Electrical Technology PAT GR 12 2018 Eng

Downloaded from hlayiso.com ELECTRICAL TECHNOLOGY GUIDELINES FOR PRACTICAL ASSESSMENT TASKS 2018 These guidelines consist of 79 pages. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 2 DBE/PAT 2018 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 8 2.8 Working mark sheet 9 3. LEARNER GUIDELINES 10 3.1 Instructions to the learner 11 3.2 Declaration of authenticity 11 4. SECTION A: SIMULATIONS 12 4.1 Simulation 1: RLC circuit 12 4.2 Simulation 2: Connecting three single-phase transformers to a three-phase supply 19 4.3 Simulation 3: Inspecting and testing the AC motor 22 4.4 Simulation 4: DOL starter 25 4.5 Simulation 5: Three-phase sequence motor control starter with overload and timer 28 using PLC 4.6 Simulation 6: The field-effect transistor 32 4.7 Simulation 7: Amplifiers using a JFET and a Darlington pair 38 4.8 Simulation 8: Two-stage RC amplifier and an RC phase-shift oscillator 44 4.9 Simulation 9: 741 Op-amp and 555 IC 50 4.10 Simulation 10: Bi-stable multivibrator and an LED sequencer 56 4.11 Simulation 11: 741 Op-amp Schmitt trigger and summing amplifier circuit 62 5. SECTION B: DESIGN AND MAKE 66 5.1 Design and make: Part 1 68 5.2 Assessment of the design-and-make phase: Part 1 72 5.3 Design and make: Part 2 74 5.4 Assessment of the design-and-make phase: Part 2 76 6. PROJECTS 77 6.1 Practical project 1: Inverter 110 W 12 VDC to 230 V by IC 4047 – IRF540 77 6.2 Practical project 2: Stepper motor speed control TE 555-1 78 6.3 Practical project (electronics): Traffic light 79 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 3 DBE/PAT 2018 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 2018 PAT has three focus areas with projects and simulations in each of the following fields: • Electrical • Electronics • Digital Electronics The PAT 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. The PAT incorporates all the skills the learner has 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, electronics and digital electronics as well as the correct use of tools and instruments. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 4 DBE/PAT 2018 NSC Requirements for presentation A learner must present the following: • PAT file with all the evidence of simulations, design and prototyping. A copy of the PAT 2018 cover page and the relevant simulations and assessment sheets should be given to each learner to include in the file. • 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 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 2018 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. Adhere to the weightings of the PAT and teachers are not allowed to change the 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 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 facet sheet has been completed by the teacher, assessment will be deemed to be complete. No re-assessment will be done once the facet sheets 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 2018 NSC 2.3 PAT assessment management plan The assessment plan for the PAT is as follows: TIME FRAME ACTIVITY RESPONSIBILITY Preparation for Teacher – Builds the models and works out the model answers PAT 2018 for the simulations for 2018. Identify shortages in tools, equipment and consumable items for simulations which must be procured in 2018. SMT – Receive procurement requests from teachers and process payments for the acquisition of required items. January–March Simulations Teacher – Copies and hands out simulations. 2018 1 and 2 Learners – Complete simulations. Teacher – Assesses simulations. HOD – Checks if tasks have been completed and marked by the teacher before the holiday. January 2018 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 2018 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 2018 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 2018 Simulations Teacher – Copies and hands out simulations. 3 and 4 Learners – Complete simulations. Teacher – Assesses simulations. HOD – Checks if tasks have been completed and marked by the teacher before the holiday. April–June 2018 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 2018 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 2018 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 2018 completion projects. Teacher – Hands out and takes in PAT projects. Teacher – Completes the PAT project with learners and compiles the PAT file. Learners – Complete 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 2018 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 2018 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 upwards 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 fulfil the outstanding PAT requirement such a learner will be awarded a zero (0) for that PAT component. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 8 DBE/PAT 2018 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 or 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. 2.7 Projects The projects are 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

Electrical Technology Downloaded from hlayiso.com 9 DBE/PAT 2018 NSC 2.8 Working mark sheet (A working Excel file is provided with this PAT.) PAT Mark Sheet Term 1 Term 2 Project Mark out of 100 Moderated Mark Total = Design Design Term1 + Simulation Simulation Simulation Simulation and and Term 2 + 1 2 3 4 Make Make Project Part 1 Part 2 No. Name of Learner 40 40 40 40 70 20 250 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Total Average Teacher Name: Principal Name: Moderator Name: Signature: Signature: Signature: School Stamp Date: Date:_______________________ Date:__________________ Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 10 DBE/PAT 2018 NSC 3. LEARNER GUIDELINES PAT 2018 Cover Page (Place this page at the front of the PAT.) Department of Basic Education Grade 12 CAPS for Technical High Schools Practical Assessment Task – Electrical Technology Time Allowed: Term 1 to Term 3 (2018) Learner Name: Class: School: Specialisation (Tick your specialisation) Electrical (Power Systems) - (Simulation 1, 2, 3, 4, 5 and 6) Any 4 Electronics - (Simulation 1, 2, 7 and 8) Digital Electronics - (Simulation 1, 2, 7 and 8) Project (Write the name of the 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 mark Learner mark Moderated mark Simulation 1 50 Simulation 2 50 Simulation 3 50 Simulation 4 50 Design and Make Project – Circuit 40 Design and Make Project – Enclosure 10 Total 250 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 11 DBE/PAT 2018 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 file must contain 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. • Learners with identical photographs will be penalised and receive zero (0) for that section. • 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 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 12 DBE/PAT 2018 NSC 4. SIMULATIONS 4.1 Simulation 1: RLC circuit Specialisation: Power Systems  Electronics  Digital  Name of learner: MARK Class: Date Completed: 40 Date Assessed: Assessor Signature: Date Moderated: Moderator Signature: PURPOSE: To show the effect of changing frequency in an RLC circuit toward resonance. ACTIVITY 1A: How VC and VL vary with frequency in a series RLC circuit L = 100 mH R = 470 Ω C = 0,01 µF VL VR VC Voltmeter 1 Voltmeter 2 Voltmeter 3 Function generator REQUIRED: TOOLS/INSTRUMENTS CONSUMABLES Breadboard/… 470 Ω resistor Dual-channel Oscilloscope 0.01 µF capacitor Function Generator 100 mH inductor Multimeter (analog/digital) Connecting wires Side cutters Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 13 DBE/PAT 2018 NSC PROCEDURE: 1. Set the function generator to a sine wave and adjust the voltage to 5 V. Once the voltage is set do not change the amplitude setting of the voltage until all the experiments have been done. Set the amplitude settings on the oscilloscope to the same for both channel 1 and channel 2. Construct the circuit. Connect the multimeters and function generator, as shown in the RLC series circuit. 2. Adjust the frequency of the function generator until the voltmeter reading across the inductor and capacitor are the same. Record the reading of the voltages across each component and of the frequency on the table below. Reading of the frequency and voltages on the meters VL = VC = VR = f = NOTE: Readings on this table will be taken as reference values. (4) 3. Adjust the frequency above the reference values. Record the reading of the voltages across each component and of the frequency in the table below. Reading of the frequency and voltages on the meters VL = VC = f = (3) 4. Adjust the frequency below the reference values. Record the reading of the voltages across each component and of the frequency on the table below. Reading of the frequency and voltages on the meters VL = VC = f = (3) 5. Connect the multimeters, oscilloscope and the function generator as shown on the RLC series circuit. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 14 DBE/PAT 2018 NSC 6. Adjust the frequency of the function generator until the reading across the inductor and capacitor are the same again. Record the readings on the voltmeters and ammeter and of the frequency on the table below. Oscilloscope (Channel 1) R 470 Ω L 0,01 mH C 10 µF VL VC IT Ammeter Voltmeter 1 Voltmeter 3 Function generator Oscilloscope (Channel 2) Reading on the meters VL = VC = IT = f = (2) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 15 DBE/PAT 2018 NSC 7. Draw the shape of the waveforms on the oscillogram. (4) 8. CONCLUSION: With reference to the values in the tables and the waveforms on the oscillogram, describe the responses of the voltages across each component when the frequency is adjusted above and below reference values. (4) SUBTOTAL – ACTIVITY A: [20] Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 16 DBE/PAT 2018 NSC ACTIVITY 1B: How IC and IL vary with frequency in a parallel RLC circuit Channel 1 Channel 2 I L = 100 mH C = 0,01 µF Function R = 470 Ω generator IL IC Ammeter 1 Ammeter 2 REQUIRED: TOOLS/INSTRUMENTS CONSUMABLES Breadboard/... 470 Ω resistor Dual-channel Oscilloscope 0.01 µF Capacitor Function Generator 100 mH inductor Multimeter (analog/digital) x 3 Connecting wires Side cutters Wire stripper PROCEDURE: 1. Set the function generator to a sine wave and adjust the voltage to 5 V. Once the voltage is set do not change the amplitude setting of the voltage. Set the amplitude settings on the oscilloscope to the same for both channel 1 and channel 2. Connect the multimeters and function generator, as shown in the RLC series circuit. 2. Adjust the frequency of the function generator until the reading on ammeter 1 and ammeter 3 are the same. Record the reading through each component and of the frequency in the table below. Readings on the ammeters IL = IC = IR = f = NOTE: Readings on this table will be taken as reference values. (4) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 17 DBE/PAT 2018 NSC 3. Adjust the frequency above the reference values. Record the values of the currents through the inductor and the capacitor and the frequency on the table below. Readings on the ammeters IL = IC = f = 4. Adjust the frequency below the reference values. Record the values of the current through each component and of the frequency on the table below. Readings on the ammeters IL = IC = f = PROCEDURE Connect the multimeters, function generator and the oscilloscope, as shown in the circuit below. Adjust the frequency of the function generator until the reading through the inductor and a capacitor are the same. Record the readings through the ammeters and of the frequency on the table below. Channel 1 Channel 2 I L = 100 mH Function R = 470 Ω generator IL IC Ammeter 1 Ammeter 2 Readings on the ammeters IL = IC = f = (3) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 18 DBE/PAT 2018 NSC Draw the shape of the waveforms on the oscillogram. CONCLUSION: With reference to the values on the table and of the waveforms on the oscillogram, describe the responses of the current through each component when the frequency is adjusted above and below reference values. (3) [20] SUBTOTAL – ACTIVITY 1A: 20 SUBTOTAL – ACTIVITY 1B: 20 TOTAL: 40 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 19 DBE/PAT 2018 NSC 4.2 Simulation 2: Connecting three single-phase transformers to a three-phase supply Specialisation: Power Systems  Electronics  Digital  Name of learner: MARK Class: Date Completed: 40 Date Assessed: Assessor Signature: Date Moderated: Moderator Signature: PURPOSE: • To connect three identical single-phase step-down transformers in star-delta to a three- phase supply • To connect the secondary to a load that consist of three identical incandescent lamps that are connected in delta • To measure the primary and secondary line and phase voltages and currents REQUIRED: TOOLS/INSTRUMENTS/DEVICES CONSUMABLES Three identical step-down single-phase Connecting wires transformers Three identical incandescent lamps A three-phase supply Clamp meter and multimeter Wire-striper Long nose pliers Screw driver Side cutters Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 20 DBE/PAT 2018 NSC PROCEDURE: 1. Connect the primary windings of each transformer to the supply and the secondary to the load (lamp). Complete the table below by measuring the primary and secondary voltages of each single-phase transformer before connecting them in star-delta configuration. NOTE: Use single phase to connect (neutral and live). A B C Transformer Primary voltage Secondary voltage A VPrim = VSEC = B VPrim = VSEC = C VPrim = VSEC = (6) 2. Calculate the transformer ratio of each single-phase transformer using voltage values from the table above. Explain whether these three transformers can be connected in star-delta configuration. NOTE: Your answer must be informed by transformer ratio calculations. (11) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 21 DBE/PAT 2018 NSC 3. Draw the circuit diagram in which these transformers are connected in a star/delta configuration using the colour coding and label it correctly. (4) 4. Connect three identical single-phase step-down transformers in star-delta to a three-phase supply. Connect the primary (star) to the three-phase supply and the secondary (delta) to a load that consists of three identical incandescent lamps. The lamps must be connected in delta too. 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. 5. Measure the primary and secondary line and phase voltages and currents. Record the reading on the table below. Primary side Secondary side Reading between line voltages, neutral and line Reading between line currents voltage and line current VL1 & VL2 = VL1 & N = IL1 = VL1 & VL2 = IL1 = VL1 & VL2 = VL2 & N = IL2 = VL1 & VL2 = IL2 = VL1 & VL2 = VL3 & N = IL3 = VL1 & VL2 = IL3 = (15) CONCLUSION: Your conclusion must be based on the table above and other observations. (4) [40] Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 22 DBE/PAT 2018 NSC 4.3 Simulation 3: Inspecting and testing the AC motor Specialisation: Power Systems  Electronics  Digital  Name of learner: MARK Class: Date Completed: 40 Date Assessed: Assessor Signature: Date Moderated: Moderator Signature: PURPOSE: To conduct the following tests: • Visual mechanical inspections • Electrical inspection/test of the motor using measuring instruments REQUIRED RESOURCES: TOOLS/INSTRUMENTS CONSUMABLES • Three-phase AC motor • Multimeter • Insulation tester (Megger) PROCEDURE: Use the list below to conduct an inspection tests on an AC electrical motor. Complete the results in the table below. ACTIVITY 1A: 1.1 Details on the nameplate of the motor being tested: Phase: Supply voltage: _____ Pole pairs: Speed : Efficiency: Current: Power rating: ________________ Frequency:____________ (8) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 23 DBE/PAT 2018 NSC ACTIVITY 1B: Complete the table below. 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) (Short description) Condition of rotor and shaft Key/Key way Front bearing Back bearing Condition of motor frame (Short description) 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 (18) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 24 DBE/PAT 2018 NSC 1.2.2 Draw and label the correct connection of internal wiring on the diagram provided below. (This information must correspond with the internal wiring of the motor tested.) (4) 1.2.3 According to the regulation, state the minimum acceptable values of the following: 1.2.3.1 Continuity test of the windings: (1) 1.2.3.2 Insulation resistance test between windings: (1) 1.3 Conducted Test Acceptable/Not acceptable with reason Winding resistance Insulation resistance Earth resistance Can the motor be used (8) [40] Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 25 DBE/PAT 2018 NSC 4.4 Simulation 4: DOL Starter Specialisation: Power Systems  Electronics  Digital  Name of learner: MARK Class: Date Completed: 40 Date Assessed: Assessor Signature: Date Moderated: Moderator Signature: PURPOSE: Practical simulation of a three-phase direct-on-line (DOL) starter REQUIRED: TOOLS/INSTRUMENTS CONSUMABLES 1 x three-phase contactor with Multimeter or continuity tester auxiliary contacts 2 x pilot lights (red and green) 1 x three-phase overload relay 1 x stop button 1 x start button 1 x 380 V delta induction motor (squirrel-cage motor) Correct wire size or plug in leads Wire stripper Long nose pliers Screw driver Side cutters Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 26 DBE/PAT 2018 NSC CONTROL AND POWER CIRCUIT OF THE DOL PROCEDURE: Wire the control circuit first; test it before wiring and connecting it to the power circuit. Connect the motor to the power circuit and set the overload. Now ask the teacher to check the circuits. When the circuits are correct switch the supply on and start the motor. Stop the motor and switch the supply off. Consider all safety aspect before and during the wiring process and be focused until the motor is cooperating. The teacher will insert faults on the control circuit and the learner must identify them. ACTIVITY 1A: 1.1 State why the normally hold-in contact is connected in parallel with the start button. (2) 1.2 Describe the functions of the following: 1.2.1 Overload relay (2) 1.2.2 Contactor (2) 1.3 State any TWO precautionary measures to adhere to when wiring the circuit. (2) 1.4 Change the direction of rotation of the motor and state your observation. (2) 1.5 State TWO applications of a DOL starter. (2) [12] Copyright reserved Please turn over

Electrical Technology Downloaded from hlayiso.com 27 DBE/PAT 2018 NSC FACET: Simulation 4: DOL starter FACETS FACET 1 FACET 2 FACET 3 FACET 4 MAXIMUM LEARNER'S POSSIBLE MARK MARKS Preparation of the Correctly interprets Correctly identifies Correctly identifies Correctly identifies 8 simulation the wiring diagram of and collects all and collects all and collects all control and power devices measuring tools circuit instruments Wiring of control Tests the Correct procedure in Tests continuity in Operation of the 8 circuit functionality of all wiring the circuit the circuit circuit devices to be used Wiring of power Tests the Correct procedure in Tests continuity in 6 circuit functionality of wiring the circuit the circuit the motor Setting of fault Fault successfully 2 identified Safety Safety precautions 2 were observed Housekeeping Housekeeping was 2 practised (28) Activity 1A (12) Facet (28) TOTAL 40 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 28 DBE/PAT 2018 NSC 4.5 Simulation 5: Three-phase sequence motor control starter with overload and timer using PLC Specialisation: Power Systems  Electronics  Digital  Name of learner: MARK Class: Date Completed: 40 Date Assessed: Assessor Signature: Date Moderated: Moderator Signature: PURPOSE: Practical simulation of a three-phase sequence motor control starter with overload and timer using PLC Control circuit L Stop MC1 (N/O) MC1(N/O) Start T(N/O ) O/L O/L MC1 MC2 Motor 1 Motor 2 N Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 29 DBE/PAT 2018 NSC PLC unit with inputs and outputs X1 = Stop X2=Start X3=O/L 1 X4 = O/L 2 Lamp 1 = Circuit is ON Lamp 2 = Motor 1 Lamp 3 = Motor 2 Power circuit L1 L2 L3 Motor 1 Motor 2 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 30 DBE/PAT 2018 NSC RESOURCES: TOOLS/INSTRUMENTS MATERIALS 2 x three-phase contactors with auxiliary contacts Connecting wires 2 x three-phase overload relays 3 x pilot lights (red and green) 1 x stop button 1 x start button 2 x three-phase induction motors Multimeter/Clamp meter or continuity tester PLC unit Computer/Programmer Wire-striper Long nose pliers Screw driver Side cutters PROCEDURE: • Convert the control circuit of a sequence motor control starter with overload and timer into a ladder logic diagram. • Connect the PLC to control the motor. • Run the PLC program and simulate the operation. • Program the ladder logic diagram through a computer and load the program to the PLC. • 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. • The teacher will insert faults on the PLC and the learner must identify them. THE OPERATION: When the start button is pressed, motor 1 starts rotating. After 10 seconds motor 2 also starts rotating. Both motors must be stopped by a stop button, if they trip from overload. Load the program from the computer to the PLC. Connect the PLC to control the motors. The teacher should create faults on the PLC program for the participants to identify. ACTIVITY 1.1 Snapshot the programmed ladder logic diagram and paste it on the blank page. (4) 1.2 Explain why the overload relay is connected to each motor. (2) Copyright reserved Please turn over

Electrical Technology Downloaded from hlayiso.com 31 DBE/PAT 2018 NSC Facet: Three-phase sequence motor control starter with overload and timer using PLC FACETS FACET 1 FACET 2 FACET 3 FACET 4 MAXIMUM LEARNERS POSSIBLE MARK MARKS Preparation of Correctly interpreting the Correctly identifying Correctly identifying and Correctly identifying 8 the simulation wiring diagram of control and collecting all collecting all measuring and collecting all and power circuit devices instruments tools Wiring of Testing the functionality Correct procedure Testing continuity in the Operation of the 8 control circuit of all devices to be used in wiring the circuit circuit circuit PLC unit Programming the ladder Correctly loading Correctly connecting the Run the program to 8 logic diagram in the the program from PLC unit to control the start the motor. computer and is running the computer to the circuit PLC unit Wiring of Testing the functionality Correct procedure Testing continuity in the 6 Power circuit of the motor in wiring the circuit circuit Safety Safety precautions 2 were observed House Housekeeping was 2 keeping practised (34) Activity (6) Facet (34) Total 40 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 32 DBE/PAT 2018 NSC 4.6 Simulation 6: The field-effect transistor Specialisation: Power Systems  Electronics  Digital  Name of learner: MARK Class: Date Completed: 40 Date Assessed: Assessor Signature: Date Moderated: Moderator Signature: PURPOSE: Construct simple circuits using JFETs and MOSFETs and display the input/output waveforms on an oscilloscope ACTIVITY 6A: Construct a circuit using a JFET as a switch REQUIRED: TOOLS/INSTRUMENTS CONSUMABLES Analogue/Digital trainer 1 x 6 V buzzer Multimeter x 2 1 x J176 JFET P channel (Any suitable JFET Variable DC power supply may be used) Side cutter Connecting wires Wire stripper PROCEDURE: 1. Connect the circuit on the breadboard, as shown in FIGURE 6.1. FIGURE 6.1: JFET switch 2. Close the switch and observe the output of the buzzer. Record your observation (2) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 33 DBE/PAT 2018 NSC 3. Open the switch and observe the output of the buzzer. Record your observation. (2) 4. CONCLUSION: Explain what can be deduced from your observation with regard to a JFET as a switch. (2) SUBTOTAL – ACTIVITY 6A: 6 Copyright reserved Please turn over

Electrical Technology Downloaded from hlayiso.com 34 DBE/PAT 2018 NSC FACET SHEET 6A: Construct a circuit using a JFET as a switch FACET 1 FACET 2 FACET 3 FACET 4 MAXIMUM LEARNER POSSIBLE MARK MARKS Prepare for the simulation Identifies Collect Collect instruments – Collect hand 4/2 = 1 components PSU/MiniTrainer oscilloscope tools correctly Hand tools Uses side cutters Use wire stripper 2/2 = 1 correctly correctly Preparation for insertion Check the datasheet Set supply voltage Set input voltage 3 of components on on the FET (1) correct at 6 V (1) correct at 3–4 V (1) breadboard. Correct connection on 6 nodes for correct Polarity of buzzer – Polarity of JFET 6/2 = 3 Breadboard – nodes and connection (6/2 = 3) correct (1) correct (2) polarity Circuit is working correctly Switch = ON Switch = OFF 2 Buzzer is OFF (1) Buzzer is ON (1) Connection of meters Connection of MM Connection of MM 2 across input to show across output = 3 V/On/Off High/Low Housekeeping Cleaning the work Return tools to Disposing off waste 2/2 = 1 area after the correct places after materials correctly experiment (1) work (1) after work Safety Observing safety Observing safety Not observing safety 2/2 = 1 before being after being reminded reminded (2) (1) (0) TOTAL 14 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 35 DBE/PAT 2018 NSC ACTIVITY 6B: Connect a circuit using a MOSFET as a switch REQUIRED: TOOLS/INSTRUMENTS MATERIALS Analogue/Digital trainer 1 x 1 KΩ resistor Analogue/Digital oscilloscope 1 x MΩ resistor Function generator 1 x BS 270 N channel Variable DC power supply 1 x LED Side cutters 1 x toggle switch Wire stripper Connecting wires PROCEDURE: 1. Construct the circuit as shown in the circuit below. 2. Close the switch and observe the output of the LED. Record your findings (1) 3. Open the switch and observe the output of the LED. Record your findings (1) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 36 DBE/PAT 2018 NSC 4. Distinguish between a depletion mode MOSFET and an enhancement mode MOSFET. (2) 5. CONCLUSION: Explain what can be deduced from your observation with regard to a MOSFET as a switch (1) SUBTOTAL: ACTIVITY 6B: 5 Copyright reserved Please turn over

Electrical Technology Downloaded from hlayiso.com 37 DBE/PAT 2018 NSC FACET SHEET 6B: Connect a circuit using a MOSFET as a switch FACET 1 FACET 2 FACET 3 FACET 4 MAXIMUM LEARNER POSSIBLE MARKS MARK Prepare for the Identifies components Collects PSU/ Collects instruments – Collects hand 4/2 = 2 simulation correctly (1) MiniTrainer (1) oscilloscope (1) tools (1) Hand tools Uses side cutters Uses wire stripper 2/2 = 1 correctly (1) correctly (1) Preparation for Check the datasheet on Set supply voltage Set input voltage 4/2 =2 insertion of the FET (2) correctly at 6 V (1) correct at 3–4 V (1) components into Breadboard. Correct connection on 6 nodes for correct Polarity of buzzer – Polarity of JFET 6/2 = 3 breadboard – nodes connection (6/2 = 3) correct (1) correct. (2) and polarity Circuit is working Switch = ON Switch = OFF 2 correctly LED is ON (1) LED is OFF (1) Connection of meters Correct setting of the Correct connection of Correct reading of the 3 multimeter (1) the multimeter in terms multimeter (1) of polarity (1) Housekeeping Cleaning the working Returns tools after 2/2 = 1 station on completion of working with them (1) the experiment (1) Safety Observing safety before Observing safety after Not observing safety (0) 2/2 = 1 being reminded (2) being reminded (1) TOTAL 15 SUBTOTAL: ACTIVITY 6A (6) SUBTOTAL: FACET SHEET 6A (14) SUBTOTAL: ACTIVITY 6B (5) SUBTOTAL: FACET SHEET 6B (15) TOTAL : SIMULATION 6 [40] Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 38 DBE/PAT 2018 NSC 4.7 Simulation 7: Amplifiers using a JFET and a Darlington pair Specialisation: Power Systems  Electronics  Digital  Name of learner: MARK Class: Date Completed: 40 Date Assessed: Assessor Signature: Date Moderated: Moderator Signature: PURPOSE: Construct a simple amplifying circuit using JFETs and a Darlington pair. Display the input/output waveforms on an oscilloscope. ACTIVITY 7A: Using a JFET as an amplifier REQUIRED:: TOOLS/INSTRUMENTS MATERIALS Analogue/Digital trainer 1 x 2M2 Ω resistor Analogue/Digital oscilloscope 1 x 5k6 Ω resistor Function generator 1 x 4k7 Ω preset resistor Variable DC power supply 1 x 470 Ω resistor Side cutters 1 x 220 nF capacitor Wire stripper 1x 10 µF capacitor 32 V 1 x 22 µF capacitor 32 V 1 x 2N3819 JFET (2N5459 or 2N5457) Connecting wires PROCEDURE: 1. Build the circuit diagram on a breadboard. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 39 DBE/PAT 2018 NSC 2. Connect the function generator to the input and adjust the voltage to 1 V peak 3. Connect channel 1 of the oscilloscope across the input of the amplifier and draw the waveform on the grid provided to scale. (2) 4. Connect channel 2 of the oscilloscope across the output of the amplifier and draw the wave form in the grid provided to scale. (2) Compare the two wave forms and make your conclusion regarding the circuit. (1) SUBTOTAL: ACTIVITY 7A: (5) Copyright reserved Please turn over

Electrical Technology Downloaded from hlayiso.com 40 DBE/PAT 2018 NSC FACET SHEET 7A: Using a JFET as an amplifier FACET 1 FACET 2 FACET 3 FACET 4 MAXIMUM LEARNER POSSIBLE MARK MARKS Prepare for the simulation Identifies Collects PSU/ Collects Collects hand tools 2/2 = 1 components MiniTrainer instruments – correctly oscilloscope Hand tools Uses side cutters Uses wire stripper 2/2 = 1 correctly correctly Preparation for insertion of Checks the Sets supply voltage Set input voltage 3 components on datasheet on the correctly at +12 V to correctly at 1 V breadboard. FET (1) +20 V (1) from function generator (1) Correct connection on 6 nodes for correct Polarity of JFET Polarity of C2 – Polarity of C3 – 6/2 = 3 breadboard – nodes and connection (6/2 = 3) correct (1) correct (1) correct (1) polarity Connection of instruments Correct setting of Correct connection Correct reading of 6/2 = 3 the oscilloscope (2) and reading of the the oscilloscope (2) oscilloscope (2) Circuit is working correctly Output amplified (1) Output phase vs. 2 input phase (1) Housekeeping Cleaning the Returns tools after 2/2 = 1 working area after the work (1) the experiment (1) Safety Observing safety Observing safety 2/2 = 1 before being after being reminded (2) reminded (1) TOTAL 15 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 41 DBE/PAT 2018 NSC ACTIVITY 7B: Using a Darlington transistor as a current amplifier REQUIRED: TOOLS/INSTRUMENTS MATERIALS Analogue/Digital trainer 2 x BC 109 NPN transistors Analogue/Digital function 1 x LED generator 1 x 470 Ω resistor Variable DC power supply 1 x 100 resistor Side cutters 1 x Darlington transistor (TIP120 or Wire stripper TIP125) Connecting wires PROCEDURE: Construct the circuit as shown in the diagram below. Once the switch is closed observe the brightness of the LED. Replace the single transistor with two identical BC109 transistors, as indicated below, Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 42 DBE/PAT 2018 NSC Once the switch is closed observe the brightness of the LED. What can you conclude from your finding? (2) Compare the brightness when one transistor was used and when two transistors were used. (2) Replace the two transistors with a single Darlington transistor (TIP 120 or 125) and observe the brightness of the LED. Make your own conclusion with regard the observation. (2) [6] Copyright reserved Please turn over

Electrical Technology Downloaded from hlayiso.com 43 DBE/PAT 2018 NSC FACET SHEET 7B: Using a Darlington transistor as a current amplifier FACET 1 FACET 2 FACET 3 FACET 4 MAXIMUM LEARNER POSSIBLE MARK MARKS Prepare for the Identifies components Collects PSU/ Collects instruments – Collects hand 4/2 = 2 simulation correctly (1) MiniTrainer (1) multimeter tools (1) Hand tools Uses side cutters Uses wire stripper 2/2 = 1 correctly correctly Preparation for insertion Checks the datasheet on Sets supply voltage 2 of components on the transistor and the correctly at +9 V (1) breadboard Darlington pair (1) Correct connection on 6 nodes for correct Polarity of TR1 and Polarity of Darlington Polarity of 8/2 = 4 breadboard – nodes connection (6/2 = 3) TR2 correct (2) pair – Correct (2) LED – and polarity correct (1) Circuit is working When 1 transistor is When 2 transistors are When Darlington pair 3 correctly connected connected. is connected. Brightness of LED – Brightness of LED - Brightness of LED – normal (1) bright (1) bright (1) Housekeeping Cleans the working area Returns tools after 2/2 = 1 after the experiment (1) working (1) Safety Observes safety before Observes safety after 2/2 = 1 being reminded (2) being reminded (1) TOTAL 14 SUBTOTAL: ACTIVITY 7A: (5) SUBTOTAL: FACET SHEET 7A: (15) SUBTOTAL: ACTIVITY 7B: (6) SUBTOTAL: FACET SHEET 7B: (14) TOTAL: SIMULATION 7: 40 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 44 DBE/PAT 2018 NSC 4.8 Simulation 8: Two stage RC amplifier and an RC phase-shift oscillator Specialisation: Power Systems  Electronics  Digital  Name of learner: MARK Class: Date Completed: 40 Date Assessed: Assessor Signature: Date Moderated: Moderator Signature: PURPOSE: Construction of two-stage RC amplifier circuit using discrete components and an RC phase- shift oscillator and to display the input/output waveforms on an oscilloscope ACTIVITY 8A : Construction of two-stage RC amplifier REQUIRED: TOOLS/INSTRUMENTS MATERIALS Analogue/Digital trainer 2 x 4,7 kΩ resistors Analogue/Digital oscilloscope 2 x 1 kΩ resistors Function generator 1 x 20 µF capacitor Multimeter 1 x 0,1 µF capacitor Variable DC power supply 1 x 2N4401 NPN transistor or any Side cutters general-purpose NPN transistor Wire stripper Connecting wires Microphone PROCEDURE: 1. Construct the circuit as shown below: Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 45 DBE/PAT 2018 NSC 2. Connect the signal generator between the input and ground. 3. Connect channel 1 of an oscilloscope across the input of the amplifier. 4. Connect channel 2 of an oscilloscope across the output of the first stage. 5. Connect channel 2 of an oscilloscope across the output of the second stage. Observe the output on the oscilloscope and make your own conclusion. (2) [2] Copyright reserved Please turn over

Electrical Technology Downloaded from hlayiso.com 46 DBE/PAT 2018 NSC FACET SHEET 8A: Construction of two-stage RC amplifier FACET 1 FACET 2 FACET 3 FACET 4 MAXIMUM LEARNER POSSIBLE MARK MARKS Prepare for the Identifies components Collects PSU/ Collects Collects hand simulation correctly (1) MiniTrainer (1) instruments – tools (1) 4/2 = 2 multimeter Hand tools Uses side cutters Uses wire stripper 2/2 = 2 correctly correctly Preparation for insertion Check the datasheet on Set Supply Voltage of components on the transistors (1) correct at +12 V (1) 2/2 = 1 breadboard Correct connection on 6 nodes for correct Polarity of TR1 and Correct Correct breadboard – nodes and connection (10/2 = 5) TR2 correct (2) connection of the connections of 10/2 = 5 polarity signal generator the oscilloscope (1) (2) Circuit is working Channel I signal Channel 2 signal Output 1 signal Output 2 signal correctly displayed on the displayed on the amplified (2) amplified 6 oscilloscope (1) oscilloscope (1) compared to output 1 (2) Housekeeping Cleans the working Returns tools after 2/2 = 1 area after the working (1) experiment (1) Safety Observes safety before Observes safety after 2/2 = 1 being reminded (2) being reminded (1) TOTAL 18 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 47 DBE/PAT 2018 NSC ACTIVITY 8B: Construction of an RC phase-shift oscillator using NPN transistors REQUIRED: TOOLS/INSTRUMENTS MATERIALS Analogue/Digital trainer 1 x 2N3904 transistor Analogue/Digital oscilloscope 1 x 100 µ F capacitor (electrolytic Function generator capacitor 16 V) Multimeter 1 x 10 µF capacitor (electrolytic Variable DC power supply capacitor 16 V) Side cutters 3 x 10 nF capacitor (non-polarised Wire stripper capacitors) 3 x 10 kΩ resistors 1 x 100 kΩ resistor 1 x 4,7 kΩ resistor 1 x 390 Ω resistor Connecting wires PROCEDURE: 1. Construct the circuit as shown below. 2. Connect channel 1 of an oscilloscope across the output. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 48 DBE/PAT 2018 NSC 3. Observe the output and draw it on the grid below. (3) [3] Copyright reserved Please turn over

Electrical Technology Downloaded from hlayiso.com 49 DBE/PAT 2018 NSC FACET SHEET 8B: CONSTRUCTION OF RC PHASE SHIFT OSCILLATOR USING NPN TRANSISTORS FACET 1 FACET 2 FACET 3 FACET 4 MAXIMUM LEARNER POSSIBLE MARK MARKS Prepare for the simulation Identifies components Collects PSU/ Collects Collects hand correctly (1) MiniTrainer (1) instruments – tools (1) 4/2 = 2 multimeter Hand tools Uses side cutters Uses wire stripper 2/2 = 1 correctly correctly Preparation for insertion Check the datasheet on Set supply voltage of components on the transistors (1) correct at +9 V (1) 2 breadboard Correct connection on 8 nodes for correct Polarity of TR, C4 and Connections on breadboard – nodes and connection (8/2 = 4) C5 correct (3) oscilloscope 8 polarity correct (1) Circuit is working correctly Channel I output The output is oscillating displayed on the (1) 2 oscilloscope (1) Housekeeping Cleans the working Returns tools after area after the working (1) 2/2 = 1 experiment (1) Safety Observes safety before Observes safety after 2/2 = 1 being reminded (2) being reminded (1) TOTAL 17 SUBTOTAL ACTIVITY 8A: (2) SUBTOTAL FACET SHEET 8A: (18) SUBTOTAL ACTIVITY 8B: (3) SUBTOTAL FACET SHEET 8B: (17) TOTAL SIMULATION 8: 40 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 50 DBE/PAT 2018 NSC 4.9 Simulation 9: 741 op-amp and 555 IC Specialisation: Power Systems  Electronics  Digital  Name of learner: MARK Class: Date Completed: 26 Date Assessed: Assessor Signature: Date Moderated: Moderator Signature: PURPOSE: Construct a simple circuit using the 741 op-amp to build a non-inverting amplifier and display the input/output waveforms on an oscilloscope. ACTIVITY 9A: Construct a circuit using the 741 op-amp REQUIRED RESOURCES: TOOLS/INSTRUMENTS MATERIALS Analogue/Digital trainer 1 x LM741 IC Analogue/Digital oscilloscope 1 x 1 kΩ resistor Function generator 1 x 10 kΩ resistor Multimeter Connecting wires Variable DC power supply Side cutters Wire stripper Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 51 DBE/PAT 2018 NSC PROCEDURE: 1. Construct the circuit on the breadboard as shown in FIGURE 9.1 below. Learner was able to Learner was able to Learner was able to construct construct a minimum part construct a part of the the circuit correctly without of the circuit correctly circuit correctly without assistance without assistance assistance 1 3 4 (4) FIGURE 9.1 2. Connect the function generator between ground and Vin. (1) 3. Connect channel 1 to the input and channel 2 to the output. (2) 4. Set the function generator to give a sine wave output. (1) 5. Adjust the function generator to 1 000 Hz (1 kHz) at a voltage of 1 V peak. (1) 6. Switch on the power to the circuit and observe the input and output waveforms. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 52 DBE/PAT 2018 NSC 7. Draw the input and output waveforms (8) INPUT WAVEFORM OUTPUT WAVEFORM CONCLUSION: (5) Learner did not do any Learner did Learner did housekeeping housekeeping housekeeping after being without being reminded reminded 1 2 3 (3) SUBTOTAL ACTIVITY 9A: 26 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 53 DBE/PAT 2018 NSC ACTIVITY 9B: Construct a circuit using the 555 IC PURPOSE: Construct a simple circuit using the 555 IC to build a clock pulse generator (astable multivibrator) and display output waveforms on an oscilloscope REQUIRED RESOURCES: TOOLS/INSTRUMENTS MATERIALS Analogue/Digital trainer 1 x 555 TIMER IC Analogue/Digital oscilloscope 1 x 220 Ω resistor Function generator 1 x LED Multimeter 1 x 10 nF capacitor Variable DC power supply 1 x 10 kΩ resistor Side cutters 1 x 100 kΩ preset POT Wire stripper 1 x 10 µF (electrolytic capacitor 16 V) Connecting wires PROCEDURE: 1. Construct the circuit on the breadboard as shown in FIGURE 9.2. Learner was able to Learner was able to Learner was able to construct construct a minimum part construct a part of the the circuit correctly without of the circuit correctly circuit correctly without assistance without assistance assistance 1 3 4 (4) FIGURE 9.2 2. Connect channel 1 of the oscilloscope with the output 3. Switch on the power to the circuit and observe the input and output waveforms on the oscilloscope and the LED. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 54 DBE/PAT 2018 NSC 4. Draw the input and output wave forms observed on the oscilloscope on the grid below. INPUT WAVEFORM (1) OUTPUT WAVEFORM (2) 5. Measure the amplitude of the input and output waveforms. Input waveform (1) Output waveform (1) B.3 What factors determine the frequency of the clock pulse? (1) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 55 DBE/PAT 2018 NSC CONCLUSION: (2) Learner did not do any Learner did Learner did housekeeping housekeeping housekeeping after being without being reminded reminded 0 1 2 (2) [14] SUBTOTAL ACTIVITY 9A: (26) SUBTOTAL ACTIVITY 9B: (14) TOTAL SIMULATION 9: 40 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 56 DBE/PAT 2018 NSC 4.10 Simulation 10: Bi-stable Multivibrator and an LED sequencer Specialisation: Power Systems  Electronics  Digital  Name of learner: MARK Class: Date Completed: 18 Date Assessed: Assessor Signature: Date Moderated: Moderator Signature: PURPOSE: Construct a simple circuit using the 555 IC. Build a bi-stable multivibrator and display output waveforms on an oscilloscope. ACTIVITY 10A: Construct a circuit using the 555 IC. REQUIRED: TOOLS/INSTRUMENTS MATERIALS Analogue/Digital trainer 2 x LEDs Analogue/Digital oscilloscope 2 X 470 Ω resistors Function generator 1 x 10 nF capacitor Multimeter 2 x 47 kΩ resistor Variable DC power supply 2 x N/O tactile pushbutton switches Side cutters 1 x 555 TIMER Wire stripper Connecting wires Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 57 DBE/PAT 2018 NSC PROCEDURE: 1. Construct the circuit on the breadboard as shown in FIGURE 10.1. Learner was able to Learner was able to Learner was able to construct construct a minimum part construct a part of the the circuit correctly without of the circuit correctly circuit correctly without assistance without assistance assistance 1 3 4 (4) FIGURE 10.1 2. Connect channel 1 of the oscilloscope to the output. (1) 3. Switch on the power to the circuit and observe the input and output waveforms. 4. Switch on the power supply and observe the state of both LEDs: LED1 is _______ and LED2 is ________. (2) 5. Now switch off only the SET switch and observe the state of both LEDs: LED1 is _______ and LED2 is ________. (2) 6. Switch off only the RESET switch and observe the state of both LEDs. LED1 is _______ and LED2 is ________. (2) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 58 DBE/PAT 2018 NSC 7. Draw the input and output waveforms. INPUT WAVEFORM (1) OUTPUT WAVEFORM (3) ________V/DIV ________µs/DIV 8 CONCLUSION: . (3) SUBTOTAL ACTIVITY 10A: 18 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 59 DBE/PAT 2018 NSC Simulation 10B: LED sequencer Specialisation: Power Systems  Electronics  Digital  Name of learner: MARK Class: Date Completed: 22 Date Assessed: Assessor Signature: Date Moderated: Moderator Signature: PURPOSE: Construct a simple circuit using the LED Sequencer. Use a 4017B Johnson counter to light up 6 LEDs in sequence. ACTIVITY 10B: Construct a circuit using the 4017B Johnson counter. REQUIRED: Caution: The 4017 IC is CMOS, and therefore sensitive to static electricity. TOOLS/INSTRUMENTS MATERIALS Analogue/Digital trainer 4017 decade counter/divider Analogue/Digital oscilloscope 555 timer IC Function generator Ten-segment bar graph LED Multimeter One SPST switch 1 Variable DC power supply 6 volt battery Side cutters 10 kΩ resistor Wire stripper 1 MΩ resistor, 0,1 µF capacitor Coupling capacitor, 0,047 to 0,001 µF 10 x 470 Ω resistors Connecting wires Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 60 DBE/PAT 2018 NSC PROCEDURE: 1. Construct the circuit on the breadboard as shown in FIGURE 10.2 below. FIGURE 10.2 2. Build the 555 timer (astable multivibrator) circuit to produce clock pulses and observe on the oscilloscope. Learner was able to Learner was able to Learner was able to construct a minimum part construct a part of the construct the timing circuit of the timing circuit timing circuit correctly correctly without correctly without without assistance assistance assistance 1 3 4 (4) 3. Draw the waveform on the grid below. (2) INPUT WAVEFORM Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 61 DBE/PAT 2018 NSC 4. Build the Johnson counter and connect the output of the 555 timer to the clock pulse. Learner was able to Learner was able to Learner was able to construct a minimum part construct a part of the construct the counter of the counter circuit counter circuit correctly circuit correctly without correctly without without assistance assistance assistance 1 3 5 (5) 5. Draw the output waveforms (2) OUTPUT WAVEFORM (3) 6. CONCLUSION: (3) Learner did not do any Learner did housekeeping Learner did housekeeping housekeeping duties after being reminded without being reminded 1 2 3 (3) [22] SUBTOTAL ACTIVITY 10A: (18) SUBTOTAL ACTIVITY 10B: (22) TOTAL SIMULATION 10: 40 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 62 DBE/PAT 2018 NSC 4.11 Simulation 11: 741 op-amp Schmidt trigger and summing amplifier circuit Specialisation: Power Systems  Electronics  Digital  Name of learner: MARK Class: Date Completed: 21 Date Assessed: Assessor Signature: Date Moderated: Moderator Signature: PURPOSE: Construct a simple circuit using a 741 op-amp to build a Schmidt Trigger circuit and a summing amplifier circuit and display output waveforms on an oscilloscope ACTIVITY 11A: Construct a Schmidt Trigger circuit using the 741 op-amp. REQUIRED: TOOLS/INSTRUMENTS MATERIALS Analogue/Digital trainer 1 x LM741 op-amp Analogue/Digital oscilloscope 2 x 10 kΩ resistors Function generator 3 x 1 kΩ resistor Multimeter 1 x 2k2 Ω resistor (preset pot) Variable DC power supply 1 x 100 kΩ resistor Side cutters 1 x 1 MΩ Wire stripper 1 x LED Connecting wires PROCEDURE: 1. Construct the circuit on the breadboard as shown in FIGURE 11.1. Learner was able to Learner was able to Learner was able to construct construct a minimum part construct a part of the the circuit correctly without of the circuit correctly circuit correctly without assistance without assistance assistance 1 3 4 (4) FIGURE 11.1 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 63 DBE/PAT 2018 NSC 2. Adjust the potentiometer, while observing the output voltage. The output switches to a HIGH when Vin is ________V and to LOW when Vin is________V. The hysteresis is _______V. (3) 3. Replace the 100 k resistor with 10 k. Adjust the input potentiometer slowly. 4. Watch the LED on the output. Can you change the output of the comparator to adjust the brightness of the LED? _________. (1) The output now switches to HIGH when the input voltage is ______V (1) and to LOW at ________V on the inset. The hysteresis is ________V. (2) 5. Replace the hysteresis resistor with 1M. The output now switches to HIGH at _________V and to LOW at _____ V. (2) The hysteresis is ________V. (1) Remove the hysteresis resistor and adjust the potentiometer slowly. 6. CONCLUSION: (3) Learner did not do any Learner did Learner did housekeeping housekeeping duties housekeeping after without being reminded being reminded 1 2 4 (4) [21] Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 64 DBE/PAT 2018 NSC Activity 11B: Construct a summing amplifier circuit using the 741 op-amp REQUIRED: TOOLS/INSTRUMENTS MATERIALS Analogue/Digital trainer 6 x 1 kΩ resistors Analogue/Digital oscilloscope 4 x 10 kΩ resistors Function generator 1 x 2k7 Ω resistor Multimeter 3 x 2k2 Ω variable pots Variable DC power supply 1 x LM 741 IC Side cutters Connecting wires Wire stripper PROCEDURE: 1. Construct the circuit on the breadboard, as shown in FIGURE 11.2. Learner was able to Learner was able to Learner was able to construct construct a minimum part construct a part of the the circuit correctly without of the circuit correctly circuit correctly without assistance without assistance assistance 2 3 5 (5) FIGURE 11.2 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 65 DBE/PAT 2018 NSC 2. Use the 2k2Ω pots to set V1, V2 and V3 to the voltages as indicated in the table below. 3. Vout V1 + V2 + V3 = 3 + 2.5 + 1.75 = 1.5 + -4 + 2.2 = 5 + -4.5 + 1 = -4 + 1.5 + 2.5 = -1.5 + -2.25 + -3.25 = (5) 4 CONCLUSION: (5) Learner did not do any Learner did Learner did housekeeping housekeeping duties housekeeping after being without being reminded reminded 1 2 4 (4) [19] SUBTOTAL ACTIVITY 11A: (21) SUBTOTAL ACTIVITY 11B: (19) TOTAL SIMULATION 11: 40 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 66 DBE/PAT 2018 NSC 5. SECTION B: DESIGN AND MAKE Design and Make Project Time: January to August 2018 Learner Name: School: Class: Title/Type of Project: Instructions: • This section is COMPULSORY for all learners. • The teacher will choose a circuit for the project • Any project constructed must include at least (but is not limited to): o No less than 7 components o A variety of components (both active and passive) should be used o Must include PCB making in some form o Must include soldering o Must include an enclosure with a switch and protection • The checklist must be used to ensure all the required tasks for the PAT have been completed. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 67 DBE/PAT 2018 NSC 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 prototyping 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 on the enclosure   3 Logo designed and 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 68 DBE/PAT 2018 NSC 5.1 Design and Make: Part 1 5.1.1 Circuit Diagram Draw a circuit diagram of your project. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 69 DBE/PAT 2018 NSC 5.1.2 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 70 DBE/PAT 2018 NSC 5.1.3 Component List Draw up a list of the components you will need from the circuit diagram. LABEL DESCRIPTION AND VALUE QUANTITY 5.1.4 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 5.1.5 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 71 DBE/PAT 2018 NSC 5.1.6 Vero-board Planning/PCB Design Design a Vero-board OR PCB design for the circuit you are going to build. Do ONLY one of the two – NOT both! Place your design below! Final Design – Vero-board Same size and placement of components. Use an X to show breaks made on the track Printed Circuit Board Planning Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 72 DBE/PAT 2018 NSC 5.2 Assessment of the design-and-make phase: Part 1 Achieved  No. Facet Description Mark Not Achieved  Circuit Diagram 1 Circuit diagram was drawn using EGD equipment 1 2 Circuit diagram was drawn with EGD equipment and 1 CAD 3 Circuit diagram was drawn using correct symbols 1 4 Circuit diagram has all labels – R1, C1, Tr1, etc. 1 5 Circuit diagram has all component values –100 Ω, 1 220 μF, etc. 6 Circuit diagram has a name 1 7 Circuit diagram has a frame and title block 1 (EGD approach) Component List 8 Labels correlate with circuit diagram 1 9 Description and values correlate with circuit diagram 1 10 Quantities are correct 1 Description of Operation 11 Basic function of the circuit is described correctly 1 12 All components in the circuit diagram and component list 1 are included in the description 13 Purpose of all components in the circuit diagram and 1 component list is described correctly. 14 Learner used own interpretation and did not copy from 1 another source verbatim 15 Sources are acknowledged 1 Tool/Instrument List 16 The tool/instrument list has been completed 1 17 The tools/instruments listed all have a purpose 1 Evidence of Prototyping on Breadboard 18 Unique original photos of the prototyping are included 1 − Photos must not match any other learner's photos 19 Unique original photos include the learner name 1 20 Photos are clear and in focus. 1 − All components are clearly identifiable 21 Prototype is operational 2 − No Photo – No Mark 22 Video of working prototype is available as confirmation 3 Vero-board Planning/PCB Design 23 Board design is included in the PAT file 1 24 Component overlay showing placement is included 1 25 Components are labelled the same as in the circuit 1 diagram 26 Colour is used in the PCB Design 1 27 The design is original and does not match any other 1 learner's design 28 Board layout (tracks/current flow) is functional and 1 matches the original circuit diagram Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 73 DBE/PAT 2018 NSC Circuit Board Manufacturing 29 Circuit board is etched neatly according to the PCB 5 design 30 The PCB is tinned neatly (not with solder) 1 31 The soldered PCB is covered with a clear protective 1 coating (Plastik 70/Clear lacquer) 32 Holes are drilled neatly and are aligned in the middle of 1 the pads on the PCB 33 Mounting holes of the PCB are drilled symmetrically 1 34 All burrs are removed 1 35 The PCB is cut neatly/squarely and edges are filed neatly 1 36 Axial and radial components are placed neatly and flush 1 with the board 37 Component orientation is aligned between similar 1 components (e.g. the gold bands of all resistors are placed on the same side) 38 Soldered components – leads are cut off flush and neat 2 on the solder side 39 More than 60% of solder joints are shiny (no dry joints) 2 40 Wire insulation is stripped to the correct length (no extra 2 copper showing) 41 Wiring is long enough to allow for dismantling and 1 inspection 42 Wiring is wrapped neatly 1 43 A power switch is included and fitted to the enclosure 2 44 A fuse/protection is included and fitted correctly 2 45 Wiring entering/exiting the enclosure is provided with a 2 grommets/applicable fittings/sockets 46 Batteries are mounted using a battery housing/mounting 1 bracket and battery clip (no double-sided tape) 47 The project has a pilot light/LED installed in the enclosure 1 showing when the circuit is operational (switch is on – must go out when fuse is blown) 48 The project is fully operational and commissioned/ 10 installed in the enclosure TOTAL (PART 1 = 70 marks) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 74 DBE/PAT 2018 NSC 5.2 Design and Make: Part 2 5.2.1 Enclosure design • Design an enclosure for your project. • NO FREEHAND DRAWINGS! • Draw using EGD equipment or use a CAD program. • Draw in first orthographic projection. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 75 DBE/PAT 2018 NSC 5.2.2 Manufacture the enclosure neatly according to your design. 5.2.3 Choose a name for your device. Write down the name of the device below. 5.2.4 Design a unique logo for your device below. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 76 DBE/PAT 2018 NSC 5.2 Assessment of the design-and-make phase: Part 2 Achieved  No. Facet Description Mark Not Achieved  Enclosure Design 1 Enclosure design included in first-orthographic projection 1 2 Drawn design includes a title box and page border 1 3 Isometric drawing included additionally 1 4 Design drawn using EGD equipment 1 5 Design done in both CAD and EGD 1 6 Design includes colour 1 7 Dimensions included 1 8 Name of the device is written on the box and in the PAT 1 document 9 The logo design is in the PAT document 1 10 The logo design contains colour in the PAT document 1 Subtotal (10/2 = 5 marks maximum) Enclosure Manufacturing 11 Enclosure matches the design 1 − Dimensions and placement correlates 12 Name of the device is on the enclosure 1 13 The logo design is on the enclosure 1 14 The logo design on the enclosure contains colour 1 15 The logo design on the enclosure is durable and not merely a 1 piece of paper pasted on the enclosure (painted/decoupage/ screen-printed/sublimation printed) 16 The enclosure has been manufactured from scratch 4 − Does NOT include injection moulded plastic boxes, cardboard boxes, paper, margarine containers and recycled enclosures) − Does include sheet metal, Perspex, Plexiglas, wood, glass and other raw materials) 17 Holes/Cut-outs in the enclosure are made with the appropriate 2 tools 18 Specification plate with learner name, operating voltage, fuse 1 rating and additional information on the project 19 Enclosure is neatly prepared and painted and aesthetically 2 pleasing 20 The circuit board is mounted using appropriate methods inside 1 the enclosure (NO double-sided tape, prestik, glue, chewing gum, masking tape) Subtotal (15 marks maximum) TOTAL (Part 2) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 77 DBE/PAT 2018 NSC 6. PROJECTS 6.1 Practical Project 1: Inverter 100 W 12 VDC to 230 V by IC 4047 – IRF540 100 W inverter circuit inverts 12 VDC to 230 VAC by IC 4047 – IRF540. The circuit applied IC 4047 to generate a continuous wave signal and IRF540 to amplify the signal to be stepped up by the transformer. Take a note that you will need a 2 to 3 A centre-tapped transformer to handle/supply 100 W load. Components list Diode 1N4007 VR1 100 K C1 2200 µF R2 90 Ω C2 0,01 µF R3 330 Ω C3 0,1 µF R4 820 Ω C4 2,2 µF R5 220 Ω R6 220 Ω IC 4047 – IRF540 LED 2 x D MOSFET (T1) IRF540 S2 SPST switch Supply 12 V Battery 6 x 2 V (4 Ah) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 78 DBE/PAT 2018 NSC 6.2 Practical Project 2: Stepper motor speed control TE 555-1 The direction of rotation is determined by the FORWARD and REVERSE switches and the motor does not take any current when a switch is not pressed. Describe the operation of the circuit. (10) Resistors Capacitors Switches Transistors Others 100 kΩ 1 nF Switches 4 x BC547 Regulator 220 Ω 100 nF 2 x push button LM78L05 22 kΩ 1 x toggle switch IC TE 555-1 2 x 2k2 Ω 4 x 470 Ω Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 79 DBE/PAT 2018 NSC 6.3 Practical project (Electronics): Traffic Light REQUIRED: TOOLS MATERIALS Oscilloscope (Analog/Digital) 100 kΩ resistor Analog/Digital trainer with 220 Ω resistor x 3 dual power supply 22 kΩ resistor x 1 Electronics multimeter LED green x 1 Side cutters LED yellow x 1 Wire strippers LED red x 1 Soldering iron 1 µF capacitor x 2 Helping hands 10 µF capacitor x 1 PCB etching tank or similar 470 kΩ variable resistor x 1 Solder sucker IC NE555 IC CD 4017 1N4007 diode x 6 PCB 150 x 100 mm Solder PCB Etching chemicals CIRCUIT DIAGRAM: Copyright reserved