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T A S M A N I A N
Q U A L I F I C A T I O N S
Electronics - Foundation
A U T H O R I T Y
TQA Level 2, Size Value = 15
THE COURSE DOCUMENT
This document contains the following sections:
THE COURSE DOCUMENT ......................................................................................................................................... 1
RATIONALE .................................................................................................................................................................. 1
COURSE SIZE AND COMPLEXITY .............................................................................................................................. 1
COURSE DESCRIPTION .............................................................................................................................................. 2
PATHWAYS .................................................................................................................................................................. 2
RESOURCES ................................................................................................................................................................ 2
COURSE DELIVERY .................................................................................................................................................... 2
LEARNING OUTCOMES .............................................................................................................................................. 2
COURSE STRUCTURE ................................................................................................................................................ 3
CORE SKILLS AND KNOWLEDGE .............................................................................................................................. 3
CONTENT MODULES .................................................................................................................................................. 3
COURSE CONTENT ..................................................................................................................................................... 4
ASSESSMENT .............................................................................................................................................................. 7
AWARD REQUIREMENTS ......................................................................................................................................... 13
COURSE EVALUATION ............................................................................................................................................. 13
COURSE DEVELOPER .............................................................................................................................................. 14
ACCREDITATION ....................................................................................................................................................... 14
VERSION HISTORY ................................................................................................................................................... 14
RATIONALE
Electronics – Foundation introduces students to the basic concepts of electricity and circuits and the
skills needed to construct small projects. Students are encouraged to experiment with circuits and
components in a structured manner, building up a library of knowledge about electronic circuits that
perform different functions.
Students use a range of testing and prototyping techniques to build and test circuits, culminating in
building small circuits from existing designs.
COURSE SIZE AND COMPLEXITY
This course has a complexity level of TQA level 2.
© Copyright for part(s) of this document may be held by individuals or organisations other than the TQA
Version 1
Period of Accreditation: XXXX
Date of Publication:
2
ELECTRONICS - FOUNDATION
At TQA level 2 the student is expected to carry out tasks and activities that involve a range of
knowledge and skills, including some basic theoretical and/or technical knowledge and skills. Limited
judgement is required, such as making an appropriate selection from a range of given rules,
guidelines or procedures. VET competencies at TQA level 2 are often those characteristic of an AQF
Certificate II.
The course has a size value of 15.
COURSE DESCRIPTION
Electronics – Foundation is designed for students who have an interest in understanding the basics of
electrical and electronics circuits and building projects that can be used in daily applications. It is the study
of how different electronic components can be connected to perform a task. It looks at how information
can be entered into, passed between, processed, and interpreted from electronic circuits. Transistor
circuits are extensively investigated, showing how they can be used for switching, control and as an
amplifier. Combinations of practical and theoretical activities are provided to assist in learning.
The emphasis of this course is practical skills in which students are encouraged to build circuits and
projects from existing designs and understand the basic function of the parts that they are made up from.
The course aims to provide students with some basic knowledge and skills in electronics design and
construction.
PATHWAYS
Electronics – Foundation TQA 2 provides a foundation for this course. VET Certificate II in Electrotechnology also provides some related foundation knowledge and skills. The course will also provide
a pathway for secondary learners who have studied the Australian Curriculum - Technologies context
of engineering principles and systems up to Year 8 or those who have continued their studies as an
elective in this context in Years 9 and 10.
Electronics may lead to further studies at tertiary level, with courses such as Bachelor of Engineering,
Bachelor of Science, or related technical trades.
RESOURCES
Access to equipment such as multimeters, oscilloscopes, bread boards, DC power supplies, and circuit
board manufacturing processes is necessary for this course. Access to signal generators and computers
with circuit design software, while not necessary, is desirable.
It is recommended students undertaking this course be able to use mathematical formula and workshop
equipment.
COURSE DELIVERY
It is recommended that the course content is presented in a primarily practical format with su pporting
worksheets to develop knowledge. There will be an emphasis on experimentation and analysis of circuits
that are presented to students. Bread boarding interesting or useful circuits for each module is
recommended, with at least one compulsory construction project. Additional work can be chosen by the
student; either in the form of another construction project, or additional worksheets on material not already
covered.
Construction projects should be made using permanent Printed Circuit Boards (PCBs) , manufactured by
the student and housed appropriately. A report detailing the design, construction and operation of a
project should be included for assessment.
LEARNING OUTCOMES
On successful completion of this course, learners will have knowledge and s kills to:


Recall basic information about electronics
Select appropriate equipment, and plan and organise to complete set experiments and projects
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXXX
Date of Publication:
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ELECTRONICS - FOUNDATION
TQA2







Identify and name basic electronics circuit components from diagrams and their physical
counterparts
Experiment with a range of components including transistors and capacitors
Understand the operation of simple circuits and their components through theory and experiments
Model circuits using mathematical and analytical skills and techniques
Create circuits and electronic projects from existing designs using a range of workshop skills
Research and report on electronics concepts and ideas, and communicate this through a range of
media
Identify and correct faults in circuits using a range of skills and circuit testing equipment
COURSE STRUCTURE
CORE SKILLS AND KNOWLEDGE
CONTENT MODULES
Basic Electricity and Circuits
Transistors as Switches
Transistors for Timing and Control
Applied to
project
Simple circuit construction skills
Applied to
modules
Safety
Construction
Project
Transistors as Amplifiers
Essential electronics knowledge
Radio
Optional modules
It is recommended that the practical work account for approximately 75% of the time allocated, with
the remaining 25% dedicated to researching, recording and re porting.
Practical work may include:
-
Experiments
Building circuits on breadboard or PCB
Projects
Written work may include:
-
Assignments
Analysis of experiments
Assessment questions
Tests
The course consists of 5 content modules and a construction project:
1.
2.
3.
4.
5.
Basic Electricity and Circuits
Transistors as Switches
Transistors for Timing and Control
Transistors as Amplifiers
Radio
Students need to undertake study in ALL modules and one construction project. In addition to this,
students need to complete either an additional construction project, or an optional unit of study on a circuit
type of their choice or from a select range given by the teacher.
Construction projects must have a report detailing the construction and operation of the circuit buil t,
including a research element.
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXX
Date of Publication:
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ELECTRONICS - FOUNDATION
It is recommended that the first construction project not be attem pted until module 1 is complete, and
that the modules are taught in the sequence listed above.
COURSE CONTENT
CORE SKILLS AND KNOWLEDGE
SAFETY
Although all constructions and experiments in this course operate at completely safe voltages, learners
may feel that what they learn gives them competence to investigate other electrical equipment of their own
accord. This should be strongly discouraged by explaining the potential dangers of high voltages, where
such voltages occur and how to deal with emergencies involving electric shock.
In addition to this, other hazards that arise in the workshop are identified, and where applicable, learners
will report on potential hazards from using equipment and chemicals and describe ways that harm from
these can be eliminated or minimised.
Note: any project using or developing voltages in excess of 32V must be inspected and approved in
writing as safe by a qualified and accredited person in accordance with appropriate Australian
Standards. All projects need to conform to government and statutory regulations and guidelines
including occupational health and safety requirements.
SIMPLE 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:

Continuity testing

Bread boarding

PCB manufacturing

Measurement and calculation of current, voltage, resistance, power, voltage gain

Uses of cathode ray oscilloscopes for displaying and measuring waveforms

Uses of signal generators, injectors and other waveform sources (e.g. microphones, antennas).
ESSENTIAL ELECTRONICS KNOWLEDGE
The following are relevant and basic to most aspects of the course. They must be encountered and
applied frequently:

Safe working practices

Standard symbols, SI units and prefixes

Communication in all forms

Uses of block diagrams

Identification, and orientation of components

Measuring, recording, discussing, researching and reviewing

Electronic systems in homes and industries: what they are, who designs, uses, operates, services
and sells them

Uses of computer applications for simulation and drawing circuits and design of printed circuit
boards.
In addition, the following is to be revised, demonstrated or introduced within the modules:

AC and DC sources

Voltage or current control in power supplies.

Series, parallel and series/parallel resistive networks:
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXXX
Date of Publication:
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ELECTRONICS - FOUNDATION
TQA2

Power dissipation, effects of voltage or current changes, P = IV, P = I 2R, P = V 2/R, power ratings.

Difference between analogue and digital signals

Uses of Integrated Circuits in circuit design

Magnets, magnetic materials, attraction, repulsion

Fields around loops and coils carrying a current;

Uses of electromagnets in tape recorder heads, dynamic speakers and earphones
CONTENT MODULES
Circuits must be built and tested that cover each dot point in each module.
Note: some circuits may cover more than one dot point.
Module 1: Basic electricity and circuits (S UGGESTED 15% OF DELIVERY TIME )
This module introduces learners to the fundamentals of electricity and circuits , including the following:

Voltage, current, resistance and power

Ohm’s law

Series and parallel circuits

Resistors, capacitors

Resistor colour code

Continuity

Switches

Semiconductors – LEDS, transistors.
Suggested Circuits and Activities:
-
Destructive testing of resistors (overheating)
-
Switch an LED on/off
-
Compare current to voltage in a resistor using graphs
-
Measure and compare how resistors in series and parallel affect voltage and current
Module 2: Transistors as switches (S UGGESTED 15% OF DELIVERY TIME )
This module introduces learners to transistors as an active component capable of switching between
conductive and non-conductive states. Concepts covered include the following:

Uses of transistors to switch current in a circuit

Voltage/potential dividers.

Concept of transistor as a switch controlled by a voltage
Suggested Circuits and Activities:
-
Compare collector current to base voltage and resistance
-
Switch an LED using light or heat sensors
-
Touch switch using a Darlington pair
Module 3: Transistors for Timing and Control (S UGGESTED 15% OF DELIVERY TIME )
This module introduces learners to using a range of components to control a transistor, including th e following
concepts:

Capacitor voltage and current, leakage
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXX
Date of Publication:
6
ELECTRONICS - FOUNDATION

Capacitor charging, time constant

RC (Resistor Capacitor) delay circuits using transistors

Light or temperature sensing circuits using transistors
Suggested Circuits and Activities:
-
Delay to turn an LED on/off
-
Give numerical indication of light level or temperature
-
Transistor astable circuit
Module 4: Transistors as amplifiers (S UGGESTED 15% OF DELIVERY TIME )
This module introduces learners to simple amplifier circuits. The following concepts ar e covered:

Voltage gain, current gain, inverting of signals

Transistor linear region

Waves, amplitude, frequency

Bias voltage, coupling capacitors

Clipping, distortion of output signal

Multi-stage amplifiers
Suggested Circuits and Activities:
-
Single transistor amplifier, measure voltage gain
-
Two-stage transistor amplifier
-
Use CRO to show clipping/distortion
Module 5: Radio (S UGGESTED 10% OF DELIVERY TIME )
This module introduces learners to radio circuits, including:

Resonance, tuneable resonant circuits

Frequency selective networks, passive filters

Amplitude modulation (AM) and frequency modulation (FM) signals

Waves, calculation of wavelength of radio frequencies
Suggested Circuits and Activities:
-
Simple AM receiver circuit
-
Simple FM transmitter circuit
CONSTRUCTION PROJECT (S UGGESTED 15% OF DELIVERY TIME )
The learner is to complete at least one construction project. The project may be from an existing design, or one
they have modified. A report detailing how the circuit was made, identifying hazards and l isting injury prevention
measures, and a basic description of how the circuit works is to be included for assessment. The project is to
have a PCB manufactured and components soldered on by the learner, and it is to be housed and labelled
appropriately.
Skills and knowledge applicable to projects:

Use of computer software for designing, testing and building circuits

Use of block diagrams to design, and describe operation of circuits

Use of PCB manufacturing technology to produce a circuit
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXXX
Date of Publication:
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ELECTRONICS - FOUNDATION
TQA2

Safe use of workshop equipment
Suggested Projects:
-
Coin flipper (randomly selects between 2 LED’s)
-
Continuity tester
-
Audio amplifier
-
Crossover network for speakers
-
Tachometer for car
-
Alcohol breath tester
OPTIONAL MODULES (S UGGESTED 15% OF DELIVERY TIME )
Upon completion of the compulsory work outlined above, the student must choose to undertake either an
additional project, or study an appropriate circuit type of their choosing, or one of the following topics.

Power supplies

Digital logic circuits

555 timer circuits

Microcontrollers
The work should accompany a suitable project. See relevant section of TQA 3 Electronics course
document for suggested content.
ASSESSMENT
Assessment should be from a combination of practical and written activities. A combination of
students’ analysis and evaluation of experiments, documenting the construction and operation of a
project built by the student, and recall and research of ideas and information, over a wide range of
activities and topics will give a comprehensive assessment of the standard of student achievement.
QUALITY ASSURANCE PROCESSES
The following processes will be facilitated by the TQA to ensure there is:
 a match between the standards for achievement specified in the course and the standards
demonstrated by students
 community confidence in the integrity and meaning of the qualification.
[The TQA will insert the relevant text here, selecting the type of quality assurance method best suited
to the nature of the course]
ASSESSMENT CRITERIA
The assessment for Electronics – Foundation will be based on the degree to which the learner can:
1.
Use and apply skills for using equipment, experimenting and building circuits in the
laboratory and workshop
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXX
Date of Publication:
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ELECTRONICS - FOUNDATION
2.
Communicate information in a variety of forms
3.
Plan and organise to complete activities
4.
Recognise, identify and apply knowledge about electronic components and circuits
5.
Explain the function and operation of components and circuits
6.
Gather data and research information
7.
Use and apply knowledge of basic mathematical concepts in electronics
STANDARDS
CRITERION 1:
USE AND APPLY SKILLS FOR USING EQUIPMENT, EXPERIMENTING
AND BUILDING CIRCUITS IN THE LABORATORY AND WORKSHOP
Rating ‘C’
A learner:
Rating ‘B’
A learner:
Rating ‘A’
A learner:

identifies and uses
equipment and
technologies to
measure, test,
experiment with, and
build basic circuits in a
given context

selects and uses
appropriate equipment and
technologies to measure,
test, and build identified
circuits with limited
experimentation

selects and uses appropriate
equipment and technologies
to measure, test, and build
identified circuits with some
experimentation

identifies hazards, and
complies with 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
determines and responsibly
applies health and safety
procedures, including using
appropriate personal
protective equipment (PPE)

recognises faults in
basic circuits

identifies faults and
undertake a given
procedure to locate them

identifies faults and
undertake some test
procedures to attempt to
locate them
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXXX
Date of Publication:
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ELECTRONICS - FOUNDATION
TQA2
CRITERION 2:
COMMUNICATE INFORMATION IN A VARIETY OF FORMS
Rating ‘C’
The learner:
Rating ‘B’
The learner:
 uses given methods, styles
and devices to communicate
ideas and information
appropriately with some uses
of graphical, symbolic and
textual formats
Rating ‘A’
The learner:
uses a variety of methods,
styles and devices to
communicate ideas and
information appropriately in
graphical, symbolic and
textual formats
selects and uses a range of
appropriate methods, styles and
devices to communicate ideas and
information appropriately in
graphical, symbolic and textual
formats
 applies literacy skills to
communicate basic ideas and
information

applies appropriate literacy
skills to communicate ideas
and information

 collects data or information
and presents this in
appropriate formats (e.g.
tables, graphs, short
paragraphs of text)

collects appropriate data or
information and presents
this in appropriate formats
(e.g. tables, graphs, short
paragraphs of text)

 adjusts communication to
different conditions

adjusts communication to
specific contexts and
changing conditions

adjusts communication to suit
specific context and changing
conditions
 uses a limited range of
technologies to communicate
ideas and information.

uses a range of appropriate
technologies to
communicate ideas and
information.

uses a wide range of appropriate
technologies to communicate ideas
and information.
 uses referencing/citation
methods as directed.

uses some appropriate
referencing/citation methods.
Tasmanian Qualifications Authority
Version 1

applies appropriate literacy skills to
clearly communicate ideas and
information
collects a broad range of
appropriate data or information
and presents this in appropriate
formats (e.g. tables, graphs, short
paragraphs of text)
uses appropriate
referencing/citation methods.
Period of Accreditation: XXXX
Date of Publication:
10
ELECTRONICS - FOUNDATION
CRITERION 3:
PLAN AND ORGANISE TO COMPLETE ACTIVITIES
Rating ‘C’
A learner:

identifies time, materials and
equipment needed during a
task

Rating ‘B’
A learner:
Rating ‘A’
A learner:

identifies time materials
and equipment needed to
complete a task, and
devise a basic plan for
completion

identifies time, materials and
[ equipment needed to
complete a task, and devise a
plan for completion

sets deadlines to complete
tasks

sets personal targets and
deadlines to achieving goals
and completing tasks

completes the majority of
activities and their elements
within a given time frame

completes some activities
and some of the required
elements of task within a
given time frame

completes most activities
and their elements within a
given time frame

maintains task focus for
limited periods of time

maintains task focus for
agreed periods of time

maintains task focus

sets goals for each lesson
which are generally
measurable, achievable and
realistic, and follows given
plans/directions

sets goals spanning one to
several lessons which are
measurable, achievable and
realistic, and plans
accordingly

sets short-, medium- and longterm goals which are
measurable, achievable and
realistic, and plans effective
actions

reflects – orally and/or in
writing – on progress towards
meeting goals in a
constructive manner

reflects – orally and/or in
writing – on progress
towards meeting goals and
articulates ways in which
goals can be met in the
future

reflects – orally and/or in
writing – on progress towards
meeting goals, evaluates
progress and plans future
actions

uses strategies as directed to
perform tasks within
established timelines.

selects and uses strategies
to perform tasks within
established timelines.

considers, selects and uses
strategies to manage and
complete activities within
established timelines.
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXXX
Date of Publication:
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ELECTRONICS - FOUNDATION
TQA2
CRITERION 4:
RECOGNISE, IDENTIFY AND APPLY KNOWLEDGE ABOUT ELECTRONIC
COMPONENTS AND CIRCUITS
Rating ‘C’
A learner:
Rating ‘B’
A learner:
Rating ‘A’
A learner:
 identifies the features of
electricity and electrical
systems

describes the principles
of electricity and
electrical systems

explains the principles of
electricity and electrical
systems
 recalls the name and function
of basic circuits and their
functional parts in a given
context

recalls and identifies
information about the
range of introductory of
circuits studied and their
functional parts

accurately and reliably
[ recalls and identifies
information about the
range of introductory of
circuits studied and their
functional parts
 identifies common
components by name and
where applicable, their type
from circuit diagrams,
symbols and packages

identifies components by
name and where
applicable, their type
from circuit diagrams,
symbols and packages
and likely uses of key
components

recalls and uses names,
symbols, and states likely
uses of key components
 applies information relating to
measurements and formulas
in a given context

recalls and applies most
information relating to the
range of circuits and
principles studied,
including measurements
and units, codes and
formulas

accurately recalls and
applies information
relating to the range of
circuits and principles
studied, including
measurements and units,
codes and formulas
 follows instructions to make
changes to circuits and
reports changes made from
observations

makes changes to
circuits, and describes
the effects of changes
made from observations
and experiments

makes changes to
circuits, and accurately
describes the effects of
changes made from
observations and
experiments
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXX
Date of Publication:
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ELECTRONICS - FOUNDATION
CRITERION 5:
EXPLAINS THE FUNCTION AND OPERATION OF COMPONENTS AND
CIRCUITS
Rating ‘C’
A learner:
Rating ‘B’
A learner:
Rating ‘A’
A learner:
 describes the operation of
circuits containing
transistors, resistive
networks and capacitors

Describes the function
and properties of
transistors, resistive
networks, and capacitors

explains the function and
[ properties of transistors,
resistive networks, and
capacitors
 comprehends physical
properties or the state of
circuits

predicts the physical
properties or the state of
circuits

models and predicts the
physical properties or the
state of circuits
 identifies circuits with similar
functions to those studied

creates new circuits to
perform a function similar
to circuits studied.

creates new circuits to
perform a function similar
to circuits studied and
apply simple
modifications where
appropriate
CRITERION 6:
GATHER DATA AND RESEARCH INFORMATION
Rating ‘C’
The learner:
Rating ‘B’
The learner:
Rating ‘A’
The learner:
 collects data to test circuits
and performs experiments
using specified techniques in
collecting and recording data

identifies the types of
data required to test a
circuit and performs
experiments using
specified techniques in
collecting and recording
data

accurately identifies the
types of data required to
test a circuit and performs
experiments using
appropriate techniques in
collecting and recording
data
 outlines the basic
principles of the design
process in electronics

describes the basic
principles of the design
process in electronics

describes and explains the
principles of the design
process in electronics
 carries out a basic
inquiry/research tasks as
directed.

constructs and conducts
basic inquiry/research
tasks.

Tasmanian Qualifications Authority
Version 1
plans, constructs and
conducts basic
inquiry/research tasks.
Period of Accreditation: XXXXX
Date of Publication:
13
ELECTRONICS - FOUNDATION
TQA2
CRITERION 7:
USE KNOW LEDGE OF BASIC MATHEMATICAL CONCEPTS IN
ELECTRONICS
Rating ‘C’
A learner:
Rating ‘B’
A learner:
Rating ‘A’
A learner:
 follows instructions to uses
mathematical formula to
model or predict the
behaviour of a circuit in a
given context

uses appropriate
mathematical concepts
and techniques to model
or predict the behaviour
of a circuit

 performs calculations to
evaluate formula

reliably calculates
component values or
physical quantities using
identified mathematical
formula

reliably calculates
component values or
physical quantities using
appropriate mathematical
formula, including correct
usage of units
 reads and uses information
from graphs and tables

uses and creates
identified mathematical
tools to gather or display
information

uses and creates a range
of graphs, tables and
other mathematical tools
to gather or display
information
selects, uses and
[ applies appropriate
mathematical concepts
and techniques to model
or predict the behaviour
of a circuit
QUALIFICATIONS AVAILABLE
Electronics - Foundation (with the award of):
EXCEPTIONAL ACHIEVEMENT
HIGH ACHIEVEMENT
COMMENDABLE ACHIEVEMENT
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT
AWARD REQUIREMENTS
The final award will be determined by the Tasmanian Qualifications Authority from the 7 ratings.
The minimum requirements for an award in Electronics – Foundation are as follows:
COURSE EVALUATION
Courses are accredited for a specific period of time (up to five years) and they are evaluated in the year
prior to the expiry of accreditation.
As well, anyone may request a review of a particular aspect of an accredited course throughout the period
of accreditation. Such requests for amendment will be considered in terms of the likely improvements to
the outcomes for students and the possible consequences for delivery of the course.
The TQA can evaluate the need and appropriateness of an accredited course at any point throughout the
period of accreditation.
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXX
Date of Publication:
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ELECTRONICS - FOUNDATION
COURSE DEVELOPER
The TQA acknowledges the significant leadership of Charles Prevost in the development of this course.
ACCREDITATION
The accreditation period for this course is from xxx to xxxxx
VERSION HISTORY
[Say here if this course is a direct replacement of any existing co urse. The TQA will give the
document a version number/date]
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: XXXXX
Date of Publication: