Electrical Technology PAT GR 12 2019 (Power Systems) Eng

Downloaded from hlayiso.com ELECTRICAL TECHNOLOGY – POWER SYSTEMS GUIDELINES FOR PRACTICAL ASSESSMENT TASKS GRADE 12 2019 These guidelines consist of 44 pages. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 2 DBE/PAT 2019 NSC TABLE OF CONTENTS INTRODUCTION.........................................................................................................................3 2. TEACHER GUIDELINES ........................................................................................................5 2.1 How to administer PATs ........................................................................................................5 2.2 How to mark/assess the PATs ...............................................................................................5 2.3 PAT assessment management plan........................................................................................5 2.4 Moderation of PATs ..............................................................................................................6 2.5 Absence/Non-submission of tasks .........................................................................................7 2.6 Simulations ...........................................................................................................................7 2.7 Projects ................................................................................................................................8 2.8 Working marks sheet ............................................................................................................9 3. LEARNER GUIDELINES ...................................................................................................... 10 3.1 Instructions to the learner ................................................................................................... 11 3.2 Declaration of authenticity (COMPULSORY) ......................................................................... 11 4. SIMULATIONS .................................................................................................................. 12 4.1 Simulation 1: RLC circuit ...................................................................................................... 12 4.2 Simulation 2: Connecting three single-phase transformers to a three-phase supply .............. 17 4.3 Simulation 3: Inspecting and testing the AC motor ............................................................... 20 4.4 Simulation 4 : DOL starter ................................................................................................... 23 4.5 Simulation 5: Three-phase sequence motor control starter with overload and timer using PLC ........................................................................................................................................... 26 5. SECTION B – DESIGN AND MAKE ...................................................................................... 31 5.1 Design and Make: Part 1 ..................................................................................................... 32 5.2 Assessment of the Design and Make Phase: Part 1 ............................................................... 36 5.3 Design and Make: Part 2 ..................................................................................................... 38 5.4 Assessment of the Design and Make Phase: Part 2 .............................................................. 40 6. PROJECTS ........................................................................................................................ 41 6.1 Practical Project 1: Inverter 100 W 12 VDC to 230 VAC by IC 4047 – IRF540 ........................... 41 6.2 Practical Project 2: Stepper motor speed control TE 555-1.................................................... 43 6.3 Practical Project 3: Power supply ......................................................................................... 44 7. CONCLUSION ................................................................................................................... 44 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 3 DBE/PAT 2019 NSC INTRODUCTION The 17 Curriculum and Assessment Policy Statements 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, Technical Sciences • 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-the-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 makes use of a technological process to inform the learner what steps needs to be followed to derive a solution for the problem. The PAT consists of four or more simulations and a practical project. The teacher may choose any one of the practical projects and any four simulations available for power systems. The teacher must apply assessment on an ongoing 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 throughout the year. The PAT ensures that all the different skills will be acquired by learners on completion of practical work, 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. A copy of the PAT 2019 cover page. The relevant simulations and assessment sheets should be copied and handed 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. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 4 DBE/PAT 2019 NSC  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 timeously, 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 2019 NSC 2. TEACHER GUIDELINES 2.1 How to administer 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. In instances where formal assessments take place, the teacher has to assume the responsibility thereof. 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 it to learners at the beginning of each term. The PAT must not be allowed to leave the workshop and must be kept in a safe place at all times when learners are 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 will be set and assessed internally, but moderated externally. All formal assessment will be done by the teacher. The teacher is required to produce a working model and model answer file that 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 required standard before the teacher finally assesses the PAT during each stage of completion. 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 2019 for the simulations for 2019. Identifies shortages in tools, equipment and consumable items for simulations that must be procured in 2019 SMT – Receives procurement requests from teachers and processes payments for the acquisition of required items January – Simulations 1 Teacher – Copies and hands out simulations March 2019 and 2 Learners – Complete simulations Teacher – Assesses simulations HOD – Checks if tasks have been completed and marked by the teacher before the holiday January 2019 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 in on teacher to see if the process is adhered to Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 6 DBE/PAT 2019 NSC February 2019 PAT project – Teacher – Ensures that there is secure storage for PAT projects learners Teacher – Hands out and takes in PAT projects commence Teacher – Includes practical sessions for learners to complete with project the PAT project every week Learners – Commence with completion of the PAT project HOD – Checks in on teacher to ensure that practical workshop sessions take place on a weekly basis April – Moderation of District subject facilitator/subject specialist will visit the school June 2019 Simulations 1 and moderate Simulation 1 and 2 and 2 10% of learners' work is moderated April – Simulations 3 Teacher – Copies and hands out simulations June 2019 and 4 Learners – Complete simulations Teacher – Assesses simulations HOD – Checks if tasks have been completed and marked by the teacher before the holiday April – PAT project – Teacher – Ensures that there is secure storage for PAT projects June 2019 learners Teacher – Hands out and takes in PAT projects continue with Teacher – Includes practical sessions for learners to complete project the PAT project every week Learners – Continue with completion of the PAT project HOD – Checks in on teacher to ensure that practical workshop sessions take place on a weekly basis July holidays PAT Learners that are behind on the PAT are required to complete 2019 intervention the project during this holiday. July – Moderation of District subject facilitator/subject specialist will visit the school August 2019 Simulations 3 and moderate Simulations 3 and 4 – different learners from the and 4 previous term 10% of learners' work is moderated July – PAT project – Teacher – Ensures that there is secure storage for PAT projects August 2019 completion 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 the PAT files and projects are completed and assessed September – PAT PAT projects are moderated by subject facilitators/subject October 2019 moderation specialists from the province and learners are available to demonstrate skills 10% of learners are moderated randomly 2.4 Moderation of 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 will, however, 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. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 7 DBE/PAT 2019 NSC • 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 who are moderated will have access to their files 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 randomly select no 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 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 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 outstanding task. Should the learner fail to fulfil the outstanding PAT requirement, such a learner will be awarded a zero (0) for that PAT component. 2.6 Simulations Simulations are circuits, experiments and tests/tasks which the learner will have to build, test and measure and practically do as part of the development of practical skills. These skills have to be illustrated to the external moderator that visits the school at intervals during the school year. Teachers who make use of simulation programs on a computer may use it for the learners to practice 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 for completing 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 provided examples. 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, as these items get lost/damaged very easily when learners are working with it. 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: Place the components in storage. 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 would lead to components being used incorrectly and this could damage the component and in extreme cases, the equipment used. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 8 DBE/PAT 2019 NSC 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 file. Moderators will use the teacher's model answers and artefacts when moderating. 2.7 Projects The projects are construction projects teachers can choose for their learners. These projects are based on proven circuits provided from schools and subject advisors. The projects are based on working prototypes and require careful construction in order for it to operate correctly. Projects are varied 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 provided circuit can be made and distributed to learners. They MUST redraw these circuits in their file correctly. The description of the operation of the circuits is NOT complete. It is required of learners to interrogate the function of the components in the provided circuit. They should elaborate on the purpose of components in the circuit. It is recommended that those learners investigate similar circuits available on the internet and in the school library or workshop reference books. Copyright reserved Please turn over

Electrical Technology Downloaded from hlayiso.com 9 DBE/PAT 2019 NSC 2.8 Working marks 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 Term 1 + 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 2019 NSC 3. LEARNER GUIDELINES PAT 2019 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: Terms 1–3 (2019) Learner Name: Class: School: Specialisation: POWER SYSTEMS Complete any FOUR simulations. 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 Moderated PAT Component Maximum Mark Learner Mark Mark Simulation 1 40 Simulation 2 40 Simulation 3 40 Simulation 4 40 Design and Make Project – Circuit 70 Design and Make Project – Enclosure 20 Total 250 Copyright reserved

Downloaded from hlayiso.com Electrical Technology 11 DBE/PAT 2019 NSC 3.1 Instructions to the learner • The 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 quarters. • The PAT file must contain four simulations and a practical project. • Calculations should be clear and include units. Calculations should be rounded off to TWO digits. SI units should be used. • Circuit diagrams can be hand-drawn or drawn on CAD. NO photocopies or scanned files are allowed. • Photos are allowed and can be in colour or greyscale. Scanned photos and photocopies are allowed. • Learners with identical photos 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 file is entirely my own effort. I understand that if proven otherwise, my final results may be withheld. _____ Signature of learner _____ Date Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 12 DBE/PAT 2019 NSC 4. SIMULATIONS 4.1 Simulation 1: RLC circuit Name of learner: Mark: Class: Date completed: 40 Date assessed: Assessor signature: Date moderated: Moderator signature: 4.1.1 AIM • To build a resonance RLC-series circuit • To determine the resonant frequency by measuring the reactive voltages • To measure the total current of a series RLC-circuit over a wide range of frequencies • To build a resonance RLC-parallel circuit • To measure the current through the inductor and capacitor of a parallel RLC circuit over a wide range of frequencies • To compare the readings in a series RLC circuit to a parallel RLC circuit 4.1.2 COMPONENT LIST • Audio transformer (Interstage impedance matching transformer found in modems and audio circuits. The value is not critical.) • 0,1 uF capacitor (104) • 1 K (Brown Black Red 5% – ¼ Watt) • Signal generator (Disconnect the earth terminal of the FG.) • Experiment board • Connecting wires • 4 x multimeters • Oscilloscope with two probes (Disconnect the earth terminal of the oscilloscope.) 4.1.3 RLC SERIES CIRCUIT (a) Before connecting the circuit, measure the following accurately: Exact resistance of R (will differ slightly from learner to learner): R=__________ Exact resistance of L (the resistance of the coil being used): RL=__________ (2) (b) Build the given circuit diagram on your experiment board. You will be assessed using the rubric on the next page. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 13 DBE/PAT 2019 NSC LEVEL DESCRIPTOR MARKS OBTAINED 0 1 2 4 The candidate The candidate The candidate The candidate was not able to was able to was able to constructed the construct the partially construct correctly construct circuit correctly circuit on his own. the circuit on his the circuit with the without the own. assistance of the assistance of the teacher. teacher. The candidate The cadidate was The candidate The candidate was not able to able to partially connected the connected the connect the connect the measuring measuring measuring measuring instruments instruments instruments. instruments to the correctly and correctly and circuit. measured the measured the voltages and voltages and currents after the currents on his assistance of the own. teacher. (8) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 14 DBE/PAT 2019 NSC 4.1.4 PROCEDURE (a) Set the function generator to a sine wave and adjust the voltage to between 3–8 V sine wave. (Set the voltage as high as the frequency generator allows.) Set the frequency to 1 kHz. (Teachers are requested to change the frequency for each learner. Use between 150–500 Hz so that each learner has a unique frequency). Once the voltage is set, do not change the amplitude of the voltage. (b) Connect the multimeters to reflect the following voltages: - VL (across the inductor) - VC (across the capacitor) - VR (across the resistor) - VT (total voltage) (Meters must be true RMS meters set to AC to ensure correct readings.) (c) Calculate the total current in the circuit using VR and the measured value of R. (3) (d) Show on the oscilloscope the phase relationship between VT and VL. (4) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 15 DBE/PAT 2019 NSC (e) Show on the oscilloscope the phase relationship between VT and VC. (4) (f) Calculate the impedance of the circuit. (3) (g) Calculate Xc using the specific frequency assigned to you. (3) (h) Calculate X using the following: (2) (i) Calculate XL from X and XC. (3) (j) Now calculate L from XL. (3) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 16 DBE/PAT 2019 NSC (k) Tabulate your values in the following table and compare with given results: Learner Results V Coil VC VT IT RL Z X XL XC L Typical Values V Coil VC VT IT RL Z X XL XC L 6,6 V 4,5 V 7,9 V 3,1 A 1 000 Ω 2 548 Ω - 740 Ω 1 592 Ω 117 mH (l) Are the learner values exactly the same as the typical values? Draw a conclusion and motivate your answer. (3) (m) Read the conclusion below. Explain how the voltages in a RLC series circuit can be leading and lagging. Why is reference made to the phase shift of the voltages and not current in this instance? (2) CONCLUSION In a series AC circuit the current is equal in all components. The voltage in the inductor leads the supply voltage and the voltage in the capacitor lags the supply voltage. TOTAL: 40 Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 17 DBE/PAT 2019 NSC 4.2 Simulation 2: Connecting three single-phase transformers to a three-phase supply Name of learner: Mark: Class: Date completed: 40 Date assessed: Assessor signature: Date moderated: Moderator signature: 4.2.1 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 4.2.2 REQUIRED RESOURCES TOOLS/INSTRUMENTS/DEVICE CONSUMABLES • Three identical step-down single-phase • Connecting wires transformers • Three identical incandescent lamps • A three-phase supply • Clamp meter and multimeter • Wire-stripper • Long-nose plier • Screwdriver • Side cutters 4.2.3 PROCEDURE (a) 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). Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 18 DBE/PAT 2019 NSC A B C Transformer Primary voltage Secondary voltage A VPrim = VSEC = B VPrim = VSEC = C VPrim = VSEC = (6) (b) 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) (c) Draw the circuit diagram in which these transformers are connected in star-delta configuration using the colour coding and label it correctly. (4) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 19 DBE/PAT 2019 NSC (d) 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 also be connected in delta. 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. (e) Measure the primary and secondary line and phase voltages and currents. Record the reading in the table below. Primary side Secondary side Reading between line Reading between line voltages, neutral and 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) (f) CONCLUSION Your conclusion must be based on the table above as well as other observations. (4) [40] Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 20 DBE/PAT 2019 NSC 4.3 Simulation 3: Inspecting and testing the AC motor Name of learner: Mark: Class: Date completed: 40 Date assessed: Assessor signature: Date moderated: Moderator signature: 4.3.1 PURPOSE To conduct the following: • Visual mechanical inspections • Electrical inspection/test of the motor using measuring instruments 4.3.2 REQUIRED RESOURCES TOOLS/INSTRUMENTS CONSUMABLES • Three-phase AC motor • Multimeter • Insulation tester (megger) 4.3.3 PROCEDURE Use the list below to conduct an inspection test on an AC electrical motor. Complete the results in the table below. ACTIVITY 3A: Details on the nameplate of the motor that is tested: Phase: _______ Supply voltage: _____ Pole pairs: Speed: Efficiency: Current: Power rating: ___________________ Frequency: ____________ (8) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 21 DBE/PAT 2019 NSC ACTIVITY 3B: Complete the table below. DESCRIPTION VISUAL INSPECTION AND MARKS READINGS TAKEN ALLOCATED Condition of windings: Measurements taken Test 1: Continuity of the windings (Write the reading shown on the multimeter in ohms.) (3 marks) A1 – A2 B1 – B2 C1 – C2 Test 2: Insulation resistance between windings (Write the reading shown on the insulation resistance tester.) (3 marks) A1 – B1 A1 – C1 B1 – C1 Test 3: Insulation resistance to Earth (Write the reading shown on the insulation resistance tester.) (3 marks) A1 – Earth B1 – Earth C1 – Earth Test 4: Mechanical inspection Note all errors (9 marks) (Brief description) Key/Key way Front bearing Back bearing Condition of motor frame (Brief 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 22 DBE/PAT 2019 NSC (a) Draw and label the correct connection of the internal wiring on the drawing provided below. (This information must correspond with the internal wiring of the motor tested.) (5) (b) According to the regulation, state the minimum acceptable resistance between the windings when insulation resistance test is conducted. (1) 4.3.4 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 23 DBE/PAT 2019 NSC 4.4 Simulation 4 : DOL starter Name of learner: Mark: Class: Date completed: 40 Date assessed: Assessor signature: Date moderated: Moderator signature: 4.4.1 PURPOSE Practical simulation of a three-phase direct-on-line (DOL) starter 4.4.2 REQUIRED RESOURCES TOOLS/INSTRUMENTS CONSUMABLES • 1 x three-phase contactor with auxiliary • Multimeter or continuity tester 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 • Screwdriver • Side cutters CONTROL AND POWER CIRCUIT OF THE DOL Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 24 DBE/PAT 2019 NSC 4.4.3 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 aspects 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 it. ACTIVITY 4: (a) State why the normally hold in contact is connected in parallel with the start (2) (b) Describe the function of the following: A. Overload relay (2) B. Contactor (2) (c) State any TWO precautionary measures to adhere to when wiring the circuit. (2) (d) State how the direction of rotation of a three-phase induction motor can be changed. (2) (e) State TWO applications of the DOL starter. (2) [12] Copyright reserved Please turn over

Electrical Technology Downloaded from hlayiso.com 25 DBE/PAT 2019 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 interpreting the Correctly identifying and Correctly identifying Correctly Identifying 8 marks max. simulation wiring diagram of control collecting all devices and collecting all and collecting all For each facet and power circuit measuring instruments tools (2 marks if correct) (1 mark if partially completed) Wiring of control Testing the functionality Correct procedure in Testing continuity in Operation of the 8 marks max. circuit of all devices to be used wiring the circuit the circuit circuit For each facet (2 marks if correct) (1 mark if partially completed) Wiring of power Testing the functionality Correct procedure in Testing continuity in 6 marks max. circuit of the motor wiring the circuit the circuit For each facet (2 marks if correct) (1 mark if partially completed) Setting of fault Fault successfully 2 identified Safety Safety precautions 2 were observed Housekeeping Housekeeping was 2 practised (28) Activity 4 (12) Facet (28) TOTAL [40] Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 26 DBE/PAT 2019 NSC 4.5 Simulation 5: Three-phase sequence motor control starter with overload and timer using PLC Name of learner: Mark: Class: Date completed: 40 Date assessed: Assessor signature: Date moderated: Moderator signature: 4.5.1 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 1 O/L 2 MC1 T MC2 Motor 1 Motor 2 N Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 27 DBE/PAT 2019 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 28 DBE/PAT 2019 NSC 4.5.2 RESOURCES TOOLS/INSTRUMENTS MATERIALS • 2 x three-phase contactors with • Connecting wires auxiliary contacts • 3 x pilot lights (red and green) • 2 x three-phase overload relays • 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-stripper • Long nose pliers • Screwdriver • Side cutters 4.5.3 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 able to be stopped by a stop button, should either of the overloads trip. 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 learners to identify. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 29 DBE/PAT 2019 NSC ACTIVITY 5: (a) Take a snapshot of the programmed ladder logic diagram and paste it on the blank page. (4) (b) Explain why the overload relay is connected to each motor. (2) Copyright reserved Please turn over

Electrical Technology Downloaded from hlayiso.com 30 DBE/PAT 2019 NSC FACET: Simulation 5: Three-phase sequence motor control starter with overload and timer using PLC FACETS FACET 1 FACET 2 FACET 3 FACET 4 MAXIMUM POSSIBLE LEARNER'S MARKS MARK Preparation of the Correctly interpreting Correctly identifying Correctly identifying Correctly identifying 8 marks max. simulation the wiring diagram of and collecting all and collecting all and collecting all For each facet control and power devices measuring tools (2 marks if correct) circuit instruments (1 mark if partially completed) Wiring of control Testing the Correct procedure in Testing continuity in Operation of the 8 marks max. circuit functionality of all wiring the circuit the circuit circuit For each facet devices to be used (2 marks if correct) (1 mark if partially completed) PLC unit Programming the Correctly loading the Correctly connecting Run the program to 8 marks max. ladder logic diagram program from the the PLC unit to start the motor. For each facet in the computer and computer to the PLC control the circuit (2 marks if correct) is running unit (1 mark if partially completed) Wiring of power Testing the Correct procedure in Testing continuity in 6 marks max. circuit functionality of the wiring the circuit the circuit For each facet motor (2 marks if correct) (1 mark if partially completed) Safety Safety precautions 2 marks max. were observed For each facet (2 marks if correct) (1 mark if partially completed) Housekeeping Housekeeping was 2 marks max. practised For each facet (2 marks if correct) (1 mark if partially completed) (34) Activity 5 (6) Facet (34) TOTAL [40] Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 31 DBE/PAT 2019 NSC 5. SECTION B – DESIGN AND MAKE Design and Make Project INSTRUCTIONS •Time: January to August This section is COMPULSORY for all 2019 learners. • The teacher will choose a circuit for the project. •Learner Name: constructed must include at least (but is not limited to): Any project o Seven components School: o A variety of components (both active and passive) o PCB making in some form Class: o Soldering o An enclosure with a switch and protection Title/Type of Project: • The checklist must be used to ensure that all _____ the required tasks for the PAT have been completed. 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 Seven components o A variety of components (both active and passive) o PCB making in some form o Soldering o An enclosure with a switch and protection • The checklist below must be used to ensure that 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 filled in   3. Component list completed   4. Tools list for circuitry populated   5. Measuring instrument list filled in   6. Evidence of prototyping printed and pasted into the file   7. Learner's own Veroboard/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. 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 32 DBE/PAT 2019 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 33 DBE/PAT 2019 NSC 5.1.2 Project: Description of operation Use the space below to provide 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 34 DBE/PAT 2019 NSC 5.1.3 Component list Draw up a list of components you will need from the circuit diagram. LABEL DESCRIPTION AND VALUE QUANTITY 5.1.4 Tools/Instrument 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 prototyping Take photographs of the working prototype on the breadboard using a digital camera or cellphone and insert here. Add your name on the photograph. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 35 DBE/PAT 2019 NSC 5.1.6 Veroboard planning/PCB design Design a Veroboard OR PCB design for the circuit you are going to build. ONLY do one or the other; do NOT do both. Place your design below. Final Design – Veroboard 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 36 DBE/PAT 2019 NSC 5.2 Assessment of the Design and Make Phase: Part 1 Achieved  Mark NO. FACET DESCRIPTION Not achieved  Circuit Diagram 1. The circuit diagram was drawn using EGD equipment. 1 2. The circuit diagram was drawn using EGD equipment and 1 CAD/any electronic design software. 3. The circuit diagram was drawn using correct symbols. 1 4. The circuit diagram has all labels – R1, C1, Tr1, etc. 1 5. The circuit diagram has all component values –100 Ω, 1 220 μF, etc. 6. The circuit diagram has a name. 1 7. The circuit diagram has a frame and title block (EGD 1 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 subcircuits in the circuit diagram and component list are 1 included in the description. 13. Purposes of subcircuits in the circuit diagram are described 1 correctly. 14. Learner used own interpretation and did not copy from 1 another source verbatim. 15. Sources are acknowledged. 1 Tools/Instrument List 16. The tools/instrument list has been completed. 1 17. The tools/instruments listed all have a purpose for being used. 1 Evidence of Prototyping on Breadboard 18. Unique, original photos of the prototyping are included. 1 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. No photo, no mark. 2 22. Video of working prototype is available as confirmation. 3 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 diagram. 1 26. The design is original and does not match any other learner's 1 design. 27. Board layout (tracks/current flow) is functional and matches 1 the original circuit diagram. Circuit Board Manufacturing 28. Circuit board is etched neatly according to the PCB design. 5 29. The PCB is tinned neatly. 1 30. The soldered PCB, solder side, is covered with a clear 1 protective coating (Plastik 70/clear lacquer). 31. Holes are drilled neatly and are aligned in the middle of the 1 pads on the PCB. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 37 DBE/PAT 2019 NSC 32. Mounting holes of the PCB are drilled symmetrically. 1 33. All burrs are removed. 1 34. The PCB is cut neatly/squarely and edges are filed neatly. 1 35. Axial and radial components are placed neatly and flush with 1 the board. 36. Component orientation are aligned between similar 1 components (e.g. the gold band of all resistors are placed on the same side). 37. Soldered components – leads are cut off, flush and neat on 2 the solder side. 38. More than 60% of the solder joints are shiny (not dry joints). 2 39. Wire insulation is stripped to the correct length (no extra 2 copper showing). 40. Wiring is long enough to allow for dismantling and inspection. 1 41. Wiring is wrapped neatly. 1 42. A power switch is included and fitted to the enclosure. 2 43. A fuse/protection is included and fitted correctly where 2 applicable. 44. Wiring entering/exiting the enclosure is provided with a 2 grommet/applicable fittings/sockets where applicable. 45. Batteries are mounted using a battery housing/mounting 1 bracket and battery clip (NO double-sided tape). 46. The project has a pilot light/LED installed in the enclosure 2 showing when the circuit is operational. (Switch is on – must go out when fuse is blown.) 47. The project is fully operational and commissioned/installed in 10 the enclosure. TOTAL (PART 1 = 70 marks) NOTE: In projects where facets 43 and 44 are not applicable, the projects should be marked out of 66 and the marks adjusted accordingly. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 38 DBE/PAT 2019 NSC 5.3 Design and Make: Part 2 (a) Enclosure design • Design an enclosure for your project. • NO FREEHAND DRAWINGS. • Draw using EGD equipment OR use a CAD program. • Draw in first-angle orthographic projection. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 39 DBE/PAT 2019 NSC (b) Manufacture the enclosure neatly according to your design. (c) Choose a name for your device. Write down the name of the device below. (d) Design a unique logo for your device below. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 40 DBE/PAT 2019 NSC 5.4 Assessment of the Design and Make Phase: Part 2 Achieved  Mark Not achieved  NO. FACET DESCRIPTION Enclosure Design 1. Enclosure design is included in first-angle orthographic 1 projection. 2. Drawn design includes a title box and page border. 1 3. Isometric drawing included additionally. 1 4. Dimensions are included. 1 5. The name of the device is written in the PAT document. 1 6. The logo design is in the PAT document. 1 Subtotal (6 marks max.) Enclosure Manufacturing 7. Enclosure matches the design. 1 – Dimensions and placement correlate. 8. Name of the device is on the enclosure. 1 9. The logo design is on the enclosure. 1 10. The logo design on the enclosure is durable and not 1 merely a paper pasted on the enclosure (painted/used decoupage/screen printed/sublimation printed). 11. The enclosure is manufactured from scratch. 3 Does NOT include: cardboard, paper, margarine container Does include: sheet metal, Perspex, Plexiglas, wood, glass and other raw materials, injection-moulded plastic boxes 12. Holes/Cut-outs in the enclosure are made with the 2 appropriate tools. 13. Specification plate with the learner's name, operating 1 voltage, fuse rating and additional information on the project. 14. Enclosure is neatly prepped, painted and aesthetically 2 pleasing. 15. The circuit board is mounted using appropriate methods 1 inside the enclosure. (NO double-sided tape, Prestik, glue, chewing gum, masking tape, etc.) Subtotal (14 marks max.) TOTAL (PART 2 = 20 marks) Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 41 DBE/PAT 2019 NSC 6. PROJECTS 6.1 Practical Project 1: Inverter 100 W 12 VDC to 230 VAC by IC 4047 – IRF540 100 W inverter circuit 12 VDC to 230 VAC with IRF540. The circuit applied IC 4047 to generate continuous wave signal and IRF540 to amplify the signal to be stepped up by the transformer. NOTE: You will need a 2–3 A centre tapped transformer to handle/supply 100 W load. COMPONENTS LIST Diode 1N4007 VR1 100 KΩ C1 2 200 µF R2 390 KΩ C2 0,01 µF R3 330 Ω C3 0,1 µF R4 820 Ω C4 2,2 µF R5 220 Ω–330 Ω R6 220 Ω–330 Ω IC 4047 – IRF540 LED 2 x D MOSFET (T1) IRF540 S2 SPST switch Supply 12 V or 12 V DC supply for testing TRANSFORMER on circuit diagram optional – a smaller one can be used for testing. OR Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 42 DBE/PAT 2019 NSC R2 1K ¼ W Resistor (BLUE) Brown Brown Black Black Brown 1 R3 330 Ohm ¼ W Resistor Orange Orange Brown Gold 1 R4 820 Ohm 1¼ W Resistor Grey Red Brown Gold 1 R5, R6 220 Ohm ¼ W Resistor Red Red Brown Gold 2 C1 2 200 uF 25 V Electrolytic capacitor 1 C2 100 nF (104) Non-Polarised Monolytic capacitor 1 C3 0,1 uF 630 V Polyester capacitor Non-polarised 1 C4 2,2 uF 400 V Polyester capacitor Non-polarised 1 D1 IN 4007 Diode 1 MOV Mov 250 V 14D 391K 1 VR1 100 K Trimpot/Variable resistor 1 IC CD 4047 MOSFET Low power + Base/Astable multivibrator 1 (static sensitive) T1, T2 IRF 540 N – Channel MOSFET 2 (static sensitive) Switch SPDT ON/OFF toggle switch 0 LED 5 mm LED 1 Battery Supply 12 V (12 V battery) 0 9 – 0 – 9 transformer 0 Connect PCB Choc Blocks 2-way 5 Connect PCB Choc Blocks 3-way 1 PCB EFK # 5016 1 NOTE: VR1 IS USED TO ADJUST FREQUENCY. THIS MUST BE SET ON 27 K FOR 50 Hz. Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 43 DBE/PAT 2019 NSC 6.2 Practical Project 2: Stepper motor speed control TE 555-1 PROJECT 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 OTHER 100 kΩ 1 nF Switches 4 x BC547 Regulator 220 Ω 100 nF 2 x push buttons LM78L05 22 kΩ 1 x toggle switch IC TE 555-1 2 x 2k2 Ω 4 x 470 Ω OR Copyright reserved Please turn over

Downloaded from hlayiso.com Electrical Technology 44 DBE/PAT 2019 NSC 6.3 Practical Project 3: Power supply 7. CONCLUSION Upon 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. Furthermore, the PAT develops learners' life skills and provides opportunities for learners to engage in their own learning. Copyright reserved