratings obtained from the external assessments will be used in addition to internal ratings from the provider to determine the final award.
The following processes will be facilitated by TASC to ensure there is:
Process – TASC gives course providers feedback about any systematic differences in the relationship of their internal and external assessments and, where appropriate, seeks further evidence through audit and requires corrective action in the future.
The assessment for Electronics Level 3 will be based on the degree to which the learner can:
* = denotes criteria that are both internally and externally assessed
This criterion is both internally and externally assessed.
The learner:
Rating A | Rating B | Rating C |
---|---|---|
selects and uses appropriate equipment and technologies to design, measure, test, experiment and build circuits | selects and uses appropriate equipment and technologies to design, measure, test, experiment and build circuits | identifies and uses equipment and technologies to design, measure, test, experiment and build circuits in a given context |
identifies hazards, and determines and responsibly applies health and safety procedures, including using appropriate personal protective equipment (PPE) | identifies hazards, and determines and applies health and safety procedures, including using appropriate personal protective equipment (PPE) | identifies hazards, and avoid serious risks when applying health and safety procedures including using appropriate personal protective equipment (PPE) |
anticipates and identifies faults, and devises and evaluates tests or procedures to locate and correct them | anticipates and identifies most faults, and conducts a range of tests or procedures to locate and correct them | recognises and identifies faults in circuits, and undertakes tests to locate and correct them |
uses, devises, expands upon and evaluates a systematic approach to solving design problems (e.g. block diagrams) | uses, devises and evaluates a systematic approach to solving design problems (e.g. block diagrams) | selects and uses an appropriate approach to solve design problems |
completes construction projects with neat, durable and functional joints, connections and presentation. | completes construction projects with neat and functional joints, connections and presentation. | completes construction projects with mostly functional joints and connections with limited attention to presentation. |
The learner:
Rating A | Rating B | Rating C |
---|---|---|
identifies and uses a wide variety of graphical, symbolic and textual communication techniques and technologies in a precise and accurate manner | identifies and uses a wide variety of graphical, symbolic and textual communication techniques and technologies in an accurate manner | identifies and uses a variety of graphical, symbolic and textual communication techniques and technologies |
employs appropriate techniques and technologies to accurately and clearly communicate ideas and information, including all relevant details | employs appropriate techniques and technologies to accurately and clearly communicate ideas and information, including most of the relevant details | employs techniques and technologies to accurately communicate ideas and information, including most relevant details |
defines, explains and applies a broad range of relevant concepts and terms to convey appropriate meaning | defines, explains and applies relevant concepts and terms to convey appropriate meaning | defines and applies relevant concepts and terms to convey appropriate meaning |
creates complex reports using appropriate formatting conventions (e.g. project report). Reports are clearly and correctly structured. | creates reports using appropriate formatting conventions (e.g. project report). Reports follow required structure. | creates simple reports using formatting conventions (e.g. project report) as directed. Reports generally follow required structure. |
clearly identifies the information, images, ideas and words of others used in the learner’s work | clearly identifies the information, images, ideas and words of others used in the learner’s work | differentiates the information, images, ideas and words of others from the learner’s own |
clearly identifies sources of the information, images, ideas and words that are not the learner’s own. Referencing conventions and methodologies are followed with a high degree of accuracy. | clearly identifies sources of the information, images, ideas and words that are not the learner’s own. Referencing conventions and methodologies are followed correctly. | identifies the sources of information, images, ideas and words that are not the learner’s own. Referencing conventions and methodologies are generally followed correctly. |
creates appropriate, well-structured reference lists/bibliographies. | creates appropriate, structured reference lists/bibliographies. | creates appropriate reference lists/bibliographies. |
The learner uses negotiation, planning, and task and time management strategies.
The learner:Rating A | Rating B | Rating C |
---|---|---|
identifies time, materials and equipment needed to complete a task, and employ a systematic and planned approach to their use | identifies time, materials and equipment needed to complete a task, and employ a planned approach to their use | identifies time, materials and equipment needed to complete a task |
identifies, proposes and negotiates complex goals for the construction projects which are measurable, achievable and realistic | proposes and negotiates complex goals for the construction projects which are measurable, achievable and realistic | negotiates goals for the construction projects which are measurable, achievable and realistic |
evaluates, selects and uses planning tools and strategies to achieve objectives and manage activities within proposed times | selects and uses planning tools and strategies to achieve objectives and manage activities within proposed times | uses planning tools to achieve objectives within proposed times |
reflects on progress towards meeting goals and timelines, critically evaluates progress and plans effective future actions | reflects on progress towards meeting goals and timelines, analyses progress and plans future actions | reflects on progress towards meeting goals and timelines, and articulates some ways in which goals be met in the future |
meets specified/negotiated timelines and addresses all required task characteristics* with a high degree of accuracy. | meets specified/negotiated timelines and addresses all required task characteristics*. | meets specified/negotiated timelines and addresses most aspects of required task characteristics*. |
* ‘required task characteristics’ may include: word limits; mode of response; and presentation requirements
This criterion is both internally and externally assessed.
The learner:
Rating A | Rating B | Rating C |
---|---|---|
accurately and consistently recalls and identifies information about complete circuits and their functional parts | recalls and identifies information about complete circuits and their functional parts | recalls the name and characteristics of simple circuits and their functional parts in a given context |
recalls names, symbols, characteristics, limitations and likely uses of key components and their effects in a range of complex circuits | recalls names, symbols, characteristics, limitations and likely uses of key components and their effects in simple circuits | recalls the names and symbols of key components, and their purpose in simple circuits |
accurately recalls and applies information relating to the digital and analogue circuits and a broad range of principles studied, including number systems, measurements and units, codes and definitions | recalls and applies information relating to the digital and analogue circuits and principles studied including number systems, measurements and units, codes and definitions | applies principles relating to the digital and analogue circuits studied in a given context, including number systems, measurements and units, codes and definitions |
calculates or predicts the outcomes from changes made to circuits studied, and relates circuit behaviour to theory. | describes the effects of changes made through experiments and provide explanation relating to theory. | describes the effects of changes made through experiments. |
This criterion is both internally and externally assessed.
The learner:
Rating A | Rating B | Rating C |
---|---|---|
explains concepts involved in the role, function and operation of systems, circuits and components | describes concepts involved in the role, function and operation of systems, circuits and components | lists concepts involved in the role and function of circuits and components in given contexts |
accurately predicts the likely input and output signals or conditions of components and circuits, using circuit diagrams, and identifies possible alternative components or circuits that perform a similar function | describes the likely input and output signals or conditions of components and circuits, through circuit diagrams, including identifying possible alternative components or circuits that perform a similar function | describes the input and output signals or conditions of components or experiments |
accurately identifies circuit elements and designs complex circuits from analysis of block diagrams. | identifies circuit elements and designs circuits from analysis of block diagrams. | identifies circuit elements that are likely to be required from analysis of block diagrams. |
The learner:
Rating A | Rating B | Rating C |
---|---|---|
identifies and collects data from experiments and tests, and methodically records and represents data in appropriate formats | identifies and collects data from experiments and tests, and records and represents data in appropriate formats | collects data from experiments and tests, and records data in appropriate formats |
critically analyses and interprets data and information to make clear, logical and considered predictions | analyses data and information to make reasoned predictions | makes some valid predictions based on data and information |
draws reasoned and logical conclusions or develops plans for further experimentation and testing based on analysis and interpretation of data | draws valid conclusions based on interpretation of data and develops plans for further experimentation and testing based on some analysis and interpretation of data | draws some valid, basic conclusions based on interpretation of data |
identifies and clearly communicates trends, relationships* and anomalies in data and information | identifies and clearly communicates trends and relationships* that exist in data and information | identifies some trends and relationships* that exist in data and information |
critically evaluates the quality of data and information and – where needed – collects further relevant information. | evaluates quality of data and information and – where needed – collects further information. | organises data and information into appropriate categories. |
* ‘Relationships’ involves identifying correlations, comparisons/contrasts, similarities/differences.
This criterion is both internally and externally assessed.
The learner:
Rating A | Rating B | Rating C |
---|---|---|
selects, applies and adapts appropriate mathematical concepts and techniques in order to model, predict or evaluate circuits | selects and applies appropriate mathematical concepts and techniques in order to model, predict or analyse circuits | applies given mathematical techniques to model and predict circuits |
correctly calculates component values or physical quantities using appropriate mathematical formulae, including correct usage of units and evaluation of calculated values | calculates component values or physical quantities using appropriate mathematical formulae, including correct usage of units and evaluation of calculated values | uses formulae to evaluate component values or physical quantities in a given context |
creates and interprets graphs, tables and other mathematical tools, making an appropriate selection to gather or communicate information for a range of purposes. | accurately reads, uses and creates graphs, tables and other mathematical tools, making an appropriate selection to gather or communicate information for identified purposes. | reads, uses and creates graphs and tables to gather or communicate information for identified purposes. |
Electronics Level 3 (with the award of):
EXCEPTIONAL ACHIEVEMENT
HIGH ACHIEVEMENT
COMMENDABLE ACHIEVEMENT
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT
The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from the 11 ratings (7 from the internal assessment, 4 from the external assessment).
The minimum requirements for an award in Electronics Level 3 are as follows:
EXCEPTIONAL ACHIEVEMENT (EA)
9 ‘A’ ratings, 2 ‘B’ ratings (3 ‘A’ ratings, 1 ‘B’ rating from external assessment)
HIGH ACHIEVEMENT (HA)
3 ‘A’ ratings, 4 ‘B’ ratings, 3 ‘C’ ratings (2 ‘A’ rating, 2 ‘B’ ratings from external assessment)
COMMENDABLE ACHIEVEMENT (CA)
5 ‘B’ ratings, 4 ‘C’ ratings (2 ‘B’ ratings, 2 ‘C’ ratings from external assessment)
SATISFACTORY ACHIEVEMENT (SA)
9 ‘C’ ratings (3 ‘C’ ratings from external assessment)
PRELIMINARY ACHIEVEMENT (PA)
5 ‘C’ ratings
The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.
In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.
Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.
Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.
A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.
The accreditation period for this course was renewed on 20 July 2021 for the period from 1 January 2022 until 31 December 2023. During the accreditation period the relevance and demand of this course within the broader Years 11/12 curriculum context can be considered via established processes.
Should outcomes of the Years 9-12 Review process find this course unsuitable for inclusion in the Tasmanian senior secondary curriculum, its accreditation may be cancelled. Any such cancellation would not occur during an academic year.
Version 1 – Accredited on 19 November 2013. This course replaces Advanced Electronics (ELT315109) that expired on 31 December 2013.
Version 1.a - Accreditation renewed on 14 December 2018 for the period from 1 January 2019 until 31 December 2020.
Version 1.b - Accreditation renewed on 13 July 2020 for the period 1 January 2021 to 31 December 2021 (no amendments made).
Version 1.c - Renewal of Accreditation on 14 July 2021 for the period 31 December 2021 until 31 December 2023, without amendments.