Electrical Tech PDF

National Curriculum Statement (NCS)
ELECTRICAL TECHNOLOGY
Curriculum Assessment
Policy Statement
GRADES 10 – 12
Department of Basic Education
222 Struben Street
Private Bag X895
Pretoria 0001
South Africa
Tel: +27 12 357 3000
Fax: +27 12 323 0601
120 Plein Street Private Bag X9023
Cape Town 8000
South Africa
Tel: +27 21 465 1701
Fax: +27 21 461 8110
Website:http://www.education.gov.za
© 2014 Department of Basic Education
ISBN: 978- 4315-0573-9
Design and Layout by: Department of Basic Education
Printed by: Government Printing Works
2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

CURRICULUM AND ASSESSMENT POLICY
STATEMENT (CAPS)
GRADES 10 – 12
ELECTRICAL TECHNOLOGY
CAPS MECHANICAL TECHNOLOGY 3

FOREWORD BY THE MINISTER
Our national curriculum is the culmination of our efforts over a period of seventeen
years to transform the curriculum bequeathed to us by apartheid. From the start of
democracy we have built our curriculum on the values that inspired our Constitution
(Act 108 of 1996). The Preamble to the Constitution states that the aims of the
Constitution are to:
• heal the divisions of the past and establish a society based on democratic
values, social justice and fundamental human rights;
• improve the quality of life of all citizens and free the potential of each person;
• lay the foundations for a democratic and open society in which government is
based on the will of the people and every citizen is equally protected by law; and
• build a united and democratic South Africa able to take its rightful place as a
sovereign state in the family of nations.
Education and the curriculum have an important role to play in realising these aims.
In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience
of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum
Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002).
Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum
Statement (2002) to produce this document.
From 2012 the two 2002 curricula, for Grades R-9 and Grades 10-12 respectively, are combined in a single document
and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for
Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to
be taught and learnt on a term-by-term basis.
The National Curriculum Statement Grades R-12 accordingly replaces the Subject Statements, Learning Programme
Guidelines and Subject Assessment Guidelines with the
(a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document;
(b) ational policy pertaining to the programme and promotion requirements of the National Curriculum Statement
N
Grades R – 12; and
(c) National Protocol for Assessment Grades R – 12.
MRS ANGIE MOTSHEKGA, MP

MINISTER OF BASIC EDUCATION

Contents
SECTION 1 7
1.1 Background 7
1.2 Overview 7
1.3 General aims of the South African Curriculum 7
1.4 Time Allocation 9
1.4.1 Foundation Phase 9
1.4.2 Intermediate Phase 9
1.4.3 Senior Phase 9
1.4.4 Grades 10 – 12 10
SECTION 2 11
2.1 What is Electrical Technology? 11
2.1.1 Electrical (Power Systems) 11
2.1.2 Electronics 11
2.1.3 Digital Electronics 12
2.2 Specific Aims 12
2.3 Requirements to offer Electrical Technology 13
2.3.1 Subject offering by learners taking Electrical Technology 13
2.3.2 Human Resources 14
2.3.3 Equipped Workshop 14
2.3.4 Sustainable Support 15
2.4 Career Opportunities 16
SECTION 3 18
3.1 Content Outline per Term: Electrical 21
3.1.1 Electrical: Grade 10 21
3.2 Content Outline per Term: Electronics 51
3.2.1 Electronics: Grade 10 51
3.3 Content Outline per Term: Digital 80
3.3.1 Digital: Grade 10 80
3.3.2 Digital: Grade 11 91
SECTION 4 109
4.1 Introduction 109
4.2 Informal or Daily Assessment (Assessment for Learning) 109
4.3 Formal Assessment (Assessment of Learning) 110
4.4 Projects 111
4.5 Assessment 111

4.5.1 Programme of Assessment 111
4.5.2 Tests 112
4.5.3.1 Examination Weighting in Electrical 113
4.6 Recording 115
4.7 Reporting 115
4.8 Moderation of assessment 116
4.8.1 PAT moderation 116
4.8.2 SBA moderation 116
4.9 Practical Assessment Task (PAT) 118
4.10 Progression / Promotion 119
4.11 General 119

SECTION 1
NATIONAL CURRICULUM AND ASSESSMENT POLICY STATEMENT FOR ELECTRICAL TECHNOLOGY
1.1 Background
The National Curriculum Statement Grades R – 12 (NCS) stipulates policy on curriculum and assessment in the
schooling sector.
To improve its implementation, the National Curriculum Statement was amended, with the amendments coming into
effect in January 2011. A single comprehensive Curriculum and Assessment Policy document was developed for each
subject to replace the old Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in
Grades R – 12.
The amended National Curriculum Statement Grades R – 12: Curriculum and Assessment Policy (January 2011)
replaces the National Curriculum Statement Grades R - 9 (2002) and the National Curriculum Statement Grades 10 –
12 (2004).
1.2 Overview
(a) The National Curriculum Statement Grades R – 12 (January 2011) represents a policy statement for learning
and teaching in South African schools and comprises the following:
(i) Curriculum and Assessment Policy documents for each approved school subject as listed in the policy document
National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF); and
(ii) The policy document National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework
(NQF).
(b) The National Curriculum Statement Grades R – 12 (January 2011) should be read in conjunction with the
following documents:
(i) An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF), regarding the National Protocol for Assessment Grade R – 12, published in the
Government Gazette, No. 29467 of 11 December 2006; and
(ii) An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF), regarding learners with special needs, published in the Government Gazette,
No.29466 of 11 December 2006.
(c) The Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R
– 9 and Grades 10 – 12 are repealed and replaced by the Curriculum and Assessment Policy documents for
Grades R – 12 (January 2011).
(d) The sections on the Curriculum and Assessment Policy as outlined in Sections 2, 3 and 4 of this document
constitute the norms and standards of the National Curriculum Statement Grades R – 12 and therefore, in terms
of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic
Education to determine minimum outcomes and standards, as well as the processes and procedures for the
assessment of learner achievement to be applicable to public and independent schools.
1.3 General aims of the South African Curriculum
(a) The National Curriculum Statement Grades R – 12 gives expression to what is regarded to be knowledge, skills
and values worth learning. It will ensure that learners acquire and apply knowledge and skills in ways that are
meaningful to their own lives. In this regard, the curriculum promotes the idea of grounding knowledge in local
contexts, while being sensitive to global imperatives.

(b) The National Curriculum Statement Grades R – 12 serves the purposes of:
• Equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual
ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society
as citizens of a free country;
• Providing access to higher education;
• Facilitating the transition of learners from education institutions to the workplace; and
• Providing employers with a sufficient profile of a learner’s competences.
(c) The National Curriculum Statement Grades R – 12 is based on the following principles:
• Social transformation; ensuring that the educational imbalances of the past are redressed, and that equal
educational opportunities are provided for all sections of our population;
• Active and critical learning; encouraging an active and critical approach to learning, rather than rote and uncritical
learning of given truths;
• High knowledge and high skills; the minimum standards of knowledge and skills to be achieved at each grade are
specified and sets high, achievable standards in all subjects;
• Progression; content and context of each grade shows progression from simple to complex;
• Human rights, inclusivity, environmental and social justice; infusing the principles and practices of social and
environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National
Curriculum Statement Grades 10 – 12 (General) is sensitive to issues of diversity such as poverty, inequality,
race, gender, language, age, disability and other factors;
• Valuing indigenous knowledge systems; acknowledging the rich history and heritage of this country as important
contributors to nurturing the values contained in the Constitution; and
• Credibility, quality and efficiency; providing an education that is comparable in quality, breadth and depth to those
of other countries.
(d) The National Curriculum Statement Grades R – 12 aims to produce learners that are able to:
• Identify and solve problems and make decisions using critical and creative thinking;
• Work effectively as individuals and with others as members of a team;
• Organise and manage themselves and their activities responsibly and effectively;
• Collect, analyse, organise and critically evaluate information;
• Communicate effectively using visual, symbolic and / or language skills in various modes;
• Use science and technology effectively and critically showing responsibility towards the environment and the
health of others; and
• Demonstrate an understanding of the world as a set of related systems by recognising that problem solving
contexts do not exist in isolation.
(e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only
happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how
to plan for diversity.

1.4 Time Allocation
1.4.1 Foundation Phase
The instructional time for subjects in the Foundation Phase is as indicated in the table below:
Subject Time allocation per week (hours)

Home Language 6
First Additional Language 4 (5)
Mathematics 7
Life Skills 6
Beginning Knowledge 1 (2)
Arts and Craft 2
Physical Education 2
Health Education 1
Instructional time for Grades R, 1 and 2 is 23 hours. For Grade 3, First Additional Language is allocated 5 hours and
Beginning Knowledge is allocated 2 hours, as indicated by the hours in brackets in the table above.
1.4.2 Intermediate Phase
The table below shows the subjects and instructional times in the Intermediate Phase.

Home Language 6
First Additional Language 5
Mathematics 6
Science and Technology 3.5
Social Sciences 3
Life Skills 4
Creative Arts 1.5
Physical Education 1.5
Religion Studies 1
1.4.3 Senior Phase
The instructional time in the Senior Phase is as follows:

Home Language 5
First Additional Language 4
Mathematics 4.5
Natural Sciences 3
Social Sciences 3
Technology 2
Economic Management Sciences 2
Life Orientation 2
Arts and Culture 2

1.4.4 Grades 10 – 12
(a) The instructional time in Grades 10 – 12 is as follows:

Home Language 4.5
First Additional Language 4.5
Mathematics / Technical Mathematics 4.5
Life Orientation 2
(Three Electives) 12 (3x4h)
The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may
not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to take additional
subjects, additional time must be allocated for the offering of these subjects.

SECTION 2
Electrical Technology
2.1 What is Electrical Technology?
Electrical Technology focuses on the understanding and application of electrical and electronic principles. The subject
focuses on three main areas of specialisation, namely:
• Electrical (Power Systems)
• Electronics
• Digital Electronics
In the following section, the respective areas of specialisation are described and placed within the intended context.
2.1.1 Electrical (Power Systems)
Electrical systems refer to applications of electricity where heavy current from mains supply is used in a number of
applications. In Grade 10, the learner is introduced to direct current (DC) and domestic installations. The circuitry as it
is found in a typical South African home, in accordance with the requirements of the SANS 10142, forms a major part
of the learner’s curriculum.
In Grade 11 the learner is introduced to light industrial single phase applications where motors and transformers are
used. Programmable Logic Controllers (PLC) is introduced in Grade 11, and is continued in Grade 12.
The main focus of the Grade 12 year in Electrical Technology contextualises the generation, distribution and application of
three phase power in motors and transformers as well as control using PLC. By the completion of Electrical specialisation
in Electrical Technology, a learner will have knowledge of electrical heavy current in single and three phases from the
supplier to the consumer, with domestic, light and heavy industrial motor and control.
A learner in Electrical Technology may opt to become an electrician and work in the manufacturing industry with specific
focus on maintenance and repair of electrical installations and machinery. Further studies for such a learner will typically
be along the lines of an FET college in conjunction with an internship at a local industry. Further studies could be
pursued through a university for learners with the required subject combinations.
2.1.2 Electronics
Electronics as a specialisation in Electrical Technology introduces the learner to analogue electronics utilising mainly
light current applications. In Grade 10 the learner will be introduced to the principles of electricity and current flow.
In Grade 11 the learner further explores discrete electronics through the examination of semiconductor devices and
their various applications. The learner is introduced to instrumentation and how to use it to make measurements and
subsequent conclusions based on observation.
Towards Grade 12 the learner is introduced to integrated circuits and how simple circuits are combined to form more
complex circuitry for the purpose of establishing communication and control. A learner with Electrical Technology
specialising in Electronics will be able to source solutions to problems using electronic applications and innovations
made to existing circuits. The learner will be able to construct, test and commission electronic circuits.
Such a learner will typically opt for a career as a technician in light current, instrumentation, communication and even the
entertainment industry. To become an artisan a learner will opt for studies at an FET college, in conjunction to following
an internship at a related industry. Further studies for a learner with the required subject combinations will enable him /
her to progress towards becoming an electronic technician / technologist / engineer through a university.

2.1.3 Digital Electronics
A learner taking Digital Electronics will have a strong interest in computers, programmable ICs, Boolean algebra,
microcontrollers, system control, processors and programming. In Grade 10 a learner in Digital Electronics is introduced
to the principles of electricity and electronics, similar to an Electronics learner.
In Grade 11 the focus shifts more towards digital electronics and Boolean algebra. The learner is also introduced to
communication systems as this forms a corner stone of digital systems. At the same time the learner is introduced to a
few aspects of motors and control using pulse width modulation, which opens up the world of robotics and interfacing
the digital world with the real world, such as mechatronics.
In Grade 12 a learner is orientated towards integrated electronic devices that are “intelligent”. In this instance the learner
is taught how to program integrated circuits as a problem solving method to satisfy a need. The learner will be able to
engage with basic robotics and mechatronics, setting a basis from which the learner can pursue a career in industrial
electronics and control.
The digital electronics learner will typically pursue an engineering career with studies at a university directly following
school, again with the required subject combinations for university access. Careers open to a learner include digital
engineering, manufacturing systems design, information technology programming and even the film industry through
robotics and special effects in computer graphics and interfacing. Further studies for a learner with the required subject
combinations will enable him / her to progress towards becoming an electronic technician / technologist / engineer
through a university.
2.2 Specific Aims
Electrical technology as a whole aims to equip the learner with a firm foundation in electrical, electronic and digital
principles.
Through the integrated completion of theoretical work, practical assessment tasks (PAT) and simulations, the following
skills are developed:
• safe work practices
• good housekeeping
• first aid practices
• reading and interpreting circuit diagrams from symbols to application
• sourcing components
• constructing circuits
• installation, testing and troubleshooting of circuits
• taking measurements
• workshop practice
Knowledge of subject principles combined with applied skills equips the electrical technology learner with a unique set
of skills, placing her / him apart from other learners and in a category much desired by industry, tertiary institutions and
entrepreneurs.
The aim is to develop the skills levels of learners from Grades 10 – 12 to such an extent that they are able to enter a
career pathway as soon as possible.

2.3 Requirements to offer Electrical Technology
Schools wishing to offer Electrical Technology as a subject to learners should consider the following requirements that
should be met in order to successfully implement the subject into the school curriculum.
Electrical Technology as a subject allows for three fields of specialisation. Typically a school wishing to offer more than
one field of specialisation will have to comply with the following prerequisites:
• Can teachers offer all the chosen areas of specialisation?
• Does the workshop cater for the areas of specialisation?
• Is it possible to cater for different groups within school time-tabling?
• Schools offering more than one field of specialisation are not allowed to mix groups.
2.3.1 Subject offering by learners taking Electrical Technology
Learners taking Electrical Technology will be required to make a selection from the following choices:
Choice 1 Choice 2
Mathematics Technical Mathematics
Science Technical Science
Electrical Technology Electrical Technology
Engineering Graphics & Design Engineering Graphics & Design
Additionally, a learner may opt to take an eighth and ninth subject with these packages. Subjects that could be considered
by learners as additional subjects that have a strong linkage with Electrical Technology are:
• Computer Applications Technology
• Information Technology
• Mechanical Technology
Before this option is exercised at a school the following prerequisites / requirements are brought to the attention of the
school management team:
• availability of resources at the school
• availability of a teacher to offer the subject outside normal contact time
• adherence to all assessment requirements in terms of SBA and PAT
• a learner must take the subject from Grade 10 through to 12 and not only in Grade 12

2.3.2 Human Resources
Electrical Technology requires a trained subject specialist. It is preferred that the teacher offering electrical technology
is an artisan / technician / technical teacher in an electrical / electronic / digital related area. Industry related experience
and workshop management skills are essential and a tertiary qualification in technical teaching is needed.
Electrical Technology teachers are required to:
• Teach the subject content with confidence and flair
• Interact with learners in a relaxed but firm manner
• Manage the workshop resourcing, budget & safety
• Manage the teaching environment
• Conduct stock taking and inventory
• Plan for practical work
• Plan for theory lessons
• Conduct weekly practical sessions
• Maintain and service the workshop as a whole
• Maintain and service the tools and instruments
• Ensure learner safety
• Produce working PAT projects in cooperation with learners
• Carry out School Based Assessment (SBA)
• Implement innovative methods to keep the subject interesting
• Are self-motivated to keep her / him abreast of the latest technological developments
• Regularly attend skills workshops
2.3.3 Equipped Workshop
Electrical Technology cannot be implemented in a school without a well-equipped workshop.
Electricity supply to the workshop is crucial and a three phase, four-wire supply is needed.
Lighting and ventilation is of extreme importance and a workshop should ideally have multiple exits with doors that open
outward. Windowpanes should be fitted and broken panes should be replaced.
Tools and equipment should have sufficient storage and a well-developed storage management system with an up to
date inventory. Shelves should be clearly marked and storage areas defined.
Floors should have the needed demarcated markings and all areas should be clearly defined using green, yellow and
black paint, in line with industry standards. No carpets or nylon flooring is allowed. Rubber mats should be installed in
areas where learners will work with installations that will be energized.
Walls should contain subject related posters and a designated area where learner projects can be exhibited should be
clearly visible.
Good housekeeping principles require that all workshops be cleaned regularly. A suitable waste removal system should
be in place to accommodate refuse, off-cut materials as well as chemical waste. The Occupational Health and Safety
(OHS) Act 85 of 1993 must be complied with at all times.

Instruments, measuring equipment and training equipment should have dust covers to keep it clean.
A workshop assistant for the Electrical Technology workshop is required to service the workshop. The purpose of this
assistant is to perform preventative maintenance, maintenance, upgrading, service and repair of devices in cooperation
with the subject teacher.
The workshop assistant is also required to assist in the safe preparation and completion of practical sessions with
regards to issuing equipment and tools, keeping register of all equipment and performing regular inventory stock taking.
An assistant in an Electrical Technology workshop will be technically trained in heavy current / electronics / digital
electronics, depending on the focus of the specialisation at the school. The assistant will also have a sound working
knowledge of the OHS Act and workshop related safety.
Tables, workbenches and machinery on stands should be permanently affixed to the floor, with isolation switches for the
mains supply. All machines should have working machine guards.
Electrical motors should ideally be painted bright orange. Specification plates should be clearly legible.
The workshop must have a lockable mains distribution board. The workshop must be fitted with an emergency cut-off
switch/es which is / are easily accessible at all times. The red, mushroom type, emergency switch should preferably be
lockable to prevent accidental re-connection with mains in the case of it being activated.
No learner is permitted to work on a live installation without supervision. Installations are only to be energized upon
completion of work, after testing.
Only the teacher is permitted to energise mains supply to training and testing installations, after satisfactorily determining
that the installation / test / simulation is safe to be energized.
2.3.4 Sustainable Support
Electrical Technology is a subject that requires sustained support. The Electrical Technology workshop requires regular
resourcing for the purpose of completion of practical work as well as maintenance. Resourcing could be sub-divided into
the following categories:
• Safety Equipment
• Tools and Equipment
• Consumable Materials
• PAT Resources
• Teaching and Learning Support Material
• Preventative Maintenance
• Maintenance
School management teams (SMT) at schools offering Electrical Technology should take note of the implications that the
Electrical Technology workshop has on the budget of the school.
Whilst it is common practice to provide a working budget to a workshop, it is imperative to note that the budget should be
structured to not only cater for the completion of PAT by the learners, but should also allow for the teacher to replenish
tools and equipment and acquire consumable materials for experiments, demonstrations and simulations.
Apart from the PAT resources that are needed, the teacher must also be allowed to supplement teaching and learning
support material in the form of posters, models, examples, videos, periodicals and more.

Preventative maintenance of training equipment on a regular basis, as well as provisioning for the inevitable failure of
equipment, should not be disregarded, and the SMT of a school should have in place a plan to regularly phase out and
replace obsolete equipment and tools.
2.4 Career Opportunities
Electrical Technology unlocks a world of potential to any learner taking the subject. Due to the nature of electrical
technology, it is easy and relatively cheap to set up and operate an electrical / electronic / digital workshop at home for
the purpose of starting a business or to practice a hobby for personal gain.
Learners that opt for careers not related to the subject will have sufficient knowledge and skills at the end of Grade 12
to continue experimenting for the purpose of self-tuition and the practice of electrical technique.
Learners taking Electrical Technology will opt for one of the following study opportunities:
• Apprenticeship to become an artisan
• Study at a college in the NC (V) in a vocational career pathway
• Enter Higher education at a University of Technology or University
• Enter the world of work as an entrepreneur or working with an entrepreneur
• Enter higher education to study technical education in order to become a technical teacher
Possible career and life experience opportunities that exist for learners with a foundation in Electrical Technology include,
amongst others, the following:
Electrical fitter
• Electrical or electronic engineer
• Electrical draughtsperson
• Electrical or electronic technician
• Electrical or electronic technologist
• Digital / Software Engineer
• Academic in the field of Electrical Technology
• Electronic mechanic
• Auto-electrician
• Electrician
• Radio Technician
• Cell Phone Technician
• Communication Technician
• PLC Programming Expert
• Electronics Programming Engineer
• Computer Technician
• Robotics Engineer
• Mechatronics Technician
• Installation Electrician

• Radio Amateur
• Electronic hobbyist
• Radio Control Enthusiast
• Production Manager
• Sound and Light Engineer

SECTION 3
Content Outline
Listed below are the topics per grade with a short explanation of the focus. Note that some topics are continued from
Grades 10 to 12, increasing in complexity from year to year, whilst other topics either form the basis for further study or
develop from previous topics.
Electrical
Grade 10 Topics Grade 11 Topics Grade 12 Topics
Occupational Health and Safety Occupational Health and Safety Occupational Health and Safety
Responsibilities, Workshop Rules & Introducing the OHS Act, The consequences of the OHS
Procedures Machinery Regulations and Act, risk assessment, human rights
Electrical Machinery Regulations in the workplace, work ethics and
emergencies
Tools and measuring instruments Tools and measuring RLC
instruments
Tools and how to use them The effect of AC on Series and
Measuring instruments and how parallel RLC Circuits
to use them
Basic Principles of Electricity DC Machines Three Phase AC Generation
Introduction of electricity as the core of Introducing of DC machines, Power in three phase systems,
the subject their construction and operating measurement and calculations
principles
Power Sources Single Phase AC Generation Three Phase Transformers
Basic power sources such as the battery How electricity is generated Principles of operation, calculations
and how they operate and application
Electronic Components Single-phase Transformers Three Phase Motors & Starters
Basic electronic components and how Induction, the operation of Principle of operation, testing and
they operate transformers and types of commissioning and starters
transformers
Domestic Installations RLC Programmable Logic Controllers
(PLC)
House wiring from the supplier to the The effect of AC on Series RLC
power outlets and domestic appliances Circuit Motor Control using the PLC and
Variable Speed Drives
Principles of Magnetism Control Devices
Principles of Magnetism and the Motor Control and Programmable
relevant laws Logic Control
Single Phase Motors
The Universal Motor, spit phase
motor and their application
Power Supplies
DC Power supplies,
Semiconductors, the Zener
Diode, rectification and regulating
voltage using a transistor

Electronics
Responsibilities, Workshop Rules & Introducing the OHS Act, The implications of the OHS Act,
Procedures Machinery Regulations and risk assessment, human rights in
Electrical Machinery Regulations the workplace, work ethics and
emergencies
Tools and measuring instruments Tools and measuring RLC
instruments
Tools and how to use them The effect of AC on Series and
Measuring instruments and how Parallel RLC Circuits
to use them
Basic Principles of Electricity Waveforms Semiconductor Devices

Introduction of electricity as the core of Introduction of waveforms, pulse Introduction to the FET, UJT,
the subject technique and wave shaping as Darlington, 741 Op-Amp and 555
an approach to electronics Timer
Power Sources RLC Switching Circuits
Basic power sources such as the battery The effect of AC on Series RLC Electronic Switching Circuits using
and how they operate Circuit the 555 Timer and 741 Op-Amp
Electronic Components Semiconductor Devices Amplifiers

Basic electronic components and how Introduction of components and Principle of operation and application
they operate solid state devices of discrete component amplifiers and
oscillators
Logics Power Supplies
Boolean Logic and basic Logic gates Principle of operation of linear
with their application power supplies, series and shunt
using regulation
Communication Systems Amplifiers

Basic communication principles, Principle of operation and
antenna systems and modulation application of transistor amplifiers
Principles of Magnetism Sensors and Transducers
Principles of magnetism and the Sensors and transducers as the
relevant laws interface between real world
conditions and electronic circuitry
Communication Systems
Tuned Circuits, Transmitters
and Receivers and their basic
principles of operation

Digital
Responsibilities, Workshop Rules & Introducing the OHS Act, The consequences of the OHS
Procedures Machinery Regulations and Act, risk assessment, human rights
Electrical Machinery Regulations in the workplace, work ethics and
emergencies
Tools and measuring instruments Tools and measuring Semiconductor Devices
Tools and how to use them instruments Introduction of Integrated Circuits
Measuring instruments and how The 741 Op-amp
to use them The 555 Timer
Basic Principles of Electricity Waveforms Switching Circuits
Introduction of electricity as the core of Introduction of waveforms, pulse Electronic Switching Circuits using
the subject technique and wave shaping as the 555 Timer and 741 Op-Amp
an approach to electronics
Power Sources RLC Digital and Sequential Devices
Basic power sources such as the battery The effect of AC on Series RLC Decoders and encoders, principles
and how they operate Circuit of combinational circuits without
memory, principles of memory
elements, counters and registers
Electronic Components Semiconductor Devices Microcontrollers
Basic electronic components and how Introduction of components and History of Microcontrollers, Hardware,
they operate solid state devices Software and PICAXE using Logicator
as an approach to programming PICS
Logics Logics
Boolean Logic and basic Logic gates Boolean Logic, Karnaugh Maps,
with their applications Logic Probes, RTL, TTL and
Logic ICs
Communication Systems Power Supplies
Basic communication principles,
antenna systems and modulation
Principles of Magnetism Sensors and Transducers
Principles of magnetism and the Sensors and transducers as the
relevant laws interface between real world
conditions and electronic circuitry
Communication Systems
Tuned Circuits, Transmitters
and Receivers and their basic
principles of operation

3.1 Content Outline per Term: Electrical
3.1.1 Electrical: Grade 10
Electrical Grade 10: Term 1

WEEK Topic CONTENT
1 Occupational Responsibilities
Health and Safety • What are your rights in the workshop?

• What are your responsibilities in the workshop?

General Workshop Rules
• Housekeeping (Health hazards, safety hazards, workshop layout, workshop
management)

Workshop Safety
• Unsafe acts
• Unsafe conditions
• Walkways (Colour codes), store areas, other designated areas
• Information and safety signs
• Signs in the workshop
 Information signs
 Safety signs
 Prohibition signs
 Fire Safety signs
 Regulatory signs
Note: Clean the workshop on a weekly basis
Emergency Procedures
• Placement of the Master Switch
• Critical versus non-critical emergencies
• Medical emergencies
• Electrical shock / Electrocution procedures
• Evacuation procedures
• Principles of fire fighting
Practical: Perform an evacuation exercise for the workshop

WEEK Topic CONTENT
2 Occupational Basic First Aid
Health and Safety • What is HIV/AIDS and infectious disease?
• How are diseases transferred?
• What to do when someone is bleeding
• What to do when someone has been burnt
• What to do in case of electrical shock
• How to administer CPR
Practical: Perform a first aid exercise (Choose a topic from basic first aid)
Chemical Safety (Printed Circuit Board manufacturing)

• Personal protection equipment
• Handling chemicals (Mixing of chemicals, disposing of chemicals, corrosive
chemicals)
• Where to work with chemicals (Ventilation, lighting, designated area)
• Chemical processes in making PCBs (Preparing PCBs, developing the
circuitry, etching the board, protecting the board)
• Environmental considerations
3 Tools and Identification of the parts, functions of parts, care, maintenance, correct
measuring and safe use of the following tools:
instruments • Screwdrivers (Flat and Phillips)

• Files (Flat, Square, Round, Triangular and Half round)

• Side Cutter
• Long Nose pliers
• Combination pliers
• Wire Stripper

• Utility Knife
• Soldering Iron
• Solder Sucker
• Electric Hand Drill / Drill Press / PCB Drill (Dremel)
• Hack Saw (Junior Hack Saw)
• Breadboard
• Fish Tape / Draw Wire
• Bending Spring
4 Practical Skills and Techniques
(These skills will be practiced in this week and honed throughout the year)
• Safe and correct use of tools (Choose at least 4 specific tools on which skills
will be practiced)

• Introductory soldering / de-soldering skills
• Introductory Printed Circuit Board manufacturing skills
5 Safe Use and Care of Instruments
• Continuity Tester

• Analog Multimeter (Focus on demonstrations)

• Digital Multimeter
• Megger / Insulation Tester
• The Oscilloscope (Teacher to set up instrument)
Practical: Conduct simple continuity tests using the multimeter

WEEK Topic CONTENT
6 Basic Atomic Theory
Principles of • Theory of current flow (Electron flow vs. conventional current flow)
Electricity
• Resistive characteristics of different materials

• Conductors, semiconductors, insulators
• What is a conductor / semiconductor / insulator? (2-3 examples of each and
their characteristics. No further theory needed)
• A wire is a conductor, but not all conductors are made of wire (Electrical
shock and safety)
WEEK Topic Electrical
•
CONTENT Types Grade 10: used
of materials Term as 1
conductors: copper, aluminium, gold, silver, steel
CONTENT and Grade
nickel 10:
chrome Term
wire 1
7 The Resistor
WEEK
7 Topic CONTENT
The- •
Resistor
Specific resistance (no calculations)
What is a resistor?
7 The- •
Resistor
Negative and
What ofpositive
is a resistor?
- Composition temperature coefficient (no calculations)
a resistor
- Composition
What is a resistor?
7 -- TheTypes Resistor of a resistor
of resistors
-- • Composition
Types Whatofisresistorsof a resistor
a(Indicated
resistor?
- Tolerance value vs. measured value) (2% and
-- • TypesTolerance of resistors
(Indicated value vs. measured value) (2% and
5%) Composition of a resistor
- Tolerance
5%)Typescode (Indicated value vs. measured value) (2% and
- • Colour of resistors (4 band and 5 band resistors)
of resistors
5%)
-- • Power Colour code
vs.
Tolerance sizeof (1/8W,
resistors
(Indicated
(4vs.band
1/4W,
value 1/2W,
measured
and2W
5value)
band
and(2% resistors)
5W) and 5%)
-- Colour Power code
vs. sizeof (1/8W,
resistors (4 band
1/4W, 1/2W, and2W
5 band
and resistors)
5W)
- • Measuring Colour theofvalue of (4
resistors
- Power vs.code
size resistors
(1/8W, 1/4W, band1/2W,
and 5 2W bandand
resistors)
5W)
-- • Calculating
Measuring
Power vs.
the
the
size
value
value
(1/8W,
of
of resistors
resistors
1/4W, 1/2W, 2W and 5W)
- Measuring
Calculatingthe value
valueof ofresistors
-- • PotentiometerMeasuringthe
the(Construction,
the value
resistors
ofofresistors functional operation,
-- Calculating
Potentiometer (Construction,value resistors
functional operation,
symbols)
- • Potentiometer
Calculating the(Construction,
symbols) value of resistorsfunctional operation,
- • Rheostat (Difference between a Potentiometer and
symbols)
- Rheostat Potentiometer (Construction, functional operation, symbols)
Rheostat (Difference between a Potentiometer and
(Construction, functional operation, symbols)
- • Rheostat Rheostat
Rheostat (Difference
(Construction, between
(Difference between a Potentiometer
a Potentiometer
functional operation, and (Construction,
andsymbols)
Rheostat
Rheostat
functional (Construction,
operation, symbols) functional operation, symbols)
8 Ohms Law
8 8 Ohms Ohms Law
Law law:
- Ohm’s
8 Ohms • Law Ohm’s law:
-- Verify Ohm’s law:
Ohm’s Law with calculations
-- • Ohm’s
VerifyVerify law:
Ohm’s
Ohm’sLaw withcalculations
Law with calculations
- Pay attention to prefixes and unit conversions

-- • Verify
PayPay Ohm’s
attentionto
attention Law prefixescalculations
with
to prefixes and
and unit
unitconversions
conversions
- Pay attention to prefixes and unit conversions
Series Series
circuit
circuit
asasvoltage divider
voltage divider
divider
Series circuit as
- Kirchhoff’s Voltage Divider: voltage
Series • circuit as
Kirchhoff’s
- Kirchhoff’s voltage
Voltage divider
Divider:
Voltage Divider:
o
- Kirchhoff’so Voltage Divider:
- Resistors in series
o
- • Resistors ininseries
o
Resistors series
- Resistors o in series

o
Parallel circuit as a current divider
Parallel circuit asas a acurrent divider
- Parallel circuit
Kirchhoff’s Currentcurrent divider
Divider (combination circuits with
Parallel circuit
- • calculations):
Kirchhoff’s as a
Kirchhoff’sCurrent current divider
Divider(combination
Current Divider (combination circuits
circuits with
with calculations):
- Kirchhoff’s
calculations): Current Divider (combination circuits with
o
calculations):
o
- • Resistors in parallel
- Resistors o
Resistors ininparallel
parallel
- Resistors o in parallel
o
o
9 Series / Parallel Circuits
- Calculations on combination circuits containing:
- -Calculations
1 x Serieson and combination
2 x Parallelcircuits containing:
- Calculations on combination circuits containing:
-- 1 2 xx Series
Series and and 2 2 xx Parallel
Parallel
- 1 xx Series and 2 x Parallel
-- 2 3 x Series
Series and and 2 3 xx Parallel
Parallel
-- 2 3 x Series and 3 xx Parallel
x Series and 2 Parallel
- 3 x Series and 3 x Parallel
Practical: Measure voltage and current in a Series / Parallel
Practical: Measure voltage and current in a Series / Parallel
Circuit
Practical:
Circuit - 1Measure voltage and current in a Series / Parallel
x Series and 2 x Parallel
Circuit - 1 x Series and 2 x Parallel
- 1 xx Series and 2 x Parallel
CAPS -- 2
-- 2
3 x Series
Series and
3 xx Series
Series and
and 2
and 2
3 xx Parallel
Parallel
3 xx Parallel
Parallel
MECHANICAL TECHNOLOGY 23
WEEK Topic CONTENT
• Calculations on combination circuits containing:
• 1 x Series and 2 x Parallel
Practical: Measure voltage and current in a Series / Parallel Circuit
WEEK Topic CONTENT
10 Power
10 Power

Definition of Power
- • Definition of Power
•
- PowerPower calculations:
calculations:
o
o
o
Practical: Apply power calculations to Series / Parallel Circuits
Practical: Apply power calculations to Series / Parallel Circuits
PAT Simulations 1 & 2 completed
WEEK Topic CONTENT
1 Power Sources Energy
• What is energy?
• Primary source of energy (The Sun)
• Sources of energy (Wind, Sun, Coal, Nuclear, Geothermal, Hydro)
• Storing energy (ways in which energy can be conserved / stored)

The Electrical Cell
• The Voltaic Cell
• Operation of the Voltaic Cell
• Diagram of the cell
• Advantages / disadvantages

Primary Cells vs. Secondary Cells
• Lead Acid Battery
• Principal of operation
• Basic construction
• Applications
• Safety considerations
• Lithium Ion (Li-Ion) or Lithium Polymer (Li-Po) Battery
• Applications

Alternative Energy
- Solar / Photovoltaic Cell
o Symbol
WEEK Topic CONTENT
o Basic principal of operation
2 Alternative Energy
o Basic construction / composition
• Solar / Photovoltaic Cell

o Advantages
 Symbol
/ disadvantages
o
 Functional application
Basic principal of operation
  Solar
Basic Cell vs/ composition
construction Solar Panel
Electrical
 Grade Advantages 10: Term
 Generating 2
electricity
/ disadvantages from the Sun
WEEK Topic CONTENT   Reasons
Functional for using regulators
application
Electromotive • Solar
Force Cell
 Reasons(EMF)vs Solar for Panel

Electrical
•
Grade 10: Term 2using batteries with solar panels
Generating electricity from the Sun
WEEK - Understanding  Block
the diagram
concept ofEMF
of a solar electricity generation
Topic CONTENT •
Electrical Reasons
Grade 10:forTerm
using regulators
2
Topic
- Difference
Electromotive • Force
Reasons
system
between (EMF) for domestic
EMF and PD use
for using batteries with solar panels
WEEK CONTENT o
- Understanding
• the concept
Block diagram of a solarof EMF
electricity generation system for domestic use

Electromotive
PotentialElectrical Force
Grade
Difference
Potential
(EMF)
10:
(PD)
Difference Term
(PD) 2
- Difference between EMF and PD
WEEK Topic -- Electrical
CONTENT Understanding
Understanding
• o the concept
the
Understanding
Grade
concept
10: Term
of EMF
2 of PDof PD
the concept
- Difference
Electromotive
Internal Resistance between
Force (EMF) EMF and PD
WEEK Topic CONTENT o
- What o
Understanding
is Internal
Electromotive Force the
Electromotive (EMF) concept of EMF
Resistance?
Force (EMF)
-- Advantages
Internal Difference
Resistance
Understanding between EMF and
/ disadvantages
the concept ofofPD
EMFInternal Resistance
• Understanding the concept of EMF 27
-- Internal
What o
Difference Resistance
• is Internal
between
Difference calculations
Resistance?
EMF
between and
EMFPD and PD
Internal Resistance
o
- Advantages
o is Internal / disadvantages of Internal Resistance
- What o Resistance?
- Internal Resistance calculations
- Advantages
Internal Resistance / disadvantages of Internal Resistance
o
Internal Resistance
-- Internal
What Resistance calculations
Capacity
Internal o is Power
and Internal
Resistance
• o
Resistance?
(VA) Rating
What is Internal Resistance?
-- Advantages
Understanding
What• is Internal / disadvantages
Advantagesthe concept
Resistance? ofofVoltage
/ disadvantages Internal Resistance
Drop
of Internal and Current
Resistance
- Draino
Internal
• dueResistance
to overload
Internal calculations
Resistance calculations
3 Capacity and Power
- Advantages (VA) Rating of Internal Resistance
/ disadvantages
o
-- Determine
Internal how the
Resistance
Understanding longconcept
a battery
calculations of will be able
Voltage Dropto and
deliver current
Current
Capacity to aoand Power (VA) Rating
Drainoloaddue to overload
-- Understanding
Calculations: the concept
Ampere Hour of Voltage Drop and Current
3 - Determine
o
Capacity how
and long a(VA)
Power battery
Rating will be able to deliver current
Capacity Draino
and due to overload
Power (VA) Rating
to a• load Understanding the concept of Voltage Drop and Current Drain due to
-- Determine how the longconcept
a battery will be able to deliver current
Capacity- Understanding
Calculations:
overload
and Power Ampere
(VA) Hour of Voltage Drop and Current
Rating
to a• Calculate
load to overload

-- Drain
Practical: o dueDetermine
Understanding
Calculations:
internal
the how
Ampere
resistance
conceptlong aof
Hour
battery ofwill
Voltage a Cell
be / Battery
able
Drop incurrent to a load
to deliver
and Current
-
series withDetermine
•
Drain a due how long
Calculations:
resistor
to overload a battery
Ampere Hourwill be able to deliver current
o
- to
Practical: a Calculate
load howinternal
Determine long a resistance
battery willofbea able Cell to deliverin
/ Battery current
-
Connecting
series to Calculations:
a Cells
a load
with resistorinAmpere
Series Hour
Practical:
oCalculate
Practical:
-- Voltage
Calculations:
internal
andCalculate
current
Ampererating
resistance
internal
Hour
resistanceof aofCell / Battery
a Cell / Battery in
in series with a resistor
series with oa resistor
Connecting o Cells inCells
Connecting Series in Series
Practical: o
- Voltage
• Calculate
and internal
current
Voltage resistance
rating
and current
rating of a Cell / Battery in
Connecting
series with a Cells
resistorin Series
Practical: oCalculate internal resistance of a Cell / Battery in
- Voltage
Practical: and current rating
series witho oConnect
a resistorcells in series to form a battery. Measure
Connecting
voltage Cells in Series
and current
o
Practical: to form a battery. Measure voltage and current
- Voltage
Practical: andConnect
current cells in series
in rating
Connecting Connect
Cells in cells
Series series to form a battery. Measure
Connecting
voltage ando current
- Voltage Cells
and in
Connecting
Parallel
current
Cellsin inrating
Parallelto form a battery. Measure
Practical:
- Voltageo Connect
and cells
current series
rating
• o Voltage and current rating
voltage and o current
Connecting o Cells in Parallel
Practical: oConnect
- Voltage cells in rating
and current series to form a battery. Measure
Connecting
voltage- and
Safety Cells
current in Parallel
considerations
Practical: • oConnectSafetycells in rating
series to form
considerations a battery. Measure
- Voltage and current
Connecting
Practical: oConnect
Cells
Practical: in Parallel
cells
Connect incells
parallel to increase
in parallel to increasecapacity.
capacity. Measure
Measure voltage and
- Safety considerations
voltage- o
Voltage
current
and currentand
acrosscurrent
different rating
loads
Connecting
- Safety Cells inacross
Parallel
considerations
different loads
Practical: o
- Voltage Connect parallel to increase capacity. Measure
cells in rating
and current
voltage and o current across different loads
oConnect
Practical:
- Safety cells in parallel to increase capacity. Measure
considerations
o
voltage and current across different loads
Practical: Connect cells in parallel to increase capacity. Measure
voltage
current cells
across in different
parallel to loads
increase capacity. Measure
voltage and current across different loads 28
28
Electrical
Electrical Grade
Grade 10: 10: Term
Term 2 2
WEEK Topic CONTENT Electrical Grade 10: Term 2
WEEK Topic CONTENT Electrical Grade 10:
Electrical Grade 10: Term Term 2 2
WEEK WEEK Topic
Electronic
Topic Introduction
CONTENT Electrical
CONTENTofGrade
Electronic10: Term 2
Components
WEEKElectronic
Topic Introduction CONTENT of Electronic Components
WEEK Topic Electronic CONTENT
4Components
Electronic -- What
Introduction are
of electronic
Introduction components?
of Electronic
Electronic Components
Components
4 Components
Electronic What
Introduction are electronic
of Electronic components?
Components
Electronic
Components
Components Introduction
-- Purpose What•
Purpose of
areofElectronic
What
of
are
electronic
electronic
electronic Components
electronic components?
components
components?
components
Components
- • What are
Purpose electronic
of components?
electronic components
Components --- What Purpose are of
Considerations
Considerations electronic when
obtaining
components electronic components
- • Purpose of when
Considerations obtaining
electronic when electronic
components
obtaining components
-- Purpose Considerationsof electronic
when components
obtaining electronic components
- Considerations when obtaining electronic components

- Considerations
Types
Types of Components
of Types
Components when obtaining electronic components
of Components
Types -- Switches
Switches (Functional
of • Components
Switches
(Functional operation,
(Functional
operation, symbols)
operation, symbols)
symbols)
Types of Components
Types -- SPST, of Components
•
Switches
SPST, SPDT,
SPST, DPST,
(Functional
SPDT, SPDT, DPDT
DPST,
DPST, operation,
DPDT DPDT symbols)
- Switches (Functional operation, symbols)
--- Switches Rotary
•
SPST,
Rotary (Functional
Switch
RotaryDPST,
SPDT,
Switch
Switchoperation,
DPDT symbols)
- SPST, SPDT, DPST, DPDT
--- SPST, SPDT,
• switches
Slide
Rotary
Slide
Slide DPST,
Switch
switches
switchesDPDT
- • Rotary Switchswitches
Magnetic
--- Rotary Magnetic
Slide
Magnetic Switch
switches
switches
switches
- • Slide Key switches
--- Slide Key
Magnetic
Key switches
switches
switchesswitches
- • Magnetic switches
Applications and practical in simple circuits
--- Magnetic Applications
Key switches
switches
Applications and
and practical
practical in
in simple
simple circuits
circuits
- Key switches
- Key
- Applications switches
Practical: and practical
Identify/test/measure in simple
differentcircuits
- Applications and practical in simple circuits
-
Practical:
Practical:The Applications and
Identify/test/measure
Identify/test/measurepractical in simple
different circuits
different electronic components
5 5 The Capacitor Capacitor
5
Practical:
The Practical: Identify/test/measure
CapacitorIdentify/test/measure different electronic
different components
5 5 Practical:
The- The - • Identify/test/measure
Composition,
Capacitor Composition,
construction, different
construction,
functionalelectronic
functional components
operation,
operation, symbols, characteristic
symbols,
Composition,
Capacitor curves construction,
and values functional operation, symbols,
5 The Capacitor
characteristic
- Composition,
characteristic curves and
construction,
curves and values
functional
values operation, symbols,
- • Composition,
Basic principles construction,
of electrostaticfunctional
charge: operation, symbols,
- - Composition,
Basic
- characteristic
Basic principles
principles construction,
of
curves
of electrostatic
and functional
values
electrostatic charge:
charge: operation, symbols,
characteristic curves and values
- characteristic
- o
Basic principles
oBasic
curves
principles
and valuescharge:
of electrostatic
of electrostatic charge:
-- Basic principles of electrostatic charge:

- Time Time o
•
constant
constant
oTime constant

- Time oo constant
- o Time constant
- Time o
o constant
o
-- Charging oo rates
Charging
• rates and
oCharging and
rates
time
time
and
constant
constant
time constant
including
including
including
curves
curves
curves
and
andcalculations
and
o
- calculations
Charging
calculations rates and time constant including curves and and
- Charging rates and time constant including curves
- Charging o
calculations rates and time constant including curves and
ocalculations
calculations
o
o o
-- Graph o
• o
Graph oGraph
-- Graph o
Application of
Application
- • Graph of capacitors
Applicationcapacitors in
in DC
of capacitors DC (Examples
(Examples
in DC
of smoothing
(Examplesofofsmoothing
smoothing circuit and RC time
-- Graph circuit
Application
circuit and
and RC
RCof
constant) time
time constant)
capacitors
constant)in DC (Examples of smoothing
- Application of capacitors in DC (Examples of smoothing
--- Application
Capacitors
circuit
Capacitors and and of
in
RC capacitors
in series
time
series in DC (Examples of smoothing
constant)
circuit RCintime constant)
- circuit and RC time constant)
• Capacitors series
- o
Capacitors
oCapacitors in series
in series
- Capacitors in series
o o in parallel
-- Capacitors
Capacitors
o in parallel
- • o
- Capacitors
oCapacitors in parallel
Capacitors in parallel
in parallel
- Capacitors o o in parallel
Practical: o
Practical: Calculation Calculation of of charge:
charge:
Practical: Practical:Calculation
Calculation
Practical: of
Calculationcharge:
ofofcharge:
charge:
Practical:
Practical: Calculation
Practical: Calculation of total capacitance
Calculation of
of charge:
total capacitance in in series
series (2,
(2, 3 3 and
and 4 4
capacitors)
Practical:
capacitors) Calculation
Practical: of total capacitance in series (2, 3 and 4capacitors)
Practical: Calculation of total capacitance in series (2, 3 and
Calculation of total capacitance in series (2, 3 and 4 4
Practical:
capacitors) Calculation of total capacitance in series (2, 3 and 4
capacitors)
capacitors)
Practical:
Practical:Practical: Calculation
Calculation of
of total
Calculationtotalofcapacitance
total capacitance
capacitance in
in parallel
in parallel(2,
parallel (2, 3
(2, and
and44
33 and 4capacitors)
capacitors)
Practical:
capacitors) Calculation of total capacitance in parallel (2, 3(2, and 4 4
Practical: Calculation of total capacitance in parallel 3 and
Practical:
capacitors)
Practical:
Calculation of
Charging total capacitance
characteristics in
of the parallel
capacitor. (2, 3
Include and 4
drawing of graph from
capacitors)
data
capacitors)
Practical:
Practical: Charging Charging characteristics
characteristics of of the
the capacitor.
capacitor. Include
Include
drawing
Practical:
drawing of
of graph
Charging
graph from
from data
characteristics
data of the capacitor. Include
Practical: Charging characteristics of the capacitor. Include
Practical:
drawing of Charging
graph from characteristics
drawing of graph from data 29
drawing of graph from data 29
29 29
29

WEEK Topic Electrical Grade 10: Term 2
CONTENT
WEEK
6 Topic CONTENT
Protective Devices
6 Protective
• Devices
Fast Blow and Slow Blow fuses
- Fast Blow and Slow Blow fuses
 Basic working principle
o Basic working principle
 Construction and parts
o Construction and parts
 Testing
o Testing

Diode
Diode• Symbol
- Symbol
• Diode as a polarised component
- Diode as a polarised component
• Forward Biasing (concept only)
- Forward Biasing (concept only)
Reverse Biasing (concept only)
- • Reverse Biasing (concept only)
• Current flowthrough
through the

- Current flow thediode
diode

Voltage
- • Voltage across the
across the diode
diode
Applicationas
- • Application asaa rectifier
rectifier
LED
LED
- • Symbol
Symbol
- • LEDLED
asasa apolarized
polarized component
component
- • Forward Biasing (conceptonly)
Forward Biasing (concept only)
- • Reverse
ReverseBiasing
Biasing (concept only)
(concept only)
- • Current flow through the diode
Current flow through the diode
- • Voltage across
Voltage across the LED
the LED
- • TheThe
Series
SeriesResistor
Resistor
o
7 Practical: Test the diode and LED for correct function and polarity using a
7 Practical: Test the diode and LED for correct function and
multimeter
polarity using a multimeter
Practical: Calculate the value of the series resistor needed to protect an LED.
Test theCalculate
Practical: circuit on a the
breadboard
value ofusing
the the calculated
series values
resistor needed to
protect an LED. Test the circuit on a breadboard using the
Practical: Build a half wave rectifier using a diode and 50 Hz supply - display on
calculated values
Oscilloscope
Practical: Build
Practical: a ahalf
Build full wave rectifier
wave rectifier using
using a diode
a diode bridgeand 50 Hz/ 2 diodes) and
(4 diodes
supply
50 -Hzdisplay
supply –on Oscilloscope
display on Oscilloscope
8 – 10 Revision and PAT Simulations 3 & 4 completed
Mid-year Exams Practical: Build a full wave rectifier
using a diode bridge (4
diodes / 2 diodes) and 50 Hz supply – display on Oscilloscope

Mid-year
Exams
30

WEEK Topic CONTENT
1 Domestic Electrical Energy Distribution – Supplier to the Consumer
Installations • Domestic installations

• Sequence of connection from supplier to consumer – Block diagram

• SANS 10142-1 – Installation regulations
 Aim of the SANS 10142-1 - Low Voltage Installations

 Chapter 3 definitions
 Chapter 5 fundamental requirements
 Chapter 5.1 safety
 Chapter 5.2 basic provisions
2 The Distribution Board
• Wiring diagram DB Board
• Distribution Board wiring principles
• SANS Chapter 6.6.1 – Distribution boards: general
• SANS Chapter 6.6.2 – Distribution boards: Bus bars
• SANS Chapter 6.7 – Protection
• SANS Chapter 6.10 – Fuses
Protective Devices: Miniature Circuit Breakers

• Principle of operation
• Electromagnetic type
• Thermal type
• Ratings
• SANS Chapter 6.8 – Circuit breakers
• SANS Chapter 6.9 – Disconnecting devices
Practical: Wire a Distribution Board according to the SANS requirements

3 Protective Devices: Earth Leakage


• Cabling and cable sizes
• Correct identification and fitting of wiring for a domestic installation
• Cable termination
• Glands (PVC pressure glands)
• Acknowledgement of Indigenous knowledge systems (PRATLEY connector
boxes)
4 Pipe Sizes
• Bending, fitting, sawing

• PVC conduit and fittings

• Practical: Install PVC piping for the domestic circuit

Protective Devices: Earthing
• The earth spike, lightning arrestor, earth systems and bonding
(Acknowledgement of Indigenous knowledge systems) (Earth leakage
developed in SA)
• SANS Chapter 6.11 – Consumer’s earth terminal
• SANS Chapter 6.12 – Earthing
• SANS Chapter 6.13 – Bonding

WEEK Topic CONTENT
5 Testing and Troubleshooting (After Installation)
• Earth continuity testing

• Insulation resistance tests between conductors

• Insulation resistance tests between conductors and earth
• Polarity tests (Plug Tester)
6 Sub-circuits
• Lighting Circuits

 Lights in series (Voltage and current measurement)
 Lights in parallel (Voltage and current measurement)

 Two way switching (SPDT)
 Intermediate light switching (DPDT)
7 Alternative Lighting Systems
• Fluorescent lights

• Comparison between incandescent lamps and energy saving lighting

• LED lighting
• Day / Night light circuits
• SANS Chapter 6.14 – Lighting
Practical: Wire a lighting sub-circuit with two way and intermediate switching
8 Plug Circuits
SANS Chapter 6.15 – Socket outlets

Practical: Wire two plugs into a sub-circuit
9 Fixed Appliances
• The geyser: Thermostatic control

• The stove: Multi-heat switching

• The oven: Thermostatic control
• SANS Chapter 6.16 – Fixed appliances
• SANS Chapter 7.1 – Bathrooms, showers and spas
• SANS Chapter 7.2 – Swimming pools, paddling pools, ornamental pools,
spas and fountains
Practical: Wire stove and geyser sub-circuits

10 Practical: Do an insulation resistance test on the domestic installation

Practical: Do a polarity test on the live domestic installation
PAT Project completed and moderated

WEEK Topic CONTENT
1 Principles of Introduction to Magnetism
Magnetism • Define magnetism e.g. natural, electro-magnetism

• Basic principles of magnetism

• Rules of magnetism
Demonstration: Magnetic fields around a permanent magnet using iron filings
2 Magnetic Fields
• Concepts of

 Magnetic Flux (Φ)
 Flux Density(β)
 Inductance (L)
• Definition of an inductor
• No calculations
Demonstration: Oersted’s Experiment (Screwdriver Rule)
3 Types of Inductors and inductor cores
• Air Core

• Laminated Core
Electrical
• FerriteGrade
Core 10: Term 4
WEEK
Topic Electrical
CONTENT
• TorroidGrade
Core 10: Term 4
WEEK
Topic CONTENT
Demonstration:
Magnetic fields around a coil using iron filings
Demonstration:
Demonstration:Magnetic fieldsaround
Magnetic fields around a coil
a coil usingusing iron
iron filings filings
Demonstration: Magnetic field around a coil with and without a
coreDemonstration:Magnetic
Demonstration: Magnetic field
fieldaround a coil
around with with
a coil and without a core a
and without
core
Calculations:

Calculations:
• Coils in series (Inductor)
- Coils in series (Inductor)
Calculations:
- Coils o in series (Inductor)
-• Coils
o in parallel (Inductor)
Coils in parallel (Inductor)
- Coils o in parallel (Inductor)

o
Functional operation and application of relays / solenoids
- Symbol
• Symbol
- Principal
Symbol of operation
Principal of operation
-• Construction
Principal of a relay
of operation
Construction
-• Parts of a relay
Construction of aarelay
of relay
• Parts
- Normally of a
Parts of aopen relay
relay/ normally closed
Normallyopen
-• Normally open // normally
normallyclosed
closed
Practical: Testing a relay using a multimeter
Demonstration:
Demonstration:Wire Wire aa relay
relayand
and light
light to ato a switch
switch and operate
and operate the relay
the relay
Demonstration: Wire a relay and light to a switch and operate
the relay
Demonstration: Latching circuit with a relay
4 Introduction to a Simple Series DC Motor
4 - Basic parts
Introduction of a DC Series
to a Simple motor DC Motor
- Current
Basic partsflowofinaaDCDCmotor
motor and direction of rotation
- Flemings’
Current flow Right
in aHand Rule and direction of rotation
DC motor
- Armature
Flemings’ Right Hand Rule
- Yoke
Armature/ Magnetic poles
- Bearings / Bushes
Yoke / Magnetic in endplates
poles
30
- Brushes
Bearings / Bushes in endplates
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
- Commutation
Brushes
- Commutation
WEEK Topic CONTENT
• Basic parts of a DC motor

• Current flow in a DC motor and direction of rotation

• Flemings’ Right Hand Rule
• Armature
• Yoke / Magnetic poles
• Bearings / Bushes in endplates

• Brushes
• Commutation
Demonstration: Show how the direction of rotation in DC motors can be

changed
5 Revision Term 1
6 Revision Term 2

7 Revision Term 3
8 – 10 Examination


WEEK Topic CONTENT
1 Occupational Occupational Health and Safety
Health and Safety • Basic introduction to regulations

 What are regulations?
 How to use regulations?

 Impact of regulations on the workshop
 Introduction and purpose of regulations

• General Machinery Regulations 1988
 Supervision of machinery

 Safeguarding of machinery

 Operation of machinery

 Working on moving or electrically alive machinery

 Devices to start and stop machinery

 Reporting of incidents in connection with machinery

• Electrical Machinery Regulations 1988
 Safety equipment

 Electrical control gear
 Switchboards

 Portable electric tools
 Earthing

 Conductors
Safety

• What is Ergonomics?

• (Workplace conditions / comfort - Everything has a place and everything is
in its place)
• Unsafe actions
• Dangerous practices

• Housekeeping principles
Signs in the workshop
• Information signs
• Safety signs
• Prohibition signs
• Fire Safety signs
• Regulatory signs
• Designated areas
Practical: Identification of safety signs and safety gear.

WEEK Topic CONTENT
Revision of emergency procedures (Grade 10)
Practical: Clean the workshop (Weekly activity)

Personal Safety
• Protective gear for machinery


• Eye protection
• Coveralls / Overalls
• Hearing protection

Practical: Use personal protection equipment (During practical sessions)
Chemical Safety (Printed Circuit Board manufacturing).

Revision of Grade 10 PCB methods and safety
Practical: Etch a PCB (Part of PAT completion)

WEEK Topic CONTENT
2 Tools and Tools
Measuring • Re-visit safe use of hand tools
Instruments
• Crimping Tool (Ferrules, lugs & plugs)

Safe use of Power Tools

• Grinder – Bench / Angle
• Jigsaw – Bench / Handheld
• Power Drill / Drill stand (revision)

Connectors
• Ferrules, lugs & plugs (Related to area of specialisation)

• Single In-line connectors (Push-In connectors)

Skills (Skills are developed throughout the year during practical sessions):
• Safe use of tools
• Correct use of tools
• Intermediate soldering / de-soldering skills (using a solder wick)

• Intermediate Printed Circuit Board manufacturing skills (design & make)
• Cleaning and tidying the workshop after practical (Housekeeping)
• Keeping the storeroom neat and tidy

Practical: Practice of safe housekeeping practices and methods

Testing Equipment
• Line Tester, Clamp Meter & Power Factor Meter

 External parts and their functions

 Principle of operation
 Application
 Care

 Maintenance

• Function Generator and Oscilloscope


 Application
 Care
 Maintenance

• Calculations on the Oscilloscope
 Time

 Frequency
 Phase difference
 Maximum value
Practical: Measure voltage and current with a multimeter
Practical: Conduct insulation test on an electrical motor between coil and chassis
Practical: Basic use of the oscilloscope to display waveforms taken from the
function generator
Practical: Determine voltage and frequency values as displayed on Oscilloscope

(Note: Oscilloscope does not measure and display current)

WEEK Topic CONTENT
3 DC Machines Introduction of DC Machines
• Difference between generators and motors

• Revision of the DC motor working principle in Grade 10

Construction of the DC Machine

• Armature
• Commutation
• Brushes
• Yoke

• Name Plate
• Field windings
• Lap
• Wave

Purpose of the components / parts of the DC Machine

• Armature
• Commutation
• Brushes
• Yoke

• Field windings
• Pole pairs
• Inter-poles
Practical: Identify the parts of the motor

4 Principal of operation of the DC Machine
• Armature reaction

• Reducing armature reaction

• Commutation
• Improving of commutation
Practical: Perform insulation resistance test and continuity test on motor windings
5 Types of DC Machines
• Series, shunt and compound machines

 Application of each type

 Relationship between speed and torque
 Characteristic curves (Effect of changes in load on speed and torque)
• The Stepper Motor

 Field poles
 Basic working principles

• Servo Motors
 Basic working principles
 Characteristic curves (Effect of changes in load on speed and torque)
 Speed control done through electronics – Pulse width modulation
(Concept only)

Electrical
ElectricalGrade Grade
Grade11: 11: Term
Term111
11:Term
CONTENT
WEEK Topic
CONTENT
CONTENT
66 Types of
ElectricalLosses Grade
Electrical ininGrade
DC11: Machines
Term
11: Term 1
WEEK Topic
6WEEK Topic CONTENT
Types
Types ofLosses
Electrical
of LossesGrade in DC DCMachines
11: Machines
Term 1 1
6 WEEKTopic
Topic Types -
CONTENT Copper
CONTENT
of Losses in DC Machines
WEEK -- - Copper
CONTENT
Types
Copper
Constant
of Losses
6
6 6 Types- -
Types of Lossesin
Copper
Constant
of Losses ininDC
DCDC Machines
Machines
Machines
--- Constant
Magnetic
Copper
Constant
----• - Magnetic
Magnetic
Copper
Copper
Mechanical
Constant
-- • - Mechanical
Magnetic
Mechanical
Constant
Constant
---• - Magnetic
Eddy Current
Mechanical
Eddy
Magnetic Current
Magnetic
--- Eddy Current
Efficiency
Mechanical (Calculations)
- - Eddy Current
Efficiency
Mechanical
-- • Efficiency
Mechanical (Calculations)
(Calculations)
- Eddy Current
Efficiency (Calculations)
• Eddy
Advantages Eddy Current
Current
and disadvantages of the DC Machine.
-- Efficiency
Advantages Efficiency and (Calculations)
disadvantagesof
(Calculations) ofthe
theDC DCMachine.
Machine.
Advantages
•
Maintenance and
Efficiency
of disadvantages
DC (Calculations)
machines – Considerations
Advantages
MaintenanceofofDC
Maintenance and disadvantages
DCmachines of
machines– –Considerationsthe DC
ConsiderationsMachine.
Advantages
Maintenance
Advantages
Advantages
and
ofand
and DC disadvantages of
ofthethe
machines –ofConsiderations
disadvantages
disadvantages theDCDC
DC Machine.
Machine.
Machine.
7 Single Phase
SinglePhase Introducing
Maintenance
Phase Introducing
IntroducingSingle Single
of
SingleDC Phase
machines
PhaseAC AC Generation
– Considerations
ACGeneration
77 Single Maintenance
Maintenance of
of DCPhase DC machines
machines ––Generation
Considerations
Considerations
7 7 AC
AC Generation
Single Phase
Generation - - Difference
Introducing Single
Difference between
Phase
between DC
AC
DC and AC
Generation
and AC
AC Single Phase
Generation Introducing
-- Difference Single
between Phase DCAC Generation
and AC
7 Single
AC Phase
Generation
AC Generation Introducing
- - Motivation
Single
Difference
Motivation for
between
for using
Phaseusing AC
DCAC
AC rather
Generation
and
ratherAC than
thanDCDC
DC
7 Single Phase Introducing
- Single
Difference
• Motivation for Phase
between
using DC
ACAC and Generation
AC than
rather
AC Generation
- - Generation
Difference
Motivation of
between
for a
ofausing single
DC phase
ACphaseand
rather ACsupply
than by rotating
rotatingaaa
AC Generation - - • - Generation
Generation
Difference
Motivationbetweenof
for asingle
usingsingle
DC
AC phase
and
rather AC
supply
than DC DC
supply bybyrotating
conductor
-- Motivation
Generation
conductor loop
for
of
loop through
using
aathrough
singleAC
through aatwo-pole
rather
phase than
supply
two-pole magnetic
DC
by rotating
magnetic fielda
field

Motivation
• conductor
Generation for
loop ofusing AC
single arather
phasetwo-pole thanby
supply DC
magnetic
rotating afield
conductor loop through a
-- Generation
conductor
two-pole loop
Generation of a single
of athrough
magnetic single phase
a two-pole
field phase
supply
supply by rotating
magnetic
by rotating fieldaa
Laws of Electricity
conductor loop
Lawsof
Laws ofElectricity
Electricity
conductor loop throughthrough a a two-pole
two-pole magnetic
magnetic fieldfield
Laws - Laws
- Faraday's
of Electricity
of Electricity
Faraday's LawLaw
-- of Faraday's
Fleming's Law
Right
Laws Electricity Law Hand Generator Rule
----• - of
Laws Faraday's
Faraday'sLaw
Fleming's
Electricity
Fleming's
Flemings
Faraday's
Right
Right
Left
Law Hand
HandGenerator
Hand Motor
GeneratorRule
Rule
Rule
(Revision)
-- • - Flemings
Fleming's
Flemings
Faraday's
Fleming's Right
Left
Law
Left RightHand Hand
Hand
Hand Generator
MotorRule
Generator
Motor Rule RuleRule
(Revision)
(Revision)
-- • Fleming's
Flemings Right
Left Hand Hand
Fleming's Right Hand Generator Rule
Flemings Left Hand
Generator
Motor
Motor Rule
Rule
Rule
(Revision)
(Revision)
Demonstration:
-- Flemings Rotate magnetic field through
throughaaacoil
coil and display
Flemings Left
Demonstration:
Demonstration: Left
Rotate
Hand
Rotate
Hand Motor
Motor Rule
magnetic
magnetic Rule field
field
(Revision)
(Revision)
through coilandanddisplay
display
on
on Oscilloscope
Demonstration:
Demonstration:
Oscilloscope Rotate
Rotate magnetic
magnetic field field through
through a coila and
coil and display
display on Oscilloscope
on Oscilloscope Rotate magnetic field through a coil and display
Demonstration:
8 on Oscilloscope
Demonstration:
The Effect andRotate Calculation magnetic
of: field through a coil and display
8 The
on Effect
Oscilloscope
The Effect and
and Calculation
Calculation of:of:
88 on Oscilloscope
The-Effect and Calculation
Magnetic
• Magnetic field strengths
field strengths of:
8 The- -Effect
Magneticand Calculation
Magnetic fieldstrengths
field strengths of:
8
8 The Effect
The- Effect oand
Magnetic Calculation
field strengths
and Calculation of:
of:
--- Magneticoo field strengths
Flux o density
Magnetic field( strengths
)
- • - FluxFlux
Flux
o
density
density( () )
density
- Fluxooodensity ( )
--- Flux o density ( )
Pole
Flux pairs
o density
pairs ( )
- • - PolePole
o pairs
Pole pairs
- Pole ooopairs
--- Pole o pairs
Number
Pole o pairsofofwindings
windings(( ( )) )
-- - Number
Number
Area o of of windings
the coil
o of of
--- • - Area
Number
Area
ooof
Number
Number the
of ofwindings
the coil
coil
windings
windings
( )
(N)
(
- • Area
Number of
o of of
Area
the coil
ofthewindings
coil ( ))
-- - Area
Frequency
o of the
Frequency of
coil rotation
ofrotation
rotation
-- Frequency
Area
oo
theof coil
))
- Frequencyoo o of rotation )
o
-- • Frequency of
oo
Frequency
Frequency
oo ofofrotation
rotation )
rotation
o ))
oo
ooo
- - Lamination ofofthe core
- Lamination o
Lamination of the thecore
core
- Laminationo
o of the core
-- Lamination of the core
• Lamination
Laminationofofthe core
the core
39
3939
39
39
39

WEEKTopic
WEEK Topic CONTENT Electrical Grade 11: Term 1
CONTENT
Electrical
Electrical
Electrical Grade
Grade
Grade 11:
11:11: Term
Term1
Term 11
WEEK
9 9 Topic CONTENT
The Electrical
The Grade
Sinusoidal
Sinusoidal 11:
Waveform
Waveform Term 1
WEEK
WEEK
WEEK Topic
Topic
Topic CONTENT
CONTENT
CONTENT
9
WEEK Topic The
CONTENT Sinusoidal Waveform
Instantaneous value
-• Sinusoidal
Instantaneous value (Calculations)
(Calculations)
9
999 The
The
The Sinusoidal
Sinusoidal Waveform
Waveform
Waveform
The - Sinusoidal
Instantaneous
o Waveformvalue (Calculations)
-- -- Instantaneous
Instantaneous
Instantaneous
o
Instantaneous
value
value
value (Calculations)
(Calculations)
(Calculations)
o o
o
oo
oo
o o
o
o
o
o
ooo
o
-• Maximum value
oMaximum
o
- Maximumo value (Calculations)
(Calculations)
-- - Maximum o
Maximum value
(Calculations)
- Maximumo
Maximum value (Calculations)
o o valuevalue
RMS (Calculations)
(No Mid-ordinate Rule) (Calculations)
-• RMSo o value (No Mid-ordinate Rule) (Calculations)
-- - RMS RMSRMS
valuevalue
value (No (No
(No Mid-ordinate
Mid-ordinate
Mid-ordinate Rule)
Rule)
Rule)(Calculations)
(Calculations)
(Calculations)
RMS
- RMS value
o value (No(No Mid-ordinate
Mid-ordinate Rule)
Rule) (Calculations)
(Calculations)
Average
o value over half cycle (Calculations)
oo
- Averageo value value over half cycle (Calculations)
-- -• Average
Average value overover half cycle
half cycle (Calculations)
(Calculations)
- Averageo value
Average
Average
o value over
value overhalf
over halfcycle
halfcycle
cycle (Calculations)
(Calculations)
(Calculations)
ooo
10 - Calculation of:
10 - Calculation
o of:
Instantaneous value
10
1010 10 -- -• Calculation
Calculation
Calculation
Calculation of:
of:of:
of:
10 o
- Calculation Instantaneous
 of: value
o
o• o Instantaneous
Instantaneous
Instantaneous
Instantaneous value
value
value
value
o Maximum 
Instantaneous valuevalue
 
o Maximum  value
o
o• o Maximum
Maximum
Maximum
Maximum value
value
value
value
o Maximum 
 value
 
o RMS   value
o RMS  value
o
o• o RMS
RMS value
value
o RMS RMS
RMS
Average
 
value
value
value value over half cycle (Mid-ordinate
rule to
o Average
show  where value over half
average valuecycle comes(Mid-ordinate
from) rule to
o
o• o Average
Average
Average value
value
value over
over
over half
half
half cycle
cycle
cycle (Mid-ordinate
(Mid-ordinate
(Mid-ordinate rule toto
rule
rule to
show
o show
Average
Average where
where value
value average
over
over halfvalue
half cycle
cycle comes from)
(Mid-ordinate
(Mid-ordinate rule
rule to to
show where
show
show where average
average value
value comescomes from)
from)
show where
average where average
value comes value
average from)
value comescomes from)
from)
Practical: Measure   mains voltage using a multimeter
Practical: Measure mains voltage using a multimeter
Practical:
Practical:
Practical: Measure
Measure
Measure mains
mains
mains voltage
voltage
voltage using
using
using a multimeter
a multimeter
a multimeter
Practical: Measure
Practical: Measuremains voltage using
currentusing
mains voltage usage ausing
multimeter
a multimeter a Clamp Meter
Practical: Measure mains current usage using a Clamp Meter
Practical:
Practical:
Practical: Measure
Measure
Measure mains
mains
mains current
current
current usage
usage
usage using
usingusing a
a Clamp
a Clamp
Clamp Meter
Meter
Meter
Practical:
PATPractical: Measure
SimulationsMeasure 1 mains
&mains current
current
2 completed usage
usage using using a Clamp
a Clamp Meter Meter
PAT
PAT
PAT Simulations
Simulations
Simulations
PAT Simulations 1
1& 11&
& 2
2& completed
2 completed
completed
2 completed
PAT Simulations 1& 2 completed
40
40
4040
4040

Electrical
Electrical Grade Grade 11: 11: TermTerm 2 2
WEEK Topic
WEEK Topic CONTENT
CONTENT Electrical Electrical Grade 11: Term 2
ElectricalGrade Grade 11: 11:Term
Term 2 2
1
1 WEEK Single
Single
WEEK Phase
Topic
Phase
Topic Introduction
Introduction CONTENT
CONTENT to
to Transformers
Transformers
WEEK Topic
Transformers - CONTENT
Magnetic Induction
Single
1 1 Transformers Phase
Single Phase - Introduction Introduction
Magnetic
Introduction to to
Induction Transformers
Transformers
1 Single Phase
Transformers -- Lenz’s - Law
Magnetic to Transformers
Induction
Transformers
Transformers Lenz’s - Law
Magnetic
Magnetic
Induction
Induction
-- • Magneto -
Magneto Lenz’s magnetic
Law
magnetic force
- Lenz’s Law force
-- Self • - -and
Self
Lenz’s
Magneto
and mutual
Law
mutual inductance
magnetic
inductance force
Magneto magnetic force
-
- Function Function
• - Self
Magneto and
and operation
mutual
magnetic
operation forceof transformers
inductance
of transformers
- Self and mutual inductance
• - Self
- Function
and mutual
Function and and operation
inductance
operation of of
transformers
transformers
2
2
- Losses
• in
Function Transformers
- Losses in Transformers (No calculations) and operation (No
of calculations)
transformers
-- • Advantages
22 2 - - Losses
Losses
Advantages Losses inand
in disadvantages
Transformers
Transformers
and in disadvantages
Transformers (No calculations)
(No calculations)
(No calculations)
-- • Construction and symbols of

- Advantages
Construction
Advantages
- Advantages and
and symbols
and disadvantages of transformer and
transformer
disadvantages
and disadvantages and core
core types
types
• - - Construction
Construction andand symbols of of transformer
and coreand core types

Construction and
symbols symbols
of transformer transformer and
types core types
3
3 3 Application
Application Application
of Transformer
of Transformer
of TransformerTypes
Types including:
including:
Types including:
3 3 -- Application Ideal transformer of of Transformer Types including:
• Ideal transformer
Application
Ideal transformer Transformer Types including:
-
- • Auto- Auto Auto
- transformer
Ideal transformer
transformer
Ideal transformer
transformer
-- Centre - - Auto
Centre Tap
Tap transformer
transformer
transformer
Auto transformer
-- • Voltage - - Centre
Voltage Centre Tap transformer
instrument
Tap
instrument transformers
transformer
transformers
• Centre
Voltage Tap
instrument transformer
transformers
-- Current -
Current instrument
Voltage
instrument instrument transformers
transformers
transformers
-
• - Current Voltage instrument
instrument transformers
transformers
Current instrument
- Current instrument transformers transformers
4
4
4 Calculations
Calculations related related to
Calculations related
to Transformers
to Transformers
Transformers

4 4 -- Calculations• Power calculations
Power related
calculations to toTransformers
Power calculations
Calculations related Transformers
- o Full
Power
o- Full
 load
Full calculations
load
loadcalculations
Power
o oFull Fullload load
o
o VA
VA VA ratings
ratings 
ratings 
o oVAVA ratings
ratings
-- Primary Primary and
andand secondary

secondary voltage
voltage // current
current
• Primary 
secondary voltage / current
-- Ratio Ratio calculations
- - Primary
calculations and secondary voltage / current
• - Ratio
Primary
calculations
and secondary voltage / current
-- Ratio calculations
- Ratio calculationsEfficiency Efficiency
• - - Efficiency
Efficiency
Efficiency
o
o
o o
5
5 RLC
RLC Effect
Effect of of Alternating
Alternating Current Current on on Resistors,
Resistors, InductorsInductors and and
5 5 RLC Capacitors
Capacitors Effect (RLC)
of Alternating
(RLC) Current on Resistors, Inductors and
RLC Effect of Alternating Current on Resistors, Inductors and
-- Capacitors
Components
Components (RLC) in
in series
series circuits
circuits onlyonly
Capacitors (RLC)
-- All All- applicable calculations relevant to the
the theory
theory toto be
- Components
applicable
Components in series
calculations in series circuits
relevant
circuits only
to only be
completed
- - AllAll
completed applicable calculations relevant to to
thethe
theory to to
bebe
applicable calculations relevant theory
-- Emphasis
Emphasis completed will be on circuits containing
will be on circuits containing ONE resistor, ONE ONE resistor, ONE
completed
capacitor
-
capacitorEmphasis and
and ONE willwill
ONE inductor
be onon
inductor circuits containing ONE resistor, ONE
- Emphasis be circuits containing ONE resistor, ONE
-- Wave representation
capacitor
Wave representation and ONE inductor
capacitor and ONE inductor
-- Phasor - - Wave
Phasor diagram
diagram representation
Wave representation
-- Inductive
-
InductivePhasor Reactance
diagram
Reactance
- Phasor diagram
- o Inductive
o- Inductive Reactance Reactance
-- Capacitive
Capacitive o oReactance
Reactance
- o- Capacitive Reactance
o Capacitive Reactance
-- Effect o o
Effect of of frequency
frequency changes changes on on XL XL and
and XC XC
- - Effect of frequency
Effect of frequency changes on XL changes on XL and
andXCXC
41
41
41 41

- Efficiency
o
o
5 WEEKRLCTopic Effect of Alternating Current on Resistors, Inductors and
CONTENT
5 RLC Effect
Capacitors of Alternating
5 RLC Effect of Alternating Current on Resistors, Inductors and Capacitors (RLC)
Capacitors (RLC)
- Components in series circuits only
Components in seriesseries circuits only
-- • Components
All applicable in calculations circuits only to the theory to be
relevant
•
- All All applicable
applicable calculations
calculations relevant
relevant to the
to theory to be completed
the theory to be
completed
•
- completedEmphasis will be on circuits containing
Emphasis will be on circuits containing ONE resistor, ONE resistor, ONEONE
capacitor and
- Emphasis ONE inductor
will ONE
be oninductor
circuits containing ONE resistor, ONE
capacitor and
Wave representation
• capacitor and ONE inductor
- Wave representation
-- • Wave representation
Phasor
Phasor diagramdiagram
-- • Phasor
Inductive diagram
Inductive Reactance
Reactance
- Inductive
o Reactance
o
- Capacitive Reactance
CapacitiveReactance
- • Capacitive
o
Reactance
o
-Electrical
Effect ofGrade
Electrical Grade
frequency 11:
11: Term
Term
changes 2
2 on XL and XC
WEEK Topic CONTENT Electrical
-Electrical
Effect ofGrade
Grade
frequency 11:
11: Term
Term 2
2 XL XL
WEEK Topic CONTENT Electrical
• Effect Grade 11:
of frequency changes2onon
changes
Term andandXC XC
WEEK
WEEK Topic
Topic CONTENT
CONTENT
Demonstration: Electrical Grade
Show 11: Term 2
WEEK Topic Demonstration:
CONTENT Show phase difference between RL
phase difference between RL and
and RC
RC 41
WEEK Topic Demonstration:
CONTENT
Demonstration: Demonstration: Show
Show phase
Showphase difference
difference
phase difference between
between
between RL
RLRC
RL and and
and RC
RC 41
Demonstration:
Demonstration: Show
Show phase
phase difference
difference between
between RL
RL and
and RC
RC
6
6 6 -- • Impedance Impedance
Impedance
6
6 -- Impedance Impedance
6 -- Impedance o
o
6 Impedance
o
o Representation
-- • Scalar: Scalar: Representation ofof
Representation the
ofthe
the Impedance
Impedance Triangle
Triangle
-- Scalar: o
Scalar:
o Representation of theImpedance
Impedance Triangle
Triangle
-- • Scalar: Power
Power Representation of the Impedance Triangle
-- Scalar: PowerRepresentation of the Impedance Triangle
Power
Scalar:
o
Power Representation of the Impedance Triangle
-- Power o
o
-- Power o Factor
Power
Power
o
Factor
-- • Power o
Power Factor
-- Power o Factor
Power
o Factor
Factor
Power
o Factor
o
o
o
o
o Angle
-- Phase Phase
o Angle
o
-- Phase Phase Angle
-- • Phase o Angle
o Angle
Phase
o
PhaseAngle
Angle
o
o
o
o
o
o
o
7
7 -- Natural Natural Resonance
Resonance
7
7 -- • Natural Effect ofResonance
frequency changes on on the
the impedance
impedance and and current
current
7 7 -- Natural Effect of
NaturalResonance
frequency
Resonance changes
7 -- Natural Effect
Natural
flow
Effect of
of
Resonance
frequency
Resonance
frequency changes
changes on
on the
the impedance
impedance and
and current
current
-- • flow Effect
Effect of of frequency changes
frequency changes ononthetheimpedance
impedanceand current
and flow
current
-- • flow Effect
Resonance
flow
Resonanceof frequency
Resonance with
with
with its
its
its
changes
characteristic
characteristic
characteristic
on the impedance
curves
curves
curves
and current
-- flow Resonance
flow
Resonance with
with its
its characteristic
characteristic curves curves
-- Resonance o
o with
Resonance
o with its characteristic
its characteristic curves curves
-- Q o
Factor
Q Factor
o
o Factor
-- • Q Q
Q Factor
Factor
-- Q Factor
o
Q Factor
o
o
o
o
o
o
o
o
o
o
o
o
-- Bandwidth Bandwidth
o
-- • Bandwidth o
Bandwidth
Bandwidth
o
o
-- BandwidthBandwidth
o
o
-- Frequency o
Frequency
o changes
changes
-- Frequency
Frequency changes
Frequencychanges
-- • Frequency changes
changes
Mid-year Simulations Frequency3 changes
8
8–– 10
8 – 10Mid-year
10 Mid-year Simulations Simulations 3& &3 &
4
4 4completed
completed
completed
8 – 10 Mid-year
8 – 10 Examinations
Mid-year
Examinations
Examinations
Simulations
Simulations
3
3& &4 4 completed
completed
8
8– 10 Mid-year
– 10 Examinations
Mid-year
Examinations
Simulations
Simulations 3 3& &4 4 completed
completed
Examinations
Examinations

WEEK Topic CONTENT
1 Control IntroductionElectrical
to ControlGrade 11: Term 3
and Protection of AC Machines
WEEKDevices
Topic - CONTENT
Principle of operation of protection (Theory session)
1 Control • Overcurrent
Introduction to Control and
andProtection of ACprotection
undervoltage Machines
Devices • • Re-settable
Principle overcurrent
of operation of protectionprotection (Motor
(Theory session)

 protection)
Overcurrent and undervoltage protection

• The
 Zero Volt
Re-settable Coil / No
overcurrent Volt Coil
protection (Operator
(Motor protection)
protection)
 The Zero Volt Coil / No Volt Coil (Operator protection)
2 The Direct On Line Starter / Contactor (DoL)
2 The •
Direct On Line Starter
Identification, operation/ and
Contactor (DoL)
purpose of:
- Identification, operation and purpose of:
 The contactor
o The contactor
 Start button
o Start button
 Stop button
o Stop button
 Overload protection
o Overload protection

o On OnDelay
Delay Timer
Timer/ Off Delay
/ Off Timer
Delay Timer

• Setting overcurrent protection
- Setting overcurrent protection
o
- • Wiring diagram of the DoL
Wiring diagram of the DoL
- Testing & commissioning
• Testing & commissioning
Practical: Connecting
Practical: Connectingthe
the DoL Starter
DoL Starter to to a light:
a light: switch
switch on andon
offand off
3 Introduction to the Programmable Logic Control Device (PLC)
3 Introduction
• to of
History the
theProgrammable
PLC Logic Control Device
(PLC) • What is hardware?
- History of the PLC
• What is software?
- What is hardware?
• Hard wiring vs. soft wiring
- What is software?
Thewiring
- • Hard programmed scan
vs. soft cycle of a PLC (Input, process, output)
wiring
- • TheSafety and PLC devices
programmed scan cycle of a PLC (Input, process,
4 PLC Software – Introduction on the Computer
output)
- • Safety and PLC
The purpose devices
of using software to program the PLC

• Navigating the Graphic User Interface of the programming software used

4 (How to
PLC Software – use the software)on the Computer
Introduction

- • TheUsing
purpose
LadderofLogic
usingto software to program
write a program for a PLCthe PLC
- Navigating
 What theis Graphic
a rung? User Interface of the programming
software used (How
 Ladder to use the software)
Logic symbols
- Using Ladder• Logic
Inputs to write a program for a PLC
o What
• isOutputs
a rung?
o Ladder
• Invertingsymbols
Logic inputs and outputs
•  Inputs
AND / OR / NOT function
 Outputs
 Latching concepts in Ladder Logic
 Inverting inputs and outputs
Retaining
•  AND / ORcontact
/ NOT function
o • Interlocking
Latching concepts in Ladder Logic
5  Retaining contact
The interface Cable
• Loading  Interlocking
the program from the computer to the PLC

• Loading an existing program from the PLC to the computer
43
Practical: Program a PLC as a Direct On Line Starter

WEEK Topic CONTENT
6 Single Phase Single Phase Induction Motors
Motors • The Universal Motor

• Construction of the AC Motor

• Comparison between AC and DC motors
• Producing a rotating magnetic field in single phase motors
• Considerations when selecting a motor to suit a load
• How changes in load affects speed of a motor
• Operation of split phase motors (Methods of splitting single phase supply)
7 Capacitor Start Motor
(Note: This is a practical component – all aspects will be attended to as part of
practical work in the workshop in conjunction with the theory)
• Function of components

• Diagram (Interpret the circuit diagram and wire the starter and motor on a

panel)

• Reversal of direction of rotation (Add practical session on reversal of direction)
• Testing a motor
• Visual inspection test
• Insulation

• Continuity of windings
• Test earth continuity
• Mechanical test
• Practical application & use: connection of a CSM
• Wire DoL to motor
• Start and stop motor
8 Practical: Perform complete test on a CS Motor

Practical: Wire CS Motor with DoL. Start and stop motor. Reverse direction of
rotation
Practical: Add a PLC and wire CS Motor with PLC and Contactor. Start and stop
motor
9 Capacitor Start & Run Motor
(Note: This is a practical component – all aspects will be attended to as part of
practical work in the workshop in conjunction with the theory)
• Function of components

• Diagram

• Reversal of direction of rotation (Add practical session on reversal of direction)
• Testing
• Visual inspection test
• Insulation

• Continuity of windings
• Test earth continuity
• Mechanical test
• Practical application & use: connection of a CSM
• Wire DoL to motor
• Start and stop motor
Practical: Perform complete test on a CS & R Motor

WEEK Topic CONTENT
10 Practical: Wire CS & R Motor to DoL. Start and stop motor.
Reverse direction of rotation. No PLC
Practical: Wire CS Motor with On Delay timer – Auto start. No PLC

WEEK Topic CONTENT
1 Power DC Power Supplies
Supplies • What is a power supply unit (PSU)?

• Block diagram of a linear power supply

• The role different semiconductor components play in a PSU
• Semiconductors

 The PN Diode

• Construction
• Electron flow vs. conventional flow
• P & N material
• Forward Biasing
• Reverse Biasing
• Characteristic curve & symbol of the diode
Practical: Construct a half wave rectifier and display the waveform on an
oscilloscope
2 • The Zener Diode
 Construction


 Forward Biasing
 Reverse Biasing
 Avalanche breakthrough vs. controlled breakthrough
 Zener as a voltage regulator
 Characteristic curve & symbol
3 Rectification (Half Wave and Full Wave)
• Waveforms

• Circuit construction (Practical)

• Representation of waves on Oscilloscope
• Principle of filtering and waveforms
• Block diagram
• Circuit construction of the C and LC Filter (Practical)

• Ripple Factor – percentage only
Practical: Construct a full wave rectifier and display the waveform on an

oscilloscope

WEEK Topic CONTENT
4 The NPN Transistor
• Construction


• Forward Biasing
• Reverse Biasing
• Characteristic curve & symbol

Regulating a Voltage
(Shunt regulation only using Zener Diode and transistor – focus on shunt as a
high current solution)
• Circuit diagram

• Waveforms
• Circuit construction (Practical)
• Measurement with multimeter
• Calculations:
• Zener calculations – Series resistor
Practical: Construct a voltage regulator circuit and adjust to various values

5 Revision Term 1
6 Revision Term 2
7 Revision Term 3


WEEK Topic CONTENT
1 Occupational OHS ACT
Health and Safety • Definitions

• Purpose of the act

• General duties of employers to their employees
• General duties of employers and self-employed persons to
persons other than their employees
• General duties of manufacturers and others regarding articles and substances
for use at work
• Duty to inform

• General duties of employees at work
• Duty not to interfere with, damage or misuse things
• Functions of health and safety representatives
• Report to inspector regarding certain incidents

• Victimization forbidden
• Offences, penalties and special orders of court

Safety Revision
• Unsafe actions


• Risk analysis
• Human rights in the workplace
• Work ethics

• Revision of emergency procedures (Grade 10)


Practical: Clean the workshop (Weekly activity throughout the year)

Electrical
• Grade
Revision 12:10
of Grade Term
& PCB 1 methods and safety done as part of PAT
CONTENT
WEEK
2 Topic
RLC EffectPractical:
CONTENT Etch a PCB (Part of PAT completion during the year)
of alternating current on R, L and C components in series
2 2 RLCRLC Effect of
Effectalternating
of alternating
(revision of Grade 11) current
current on R,LLand
on R,
and parallel and C components
C components
circuits in series
in series (revision of Grade
11)
(revision and parallel circuits
of Gradehandled
11) andboth
parallel circuits
- Concepts in theory and practical experiments
Concepts
- • Concepts handled both
handled both inintheory andand
theory practical experiments
practical experiments
3 3 • Inductive Reactance
- Inductive Reactance
3 - Inductive Reactance
o
o
- • Capacitive
CapacitiveReactance
Reactance
- Capacitive
o Reactance
o
4 - Impedance
4 - Impedance
o
o
o
o
- Power
- Power o
- Phase o Angle
- Phase Angle RLC
o Series
o Series  RLC


44

o Parallel POLICY
CURRICULUM AND ASSESSMENT RLC STATEMENT (CAPS)
o Parallel
 RLC
WEEK
RLC Topic Effect
- of CONTENT
alternating
Concepts current
handled
Electrical Grade on
both R,Term
in
12: L and1and
theory C components in series
practical experiments
WEEK
2 Topic
RLC CONTENT
- (revision
Concepts of handled
Effect Grade
of 11) andincurrent
both
alternating parallel
theory circuits
and
on R,practical
L and C experiments
components in series
(revision of- Grade 11) and parallel circuits
23
WEEK Topic
RLC CONTENT
Effect
- (revision
Concepts
- of
Inductive
of alternating
handled
Reactance
current
both in on
theoryR, L and
and C components
practical in series
experiments
23 RLC - Effect
Concepts
Inductive
(revision
Inductive
ofo Grade
handled
Reactance
alternatingReactance
ofoGradehandled
11)
both and
current
11) andboth
parallel
in theory
on R,
parallel Lcircuits
and
andpractical
C
circuits
experiments
components in series
- Inductive -o Reactance
-- Concepts
(revision Capacitive
of
ConceptsGrade Reactance
Electrical11)
handled and
Grade
in
parallel
12:
theory
Term
and practical experiments
circuits
1
both in theory and practical experiments
- o Inductive Reactance
WEEK Topic -- CONTENT
- Capacitive
Inductive Capacitive
Reactance
o Reactance
Concepts Reactance
handled both in theory and practical experiments
3 - Capacitive -o o Reactance
Inductive
o Reactance
34 4 -o- • Inductive
- o Capacitive Impedance
oReactance
Impedance Reactance
34 - Capacitive
-- Inductive Reactance
Impedance Reactance
- Impedance
-o o
Capacitive
o Reactance
- Impedance -o o
o Capacitive
o Reactance
- Capacitive
- o Impedance o Reactance
- Impedance o
4 -oo o
Impedance
Power
4 o -o• Impedance
Power
- Power Impedance Power
o
4 - Power -o o o Angle
o- Phase o
- o Power - • Phase Angle
Power
- Phase o Series
Angle
Phase AngleRLC
- Phase Angle -o o Power o Series RLC
- Power Series RLC
 Series  RLC
- o Phase
Series Angle
RLC
o
- Phase - Power Angle
 RLC 
-o  o
Series
Phase Angle 
o Series RLC
o Angle
- Phase o
o Series  RLC
-  Phase o  Parallel
Angle
Series RLC
RLC
o Parallel o Parallel

RLC
o Series RLC
RLC
o Parallel RLC   
Parallel RLC
-o  
ParallelFactor
RLC
 Power
-o Power
ParallelFactor
o
RLC

Series
- Power
- Power Factor
Factor
  RLC
Parallel RLC
• o
Power
o Series RLC Series
 Parallel
Factor RLC
RLC
- o Power
Series o Parallel
Factor
RLC  RLC
- Power Factor  RLC
Series
o Parallel

o
-o Power Series RLC
Factor
 RLC
Series RLC
o Parallel RLC
-o PowerParallel Factor
RLC
o Series  RLC
o Parallel
- Power RLC
o Factor
-o  Series
Parallel
Phasor
o RLC
and
 RLC
 wave
Series RLCrepresentation

- Phasor --o Phasor
Parallel
 and
Investigate
and
RLC
Parallel
wave
 wave RLC
practical representation
representationimplications and applications of RLC
- Phasor and o
wave  Parallel

representationRLC
- Investigate- Investigate
o
- Resonance Parallel
practical practical
withRLC implications
its characteristic
implications and applications
curves
and applications of RLCof RLC
- Phasor
- Investigate and
o
practical
- Resonance wave 
Parallelrepresentation
RLC
implications
with and applications
its characteristic of RLC
Phasor
- Resonance and
• with oitswaveand
with
Phasor  representation
its characteristic
wave curves curves
representation
- Investigate
- Resonance - Phasor practical implications
characteristic
and wave
o practical curvesand
representation applications of RLC
- Investigate implications and applications of RLC
--o• Investigate
- o Resonance Phasor
Q Factor and
Investigate
with wave
itspractical representation
practical implications
characteristic and applications of RLC
curves
implications and applications of RLC
- Resonance
-- • Phasor
Q Factor with
anditswave
characteristic curves
representation
- Q Factor o Investigate
Resonance practical
with its implications
characteristic and
curves applications of RLC
- Q Factor---o Resonance
Investigate
o
Resonance
with its characteristic
practical implications curves
and
with its characteristic curves applications of RLC
- Q Factor-
o o
Resonance with its characteristic curves
- o Q Factor oo
-o• Q Factoro
Qo Factor
o
-o Q Factor
o - Q Factor o
o
o o
-o Bandwidth
o - Bandwidth
o
- Bandwidth o oo
- Bandwidth o oo
o
- o Bandwidtho
- Bandwidtho
-o Bandwidth o
-o• Bandwidth
Bandwidth
- Bandwidtho
o
o
5 Calculations
49
49 49
• 49 ONE resistor, ONE
Series and parallel combination circuits containing
capacitor and ONE inductor 49
49
• Frequency changes 49
6 • Phasor and wave representation 49
49
• Resonance

• Phasor diagram
Demonstration: Show the effect of changing frequency in an RLC circuit toward

resonance

7 Three Phase Principles of Three Phase AC Generation
AC Generation - Distribution networks – Outline generation network to
distribution network
Electrical Graderevision
12: Term –1 Summary
WEEK Topic - CONTENT
Advantages and disadvantages of single vs. three phase
7 Three Phase AC systemsof Three Phase AC Generation
Principles
Generation - • Waveform of networks
Distribution single and three phase
– Outline systems
generation network to distribution network
- Phasor diagram of
revision – Summary single and three phase systems

• Advantages and disadvantages of single vs. three phase systems
Three
8
• Phase Systems
Waveform (3ϕ)
of single and three phase systems

- • StarPhasor diagram of single and three phase systems
- Delta
8 Three Phase Systems (3ϕ)
- Delta vs. Star
• Star
- Schematic (sketch without indication of components)
Delta
- • Diagrammatic (sketch with components) representations of
Delta
• three vs. Star
phase systems. (Overview of distribution network,
Schematic
• power station(sketch
to endwithout
user)indication of components)

- Only balanced loads with components) representations of three phase
• Diagrammatic (sketch
systems. (Overview of distribution network, power station to end user)

• Only balanced loads
9 9 Power
Power in Three
in Three Phase(3ϕ)
Phase (3ϕ) Systems
Systems and Calculations
and Calculations
- Active power
• Active power

o
- • Reactive
Reactivepower
power
- • Apparent power
Apparent power
10 Introduction to Star and Delta Calculations
• Line voltage and current
10 Introduction to Star and Delta Calculations
• Phase voltage and current
- Line voltage and current
Losses
- • Phase voltage and current
Efficiency
- • Losses
Power factor correction: Only concept of power factor correction – no
- • Efficiency
calculations for exam purposes

- Power factor correction: Only concept of power factor

correction – no calculations for exam purposes
Application of Meters in Three Phase (3ϕ)
• Wattmeter
• kWh meter (Energy meter)
50
• Power Factor meter
• Two and three wattmeter connections and calculations
• All diagrams and circuits must be given, and then questions asked
referring to diagrams / circuits. Balanced and unbalanced loads

WEEK Topic CONTENT
1 Three Phase Introduction to Three Phase (3ϕ) Transformers
Transformers • Principle of operation and connections of three phase transformers

• Concept and understanding of losses
• Three phase transformers compared to single phase transformers (delta/
star, star/delta, delta/delta, star/star)
• Construction of transformers
• Application of transformers
• Cooling
• Safety
• Protection
2 Calculations (Balanced Loads only)
• Ratio

• Line and Phase current, voltage and power

• Power factor
• Power
• Load including losses and efficiency
3 Practical: Wiring of single phase transformers to three phase: star/star; star/delta;
delta/star; delta/delta
Practical: Testing transformers

4 Three Phase Introduction to Three Phase (3ϕ) Motors
Motors & Starters • Three phase squirrel cage induction motor


• Construction
• Advantages
• Applications
• Calculations on slip, power and efficiency
• Characteristic curve of speed vs. torque
Synchronous Speed
• What is synchronous speed?
• Relation of synchronous speed to generated power

WEEK Topic CONTENT
5 Electrical and Mechanical Aspects of Three Phase (3ϕ) Motors
• Fault-finding / Troubleshooting

• Motor testing

• Commissioning. The process involved in preparing the motor and starter to
be used by the operator

Practical: Conduct troubleshooting on a faulty motor and rectify the problem

Practical: Conduct a motor test on a motor

Practical: Commission a new motor with a starter
3Φ Direct On Line Starter with Overload

• Function of components on diagrams
• Diagram
• Wiring on a panel
• Calculation of the overload value and setting of the overload
Practical: Connect a DoL Starter to a motor, set the overload. Start & stop the
motor
6 3Φ Forward and Reverse Starter with Overload


• Diagram
• Wiring on a panel & calculation of the overload value and setting of the
overload

Practical: Connect a 3Φ Forward and Reverse Starter to a three phase motor.
Set the overload. Start & stop

3Φ Sequence Motor Control Starter with Overload (Without Timer)
• Diagram
Practical: Connect a 3Φ Sequence motor starter to a squirrel cage motor. Set the
overload. Start & stop

WEEK Topic CONTENT
7 3Φ Sequence Motor Control Starter with Overload (With Timer)


• Diagram

Practical: Connect a Sequence Motor starter. Set the overload and timer. Start &
stop

3Φ Automatic Star Delta Starter with Overload
• Diagram
• Wiring on a panel (practical) & calculation of the overload value and setting
of the overload
Practical: Connect a Star Delta starter to a squirrel cage motor. Set the overload
and timer. Start & stop
8 – 10 Mid-year PAT Simulations 3 & 4 completed
Examination

WEEK Topic CONTENT
1 Programmable Logic Introduction to the Programmable Logic Control Device
Controllers • History of the PLC (Revision of Grade 11)

• Hard wiring vs. Soft wiring (revision)

• The programmed scan cycle of a PLC (Input, process, output) (Revision)
• Safety and PLC devices (Revision)
2 PLC Software and Devices
Difference between analogue and digital
Logic gates and truth tables of AND, OR, NAND, NOT, NOR
inputs to a PLC (Digital)
• Switches as input devices (N/O and N/C)
• Using sensors as input devices
No Theory of operation, only application of:
 Proximity
 Temperature
 Light
 Level
 Overload
Outputs on a PLC (Transistor / Relay)
3 • Contactors / relays
• Timers (On Delay / Off Delay)

• Latching concepts (Interlocking / retaining circuits)

• Markers / Flags (Memory elements)
• Conversion of hard wired schematics (Control circuits) to Ladder Logic and
labelling of symbols (Motor starters only)
• Applications of PLCs: The PLC as a motor starter (Revision)

WEEK Topic CONTENT
4 The Variable Speed Drive as a Programmable Motor Controller (Concepts
only)
• Basic principle of operation

• Introduction to VSD

• Methods of speed control (Mechanical / Hydraulic / Electrical)
• Basic block diagram (Rectifier / Regulator / Inverter)
• Analog to digital conversion & digital control
• Types of motors used with a VSD

• Regenerative braking
• Basic applications of VSD (Fans / Pumping systems / Heating / Ventilation
/ Air Conditioning systems)
• Start-up and run profiles (With applications) (Programming – optional)
5 Practical: Problem solving using PLC applications: Sequence Motor Control
Starter with overload and timer
Do practical revision of hard wired starter before doing PLC Starter
6 Practical: Problem solving using PLC applications: the Star Delta Starter
7 Practical: Problem solving using PLC applications: the Forward Reverse Three
Phase Starter
8 – 10 Preparatory PAT Project completed and moderated
Examination

WEEK Topic CONTENT
1 Revision Term 1 Occupational Health and Safety
RLC
Three Phase AC Generation
Three Phase Transformers
2 Revision Term 2 Three Phase Motors & Starters
Switching & Control
3 Revision Term 3 Programmable Logic Controllers
4 – 10 National Senior All
Certificate

3.2 Content Outline per Term: Electronics
3.2.1 Electronics: Grade 10
Electronics Grade 10: Term 1

WEEK Topic CONTENT


management)

Workshop Safety
• Unsafe acts
 Information signs
 Safety signs
 Prohibition signs
 Fire safety signs
 Regulatory signs

2 Basic First Aid
• What is HIV/AIDS and infectious disease?

chemicals)

WEEK Topic CONTENT
3 Tools and Identification of Parts, Functions of Parts, Care, Maintenance, Correct and
Measuring Safe Use of the following Tools:
Instruments • Screwdrivers (Flat and Phillips)


• Side Cutter
• Wire Stripper

• Utility Knife
• Soldering Iron
• Solder Sucker
• Breadboard
• Bending Spring
will be practiced)

• Introductory Printed Circuit Board manufacturing skills
5 Safe use and care of Instruments



Principles of • Theory of current flow (Electron flow vs. conventional current flow)
Electricity
• Resistive characteristics of different materials

• Conductors, semiconductors, insulators
• What is a conductor / semiconductor / insulator? (2-3 examples of each and
their characteristics. No further theory needed)
• A wire is a conductor, but not all conductors are made of wire (Electrical
shock and safety)
• Types of materials used as conductors: copper, aluminium, gold, silver, steel
and nickel chrome wire
• Specific resistance (No calculations)
• Negative and positive temperature coefficient (No calculations)

WEEK Topic CONTENT
WEEK Topic CONTENT
7 TheElectronics Resistor Grade
Electronics Grade10: 10:Term
Term1
7 TheElectronics
-
Resistor Grade
What is a resistor? 10: Term 11
WEEK
WEEK
WEEK Topic
Topic
Topic CONTENT
CONTENT
- What is a resistor?
CONTENT
The- Resistor Composition of Grade
a resistor
77
7 The
The-- Resistor Electronics
Composition
Resistor
Types of
of a resistor
resistors
10: Term 1
WEEK Topic -- CONTENT - Types
Whatis
What isa
isof aresistor?
resistor?
aresistors
- - What Tolerance
Composition
resistor?
(Indicated value vs. measured value) (2% and
7 -- TheComposition Tolerance
Resistor (Indicated
Composition
5%) ofofa
of aaresistor
resistor
value vs. measured value) (2% and
resistor
-- • - 5%)Types
Types ofof resistors
resistors
- - Types Whatof
Colour
Tolerance
isresistors
code a resistor?
of resistors
(Indicated (4 band
value vs.measuredand 5 band
measured resistors)
value) (2%andand
-- • Tolerance Colour
Tolerance code
Composition (Indicated
ofofresistors
(Indicated value
value
a resistor vs.
(4 band
vs. and 5 band
measured value) (2%
resistors)
value) (2% and
- Power 5%) vs. size (1/8W, 1/4W, 1/2W, 2W and 5W)
- • Power 5%) vs.of size (1/8W, 1/4W, 1/2W, 2W and 5W)
- - 5%) Types
Measuring
Colour code
resistors
theofvalue of resistors
resistors (4band
bandand and5 5band
bandresistors)
resistors)
-- Colour Measuring
Colour code
codethe of resistors
of value
resistors (4
of resistors
(4vs.
band and 5value)
band resistors)
- • Calculating
Tolerance the value
(Indicated of
value resistors
measured (2% and 5%)
-- - Calculating Powervs.
Power
Power vs.vs.sizesize(1/8W,
the
size (1/8W,
value
(1/8W, 1/4W,
of1/4W, 1/2W,
resistors
1/4W, 1/2W, 1/2W,2W 2Wand
2W and5W)
and 5W)
5W)
- • Potentiometer
Colour code of(Construction,
resistors (4 bandfunctionaland 5 bandoperation,
resistors)
-- - Measuring Measuring
Potentiometer
Measuring the(Construction,
the
the valueof
value
value ofofresistors
resistors
resistors
• symbols)
Power vs. size (1/8W, 1/4W, 1/2W, 2W and 5W)
-- - symbols) Calculatingthe
Calculating
Calculating thevalue
the valueof
value ofresistors
resistors
ofresistors
resistors
- • Rheostat
Measuring (Difference
the value between
of a Potentiometer and
-- - Rheostat Potentiometer
Potentiometer
Potentiometer (Difference (Construction,
(Construction,
betweenfunctional
(Construction, afunctional
operation,
Potentiometer
operation,and
Rheostat
Calculating
• Rheostat
symbols) (Construction,
the value of functional
resistors operation, symbols)
symbols)
symbols) (Construction, functional operation, symbols)
- Rheostat
Rheostat (Difference between
-- • aaPotentiometer
Potentiometer and
Potentiometer
(Difference (Construction,
between functional
a operation, symbols)
and
8 Ohm’s Rheostat
Law (Difference between Potentiometer and
8 Ohm’sRheostat • Rheostat
Rheostat
LawRheostat (Construction,
(Construction, functional
operation,
(Construction, functional operation, symbols)(Construction,
(Difference between a Potentiometer and symbols)
symbols)
Rheostat
- Ohm’s law:
- Ohm’s law: operation, symbols)
functional
Ohm’s - Ohm’s Verify
Law Ohm’s Law with calculations
88
8 8 Ohm’s - Verify Law LawOhm’s Law with calculations
Ohm’s - • Law
Pay attention to prefixes and unit conversions
-- - Pay Ohm’s
Ohm’s
Ohm’s law:
Ohm’s law:
law: to prefixes and unit conversions
attention
law:

-- • - Verify
Verify
Verify
Verify Ohm’s
Ohm’s
Ohm’sLaw
Ohm’s Lawwith
Law
Law with
with
with calculations
calculations
calculations
calculations
Series Circuit
- PayPay as
attention Voltage Divider
Series -- •
- Pay
Payattention
Circuit as Voltage
attention
attention
Kirchhoff’s tototoprefixes
to
Voltage
prefixes
Divider
prefixes
prefixes
Divider:
and and
and
and unit
unit
unit unit conversions
conversions
conversions
conversions
- Kirchhoff’s Voltage Divider:
Series
Series Series oCircuit
Circuit
Circuit as as Voltage
asVoltage
Voltage Divider Divider
Divider
Series o
Circuit as Voltage Divider
-- • Resistors inVoltage
series

- - Kirchhoff’s
Kirchhoff’s
Kirchhoff’s
Resistors
Kirchhoff’s
oo
VoltageDivider:
Voltage
inVoltage
series Divider:
Divider:
Divider:
o
o
- Resistors
Resistors

-- • Resistorsin
Resistors inin series
inseries
series
series
o
o o
Parallel Circuit as Current Divider
Parallel Circuit asasCurrent Divider
- Parallel
Kirchhoff’s
Circuit Current
Current Divider
Divider (Combination circuits with
- • Kirchhoff’s Current Divider (Combination circuits with
Parallel calculations):
Kirchhoff’s
Circuit as Current
Current Divider (Combination
Divider circuits with calculations):
Parallel
Parallel Circuit Circuit
calculations): as Current
as Current Divider Divider
o
-- - Kirchhoff’s
Kirchhoff’s CurrentDivider
Current Divider(Combination
(Combination circuitswith
circuits with
o
- • Kirchhoff’s
Resistors
calculations):
calculations): in Current
parallel Divider (Combination circuits with
-Electronics
Resistors
Resistors
calculations): ininparallel
Grade parallel10: Term 1
o o
WEEK Topic CONTENTo o
9 Series -- - Resistors
/Resistors
Parallelin
Resistors inparallel
parallel
inCircuits
parallel

9 - Series o/o
Parallel Circuits
Calculations
o on combination
circuits containing:
• - Calculations on combination
1 x Series and 2 x Parallel circuits containing:
-  2 x Series andand 2 x2 Parallel
1 x Series x Parallel
-  3 x Series
2 x Series andand 3 x2 Parallel
x Parallel
 3 x Series and 3 x Parallel
Practical:
Measure voltage and current in a Series / Parallel
Circuit
- 
1 x Series andand
1 x Series 2 x2 Parallel
x Parallel
- 
2 x Series and 2 x2 Parallel
2 x Series and x Parallel
- 
3 x Series and 3 x Parallel
10 Power
10 Power
• Definition of Power
- Definition of Power 60
60
Power calculations:
- • Power calculations:
o 6060
60
o
o
Practical: Apply
Practical: Applypower
power calculations
calculations to to Series
Series / Parallel
/ Parallel circuitscircuits
PATPAT Simulations11&
Simulations &22 completed
completed

WEEK Topic CONTENT
• What is energy?

• Storing energy (Ways in which energy can be conserved / stored)

The Electrical Cell
• Diagram of the Cell

• Applications
• Applications

- Principal of operation
- Basic construction
- Advantages / disadvantages
- Applications
Safety considerations
2 Alternative
• Energy
Solar / Photovoltaic Cell
 Symbol
o Symbol
 Basic principal of operation

o Basic principal of operation
 Basic construction / composition
o Basic construction / composition
 Advantages / disadvantages
o Advantages / disadvantages
o Functional application
•
 Solar
SolarCell Cellvs Solar Panel
vs Solar Panel
•  Generating electricity
Generating electricity fromfrom
the Sun
the Sun
•  Reasons for using regulators
Reasons for using regulators
Electronics• Grade 10: Term 2 batteries with solar panels

 Reasons
Reasonsforfor using
using batteries with solar panels
WEEK Topic CONTENT •  BlockBlock diagram
diagramofofaasolar solarelectricity
electricity generation
generation system for
ElectronicsForce
Electromotive Grade 10:
(EMF) Term 2
domestic use
system for domestic use
WEEK Topic - Understanding the concept of EMF
CONTENT
-Electronics
Difference
Potential
Electromotive
Potential between
Difference
Grade
Force
Difference 10: EMF
(PD)
(EMF)
(PD) Termand 2 PD
-- • Understanding
Understanding
Understanding the concept
conceptofof
the concept
the PDEMF
of PD
- Difference
Electromotive
Electronics between
Force
Grade (EMF)
10: EMF
Term and
2 PD
Internal o
Resistance
- Understanding the concept of EMF
- What is
Difference
Electromotive Internal
Electromotive Force (EMF) between
Force Resistance?
(EMF) EMF and PD
- Advantages
Internal Resistance
o / disadvantages of Internal Resistance 62
Understanding
- • Understanding the concept of EMF
the concept of EMF
Internal
-- • What is Resistance
Difference Internal
Difference between
between calculations
Resistance?
EMF
EMFand andPDPD
- Advantages
Internal o
Resistance / disadvantages of Internal Resistance
o
- Internal
What o is Resistance
Internal Resistance? calculations
Internalo Resistance
- Advantages
Internal Resistance / disadvantages of Internal Resistance
3 -- • What
Capacity What
and is
o is Power
Internal Internal(VA)
Resistance
Internal
Resistance?
Rating
calculations
Resistance?
• Advantages
-- Understanding / disadvantages
the concept of Internal
ofof Voltage Resistance
o
Advantages / disadvantages InternalDrop and Current
Resistance
3 Capacity• Drain
and
o due
Internal
Powerto overload
Resistance(VA) calculations
Rating
- Internal Resistance calculations
- Understanding
Determine
o how the longconcept
a battery will be able
of Voltage Drop to and
deliver current
Current
to aand
Drain loadPower
3 Capacity o due to overload
(VA) Rating
- Determine
Calculations:
Understanding Ampere
how the a Hour
longconceptbattery will be able
of Voltage Drop to and
deliver current
Current
3 to aoload
Capacity
Drain and
due Power
to (VA)
overload Rating
3 Capacity and Power (VA) Rating
-- • Calculations:
Understanding
Determine
Understanding how Ampere
the
long
the a Hour
concept of Voltage
battery
concept Drop
will be
of Voltage and to
able
Drop Current Drain
deliver
and due to overload
current
Current

Practical: DrainoCalculate
• to aDetermine
load how
due to overloadinternal resistance
long a battery will beof a cell
able / battery
to deliver in to
current series
a load
with-- • Calculations:
a resistor
Calculations:
Determine how Ampere
Ampere
long aHourHour
battery will be able to deliver current
Practical: oCalculate
to a load internal resistance of a cell / battery in series
Connecting
with- Practical:
a resistor Cells
Calculations:
Calculate in Series
Ampere Hour
internal resistance of a cell / battery in series with a resistor
- Voltage
Practical: and
Calculate current
internal rating
resistance of a cell / battery in series
o
Connecting o
Connecting Cells
with a resistorCells in Series in Series

- • Voltageo andandcurrent
internalrating
Voltage current rating
Practical: Calculate resistance of a cell / battery in series
Connecting
with a resistor o Cells in Series
Practical:
- Voltage oConnect cells in rating
and current series to form a battery. Measure
voltage
Connecting and
Practical:current
o Cells
Connect incells
Series in series to form a battery. Measure voltage and current
Practical:
oConnect cells in series to form a battery. Measure
- Voltage and current rating
Connecting
voltage and
Connecting
o Cells
CellsininParallel
current Parallel
- • Voltage
Practical: andandcurrent rating
oConnect cells in series to form a battery. Measure
Voltage current rating
Connecting
Cells in Parallel
- Voltage o and current rating
Practical: Connect cells in series to form a battery. Measure
-
Connecting
voltage Safety
• and o considerations
Cells
current
Safety in Parallel
considerations
- Voltage o and current rating
Practical:
- Safety
oConnect
Practical:
Connecting Cells in Connect cells
considerations
cells in paralleltoto
in parallel
Parallel increase
increase capacity.
capacity. Measure
Measure voltage and
voltage and
current o current
across across
different loadsdifferent loads
Practical:
- Safety oConnect cells in parallel to increase capacity. Measure
considerations
CAPS Practical:
- Safety
o
Connect
MECHANICAL TECHNOLOGY
cells in parallel to increase capacity. Measure
considerations
55

ElectronicsElectronics
Grade Grade
10: 10: Term
Term 2 2
Electronics
Electronics Grade
Grade 10:
10: Term
Term 2
2
WEEKTopic
WEEK Topic CONTENT Electronics
Electronics
CONTENT Grade Grade10: 10:Term
Term22
WEEK
WEEK Topic
Topic CONTENT
CONTENT
WEEK
WEEK Topic CONTENT
4 4 Topic
4
4
Electronic
Electronic
Electronic
Electronic
CONTENT Introduction
Introduction
Introduction
Introduction of of
of
of
Electronic Components
Electronic
Electronic
Electronic
Components
Components
Components
44 Electronic
Components
Electronic
Components Introduction
Introduction
-- • What What of
of
are Electronic
Electronic
electronic
are electronic Components
Components
components?
components?
Components
Components
- What
What are
are electronic
components?
Components
Components --- • What What
Purpose areof
are
Purpose
Purpose electronic
electronic
of ofelectroniccomponents?
components?
electronic
components
components
-
- Purpose
Purpose
-- • Purpose of
of
of electronic
electronic
components
components
Considerations
Considerations
Considerations when
when
when obtaining
obtaining
obtaining electronic
components
- Considerations
-- Considerations
Considerationswhen when obtaining
whenobtaining electronic
obtainingelectronic components
electroniccomponents
components
Types Types
of of Components
Components
Types
Types of
of Components
Components
Types
Types of
-- • of Components
Components
Switches
Switches
Switches (Functional
operation, symbols)
symbols)
symbols)
-
- Switches
Switches
-- • Switches (Functional
(Functional
operation,
operation, symbols)
symbols)
symbols)
SPST,
SPST,
SPST, SPDT,
SPDT,
SPDT, DPST,
DPST,
DPST, DPDT
DPDT
DPDT
- SPST,
---- • SPST,
SPST, SPDT,
SPDT,
SPDT, DPST,
DPST,DPDT
DPST, DPDT
DPDT
Rotary
Rotary Switch
Rotary Switch
Switch
---- • Rotary
Rotary
Rotary
Slide
Slide
Switch
Switch
Switch
switches
Slide switches
switches
----- • Slide
Slide
Slide switches
switches
switches
Magnetic
Magnetic
Magneticswitches
switches
switches
---- • Magnetic
Magnetic
Magnetic
Key
switches
switches
switches
switches
Key switches
switches
Key switches
---- • Key Key
Key switchesand
switches
Applications
Applications
Applications and practical
and practical inin
practical simple
insimple
simple circuits
circuits
circuits
- Applications
-- Applications
Applicationsand and practical
practicalinin
andpractical simple
insimple circuits
simplecircuits
circuits
Practical:
Practical: Identify/test/measure
Practical: Identify/test/measure different
Identify/test/measure different electronic
electronic
different components
components
Practical:
Practical:
Practical: Identify/test/measure
Identify/test/measure
Identify/test/measure different
different
different electronic
electronic
components
components
5
5 5 The
The Capacitor
Capacitor
The Capacitor
55
5 The
The
The --CapacitorCapacitor
Capacitor
• Composition,
Composition,construction,
Composition, construction, functional
construction, functional operation,
operation,
functional operation, symbols,
symbols,
symbols, characteristic
--- Composition,
Composition,
Composition,
characteristic
construction,
construction,
construction,
curves
curves and values
characteristic curves and
and
functional
functional
functional
values
values
operation,
operation,
operation, symbols,
symbols,
symbols,
characteristic
curves and values
andvalues
values
-- • characteristic
Basic
Basic principles
principles
Basic curves
principles of
of
of and
electrostatic
electrostatic
electrostatic charge:
charge:
charge:
-
-- Basic Basic
Basic principles
principlesof
principles of electrostatic
ofelectrostatic charge:
electrostaticcharge:
charge:
o
o
o
o
o constant
-- Time Time constant
--- • Time Time
Timeo
o
constant
Time constant
constant
constant
o
oo
o
o
oo
o
-- Charging
Charging rates
rates and
and time
time constant
constant including
including curves
curves and
and
-
-
- • Charging Charging
Charging rates
rates
rates and
and
and time
time
time constant
constant
constant including
including
including curves
curves
curves and
and
and
calculations
calculations
Charging rates and time constant including curves and calculations
calculations
calculations
calculations
o
o
oo
o
o
o
oo
o
-- • Graph
Graph
Graph
-
---- Graph Graph
Graph
Application
• Application
ofofcapacitors
Applicationof capacitors
capacitors inin
inDC
DC
DC (Examples
(Examples of
of smoothing
smoothing
-
-
- Application Application
Application of
of
of capacitors
capacitors
capacitors in
in
in DC
DC
DC (Examples
(Examples
(Examples
(Examples of
of
of smoothing
of smoothing circuit and RC time
smoothing
smoothing
circuit
circuit and
and
constant) RC
RC time
time constant)
constant)
circuit
circuit and
andRC RC
RC time constant)
timeconstant)
constant)
-- • circuit and
Capacitors
Capacitorsin
Capacitors in time
inseries
series
series
-
-
- Capacitors Capacitors
Capacitors in
in series
series
in series
o
o
oo
o
-- Capacitors
Capacitors in
in parallel
parallel
- Capacitors
-- • Capacitors
Capacitors
Capacitors in
in
in parallel
parallel
parallel
in parallel
o
o
o
oo
Practical:
Calculation of
of charge:
charge:
Practical:
Practical:
Calculation
Calculation
Practical: Calculation ofof charge:
ofofcharge:
charge:
charge:
Practical:
Calculation of
ofoftotal
total capacitance
capacitance in
in series
series (2,
(2, 3
34 and
and 4
4
Practical:
Practical:
Practical:
Calculation
Calculation
Calculation ofof total
oftotal
total capacitance
capacitance
total capacitance
capacitance in series
inseries
in in series
series (2,
and33
(2,
(2, 3(2, and
3and
and 4
4
capacitors)
4
capacitors)
capacitors)
capacitors)
capacitors)
capacitors)
Practical: Calculation of total capacitance in parallel (2, 3 and 4 capacitors)
Practical:
Calculation of
of total
total capacitance
capacitance in
in parallel
parallel (2,
(2, 3
3 and
and 4
4
Practical:
Practical:
Calculation
Calculation ofof
of total
total
total capacitance
capacitance
capacitance in
in
in parallel
parallel
parallel (2,
(2,
(2, 33
3 and
and
and 44
4 graph from
capacitors)
capacitors) Practical: Charging characteristics of the capacitor. Include drawing of
capacitors)
capacitors)
capacitors) data
Practical:
Practical: Charging
Charging characteristics
characteristics of
of the
the capacitor.
capacitor. Include
Include
Practical:
Practical:
Practical: Charging
Charging
Charging characteristics
characteristics
characteristics of
of
of the
the
the capacitor.
capacitor.
capacitor. Include
Include
Include
drawing
drawing of
of graph
graph from
from data
data
drawing
drawingof
drawing of graph
ofgraph
graphfromfrom
fromdata data
data
64
64
64
64
64

WEEK Topic CONTENT Grade 10: Term 2
Electronics
WEEK
6 Topic CONTENT
Protective Devices
6 Protective
• Devices

- Fast  Blow andworking
Basic Slow Blow fuses
principle
o Basic
 working
Construction andprinciple
parts
o Construction
 Testing and parts
Diode o Testing
Diode• Symbol
- • Symbol
Diode as a polarised component
- • Diode as aBiasing
polarised component
Forward (Concept only)

- • Forward Biasing (Concept
Reverse Biasing (Concept only) only)
- • Reverse Biasing (Concept
only)
- Current flow through the diode
• Voltage across the diode
- Voltage across the diode
• Application as a rectifier
- LEDApplication as a rectifier
LED
• Symbol
- Symbol
• LED as a polarized component
- LED as a polarized component
Forward Biasing (Concept only)
- • Forward Biasing (Concept only)
• Reverse
- Reverse Biasing Biasing (Concept
(Concept only)
only)
- Current flow through the
• Current flow through thediode
diode
Voltage
- • Voltage across the
across the LED
LED
- • TheThe
Series
SeriesResistor
Resistor
o
7 Practical: Test the diode and LED for correct function and polarity using a
7 Practical: Test the diode and LED for correct function and
multimeter
Practical: Calculate the value of the series resistor needed to protect an LED.
Practical:
Test theCalculate
circuit on athe value ofusing
breadboard the the
series resistor
calculated needed to
values
protect an LED. Test the circuit on a breadboard using the
Practical: Build a half wave rectifier using a diode and 50 Hz supply – display on
calculated values
Oscilloscope
Practical: Build
Practical: a ahalf
Build full wave rectifier
wave rectifier using
using a diode
a diode bridgeand 50 Hz/ 2 Diodes) and
(4 diodes
supply – display on Oscilloscope
50 Hz supply – display on Oscilloscope
8 – 10 Revision and Practical: Build a full3 wave

PAT Simulations rectifier using a diode bridge (4
& 4 completed
Mid-year Exams diodes / 2 Diodes) and 50 Hz supply – display on Oscilloscope

Mid-year
Exams
65

WEEK Topic CONTENT
1 Logics Introduction to Logics
• Digital and Analogue (Explain the difference)
• The use of number systems in digital electronics
• Decimal to Binary
• Binary to Decimal
• Addition and subtraction of Binary (Test in Decimal)
2 Truth Table & Boolean Expression (IEC and American Symbols)
• Basic 2 input logic functions of:

 NOT
 AND
 NAND (Combination of AND gate and a NOT gate)
 OR
 NOR (Combination of OR and NOT)
 X-OR
 X-NOR
• Equivalent circuits using switches to simulate gates
Practical: Simulation of logic circuits using switches / relays

Practical: Simulation of Logic gates using Logic ICs
3 Diode Logic
• Principle of operation of Diode Logic

• Equivalent circuit diagrams of Logic gates using Diode Logic

Practical: Simulation of logic circuits using Diode Logic. AND, OR, NAND, NOR
4 Combinational Circuits
• Definition of Combinational Circuits

• Combinational Circuits using 2, 3 and 4 Operands

• Truth Table & Boolean Expression (IEC and American symbols)
• Basic 2-input logic functions of Combinational Circuits
• AND / OR / NOT / NOR / NAND / XOR / XNOR
• 4 x 2-input Gate Combinations maximum
5 Practical: Simulation of combinational logic circuits using Logic ICs
Practical: Simulation of combinational logic circuits using Logic ICs

WEEK Topic CONTENT
6 Communication Introduction to Communication Systems
Systems • Purpose of communication systems

• Types of communication systems (What are they?)

• Commercial broadcasting (SABC, FM Radio and DSTV etc)
• Commercial communication (Telephone systems, security companies, air
traffic control, cell phones etc)
• Community communication (Disaster management, emergency services,
amateur radio, research etc)
• Internet communication

• Computer networks

Radio Communication – Basic Concepts of:
• A radio
• An electromagnetic radio wave
• Transmitter

• Receiver
• Feed line
• Antenna
• Interference & electromagnetic compatibility

7 Principles of Modulation

• Frequency

• Wavelength

• Speed of radio frequency

• Units of frequency

8 The Radio Antenna
• The relationship between frequency and wavelength – No calculations
• Types of radio antenna

• Omni directional antenna 1/4λ

• Dipole 1/2 λ
• Directional antenna – Yagi-Uda array
• Standing Wave Ratio (SWR) Good vs. bad SWR

• Antenna Gain (Gain over an Isotropic antenna)

9 Feed lines
• Basic concept and use of a feed line

• Losses in feed lines (Basic concepts only)

• Impedances of feed lines (50Ω vs. 75Ω)
• How to fit an antenna connector to a feed line
• Practical: Construct a simple 1/4 wave vertical antenna and fit a connector
to a feed line
10 Radio Wave Propagation
• Ground Wave propagation (Lower frequencies 0-3 MHz)

• Sky Wave propagation (High frequency 3-50 MHz)

• Line of Sight Propagation (Very high to ultra-high frequencies 50 MHz and
up)

WEEK Topic CONTENT
WEEK Topic CONTENT
1 Principles
Magnetismof Introduction
- Define to Magnetism
Magnetism e.g. natural and electro-magnetism
Magnetism -- Define Magnetism
BasicElectronics
principles of e.g. natural and electro-magnetism
Magnetism
Grade 10: Term 4
-- Basic principles
Rules of Magnetismof Magnetism
WEEK Topic
- CONTENT
Rules of Magnetism
Magnetism Demonstration:
•
Magnetice.g.
Define Magnetism
fields around
natural
a permanent magnet
and electro-magnetism
Demonstration:
using iron filings Magnetic fields around a permanent magnet

using iron filings
• Basic principles of Magnetism
• Rules of Magnetism
2 Magnetic Fields
2 Magnetic FieldsFlux (Φ)
- Demonstration:
Magnetic
-- Magnetic Magnetic
Flux (Φ) fields around a permanent magnet using iron filings
Flux Density(β)
2 -- Magnetic
Flux Fields
Density(β)
Inductance (L) (Φ)
Magnetic Flux
-- • Inductance
Definition of(L)
an Inductor

- Definition
• of an Inductor
Flux Density(β)
• Inductance (L)
Demonstration: Oersted’s Experiment (Screwdriver Rule)
Demonstration:
• DefinitionOersted’s Experiment (Screwdriver Rule)
of an Inductor
3 Types of Inductors
Demonstration: and Inductor
Oersted’s Cores
Experiment (Screwdriver Rule)
3 Types
- Types of Inductors
Air Core and Inductor Cores
3 -- Air of Inductors and Inductor Cores
Core
Laminated Core
-- Laminated
•
Ferrite CoreCore
Air Core

-- • Ferrite Core
Laminated
Torroid CoreCore

- • Torroid
FerriteCore
Core
• Torroid Core
Demonstration: Magnetic fields around a coil using iron filings
Demonstration:
Magnetic fields around a coil using iron filings
Demonstration: Magnetic fields around a coil using iron filings

Demonstration: Magnetic fields around a coil with and without a
Demonstration:
coreDemonstration:Magnetic fields around a coil with and without a
Magnetic fields around a coil with and without a core
core

Calculations:
Calculations:
Calculations:
- • Coils in inseries
Coils series(Inductor)
(Inductor)
o

- Coils o in parallel (Inductor)
- • Coils in inparallel
Coils parallel (Inductor)
(Inductor)
o

o

Functional Operation and Application of Relays / Solenoids

• Symbol 68
68
• Construction of a relay
• Parts of a relay
• Normally open / Normally closed
Demonstration: Wire a relay and light to a switch and operate the relay
Demonstration: Latching Circuit with a relay

WEEK Topic CONTENT


• Armature

• Brushes
• Commutation
Demonstration: Show how the direction of rotation in DC motors can be changed

5 Revision Term 1
6 Revision Term 2

7 Revision Term 3



WEEK Topic CONTENT


 How to use regulations
 Introduction and purpose of the regulations


 Switchboards
 Earthing
 Conductors

Safety
• What is Ergonomics?
(Workplace Conditions / Comfort – Everything has a place and everything is in its
place)
• Unsafe actions
• Safety signs
• Practical: Identification of safety signs and safety gear


WEEK Topic CONTENT
Personal Safety
• Eye protection

• Revision of Grade 10 PCB methods and safety

WEEK Topic CONTENT
2 Tools and Tools
Instruments
• Crimping tool (Ferrules, lugs & plugs)


• Power Drill / Drill stand (Revision)

Connectors

• Single In line connectors (Push In connectors)

• Intermediate soldering / de-soldering skills (Using a solder wick)

• Intermediate Printed Circuit Board Manufacturing skills (Design & make)


Testing Equipment

 Application

 Care

 Maintenance

 Application
 Care

 Maintenance

 Time
 Frequency
 Maximum value

function generator
Practical: Determine voltage and frequency values as displayed on Oscilloscope


WEEK Topic CONTENT
3 Waveforms Introduction to Waveforms
• Uses of waveforms

• Different types of waves

• Waveforms and their applications
• Square Wave
• Saw tooth Wave
• Triangular Wave

• Rectangular Wave
• Radio Wave

Definition, Symbol & Unit of:
• The Sinusoidal Wave

 Instantaneous value
 Maximum value / Minimum value
 Peak to peak value
 RMS value Vrms = 0.707 x Em

 Average value over half cycle (Vavg = Vmax x 0.637)

 Time period
 Frequency
 Duty cycle

 Form factor

 Concept of Phase and Phase difference
 Harmonic frequencies (Concept only)
• Difference between a sound wave and an electromagnetic wave (Concept
only – self propagating vs. medium needed)
• Electromagnetic waves (Concept only – combination of electrical and
magnetic wave – unique characteristics)
• Speed of Radio waves
• Frequency and wavelength
Demonstration: Function Generator and the Oscilloscope used to measure and

display waveforms
4 Pulse Technique
• Pulse polarity

• Pulse time

• Rise time / Fall time
• What is a clock pulse, leading edge, trailing edge?

Calculations
• Pulse time
• Pulse frequency

• Rise time
• Fall time
• Period and frequency
• λ (wavelength) & frequency
Practical: Set up and measure different waveforms generated by the function

generator on the Oscilloscope

WEEK Topic CONTENT
5 Wave Shaping Circuits
• Diode using discrete components only

• Clipping Circuits (Positive Clipping only)

 Simple Series
Electronics  SeriesGrade 11: Term 1
Biased

WEEK Topic Electronics
CONTENT Grade 11: Term 1
CONTENT  SimpleGradeParallel
11: Term 1
6
Electronics
-
CONTENT Clamping Grade
Grade
Circuits 11:
11: Term
Term 1
(Positive 1clamping only)
6
WEEK Topic -
CONTENT Clamping
 Circuits
Biased (Positive
Parallel clamping only)
WEEK
6 Topic CONTENT
- • Clamping o ClampingCircuits Circuit – Diode
(Positive clamping only)
6 6 -- Clamping o Clamping
ClampingCircuits Circuit
Circuits (Positive –
(Positive Diode
clamping
clampingonly)only)
6
o Clamping Circuit
Clamping Circuits (PositiveDiode – Zener Diode
clamping only)
- Integrator o Clamping
 Clamping Circuit– –Diode
Circuit
& Differentiator Zener
Diode Diode
- Integrator o Clamping
& Circuit
Differentiator – Diode
Zener Diode
- Integrator o
o Clamping
No
Clamping
 Clamping
Circuit
calculations
Circuit
& Differentiator –
– Zener
Zener
Circuit – Zener Diode
Diode
Diode
-- Integrator o No
Input calculations
& Differentiator
• Integrator
o No
Integrator
o Input & &and output waveforms on oscilloscope
Differentiator
calculations
Differentiator
and output waveforms on oscilloscope
o Input
o No
No calculations
Construction
calculations
and on breadboard
output waveforms on oscilloscope
 No calculations
o Construction
Input and on
output breadboard
waveforms on

o
o
Measurement
Input and output
Construction
Measurement
of breadboard
on output waveform
waveforms
ofwaveforms
output waveform on oscilloscope
oscilloscope
o
 Input and output
Construction on breadboard on oscilloscope

Construction on
o Measurement of breadboard
output waveform
Practical: o Measurement
Construction onof
oConstruct
Measurement each type of output
breadboard waveform
of clipping
output and clamping circuit on
waveform
Practical: Construct each type of clipping and clamping circuit on
breadboardConstruct
Practical: using diodes
Measurement
each typeof output waveformand clamping circuit on
of clipping
breadboard
Practical: using diodes
Construct each
Practical:
breadboard Construct
using diodes each type
type ofof clipping
clipping and
and clamping
clamping circuit
circuit on
on
7 RLC breadboard
Effect
breadboard Practical:using
of Alternating
using diodes
Construct
diodes each type of clipping and clamping circuit on breadboard
Current on Resistors, Inductors and
7 RLC Effect
Capacitors of diodes
using Alternating
7 RLC Effect
Capacitors of Alternating
7
7
7 RLCRLC
RLC Effect
- Components
Effect
Capacitors of
Effect
of Alternating
of Alternating
Alternating
(RLC) in Current
Current on on
on Resistors,
series circuits
Current only
Resistors, Inductors
Inductors and
Resistors, Inductors and Capacitors (RLC)
and
-
Capacitors Components
(RLC)
• All Components in series circuits
in series circuits only
only
-
Capacitors applicable calculations
(RLC) in series circuits only
Components relevant to the theory to be
- • All applicable
Components
All applicable
completed calculations
in series relevant
circuits
calculations relevantonly
to to
the the theory
theory to be to be
completed
- All Components
applicable in
completed series circuits
calculations only to the theory to be
relevant
-- • Emphasis
All applicable
All Emphasis
applicable
completed willcalculations
will bebeon
calculationscircuitsrelevant
oncircuits to
containing
containing
relevant the
to ONE
the theory
ONE
theory to
resistor, be
toONE
resistor, capacitor and
be ONE
- Emphasis completed
ONE
capacitor will
inductor
and be on circuits containing ONE resistor, ONE
- Emphasis completed
capacitor will ONE
and be oninductor
ONE circuits containing ONE resistor, ONE
inductor
-- • capacitor
Emphasis
WaveWave
Emphasis will be
be on
representation
representation
will ONE
and circuits
circuits containing
oninductor containing ONE ONE resistor,
resistor, ONE
ONE
- • Wave capacitorrepresentation
Phasor
Phasor and
diagram
diagram ONE inductor
-- Wave capacitor
Phasor and ONE inductor
representation
diagram

-- • Phasor Wave
Inductive
Wave representation
Inductive Reactance
Reactance
representation
diagram
- Inductive Phasor Reactance
diagram
o diagram
- Inductive Phasor
o Reactance
-- • Capacitive
Inductive
Inductive
o
Capacitive
Reactance
Reactance
Reactance
Reactance
- Capacitive o Reactance
- Capacitive o Reactance
-- Capacitive o
Capacitive Reactance
Reactance
- Effect o of frequency changes on XL and XC
- • Effect o
o of frequency changes on XL and XC
Effect of frequency
- Effect of frequency changes changes onon
XLXL
andand
XC XC
-- Effect
Demonstration: Effect ofof frequency
Show phase
frequency changes on
on XL
difference
changes and
and XC
XLbetween XC RL and RC
Demonstration:
Demonstration: Show
Showphase difference
phase difference between
between RLRC
RL and and RC
Demonstration: Show phase difference between RL and RC
8 Demonstration:
- ImpedanceShow
Demonstration: Show phase phase difference
difference between
between RL RL and
and RCRC
8 8 - • Impedance
Impedance
8 - Impedance o
8 -- Impedance o
8 - Scalar: Impedance
o Representation of the Impedance Triangle
- Scalar: o Representation of the Impedance Triangle
- • Scalar: Powero Representation
Scalar: Representation ofofthe the Impedance
Impedance Triangle
Triangle
- Power Scalar:
o Representation of the Impedance Triangle
Representation of the Impedance
- • Power Scalar:
Power
o Triangle
-- Power Powero Factor
- Power o Factor
- • Power o Factor
Power Factor
-- Power
Powero Factor
Factor
o
o
o
o
- Phase o Angle
- Phase o
o Angle
- Phase o Angle
-- • Phase
Phaseo Angle
Phase Angle
Angle
o
o
o
o
o
o
o

74
74
74
74
74
Electronics
Electronics Grade
Grade 11:
11: Term 1
Electronics Electronics 11: Term
GradeGrade Term 1
1 1
11: Term
WEEK
WEEK Topic
Topic CONTENT
CONTENT
WEEK
WEEKTopic
Topic CONTENT
9
9 -- CONTENT
Natural Resonance
9 9 - Natural
Natural Resonance
Resonance
-- • Effect of
Natural
Effect of frequency
Resonancechanges on the impedance and current
frequency changes on the impedance and
- • Effect of frequency changes on the impedance and current
current
flow
flowEffect of frequency changes on the impedance and current flow
flow
-- • Resonance
Resonance with
with its
its characteristic
curves
- Resonance
Resonance with with its
its characteristic
curves
o
o
o
-- • Q Factor
- Q Q Factor
Factor
Q Factor
o
o
o
o
o
o
o
o
o
-- Bandwidth
- • Bandwidth
Bandwidth
Bandwidth
o
o
o
-- Frequency changes
- • Frequency
Frequency changes
Frequencychanges
changes
10
10 10 Calculations
Calculations
Calculations
10 Calculations
-- • Series combination
Series combination circuits
circuits containing ONE
containing ONE resistor,
resistor, ONE
ONE capacitor and
- Series
Series combination
combination circuits
circuits containing
containing ONE
ONE resistor,
resistor, ONE
ONE
capacitor
ONE and ONE
inductor
inductor
capacitor andwave
ONErepresentation
inductor
-- • Phasor
Phasor and
Phasor and
and wave
wave representation
representation
- Phasor and wave representation
-- • Resonance
Resonance
- Resonance
Resonance
-- • Bandwidth
Bandwidth

- Bandwidth
Bandwidth
-- • Q Factor
Q Factor
Factor
Q Factor
- Q
PAT Simulations
PAT PAT Simulations1
Simulations 1 1&
&&2
22 completed
completed
completed
75
75
75

WEEK Topic CONTENT
1 Semiconductor Introduction to Semiconductor Devices
Devices • Component data

• Where to source data on all types of electronic components

• How to read a data sheet
• Pin configuration
• Typical operating values
• Working temperature

• Equivalent components
• Packages (Dual In Line, TO 92, basic packages)
• Through-hole components vs. surface mount devices

Semiconductors
• Electron flow vs. Conventional flow

• Semiconductors & solid state
• Silicon vs. Germanium
• Doping
• P & N material
• Majority carriers / Minority carriers
2 PN Diode
• Construction of a PN Diode

• Depletion layers

• Biasing – forward and reverse
• Calculation of Diode Load Line

Practical: The Diode Load Line

Zener Diode
• Construction

• Forward Biasing
• Reverse Biasing
• Avalanche breakthrough vs. controlled breakthrough
• Zener as a voltage regulator
• Zener calculations
Practical: Determine the value of the series resistor for a Zener diode

WEEK Topic CONTENT
• Construction


• Purpose of Biasing & Thermal Runaway
• Forward Biasing
• Reverse Biasing
• Base Curve

• Emitter Output Curve
• Regions of operation (Saturation, active and off)
• The Transistor DC Load Line
• Transistor power related to the load line (Vcc and Vce)

• Influence of the DC Load Line on the characteristics of the transistor
• Symbol

Application of Transistors
• Transistor as a switch
• Transistor as an amplifier (Mention only – circuits to follow under amplifiers)
• Transistor Gain
• Current Gain
• Voltage Gain
Practical: Determine the DC Load line of a transistor
Practical: Build a circuit using the transistor as a switch

4 The PNP Transistor
• Construction


• Relation to NPN
• Symbol
• Application – Sample circuits only

5 Thyristor – SCR
• Construction


• Purpose of Biasing
• Symbol
• Characteristic curves
• Application (Relaxation Oscillator, Phase control, Switch mode applications,
DC-DC Converter [buck/boost])

• Circuit diagram
Practical: Construct a Relaxation Oscillator and show waveform on oscilloscope
Practical: Construct a light dimmer circuit

WEEK Topic CONTENT
6 TRIAC
• Construction


• Symbol
• Circuit diagram

7 DIAC
• Construction


• Symbol
• Circuit diagram application
8 – 10 Second Term PAT Simulations 3 & 4 completed
Examinations

WEEK Topic CONTENT
1 Power Supplies DC Power Supplies
• Concept of transformation

• Rectification (half wave and full wave)

 Waveforms
 Circuit construction (Practical)

 Representation of waves on Oscilloscope

2 Filtering (Ripple Factor, C, LC) and waveforms
• Block diagram
• Circuit diagram and construction of a filter on breadboard


• Ripple Factor
3 Voltage Regulation
(Series & shunt regulation using Zener Diode and transistor)
• Circuit diagram
• Waveforms

• Measurement with multimeter
• Zener calculations of the series resistor
Practical: Connect a series regulator circuit on a breadboard
Practical: Connect a shunt regulated circuit on a breadboard

WEEK Topic CONTENT
4 Amplifiers Introduction to Amplifiers
• Definition of an amplifier

• Types of amplifiers (Class A, B, AB and C) using transistors

• Principle of operation of a transistor amplifier
• Connection
• Characteristics
• Circuit diagrams
Input and output signals of:

• Common Base (no biasing)
• Common Collector (no biasing)
• Common Emitter (with different types of biasing)
5 Biasing of transistor amplifiers

• Types of biasing applied to the Common Emitter amplifier

 Fixed Base Biasing
• Simple circuit diagram

• Advantages & disadvantages

• Collector feedback biasing
• Basic circuit diagram
• Advantages & disadvantages

6 • Voltage Divider Biasing

 Circuit diagram

 Function of components in the circuit

 Advantages & disadvantages

Calculation of:

• Transistor DC Load Line (Common Emitter amplifier with fixed current

biasing)

• Reference to regions of operation as well as Vcc and Vce

• The interpretation of a load line in conjunction with an AC signal (active
region) to determine the values of the base and collector current, using
emitter output curve to derive amplification classes
• Influence of DC biasing on the load line and Q point

7 Feedback in Amplifiers

• What is feedback? (Applications & purpose)

• Negative feedback (Basic Introduction only – block diagrams)

 Advantages and disadvantages
 Reasons for using negative feedback
 Applications of negative feedback
• Positive feedback

 Reasons for using positive feedback
 Applications of positive feedback
8 The Common Emitter Amplifier
• Input waveform

• Output waveform

• Breadboard construction
Practical: Class A Audio amplifier (Construction, testing & measurement)

WEEK Topic CONTENT
9 Sensors and Introduction to Sensors and Transducers
Transducers • Definition of sensors and transducers

• Piezo Electric Effect

• Wheatstone bridge principles of resistance measurement

Functional operation of Sensors and Transducers:
• Sound

 Dynamic Microphone

 Electret Microphone

Practical: Connect a microphone to an amplifier and the output of the amplifier to
an oscilloscope and display on screen

• Light

 The LDR
 Photodiode
 Phototransistor

 Opto-coupler

Practical: Use a Wheatstone bridge with a sensor to show changes in light
10 • Temperature

 The Thermistor

 Thermocouple – Working principle and special conditions for use (Not
a linear resistive output – to be used with a lookup table)

Practical: Use a Wheatstone bridge with a sensor to show changes in
temperature

Other types of sensors – application only
• Gas / Humidity sensor
• Load cells / Strain sensors
• Proximity sensors
Practical: Use a Wheatstone bridge with a sensor to show changes in proximity

of metal / humidity

WEEK Topic CONTENT
1 Communication The Role of Tuned Circuits in Communication Electronics
Systems • Tuned circuits

• Natural Oscillation

• The LC Tuned Circuit as heart of the oscillator
• The need for positive feedback in an oscillator
• The crystal as a highly stable tuned circuit (Piezo Electric Effect)
• Types of Oscillators – Block diagrams and basic principle of operation
only

• The Variable Frequency Oscillator (VFO)
• The Voltage Controlled Oscillator (VCO)
• The Phase Locked Loop (PLL)
Practical: Simulate an RC oscillator and display wave on oscilloscope

2 Transmitters and Receivers

• What is modulation?

• Waveforms
• Block diagrams
• Types of modulation & related devices

 Continuous Wave modulation (CW)
 CW (Morse Code) Transmitter
 Regenerative Receiver
 Amplitude Modulation (AM)
 The AM Transmitter
 The AM Receiver
3 • Single Sideband Suppressed Carrier Modulation (SSB)
• The SSB Transmitter

• The Super Heterodyne Receiver

• Frequency Modulation (FM)
• The FM Transmitter
• The FM Receiver
• Frequency Shift Keying (FSK)
4 Demonstration: Construction of a Simple Radio Receiver

Practical: Build an FM Transmitter and test using an FM receiver
5 Revision Term 1
6 Revision Term 2
7 Revision Term 3


WEEK Topic CONTENT


for use at work
• Duty to inform



Safety Revision
• Unsafe actions


• Risk analysis
• Work ethics




Chemical Safety (Printed Circuit Board Manufacturing)
• Revision of Grade 10 & PCB methods and safety done as part of PAT
Practical: Etch a PCB (Part of PAT completion during the year)
2 RLC Effect of alternating current on R, L and C components in series (revision of Grade
11) and parallel circuits
• Concepts handled both in theory and practical experiments


WEEK Topic CONTENT
WEEK Topic CONTENT
3 3 - • Inductive
InductiveReactance
Reactance
3 - Inductive Reactance
o
o
- • Capacitive
CapacitiveReactance
- Capacitive Reactance
Reactance
o
o
4 - Impedance
4 74 - Impedance
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
o
o
o
3
WEEK Topic CONTENT - InductiveGrade
Electronics Reactance12: Term 1
3
WEEK Topic CONTENT - Inductive Reactance
3
WEEK Topic -Electronics
CONTENT o Grade
Inductive Reactance 12: Term 1
- Electronics o Grade 12:
3
WEEK
3WEEK Topic CONTENT
- - Inductive
Capacitive
Electronics
o
Inductive
Reactance
Grade
Reactance 12: Term
Reactance Term 1 1
Electronics
- Capacitive Grade 12:
Reactance Term 1
3WEEK Topic
Topic CONTENT
- Inductive
CONTENT o
Reactance
o oElectronics Grade 12: Term 1
WEEK
3 Topic CONTENT
- -- Capacitive Inductive
o Reactance
Reactance
3 WEEK Topic - - CONTENT o
Inductive
Capacitive
oo Reactance
Reactance
3 Inductive
oo Reactance
- • Capacitive oImpedanceReactance
4 4 ---- Capacitive o
Impedance Reactance
4 Capacitive
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o Reactance
4 -
- Impedance Capacitive
oo Reactance
4 - Impedance oo
4 - Impedance ooo
4 - Impedance oo
4 --- Impedance o
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4 - • Impedance
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4 - - Power Impedance
ooo
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- - Power oo
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oo Series
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- • Power oo Factor
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- - Phasor o
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-- Investigate Resonance with its implications
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- • Phasor Resonance
o
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-- -- Resonance Phasor
o
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- -- • Resonance Q oFactor
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-
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5 Calculations oo
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5 Calculations -- • Bandwidth
Series
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5 Calculations - Series o and parallel combination circuits containing ONE
5 - Series
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parallel and ONE
combination inductor
- resistor,
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parallel and ONE
combination inductor
5 Calculations
- - Series - Frequency
resistor, ONE changes
capacitor
and parallel and ONE inductor
combination circuits containing ONE
5 Calculations Frequency
resistor, ONE changes
56 5 - - Calculations
Calculations Phasor
Series
Frequency
resistor, andand
ONE wave
parallel
changes
capacitor representation
combination
and ONE circuits
inductor containing ONE
56 - ---- • Frequency
Calculations Phasorand
Series
Resonance
and wave
parallel
changes representation
combination circuits containing ONE
6 - -- resistor, Series
Phasor
Frequency
Series
Resonance
Series
ONE
and
and
and
capacitor
parallel
wave
changes
and parallel
parallel
and ONEcircuits
combination
representation
combination
combination
inductor
circuits
circuits
containingONE
containing
containing
ONEresistor, ONE
ONE
6 -- - Phasor resistor,
Phasor
Frequency
resistor, ONE
and wave
diagram
ONE
capacitor capacitor
changes
and capacitor
ONE and
representation
and
inductor ONE
ONE inductor
inductor
6 - -- Phasor Resonance
Phasor
resistor,and wave
diagram
ONE representation
6 -- - • Resonance Frequency changes 84
- - Phasor Frequency
Resonance
Frequency
and wave
diagram
Frequency changes
changes
changes
representation
84
6
6 -- -- • Phasor Phasor
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Phasor and
diagram
and wave
wave representation
representation
6
6 - - Phasor Phasor diagram
Phasor
and
and wave
wave
representation
representation 84
- - • Phasor Resonance
Resonancediagram 84
Resonance
- Resonance
Phasor diagram 84
- • Phasor diagram 84
Phasor
- Phasor diagram diagram
Demonstration: Show the effect of changing frequency in an RLC circuit 84
84toward
resonance 84

7 Semiconductor
Semiconductor The
The Field Effect Transistor
7
7 Semiconductor
Devices The- Field Field
Basic
Effect
Effect Transistor
Transistor
construction, symbols, functional operation,
Devices
Devices -- Basic Basic construction,
construction, symbols,
symbols, functional
operation,
characteristics
characteristics
-- characteristics Types
Types of
of FET
Electronics
FET (NFET,
Grade 12:
(NFET, JFET,
TermMOSFET)
JFET, 1
MOSFET)
WEEK Topic -
-- CONTENT Types of FET
Characteristic (NFET,
curves &JFET,
typicalMOSFET)
operating voltages
- Characteristic
Characteristic curves
curves &
& typical
typical operating
operating voltages
voltages
7 Semiconductor -
-- Application TheApplication
Field Effect as a switch
Transistor
as a switch
Devices -- • ApplicationApplication as
as ana switch
amplifier
- Application Application as as anan amplifier
Basic construction, symbols, functional operation, characteristics
amplifier
• Types of FET (NFET, JFET, MOSFET)
Practical: Construct an amplifier using an FET
Practical:
Practical: • Construct
Construct an
Characteristic an amplifier
curves & typical
amplifier using an
an FET
operating
using voltages
FET
• Application as a switch
8 Unijunction
Unijunction and
and Darlington Transistor
8
8
Unijunction
-
•
Basic and Darlington
Application as an amplifier
Darlington
construction,
Transistor
Transistor
symbols, functional operation,
-- Basic Basic construction,
construction, symbols,
symbols, functional
operation,
characteristics
characteristics
Practical: Construct an amplifier using an FET
-- Unijunction characteristics
Characteristic curves & typical operating voltages
8
-- Characteristic
Characteristic
Application as
curves
and Darlington
curves
a switch
& typical
typical operating
&Transistor operating voltages
voltages
-- • Application as a
Basic construction,
Application as a switch
symbols, functional operation, characteristics
switch
-- Application as a Saw Tooth generator
-- • Application
Application
as
Characteristic
Application as
as
a
a
an
Saw
curves
Saw &Tooth
typicalgenerator
Tooth
amplifier
operating voltages
generator
-- • Application as
Applicationas
Application an
asan amplifier
a switch
amplifier

Practical: • Application
Construct asa a Saw
Saw Tooth
Tooth generator
generator on a breadboard and
Practical:
Practical: •
Construct
Construct
Application as
a
a Saw
Saw
an
Tooth
Tooth
amplifier
generator
generator on
on a
a breadboard
breadboard and
and
display
display the
the waveform
waveform on
on an
an oscilloscope
oscilloscope
display the waveform on an oscilloscope
Practical: Construct a Saw Tooth generator on a breadboard and display the
9
9 Introducing
Introducing waveform Integrated
Integrated Circuits
Circuits
on an oscilloscope
9 Introducing -- Integrated Integrated
Circuits Circuits
– the 741 Op-Amp
9 Integrated
Introducing
- Integrated Circuits
Integrated
Circuits – the
Circuits
– the 741
741 Op-Amp
Op-Amp
o
o Basic
Basic construction,
construction, symbol,
symbol, functional
functional operation
operation
• Integrated
o Basic Circuits – the
construction, 741 Op-Amp
symbol, functional operation
o
o Typical
Typical operating
operating voltages
voltages
o
 Basic
Typical construction,
operating symbol,
voltages functional operation
o
o Characteristics
Characteristics of
of an
an ideal Op-Amp & application as
o
 Characteristics
anTypical operating
amplifier of an ideal
voltagesideal Op-Amp
Op-Amp & & application
application asas
 an
an amplifier
amplifier
Characteristics of an ideal Op-Amp & application as an amplifier
o
o Gain:
Gain: Open
Open Loop
Loop and
and Closed
Closed Loop
Loop gain
gain
o
o
 Gain:
Gain: Open
Open
Application Loop
Loop
as an and
and Closed
Closed
Inverting Loop Loop
gain
Amplifier gain
o
o Application
Application as
as an
an Inverting
Inverting Amplifier
Amplifier
o

o Application
Application as
Application as
as
ana
a Non-inverting
Inverting Amplifier
Non-inverting Amplifier
Amplifier
o Application as a Non-inverting
 Application as a Non-inverting Amplifier Amplifier
Calculations Calculations
Calculations
Calculations -- • Inverting
InvertingAmplifier
Amplifier
- Inverting
Inverting
o
Amplifier
Amplifier
o
o
-- • Non-inverting
Non-invertingAmplifier
Amplifier
- Non-inverting
o Amplifier
o
o
-- Gain
Gain
- • GainGain
o
o
o
Practical:
Practical: Build
Practical: Build
Build a
a non-inverting
a amplifier
non-inverting amplifier
non-inverting amplifier on on a breadboard
a breadboard
on a using ausing
breadboard a
741 Op-Amp.
using a
Practical:
741 Op-Amp.
Use a BuildUse
Function a non-inverting
a Function
Generator and amplifier
Generator
Oscilloscope on
and
to a breadboard
Oscilloscope
show input and using
to
output a
waveforms
741
741 Op-Amp.
Op-Amp. Use
Use a
a Function
Function Generator
Generator and
and Oscilloscope
Oscilloscope to
to
10 show
show • inputIntegrated
and output waveforms
Circuits – the 555 Timer
show input input and output
andBasic
output waveforms
waveforms
construction, symbol, functional operation

 Characteristic curves & typical operating voltages 85
85
 Application as a timer 85
Practical: Build a clock pulse generator using a 555 Timer IC on a breadboard

and display the output on an oscilloscope

Circuits Operational Amplifiers and Timers
- Multivibrators
o Bistable Multivibrator
Electronics Grade
 Circuit 12: Term
diagram 2 operation
and
WEEK Topic CONTENT  Measurement of input and output waveforms
1 Switching Circuits Principle of Operation of Switching Circuits using Operational Amplifiers
and Timers
Practical: Construct a Bistable Multivibrator on a breadboard

using a• 741Multivibrators
Op-Amp / 555 Timer with LEDs

 Bistable Multivibrator
2 o Mono-stable Multivibrator
• Circuit diagram and operation
 Circuit diagram and operation
 Measurement
• Measurement of ofinput
input and
and output
output waveforms
waveforms
Practical:
Practical: Construct
Construct a Bistable Multivibrator
a Mono-stable Amplifier onon
a breadboard using a 741 Op-
a breadboard
Amp / 555 Timer with LEDs
using a 741 Op-Amp / 555 Timer and LEDs
2 • Mono-stable Multivibrator
3 o
Astable
CircuitMultivibrator
diagram and operation
 Circuit
 Measurement diagram andoutput
of input and operation
waveforms
 Measurement of input and output waveforms
Practical: Construct a Mono-stable Amplifier on a breadboard using a 741 Op-
Practical:
Amp /Construct an LEDs
555 Timer and Astable Amplifier on a breadboard using
3 a 741 •
Op-Amp / 555
Astable Timer and show output using LEDs and the
Multivibrator
Oscilloscope Circuit diagram and operation
 Measurement of input and output waveforms
4 - Schmidt Trigger
o Circuit
Practical: diagram
Construct andAmplifier
an Astable operation
on a breadboard using a 741 Op-Amp /
555 Timer
o Display the input waveform in the
and show output using LEDs and Oscilloscope
relation to the output
4 • waveform on the Oscilloscope
Schmidt Trigger
 Circuit diagram and operation

 Display a Schmidt Trigger on
the input waveform a breadboard
in relation using
to the output a
waveform on the

741 Op-Amp Oscilloscope
Practical: Construct a Schmidt Trigger on a breadboard using a 741 Op-Amp
5 5 - • Comparator andand
Comparator Summing
Summing Amplifier
Amplifier
o Circuit diagram
Circuit diagramand operation
and operation
o Display
Display the input waveform ininrelation
the input waveform relation to the
to the output
output waveform on the
waveform on the Oscilloscope
Oscilloscope
o Calculations:
Calculations:


o Measurement of input and output waveform

 Measurement of input and output waveform
6 Practical: Construct a comparator on a breadboard using a 741 Op-Amp
87
Practical: Construct a summing amplifier on a breadboard using a 741 Op-Amp
7 • Differentiator and Integrator


 Display the input waveform in relation to the output waveform on the
Oscilloscope
 Influence of time constant on the output waveform
Practical: Construct a differentiator on a breadboard using a 741 Op-Amp
Practical: Construct an integrator on a breadboard using a 741 Op-Amp

WEEK Topic CONTENT
8 – 10 Mid-year PAT Simulations 3 & 4 completed
Examinations

WEEK Topic CONTENT
1 Amplifiers Amplifier Theory
• Determination of a typical load line by means of Ohm's Law (Revision)

• Basic concept of class A, B and C amplifiers AB

• Principles of negative feedback / the Decibel and Log
2 Resistor Capacitor Coupled Amplifier (NPN Transistor)
• Basic operation

• Circuit diagram & practical

• Input and output curves
• Frequency Response curve
• Gain & loss in decibel calculations
Practical: Construct a two stage RC Coupled amplifier on a breadboard and

show the input in relation to the output of the different stages
3 Transformer Coupled Amplifier (NPN Transistor)
• Basic operation

• Circuit diagram

4 Push Pull Amplifier (NPN / PNP Transistor)
• Basic operation

• Circuit diagram & practical

• Gain & loss in decibel calculations
• Typical biasing
5 Radio Frequency Amplifier
• Basic operation

• Circuit diagram

• Typical biasing
Practical: Construct a simple RF Amplifier

6 Hartley and Colpitts Oscillator (NPN or FET Transistor)
• Basic operation

• Circuit diagram

• Output waveform
• Tank Circuit
Practical: Construct a Hartley or Colpitts Oscillator on a breadboard and show

the output wave on an oscilloscope

WEEK Topic CONTENT
7 RC Phase Shift Oscillator (NPN or FET Transistor)
• Basic operation

• Circuit diagram

• Output waveform
• Tank Circuit
Practical: Construct an RC Phase Shift Oscillator on a breadboard and show the

output wave on an oscilloscope
8 – 10 Preparatory PAT Project completed and moderated
Examination

WEEK Topic CONTENT
RLC
Semiconductor Devices
2 Revision Term 2 Switching Circuits
3 Revision Term 3 Amplifiers
4 - 10 National Senior All
Certificate

3.3 Content Outline per Term: Digital
3.3.1 Digital: Grade 10
Digital Grade 10: Term 1

WEEK Topic CONTENT


management)
Workshop Safety
• Unsafe acts
• Safety signs

2 Basic First Aid
• What is HIV/AIDS and infectious disease?
Chemical Safety (Printed Circuit Board Manufacturing)

chemicals)

WEEK Topic CONTENT
3 Tools and Identification of the Parts, Functions of Parts, Care, Maintenance, Correct
Measuring and Safe Use of the following Tools:
Instruments • Screwdrivers (Flat and Phillips)


• Side Cutter
• Wire Stripper
• Utility Knife
• Soldering Iron
• Solder Sucker
• Breadboard
• Bending Spring
will be practiced)

• Introductory Printed Circuit Board Manufacturing skills
5 Safe Use and Care of Instruments



Principles of - Theory of current flow (Electron flow vs. Conventional current flow)
Electricity - Resistive characteristics of different materials
- Conductors, semiconductors, insulators
- What is a conductor / semiconductor / insulator?
- 2-3 examples of each and their characteristics. No further theory needed
- A wire is a conductor, but not all conductors are made of wire (Electrical
shock and safety)
- Types of materials used as conductors: copper, aluminium, gold, silver,
steel and nickel chrome wire
- Specific resistance (No calculations)
- Negative and positive temperature coefficient. (No calculations)


- - Specific Specificresistance
calculations)
resistance(No (Nocalculations)
calculations)
- - Negative Negativeand andpositive
positivetemperature
temperaturecoefficient.
coefficient.(No
(No
calculations)
calculations)
7 The Resistor
- What isDigital Grade 10: Term 1
a resistor?
77 WEEK TheCONTENT
The Resistor
Topic - Resistor Composition of a resistor
7 -- -The What
What
Types
isaaresistor?
isof
Resistor resistor?
resistors
- Composition
-- • Composition ofofaaresistor
resistor
Tolerance
What is a(Indicated
resistor? value vs. measured value) (2% and
- -• Types Typesofofresistors
5%)Composition
resistors
of a resistor
-- - Tolerance
Tolerance(Indicated
(Indicatedvalue valuevs. vs.measured
measuredvalue)
value)(2%(2%and
and
• Colour
Typescode of resistors (4 band
of resistors and 5 band resistors)
5%)
- • 5%) Power vs. size
Tolerance (1/8W,
(Indicated 1/4W,
value 1/2W, 2W
vs. measured and(2%
5W)

-- - ColourColour code
code ofresistors
of resistors (4(4band
bandandand5value)
5band and 5%)
bandresistors)
resistors)
Measuring the value of resistors
-- -• PowerColourvs.
Power vs.code
Calculating
size
size
the
of resistors
(1/8W,
value of
(4
(1/8W,1/4W, band 1/2W,
1/4W, and 5 band
1/2W,
resistors 2W resistors)
2Wandand5W)
5W)
• Power
-- - Measuring vs.
Measuringthe size (1/8W,
thevalue 1/4W, 1/2W,
valueofofresistors
resistors 2W and 5W)
Potentiometer (Construction, functional operation,
Measuringthe
- -• Calculating
Calculating
symbols)
the value
thevalue ofofresistors
value ofresistors
resistors
-- -• Potentiometer
Potentiometer
Calculating the
(Construction,
value of resistors
(Construction, functionaloperation,
betweenfunctional
operation,
a Potentiometer and
symbols)
• symbols)
Potentiometer (Construction, functional operation, symbols)
Rheostat (Construction, functional operation, symbols)
- -• Rheostat
Rheostat
(Difference between
between
(Difference between aaPotentiometer
Potentiometer
a Potentiometer and (Construction,
and
and Rheostat
Rheostat
functional (Construction,
operation, symbols)functional operation, symbols)
8 Ohms Rheostat
Law (Construction, functional operation, symbols)
- Ohms Ohm’sLaw
Law:
88 8 Ohms
Ohms Law
Law
- Verify Ohm’s Law with calculations
-- -• Ohm’s
Ohm’s
Ohm’s Law:
Law:
Law:
Pay attention to prefixes and unit conversions

-• Verify
VerifyOhm’s
- Verify Ohm’s Law
Ohm’s Lawwith
Law with
with calculations
calculations
calculations
- -• Pay
Series
Pay
Pay
Circuit
attention
attention
attentiontotoprefixes
to
as Voltage
prefixes
prefixes and
and
and
Divider unit unit
unit conversions
conversions
conversions
- Series
Kirchhoff’s Voltage Divider:
Series
Series Circuit
Circuit
Circuit as as
as Voltage Divider
Voltage
Voltage Divider
Divider
o
- -• Kirchhoff’s
Kirchhoff’s Voltage
Kirchhoff’sVoltage Divider:
Voltage Divider:
Divider:
oo
Parallel Circuit as a Current Divider
Digital
- Parallel Grade
Kirchhoff’s
Circuit as a10:
Current Term
Divider
Current 1 (combination circuits with
Divider
WEEK Topic Parallel
Parallel
CONTENT Circuit
Circuit as
as
• calculations): aa Current
Current Divider
Divider
Kirchhoff’s Current Divider (combination circuits with calculations):
- - Kirchhoff’s
Kirchhoff’sCurrent
CurrentDivider
Divider(combination
(combinationcircuits
circuitswith
with
9 Series / Parallel
o Circuits
calculations):
- calculations):
Calculations on combination circuits containing:
9 Serieso/ oParallel Circuits
• Calculations on combination circuits containing:
1 x Series and 2 x Parallel 93
-  3 x Series and 3 x Parallel
9393
Practical: 3 x Series
Measure and 3and
voltage x Parallel
current in a Series / Parallel

Circuit
-  2 x Series and 2 x Parallel
-  2 x Series
3 x Series andand3 x2 xParallel
Parallel
10 10 Power
Power
-• Definition
Definitionof
of Power
Power

-• Power
Powercalculations:
calculations:
o
o
o
Practical: Apply power calculations to Series / Parallel circuits
Practical: Apply power calculations to Series / Parallel circuits

WEEK Topic CONTENT
• What is energy?
• Storing energy (Ways in which energy can be conserved / stored)

The Electrical Cell
• Diagram of the cell

• Applications
• Applications

- Principal of operation
- Basic construction
- Advantages / disadvantages
- Applications
WEEK Topic CONTENT
• Solar / Photovoltaic Cell
o Symbol
 Symbol
o Basic
 BasicPrincipal
Principal ofofoperation
operation
o Basic construction
 Basic construction / composition / composition
o Advantages
 Advantages //disadvantages
disadvantages
o Functional application
 Solar Cell vs Solar Panel
Solar Cell vs Solar
•  Generating Panel from the Sun
electricity
•  Reasons
Generatingfor using from
electricity regulators
the Sun
•  Reasons
Reasons forfor using
using batteries with solar panels
regulators
•  Block
Digital Grade 10: Term
Reasons diagram
for 2usingofbatteries
a solarwithelectricity generation
solar panels

WEEK Topic CONTENT Digital Grade
• system
10: Term
Block for2domestic
diagram of a solar useelectricity generation system for

WEEK Topic CONTENT
Electromotive Force10:
Digital Grade domestic
(EMF)Term 2 use
WEEK Topic - Potential
Potential
CONTENT Difference
Difference
Force (PD)
Understanding
Electromotive (PD)concept of EMF
the
(EMF)
Understanding
Electromotive Understanding
- • Difference Forcebetweenthe
(EMF) concept
the concept
EMF and ofof
PD PD
PD
EMF
- Differenceo
Understanding between EMF and
the concept of PDEMF
WEEK Topic CONTENT
Internal Resistance
- Electromotive
Difference Force between EMF and PD
Electromotive
- What Force (EMF)
is internal
(EMF)
resistance?
Internal Resistance 95
-- • Understanding
Understandingthe
Advantages the concept
concept ofof
/ disadvantages ofEMF
EMF
internal resistance
Internal What is internal
Resistance resistance?
- • Difference
Difference
Internal between
between
resistance EMFand
EMF and
calculations PD PD
- Advantages
What is internal/ disadvantages
resistance? of internal resistance
- Internal
Internal resistance
o Resistance
Advantages calculations
/ disadvantages
of internal resistance
Internal Resistance
- • Internal
o resistance calculations

- What Whatis is
internal
internalresistance?
resistance?
3 Capacity and
o
- • Advantages Power (VA)
Advantages/ /disadvantages Ratingofof
disadvantages internal
internal resistance
resistance
3 -- Understanding
Capacity and Power the
(VA) concept
Rating of voltage drop and current
• Internal resistance
Internal resistance calculations
calculations
- drain
Capacity and due to overload
Understanding the concept of voltage drop and current
3 o Power (VA) Rating
- Determine
drain due to
Understanding thehow longconcept
overload a battery will be able
of voltage droptoanddeliver current
current
3 Capacity
- to a load
Determine
drain and Power
due tohow (VA) Rating
long a battery will be able to deliver current
overload
3 Capacity and Power
- • Calculations: (VA)
Ampere Rating
to aUnderstanding
load how
Determine long a Hour
the concept of voltage
battery will bedrop
ableandtocurrent drain
deliver due to overload
current
- • Understanding the concept ofwillvoltage drop andcurrent
current
- o
Calculations:
Determine
to a load Ampere
how long a Hour
battery be able to deliver to a load
drain due to overload
o
- • Calculations:
Calculations: Ampere
Ampere Hour Hour
- Determine how long a battery will be able to deliver current
Practical:oCalculate internal resistance of a cell / battery in series
to a load
with a resistor
Practical: Calculate internal resistance of a cell / battery in series
- Calculations: Ampere Hour
with a
Practical: resistor
oCalculate
Practical: Calculateinternal resistance
internal resistance of of a cell
a cell / battery
/ battery in series
in series with a resistor
Connecting

with a resistor Cells in Series

- Connecting
Connecting Voltage Cells
and
Cells ininSeries
Series
current rating
Practical: Calculate internal resistance of a cell / battery in series
- •
Connecting o
Voltage
Voltageand
Cells and current
incurrent
Series rating
rating
with a resistor
- Voltageo and current rating
o
Connecting Cells in Series
Practical:oConnect cells in series to form a battery. Measure
voltage
Practical:current
Connectcells cellsin in series
series totoform form a battery.
a battery. Measure
Measure voltage and current
o
voltage and current
Practical:oConnect cells in series to form a battery. Measure
Connecting
Connecting
voltage Cells
Cells
and current ininParallel
Parallel
- • Voltage
Connecting and
Cells
Voltage andincurrent
Parallel
current rating
rating
Practical: Connect cells in series to form a battery. Measure
- Voltage
Connecting o Cellsand in current
Parallel rating
voltage and current
o
- • Safety
o considerations
Safety considerations
Connecting Cells in Parallel
- Safety o considerations
Practical: Connect
- Practical:
Safety cells
cellsin
considerations
Connect in parallel
parallel toto increase
increase capacity.
capacity. Measure
Measure voltage and
oacross different loads
voltage
current current cellsacross in different
parallel to loads
o
voltage
current cellsacross in different
parallel to loads
4 Electronic Introduction of Electronic
voltage and current across different loads Components
4 Components
Electronic - What are
Introduction of electronic
Electroniccomponents? Components
84 Practical:
CURRICULUM Connect cells
AND ASSESSMENT POLICY in parallel
STATEMENT to increase
(CAPS) capacity. Measure
4 Components
Electronic - Purpose
What
Introduction are
of of electronic
electronic
Electronic components
components?
Components
Components - Considerations
Purpose
What areofelectronic whencomponents?
electronic obtaining
components electronic components
WEEK Topic CONTENT
4 Electronic Introduction
Digital of Electronic Components
Components DigitalGrade
Grade10: 10:Term
Term2 2
WEEK Topic CONTENT • Digital
WhatGrade 10: Term
are electronic 2
components?
WEEK Topic
CONTENT
WEEK Topic CONTENT
Types • Purpose of electronic components
TypesofofComponents
Components
Types of Considerations
Components
- - • Switches (Functionalwhenoperation,
Switches (Functional operation,symbols)
obtaining electronic components
symbols)
- Switches
- - Types
SPST, SPDT,(Functional operation, symbols)
SPST, SPDT,DPST,
of Components DPST,DPDTDPDT
- SPST,
- - • Rotary SPDT,
Switch
Switches DPST,operation,
(Functional DPDT symbols)
Rotary Switch
- Rotary
- - • Slide Switch
switches
Slide switches
SPST, SPDT, DPST, DPDT
- --• Magnetic
Slide switches
Magnetic switches
switches
Rotary Switch
- -- • Key
Magnetic
switches
KeySlide
switches
switches
switches
- Key switches
- - • Applications and
Applications andpractical
Magnetic switches practicalininsimple
simplecircuits
circuits
- Applications and practical in simple circuits
• Key switches
Practical:
Practical: Identify
Identify/ test / measure
/ test / measure different
differentelectronic
electronic
•
Practical: Applications and practical
Identify / test / measurein simple circuits
different electronic
components
components
components
Practical: Identify / test / measure different electronic components
5 5 5 The
TheCapacitor
Capacitor
The Capacitor
5 The
- - • Capacitor
Composition, construction,
Composition,
Composition, construction, functional
construction, functionaloperation,
operation, symbols,
symbols,
symbols, characteristic
- characteristic
Composition, construction,
curves functional operation, symbols,
characteristic
curves and valuescurvesand andvalues
values
characteristic
- - • Basic principles curves and values
principlesofofofelectrostatic charge:
Basic principles electrostatic charge:
Basic electrostatic charge:
- Basic oo principles of electrostatic charge:
o
- - TimeTimeconstant
constant
- • Time constant
oTime
o
constant
ooo
- - Charging o
Chargingratesratesand andtimetimeconstant
constantincluding
includingcurves
curvesandand
- • calculations
Charging
Charging rates
rates and
and timeconstant
time constant including
including curvescurves
and and
calculations
calculations
calculations
- - • Graph Graph
Graph
- -- • Application
Graph
Application ofofof
Application capacitors
capacitors
capacitors ininin
DC
DC DC(Examples
(Examples
(Examples ofofsmoothing
smoothing
of smoothing circuit and RC Time
- circuit
Application ofTime
capacitors in DC (Examples of smoothing
and
constant)RC
circuit and RC Time constant)constant)
circuit
- - • Capacitors andinRC Time constant)
series
Capacitors
Capacitors inin series
series
- Capacitors in series
oo
o
- - Capacitors
Capacitorsininparallel
parallel
- • Capacitors
oCapacitors ininparallel
parallel
o
o
Practical:
Practical:Calculation
Practical: ofof
Calculation
Calculation ofcharge:
charge:
charge:
Practical: Calculation of charge:
Practical: of totalcapacitance
capacitance in series (2, 3(2,
and 4 capacitors)
Calculationofoftotal
total capacitanceininseries
series (2,3 3and and4 4
Practical:
capacitors) Calculation of total capacitance in series (2, 3 and 4
capacitors)
Practical: Calculation of total capacitance in parallel (2, 3 and 4 capacitors)
capacitors)
Practical:
Charging of
Calculation
Practical: oftotal
totalcapacitance
capacitance
characteristics ininparallel
parallel
of the capacitor. (2,
Include (2,3 3and
and4of4graph from
drawing
Practical:
capacitors)
data Calculation of total capacitance in parallel (2, 3 and 4
capacitors)
capacitors)
Practical:
Practical:Charging
Chargingcharacteristics
characteristicsofofthe thecapacitor.
capacitor.Include
Include
Practical:
drawing of Charging
graph from characteristics
drawing of graph from data
drawing of graph from data
9797
97

WEEK Topic Digital Grade
CONTENT 10: Term 2
WEEK
6 Topic CONTENT
Protective Devices
6 Protective
• Devices
- Fast Blow andworking
Slow Blow fuses
Basic principles

o Basic workingand
Construction principles
parts
o Construction
 Testing and parts
o Testing
Diode
Diode• Symbol
- • Symbol
Diode as a polarised component
- • Diode as aBiasing
polarised component
Forward (Concept only)

- • Forward Biasing (Concept only)
Reverse Biasing (Concept only)
- • Reverse Biasing (Concept only)
• Voltage across the diode
- Voltage across the diode
• Application as a rectifier
- Application as a rectifier
LED
LED • Symbol
- • Symbol
LED as a polarized component
- LED as a polarized component
• Forward Biasing (Concept only)
- Forward Biasing (Concept only)
• Reverse Biasing (Concept only)
- Reverse Biasing (Concept only)
• Current flow through the diode
Voltage
- • Voltage acrossthe
across the LED
LED
- • TheThe Series
Series Resistor
Resistor
o
7 7 Practical: Test
Practical: the
Test theDiode
Diode and LEDforfor
and LED correct
correct function
function and using a
and polarity
multimeter

Practical: Calculate
Practical: Calculatethe
thevalue ofthe
value of theseries
series resistor
resistor needed
needed to an LED.
to protect
Test the circuit
protect an LED. on a breadboard using the calculated values
Test the circuit on a breadboard using the calculated values
Practical: Build a half wave rectifier using a diode and 50 Hz supply – Display on
Oscilloscope
Practical: Build a half wave rectifier using a diode and 50 Hz
supply – Display
Practical: ona full
Build Oscilloscope
wave rectifier using a diode bridge (4 diodes / 2 diodes) and
50 Hz supply – Display on Oscilloscope
Practical: Build a full wave rectifier using a diode bridge (4
8 – 10 Revision and diodes / 2Simulations
PAT diodes) and 50completed
3&4 Hz supply – Display on Oscilloscope
Mid-year Exams
Mid-year
Exams
98

WEEK Topic CONTENT
1 Logics Introduction to Logics
- Digital and Analogue (Explain the difference)
- The use of number systems in digital electronics
- Decimal to Binary
- Binary to Decimal
- Addition and subtraction of Binary (Test in Decimal)
2 Truth Table & Boolean Expression (IEC and American Symbols)

• Basic 2 input logic functions of:

 NOT
 AND
 NAND (Combination of AND gate and a NOT gate)
 OR
 NOR (Combination of OR and NOT)
 X-OR
 X-NOR
• Equivalent circuits using switches to simulate gates
Practical: Simulation of logic circuits using switches / relays
Practical: Simulation of Logic gates using Logic ICs

3 Diode Logic
• Principle of operation of Diode Logic

• Equivalent circuit diagrams of Logic gates using Diode Logic

Practical: Simulation of logic circuits using Diode Logic. AND, OR, NAND, NOR,
X-NOR
4 Combinational Circuits
• Definition of combinational circuits

• Combinational circuits using 2, 3 and 4 Operands

• Truth Table & Boolean Expression (IEC and American Symbols)
• Basic 2 input logic functions of combinational circuits
• AND/OR/NOT/NOR/NAND / XOR / XNOR
• 4 x 2-input Gate combinations maximum
5 Practical: Simulation of combinational logic circuits using Logic ICs
Practical: Simulation of combinational logic circuits using Logic ICs

WEEK Topic CONTENT
6 Communication Introduction to Communication Systems
Systems • Purpose of communication systems

• Types of communication systems (What are they?)

• Commercial broadcasting (SABC, FM radio and DSTV etc)
• Commercial communication (Telephone systems, security companies, air
traffic control, cell phones etc)
• Community communication (Disaster management, emergency services
and amateur radio, research etc)
• Internet communication

• Computer networks

Radio Communication
• Basic Concepts of:
 A radio
 An electromagnetic radio wave

 Transmitter
 Receiver
 Feed line
 Antenna
 Interference & electromagnetic compatibility
7 Principles of Modulation
• Frequency

• Wavelength

• Speed of radio frequency
• Units of frequency
8 The Radio Antenna
• The relationship between frequency and wavelength – No calculations

• Types of radio antenna

• Omni directional antenna 1/4λ
• Dipole 1/2 λ
• Directional antenna – Yagi-Uda array
• Standing wave ratio (SWR) – Good vs. bad SWR
• Antenna gain (Gain over an Isotropic antenna)
9 Feed Lines
• Basic concept and use of a feed line

 Losses in feed lines (Basic concepts only)
 Impedances of feed lines (50Ω vs. 75Ω)

• How to fit an antenna connector to a feed line
Practical: Construct a simple 1/4 wave vertical antenna and fit a connector to a
feed line
10 Radio Wave Propagation
• Ground wave propagation (Lower frequencies 0-3 MHz)

• Sky wave propagation (High frequency 3-50 MHz)

• Line of sight propagation (Very high to ultra-high frequencies 50 MHz and
up)

WEEK Topic CONTENT
WEEK Topic CONTENT
Magnetism - Define magnetism e.g. natural, electro-magnetism
Magnetism - Define magnetism e.g. natural, electro-magnetism
- BasicDigital
principles
Gradeof10:
magnetism
Term 4
- Basic principles of magnetism
Rules of magnetism
- Rules of magnetism
Magnetism Demonstration:
• Magnetice.g.
Define magnetism fields around
natural, a permanent magnet
electro-magnetism
Demonstration: Magnetic fields around a permanent magnet
using• iron Basic
filingsprinciples of magnetism
using iron filings
• Rules of magnetism
2 Magnetic Fields
2 Magnetic Fields
- Demonstration:
Magnetic Flux (Φ) fields around a permanent magnet using iron filings
Magnetic
- Magnetic Flux (Φ)
2 - Magnetic
Flux density
Fields (β)
- Flux density (β)
- • Inductance (L) (Φ)
Magnetic Flux
- Inductance (L)
- • Definition of an Inductor
- Definition of an
Flux density (β)Inductor
• Inductance (L)
Demonstration: Oersted’s experiment (Screwdriver rule)
Demonstration:
• DefinitionOersted’s experiment (Screwdriver rule)
of an Inductor
3 Types of InductorsOersted’s
Demonstration: and Inductor Cores
experiment (Screwdriver rule)
3 Types of Inductors and Inductor Cores
3
- Types
Air Core
of Inductors and Inductor Cores
- Air Core
- Laminated Core
- Laminated
• Air Core Core
- Ferrite Core
- • Ferrite Core Core
Laminated
- Torroid Core
- • Torroid
FerriteCore
Core
• Torroid Core
Demonstration: Magnetic field around a coil using iron filings
core Demonstration: Magnetic field around a coil with and without a core
core

Calculations:
Calculations:
Calculations:
- • Coils in in
Coils series
series(Inductor)
(Inductor)
o
o
- Coils in parallel (Inductor)
- • Coils in in
Coils parallel
parallel(Inductor)
(Inductor)
o

o

- Functional
Symbol Operation and Application of Relays / Solenoids
- • Symbol
Symbolof operation
- Principal
- • Principal ofofoperation
Principal operation
- Construction of a relay
- • Construction of a relay
- Parts of a relayof a relay
Construction
- Parts of a relay
- • Normally
Parts ofopen
a relay/ Normally closed
- Normally open / Normally closed
• Normally open / Normally closed
Practical: Testing
Practical: Testingaarelay
relay using
using aamultimeter
multimeter
Demonstration: Wire a relay and light to a switch and operate
Demonstration: Wire
Demonstration: Wireaarelay andlight
relay and light
to to a switch
a switch and operate
and operate the relay
the relay
the relay
Demonstration: Latching Circuit with a relay
102
102

WEEK Topic CONTENT


• Armature

• Brushes
• Commutation
Demonstration: Show how the direction of rotation in DC motors can be

changed
5 Revision Term 1
6 Revision Term 2

7 Revision Term 3

1.1.2

3.3.2 Digital: Grade 11

WEEK Topic CONTENT

 How to use regulations
 Introduction and purpose of the regulations
 Switchboards
 Earthing
 Conductors
Safety
• What is Ergonomics? (Workplace conditions / comfort – Everything has a
place and everything is in its place)
• Unsafe actions
• Safety signs
• Practical: Identification of safety signs and safety gear

WEEK Topic CONTENT
Personal Safety
• Eye protection

• Revision of Grade 10 PCB methods and safety

WEEK Topic CONTENT
2 Tools and Tools
Instruments
• Crimping Tool (Ferrules, lugs & plugs)


• Power Drill / Drill stand (Revision)

Connectors

• Single In Line connectors (Push In connectors)

• Intermediate soldering / de-soldering skills (Using a solder wick)

• Intermediate Printed Circuit Board manufacturing skills (Design & make)


Testing Equipment

 Application

 Care

 Maintenance


 Application
 Care

 Maintenance

WEEK Topic CONTENT
 Time
 Frequency
 Maximum value
function generator
Practical: Determine voltage and frequency values as displayed on Oscilloscope.

3 Waveforms Introduction to Waveforms
• Uses of waveforms

• Different types of waves

• Waveforms and their applications
• Square Wave
• Saw tooth Wave
• Triangular Wave

• Rectangular Wave
• Radio Wave

Definition, Symbol & Unit of:
• The Sinusoidal Wave

 Instantaneous value
 Maximum value / Minimum value
 Peak to peak value
 RMS value Vrms = 0.707 x Em

 Average value over half cycle (Vavg = Vmax x 0.637)

 Time period
 Frequency
 Duty cycle

 Form factor

 Concept of phase and phase difference
 Harmonic frequencies (Concept only)

• Difference between a sound wave and an electromagnetic wave (Concept
only – Self propagating vs. medium needed)
• Electromagnetic waves (Concept only – combination of electrical and
magnetic wave – unique characteristics)
• Speed of radio waves
• Frequency and wavelength
Demonstration: Function Generator and the Oscilloscope used to measure and

display waveforms

WEEK Topic CONTENT
4 Pulse Technique
• Pulse polarity
• Pulse time
• Rise time / Fall time
• What is a clock pulse, leading edge, trailing edge?
Calculations
• Pulse time
• Pulse frequency
• Rise time
• Fall time
• Period and frequency
λ (wavelength)
• Digital Grade 11:& frequency
Term 1
WEEK Topic
WEEK Topic CONTENT
CONTENT
Practical: Set up and measure different waveforms generated by the function
5
5 Wave
Wave Shaping
generator
Shaping Circuits
on the Oscilloscope
Circuits
5 -- WaveDiode
Diode using discrete components
usingCircuits
Shaping discrete components only only
-- • Clipping
Clipping circuits
circuits
Diode using (Positive
(Positive
discrete clipping
clipping
components only)
only)
only

• oo Simple
Simple
Clipping
Series
Series
circuits (Positive clipping only)
oo Series

Series Biased
Simple
Biased
Series
oo Simple
Simple Parallel
Series
Parallel
Biased
oo Biased
Biased Parallel
Parallel

 Simple Parallel
66 -- Clamping
 Biased
Clamping Circuits (Positive clamping
Parallel
Circuits (Positive clamping only)
only)
6 • oo Clamping
Clamping
Clamping Circuit
Circuit
Circuits –– Diode
(Positive Diode only)
clamping
o Clamping
o Clamping Circuit – Zener Diode
Diode
 Clamping Circuit
Circuit ––Diode
Zener

-- Integrator
Integrator && Differentiator
Differentiator
o
 NoClamping Circuit – Zener Diode
calculations
o No calculations

• oo Input
Input&and
Integrator and output waveforms
Differentiator
output waveforms on on oscilloscope
oscilloscope
oo Construction

Construction
No calculations
on breadboard
on breadboard
o Measurement
o Measurement of output waveform
ofwaveforms
output waveform
 Input and output on oscilloscope
Practical: Construct each
each type
type ofof clipping
clipping and
and clamping
clamping circuit
circuit on
on
 Construction on breadboard
a breadboard using diodes
a breadboard using diodes
 Measurement of output waveform
RLC Practical:
Effect of Construct each
of Alternating type of
Current onclipping and clamping
Resistors, circuit on
Inductors anda breadboard
77 RLC Effect
using Alternating
diodes Current on Resistors, Inductors and
Capacitors (RLC)
Capacitors (RLC)
7 RLC -- Effect of Alternating
Components Currentcircuits
in series
series on Resistors,
only Inductors and Capacitors (RLC)
Components
• All Components in circuits
in series circuits only
only
-- • All applicable calculations
applicable
All applicable
calculations
calculations
relevant
relevant
relevant
to the
to the theory
theory toto be
be
to the theory to be completed
completed
completed
-- • Emphasis
Emphasis
Emphasiswill willbe
will be
beon
on circuits
on circuits containing
circuits containing
containing
ONEONE
ONE resistor,
resistor, ONEONE
resistor,
capacitor and
ONE
ONE inductor
capacitor andand ONE
ONE inductor
inductor
capacitor
-- • WaveWave
Wave representation
representation
representation

-- Phasor
• Phasor
Phasor diagram
diagram
diagram
-- • Inductive
Inductive
InductiveReactance
Reactance
Reactance

oo
-- • Capacitive
CapacitiveReactance
Reactance

oo

-- Effect
Effect of
of frequency
frequency changes
changes on on XL
XL and
and XCXC
• Effect of frequency changes on XL and XC

Demonstration:
Demonstration: Show
Show
Demonstration:
phase
Showphase
difference
difference
phase difference
between
between
between
RLRC
RL
RL and
and RC
and RC


Digital Digital
GradeGrade11: Term11: Term
1 1
WEEK
WEEKTopic
Topic CONTENT Digital
CONTENT Grade 11: Term 1
Digital
Digital Grade
Grade 11:
11: Term
Term 1
1
WEEK
8 Topic CONTENT
- • Impedance
WEEK
8
WEEK Topic
Topic CONTENT
CONTENT Impedance
8 - Impedance
8
8 -- Impedance o
Impedance
o
- Scalar: o Representation
o of the Impedance Triangle
-- • Scalar: Representation
Scalar:
Power
Representation ofofthe the Impedance
Impedance Triangle
Triangle
-- • Scalar:
Scalar:
Power
Power
Representation
Representation of
of the
the Impedance
Impedance Triangle
Triangle
-- Power o
Power
- Power o Factor
o
o Factor
- Power
-- • Power o Factor
Power
Power Factor
Factor
o
o
o
o
o
- Phase o
o Angle
- Phase Angle
-- • Phase o Angle
Phase
PhaseAngle
Angle
o
o
o
o
o
o
o
9 - Natural Resonance
9 9 -- • Natural
Natural
Effect Resonance
Resonance changes on the impedance and current
ofResonance
frequency
9
9 -- Natural
Natural Resonance
• Effect of
Effect
flow frequency
of changes
frequency changes onon
thethe impedance
impedance and current
and current flow
-- Effect Effect of
of frequency
frequency changes
changes on on the
the impedance
impedance and and current
current
flow
- • flow
Resonance
Resonancewith with its characteristic
its characteristic curves
curves
flow
- Resonance with its characteristic curves
-- Resonance o
Resonance with
with its
its characteristic
curves
o
o
- • Q Factor
o Factor
- Q FactorQ
-- Q Q Factor
Factor
o
o
o
o
o
o
o
o
o
o
- Bandwidtho
o
- • Bandwidth
-- Bandwidth Bandwidth
o
Bandwidth
o
- Frequencyo
o changes
- Frequency changes
-- • Frequency
Frequency changes
Frequencychanges
changes
10 Calculations
10 10 CalculationsCalculations
- Series combination circuits containing ONE resistor, ONE
10
10 Calculations
Calculations
- • Series combination
Series
capacitor combination circuits containingONE
circuits containing
and ONE inductor ONE resistor,
resistor, ONEONEcapacitor and
-- Series Series combination
ONEcombination
inductor
circuits
circuits containing
containing ONE
ONE resistor,
resistor, ONE
ONE
capacitor
- capacitor
Phasor andand
and ONE
wave
ONE inductor
representation
inductor
capacitor and ONErepresentation
inductor
- • Phasor
Phasor
Resonance and
and wave
wave representation
-- Phasor Phasor and
and wave
wave representation
representation
-- • Resonance
Resonance
Bandwidth

-- • Resonance
Resonance
Bandwidth
Bandwidth
-- BandwidthQ Factor
- • Bandwidth
Q Factor
Q Factor
-- Q Q Factor
Factor
PATPAT
PAT
Simulations11&
Simulations &2 2 completed
completed
PAT Simulations
Simulations 1 1& &2 2 completed
completed
109
109
109
109

WEEK Topic CONTENT
1 Semiconductor Introduction to Semiconductor Devices
Devices • Component data

• Where to source data on all types of electronic components

• How to read a data sheet
• Pin configuration
• Typical operating values
• Working temperature
• Equivalent components
• Packages (Dual In Line, TO 92, basic packages)
• Through-hole components vs. Surface mount devices
Semiconductors
• Electron flow vs. conventional flow
• Semiconductors & solid state
• Silicon vs. Germanium
• Doping
• P & N material
• Majority carriers / Minority carriers
2 PN Diode
• Construction of a PN Diode

• Depletion layers

• Biasing – Forward and reverse
• Calculation of Diode Load Line

Practical: The Diode Load Line

Zener Diode
• Construction

• Forward Biasing
• Reverse Biasing
• Avalanche breakthrough vs. controlled breakthrough
• Zener as a voltage regulator
• Zener calculations
Practical: Determine the value of the series resistor for a Zener Diode

WEEK Topic CONTENT
• Construction


• Purpose of Biasing & Thermal Runaway
• Forward Biasing
• Reverse Biasing
• Base Curve

• Emitter Output Curve
• Regions of operation (Saturation, active and off)
• The Transistor DC Load Line
• Transistor power related to the load line (Vcc and Vce)

• Influence of the DC Load Line on the characteristics of the transistor
• Symbol

Application of Transistors
• Transistor as a switch
• Transistor as an amplifier (Mention only – circuits to follow under amplifiers)
• Transistor gain
• Current gain
• Voltage gain
Practical: Determine the DC Load line of a transistor

4 The PNP Transistor
• Construction


• Relation to NPN
• Symbol
• Application – sample circuits only

5 Thyristor – SCR
• Construction


• Symbol
• Application (Relaxation Oscillator, Phase Control, Switch mode applications,
• Circuit diagram
Practical: Construct a Relaxation Oscillator and show waveform on oscilloscope

WEEK Topic CONTENT
6 TRIAC
• Construction


• Symbol
• Circuit dagram

7 DIAC
• Construction


• Symbol
• Circuit diagram application
8 – 10 Second Term PAT Simulation 3 & 4 completed
Examinations

WEEK Topic CONTENT
1 Logics Logic Gate Theory
• Identify and interpret Logic gates and symbols

 NOT

 AND
 NAND
 OR / NOR
 X-OR / X-NOR

• Apply Logic gates with a maximum of three inputs
• Truth Table
• Boolean Expression
• Following theory, practical combination circuits to be built
• Converting a Logic Circuit to a Boolean Expression
2 Boolean Algebra
• Apply commutative and distributive laws

• Product of sums (POS)
• Sum of products (SOP)
3 De Morgan’s Theorem
• Combinational / Complex circuits
 Half and Full Adder
 Three Input Alarm
 Complex circuit of choice

WEEK Topic CONTENT
4 Karnaugh Maps
• How to do the Karnaugh Map

• Simplifying Boolean Expressions (Maximum 4 operands)
5 Logic Probe
• Positive & Negative Logic

• Active low

• Active high
Practical: Test logic gate outputs using a Logic Probe
Resistor Transistor Logic

• NPN transistors only
• Input gates only
• AND, OR and NOT gates in RTL only
Practical: Construct RTL logic gates using transistors and resistors (AND, OR
and NOT)
6 Transistor Logic
• Explain why TTL / CMOS logic is used

• Differences between TTL and CMOS

• Advantages and disadvantages
• Applications of TTL – no practical circuits of TTL
Logic ICs Practical Circuits

• 40, 70 and 74 series
• NAND Gate combinational / equivalent circuits
• NOR Gate combinational / equivalent circuits
Practical: Construct logic circuits using Logic ICs

7 Power Supplies Introduction to Power Supplies
• Why use power supply units?
Linear Power Supplies

• Series regulated PSU
 Basic principle of operation
 Circuit diagram – series regulator circuit

• Shunt regulated PSU
 Circuit diagram – shunt regulator circuit
• Advantages and disadvantages of the Linear PSU
8 • Switch Mode PSU


 Basic equivalent circuit of a Switch Mode PSU
 Applications
 Block diagram of the stages
 Importance of efficiency
• Comparison between Switch Mode PSU and Linear PSU

WEEK Topic CONTENT
9 Sensors and Introduction to Sensors and Transducers
Transducers • Definition of sensors and transducers

• Piezo Electric Effect

• Wheatstone bridge principles of resistance measurement

Functional operation of Sensors and Transducers:
• Sound

 Dynamic Microphone

 Electret Microphone

Practical: Connect a microphone to an amplifier and the output of the amplifier to
an oscilloscope and display on screen

• Light

 The LDR
 Photodiode
 Phototransistor

 Opto-coupler

Practical: Use a Wheatstone bridge with a sensor to show changes in light
10 • Temperature

 The Thermistor

 Thermocouple – working principle and special conditions for use. (Not
a linear resistive output – to be used with a lookup table)

Practical: Use a Wheatstone bridge with a sensor to show changes in
temperature

Other types of sensors – application only
• Gas / Humidity sensor
• Load cells / Strain sensors
• Proximity sensors
Practical: Use a Wheatstone bridge with a sensor to show changes in proximity

of metal / humidity

WEEK Topic CONTENT
1 Communication The Role of Tuned Circuits in Communication Electronics
Systems • Tuned circuits

• Natural oscillation

• The LC tuned circuit as heart of the oscillator
• The need for positive feedback in an oscillator
• The crystal as a highly stable tuned circuit (Piezo Electric Effect)
• Types of oscillators – block diagrams and basic principle of operation only

• The Variable Frequency Oscillator (VFO)
• The Voltage Controlled Oscillator (VCO)
• The Phase Locked Loop (PLL)

Practical: Simulate an RC oscillator and display wave on oscilloscope
2 Transmitters and Receivers


• What is modulation?

• Waveforms
• Block diagrams


• Types of modulation & related devices

 Continuous Wave modulation (CW)

 CW (Morse Code) Transmitter

 Regenerative Receiver
 Amplitude Modulation (AM)
 The AM Transmitter
 The AM Receiver
3  Single Sideband Suppressed Carrier Modulation (SSB)

 The SSB Transmitter

 The Super Heterodyne Receiver

 Frequency Modulation (FM)

 The FM Transmitter
 The FM Receiver
 Frequency Shift Keying (FSK)

4 Demonstration: Construction of a simple radio receiver

Practical: Build an FM Transmitter and test using an FM receiver
5 Revision Term 1
6 Revision Term 2
7 Revision Term 3

Digital: Grade 12

WEEK Topic CONTENT


for use at work
• Duty to inform


Safety Revision
• Unsafe actions
• Risk analysis
• Work ethics

• Revision of Grade 10 & PCB methods and safety done as part of PAT
Practical: Etch a PCB (Part of PAT completion during the year)

Digital
Digital Grade 12: Term
Digital Grade 1 1
12: Term
Digital Grade
Grade 12: 12: Term
Term 1 1
WEEK
WEEKTopic
WEEK Topic
Topic CONTENT
CONTENTCONTENT
WEEK Topic CONTENT
2 Semiconductor
Semiconductor Introducing
Semiconductor Introducing of of
Integrated
Integrated Circuits
Introducing of of Integrated
Integrated Circuits
2 2 Introducing Circuits
2 Semiconductor Circuits
Devices
Devices
Devices - Integrated
-- • Integrated circuits
Integratedcircuits –
circuits – the
the 741
741 Op-Amp
Op-Amp
Devices Integrated circuits – the
the741
741Op-Amp
Op-Amp
o Basic
o Basic construction,
symbol, functional
operation
o
 Basic
Basic construction,
symbol, functional
operation
o
o Typical
Typical operating
operating voltages
voltages
o Typical
 Typical operating voltages
operating voltages
o
o Characteristics
Characteristics of
of an
an ideal
ideal Op-Amp
Op-Amp &
& application as
o
 Characteristics of anan
Characteristics of ideal
ideal Op-Amp
Op-Amp & application
application
& application
as
as
as an amplifier
an
an amplifier
amplifier
 anGain:
amplifier
Open Loop and Closed Loop gain gain
o
o Gain:
Gain: Open
Open Loop
Loop and
and Closed
Closed Loop
Loop gain
o Gain: Open
Application as Loop
an and Closed
inverting Loop
amplifier gain
o

o Application
Application as
as an
an inverting
inverting amplifier
amplifier
o Application as an inverting amplifier
o
o Application
Application as asaa non-inverting
amplifier
o Application
Application as as aa non-inverting

amplifier
Calculations
Calculations
Calculations
Calculations
--- • Inverting
Inverting Amplifier
Inverting Amplifier
Inverting Amplifier
Amplifier
o
o
o
--- • Non-inverting
Non-invertingAmplifier
Amplifier
o
o
o
-- Gain
- • Gain
Gain
Gain
o
o
o
Practical:
Practical: Build
Build a
a non-inverting amplifier on a breadboard using a
Practical: Build
Practical: a non-inverting
Build non-inverting amplifier
on on
amplifier
a non-inverting amplifier on a
a breadboard
breadboard
a breadboard using
using
using a a
a
741 Op-Amp.
741
741 Op-Amp.
Op-Amp. Use
Use a
a Function
Function Generator
Generator and
and Oscilloscope
Oscilloscope to
to
741 Op-Amp. UseGenerator
Use a Function a Function andGenerator
Oscilloscopeand Oscilloscope
to show to waveforms
input and output
show
show input and output waveforms
3 show• input and
and output
inputIntegrated
output waveforms
waveforms
circuits – the 555 Timer
 Basic construction, symbol, functional operation
3
3 -- Integrated
Integrated circuits
circuits – the 555 Timer
3 - Integrated
 circuits –
– the
Characteristic the
curves
555
555 Timer
Timeroperating voltages
& typical
o
o Basic
Basic construction,
symbol, functional
o Basic construction,
Application as a timersymbol, functional operation
operation
o

o Characteristic curves & typical operating voltages
o Characteristic curves & typical operating voltages
Characteristic curves & typical operating voltages
o
o Application as a timer
o Application
Practical: Application as
as a
Build a clock pulse timer
a generator
timer using a 555 Timer IC on a breadboard
and display the output on an oscilloscope
Practical:
Practical: Build a clock pulse generator using a 555 Timer IC on
Practical: Build
Build a
a clock
clock pulse
pulse generator
generator using
using a
a 555
555 Timer
Timer IC
IC on
on
a breadboard
a breadboard and display
display the output
output on an
an oscilloscope
a breadboard and
and display the
the output on
on an oscilloscope
oscilloscope
4 Switching
Switching Principle of
Principle of Operation of
of Switching Circuits
Circuits using
4
4 Switching Principle of Operation
Operation of Switching
Switching Circuits using
using
Circuits
Circuits Operational
Operational Amplifiers
Amplifiers and
and Timers
Timers
Circuits Operational Amplifiers and Timers
Multivibrators
Multivibrators
Multivibrators
-- Bistable Multivibrator
- Bistable
Bistable Multivibrator
Multivibrator
o
o Circuit diagram and operation
o Circuit diagram
Circuit diagram and
and operation
operation
o
o Measurement of input and output waveforms
o Measurement
Measurement of of input
input and
and output
output waveforms
waveforms
Practical:
Practical: Construct a Bistable Multivibrator on a breadboard
Construct aa Bistable
Bistable Multivibrator
Multivibrator on
on a
a breadboard
breadboard
using
using a
a 741
741 Op-Amp
Op-Amp // 555
555 Timer
Timer with
with LEDs
LEDs
using a 741 Op-Amp / 555 Timer with LEDs
5
5 -- Mono-stable Multivibrator
5 - Mono-stable
Mono-stable Multivibrator
Multivibrator
o
o Circuit diagram
Circuit diagram and
and operation
operation
o
o Measurement of input and output waveforms
o Measurement
Measurement of of input
input and
and output
output waveforms
waveforms
Practical:
Practical: Construct a Mono-stable Amplifier on a breadboard
Construct a
a Mono-stable
Mono-stable Amplifier
Amplifier on
on a
a breadboard
breadboard
using
using a 741 Op-Amp / 555 Timer and LEDs
using a
a 741
741 Op-Amp
Op-Amp // 555
555 Timer
Timer and
and LEDs
LEDs
118
118
118

WEEK Topic CONTENT
4 Switching Circuits Principle of Operation of Switching Circuits using Operational Amplifiers
and Timers

Multivibrators
• Bistable Multivibrator
Practical: Construct a Bistable Multivibrator on a breadboard using a 741 Op-

Amp / 555 Timer with LEDs
5 • Mono-stable Multivibrator
WEEK Topic CONTENT  Circuit diagram and operation
6 - Astable
 Multivibrator
Measurement of input and output waveforms
Practical: Construct a Mono-stable
o Measurement of input Amplifier on awaveforms
and output breadboard using a 741 Op-
Amp / 555 Timer and LEDs
6 •
Practical: Astable Multivibrator
Construct an Astable Amplifier on a breadboard using
a 741 Op-Amp
 / 555 Timer
Circuit and
diagram show
and output using LEDs and the
operation
Oscilloscope
7 - Practical:
SchmidtConstruct
Trigger an Astable Amplifier on a breadboard using a 741 Op-Amp /
o Circuit
555 Timer and diagram
show and operation
output using LEDs and the Oscilloscope
7 • oSchmidt
Display the input waveform in relation to the output
Trigger
waveform on theand
 Circuit diagram Oscilloscope
operation

Practical: Construct a Schmidt Trigger on a breadboard using a
741 Op-Amp Oscilloscope
Practical: Construct a Schmidt Trigger on a breadboard using a 741 Op-Amp
8 • Comparator and Summing Amplifier
8 - Comparator and Summing Amplifier

Circuit diagramand operation
and operation
o Display the
Display theinput
input waveform
waveform ininrelation
relation to the
to the output
output waveform on the
Oscilloscope
waveform on the Oscilloscope
o Calculations:
Calculations:


o Measurement
Measurement of input and of input
output and output waveforms
waveforms
9 9 Practical:
Practical: Construct a comparator on aabreadboard
Construct a comparator on breadboard using
using a Op-Amp
a 741 741
Op-Amp
Practical: Construct a summing amplifier on a breadboard using a 741 Op-Amp
10 Practical:
• Construct a and
Differentiator summing amplifier on a breadboard using
Integrator
a 741 Op-Amp


10 - Differentiator and Integrator
Oscilloscope

Influence and
of time operation
constant on the output waveform
o Display the input waveform in relation to the output
Practical:waveform
Construct aon
differentiator on a breadboard using a 741 Op-Amp
the Oscilloscope
Practical: Construct an integrator
o Influence of time constant on a breadboard using waveform
on the output a 741 Op-Amp
PAT Simulation 1 & 2 completed
Practical: Construct a differentiator on a breadboard using a 741
Op-Amp
Practical: Construct an integrator on a breadboard using a 741

WEEK Topic CONTENT
1 Digital and Decoders and Encoders
Sequential Devices • Seven segment displays & decoder / driver

• LCD / LED displays & drivers

2 Practical: Connect a 7 segment display to a 4-bit BCD 7 segment display driver
3 Elementary principles of Combination Circuits without Memory Elements
• Functional principles, circuit diagram and use of

• Half Adder

• Full Adder
• Bit Parallel Binary Adder

Practical: Connect a binary adder using a 4008B CMOS IC to add two four bit
binary numbers
4 Elementary principles of Memory Elements

• Application of Logic gates as the building blocks for memory elements

 RS and the clocked RS Latch
• Logic Gate composition

• Block diagram symbol

• Operation
 JK Flip Flop and Clocked JK Latch

• Block diagram symbol
• Operation
 D Flip Flop and clocked D Latch


• Block Diagram symbol
• Operation

Practical: Connect a 4013B CMOS IC to form an Astable Multivibrator using a
clock pulse from a function generator
5 Elementary principles of Counters
• Ripple counters

• Synchronous counters

• Asynchronous counters
• Up / Down counters
• Self-stopping counters
6 • Application of counters: counters as frequency dividers
• Application of counters: Decade Counter

• Application of counters: Binary Coded Decimal Counter

Practical: Connect a 4017B Johnson Counter with a 555 Timer to form a counter
that will light up 6 LEDs in sequence
7 Elementary principles of Registers
• Shift registers – Serial Load Shift Register (Serial Input, Serial output) SISO

• Serial Input – Parallel Output SIPO

• Shift registers – Parallel Load Shift Register
• Parallel Input – Serial Output PISO
• Parallel Input – Parallel Output PIPO
Practical: Connect a 4015 B CMOS IC to form SISO Shift register
8 – 10 Mid-year PAT Simulation 3 & 4 completed
Examinations

WEEK Topic CONTENT
1 Microcontrollers Introduction to Microcontrollers
• History of microcontrollers

• Uses of microcontrollers

Hardware of Microcontrollers

• Block diagram of a microcontroller
• Basic function & concepts of microcontrollers
• What is a microcontroller?
• Difference between a microcontroller and a microprocessor

• A digital IC that can be programmed to control a process
• Discreet Logic vs. Integrated Logic devices

Parts of a Microcontroller – Concepts only
• CPU with registers
• Memory
• Input / Output pins
• Timers
• Analog to digital converters
2 Communication in a Microcontroller
• What is meant with communication in a microcontroller?

 Serial vs. parallel communication

 Asynchronous vs. synchronous communication
• Communication Peripherals

 Serial Communication Interface (SCI) or Universal Asynchronous

Receiver Transmitter (UART)

 Serial Peripheral Interface (SPI)
 Inter-integrated Bus (I2C)
• Communication protocols
 RS-232
 RS-485
3 Software of Microcontrollers
• Definition of an algorithm

• Definition of a program

• Relationship between algorithms and flowcharts
• Instruction set / Flow diagram
• Definition of a Flow diagram
• Data flow diagram symbols in PICAXE
• Instructions and conventions
• Data flow lines
• Legal vs. illegal data flows
• Conditional statement (IF statement)
• Looping (Repetition)
• Definition of debugging

WEEK Topic CONTENT
4 PICAXE
• Using PicAXE programming software

• Using Logicator or similar flowchart software to program PICAXE using the

following functions:

 Input / Outputs
 Analogue to digital conversion
 Timers
 Counters
• Tutorials
• Simulating before programming
• Debugging a program
• Interface Cable (USB or RS232)
• Programming the PICAXE
 Uploading and downloading programs from the PICAXE
microcontroller
5 Practical: Use a flow diagram to simulate a flashing LED and then program
PICAXE to run as a flashing LED. Add input to start and stop flashing. Connect
an Oscilloscope to the output of the PICAXE
6 Practical: Use a flow diagram to simulate a Schmidt Trigger then program
PICAXE to run the program. Use a potentiometer on the input to adjust the
threshold and switch the output accordingly. Connect an oscilloscope to show
the input and output voltages
7 Practical: Use a flow diagram to simulate a Pulse Width Modulator (PWM)
then program PICAXE to run the program. Control an RC servo motor using
the PICAXE as a PWM module. Connect an oscilloscope to show the input and
output voltages
Practical: Develop a solution of your own design

8 - 10 Preparatory PAT Project completed and moderated
Examination

WEEK Topic CONTENT
Switching Circuits
2 Revision Term 2 Sequential Devices
3 Revision Term 3 Microcontrollers
4 – 10 National Senior All
Certificate

SECTION 4
4.1 Introduction
Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance
of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement;
evaluating this evidence; recording the findings; and using this information to understand and thereby assist the learner’s
development in order to improve the process of learning and teaching.
Assessment involves activities that are undertaken throughout the year. In Grades 10 – 12 assessment should be both
informal (Assessment for Learning) and formal (Assessment of Learning). In both cases regular feedback should be
provided to learners to enhance the learning experience.
Evidence of all assessments including tests, simulations and tasks should be placed in the learner’s script. It is
imperative that all items are marked clearly. Items that are loose should be pasted into the script to become a
permanent part of a learner’s record.
All items in the learner script must contain the following references:
• Date
• Topic
• Homework assignments including a textbook page and exercise reference
• Evidence of scrutiny and interaction from the teacher in red pen
• All teacher actions / interventions in the script should be dated
• Learners are required to mark all self-assessments in pencil and all corrections must be shown in pencil.
As the script is a formal assessment document, the learner is required to cover and keep the script neat and
clean. The teacher is required to provide guidance in this respect.
Apart from the learner script, no additional file or portfolio is required.
4.2 Informal or Daily Assessment (Assessment for Learning)
Assessment for Learning has the purpose of continuously collecting information on learners’ achievement that can be
used to improve their learning.
Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions,
practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment may
be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing.
Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but need
not be recorded. It should not be seen as separate from learning activities taking place in the classroom. Learners or
teachers can mark these assessment tasks.
Self-assessment and peer assessment actively involve learners in assessment. This is important as it allows learners
to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally
recorded unless the teacher wishes to do so. In such instances, a simple checklist may be used to record this assessment.
However, teachers may use the learners’ performance in these assessment tasks to provide verbal or written feedback
to learners, the school management team and parents. This is particularly important if barriers to learning or poor levels
of participation are encountered. The results of daily assessment tasks are not taken into account for promotion and
certification purposes.

The following outline provides teachers with informal programmes for assessment that may be followed in order to
achieve effective curriculum delivery.
Informal assessment tasks do not contribute towards promotion and progression of the learner. Its sole intention is the
development of knowledge and skills in preparation of formal assessment.
ASSESSMENT TASKS TERM 1 TERM 2 TERM 3 TERM 4
Tests (class, theory and revision tests) 1 1 1 Consolidation

Assignment 1 1 1 0
Class work / case studies / work sheets Weekly Weekly Weekly Consolidation
Homework (theory and practical) Weekly Weekly Weekly Consolidation
Workshop / practical Weekly Weekly Weekly Consolidation
Evidence of informal assessment will be found in the learner’s script. The nature of these tasks is described under
assessment for learning.
4.3 Formal Assessment (Assessment of Learning)
All assessment tasks that make up a formal programme of assessment for the year are regarded as formal assessment.
Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes.
All formal assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that proper
standards are maintained.
Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a
grade and in a particular subject. Examples of formal assessments include projects, oral presentations, demonstrations,
performances, tests, examinations, practical tasks, etc. Formal assessment tasks form part of a year-long formal
Programme of Assessment in each grade and subject.
PROGRAMME OF ASSESSMENT
School-based Assessment Practical Assessment Task
Final Examination
SBA PAT
25% 25% 50%
The formal assessment requirements for Electrical Technology are as follows:
• School-based Assessment (SBA): SBA, which is written at the end of term 1, 2 and 3, shows the learner’s
progress throughout the year and accounts for 25% of the learner’s promotion mark;
• In Grades 10 and 11 all SBA is set and moderated internally.
• In Grade 12 the formal assessment (25%) is internally set and marked but externally moderated.
• Computer simulation software may be used to simulate practical work in preparation for the actual practical
assessment tasks and practical work sessions. The learner will however still be required to make use of real
world components and real world instruments when conducting practical work and tasks. Simulation software will
therefore not replace the practical work completed by learners. Such software is a scaffolding mechanism used
to enhance teaching and learning.
• Practical Assessment Task (PAT): PAT accounts for the skills the learner has mastered. This is assessed at
intervals and requires the learner to engage in multiple practical sessions. During these weekly sessions, skills
such as simulation, experimentation, hand skills, tool skills, machine skills and workshop practice are honed and
perfected to the point where the learner may engage in the tasks set out for that particular term. The PAT accounts
for 25% of the learner’s promotion mark.

• In Grades 10 – 11 the Practical Assessment Task is set and marked internally but externally moderated.
• In Grade 12 the Practical Assessment Task is externally set, internally marked and externally moderated.
• Final examination: At the end of each academic year every learner is required to write a final examination,
which is compiled in such a way that it represents the entire theoretical content covered throughout the year.
The Final examination paper accounts for 50% of the learner’s promotion mark and is externally set, marked
and moderated.
Formal assessments should cater for a range of cognitive levels and abilities of learners as shown below:
Cognitive Levels Percentage of Task
Lower order: knowledge 30%
Middle order: comprehension and application 50%
Higher order: analysis, evaluation and synthesis 20%
4.4 Projects
Learners will only do one project per subject per annum.
In Electrical Technology, the PAT will serve as the project for learners in Grades 10 – 12. The PAT for Grade 12 is set by
the Department of Basic Education and the PAT for Grades 10 – 11 is set internally by the teacher.
A project (in this case the PAT) should require the learner to:
• Plan / prepare / investigate / research to solve the identified problem / task
• Perform the task / carry out instructions (according to criteria given)
• Develop the project according to the given criteria
• Allow for some innovation and creativity.
To set the project, the teacher should:
• Determine the content / skills / knowledge to be addressed
• Set clear criteria and give extensive instructions to guide the learner (the learner should know exactly what to do
and what is expected)
• Keep the scope manageable
• Determine which resources will be required to complete the project and ensure that learners have access to these
resources
• Determine the time frame / duration / due date
• Determine mark distribution and compile an assessment tool.
4.5 Assessment
4.5.1 Programme of Assessment
The Programme of Assessment is designed to spread formal assessment tasks in all subjects in a school throughout a
term. Without this programme, tests and tasks are crowded into the last few weeks of the term creating unfair pressure
on the learners.
The following is the Programme of Assessment for Grades 10 – 11.

GRADES 10 – 11 ASSESSMENT REQUIREMENTS
ASSESSMENT TERM TERM TERM TERM % OF FINAL MARK
TASKS 1 2 3 4 PROMOTION MARK WEIGHTING
Tests 1 1 10 250 total converted to
25
Mid-year examination 1 15 mark out of 100
Practical Assessment 250 total converted to
þ þ þ 25
Task mark out of 100
Final examination 1 50 200
TOTAL - PROMOTION MARK 400
The table below shows the compilation of the school based assessment mark:
Weighting of final
Description Time Frame Mark Allocation
mark
Control test 1 Term 1 5% 50
January - April
Mid-year examination Term 2 15% 150
May - June
Control test 2 Term 3 5% 50
July - October
Total 25% 250
The following is the Programme of Assessment for Grade 12:
GRADE 12 ASSESSMENT REQUIREMENTS
TERM TERM TERM TERM % OF FINAL MARK

ASSESSMENT TASKS
1 2 3 4 PROMOTION MARK Weighting
Tests 1 5
Mid-year and 450 total converted
25
preparatory 1 1 20 to mark out of 100
examination
250 total
Practical Assessment
þ þ þ 25 converted to mark
Task (PAT)
out of 100
Final examination 1 50 200
TOTAL – PROMOTION MARK 400
The table below shows the compilation of the school based assessment mark:
Description Time Frame Weighting of final 25% Marks

Control test Term 1 5% 50
Mid-year examination Term 2 10% 200
Preparatory examination Term 3 10% 200
Total 25% 450
4.5.2 Tests
• A test for formal assessment should not comprise of a series of small tests, but should cover a substantial amount
of content and the duration should be at least 60 minutes with a minimum of 50 marks (Allocate 1 mark per fact).
• Each test must cater for a range of cognitive levels.
• The forms of assessment used should be grade and development level appropriate. The design of these tasks
should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the
subject.

4.5.3 Examinations
• Each examination must cater for a range of cognitive levels.
• For Grades 10, 11 and 12, the three-hour final examination in Electrical Technology comprises 50% (200 marks)
of a learner’s total mark. All question papers set by the teacher throughout the year, including the final examination
paper, must be moderated by the head of department at the school and approved by the district curriculum
advisors / facilitator. This is done to ensure that the prescribed weightings are adhered to by the teacher.
• In the Grade 12 examination only Grade 12 content will be assessed. However, prior knowledge from Grades 10
– 11 may be necessary to interpret and answer some of the questions.
4.5.3.1 Examination Weighting in Electrical
Topic Grade 10 Grade 11 Grade 12

Percentage Marks Percentage Marks Percentage Marks
+/- 4 +/- 4 +/- 4
Marks Marks Marks
Occupational Health and 6% 12 3% 6 4% 8
Safety
Tools and measuring 10% 20 3% 6
instruments
Basic Principles of Electricity 16% 32
Power Sources 10% 20
Electronic Components 13% 26
Domestic Installations 32% 64
Principles of Magnetism 13% 26
DC Machines 13% 26
Single Phase AC Generation 13% 26
Single Phase Transformers 13% 26
RLC 10% 20 21% 42
Control Devices 16% 32
Single Phase Motors 16% 32
Power Supplies 13% 26
Three Phase AC Generation 17% 34
Three Phase Transformers 13% 26
Three Phase Motors & 17% 34
Starters
Programmable Logic 28% 56
Controllers (PLC)
Total 100% 200 Marks 100% 200 100% 200 Marks
Marks

4.5.3.2 Examination Weighting in Electronics

+/- 4 +/- 4 +/- 4
Marks Marks Marks
Safety
instruments
Basic Principles of 16% 32
Electricity
Logics 16% 32
Communication Systems 16% 32 13% 26
Waveforms 13% 26
RLC 13% 26 21% 42
Semiconductor Devices 23% 46 17% 34
Sensors and Transducers 6% 12
Switching Circuits 29% 58
Amplifiers 29% 58
Total 100% 200 100% 200 100% 200
Marks Marks Marks

4.5.3.3 Examination Weighting in Digital Electronics

+/- 4 +/- 4 +/- 4 Marks
Marks Marks
Safety
instruments
Basic Principles of 16% 32
Electricity
Logics 16% 32 20% 40
Communication Systems 16% 32 13% 26
RLC 12% 24
Waveforms 13% 26
Switching and 29% 58
Control Circuits
Semi-Conductors 24% 48 9% 18
Sensors and Transducers 6% 12
Digital and Sequential 29% 58
Devices
Microcontrollers 29% 58
Total 100% 200 100% 200 Marks 100% 200 Marks
Marks
4.6 Recording
Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment
task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and
Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual
progression within a grade and her / his readiness to progress or be promoted to the next grade. Records of learner
performance should also be used to verify the progress made by teachers and learners in the teaching and learning
process.
Teachers will record actual marks against the respective tasks by using a record sheet and also report in percentages
against the subject on the learner’s report cards.
4.7 Reporting
Reporting is a process of communicating learner performance to learners, parents, schools and other stakeholders.
Learner performance can be reported in a number of ways which include report cards, parents’ meetings, school
visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades
report in percentages against the subject.
• In order for the school to report back to the parents on the progression of the learner from term to term, regular
feedback is given in the form of report cards. When compiling SBA term marks it is proposed that teachers
make use of the control tests, examination marks and simulation / skills tasks marks to show how the learner is
progressing.
• The weighting of the term mark will be done in accordance with the tables in paragraph 4.5.1 above. The following
rating scale will apply for reports:

CODES AND PERCENTAGES FOR RECORDING AND REPORTING
RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE

7 Outstanding achievement 80 – 100%
6 Meritorious achievement 70 – 79%
5 Substantial achievement 60 – 69%
4 Adequate achievement 50 – 59%
3 Moderate achievement 40 – 49%
2 Elementary achievement 30 – 39%
1 Not achieved 0 – 29%
Note: The seven point scale should have clear descriptors that give detailed information for each level.
4.8 Moderation of assessment
Moderation refers to the process which ensures that the assessment tasks are fair, valid and reliable. Moderation should
be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation practices
should be in place for the quality assurance of all subject assessments.
4.8.1 PAT moderation
Moderation of each term’s PAT phases can start as early as the following term i.e. simulation 1 & 2 can be moderated
as soon as the second term starts. The final product (project) will be moderated upon completion.
The moderation process is as follows:
• During face moderation learners may be selected at random to demonstrate the different skills developed during
the making of the PAT. All simulations will be moderated.
• Learners being moderated will have access to their completed project 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 must be on display for the moderator.
• The moderator will select at random a representative sample of projects in accordance with the moderation policy.
• Upon completion the moderator will, if needed, adjust the marks of the group up or downwards, depending on the
decision reached as a result of moderation.
• Normal examination protocols for appeals will be adhered to if a dispute arises from adjustments made.
4.8.2 SBA moderation
Moderation of written tests and examinations will be conducted by the curriculum advisors / facilitator or a peer teacher.
Grade 10 and 11 tasks are internally moderated except for the PAT that is externally moderated. The curriculum advisors
/ facilitator must moderate a sample of these tasks during school visits to verify the standard of the internal moderation.
Moderation of written tests constitutes a re-mark of the learner’s work to ensure assessment by the teacher is correct.
Grade 12 tasks should be moderated on three tiers: school, district and province.
School-based moderation requires the HOD to check / control the following:
(a) Learner compliance
• Work done by learners complies with the following requirements:

• Date
• Topic
• Homework assignments reflecting a textbook page and exercise reference
• Learner scripts are required to show scrutiny and interaction from the teacher in red pen
• All teacher actions / interventions in the script must be dated
• Learners are required to mark all self-assessments in pencil and all corrections to be shown in pencil.
(b) Safety
• Learners are required to dress appropriately when entering the workshop
• Personal safety should be adhered to
• Learner conduct in the workshop must be orderly and appropriate
• Learners are required to enact safety drills, practise safe operating procedures, perform housekeeping tasks and
assist in workshop preventative maintenance such as cleaning, painting, sanding, etc.
(c) Practical Assessment Tasks / Session in the workshop
• Learners are required to actively engage in practical assessment tasks, assignments, simulations and experiments
• Learners who are un-cooperative will receive de-merits or a zero mark allocation for that particular section of work
• Learners who act unsafely in a workshop, placing other learners in danger, will be removed from the workshop
and will have to perform additional tasks / engage in corrective behaviour tasks to show improvement in safety
awareness and skill. This will be done outside of normal contact time.
(d) Teacher compliance
• Preparation done by the teacher includes:
• Keeping to pace setters / work schedule
• Work schedule dates are planned and achieved dates are indicated
• Lesson preparation for each topic
• Lesson preparation and dates in learners’ books are aligned
• Worksheets / tasks / homework assignments in lesson preparation aligns with learners’ books
• Work is done every day in the learners’ books
• Workbooks are regularly checked and dated by the teacher
• Tests have memorandums before the test is written
• Examinations and major tests are moderated by a peer teacher / facilitator from district.
(e) Workshop management
• Storeroom is indexed, neat and clean
• Inventory is kept up to date every 6 months
• Workshop is clean and neat
• Preventative maintenance schedule is drawn up
• Workshop budget is prepared and ready
• Procurement schedule for PAT and consumable items are kept up to date
• Replacement of old equipment is planned and rolled out

• OHS Act adhered to at all times.
(f) Classroom management
• Classroom is neat and clean
• Posters and exhibits are evident
• Pin boards are neatly populated
• Teacher workstation / desk is neat and clean
• Filing is neat and tidy.
4.9 Practical Assessment Task (PAT)
The Department of Basic Education issues a Practical Assessment Task for Grade 12 every year. The format of the
Grade 12 PAT is duplicated for Grades 10 – 11.
In all grades each learner must do a Practical Assessment Task for the year:
• Grades 10 – 11: Teachers will set and assess the Practical Assessment Task and it will be moderated externally
by the subject specialists.
• Grade 12: The practical assessment tasks for Grade 12 will be assessed by the teacher and will be externally
moderated by the provincial subject specialists.
• The date for the external moderation will be decided by the province in which the school is situated.
• The provincial education departments or schools may not change or use the task of the previous year.
• Providing the resources for the Practical Assessment Task is the responsibility of the school and schools should
ensure that adequate time and funding is allocated for the completion of the Practical Assessment Task.
Practical sessions should be scheduled in such a way that learners have enough time to practise skills needed for the
completion of the PAT. Weekly practice sessions are necessary for the learner to hone the needed skills. A guideline of
2 hours out of 4 hours per week (5 day cycle) is given for Grades 10 – 12.
The ratio of learners per teacher for all practical work is 1 teacher per 15 learners or part thereof. For groups exceeding
15, this means that multiple teachers would be required inside the workshop while practical work is being conducted.
Alternatively, groups should be split into numbers below 15 to ensure that a ratio of 1:15 is not exceeded at any time. The
motivation for smaller groups lies in the differentiation and mentoring of technical skills that require one on one contact
between teacher and learner. The safety of learners is paramount and smaller groups would ensure compliance with
the OHS Act 87 of 1993.
NB: The completed PAT project will be made up from different phases and tasks.
Practical sessions should be scheduled in such a way that learners have enough time to practise skills needed for the
completion of the PAT. Weekly practice sessions are necessary for the learner to hone the needed skills. A guideline of
2 hours per week is given for Grades 10 – 11.
In cases where the Grades 10 – 11 PAT tasks and topics are set by the teacher internally, the head of department at the
school and Electrical Technology district subject facilitator are required to approve each task before it is implemented in
the workshop.
Provinces may opt to develop PATs for Grades 10 – 11 to ensure a unified curriculum approach. These PATs may
however not contradict the design principles outlined in the Grade 12 PAT.

The compilation of the PAT Grades 10 – 12 mark is detailed in the table below:
Description Time Frame Weighting of Final 25% Marks

Simulation / Experiment 1 January – March 4% 40
Simulation / Experiment 2 January – March 4% 40
Simulation / Experiment 3 April – June 4% 40
Simulation / Experiment 4 April – June 4% 40
Final Product July – September 9% 90
Total 25% 250
Although the final PAT product only needs to be completed in the third term, learners should start working on phase 4
from the first term in order to avoid running out of time to complete the PAT.
4.10 Progression / Promotion
A learner needs to achieve at least 30% of the final mark to pass Electrical Technology.
4.11 General
This document should be read in conjunction with:
4.11.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statements
Grades R – 12; and
4.11.2 The policy document, National protocol for Assessment Grades R – 12.

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National Curriculum Statement (NCS)

222 Struben Street

Private Bag X895

Tel: +27 12 357 3000

Fax: +27 12 323 0601

120 Plein Street Private Bag X9023

Cape Town 8000

Tel: +27 21 465 1701

Fax: +27 21 461 8110

© 2014 Department of Basic Education

ISBN: 978- 4315-0573-9

Design and Layout by: Department of Basic Education

Printed by: Government Printing Works

2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

CAPS MECHANICAL TECHNOLOGY 3

(c) National Protocol for Assessment Grades R – 12.

MRS ANGIE MOTSHEKGA, MP

4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

CAPS MECHANICAL TECHNOLOGY 5

6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

1.3 General aims of the South African Curriculum

CAPS MECHANICAL TECHNOLOGY 7

• Providing access to higher education;

• Providing employers with a sufficient profile of a learner’s competences.

• Work effectively as individuals and with others as members of a team;

• Collect, analyse, organise and critically evaluate information;

8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

1.4.1 Foundation Phase

Subject Time allocation per week (hours)

1.4.2 Intermediate Phase

Subject Time allocation per week (hours)

1.4.3 Senior Phase

The instructional time in the Senior Phase is as follows:

Subject Time allocation per week (hours)

CAPS MECHANICAL TECHNOLOGY 9

(a) The instructional time in Grades 10 – 12 is as follows:

Subject Time allocation per week (hours)

10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

2.1 What is Electrical Technology?

• Electrical (Power Systems)

2.1.1 Electrical (Power Systems)

CAPS MECHANICAL TECHNOLOGY 11

2.2 Specific Aims

• safe work practices

• first aid practices

• reading and interpreting circuit diagrams from symbols to application

• installation, testing and troubleshooting of circuits

12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

• Can teachers offer all the chosen areas of specialisation?

• Does the workshop cater for the areas of specialisation?

• Is it possible to cater for different groups within school time-tabling?

2.3.1 Subject offering by learners taking Electrical Technology

• Computer Applications Technology

• availability of resources at the school

• availability of a teacher to offer the subject outside normal contact time

• adherence to all assessment requirements in terms of SBA and PAT

CAPS MECHANICAL TECHNOLOGY 13

Electrical Technology teachers are required to:

• Teach the subject content with confidence and flair

• Interact with learners in a relaxed but firm manner

• Manage the workshop resourcing, budget & safety

• Manage the teaching environment

• Conduct stock taking and inventory