NCV Level 4 Electrical Principles and Practice 12041004 Student Guide 2017

NATIONAL CERTIFICATE (VOCATIONAL)
NQF LEVEL 4
ICASS PRACTICAL ASSESSMENT-

TASK 1
INSTRUCTIONS TO STUDENTS
SUBJECT: ELECTRICAL PRINCIPLES AND PRACTICE

LEVEL 4
SUBJECT CODE: 12041004
DATE OF IMPLEMENTATION: 01 JANUARY 2017
This document consists of 8 pages.
Copyright reserved Please turn over

NC (V) ELECTRICAL PRINCIPLES AND PRACTICE LEVEL 4 2017
This is a practical application task that tests your ability to apply the knowledge and skills acquired
in the vocational subject. The work required from you is an important and compulsory component
of your studies.
1. GENERAL INFORMATION
1.1 Study the task carefully.
1.2 Note the mark and time allocations per sub-task and for the task as a whole.
1.3 Note the submission date(s).
1.4 Study the resources required carefully.
1.5 Use the assessment tool as guidance on how your work will be marked.
1.6 You are required to provide proof that you submitted work done by yourself.
2. DESCRIPTION OF THE TASK
You are required to find the value of an unknown resistor provided to you, by means of
constructing a Wheatstone bridge. Note that you not allowed to determine the resistance
value by measuring it directly with an Ohmmeter.
3. INSTRUCTIONS FOR THE TASK
3.1 Sub-task 1: Draw a circuit diagram of a typical Wheatstone bridge. (Total: 15 marks)
You are required to perform the following preparatory tasks:
• Use the given work sheet to draw the circuit diagram of a typical Wheatstone bridge.
• Include the following components in the bridge circuit:
o Battery.
o Variable resistor (Rs).
o Unknown resistor (Rx). (You will be provided with an unknown resistor.)
o Two fixed resistors. (You will be provided with values.)
o Voltmeter.
• Write down the formula to be used to solve for the unknown resistance within the
Wheatstone bridge.
• Explain, in point form, how you will balance the Wheatstone bridge.
3.2 Sub-task 2: Construct the Wheatstone bridge. (Total: 10 marks)

You are required to:
• Use the given veroboard planning sheet to plan the construction of the Wheatstone
bridge circuit.
• Use a veroboard to construct the Wheatstone bridge circuit.
• Make sure to observe the polarity of the battery and the voltmeter to be connected to
the circuit
Copyright reserved 2 Please turn over

3.3 Sub-task 3: Balance the Wheatstone bridge. (Total: 25 marks)

You are required to:
• Set variable resistor (Rs) to midpoint position before switching the circuit on.
• Use a suitable 9 V battery or adjustable DC power supply set to 9 V.
• Switch on the circuit ensuring correct polarity and voltage.
• Balance the Wheatstone bridge by adjusting the variable resistor (Rs) in the circuit.
• Ensure that the voltmeter is switched to a suitable DC voltage range, volts (V) initially,
then millivolts (mV) when the reading is close to zero.
• Successfully balance the bridge at a voltmeter reading of zero.
• Verify that 0 V reading was correctly obtained, at the point of sign change on the
voltmeter.
• Switch off the power to the circuit.
• Remove Rs from the circuit BEFORE measuring the value of Rs, but you must not
accidentally change the value by adjusting Rs during this phase of the task.
• Measure the value of variable resistor (Rs) using the correct scale setting on the
voltmeter.
• Record the value of Rs on the given work sheet.
• Use the determined value of Rs in the bridge equation to calculate the value of Rx.
• Ask your lecturer to reveal the value and tolerance of the unknown resistors and record
these values on the work sheet.
• Compare the value you calculated with the one provided by your lecturer, and prove
that the value you calculated is acceptable by performing tolerance calculations on the
value your lecturer provided.
3.4 TIME AND MARK ALLOCATION
Sub-task Activity Time Mark Assessment

allocation allocation tools
1 Draw a circuit diagram of a typical 30 minutes 15 Work sheet
Wheatstone bridge.
2 Construct the Wheatstone bridge. 30 minutes 10 Work sheet
3 Balance the Wheatstone bridge. 90 minutes 25 Work sheet
TOTAL 150 minutes 50
3.5 ASSESSMENT TOOL
Complete the work sheets below and use as guidance on how your practical application will
be marked.

WORK SHEET: PRACTICAL ASSESSMENT TASK 1
Student’s Surname and First Name/s:
Student’s ID Number:
Lecturer’s Surname and Initials:

TOTAL POSSIBLE STUDENT’S
Sub-task 1: Draw a circuit diagram of a typical Wheatstone bridge. MARK MARK
Circuit diagram of Wheatstone bridge:

(Show resistor values, connection to supply and voltmeter.)
.
6
Wheatstone bridge equation:
Explain in point form how you would balance the Wheatstone bridge:
SUB-TOTAL 15


Sub-task 2: Construct the Wheatstone bridge. MARK MARK
Veroboard planning sheet:
All components were placed on the planning sheet. 1
Bridge configuration was correctly implemented on planning sheet. 1
Polarity of battery was indicated correctly on planning sheet. 1
Polarity of multi-meter was indicated correctly on planning sheet. 1
Variable resistor Rs was connected correctly in the bridge configuration. 1
Unknown resistor Rx was connected correctly in the bridge configuration. 1
Components were placed on the veroboard in the correct position. 1
All components were soldered successfully. 1
No short circuits were created during soldering. 1
Component leads were correctly trimmed. 1
SUB-TOTAL 10


Sub-task 3: Balance the Wheatstone bridge. MARK MARK
Voltmeter was correctly connected to circuit. 1
Suitable voltmeter scale/range was selected. 1
Rs was centred as a starting point. 1
Circuit was powered with correct polarity and voltage. 1
Rs was adjusted to attempt to zero the voltage reading on the voltmeter. 1
Voltmeter sensitivity was increased to mV range on voltmeter to accurately measure

1
the 0 V point on the voltmeter.
The 0 V setting was correctly obtained (at the point of sign change on the voltmeter). 1
Power was removed from the circuit. 1
Rs was disconnected from the circuit. 1
Correct scale on the multi-meter was selected for measuring the resistance of Rs. 1
Record the value of Rs:
Calculate the value of Rx:

TOTAL POSSIBLE STUDENT’S MARK

Sub-task 3: Balance the Wheatstone bridge (continued). MARK
(Lecturer to reveal the value and tolerance of your Rx by showing you the noted value,
including tolerance.)
Note Rx (True) value here:
2
Calculate the acceptable resistance range of Rx by using the tolerance supplied

by your lecturer of the noted value of the component:
Is the value of the Rx that you measured within the indicated tolerance range?
Justify your answer:
SUB-TOTAL 25
GRAND TOTAL 50

6. RECORD OF PERFORMANCE IN ICASS PRACTICAL ASSESSMENT TASK 1
College:
Campus:
Date of conclusion of assessment:
ASSESSMENT GRID
SUB-TASKS MARK ALLOCATION STUDENT’S MARK
Sub-task 1: Draw a circuit diagram of a typical Wheatstone

15
bridge.
Sub-task 2: Construct the Wheatstone bridge. 10
Sub-task 2: Balance the Wheatstone bridge. 25
Total 50
Converted to % 100%
COMPETENCE LEVEL INDICATORS
Outstanding Highly Competent Not yet competent Not achieved

competent
80-100% 70-79% 50-69% 40-49% 0-39%
5 4 3 2 1
Student’s Competence Level:
Student’s Signature:
Lecturer’s Signature:
Date:
Feedback to student:
Copyright reserved 8
NQF LEVEL 4
ICASS PRACTICAL ASSESSMENT-

TASK 2

LEVEL 4

of your studies.
In this task, you are required to identify the various components that are used within single-
phase and three-phase transformer systems. Three single-phase transformers will be used
to form a single three-phase transformer. This three-phase transformer will be connected
in Star and Delta configurations. Various measurements will be performed on the three-
phase transformer.
3.1 Sub-task 1: Planning. (Total: 20 marks)

During the planning phase, you are required to perform the following tasks:
• Draw the circuit of three single-phase transformers forming a three-phase transformer.
The primary of the circuit is connected in a Star configuration while the secondary is
connected in a Delta configuration.
• Draw the circuit of three single-phase transformers forming a three-phase transformer.
The primary of the circuit is connected in Star configuration and the secondary is also
connected in Star configuration.
• Perform measurements on the single-phase transformers to determine the primary
windings and the secondary windings of the transformer.
• From the measurements, decide whether the transformers are usable or faulty, also
indicate whether the transformers are suitable to form a three-phase transformer.
3.2 Sub-task 2: Star-Delta connected transformer. (Total: 20 marks)

You are required to construct a three-phase transformer by using three single-phase step-
down transformers from the circuit diagram designed in sub-task1:
• The three-phase transformer must have the primary side wired in Star(Y) configuration.
• The secondary side must be connected in Delta (Δ) configuration.

• Measure the following voltages with a voltmeter:

o The line voltage between L1 and L2 on the secondary side.
• Connect an oscilloscope to the transformer between L1 and L2 on the secondary side
and sketch the wave shape observed. (Make sure to select an appropriate scale on the
oscilloscope).
• On the oscilloscope trace, determine the peak value of the voltage and record it on the
answer sheet provided.
• Now calculate the VRMS and VAVG values for the trace on the oscilloscope.
• Which one of these values correlate best with the value measured with the digital
voltmeter?
3.3 Sub-task 3: Star-Star connected transformer. (Total: 10 marks)
You are required to construct a three-phase transformer by using three single-phase step-
down transformers from the circuit diagram designed in sub-task 1:
• The three-phase transformer must have the primary side wired in Star (Y) configuration.
• The secondary side must also be connected in Star (Y) configuration.
• Measure the following voltages with a voltmeter:
o The phase voltage between L1 and the Star-point on the secondary side.

1 Planning. 60 minutes 20 Work sheet
2 Star-Delta connected transformer. 60 minutes 20 Work sheet
3 Star-Star connected transformer. 30 minutes 10 Work sheet
5. ASSESSMENT TOOL
Complete the work sheets below and use as guidance on how your practical application
will be marked.

WORK SHEET: PRACTICAL ASSESSMENT TASK 2

Sub-task 1: Planning. TOTAL POSSIBLE STUDENT’S

MARK MARK
Wiring diagram of a three-phase transformer made up of three single phase

transformers, primary – Star (Y), secondary – Delta (Δ).
Wiring diagram of a three-phase transformer made up of three single-phase

transformers, primary – Star (Y), secondary – Star (Y).


Sub-task 1: Planning (continued). MARK MARK
Determining the primary (P) and secondary (S) windings of the single-phase
transformers:
Transformer 1:
Resistance winding 1:_____________________ P/S
Transformer 2: 6
Transformer 3:
Are the transformers all functional? If not which one is faulty, and what is wrong?
Are the three single-phase transformers suitable to be used to construct a three-

phase transformer? Justify your answer.
SUB-TOTAL 20

Sub-task 2: Star-Delta connected transformer. TOTAL POSSIBLE STUDENT’S

MARK MARK
Primary windings wired correctly. 3

Star-point wired correctly. 1
Secondary windings wired correctly in a delta configuration. 3
Voltmeter function range selected correctly (AC and range). 1
Voltage measurements (multi-meter):
VL1-L2:__________________
3
VL1-L3:__________________
VL2-L3:__________________
Student was able to obtain correct trace on oscilloscope. 1
Scope trace record of secondary voltage:
V/div: ____________________
Time/div:___________________


Sub-task 2: Star-Delta connected transformer (continued).
MARK MARK
Determine from the oscilloscope trace:

1
Vp =_______________________
Calculate:
VRMS = ____________________________________________________
2
VAVG =_____________________________________________________
Which of the calculated quantities, VRMS or VAVG, correlates best with the readings
taken with the digital multi-meter:
SUB-TOTAL 20
Sub-task 3: Star-Star connected transformer.
Secondary windings re-wired correctly in a Star configuration.
3
Star-point wired correctly.
1
Voltage measurements on secondary (multi-meter):
VL1-L2:__________________________
VL2-L3:__________________________
VL1-L3:__________________________
6
VL1-N:___________________________
VL2-N:___________________________
VL2-N:___________________________
SUB-TOTAL 10
GRAND TOTAL 50

6. RECORD OF PERFORMANCE IN ICASS PRACTICAL ASSESSMENT TASK 2
College:
Campus:
ASSESSMENT GRID
Sub-task 1: Planning. 20
Sub-task 2: Star-Delta connected transformer. 20
Sub-task 3: Star-Star connected transformer. 10
Total 50
Converted to % 100%

competent
80-100% 70-79% 50-69% 40-49% 0-39%
5 4 3 2 1
Date:
NQF LEVEL 4
INTEGRATED SUMMATIVE
ASSESSMENT TASK

LEVEL 4

of your studies.
You are required to construct and investigate the behaviour of a typical series RLC circuit
to an applied AC signal, through electrical measurements and interpretation of these
measurements. Before the construction of the circuit, you are required to manufacture a
suitable inductor by using some simple materials. You will then use RLC theory and simple
measurements to determine the value of the inductor that was constructed.
3.1 Sub-task 1: Inductor manufacturing. (Total: 10 marks)

The first task is to manufacture an inductor using the following steps:
• Obtain the cardboard core (tube) of an empty toilet roll as a former for the inductor.
• Cut the tube to a length of 50 mm.
• Wrap four to five layers of masking tape (20 mm wide) around the edges of the tube to
form two raised shoulders, and a 10 mm wide recessed area.
• Use approximately 0,2 mm laminated/insulated copper wire (transformer wire) to wind
a coil around the former in the 10 mm recessed space. Place +/-300 turns of copper
wire on the former.
• Tape or tie the ends of the wire to the former to keep the coil from unwinding.
• Leave 100 mm of wire on both ends to allow the coil to be connected to the circuit.
• Remove the lamination/insulation from the ends of the wire by scraping it to allow the
connection to the circuit.
3.2 Sub-task 2: Building, measurements and safety. (Total: 90 marks)
• Draw a circuit diagram of a series RLC, circuit consisting of a 100 Ω resistor, 100 µF
capacitor and inductor designated with L. The supply to the circuit is an AC generator
with a frequency of 200 hz and a voltage of 10 Vp-p.
• Build the series RLC circuit on breadboard or veroboard or by soldering the components
together if breadboard or veroboard is not available.

• Do not connect the function generator to the circuit yet. Set up the function generator
with the following configuration:
o Sine wave.
o 1 000 Hz.
o 1 V peak to peak.
• Connect an oscilloscope to the function generator to display the input signal.
• Verify that the oscilloscope voltage range and time base are set correctly.
• Verify that the oscilloscope triggering and AC/DC coupling are set correctly.
• Connect an AC voltmeter across the capacitor and select an appropriate scale.
• Connect another AC voltmeter across the inductor and select an appropriate scale.
• Switch the system on by connecting the function generator to the circuit.
• Connect a voltmeter (multi-meter) to the input signal.
• Check that the correct range is selected.
• Measure the input signal with the voltmeter and record it.
• Explain why the voltmeter does not display 0,5 Vp, like the oscilloscope.
• Lower the frequency of the generated signal by adjusting the frequency dial on the
function generator until the voltages on the two voltmeters are the same.
• When the two voltmeter readings are the same, record the volt drop across the capacitor
(VC) and the inductor (VL). Also record the frequency (f) at which this happens on the
given work sheet.
• Record the input signal from the oscilloscope by drawing the signal on the given work
sheet.
• Explain why the voltage on the one voltmeter increases while the voltage on the other
voltmeter decreases.
• Calculate the capacitive reactance at this frequency (XC).
• Calculate the current that flows through the capacitor (IC).
• What will the current be in the inductor (IL)? Justify your answer.
• Use the recorded inductor voltage, frequency and calculated current to calculate
inductive reactance (XL).
• Now calculate the value of the inductor L.
• Explain which frequency range in the tested circuit is considered inductive and which
range is considered capacitive.

1 Inductor manufacturing. 30 minutes 10 Work sheet
2 Building, measurements and safety. 150 minutes 90 Work sheet
5. ASSESSMENT TOOL
Complete the work sheets below and use as guidance on how your practical application
will be marked.

WORK SHEET: INTEGRATED SUMMATIVE ASSESSMENT TASK

Sub-task 1: Inductor manufacturing. MARK MARK
2 – Achieved; 1 – Partially achieved; 0 – Not achieved (Unless mark allocation is indicated otherwise)
Cardboard former was cut to correct length. 2
Masking tape shoulders were applied correctly. 2
Approximately 300 turns were wound on former. 2
Wire ends were properly secured to the former at both ends. 2
Insulation coating was removed from both ends of the wire. 2
SUB-TOTAL 10
Sub-task 2: Circuit construction, measurement and safety.

Draw the circuit diagram of the series RLC circuit as instructed:
Components laid out correctly on veroboard or breadboard. 2
Wires were soldered correctly. 2
Wires were trimmed correctly. 2
No short circuits were created. 2
Oscilloscope was connected correctly to function generator to display input signal as per 2
instruction (Sine wave – 1 Vp-p/1 000 Hz).
Oscilloscope voltage range was set appropriately. 2
Oscilloscope time base was set appropriately. 2
Oscilloscope triggering and AC/DC coupling was set appropriately. 2
Voltmeter was correctly connected to the input signal. 2
Voltmeter had the right range selected. 2


Sub-task 2: Circuit construction, measurement and safety (continued). MARK MARK
Measure input signal with a voltmeter:
Vin =________________________
Why does the voltmeter not read a value of 1 V like the oscilloscope? Justify your
answer:
Function generator wave shape was selected correctly. 2
Amplitude was set correctly. 2
Frequency was selected correctly. 2
Function generator was connected correctly to the circuit. 2
The voltmeter was connected correctly across the inductor. 2
The voltmeter was connected correctly across the capacitor. 2
The appropriate scales were selected on the voltmeters. 2
The frequency was adjusted until the readings on the voltmeters were the same. 2
Record the value of voltmeters and the frequency:
VL = ________________________________
VC =________________________________
Frequency: =_________________________


Draw the input signal displayed on the oscilloscope for the adjusted frequency at
which VL≈VC:
Record the oscilloscope settings:
Volts/Div: ___________________________
Time/Div: ___________________________
Why does one voltmeter increase and the other decrease as the frequency is
decreased?


Calculate the value of Xc:
Calculate the current through the capacitor(IC):
What do we know about the current in the inductor and why is this true?
Now Calculate XL:
From XL calculate the value of the inductor (L):


If a measuring instrument is available at your College that can measure inductance,

measure the inductance of your coil and compare it with the value that you
determined.
L =_________________________________
At which frequencies is the circuit considered capacitive and at which frequencies is

it considered inductive. Explain why.
Safety
The student wore appropriate PPE during the task. 2
The student followed safe working procedures during the task. 2
Hand tools were used correctly. 2
Workplace was kept tidy and organised during the task. 2
Workplace was cleaned and tools stored on completion of the task. 2
SUB-TOTAL 90
GRAND TOTAL 100

6. RECORD OF PERFORMANCE IN INTEGRATED SUMMATIVE ASSESSMENT TASK
College:
Campus:
ASSESSMENT GRID
Sub-task 1: Planning. 10
Sub-task 2: Circuit construction, measurement and safety. 90
Total 100
Converted to % 100%

competent
80-100% 70-79% 50-69% 40-49% 0-39%
5 4 3 2 1
Date:

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NATIONAL CERTIFICATE (VOCATIONAL)

ICASS PRACTICAL ASSESSMENT-

SUBJECT: ELECTRICAL PRINCIPLES AND PRACTICE

DATE OF IMPLEMENTATION: 01 JANUARY 2017

This document consists of 8 pages.

Copyright reserved Please turn over

2. DESCRIPTION OF THE TASK

3. INSTRUCTIONS FOR THE TASK

3.2 Sub-task 2: Construct the Wheatstone bridge. (Total: 10 marks)

Copyright reserved 2 Please turn over

3.3 Sub-task 3: Balance the Wheatstone bridge. (Total: 25 marks)

3.4 TIME AND MARK ALLOCATION

Sub-task Activity Time Mark Assessment

3.5 ASSESSMENT TOOL

Copyright reserved 3 Please turn over

WORK SHEET: PRACTICAL ASSESSMENT TASK 1

Student’s Surname and First Name/s:

Lecturer’s Surname and Initials:

Circuit diagram of Wheatstone bridge:

Wheatstone bridge equation:

Copyright reserved 4 Please turn over

TOTAL POSSIBLE STUDENT’S

Veroboard planning sheet:

All components were placed on the planning sheet. 1

Bridge configuration was correctly implemented on planning sheet. 1

Polarity of battery was indicated correctly on planning sheet. 1

Polarity of multi-meter was indicated correctly on planning sheet. 1

Variable resistor Rs was connected correctly in the bridge configuration. 1

Unknown resistor Rx was connected correctly in the bridge configuration. 1

Components were placed on the veroboard in the correct position. 1

All components were soldered successfully. 1

No short circuits were created during soldering. 1

Component leads were correctly trimmed. 1

Copyright reserved 5 Please turn over

TOTAL POSSIBLE STUDENT’S

Voltmeter was correctly connected to circuit. 1

Suitable voltmeter scale/range was selected. 1

Rs was centred as a starting point. 1

Circuit was powered with correct polarity and voltage. 1

Rs was adjusted to attempt to zero the voltage reading on the voltmeter. 1

Voltmeter sensitivity was increased to mV range on voltmeter to accurately measure

Power was removed from the circuit. 1

Rs was disconnected from the circuit. 1

Record the value of Rs:

Calculate the value of Rx:

Copyright reserved 6 Please turn over

TOTAL POSSIBLE STUDENT’S MARK

Calculate the acceptable resistance range of Rx by using the tolerance supplied

Copyright reserved 7 Please turn over

6. RECORD OF PERFORMANCE IN ICASS PRACTICAL ASSESSMENT TASK 1

Student’s Surname and First Name/s:

Lecturer’s Surname and Initials:

Date of conclusion of assessment:

SUB-TASKS MARK ALLOCATION STUDENT’S MARK

Sub-task 1: Draw a circuit diagram of a typical Wheatstone

Sub-task 2: Construct the Wheatstone bridge. 10

Sub-task 2: Balance the Wheatstone bridge. 25

COMPETENCE LEVEL INDICATORS

Outstanding Highly Competent Not yet competent Not achieved