NATIONAL VOCATIONAL TRAINING INSTITUTE CERTIFICATE TWO.pdf · on Kirchhoff’s Law. - Students to...

Revised – December, 2010. Copyright reserved (NVTI Testing Division)

NATIONAL VOCATIONAL

TRAINING INSTITUTE

TESTING DIVISION

REGULATIONS AND SYLLABUS

FOR

RADIO, T.V. ELECTRONIC SERVICING

CERTIFICATE TWO


A. INTRODUCTION:

i. The review of this syllabus has been generally influenced by the demands of industries due to its continuous change as a result of technological advancement and the changing needs of society.

It was also influenced by the TVET reforms under the directions of the new educational reforms

with the view to opening up further education and training opportunities to TVET graduates.

The certificate TWO syllabus is designed to respond to the following level descriptors:

QUALIFICATION KNOWLEDGE LEVEL SKILLS AND ATTITUDE:

Certificate II 1. To demonstrate broad knowledge base with substantial depth in

area(s) of study.

2. To demonstrate a command of analytical interpretation of range of data.

3. To present results of study accurately and reliably.

1. Needs varied skills and competencies in different tasks

under various contexts.

2. Require a wide range of technical and supervisory skills.

3. Would be employed in different contexts.

ii The rational for the course is to provide students with broad understanding of the technology of the

manufacture, installation maintenance and repairs of domestic and industrial equipment for the

enhancement of national development.


B. THE GENERAL OBJECTIVES

The Radio Television and Electronics course is to establish the level of knowledge and skills required by

persons undergoing training or employed in the servicing of Radio, Television and any other electronic

equipment whether domestic professional or industrial.

The course deals progressively with:

Observation of safe working procedures and safety precautions.

Application practical skills, safe use of tools and equipment and judicious use of materials. The purposes and functions of components in basic circuits and their effect on signals. The circuit analysis required for the proper use of measuring instruments during fault tracing to

component level.

C. THE COURSE COMPONENT

The course comprises of:

a. Trade Theory b. Trade Science and Calculation c. Trade Drawing

d. General Paper e. Trade Practical

EXAMINATION: The candidates would be examined in the FIVE components listed in ‘C’ above.

Practical work must be carefully planned to illustrate the application of trade Technology, Science and Calculations,

and Drawing; so as to provide maximum opportunity for craft practice. It is recommended that not less than 60% of the course time should be allowed for craft practice.


D. KNOWLEDGE AND SKILLS REQUIREMENT

The prime objective of the programme is to provide knowledge and skills of the trade in a manner that will best meet the needs of the trade as well as industries using professional equipments

E. ENTRY TO THE COURSE

Minimum education: Must have passed JHS or SHS examination/Foundation Certificate. However, the selection

of the students for the course is within the discretion of the head of the institution.

F. ELIGIBILITY FOR ENTRY TO EXAMINATION

Candidates may enter for examination when he/she has passed the Certificate One (I).

G. EXTERNAL EXAMINERS

The practical work of candidates will be assessed by an external examiner appointed by the Trade Testing

Commissioner.

H. EXAMINATION RESULTS AND CERTIFICATES

Each candidate will receive record of performance given the grade of performance for the components

Taken. These are:

i) Distinction

ii) Credit iii) Pass iv) Referred/Failure

Certificates would be issued to candidates who pass in all the components.


I. NOTE:

All Technical and Vocational trainees who aspire to take advantage of the opportunities opened to them

in the educational reforms should NOTE that, for a trainee to progress to certificate Two (2) a pass in Certificate One (1) is compulsory.

J. ACKNOWLEDGEMENT

NVTI wishes to acknowledge the team of experts, for preparing the materials which have been incorporated into this syllabus.

Mr. Sampson Keelson (Head of Electronics Dept., PTI-Kokomlemle)

Ingneer Motey Addo (Gh. Inst. of Eng. Raphael Ocloo (Raphco Electro) Emmanuel Ashie (Head of Electronics Dept, NCCTI-Dansoman)

SYLLABUS FOR ELECTRONICS CERTIFICATE TWO


TASK

CRITICAL SKILLS

SUB SKILLS

INSTRUCTIONAL TECHNIQUES

ASSESSMENT METHOD

1.0 Understand the Behavior of Resistance, Capacitance and Inductance in AC Circuit.

1.1. Explain the behavior of resistor in an AC circuit.

1.2 Explain the behavior of the capacitor in an AC circuit. 1.3 Explain the behavior of the inductor in an AC circuit. 1.4 Solve problems involving R-L series circuit. 1.5 Solve problem involving R-C series circuit. 1.6 Solve problem involving R-L-C series circuit. 1.7 Solve problem involving R-L-C parallel circuit.

1.1.1 Draw the phasor diagram with respect to voltage and current. 1.2.1 Draw the phasor diagram with respect to voltage and current. 1.3.1 Draw the phasor diagram with respect to voltage and current. 1.4.1 Draw the phasor diagram with respect to voltage and current. 1.5.1 Draw the phasor diagram with respect to voltage and current. 1.6.1 Draw the phasor diagram with respect to voltage and current. 1.7.1 Draw the phasor diagram with respect to voltage and current

- Assist student to draw and explain the phasor diagram of Resistance in AC circuit. - Assist student to draw and explain the phasor diagram of capacitor in AC circuit. - Assist student to draw and explain the phasor diagram of inductor in AC circuit. - Assist student to draw, explain and solve problems of R-L phasor diagram. - Assist student to draw, explain and solve problem of R-C phasor diagram. - Assist student to draw, explain and solve problem of R-C-L phasor diagram. - Assist student to draw, explain and solve problem of R-L-C in parallel phasor diagram.

- Student to draw phasor diagram of Resistor in AC circuit. - Student to draw phasor diagram of capacitor in AC circuit. -Student to draw and solve problem of R – L series circuit. - Student to draw and solve problem of R-C series circuit. -Student to draw and solve problem of R-L-C series circuit. -Student to draw and solve problem of R-L.C parallel circuit.

INSTRUCTIONAL ASSESSMENT


TASK CRITICAL SKILLS SUB SKILLS TECHNIQUES METHOD

2.0 Know and

Understand the Effect of Frequency on Circuit Elements.

2.1 Explain the reactance of capacitor. 2.2 Explain the reactance of Inductor. 2.3 Explain the impedance in series circuit. 2.4 Explain the impedance in parallel circuit. 2.5 Describe resonance in series and parallel circuit.

2.1.1 Define the reactance of a capacitor. 2.1.2 Calculate the capacitive reactance. 2.2.1 Define the reactance of an inductor. 2.2.2 Calculate the inductive reactance 2.3.1 Define the impedance in series circuit. 2.3.2 Calculate for impedance. 2.4.1 Define the impedance in parallel circuit. 2.4.2 Calculate for impedance. 2.5.1 State condition of which resonance occur. 2.5.2 Draw a phasor diagram of series/parallel circuit. 2.5.3 Calculate for resonance frequency.

- Through discussing assist students to define capacitive reactance. - Assist student to calculate capacitive reactance. - Assist students to define inductive reactance. - Assist students to calculate inductive reactance. - Assist students to define impedance in parallel circuit. - Assist students to calculate impedance in series circuit. - Assist students to define impedance in parallel circuit. - Assist students to calculate impedance in parallel circuit. - Assist students to state the conditions at which resonance occur. - Assist students to draw phasor diagram of series and parallel circuit. - Assist student to calculate resonance frequency.

- Students to define capacitive reactance. - Student should calculate capacitive reactance. - Students to define inductive reactance. - Students should calculate inductive reactance. - Students to define impedance of series circuit. - Students to calculate impedance in series circuit. - Students to define impedance of parallel circuit. - Students to calculate impedance of parallel circuit. - Students should state the conditions at which resonance occur - Students to draw phasor diagram of series and parallel circuit. - Students to calculate resonance frequency of series and parallel resonance circuit.


TASK

CRITICAL SKILLS

SUB SKILLS


ASSESSMENT METHOD

3.0 Understand and Apply Kirchhoff’s Laws and Thévenin’s Theorem in Solving Problems

3.1 Explain and state the Kirchhoff’s Laws. 3.2 Explain and state the Thévenin’s Theorem.

3.1.1 State the Kirchhoff’s Laws. 3.1.2 Solve problem involving Kirchhoff’s Laws (Voltage and Current) 3.1.3 Perform experiment on Kirchhoff’s Law. 3.2.1State the Thévenin’s Theorem. 3.2.2 Solve problem involving Thévenin’s Theorem. 3.2.3 perform experiment on Thévenin’s Theorem.

- Assist students to explain and state Kirchhoff’s Law. - Assist students to solve problems involving Kirchhoff’s Law. - Assist students to perform experiment on Kirchhoff’s Laws. - Assist student to calculate for voltage and current. -Assist student to explain and state Thévenin’s Theorem. -Assist student to solve problems involving Thévenin’s Theorem. -Assist students to perform experiment.

- Students to explain and state Kirchhoff’s Laws. - Students to solve problems involving Kirchhoff’s Law. - Students should perform experiment on Kirchhoff’s Law. - Students to calculate voltage and current in a complex circuit.

4.0 Understand the Concept of Transducers.

4.1 Explain the principle of operational of transducers (Thermistor, Loudspeakers, antenna photocell, photo diode, Light dependent diode , LDR, LED, microphone.)

4.1.1 Draw the symbol 4.1.2 State the types. 4.1.3 Differentiate transducers from other components.

- Assist student to draw the symbol. - Assist the student to state the types. - Assist students to identify and differentiate transducers from the other components.

- Students to draw symbols. - Students to state the types. - Student should identify and differentiate transducers from other components


TASK

CRITICAL SKILLS

SUB SKILLS


ASSESSMENT METHOD

5.0 Understand the Principle of Electromagnetic Induction.

5.1 Define and explain self and mutual induction. 5.2 State the application of magnetism (loudspeaker, bell solenoid, transformer ,buzzer). 5.3 Define the Lenz’s law, Flemming’s Right Hand Rule and Faraday’s Law of Electromagnetic Induction

5.1.1 Define and explain self induction. 5.1.2 Define and explain mutual induction. 5.2.1 Explain the function of Electromagnetic devices. 5.2.2 Test and perform experiment using electromagnetic devices. 5.3.1 Define Lenz’s Law. 5.3.2 Define Fleming’s Right Hand Rule. 5.3.3 Define Faraday’s Law of Electromagnetic Induction.

- Through discussion define self induction. - Through discussion define mutual inductance. - Through discussion explain the function of Electromagnetic devices. - Through discussion define Lenz law. - Through discussion define Flemming’s Right Hand Rule. - Through discussion define Electromagnetic induction. -Assist students to perform experiment using electromagnetic devices

- Student to define self induction. - Students to define mutual induction. - Student to explain the function of Electromagnetic devices. - Students to define Lenz’s law. - Students to define Flemming’s Right Hand Rule. Student to perform experiment using electromagnetic device.


TASK

CRITICAL SKILLS

SUB SKILLS


ASSESSMENT METHOD

6.0 Know and Understand the Operations of other Semiconductors Devices.

6.1 Explain the principle of operation of other semiconductors (JFET,mosFET, Diac, Triac, SCR , zener diode, photo transistors, photo diode, varicap diode, etc)

6.1.1 Draw circuit symbol of other semiconductor. 6.1.2 Explain the principle of operation of other semiconductors. 6.1.3 Test them. 6.1.4 State the applications. 6.1.5 Test to perform an experiment in a circuit. 6.1.6 Explain the composite of an integrated circuit.

- Assist the student to draw the symbol of the semiconductor. - Through the discussion explain the principle of operation of other semiconductors. - Assist student to test the components. - Assist students to state the applications. - Assist student to perform an experiment with them. - Through discussion students should explain the composite element of an integrated circuit.

- Student to draw circuit symbol of other semiconductor. - Student to explain the principle of operation of other semiconductors. - Student to test other semiconductor. - Students to state the applications. - Students to perform and experiment with other semiconductor. - Students to explain composite element of integrated circuit.


TASK

CRITICAL SKILLS

SUB SKILLS


ASSESSMENT METHOD

7.0 Investigate the Characteristics of Amplifier.

7.1 Interpret circuit diagram of an amplifier (Voltage Amplifier, AF Amplifier, RF Amplifier, Operational Amplifier).

7.1.1 Draw circuit diagram of all the amplifiers Listed. 7.1.2 Explain the principle of operation. 7.1.3 State types of amplifiers listed. 7.1.4 Explain the method of coupling. 7.1.5 State the application of each amplifier. 7.1.6 State the output expression of operational Amplifier (Inverting, Non –Inverting, voltage follower). 7.1.7 State types of push -pull amplifiers (Transformer coupling; Matched pair and complementary pair) 7.1.8 Construct basic Audio frequency amplifier. 7.1.9 Explain the functions of components in an amplifier. 7.1.10 Trace fault in an Amplifier.

- Assist students to draw an amplifier (as listed). - Assist students to explain the principle of operation of an amplifier. - Assist students to state types of amplifiers - Assist students to explain the method of coupling. - Assist student to state application of each amplifier. - Assist student to state the output expression of OPAMP.

- Assist student to state types of push- pull amplifiers. - Assist students to construct basic Audio Frequency Amplifier. - Assist students to explain the functions of components within an amplifier. - Assist students to trace faults on a typical AF Amplifier.

- Students to draw typical circuit diagram. - Students to explain the principle of operation. - Students should state type of amplifiers as listed. - Students to explain the method of coupling with in a typical amplifier. - Students to state applications of various amplifiers - Students to state types of push -pull amplifiers. - Students to construct and test a typical Audio Frequency Amplifier.


TASK

CRITICAL SKILLS

SUB SKILLS


ASSESSMENT METHOD

8.0 Understand the Principle of Operation of Non-sinusoidal Oscillators

8.1 Interpret circuit diagram of Non – sinusoidal Oscillators (Astable Multivibrator, Bistable Multivibrator, Monostable Multivibrator)

8.1.1 Explain and describe Multivibrator. 8.1.2 State the types. 8.1.3 Draw the diagram 8.1.4 Sketch output waveform. 8.1.5 State application. 8.1.6 Construct multivibrator circuit. 8.1.7 State the frequency determining components. 8.1.8 Calculate the time constant of frequency determining components

- Assist student to explain and describe multivibrator. - Assist student to state types of multivibrators. - Assist student to draw typical diagrams. - Assist students to sketch output waveforms. - Assist students to construct a multivibrator circuit. - Assist students to state frequency determining components. - Assist students to calculate time constant of circuit.

- Students s to draw and explain typical circuit diagram of multivibrator circuit. - Student s to sketch output waveform of a multivibrator circuit. - Students to construct a typical multivibrator circuit.


TASK

CRITICAL SKILLS

SUB SKILLS


ASSESSMENT METHOD

9.0 Understand the Principles and Operation of Sequential and Combinational Logic.

9.1 Construct an Exclusive OR gate from basic logic gate.

9.1.1 Draw the truth table. 9.1.2 State the application. 9.1.3 State types (Clocked RS, JK Flip flop, D Flip flop). 9.1.4 Connect bistable to form counters. 9.1.5 State types of counters and registers (Synchronous and Asynchronous). 9.1.6 Convert JK to D flip flop and vice versa.

- Assist students to draw truth table of sequential and combinational Logic. - Assist students to state types of sequential/ Combinational Logic (clock RS, flip flop, JK flip flop). - Assist students to connect a bistable to form counters. - Assist students to state types of counters and registers. - Assist student to convert JK flip flop to D flip flop.

- Students to state types ,and application of combination and sequential logic. - Students to draw the truth table of sequential and combinational logic.

10.0 Understand the Principle and Function of the Block diagram of CRO(Cathode Ray Oscilloscope)

10.1 Know and understand the function of CRO.

10.1.1 Explain the function of the blocks. 10.1.2 State the application of CRO. 10.2.1 Use CRO to observe waveform and measure voltage (AC, DC). 10.2.2 Use CRO to calibrate for frequency.

- Assist student to explain the function of the CRO block. - Assist student to state the application of CRO. - Assist student to observe waveform and measure voltage (AC, DC) - Assist student to calibrate the CRO to measure the frequency of a waveform.

- Explain the function of the blocks of CRO. - State the application of CRO. - Use CRO to observe waveform. - Measure voltage. - Calibrate CRO to measure the frequency of the waveform.


TASK

CRITICAL SKILLS

SUB SKILLS


ASSESSMENT METHOD

11.0 Understand the Principle of Operation of AM/FM Transmitters and Receivers

11.1 Determine the difference between AM/FM transmitter and Receiver. 11.2 Explain other forms of communications.(Satellite, Microwave, Cellphone, Fibre optics) (NB Use the same sub skill for 11.1)

11.1.1 Draw and explain the functions of AM/FM Transmitters. 11.1.2 Draw and explain the functions of AM Radio receiver. 11.1.3 Draw and explain the functions of FM Radio Receiver. 11.1.4 Draw and explain the functions of a monochrome TV receiver. 11.1.5 Draw and explain the functions of colour TV receiver. 11.1.6 Explain the principle of Additive colour mixing. 11.1.7 Explain the difference between TV receiver and computer monitor. 11.1.8 State the electrode of CRT (Cathode Ray Tube) 11.1.9 Describe the principle of other Display Devices. LCD( Liquid Crystal display)

- Assist students to explain the functions of AM, FM transmitter. - Assist students to explain the functions of AM Radio receiver. - Assist students to draw and explain functions of FM Radio Receiver. - Assist students to draw and explain the functions of monochrome TV receiver. - Assist students to draw and explain functions of colour TV receiver. - Assist students to explain the principle of Additive colour mixing. - Assist students to explain the difference between TV receiver and computer monitor. - Assist students to explain other methods of communication as indicated in the range.

- Students to draw and explain the functions of the following communication system (AM/FM transmitter). AM Radio receiver, FM Radio receiver, Monochrome TV Colour TV ). - Students to explain the principles of Additive colour mixing.


LEVEL – CERTIFICATE TWO – TEST SPECIFICATION TABLE TRADE THEORY

NO

TOPIC

COGNITIVE KNOWLEDGE

AFFECTIVE UNDERSTANDING

PSYCHOMOTOR APPLICATION

TOTAL

1. Ref. to task 1.0 1.1, 1.7 1.1, 1.2 1.1, 1.7 1

2. Ref. to task 2.0 2.1, 2.5 2.2, 2.5 2.2, 2.5 1

3. Ref. to task 3.0 3.2 3.1

4. Ref. to task 4.0 4.1 4.1 1

5. Ref. to task 5.0 5.1, 5.3 5.3 1

6. Ref. to task 6.0 6.1 6.1 1

7. Ref to task 7.0 7.1 7.1 1

8. Ref to task 8.0 8.1 1

9. Ref to task 9.0 9.1 9.1 1

10. Ref. to task 10.0 10.1 10.1 1

11. Ref. to task 10.0 11.1, 11.2 11.1, 11.2 11.1, 11.2 1


LEVEL – CERTIFICATE TWO – TEST SPECIFICATION TABLE

TRADE SCIENCE AND CALCULATIONS

NO

TOPIC

COGNITIVE KNOWLEDGE



TOTAL

1. Ref. to task 1.0 1.4, 1.7 5

2. Ref. to task 2.0 2.2, 2.5 3

3. Ref. to task 3.0 3.1 2

4. Ref. to task 4.0

5. Ref. to task 5.0

6. Ref. to task 6.0

7. Ref to task 7.0

8. Ref to task 8.0

9. Ref to task 9.0

10. Ref. To task 10.0

LEVEL – CERTIFICATE TWO – TEST SPECIFICATION TABLE TRADE DRAWING

COGNITIVE AFFECTIVE PSYCHOMOTOR


NO TOPIC KNOWLEDGE UNDERSTANDING APPLICATION TOTAL

1. Ref. to task 1.0 1.1, 1.7 1

2. Ref. to task 2.0 2.2., 2.5 1

3. Ref. to task 3.0 3.1 1

4. Ref. to task 4.0 4.1 1

5. Ref. to task 5.0

6. Ref. to task 6.0 6.1 1

7. Ref to task 7.0 7.1 1

8. Ref to task 8.0 8.1 1

9. Ref to task 9.0 9.1 1

10. Ref. To task 10.0 10.1 1

11.1, 11.2 1

10


LEVEL – CERTIFICATE TWO – TEST SPECIFICATION TABLE TRADE PRACTICALS

NO

TOPIC

COGNITIVE KNOWLEDGE



TOTAL

1. Ref. to task 1.0

2. Ref. to task 2.0

3. Ref. to task 3.0

4. Ref. to task 4.0

5. Ref. to task 5.0

6. Ref. to task 6.0

7. Ref to task 7.0 7.2 1

8. Ref to task 8.0 8.2 1

9. Ref to task 9.0

10. Ref. To task 10.0


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NATIONAL VOCATIONAL TRAINING INSTITUTE CERTIFICATE TWO.pdf · on Kirchhoff’s Law. - Students to...

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