Electrical Technology PAT GR 12 2016 Eng

Downloaded from hlayiso.com ELECTRICAL TECHNOLOGY GUIDELINES FOR PRACTICAL ASSESSMENT TASKS 2016 These guidelines consist 75 pages. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 2 DBE/PAT 2016 NSC TABLE OF CONTENTS 1. INTRODUCTION 3 2. TEACHER GUIDELINES 5 2.1 How to administer the PATs 5 2.2 How to mark/assess PATs 5 2.3 PAT assessment management plan 6 2.4 Moderation of the PATs 7 2.5 Absence/Non-submission of tasks 7 2.6 Simulations 8 2.7 Projects 9 2.8 Working mark sheet 17 3. LEARNER GUIDELINES 18 3.1 Instructions to the learner 18 3.2 Declaration of authenticity 18 4. CONCLUSION 19 DESIGN AND MAKE PROJECT 20 Design and make: Part 1 21 Design and make: Part 2 28 Electrical – 1 31 Electrical – 2 34 Electrical – 3 38 Electrical – 4 42 Electrical – 5 45 Electronic – 1 48 Electronic – 2 53 Electronic – 3 57 Digital – 1 60 Digital – 2 63 Digital – 3 68 Digital – 4 72 ANNEXURE: Component list for electronic/digital simulations 75 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 3 DBE/PAT 2016 NSC 1. INTRODUCTION The 16 Curriculum and Assessment Policy Statement subjects which contain a practical component all include a practical assessment task (PAT). These subjects are: • AGRICULTURE: Agricultural Management Practices, Agricultural Technology • ARTS: Dance Studies, Design, Dramatic Arts, Music, Visual Arts • SCIENCES: Computer Applications Technology, Information Technology • SERVICES: Consumer Studies, Hospitality Studies, Tourism • TECHNOLOGY: Civil Technology, Electrical Technology, Mechanical Technology and Engineering Graphics and Design A practical assessment task (PAT) mark is a compulsory component of the final promotion mark for all candidates offering subjects that have a practical component and counts 25% (100 marks) of the end-of-year examination mark. The PAT is implemented across the first three terms of the school year. This is broken down into different phases or a series of smaller activities that make up the PAT. The PAT allows for learners to be assessed on a regular basis during the school year and it also allows for the assessment of skills that cannot be assessed in a written format, e.g. test or examination. It is therefore important that schools ensure that all learners complete the practical assessment tasks within the stipulated period to ensure that learners are resulted at the end of the school year. The planning and execution of the PAT differs from subject to subject. Practical assessment tasks are designed to develop and demonstrate a learner's ability to integrate a variety of skills in order to solve a problem. The PAT also uses a technological process to inform the learner what steps needs to be followed to derive a solution for the problem. The 2016 PAT has three focus areas with projects and simulations in each of the following fields: • Electrical • Electronics • Digital Electronics The PAT task consists of four simulations and a practical project. The teacher may choose any of the practical projects and use a combination of the simulations available. The teacher has to apply assessment on an on-going basis at the same time that the learner is developing the required skills. Four simulations should be completed by the learners, in addition to the manufacturing of a practical project. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 4 DBE/PAT 2016 NSC The PAT incorporates all the skills the learner developed from Grades 10, 11 and 12. The PAT ensures that all the different skills will be acquired by learners on completion of practical work, that is electrical, analogue and digital electronics as well as the correct use of tools and instruments. Requirements for presentation A learner must present the following: • PAT file with all the evidence of simulations, design and prototyping • Practical project with: o Enclosure  The file must include a design.  The enclosure and the design must match.  No cardboard boxes are allowed.  Plastic and metal enclosures are acceptable.  The enclosure should be accessible for scrutiny inside.  Lids that are secured with screws are preferred. o Circuit board  The file should include the PCB design.  The PCB must be mounted inside the enclosure in such a manner that it can be removed for scrutiny.  Switches, potentiometers, connectors and other items must be mounted.  Wiring must be neat and bound/wrapped.  Wiring must be long enough to allow for the PCB to be removed and inspected with ease. o Logo and Name  The file should contain the logo and name design.  Logo and name must be prominent on the enclosure. The PAT will have a financial impact on the school's budget and school management teams are required to make provision to accommodate this particular expense. PAT components and other items must be acquired timely for use by the learners before the end of the first term at the start of the academic year. It is the responsibility of the HOD to ensure that the teacher is progressing with the PAT from the start of the school year. Provincial departments are responsible for setting up moderation timetables and consequently PATs should be completed in time for moderation. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 5 DBE/PAT 2016 NSC 2. TEACHER GUIDELINES 2.1 How to administer the PATs Teachers must ensure that learners complete the simulations required for each term. The project should be started in January in order to ensure its completion by August. All formal assessment is the teacher's responsibility. The PAT should be completed during the first three terms and must be ready at the start of PAT moderation. Teachers must make copies of the relevant simulations and hand them to learners at the beginning of each term. The PAT must not to leave the workshop and must be kept in a safe place at all times when the learner is not working on it. The weightings of the PAT must be adhered to and teachers are not allowed to change weightings for the different sections. 2.2 How to mark/assess the PATs The PAT for Grade 12 is externally set and moderated, but internally assessed. All formal assessment will be done by the teacher. The PAT must be moderated by the following persons: The teacher is required to produce a working model and model answer file which sets the baseline for assessment at a Highly Competent Level for every project choice exercised by the learners. This file must include all the simulations with answers the teacher has done him-/herself. The teacher will use the model answers and project to assess the simulations and projects of the learners. Once a rubric has been completed by the teacher, assessment will be deemed to be complete. No re-assessment will be done once the rubrics have been completed and captured by the teacher. Learners must ensure that the work is done to the standard required before the teacher finally assesses the PAT during each stage of completion. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 6 DBE/PAT 2016 NSC 2.3 PAT assessment management plan The assessment plan for the PAT is as follows: TIME FRAME ACTIVITY RESPONSIBILITY October– Preparation for Teacher – Builds the models and works out the model answers December 2015 PAT 2016 for the simulations for 2016. Identify shortages in tools, equipment and consumable items for simulations which must be procured in 2016. SMT – Receive procurement requests from teachers and process payments for the acquisition of required items. January–March Simulations 1 Teacher – Copies and hands out simulations. 2016 and 2 Learners – Completes simulations. Teacher – Assesses simulations. HOD – Checks if tasks have been completed and marked by the teacher before the holiday. January 2016 PAT Project: Teacher – Obtains quotations for PAT projects. Procurement Principal – Approves PAT procurement for PAT projects. Teacher – Ensures that PAT projects are ordered and delivered. HOD – Checks up on teacher to see if the process is being adhered to. February 2016 PAT Project: Teacher – Ensures that there is secure storage for PAT Learners projects. commence with Teacher – Hands out and takes in PAT projects. project. Teacher – Includes practical sessions for learners to complete PAT project every week. Learners – Commence with completion of the PAT project. HOD – Checks on teacher to ensure that practical workshop sessions take place on a weekly basis. April–June 2016 Moderation of District Subject Facilitator/Subject Specialist will visit the school Simulations and moderate Simulations 1 and 2. 10% of learners work is 1 and 2 moderated. April–June 2016 Simulations 3 Teacher – Copies and hands out simulations. and 4 Learners – Completes simulations. Teacher – Assesses simulations. HOD – Checks if tasks have been completed and marked by the teacher before the holiday. April–June 2016 PAT project: Teacher – Ensures that there is secure storage for PAT Learners projects. continue with Teacher – Hands out and takes in PAT projects. project Teacher – Includes practical sessions for learners to complete PAT project every week. Learners – Continue with completion of the PAT project. HOD – Checks on teacher to ensure that practical workshop sessions take place on a weekly basis. July holiday 2016 PAT Learners that are behind on the PAT are required to complete intervention the project during this holiday. July–August Moderation of District Subject Facilitator/Subject Specialist will visit the school 2016 Simulations and moderate Simulations 3 and 4. Different learners from the 3 and 4 previous term. 10% of learners' work is moderated. July–August PAT project: Teacher – Ensures that there is secure storage for PAT 2016 completion projects. Teacher – Hands out and takes in PAT projects. Teacher – Completes the PAT project with learners and compiles the PAT file. Learners – Completes the PAT project and file. HOD – Checks to see that 100% of PAT files and project are completed and assessed September– PAT PAT projects are moderated by subject facilitators/subject October 2016 moderation specialists from the province and learners are available to demonstrate skills. 10% of learners are moderated at random. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 7 DBE/PAT 2016 NSC 2.4 Moderation of the PATs Provincial moderation of each term's simulations will start as early as the following term. Simulations 1 and 2 should be moderated as soon as the second term starts. Similarly simulations 3 and 4 will be moderated in July. The project, however, will only be moderated on completion. During moderation of the PAT the learner's file and project must be presented to the moderator. The moderation process is as follows: • During moderation learners are randomly selected to demonstrate the different simulations. All four simulations will be moderated. • The teacher is required to build an exemplar model for each project type chosen for the school. • This model must be on display during moderation. • The teacher's model forms the standard of the moderation at Level 4 (Highly Competent). • Level 5 assessments must exceed the model of the teacher in skill and finishing. • Learners being moderated will have access to their file during moderation and may refer to the simulations they completed earlier in the year. • Learners may not ask assistance from other learners during moderation. • All projects and files must be on display for the moderator. • If a learner is unable to repeat the simulation or cannot produce a working circuit during moderation, marks will be deducted and circuits assessed as not being operational. • The moderator will select, at random, not fewer than two projects (not simulations) and the learners involved will have to explain how the project was manufactured. • Where required, the moderator should be able to call on the learner to explain the function and principles of operation and also request the learner to exhibit the skills acquired through the simulations for moderation purposes. • On completion the moderator will, if needed, adjust the marks of the group up or downwards, depending on the outcome of moderation. • Normal examination protocols for appeals will be adhered to if a dispute arises from adjustments made. 2.5 Absence/Non-submission of tasks In the absence of a PAT mark in Electrical Technology, without a valid reason, the learner will be given three weeks before the commencement of the final end-of-year examination to submit the outstanding task(s). Should the learner fail to fulfill the outstanding PAT requirement such a learner will be awarded a zero for that PAT component. The final mark for the PAT will be adjusted for promotion purposes in terms of the completed tasks. A learner's results are regarded as incomplete if he/she does not offer any component of the PAT. He/She will be given another opportunity based on the decision of the Head of the Assessment Body. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 8 DBE/PAT 2016 NSC 2.6 Simulations Simulations are circuits, experiments and tests which the learner will have to build, test and measure and do practically as part of the development of practical skills. These skills have to be illustrated to the external moderator who visits the school at intervals during the school year. Teachers who use simulation programs on computer are welcome to use them for the learners to practise on. However, it is required that the circuit be built using real components and that measurements be made with actual instruments for the purposes of assessment and moderation. The correct procedure to complete simulations is outlined below for teachers and school management teams who are responsible for the implementation of the PAT in Electrical Technology. Step 1: The teacher will choose simulations from the examples provided. Step 2: Compile a list of the components needed for every simulation. Add extra components as these items are very small and you will need extras because they are lost/damaged very easily when learners work with them. Step 3: Contact three different electronics component suppliers for comparative quotations. Step 4: Submit the quotations to the SMT for approval and procurement of the items. Step 5: Store the components. Collate items for each simulation, thus making it easier to distribute and use during practical sessions. Ensure that different values of components do not mix as this will lead to components being used incorrectly. This could damage the component and, in extreme cases, the equipment used. Step 6: Copy the relevant simulations and hand them out to learners at the start of the term. Teachers are allowed to adjust circuits and component values to suit their environment/resource availability. Teachers are required to develop a set of model answers in the teacher's portfolio. Moderators will use the teacher's model answers and artefact when moderating. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 9 DBE/PAT 2016 NSC 2.7 Projects The projects described below are suggested construction projects teachers can choose for their learners. These projects are based on circuits provided by schools and subject advisors. The projects are based on working prototypes and require careful construction in order for it to operate correctly. Projects vary in cost and teachers must ensure that the projects chosen fall within the scope of the school's budget. Once the teacher has decided on a circuit, he/she must construct the prototype. Thereafter copies of the circuit provided can be made and distributed to learners. They MUST redraw these circuits in their portfolios correctly. The description of the operation of the circuits is NOT complete. Learners are required to interrogate the function of the components in the circuit provided. They should elaborate on the purpose of components in the circuit. It is recommended that learners investigate similar circuits available on the Internet and in the school library/workshop reference books. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 10 DBE/PAT 2016 NSC Electrical Project: Sound-to-light Controller (Option 1 of 6) WARNING: Some parts in the circuit board are subject to lethal potential because the device is connected to 230 V AC. When plugging in the project, place it in a plastic or wooden box to prevent the circuit from shocking you. Avoid connecting this circuit to other appliances (e.g. to the output of an amplifier by means of a cable) because of the absence of a mains transformer. Use only the microphone in the main case to pick up the sound. COMPONENT LIST COMPONENT LIST R1 560 kΩ 1 W C , C 0, C12 0,047 μF R2, R3 15 K ¼ W C9 22 μF 16 V R3 33 K ¼ W C11 47 μF 16 V R5, R6, R9 1 kΩ ¼ W D1, D2 1N4004 R7 18 K ¼ W D3 1N4742 1 W R8 560 Ω ¼ W F1 10 A fuse 220 V P1, P2, P3 5 K Pot F2 100 mA fuse 220 V C 0,47 uF 630 V F3, F4, F5 220 V 3 A fuse C2, C5 0,1 μF 220 V 40 μH 6 A 1 000 μF 16 V L1 C3 10–15 turns on a ferrite core electrolytic T3, T4, T5 TIC 106 or BT 136 C4 100 μF 16 V B1, B2, 3 60 watt incandescent lamp C6 25 μF 16 V Mic Low-impedance microphone C7 1 μF 16 V S1A & S1B Double-pole switch T1, T2 BC 547 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 11 DBE/PAT 2016 NSC Electrical Project: Quiz Master (Option 2 of 6) This circuit may be used to indicate 'fastest finger first'. It has a globe for each contestant and one for the quiz master. When a button is pressed the corresponding globe is illuminated. The quiz master globe is also illuminated and the cathode of the 9,1 V Zener diode sees approximately mid-rail voltage. The Zener diode comes out of conduction and no voltage appears across the 120 R resistor. No other globes can be lit until the circuit is reset. COMPONENT LIST R1, R2, R3 10 kΩ ¼ W R4 120 Ω ¼ W T1, T2, T3 BT 151 SCR LMP1, 2, 3, 4 6 volt lamp S1, S2, S3, S4 Push-to-make switch D1 9 V Zener diode 12 volt battery/supply Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 12 DBE/PAT 2016 NSC Electronic Project: Automatic Battery Charger (Option 3 of 6) This automatic battery charger project is based on the National Semiconductor LM350 3 A adjustable regulator. It is designed to charge 12 V lead-acid batteries. When the switch SW1 is pushed the output of the charger will go up to 14,5 V. The initial charging current is limited to 2 A. As the charge of the battery continues to rise, the charging current decreases to 150 mA and the output voltage is reduced to 12,5 V. At this stage the charging is terminated and the light-emitting diode lights up to indicate that the charging process has been completed. The schematic diagram below shows how the various components are connected. The first part of the diagram shows how the DC power supply to LM350 is achieved. The combined use of varistor V1 and fuse F1 is to protect the circuit from overcurrent and power surge of the mains supply. Transformer T1 is used to step down the input voltage from the mains to 16 V AC. Diode bridge DB and electrolytic capacitor E1 are used to rectify the AC voltage to DC voltage. This rectified DC power supply is fed into the input of the second circuit where LM350 and operational amplifier LM301A are used to control the charging current and voltage of the lead-acid battery. Once the charge is full, transistor Q1 will turn ON and LED L1 will be ON to indicate that the charging has been completed. A heat sink is attached to LM350 to transfer the heat generated from the regulator to the ambient. COMPONENT LIST COMPONENT LIST R1 Varistor 14 mm B1 5 A diode bridge R2 500 ohm, 5 W C1 6 800 uF 35 V electrolytic capacitor R3, R6 15 K ¼ W C2 0,1 uF ceramic 104 R4 230 ohm ¼ W C3 1 nF ceramic 102 R5 1K C4 1 uF electrolytic 25 volt R7 0,2 ohm, 5 W D1 1N 4148 diode R8 3K3 ¼ W IC1 LM350 16 volt positive voltage regulator J1 Mains supply IC2 LM301 H operational amplifier J2 12 V connector for battery/battery clamps S1 On/Off switch for mains voltage F1 500 mA fast-blow fuse S2 Push-to-make switch TR1 240 V–16 V transformer 3 A (+/-50 VA) LED 1 Red LED 5 mm Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 13 DBE/PAT 2016 NSC Electronic Project: Battery-voltage Bar-graph Display (Option 4 of 6) (This project can be used in conjunction with the automatic battery charger or with any battery charger circuit.) This bar-graph LED-battery-level-indicator project is based on the LM3914 monolithic IC of the National Semiconductor that senses the voltage levels of the battery and drives the 10 light-emitting diodes based on the voltage level that is detected. It provides a linear analogue display output and has a pin that can be configured to display the output in moving dot or bar graph. The current driving the LEDs is regulated and programmable, hence limiting resistors are not required. The schematic diagram below shows how the various components are connected. Switch S1 is used to change the display type from moving dot to bar graph type. When S1 is ON the display type is bar graph, but when it is OFF the display changes to the moving-dot type. R3 is used to set the lower limit of the display. Use a variable DC power supply and set the VBAT to 10,5 V. Adjust VR1 until the LED L1 turns ON. Next, set the VBAT to 15 V; adjust VR2 until all the LEDs turn ON (when S1 is ON). COMPONENT LIST COMPONENT LIST R1 1K2 ¼ W 5% IC1 LM3914 N bar-graph display driver R2 4K7 ¼ W 5% C1 10 µF 25 volt electrolytic capacitor R3 5 K potentiometer S1 SPST toggle switch LED 1–10 LED – Red, Amber, Green Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 14 DBE/PAT 2016 NSC Digital Project: Light Rider (Option 5 of 6) The circuit uses two NAND gates as an oscillator, feeding a clock pulse to the 4017 Johnson IC. The diodes assist in ensuring a forward and backward- flashing pattern. The capacitors are added to allow for a smooth effect, just like the 1980's hit TV series, Knight Rider. COMPONENT LIST COMPONENT LIST IC1 CD 4017 Johnson decade counter/ C2–C8 100 μF 10 V (or more) divider IC radial electrolytic (7 off) IC2 CD4000 – dual 3-input NAND gate D1–D10 1N 4148 diode (10 off) IC plus inverter LED1–LED6 5 mm LED (colour of your R1, R2 470 K ¼ W (2 off) choice) (6 off) R3 47 K ¼ W S1 SPST toggle switch R4–R9 1 K ¼ W (6 off) PP3 battery clip C1 100 nF polyester cap (104) 9 V PP3 battery Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 15 DBE/PAT 2016 NSC Digital Project: Light Alarm (Option 6 of 6) The light alarm utilises a light-dependant resistor (LDR) that triggers the BC557 PNP transistor. The logic circuit shown is a monostable multivibrator which acts as a timer to switch on the driver transistor for the piezo buzzer. When triggered the circuit should let out a loud buzzing sound for a predetermined time. You can alter the time period by experimenting with the values of the feedback resistors and the capacitors in the logic portion of the circuit diagram. COMPONENT LIST COMPONENT LIST IC1 4011 quad 2-input NAND gate C1, C2 1 μF Mylar capacitor R1 100 K ¼ W C1 100 nF polyester cap (104) R2 4M7 Ω ¼ W C3 100 nF polyester cap R3 330 kΩ ¼ W C4 47 μF electrolytic 16 V rad cap R4 1 MΩ ¼ W T1 BC 547 NPN R5 4k7 Ω ¼ W T BC 557 PNP R6 50 K trim pot L1 10 mH inductor PH 1 ORP 12 LDR SG 1 9–12 V piezo buzzer PP3 battery clip 9 V PP3 battery Copyright reserved Please turn over

Electrical Technology Downloaded from hlayiso.com 16 DBE/PAT 2016 NSC 2.8 Working mark sheet (A working Excel file is provided with this PAT.) PAT mark sheet Term 1 Term 2 Project Total = Simulation Simulation Simulation Simulation Design Design Design 250 Mark out of Moderated 1 2 3 4 and and and Term1 + 100 Mark Name of Learner Make Make Make Term 2 + No. (Alphabetical) 50 50 50 50 Part 1–80 Part 2–20 Total = 50 Project 0 E.g. John Q Public 45 10 30 25 30 10 20 135 54% 54% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Total Average Teacher: Moderator: Principal: : Signature: Signature: Signature: School Stamp Date: Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 17 DBE/PAT 2016 NSC 3. LEARNER GUIDELINES PAT 2016 Cover Page (Place this page at the front of the PAT.) Department of Basic Education Grade 12 National Senior Certificate 2016 Practical Assessment Task – Electrical Technology Time Allowed: Term 1 to Term 3 (2016) Learner Name: Examination Number: School: TABLE OF CONTENTS Simulation 1: Simulation 2: Simulation 3: Simulation 4: Project: Evidence of Moderation: NOTE: When the learner evidence (LE) selected has been moderated at school level, the table will contain evidence of moderation. Provincial moderators will sign the provincial moderation and only sign if re- moderation is needed. Moderation Signature Date Signature Date School-based Provincial moderation Re-moderation Mark Allocation PAT Component Maximum Learner Moderated mark mark mark Simulation 1 50 Simulation 2 50 Simulation 3 50 Simulation 4 50 Design and Make Project – Circuit (80/2) 40 Design and Make Project – Enclosure (20/2) 10 Total 250 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 18 DBE/PAT 2016 NSC 3.1 Instructions to the learner • This PAT counts 25% of your final promotion mark. • All work produced by you must be your own effort. Group work and co-operative work are not allowed. • The PAT must be completed over three terms. • The PAT must contain ANY 4 simulations and a practical project. • Calculations should be clear and include units. Calculations should be rounded off to TWO decimals. SI units should be used. • Circuit diagrams may be hand-drawn or drawn on CAD. NO photocopies or scanned files are allowed. • Photographs are allowed and may be in colour or grey scale. Scanned photographs and photocopies are allowed. • You are allowed/encouraged to use recycled components. • This document must be placed inside your PAT file together with the other evidence. 3.2 Declaration of authenticity (COMPULSORY) Declaration: I (Name) herewith declare that the work represented in this evidence is entirely my own effort. I understand that if proven otherwise, my final results will be withheld. Signature of learner Date As far as I know, the above declaration by the learner is true and I accept that the work offered is his or her own. Signature of teacher Date Signature of principal Date School Stamp Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 19 DBE/PAT 2016 NSC 4. CONCLUSION On completion of the practical assessment task learners should be able to demonstrate their understanding of the industry, enhance their knowledge, skills, values and reasoning abilities as well as establish connections to life outside the classroom and address real world challenges. The PAT furthermore develops learner’s life skills and provides opportunities for learners to engage in their own learning. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 20 DBE/PAT 2016 NSC Design and Make Project Time: January to August 2016 Learner Name: School: Examination Number: Title/Type of Project: Instructions • This section is COMPULSORY for all learners. • The teacher will choose a circuit for the project. • The checklist below must be used to ensure all the required tasks for the PAT have been completed. PAT Checklist No. Description Tick () No Yes Design and Make: Part 1 1 Circuit diagram drawn   2 Circuit description completed   3 Component list completed   4 Tools list for circuitry populated   5 Measuring instrument list completed   6 Evidence of prototype printed and pasted into the file   7 Learner's own Vero-board/PCB planning/design printed and   included in file Design and Make: Part 2 1 Enclosure design completed and included in the file   2 Unique name written down and included on the enclosure   3 Logo designed and included on the enclosure   Miscellaneous 1 Enclosure included in the project   2 Enclosure prepared and drilled according to the design   3 Enclosure finished off and completed with name and logo   4 PCB securely mounted in the enclosure using acceptable   techniques 5 Is circuit inside the enclosure accessible?   6 Internal wiring neat and ready for inspection   7 File and project completed and ready for moderation at the   workshop/room Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 21 DBE/PAT 2016 NSC Design and Make: Part 1 1. Circuit diagram Draw a circuit diagram of your project. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 22 DBE/PAT 2016 NSC 2. Project: Description of operation Use the space provided below to give an overview of how the project functions. Use your own words and do some research of your own. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 23 DBE/PAT 2016 NSC 3. Component List Draw up a list of the components you will need from the circuit diagram. Quantity Description and value Label on circuit diagram E.g. 10 1 K ¼ W carbon-film resistor R1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 4. Tools List Draw up a list of tools you will need to complete the PAT circuitry. You may add to the list as you proceed through the PAT. Description Purpose/Use E.g. Long-nosed pliers Used to bend wires and insert tips of stripped wire into board 1 2 3 4 5 5. Instruments List Draw up a list of instruments you will need to test your PAT. You will add to this list as you go along. Description Purpose/Use E.g. Ammeter Placed in series with the circuit to indicate the current flowing 1 2 3 6. Evidence of prototype Take photographs of the working prototype on the breadboard using a digital camera or a cellphone and attach after this page. If measurements were taken, insert evidence thereof as well. Use labels to describe what is done in each photograph. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 24 DBE/PAT 2016 NSC 7. Vero-board planning OR PCB design If you do not use a Vero-board, add evidence of the PCB layout after this page. Actual Vero-board hole spacing 0,1' (2,54 mm). Use an X to show breaks made on the track Final Design – Vero-board 1 1 Printed Circuit Board Planning Copyright reserved Please turn over

Electrical Technology Downloaded from hlayiso.com 25 DBE/PAT 2015 NSC ASSESSMENT OF THE DESIGN AND MAKE PHASE: PART 1 (Items not submitted will not be awarded a mark (0).) Task Mark Allocation (Tick the appropriate level next to the task indicated) Description 0 1 2 3 4 5 Not Not achieved Not competent Competent Highly competent Outstanding submitted yet Circuit  The learner was The learner was The learner was able to The learner was able to The learner was able to draw the diagram unable to draw a able to partially draw the circuit diagram draw the circuit diagram circuit diagram successfully and drew circuit diagram. draw a circuit correctly and drew more successfully and drew all the parts correctly. Everything was diagram, but drew than half the symbols the symbols correctly, but labelled according SI unit standards more than half the incorrectly. did not label all the parts. and the learner made special effort to symbols ensure that the circuit diagram was incorrectly. neat. Circuit  The learner was The learner was The learner was able to The learner was able to The learner was able to explain the description unable to describe able to partially describe the operation of explain the operation of the operation of the circuit diagram the circuit explain how the the circuit diagram, but circuit diagram successfully successfully and identified the parts operation. circuit operates. made mistakes on fewer and identified all the correctly. The learner was able to than half the components. symbols correctly. show evidence of how to alter the circuit to change its operating characteristics. Prototype Did not Circuit was partly operational. The circuit was fully Circuit was fully  Circuit was fully operational. The circuit was work No photographs of prototyping were operational, but the circuit in operational. The photograph photograph included showed the working on the (0 marks) included. (3 marks) the photograph was similar included did not resemble circuit and name of the learner and it breadboard to other learners' efforts. other learners' efforts, but was unique. The photograph was (5 marks) no name was included. clear and components were (10 marks) distinguishable. (15 marks) Trouble-  The learner's The circuit was The circuit was complete The circuit was complete  The circuit was complete and the shooting on circuit was not complete, but not and the learner was able to and the learner was able to learner was able to identify and the complete and functional. The identify and rectify one identify and rectify two rectify all mistakes. If the learner's breadboard she/he was unable learner was mistake. mistakes. circuit worked first time, he/she was to conduct trouble- unable to identify able to assist other learners with shooting. the problem. trouble-shooting. Copyright reserved Please turn over

Electrical Technology Downloaded from hlayiso.com 26 DBE/PAT 2015 NSC Task Mark Allocation (Tick the appropriate level next to the task indicated) Description 0 1 2 3 4 5 Not Not achieved Not competent Competent Highly competent Outstanding submitted yet Vero-board/ Used a The learner The learner was The learner was able to The learner was able to The learner was able to plan Printed circuit kit was unable to able to plan plan correctly and place plan successfully and place successfully and place all the board plan the Vero- correctly and more than 4, but fewer than all the components correctly components correctly on the PCB board/PCB layout placed 4 or fewer 8 components correctly on on the Vero-board/PCB taking into consideration space Planning and using the circuit components on the Vero-board/PCB design. design with links. used, alignment of components and layout stage diagram supplied. the Vero-board/ The learner copied the kit The learner designed a new component types. only PCB design PCB with the help of the PCB layout with the help of The learner designed the new PCB correctly. teacher. the teacher. layout without the help of the teacher. Component  The learner The learner was The learner was able to The learner was able to The learner identified and selected selection and was unable to able to identify and select more than 4, but fewer identify and select all components quickly and without the identification identify and select select fewer than than 8 components. components. help of the teacher. The learner was any components. 4 components. also able to identify equivalent values using a variety of methods. Instrument  The learner The learner The learner was able to The learner was able to The learner identified and selected selection and was unable to identified and select the correct identify and select all instruments quickly and without the use identify and select selected the wrong instruments, but used them instruments correctly and help of the teacher. The learner was any instruments. instruments. incorrectly/unsafely. used them correctly. also able to use instruments correctly in a safe ergonomic manner. PCB  The learner The learner The learner overetched/ The learner was able The learner was able to develop manufacturing was unable to over-/under- underetched the PCB. Holes develop and etch the board and etch the board neatly. All holes (Development make a PCB/ developed the drilled pierced/broke the neatly. All holes drilled were drilled were finished/ sanded down and etching) used a kit. board (over-/under tracks & it was not finished/ finished/sanded down neatly. The learner tinned all tracks OR exposed to UV sanded down neatly. neatly. There was no and the board is exceptionally neat. The learner used light). (2 marks) OR evidence of tinning. (15 marks) a Vero-board, but The learner used a Vero- OR it did not work. board, but it was only The learner used a Vero- (1 mark) partially operational. board and the circuit (5 marks) operated correctly. (10 marks) Copyright reserved Please turn over

Electrical Technology Downloaded from hlayiso.com 27 DBE/PAT 2015 NSC Task Mark Allocation (Tick the appropriate level next to the task indicated) Description 0 1 2 3 4 5 Not Not achieved Not competent Competent Highly competent Outstanding submitted yet Solder  Solder work Solder work Solder work contained Solder work was neat, Solder work was exceptionally neat technique was not neat, contained more fewer than 5 dry or loose and there was no evidence and smooth. The learner sealed the contained dry and than 5, but fewer joints. (6 marks) of dry joints or loose solder side against corrosion, using loose joints. than 10 dry or connections. clear lacquer. (Plastic 70/ (2 marks) loose joints. (8 marks) Polyurethane etc.) (10 marks) (4 marks) Component  Components Most components were All components were Components were aligned placement – were placed placed tidily. Fewer than placed well. The board exceptionally well. Component neatness and erratically and it 5 components appeared appeared tidy and neat. displacement from the board surface aesthetics appeared untidy. untidy. had been considered. All colour codes of resistors were aligned. Capacitors and other components were aligned and appeared neat. Housekeeping  The learner did The learner did The learner did The learner did The learner was able to do no housekeeping. housekeeping housekeeping under the housekeeping after she/he housekeeping without supervision or under duress. supervision of the teacher. was reminded by the being reminded by the teacher. teacher. Housekeeping was done excellently. Rubric (Maximum of 80) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 28 DBE/PAT 2016 NSC Design and Make: Part 2 1. Enclosure design Design an enclosure and include the layout of the PCB and parts in the enclosure. Use colour to accentuate your design. You are allowed to use hand-drawn designs and also the CAD programme. Show the top, front and side views below. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 29 DBE/PAT 2016 NSC 2. Manufacture/Obtain an enclosure according to your design. 3. Choose a name for your device. Write down the name of the device below. 4. Design a logo for your device below. Copyright reserved Please turn over

Electrical Technology Downloaded from hlayiso.com 30 DBE/PAT 2015 NSC ASSESSMENT OF THE DESIGN AND MAKE PHASE: PART 2 Items not submitted will be awarded a zero (0). Task Mark Allocation (Tick the appropriate level next to the task indicated) Description 0 1 2 3 4 5 Not Not achieved Not competent yet Competent Highly competent Outstanding submitted Enclosure  The learner The learner The learner designed an The learner designed an The final design was in an EGD design, attempted a designed an enclosure using freehand enclosure using an EGD drawing and on CAD in colour planning design but was enclosure using concept sketches and then approach for the final with labels and dimensions. and layout unable to plan freehand sketches used an EGD approach for drawing with dimensions. Colour was used in concept the enclosure only. the final drawing with Colour was used in concept sketches and models. layout. OR dimensions. No colour was sketches and models. OR The learner was used. OR The learner was able to plan able to plan OR The learner was able to successfully and place all the correctly and place The learner was able to plan successfully and place parts correctly in the enclosure fewer than 2 items plan correctly and place all the components correctly taking into consideration space according to the more than 2, but fewer than in the enclosure, as planned used, alignment of components initial design. 4 parts correctly according in the design. and component types and wire to the planned design. wrapping. Name and  The name The learner The learner applied the The learner applied the The learner applied the logo logo and logo applied a name or a name and logo of the name and logo of the and name neatly on different design design were on logo, but the device neatly, but used an device neatly. The name places on the project. The learner paper only, not appearance was existing logo from a and logo design were also included a specification on the not neat. company. original. plate/list. enclosure. Safety  The learner The learner The learner worked The learner worked safely The learner was able to work did not work worked safely after safely under supervision of without being reminded by safely without supervision or safely. being reprimanded. the teacher. the teacher. being reminded by the teacher. Safety was excellent. Final  The learner Finished product The learner produced a The learner produced a The learner was able to finish product did not gave a poor overall final product that looked product that looked the product and exhibited produce a impression and did acceptable, but did not acceptable and it worked. exceptional levels of competence finished not work. work. in numerous areas. The project product. looked outstanding and worked very well. Rubric (Maximum of 20) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 31 DBE/PAT 2016 NSC Electrical – 1 Simulation 1 Time: 1 hour Learner Name: School: Examination Number: Connecting three single-phase transformers to a three-phase supply 1. Purpose: • To connect three identical single-phase step-down transformers in star-delta to a three-phase supply • Connect the secondary to a load that consists of three identical incandescent lamps that are connected in delta • Measure the primary and secondary line and phase voltages and currents 2. Procedure: • Draw the circuit diagram in which the transformers are connected in a star/delta connection. • Connect three identical single-phase step-down transformers in star-delta to a three-phase supply. • Connect the secondary to a load that consists of three identical incandescent lamps that are connected in delta. • Measure the primary and secondary line and phase voltages and currents. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 32 DBE/PAT 2016 NSC 3. Equipment: • Three identical step-down single-phase transformers • A three-phase supply • Multimeter • Connecting wires • Three lamp holders • Three identical incandescent lamps NOTE: • The secondary voltage of the transformer is not critical. The only requirement is that the secondary voltage and the voltage of the lamps are compatible. • It is the duty of the teacher to verify that the learners are connecting the transformers correctly, before connecting the mains supply. If you are not entirely sure of your connections do not switch on. Test for short circuits. • Mains supply can be lethal. Be extremely careful. • Schools using older panels that are closed up and schools with no clamp meters should measure the primary line and phase voltages only. 4. Results: Complete the table below by measuring the primary and secondary voltages and currents. PRIMARY SECONDARY V L1 = V PH1 = I PH1 = I L1 = V L1 = V PH1 = I PH1 = I L1 = V L2 = V PH2 = I PH2 = I L2 = V L2 = V PH2 = I PH2 = I L2 = V L3 = V PH3 = I PH3 = I L3 = V L3 = V PH3 = I PH3 = I L3 = (24) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 33 DBE/PAT 2016 NSC 5. State the relationship between the following: 5.1 Line and phase voltage in a star-connected system (2) 5.2 Line and phase voltage in a delta-connected system (2) 5.3 Line and phase current in a star-connected system (2) 5.4 Line and phase current in a delta-connected system (2) 6. Describe when the secondary of a transformer must be connected in delta. (6) 7. Describe when the secondary of a transformer must be connected in star. (6) 8. Conclusion: Explain in your own words what you have learnt in this experiment. (6) TOTAL: 50 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 34 DBE/PAT 2016 NSC Electrical – 2 Simulation 2 Time: 1 hour Learner Name: School: Examination Number: Inspecting and testing the AC motor 1. Purpose: • To conduct electrical AND mechanical inspections of an AC motor using the checklist and report shown below • To test an AC motor using the checklist and report shown below 2. Procedure: • Use the list below to conduct an inspection and tests on an AC electrical motor. • Complete the results in the table below. 3. Equipment: • Three-phase AC motor • Multimeter • Insulation tester (Megger) 4. Results: Details of the motor being tested: Phase: Supply voltage: Pole pairs: _____ Speed: Efficiency: Current: Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 35 DBE/PAT 2016 NSC DESCRIPTION VISUAL INSPECTION AND MARKS READINGS TAKEN (Megger) ALLOCATED Condition of windings: Measurements taken Test 1: Continuity of the windings (3 marks) A1 – A2 B1 – B2 C1 – C2 Test 2: Insulation resistance between windings (3 marks) A1 – B1 A1 – C1 B1 – C1 Test 3 – Insulation resistance to earth (3 marks) A1 – Earth B1 – Earth C1 – Earth Test 4 – Mechanical inspection Note all errors (9 marks) Condition of rotor and shaft Key/Key way Front bearing Back bearing Condition of motor frame Condition of termination box Flange/Foot mount Front/Back-end shield Stator/Field housing Mounting bolts and nuts/screws Condition of cooling fan, fan cover and cooling fins Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 36 DBE/PAT 2016 NSC Draw and label the correct connection of internal wiring on the drawing provided below: (3=coils) (4=labels) (7) Test Finding (4 marks) Is motor operational? Earth resistance Insulation resistance Winding resistance (4) List the recommended repairs that should be done on the electrical motor being tested before it is energised. (1) TOTAL: 30 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 37 DBE/PAT 2016 NSC RUBRIC SIMULATION 2: TESTING AN ELECTRIC MOTOR Task Mark Allocation (Tick the appropriate level next to the task indicated) Description 1 2 3 4 5 Not Achieved Not Competent Highly Outstanding competent competent yet Inspection The learner The learner The learner The learner The learner was points did not identify was unable to was able to was able to able to indicate all any testing identify more identify more identify testing testing points in and points. than 2 testing than 2 testing points on and on the motor points. points but inside the motor. successfully. The could not The learner was learner was also able motivate why also able to to motivate why these were motivate why these points should used. these points had be tested and could to be tested. list symptoms that indicated certain errors. Test The learner The learner The learner The learner was continuity was unable to was able to was able to test able to test continuity test continuity test continuity, continuity correctly and had a but did not correctly and solid knowledge of know why this had a basic idea the meters and the was done. of the reason for reasons for using this. them. Test earth The learner . The learner The learner The learner was resistance was unable to was able to was able to test able to earth test earth test earth earth resistance resistance correctly resistance. resistance, but correctly and and had a solid did not know had a basic idea knowledge of the why this was of the reason for meters and the done. this. reasons for using them. House- The learner The learner The learner The learner The learner was keeping did no house- did house- did house- did house- able to do house- keeping. keeping under keeping under keeping after keeping without duress. the super- she/he was supervision or being vision of the reminded by the reminded by the teacher teacher. teacher. House- keeping was done excellently. Total of the Rubric (Maximum of 20) Written Task (Maximum of 30) Total (Maximum of 50) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 38 DBE/PAT 2016 NSC Electrical – 3 Simulation 3 Time: 3 hours Learner Name: School: Examination Number: Three-phase star-delta starter 1. Purpose: Practical simulation of a three-phase star-delta starter Control circuit L O/L HOLD out MC1 (N/O) STOP HOLD IN T STAR MC1 T (N/O) MC3 MC2 N/C N/C MC1 T MC2 MC3 Star Delta N Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 39 DBE/PAT 2016 NSC Power circuit L1 L2 L3 MC1 MC2 MC3 O/L NOTE: Teachers may use alternative star-delta circuits. 2. Procedure: • Connect the control circuit of a starter. • Check the correct operation of the control circuit with the assistance of the teacher. • Disconnect the control circuit from the power. • Connect the power circuit to the starter. • Check the correct connection of the power circuit with the assistance of the teacher. • Set overloads to correct settings. • Connect both power and control circuits for correct operation. 3. Equipment: • Three three-phase contactors with auxiliary contacts • One three-phase contactor with a timer • One three-phase overload relay • One stop button (press-button type) • One start button (press-button) • One three-phase circuit-breaker • One fuse for the control circuit • One three-phase squirrel-cage motor • Correct wire size or plug-in leads • Multimeter or continuity tester • Power supply – three phase Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 40 DBE/PAT 2016 NSC 4. Results: • Measure the voltage across each phase when starting in star. • Measure the voltage across each phase when running in delta. STAR DELTA V ph = V ph = 5. Questions: 5.1 Describe why a star delta is used. (5) 5.2 Describe how the starter functions. (5) SUBTOTAL: 10 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 41 DBE/PAT 2016 NSC RUBRIC SIMULATION 3: THREE-PHASE-STAR-DELTA-STARTER Task Mark Allocation (Tick the appropriate level next to the task indicated) Description 0 1 2 4 5 Not achieved Not competent Competent Highly competent Outstanding yet Identification The learner The learner The learner was The learner was The learner was able to and purpose of was unable to was able to able to identify all able to identify all identify all parts successfully parts identify any identify fewer parts, but did not parts successfully and knew the purpose of all parts. than 3 parts. know the functions and knew the the parts. thereof. purpose of most of the parts. Control circuit The learner The learner The learner was The learner was The learner was able to wiring was unable to was able to able to wire the able to wire the wire the control circuit wire the control wire part of the control circuit, but control circuit successfully. The learner circuit. control circuit. could not establish successfully. followed a step-by-step retention at start. approach, testing along the way and included pilot lights. Trouble- The learner's The circuit The circuit was The circuit was The circuit was complete shooting: circuit was not was complete, complete, but not complete and the and the learner was able to Control circuit complete and but was not functional and the learner was able to identify and rectify all she/he was functional. The learner was able to identify and rectify mistakes. unable to learner was identify and rectify 2 mistakes. The conduct unable to 1 mistake. circuit was trouble- identify the functional. shooting. problem. Control circuit The circuit did not work. The circuit worked. This working must correlate with the circuit wiring marks. Main circuit The learner The learner The learner was The learner was The learner was able to wiring was unable to was able to able to wire the able to wire the test the main circuit correctly wire the main wire the main main circuit main circuit and after assembly and had a circuit. circuit partly including overload test the overload well-founded knowledge of correct, but did protection, but did protection and had all the working parts. The not use not know why it a working learner was able to quickly overload was used. knowledge of the re-assemble the circuit protection. circuit. accurately without the aid of the circuit diagram. Trouble- The learner's The circuit The circuit was The circuit was The circuit was complete shooting: circuit was not was complete, complete, but not complete and the and the learner was able to Main circuit complete and but was not functional and the learner was able to identify and rectify all she/he was functional. The learner was able to identify and rectify mistakes. unable to learner was identify and rectify 2 mistakes. The conduct unable to 1 mistake. circuit was trouble- identify the functional. shooting. problem. Main circuit The circuit did not work. The circuit worked. This working must correlate with the main circuit wiring marks. Safety The learner The learner The learner The learner The learner was able to did not work worked safely worked safely under worked safely work safely without safely. after being supervision of the without being supervision or being reprimanded. teacher. reminded by the reminded by the teacher. teacher. Safety was excellent. Total of the Rubric (40) Maximum (50) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 42 DBE/PAT 2016 NSC Electrical – 4 Simulation 4 Time: 3 hours Learner Name: School: Examination Number: Three-phase forward-reverse starter 1. Purpose: Practical simulation of a three-phase forward-reverse starter This is the power diagram of the motor forward-reverse. To change the motor direction the one polarity must be changed, for example R to S. For details see below. For the control system see the diagram below. N NOTE: The teacher may use an alternative forward-reverse starter circuit. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 43 DBE/PAT 2016 NSC 2. Procedure: • Connect the control circuit of the starter. • Check the correct operation of the control circuit with the assistance of the teacher. • Disconnect the control circuit from the power. • Connect the power circuit of the starter. • Check the correct connection of the power circuit with the assistant of the teacher. • Set overloads to correct settings. • Connect both power and control circuits for correct operation. 3. Equipment: • Two three-phase contactors with auxiliary contacts • One three-phase overload relay • One forward-reverse starter • One three-phase circuit breaker • One fuse for the control circuit • One three-phase squirrel-cage motor • Correct wire size or plug-in leads • Multimeter or continuity tester • Power supply – three phase 4. Questions: 4.1 Describe the function of the starter. (2) 4.2 Describe how the starter achieves its function. (2) 4.3 Describe ONE application of this type of starter. (2) 4.4 Describe why the motor cannot be switched into reverse when running in forward. (4) SUBTOTAL: 10 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 44 DBE/PAT 2016 NSC RUBRIC SIMULATION 4: FORWARD-REVERSE MOTOR STARTER Task Mark Allocation (Tick the appropriate level next to the task indicated) Description 1 2 3 4 5 Not achieved Not competent Competent Highly competent Outstanding yet Identification and The learner The learner The learner was The learner was The learner was able to purpose of parts was unable to was able to able to identify all able to identify all identify all parts identify any identify fewer parts, but did not parts successfully successfully and knew the parts. than three know the function and knew the purpose of all the parts. parts. thereof. purpose of most of the parts. Control circuit The learner The learner The learner was The learner was The learner was able to wiring was unable to was able to able to wire both able to wire the wire the control circuit for wire the control wire only the the forward and control circuit for the forward and reverse circuit. forward part of the reverse, but the forward and successfully using the circuit. did not use reverse interlocking. The learner interlocking. successfully using followed a step by step interlocking. approach, testing along the way and included pilot lights. Control circuit  The circuit did not work. The circuit worked. working This must correlate with the circuit wiring marks. Troubleshooting: The learner's The circuit The circuit was The circuit was The circuit was complete Control circuit circuit was not was complete, complete and the complete and the and the learner was able complete and but not learner was able learner was able to to identify and rectify all she/he was functional. The to identify and identify and rectify mistakes. unable to learner was rectify 1 mistake. 2 mistakes. conduct unable to trouble- identify the shooting. problem. Main circuit wiring The learner The learner The learner was The learner was The learner was able to was unable to was able to able to wire the able to wire the test the main circuit after wire the main wire the main main circuit, main circuit and assembly correctly and circuit. circuit partly including overload test the overload had a well-founded correct, but did protection, but did protection and knowledge of all the not use not know why it had a working working parts. The learner overload was used. knowledge of was able to re-assemble protection. the circuit. the circuit quickly and accurately without the aid of the circuit diagram. Main circuit The circuit did not work. The circuit worked. This working must correlate with the main circuit wiring marks. Troubleshooting: The learner's The circuit The circuit was The circuit was The circuit was complete Main circuit circuit was not was complete, complete and the complete and the and the learner was able complete and but not learner was able learner was able to to identify and rectify all she/he was functional. The to identify and identify and rectify the mistakes. unable to learner was rectify 1 mistake. 2 mistakes. conduct unable to trouble- identify the shooting. problem. Safety The learner The learner The learner The learner The learner was able to did not work worked safely worked safely worked safely do work safely without safely. after being under supervision without being supervision or being reprimanded. of the teacher reminded by the reminded by the teacher. teacher. Safety was excellent. Total of the Rubric (Maximum of 50) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 45 DBE/PAT 2016 NSC Electrical – 5 Simulation 5 Time: 3 hours Learner Name: School: Examination Number: Three-phase direct-on-line starter using PLC 1. Purpose: Practical simulation of a three-phase DOL starter using PLC L1 L2 L3 L1 OL Start Stop Switch Disconnector MC1 PLC OL MC1 N M NOTE: Teachers may use alternative DOL circuits. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 46 DBE/PAT 2016 NSC 2. Equipment: • One three-phase contactor with auxiliary contacts • One three-phase overload relay • One three-phase circuit-breaker • Three-phase squirrel-cage induction motor • Correct wire size or plug in leads • Multimeter or continuity tester • Power supply – three phase • Desktop personal computer/Notebook/Laptop • PLC unit 3. Procedure: • Convert the control circuit of a three-phase direct-on-line starter into a ladder logic diagram. • Write a simple ladder logic program. • Download the program to the PLC and run the program. • Wire the main circuit to the PLC unit. • Connect the motor to the main circuit. • Do not switch on the supply before the teacher has checked the circuit. • When the circuits are correct switch the supply on. • Run the PLC program to start the motor. TOTAL FROM RUBRIC: 50 Copyright reserved Please turn over

Electrical Technology Downloaded from hlayiso.com 47 DBE/PAT 2015 NSC RUBRIC SIMULATION 5: THREE-PHASE DIRECT-ON-LINE STARTER USING PLC Task Description Mark Allocation (Tick the appropriate level next to the task indicated) 0 1 2 4 5 Not achieved Not competent yet Competent Highly competent Outstanding Identification and The learner was The learner was The learner was able to The learner was able to The learner was able to identify all parts purpose of parts unable to identify able to identify fewer identify all parts, but did identify all parts successfully successfully and knew the purpose of all the any parts. than 3 parts. not know the functions and knew the purpose of parts. thereof. most of the parts. Conversion of the The learner was The learner was The learner was able to The learner was able to The learner was able to convert all parts of control circuit to a unable to convert able to convert only 1 convert 2 to 3 parts of the convert 4 to 5 parts of the the control circuit to a ladder logic diagram ladder logic diagram the control circuit to part of the control control circuit to a ladder control circuit to a ladder successfully. a ladder logic circuit to a ladder logic diagram. logic diagram. diagram. logic diagram. Writing a PLC program The learner was The learner was The learner was able to The learner was able to The learner was able to write all unable to write a able to write only 1 write 2 to 3 instructions of write 4 to 5 instructions of instructions of the program successfully. PLC program. instruction of the the program. the program. program. Downloading and The learner was unable to download and The learner was able to download and run the program The learner was able to download and run running run the program on the PLC. (0 marks) on the PLC with some assistance from the teacher. the program on the PLC without any (2 marks) assistance from the teacher. (5 marks) Trouble-shooting of The learner could The learner was The learner was able to The learner was able to The learner’s program worked after the first the program (only if not trouble-shoot able to trouble-shoot trouble-shoot after 3 trouble-shoot after 2 attempt. (5 marks) the program did not at all. after 4 attempts. attempts. attempts. run) Main circuit wiring and The learner was The learner was The learner was able to The learner was able to The learner was able to test the main running of the PLC unable to wire the able to wire the main wire the main circuit, wire the main circuit and test circuit correctly after assembly and had a main circuit. circuit partly correct, including overload the overload protection and well-founded knowledge of all the working but did not use protection, but did not had a working knowledge of parts. The learner was able to re-assemble overload protection. know why it was used. the circuit. the circuit quickly and accurately without the aid of the circuit diagram Running the motor The circuit did The circuit worked after some trouble-shooting. The main circuit had to be The circuit worked. The main circuit was using the PLC main not work. corrected OR the PLC programming had to be altered. (4 marks) wired correctly and the PLC operated circuit working correctly. (10 marks) Safety The learner did The learner worked The learner worked The learner worked The learner was able to work safely without not work safely. safely after being safely under supervision of safely without being supervision or being reminded by the reprimanded. the teacher. reminded by the teacher. teacher. Safety was excellent. Housekeeping The learner did no The learner did The learner did The learner did The learner was able to do housekeeping housekeeping. housekeeping under housekeeping under the housekeeping after without supervision or being reminded by the duress. supervision of the teacher. she/he was reminded by teacher. Housekeeping was done excellently. the teacher. Total of the Rubric (Maximum of 50) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 48 DBE/PAT 2016 NSC Electronic – 1 Simulation 6 Time: 3 hours Learner Name: School: Examination Number: RLC series circuit 1. Purpose: To investigate the voltages across a lamp, inductor and a capacitor at a specific voltage setting and a range of frequencies 2. Equipment: Description Quantity Breadboard/Prototype board 1 Function generator 1 Dual-channel oscilloscope 1 Multimeter 2 Connecting leads 1 µF capacitor 1 50 mA/6 V lamp 1 820 µH coil 1 3. Procedure: 3.1 Construct the circuit shown below. VC V 50mA / 6V 820µH X 1µF V VL Function Generator f Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 49 DBE/PAT 2016 NSC 3.2 Set the function generator to sine wave and adjust the voltage to around 5 to 6 V. Once the voltage is set do not change the amplitude setting of the voltage. 3.3 Set the amplitude settings on the oscilloscope to the same for both channel 1 and channel 2. Operation 1: Connect a voltmeter across the coil and a voltmeter across the capacitor. 1. Adjust the frequency of the function generator until the reading on each meter is the same. Record the reading of the frequency and voltages across each component. VC VL f (3) 2. State the value of the frequency at this setting. Explain why this is this value. (3) 3. Adjust the frequency above this value and record the values of the voltages across the capacitor and resistor. Describe the reason for the readings on the meters. VC VL (2) 4. Adjust the frequency below this value and record the values of the voltages across the capacitor and resistor. Describe the reason for the readings on the meters. VC VL (2) SUBTOTAL: 10 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 50 DBE/PAT 2016 NSC Operation 2: Connect an ammeter in the circuit to measure the current flow in the circuit, as shown below: VC V 50mA / 6V 820µH X 1µF A IM V VL Function Generator f 1. Adjust the frequency of the function generator until the reading on the meter is at a maximum. Record the reading of the frequency and the current reading. IM f (2) 2. Describe the state of the frequency when the current is at a maximum. (2) 3. Adjust the frequency above this value and record the value of the current. Describe the reason for the reading. I (1) 4. Adjust the frequency below this value and record the value of the current. Describe the reason for the reading. I (1) SUBTOTAL: 6 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 51 DBE/PAT 2016 NSC Operation 3: Connect the oscilloscope to the circuit, as shown below. Connect channel 1 across the lamp and channel 2 across the supply. Channel 1 Oscilloscope 820µH X 50mA / 6V 1µF Channel 2 Function Generator f Oscilloscope 1. Adjust the frequency of the function generator to obtain resonant frequency by observing the changing waveforms on the oscilloscope. 2. Draw the waveforms at resonant frequency. (3) 3. Describe why the waveforms are this shape. (3) 4. Adjust the frequency of the function generator and describe what happens to the shape of the waveforms. (3) SUBTOTAL: 9 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 52 DBE/PAT 2016 NSC RUBRIC SIMULATION 6: RLC SERIES CIRCUIT Task Mark Allocation (Tick the appropriate level next to the Task Indicated) Description 1 2 3 4 5 Not achieved Not competent Competent Highly Outstanding yet Competent Circuit The learner The learner The learner The learner The learner was able diagram was unable to was able to was able to draw was able to draw to draw the 3 drawing draw the circuit draw the 3 the 3 the3 components components connected diagram components components connected in in series, with the correct connected in connected in series, with the meter connections and series. series, with the correct meter the correct oscilloscope correct meter connections and connections shown, and connections the correct fully labelled. shown. oscilloscope connections shown. Breadboard The learner The learner The learner The learner The learner was able planning was unable to was able was able to plan was able to plan to plan successfully and and layout plan the board identify the and place the 3 successfully and place all the components layout using the correct components place all the correctly on the circuit diagram components correctly on the components breadboard connected to provided. and meters. breadboard. correctly on the the function generator. breadboard with links. Trouble- The learner's The circuit The circuit was The circuit was The circuit was shooting circuit was not was complete, complete and the complete and the complete and the learner complete and but not learner was able learner was able was able to identify and she/he was functional. to identify and to identify and rectify all the mistakes. unable to The learner was rectify 1 mistake. rectify 2 conduct unable to mistakes. trouble- identify the shooting. problem. Circuit The circuit did not work at all. The circuit worked after more than The circuit worked first operation (0 marks) 1 try. (2 marks) time. (5 marks) Instrument The learner The learner The learner The learner The learner selected selection was unable to selected and was able to was able to select instruments quickly and and use select and use used the select the correct all instruments without the help of the any incorrect instruments, but correctly and teacher. The learner was instruments. instruments. used them used them also able to use incorrectly/ correctly. instruments correctly in a unsafely. safe ergonomic manner. Rubric (25) Operation 1 (10) Operation 2 (6) Operation 3 (9) Total (50) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 53 DBE/PAT 2016 NSC Electronic – 2 Simulation 7 Time: 3 hours Learner Name: School: Examination Number: Gain of an operational amplifier 1. Purpose: To determine the gain of an operational amplifier mathematically and practically. 2. Circuit diagram: (Alternative circuit below) Rf R1 S1 10 kΩ f = 1 kHz – 2 V RR 2 _ 7 +V 9V 6 Vo 741 R2 9V 100 Ω + 4 S2 -V 3 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 54 DBE/PAT 2016 NSC 3. Equipment: • Breadboard/Protoboard • Hook-up wire • 741 op amp and components • Oscilloscope – dual trace • Function generator • Tools to build circuit • Split power supply (or two 9 V batteries) (+9 V/0 V/-9 V) 4. Procedure: • Connect the circuit shown above with R f = R R = 100 kΩ on a breadboard. • S1 is open. • Set each of the two voltage supplies to 9 volts. • Set the function generator to 1 000 Hz. Reduce the gain to zero output or as close as you can. • Connect trace/channel 2 of the oscilloscope to the output of the op amp.(Pin 6 and 0 V) • Trigger/Sync the oscilloscope to show the wave form. • Connect the input wave from the function generator to trace/channel 1 of the oscilloscope. (Function generator) • Close S1 applying power to the circuit. • Slowly increase the output of the function generator to just below the point where the output signal is being distorted. (Look at both the input and the output waveforms and compare the shape to see if the output is being distorted.) • With the oscilloscope measure and record the output voltage V out from the amplifier (output pin 6) (peak-to-peak value). • With the oscilloscope measure and record the input voltage V in to the amplifier (output of the signal generator) (peak-to-peak value). • Calculate the gain of the amplifier and record it in the table. • Compare the input and output wave forms and determine whether or not they are in or out of phase with each other (0º or 180º). • Reduce the output of the function generator to zero. • Repeat the experiment, each time replacing R R with the values shown in the table. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 55 DBE/PAT 2016 NSC 5. Measurements: Rf RR V P-P Gain In phase Vout with input? Ω Ω Output Input A= Vin 10 000 100 000 Control 50 000 (4) 33 000 (4) 24 000 (4) 200 000 (4) 300 000 (4) (The last two values will have to be made up using different resistors.) 6. Housekeeping: On completion place all instruments and tools back and apply housekeeping. 7. Conclusion: There is a strong correlation between calculated and measured values. Discrepancies in measurements and calculations can be attributed to component tolerances. SUBTOTAL: 20 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 56 DBE/PAT 2016 NSC RUBRIC ELECTRONIC SIMULATION 2: GAIN OF AN OP AMP Task Mark Allocation (Tick the appropriate level next to the task indicated) Description 1 2 3 4 5 Not achieved Not competent Competent Highly Outstanding yet competent Breadboard The learner The learner The learner The learner The learner was planning and was unable to was able to was able to plan was able to plan able to plan layout plan the board plan correctly correctly and successfully and successfully and layout using the and place 4 place more than place all the place all the circuit diagram or fewer 4, but fewer than components components on the supplied. components 8 components correctly on the board correctly correctly on correctly on the board with links. considering space the board. board. used, alignment of components and component types. Trouble- The learner's The circuit The circuit was The circuit was The circuit was shooting circuit was not was complete, complete and the complete and the complete and the complete and but was not learner was able learner was able learner was able to she/he was functional. The to identify and to identify and identify and rectify all unable to learner was rectify 1 mistake. rectify 2 the mistakes. conduct trouble- unable to mistakes. shooting. identify the problem. Component The learner The learner The learner The learner The learner selection was unable to was able to was able to was able to identified and and identify and identify and select more than identify and selected components identification select any select fewer 4, but fewer than select all quickly and without components. than 4 8 components. components. the help of the components. teacher. The learner was also able to identify equivalent values using a variety of methods. Instrument The learner The learner The learner The learner The learner selection was unable to selected and was able to was able to selected instruments and use select and use used the select the correct select and use all quickly and without any incorrect instruments, but the instruments the help of the instruments. instruments. used them correctly. teacher. He/She was incorrectly/ also able to use the unsafely. instruments correctly in a safe ergonomic manner. Housekeeping The learner The learner The learner did The learner did The learner was did no house- did the housekeeping housekeeping able to do keeping. housekeeping under the after she/he was housekeeping without under duress. supervision of the reminded by the supervision or being teacher. teacher. reminded by the teacher. Housekeeping was done excellently. Safety The learner The learner The learner The learner The learner was did not work worked safely worked safely worked safely able to work safely safely. after being under the without being without supervision or reprimanded. supervision of the reminded by the being reminded by the teacher. teacher. teacher. Safety was excellent. Rubric (Maximum of 30) Measurements (20) Total (Maximum of 50) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 57 DBE/PAT 2016 NSC Electronic – 3 Simulation 8 Time: 3 hours Learner Name: School: Examination Number: Experimental summer circuit 1. Purpose: To examine the properties of a summer circuit 2. Circuit diagram 1: 3. Equipment: • Breadboard/Protoboard • Hook-up wire • 741 op amp and components • Multimeter • Tools • Split power supply (or two 9 V batteries) 1 Ref: Basic Electronics: A Text Lab Manual: Paul B Zbar, Albert P Malvino, McGraw Hill Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 58 DBE/PAT 2016 NSC 4. Procedure: Step 1 • Connect the circuit shown above. • Use 1,5 V cells to supply S2 and S3. • S1 is open. Step 2 • Set each of the two voltage supplies to 9 volts. • Leave switches S2 and S3 off (open). Step 3 • Switch the circuit on (S1). Complete the table below for all the possible positions for S2 and S3. Condition Input polarity Vin V out at S2 S3 V S2 V S3 V S2 V S3 pin 6 On Off + (2) Off On + (2) On On + + (3) On On - + (3) Note the polarity of the input voltages in each case. 5. Housekeeping: On completion put away all instruments and tools and apply housekeeping. 6. Conclusion: Electrical voltage values can be added or subtracted from each other, similar to the addition and subtraction of mathematical values. Subtotal: 10 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 59 DBE/PAT 2016 NSC RUBRIC ELECTRONIC SIMULATION 8: EXPERIMENTAL SUMMER CIRCUIT Task Mark Allocation (Tick the appropriate level next to the task indicated) Description 1 2 3 4 5 Not achieved Not competent Competent Highly Outstanding yet competent Breadboard The learner The learner The learner The learner The learner was able to planning and was unable to was able to was able to plan was able to plan plan successfully and layout plan the board plan correctly correctly and successfully and place all the components layout using the and place 4 or place more than place all the correctly on the circuit diagram fewer 4, but fewer components breadboard considering supplied. components than 8 correctly on the space used, alignment of correctly on the components breadboard with components and breadboard. correctly on the links. component types. breadboard. Trouble- The learner's The circuit The circuit The circuit The circuit was shooting circuit was not was complete, was complete was complete complete and the learner complete and but not and the learner and the learner was able to identify and she/he was functional. was able to was able to rectify all mistakes. unable to The learner identify and identify and conduct was unable to rectify 1 rectify 2 trouble- identify the mistake. mistakes. shooting. problem. Circuit The circuit did not work at all. The circuit worked after more The circuit worked first operation (0 marks) than one try. (3 marks) time. (5 marks) Component The learner The learner The learner The learner The learner identified selection and was unable to was able to was able to was able to and selected components identification identify and identify and select more than identify and quickly and without the select any select fewer 4, but fewer select all help of the teacher. The components. than 4 than 8 components. learner was also able to components. components. identify equivalent values using a variety of methods. Instrument The learner The learner The learner The learner The learner selected selection and was unable to selected and was able to was able to instruments quickly and use select and used the select the select and use without the help of the use any incorrect correct all the teacher. The learner was instruments. instruments. instruments, instruments also able to use but used them correctly. instruments correctly in a incorrectly/ safe ergonomic manner. unsafely. House- The learner The learner The learner The learner The learner was able to keeping did no house- did house- did house- did house- do housekeeping without keeping. keeping under keeping under keeping after supervision or being duress. the supervision she/he was reminded by the teacher. of the teacher. reminded by the Housekeeping was done teacher. excellently. Safety The learner The learner The learner The learner The learner was able to did not work worked safely worked safely worked safely do work safely without safely. after being under without being supervision or being reprimanded. supervision of reminded by the reminded by the teacher. the teacher. teacher. Safety was excellent. Rubric (Maximum of 40) Measurements (10) Total (Maximum of 50) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 60 DBE/PAT 2016 NSC Digital – 1 Simulation 9 Time: 3 hours Learner Name: School: Examination Number: NAND gate applications 1. Purpose: To practise the use of NAND gates in logic circuits. 2. Equipment: • Breadboard • 9 V power supply • Miniature tactile switch x2 • BC547B NPN transistor • 680 Ω resistor • 47 kΩ resistor • 10 kΩ resistor x2 • 47μF capacitor • 4011 IC 3. The circuit: NAND gate indicator 4. Procedure: • Investigate the behaviour of a single NAND gate using the 4011 Quad 2-input NAND gate IC. • Investigate a universal property of a NAND gate. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 61 DBE/PAT 2016 NSC 5. Part A: Procedure • Assemble the NAND gate indicator, as shown below. • The inputs of the gate must be connected, either to LOW or to HIGH, and must NOT be left open circuit. This is the function of the input switches with their pull-down resistors. • To avoid loading the output of the gate, a transistor switch indicator circuit should be used. • It is good practice with CMOS circuits to insert a decoupling capacitor, 47 µF or 100 µF, across the power supply. (This helps to prevent the transfer of spikes along the power supply rails.) • Complete the truth table (1 = Input Switch On and 0 = Input Switch Off) Input A Input B Output – LED 0 0 0 1 1 0 1 1 (4) 6. Part B: Procedure Modify your existing NAND gate circuit to the combinational NAND gate circuit, as in the diagram shown below. Operate the Input A and Input B switches to confirm the output action of the circuit. Input A Input B Output – LED 0 0 0 1 1 0 1 1 (4) This combination of NAND gates operates the same as a … gate. (2) 6. Conclusion: NAND gates can be combined to simulate any Boolean expression. SUBTOTAL: 10 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 62 DBE/PAT 2016 NSC RUBRIC DIGITAL SIMULATION 9: NAND GATE APPLICATIONS Task Mark Allocation (Tick the appropriate level next to the task indicated) Description 1 2 3 4 5 Not achieved Not competent Competent Highly Outstanding yet competent Component The learner The learner The learner The learner The learner identified selection and was unable to was able to was able to was able to and selected identification identify and identify and select more than identify and components quickly select any select fewer 4, but fewer than select all and without the help of components. than 4 8 components. components. the teacher. The learner components. was also able to identify equivalent values using a variety of methods. Breadboard The learner The learner The learner The learner The learner was able planning and was unable to was able to plan was able to plan was able to plan to plan successfully and layout plan the board correctly and correctly and successfully and place all the layout using the place 4 or fewer place more than place all the components on the circuit diagram components 4, but fewer than components breadboard correctly supplied. correctly on the 8 components, correctly on the considering space breadboard. correctly on the breadboard with used, alignment of breadboard. links. components and component types. Trouble- The learner's The circuit The circuit The circuit The circuit was shooting circuit was not was complete, was complete was complete complete and the complete and but not and the learner and the learner learner was able to she/he was functional. The was able to was able to identify and rectify all unable to learner was identify and identify and mistakes. conduct trouble- unable to rectify 1 rectify 2 shooting. identify the mistake. mistakes. problem. PART A: Not operational (0 marks) Operational Circuit (5 marks) operational PART B: Not operational (0 marks) Operational Circuit (5 marks) operational Instrument The learner The learner The learner The learner The learner selected selection was unable to selected and was able to was able to instruments quickly and and use select and use used the select the select and use without the help of the any instruments. incorrect correct all the teacher. The learner instruments. instruments, instruments was also able to use but used them correctly. instruments correctly in incorrectly/ a safe ergonomic unsafely. manner. Tool The learner The learner The learner The learner The learner selected selection and was unable to selected and was able to was able to tools quickly and use select and use used the select the select and use without the help of the any tools. incorrect tools. correct tools, but all the tools teacher. The learner used them correctly was also able to use incorrectly/ tools correctly in a safe unsafely. ergonomic manner. House- The learner The learner The learner The learner The learner was able keeping did no house- did house- did house- did house- to do housekeeping keeping. keeping under keeping under keeping after without supervision or duress. the supervision she/he was being reminded by the of the teacher. reminded by the teacher. Housekeeping teacher. was done excellently. Rubric (Maximum of 40) NAND gates (Maximum of 10) Totaal (Maksimum van 50) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 63 DBE/PAT 2016 NSC Digital – 2 Simulation 10 Time: 3 hours Learner Name: School: Examination Number: NOR gate application 1. Purpose: To practise the application of NOR gates in logic circuits. 2. The 4001 Logic IC 2: The truth table of each individual gate is that of a NOR gate truth table. A B X 0 0 1 0 1 0 1 0 0 1 1 0 '0' represents a LOW voltage and '1' represents a HIGH voltage. 2 Ref: www.doctronics.com Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 64 DBE/PAT 2016 NSC The circuit below uses the 4001 CMOS IC to investigate the behaviour of the NOR gate +9 Volt Pin 14 680Ω Input A Input B Red LED Pin 1 0 >=1 47µF 0 Pin 3 0 Pin 2 10K 10K 47K BC547 Pin 7 0 Volt Step 1 – Build the NOR gate test circuit • The inputs of the gate MUST be connected, either to LOW or to HIGH, and MUST NOT be left open circuit. • This is the function of the input switches with their pull-down resistors. • To avoid loading the output of the gate, a transistor switch indicator circuit should be used. • It is good practice with CMOS circuits to insert a decoupling capacitor, 47 µF or 100 µF, across the power supply. (This helps to prevent the transfer of spikes along the power supply rails.) • Do not forget to connect pin 14 of the 4001 to +9 V and pin 7 to 0 V. Component connected correctly Maximum marks / Supply polarity 1  Capacitor polarity 1  Transistor 1  Pin 14/Pin 7 correct 1  NOR gate pins 1  (5) NOTE: In the prototype circuit, it is not essential to make connections to the unused gates. However, in any final circuit, all unused CMOS inputs must be connected either too HIGH or too LOW. Make it an absolute rule that CMOS inputs are NEVER left open circuit. There is no problem with CMOS outputs. Worry about the inputs and leave any unused outputs unconnected. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 65 DBE/PAT 2016 NSC Step 2 • Use the 4001 IC and build a logic circuit that will represent the following Boolean function. A+ B = X • Circuit design o Draw the logic gate circuit using NOR gates in the block provided below. (Include the power connections to the IC and external components you will use.) Design drawn correctly Maximum marks / Supply polarity 1  Capacitor polarity 1  Transistor on output 1  Pin 14/Pin 7 correct 1  Circuit design correct (will operate) 1  (5) • Now build the circuit on a breadboard and check if the circuit operates correctly. Component connected correctly Maximum marks / according to design Supply polarity 1  Capacitor polarity 1  Transistor 1  Pin 14/Pin 7 correct 1  NOR gate pins correct 1  (5) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 66 DBE/PAT 2016 NSC • Now fill the truth table according to the functioning of the circuit you designed. Press the switches to simulate the inputs and use a LED ON as 1 and LED OFF as 0. A B X 0 0 0 1 1 0 1 1 (4) 3. Conclusion: (1) SUBTOTAL: 20 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 67 DBE/PAT 2016 NSC RUBRIC DIGITAL SIMULATION 10: NOR GATE APPLICATION Task Mark Allocation (Tick the appropriate level next to the task indicated) Description 1 2 3 4 5 Not achieved Not competent Competent Highly Outstanding yet Competent Breadboard The learner The learner The learner was The learner The learner was able planning and was unable to was able to able to plan was able to plan to plan successfully layout plan the board plan correctly correctly and successfully and and place all the layout using and place 4 or place more than place all the components on the the circuit less 4, but fewer than components on board correctly diagram components on 8 components on the board considering space supplied. the board the board correctly with used, alignment of correctly. correctly. links. components and component types. Trouble- The The circuit The circuit was The circuit was The circuit was shooting learner's was complete, complete and the complete and the complete and the circuit was not but not learner was able learner was able learner was able to complete and functional. to identify and to identify and identify and rectify all she/he was The learner was rectify 1 mistake. rectify 2 mistakes. unable to unable to mistakes. conduct identify the trouble- problem. shooting. Component The learner The learner The learner was The learner The learner identified selection and was unable to was able to able to select and was able to and selected identification select and select and identify more than select and components quickly identify any identify fewer 4, but fewer than identify all and without the help of components. than 4 8 components. components. the teacher. The components. learner was also able to identify equivalent values using a variety of methods. Tool selection The learner The learner The learner was The learner The learner selected and use was unable to selected and able to select the was able to tools quickly and select and use used the correct tools, select and use without the help of the any tools. incorrect tools. but used them all the tools teacher. The learner incorrectly/ correctly. was also able to use unsafely. the tools correctly in a safe ergonomic manner. Housekeeping The learner The learner The learner did The learner did The learner was able did no house- did house- housekeeping housekeeping to do housekeeping keeping. keeping under under the after she/he was without supervision or duress. supervision of the reminded by the being reminded by the teacher teacher. teacher. Housekeeping was done excellently. Safety The learner The learner The learner The learner The learner was able did not work worked safely worked safely worked safely to work safely without safely. after being under supervision without being supervision or being reprimanded. of the teacher. reminded by the reminded by the teacher. teacher. Safety was excellent. Rubric (Maximum of 30) Working Circuits (Maximum of 20) Total (Maximum of 50) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 68 DBE/PAT 2016 NSC Digital – 3 Simulation 11 Time: 3 hours Learner Name: School: Examination Number: NOR gate application using the 7427 1. Purpose: To illustrate that not all logic gates use 2 inputs only 2. The 7427 logic IC: NOTE: This IC can handle up to 6 V DC only. 3. Equipment: • Regulated power supply • Multimeter • Components • 7427 triple, three-input NOR gate IC • 820 Ω resistor • 1 500 Ω resistor • 3 x SPDT switches • Breadboard • Hook-up wire Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 69 DBE/PAT 2016 NSC 4. Procedure: Circuit 1: Simple NOR gate • Connect one of the NOR gates of the 7427, as shown below. • The voltage divider provides the proper DC levels for the IC. • Positive Logic 1 = 2,4–5 volts • Positive Logic 0 = 0–0,5 volts • S1 provides between 0 and 3,2 volts to the IC depending on its state. +5 volt DC 820 Ω 1 S1 0 >=1 0 0 0 2 1500 Ω Multimeter 3-input NOR gate Circuit connected correctly Maximum marks / Supply polarity 1  Multimeter polarity 1  Multimeter setting 1  Pin identification 1  Resistor placement 1  (5) • Complete the truth table. S1 Multimeter reading Position 1 Position 2 (2) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 70 DBE/PAT 2016 NSC Procedure: Circuit 2: Dual 3-input NOR gate combination • Connect the NOR gates of the 7427, as shown below. • The voltage divider provides the proper DC levels for the IC. • Positive Logic 1 = 2,4–5 volts • Positive Logic 0 = 0–0,5 volts • S1, S2 and S3 provides between 0 and 3,2 volts to the IC depending on its state. • Complete the truth table. • Derive the Boolean expression from the circuit. ≥1 ≥1 S1 = A S2 = B S3 = C Multimeter = D 0 0 0 (1) 0 0 1 (1) 0 1 0 (1) 0 1 1 (1) 1 0 0 (1) 1 0 1 (1) 1 1 0 (1) 1 1 1 (1) Boolean expression = (5) 5. Conclusion: Logic gates can be adapted to have more than just 2 inputs. There are devices with multiple inputs to a logic gate. SUBTOTAL OF CIRCUITS: 20 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 71 DBE/PAT 2016 NSC RUBRIC FOR DIGITAL SIMULATION 11: NOR GATE APPLICATION USING THE 7427 Task Mark Allocation (Tick the appropriate level next to the task indicated) Description 1 2 3 4 5 Not achieved Not competent Competent Highly Outstanding yet competent Trouble- The learner's The circuit The circuit was The circuit was The circuit was shooting circuit was not was complete, complete and the complete and the complete and the complete and but not learner was able learner was able learner was able to she/he was functional. to identify and to identify and identify and rectify all unable to The learner rectify 1 mistake. rectify 2 mistakes. the mistakes. conduct trouble- was unable to shooting. identify the problem. Circuit 1: The circuit did not work. (0 marks) The circuit worked. Operational (5 marks) Circuit 2: The circuit did not work. (0 marks) The circuit worked. Operational (5 marks) Instrument The learner The learner The learner was The learner was The learner use was unable to identified and able to select the able to identify, identified and identify or use used the correct select and use all selected instruments any instruments incorrect instruments, the instruments quickly and without correctly. instruments. but used them correctly. the help of the incorrectly/ teacher. The learner unsafely. was also able to use instruments correctly in a safe ergonomic manner. House- The learner The learner The learner did The learner did The learner was keeping did no house- did house- housekeeping housekeeping able to do house- keeping. keeping under under the after she/he was keeping without duress. supervision of the reminded by the supervision or being teacher teacher. reminded by the teacher. House- keeping was done excellently. Safety The learner The learner The learner The learner The learner was did not work worked safely worked safely worked safely able to work safely safely. after being under supervision without being without supervision or reprimanded. of the teacher. reminded by the being reminded by the teacher. teacher. Safety was excellent. Rubric (Maximum of 30) Circuits Subtotal (Maximum of 20) Total (Maximum of 50) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 72 DBE/PAT 2016 NSC Digital – 4 Simulation 12 Time: 3 hours Learner Name: School: Examination Number: Boolean algebra 1. Purpose: To test Boolean algebra and construct an electronic circuit that simulates a Boolean expression. 2. Procedure: Determine the Boolean equation for the following logic gate circuit: A B C D DC 5V 0 >=1 0 & 0 >=1 0 & 0 0 0 0 & & 0 0 0 =1 =1 0 0 Output X (7) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 73 DBE/PAT 2016 NSC 3. Draw the logic gate circuit for the Boolean equation X= ( A + B ) C (5) 4. Determine the Boolean equation for the truth table below: A B C X 0 0 0 0 X= 0 0 1 1 0 1 0 0 0 1 1 1 1 0 0 0 1 0 1 1 1 1 0 0 1 1 1 0 (4) 5. Redraw the circuit below using NAND gate combinations: A B C DC 5V Output X (5) 6. Use De Morgan's Theorem and prove that the LHS = RHS. (Show ALL steps.) A . B . C = A.B + C (5) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 74 DBE/PAT 2016 NSC 7. Simplify the Boolean equation below. (Show ALL steps.) 𝑍 = (𝐴 + 𝐵� + 𝐶̅ )(𝐵. 𝐶̅ ) (7) 8. Using a Karnaugh map, simplify the following truth table and give the final Boolean expression: A B C X 0 0 0 1 0 0 1 1 0 01 11 10 0 1 0 1 0 0 1 1 1 1 1 0 0 0 1 0 1 1 1 0 0 1 1 1 1 X= (9) 9. Construct, on a breadboard, a logic circuit using a logic IC to form a logic gate network that will satisfy the Boolean expression shown below. X must be represented by an LED which will light up when X = 1 and when X = 0 the LED will not light up. (Schools with PLCs may opt to simulate this question on PLC.) ( A + B ) + C .D = X Circuit Design (8) 10. Conclusion: Boolean algebra equations can be constructed and applied electronically. TOTAL: 50 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 75 DBE/PAT 2016 NSC ANNEXURE: COMPONENT LIST FOR ELECTRONIC/DIGITAL SIMULATIONS Component List – Gain of an Op Amp IC 741 op amp Rf 10 K ¼ W 5% Rr1 10 K ¼ W 5% Rr2 5 K ¼ W 5% Rr3 3k3 ¼ W 5% Rr4 2k4 ¼ W 5% Rr5 20k ¼ W 5% Rr6 30k ¼ W 5% S1 DPST toggle switch Component List – Experimental Summer Circuit Rf 10 K ¼ W 5% S1 DPST toggle switch S2, S3 SPST toggle switch 1,5 V source 1,5 V battery Bat. holder 1 x battery holder R1, R2 50 K Pot Component List – NAND Gate Applications T1 BC 547 S1, S2 Tactile push-to-make N/O switch R1 680 ohm ¼ W 5% R2 47 K ¼ W 5% R3, R4 10 K ¼ W 5% C1 47 uF 16 V IC1 4011 NAND gate IC DIP package D1 Red LED Component List – NOR Gate Application IC1 4001 NOR gate IC DIP package T1 BC 547 S1, S2 Tactile push-to-make N/O switch R1 680 ohm ¼ W 5% R2 47 K ¼ W 5% R3, R4 10 K ¼ W 5% C1 47 uF 16 V D1 Red LED Component List – NOR Gate using the 7427 IC1 7427 Quad 3 input NOR gate – DIP package R1 820 ohm ¼ W 5% R2 1k5 ¼ W 5% S1, S2, S3 SPST toggle switch Copyright reserved