Bredhurst Receiving and Transmitting Society |
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Foundation Licence Syllabus |
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The syllabus is subject to change from time to time. Please check the RSGB web site for any updates.
Introduction The Foundation Amateur Radio licence is part of a structured suite of three examinations designed to give access to the amateur radio bands. All prospective radio amateurs must demonstrate a suitable level of competence and proficiency as a prerequisite to holding a licence. The Foundation Licence is the entry level to amateur radio. It is intended to provide an exciting introduction to the hobby while requiring an acceptable minimum level of skill and experience. This syllabus sets out the requirements for the first tier in the three-tier structure consisting of Foundation, Intermediate and Advanced licences. Key Features
The Assessment Two methods of assessment are used. A practical assessment detailed in section 8e of the syllabus requires demonstration of setting up a radio transmitter/receiver and correct on-air operating. These items must be assessed by a registered assessor, who may also be the tutor. This is followed by a 25-question multiple-choice examination, with four possible responses, which covers the remainder of the syllabus. The examination lasts 45 minutes. Papers are available on demand and are marked locally, with results normally available the same day. Prior Learning and Progression As the entry point, no prior learning is required and the syllabus does not make any assumptions regarding formal education. There are no set age limits. Progression is to the Intermediate licence and may be subsequently followed by the Advanced licence examination. The candidate may progress at his or her own pace, but must pass the examinations in ascending order. It is also a requirement that the practical assessment at each level must be completed before sitting that examination. It is permissible to undertake the practical assessment for a higher examination before sitting the lower exam, but the candidate should normally sit the higher paper within 12 months of the relevant practical assessment. Disabled Candidates Arrangements can be made for disabled candidates to demonstrate skills and knowledge by whatever means is judged appropriate. Where a physical disability renders a particular process unreasonable, the candidate may describe the process or talk somebody else through it. The Syllabus The key points of study are shown under Assessment Objectives. The words "recall" and "understand" are used to denote differing levels of comprehension. Recall indicates the need to recall a fact and apply it fairly directly to a question or situation. An in-depth understanding of why the fact is so, and the full range of circumstances in which it is applicable, is not required. It is assumed that the basic reasons and context will be covered in the training, if only to aid its retention and accept its truth, but those additional factors are not examined. An example is objective 3b.1 which requires knowledge of the formula P=VxI, what the letters stand for and the ability to perform a calculation given any two of the factors. The question will not normally require the use of a calculator since no useful purpose is served by making the question arithmetically difficult. Another example is objective 1a.1. The candidate needs to know that amateur radio is non-commercial and not to discuss or negotiate the sale of amateur equipment. Understand indicates the need for a more detailed knowledge of the subject, understanding why the point is correct and the range of circumstances in which it is relevant and applicable. Typically, this will be where the candidate will find himself or herself having to make judgments or apply a practice to a wider range of circumstances. 4b.6 is an example concerning over-modulation, where the candidate needs to appreciate the cause and effect and its implications so that there is a 'personal incentive' to avoid the problems of over-modulation. Also, in 9c.1, for example, regarding trailing wires, the student may meet a wide variety of situations, and needs to be able to apply the basic rule to whatever circumstances occur. An ability to analyse the safety of the situation is needed, which requires an understanding of how problems may develop and what different risks are involved. Training Attendance at a training course is not compulsory but is very strongly advised. Many of the practical activities on-air require the presence of a licensed tutor to guide the candidate and correct errors as they occur. This is not readily achievable with reading material alone, although multimedia distance-learning materials will be of considerable benefit. The practical assessments are intended to be interactive, so a candidate who is obliged to be self-taught may demonstrate his or her skills and receive guidance should that be necessary. The topic is 'signed off' once a good standard has been reached without coaching. Candidates are advised not to place too much reliance on this procedure, since time may be limited and several candidates may need to be assessed. Tutors are advised to read the Syllabus guide available from Ofcom. This document gives further explanation of each item and the type of examination questions that may be encountered.
Syllabus in BOLD -- Assessment Objectives in normal text. The syllabus has been broken down into the Question divisions.
Question 1 Amateur radio 1a Nature of amateur radio 1a.1 Recall that the amateur licence is for self-training in radio communications and is of a non-commercial nature. Licensing Conditions 2a Types of Amateur Licence 2a.1 Recall the types of Amateur Licence. Recall that more advanced classes of amateur licence exist and that they allow greater facilities and the ability to build/modify transmitting equipment Recall that many other countries do not currently accept the UK Foundation licence. 2b Format of Amateur call signs 2b.1 Recall the format of Foundation, Intermediate and Full call signs. Recall that secondary identifiers are used but be able to state only those for the foundation licence.
Question 2 2c Licence terms and conditions.. 2c.1 Recall the requirements for station identification.
Question 3 2c.2 Recall the requirement to only send messages to other amateurs. 2c.3 Recall that secret codes are not permitted. 2c.4 Recall that broadcasting is not permitted. 2c.5 Recall that only the licensee, or another UK liceensed amatuer operating iunder his or her supervision, may use the Radio equipment. recall that in certain circumstances the licencess may allow the equipment to be used by a member of a User Serviced. NOTE: that the nature of the circumstances and the identitiy of the user services are not examainable..
Question 4 2c.6 Recall of the requirement to notify Ofcom of a change of address. 2c.7 Recall that a person authorised by Ofcom has the right to inspect, require the modification, close down or restrict the operation of the Radio equipment.
Questions 5 2c.8 VHF Understand and apply the schedule to the licence. 2c.9 HF Identify allowable frequencies, types & modes of transmission and power limits.
Question 7 Technical Basics 3.a Units of measurement and multiple/sub-multiple prefixes. 3a.1 Identify the units of and abbreviations for, Voltage (potential difference), Current, Power and Resistance. Note: Prefixes milli, kilo and Mega may be used. 3.b Simple circuit theory. 3b.1 Recall the relationship between Voltage (potential difference), Current and Power. (P=VxI, I=P/V, V=P/I) Calculate the unknown quantity given the numerical value of the other two. 3b.2 Recall that resistance is the opposition to current flow. 3b.3 Recall the relationship between Voltage (potential difference), Current and Resistance. ( V= I x R, I= V / R, R= V / I ) Calculate the unknown quantity given the numerical value of the other two.
Question 8 3b.4 Recall that a battery provides voltage (Potential Difference) at its terminals and that a circuit is needed to allow current to flow. 3b.5 Recall that the polarity of a battery is not relevant if a filament bulb is used but that electronic circuits can be damaged by the wrong polarity. 3b.6 Recall what is meant by the terms D.C and A.C 3b.7 Identify the circuit symbols shown in table 1
Questions 9 & 10 3.c Frequencies used in power, audio and radio systems. 3c.1 Recall the unit of frequency and understand the meaning of the abbreviations RF and AF Identify the graphic representation of a sine wave and that sine waves are produced by oscillators Recall the frequency of the mains supply 50Hz Recall the range of frequencies for normal hearing 100Hz- 15kHz Recall the range of frequencies for audio communication 300Hz-3kHz. Recall the frequency bands for HF, VHF and UHF radio signals 3c.2 Understand that frequency bands are allocated for particular use, e.g. broadcasting, aeronautical, maritime and amateur. 3c.3 Understand the relationship between frequency and wavelength. Use a graph to convert from one to the other. Note: calculations are not required.
Question 11 Transmitters and Receivers 4a Simple block or concept diagrams of a transmitters. 4a.1 Identify the items in a simple transmitter block diagram and recall their order of interconnection: Microphone, audio (microphone) amplifier stage, frequency generation stage, modulator stage, RF power amplifier stage, feeder and antenna. 4.b Technical requirements of radio transmitters 4b.1 Recall that the frequency generation stage(s) (e.g. oscillator(s)) in a transmitter defines the frequency on which the transmitter operates. Recall that incorrect setting of these stages can result in operation outside the amateur band and interference to other users. 4b.2 Recall that the audio (or data) signal is modulated on to the radio frequency carrier in the modulation stage of the transmitter block diagram. Recall that modulation is by varying the amplitude or frequency of the carrier, resulting in AM or FM modulation modes. Recall that speech can be carried by AM/SSB or FM, and that data may be transmitted by means of suitable audio tones generated in a radio modem or TNC (terminal node controller) 4b.3 Recognise drawings of an RF carrier and amplitude modulated or frequency modulated and CW radio signals. Understand the terms carrier, audio waveform and modulated waveform.
Question 12 4b.4 Recall that the power amplifier of the radio signal is carried out in the final stage of the block diagram (RF power amplifier). 4b.5 Recall that the RF power amplifier output must be connected to a correctly matched antenna to work properly and that use of the wrong antenna can result in damage to the transmitter 4b.6 Understand that excessive amplitude modulation causes distorted output and interference to adjacent channels. Understand that excessive frequency deviation will cause interference to adjacent channels. Recall the need to ensure the microphone gain (where fitted) is correctly adjusted.
Question 13 4c Simple block or concept diagrams of a receiver. 4c.1 Identify the items in a simple receiver block diagram and recall their order of interconnection: antenna, feeder, radio tuning and RF amplification, detection/demodulation, audio amplification and loudspeaker or headphones. 4d Technical requirements of radio receivers 4d.1 Recall that tuning of receiver is carried out in first stages of the receiver block diagram. 4d.2 Recall that detection/demodulation (recovery of the original modulating signal) is carried out in the second stage of the block diagram and audio amplification is in the third stage.
Question 14 5. Feeder and Antenna 5a Feeder requirements 5a.1 Recall the correct cable to use for rf signals and that coaxial cable is most widely used because of its screening qualities. 5a.2 Recall that the plugs and sockets for RF should be of the correct type and that the braid of coaxial cable must be correctly connected to minimise RF signals getting into or out of the cable. Identify BNC and PL259 plugs.
Question 15 5b Types of antenna 5b.1 Recall that the purpose of an antenna is to convert electrical signals into radio waves, and vice-versa and that these are polarised according to the orientation of the antenna, eg. a horizontally orientated antenna will radiate horizontally polarised waves. 5b.2 Identify the half wave dipole, 1/4 wave ground plane, yagi, end-fed wire and 5/8 wave antenna. Understand that the sizes of HF and VHF antennas are different because they are related to wavelength, though they operate on the same basic principles. Understand that the 1/2 wave dipole has a physical length approximately equal to 1/2 wave length of the correct frequency. 5c Antenna basics 5c.1 Understand that that 1/2 wave dipoles (mounted vertically), ground planes and 5/8 antenna are omni-directional. 5c.2 Recall that a yagi antenna is directional and has a gain because of its focussing ability. 5c.3 Recall that e.r.p is the product of the power to the antenna and its gain.
Question 16 5c.4 Recall that the antenna system must be suitable for the frequency of the transmitted signal. Recall that if an antenna is not correctly designed for the frequency it will not match the transmitter and will not work effectively. 5c.5 Recall that at HF, where an antenna has not been designed for the particular frequency, an ATU (antenna tuning unit) makes it possible for the antenna to accept power from the transmitter. 5d Balanced antennas 5d.1 Recall the difference between balanced and unbalanced antennas and that a balun should be used when feeding a H.F. dipole with coaxial cable (which is unbalanced). 5e Meaning of Standing Wave Ratio (SWR) 5e.1 Recall that an SWR meter shows whether an antenna presents the correct match to the transmitter and is reflecting minimum power back to the transmitter. 5e.2 Recall that a high SWR (measured at the transmitter) is an indication of a fault in the antenna or feeder (and not the transmitter).(Relate this to item to 4b.5) 5f Use of a dummy load 5f.1 Recall that a "dummy load" is a screened resistor connected instead of an antenna to allow the transmitter to be operated without radiating a signal.
Question 17 6. Propagation 6a Radio propagation basics 6a.1 Recall that radio waves travel in straight lines, unless diffracted or reflected. 6a.2 Recall that radio waves get weaker as they spread out. 6a.3 Recall that at VHF and UHF hills cause "shadows" and that waves get weaker in penetrating buildings but glass windows are more transparent to radio waves. 6a.4 Recall that the range achieved at VHF/UHF is dependent on antenna height and a clear path and transmitter power. Understand that higher antennas are preferable to higher power, as they improve both transmit and receive performance. Recall that outdoor antennas will perform better than indoor antennas. 6a.5 Recall that, at VHF/UHF, range decreases as frequency increases and that in general, VHF/UHF waves have a range not much beyond "line of sight".
Question 18 6b Ionosphere Basics 6b.1 Recall that the ionosphere comprises layers of 'conductive gases' at heights between 70 and 400km above the earth. 6b.2 Recall that on HF almost all communication relies on the waves being reflected by the ionosphere. Recall that HF can provide world-wide propagation depending on how well the ionosphere bends the waves back to the earth. Recall that this varies with frequency, time of day and season.
Question 19 7. EMC 7a Basics of electromagnetic compatibility 7a.1 Recall that electromagnetic compatibility (EMC) is the avoidance of interference between various pieces of electronic equipment. 7a.2 Recall that radio transmitters can cause interference to nearby electronic and radio equipment. 7a.3 Recall that radio receivers can also suffer from interference from local sources. (This is not considered specifically, but most good EMC practice applies to both conditions.) 7a.4 Recall that interference occurs through local radio transmissions being conveyed to the affected equipment through pick-up in house wiring, TV antenna down-leads, telephone wiring etc., and (particularly at VHF/UHF) by direct pick-up in the internal circuits of the affected equipment itself.
Question 20 7b Station design for EMC. 7b.1 Recall that EMC problems can be minimized by siting antennas as far away from houses as possible, as high as possible, and using balanced antennas at HF. Recall that, at HF, (horizontal) dipoles are less likely to be a problem and that end-fed wires present significant EMC problems. Recall that information on the avoidance of interference by the correct choice and siting of antennas and suitable operating procedures is readily available from several sources. 7b.2 Recall that the more power a station runs, the more likely it is to cause interference. Recall that some types of transmission are more likely to cause interference to TV, radio and telephones than others. Recall that SSB is the one of the poorest in this respect. FM, CW (Morse) and the some of the HF data modes (such as PSK31) are much better.
Question 21 7c Immunity of radio receiving and other devices and filtering techniques. 7c.1 Recall that the ability of any piece of electronic or radio equipment to function correctly in the presence of strong RF signals is Known as "immunity". Recall that the immunity of most types of equipment can be increased by fitting suitable external chokes and filters in mains or TV antenna leads. Recall that the filters should be fitted as close to the affected device as possible. 7c.2 Recall that anything fitted to the mains wiring must be properly made for the purpose. Understand that home-made items (other than ferrite rings) are potentially dangerous. Recall that information about the purchasing, making and fitting of chokes and filters is readily available from several sources. 7c.3 Recall that the function of the RF earth connection in an HF amateur station is to provide a path to ground to minimise RF currents entering the mains earth system and causing interference to other electronic equipment. 7d Social issues of Interference. 7d.1 Recall that EMC problems have the potential for causing neighbour disputes. Understand the need for diplomacy, the sources of advice available and the role of the local office of the Radiocommunications Agency (RIS).
Question 22 & 23 8. Operating Practices and Procedures. 8a Operating practices and procedures 8a.1 Understand why one should to listen before calling and to ask if the frequency is in use. 8a.2 Recall how to make a CQ call. 8a.3 Understand the need to move off the calling channel (when on VHF/UHF) once contact is established. 8a.4 Recall the phonetic alphabet. See BR68/F, note (s). 8b Operating through a repeater. 8b.1 Recall that repeaters are mainly intended to extend the range of mobile stations. Recall how to use a repeater and understand the need for an Access Tone or CTCSS and frequency offset. 8c Band plans 8c.1 Recall why band-plans are used. Identify items on a published band-plan (eg. calling frequencies and recommended modes). 8d Connecting microphones and other audio sources to the transmitter. 8d.1 Recall that connecting anything other than the supplied microphone (e.g. packet radio TNCs) to the transmitter requires correct operation of the PTT line and correct audio signal levels.
Question 24 Safety 9a Sources of danger: mains, power supplies and high current batteries. 9a.1 Recall that high voltages carry a risk of electrocution and high currents carry a risk of overheating and fire. 9a.2 Recall why mains powered equipment should have a safety earth. Recall that special care is needed with earthing arrangements if your house has PME. Recall that details of PME earthing can be obtained from the local electricity supply company and are covered in a separate leaflet. 9a.3 Recall that a correct fuse must be fitted to all electrical equipment. and that this is in the live wire of mains-powered equipment and according to the manufacturer's instructions in low powered equipment. 9a.4 Recall to work only inside equipment which is disconnected from the mains. 9a.5 Recall the correct way to wire a 3-pin mains plug. 9a.6 see Q 25 9b Action to be taken and avoided in the event of an accident 9b.1 see Q 25 9c Station layout and tidiness 9c.1 Understand the reasons for not having wires trailing across the floor: trip hazard and the risk of frayed insulation. 9c.2 Recall that elevated wires and antennas must be suitably located and secured. 9c.3 Recall that antennas and feeders should not be sited close to overhead power cables. 9c.4 Recall that antenna erection is potentially hazardous and that it is advisable to have someone to help you. Understand the need for at least one adult should be present. 9c.5 Recall that antenna elements should not be touched whilst transmitting and should be mounted to avoid accidental contact. Note: this does not apply to low powered devices such as hand-held equipment. 9c.6 Recall that particularly high antennas may need special protection against lightning. 9d Safe use of headphones 9d.1 Recall that excessive volume when wearing headphones can cause damage to hearing.
Question 25 9a.6 Recall the need for a clearly marked switch to turn off all station equipment in case of emergency. 9b Actions to be taken and avoided in the event of an accident. 9b.1 Recall that, in the event of an accident involving electricity, the first action is to switch off the power. Recall that the casualty must not be touched unless the power has been switched off.
8e Competence in making radio contacts. This part of the syllabus is carried out as a practical assessment by registered assessors and may be part of a training course. 8e.1 Demonstrate, using a VHF/UHF transmitter/receiver, correct tuning in to an amateur FM voice signal and a data signal such as packet. Read the signal strength meter (where fitted). 8e.2 Demonstrate correct operation of a VHF transmitter/receiver in simplex mode. Note: Controls used shall include frequency, squelch and, audio gain (volume). Recall the meaning of signal reports exchanged during a contact. Make a simplex radio contact and exchange signal reports. 8e.3 Demonstrate, using an H.F. transmitter/receiver, correct tuning in to an amateur SSB voice signal and a Morse signal. Read the signal strength meter. 8e.4 Demonstrate correct operation of an HF. Transmitter/receiver in an s.s.b contact. Note: Controls used shall include frequency, the RIT (clarifier), audio gain (volume), RF microphone gain and antenna tuner (ATU). Make an H.F. SSB voice contact and exchange signal reports. 8e.5 Demonstrate a CQ call on VHF/UHF, making a contact and initiating a change of frequency (QSY) off the calling channel. 8f Connecting a transmitter/receiver. This part of the syllabus is carried out as a practical assessment by registered assessors and may be part of a training course. 8f.1 Demonstrate connecting a transmitter/receiver to a power supply, antenna and feeder. 8f.2 Demonstrate, using a 1/2 dipole antenna with adjustable elements, that the SWR varies as the length of the elements are varied. Set up the dipole for minimum SWR. Note: The elements are not to be adjusted whilst transmitting.Correct procedure for a radiating test shall be demonstrated.
Morse Code. 10a Send and receive Morse Code Note: This morse code test will be retained in the Foundation Syllabus following the removal of the need for Morse code at WRC03 The 5 wpm tests at Intermediate and Full Licence level for an "A" class licence, is no longer be required. Demonstrate that he/she is able to send correctly by hand and the receiver correctly by ear, texts in morse code signals The text shall be in the form of a contact between two radio amateurs. EG M2ABC DE M0XYZ Tx here is a kit Receiving Between 20 and 30 characters shall be sent by the tutor. The character speed and spacing may be chosen by the candidate in discussion with the tutor.Procedural characters shall not be used. Call signs shall be M (0, 2 or 5) plus 3 letters. The candidate is permitted access to a copy of the Morse code alphabet during the assessment.The candidate may, if desired, write down the dots and dashes for subsequent transcription and may proceed one letter at a time.The tutor may re-send characters wrongly recorded, or invite the candidate to re-check characters correctly written in Morse but wrongly transcribed. No residual errors are permitted. Sending The candidate shall send a pre-prepared text in the same form as for receiving.The candidate is permitted to make such preparations as he or she wishes prior to sending, including writing the Morse code for each character to be sent. A copy of the Morse code alphabet shall be available to the candidate.The tutor will indicate which characters, if any, were incorrectly sent and these shall be re-sent. This may be on a letter-by-letter basis or at the end of the text. No residual errors are permitted.
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