N
NATIO
ONAL CERTI
C IFICAT
TE (VO
OCATIONAL
L)

SUBJECT
T GUIDELIN
NES

ELE
ECTRICAL PRIN
NCIPLE
ES AN
ND PR
RACT
TICE

NQF
F LEVEL 4

IMP
PLEME
ENTAT
TION: JANUA
J ARY 2015
2

 
 

INTRODUCTION
A. What is Electrical Principles and Practice?
This subject covers the basics of electrical principles and practice and is designed to be an
introduction to the field of learning. For Level 2 the assumption is that the student has no
previous electrical background. Level 3 and 4 are a continuation of the learning material.

B. Why is Electrical Principles and Practice important in the Electrical

Infrastructure Construction programme?
This subject contains enough trade specific skills, knowledge, attitudes and values for the
students to understand how electricity is applied in practice.

C. The link between the Electrical Principles and Practice Learning Outcomes and
the Critical and Developmental Outcomes
This subject covers a substantial portion of the theoretical knowledge component of the exit
level outcomes. The application of this subject is orientated to outcomes and relates to the
critical and developmental outcomes. Students will be taught to:
 Identify and solve problems:
Recognise principles of electricity and react appropriately
 Work effectively with others
When solving problems
 Organize and manage their activities and themselves
Apply planned procedures for using, storing and looking after equipment, tools, test
equipment, drawings and parts
 Collect, organise and evaluate information, and take appropriate action
Use media-centres to collect information
 Communicate effectively
Use proper terms for electrical equipment, tools, test equipment, drawings and parts
 Use science and technology
Use and apply science and technology principles in both theory and practice
 Demonstrate understanding of subject content through the application of acquired
knowledge
Solve problems by using subject content.

D. Factors that contribute to achieving the Electrical Principles and Practice

Learning Outcomes
 An understanding of technical (electro-mechanical) principles
 Analytical ability
 Ability to do mathematical calculations and manipulations
 Hand-skills (practical skills)
 Practical improvisation abilities

 
 

ELECTRICAL PRINCIPLES AND PRACTICE – LEVEL 4

CONTENTS

1 DURATION AND TUITION TIME

2 SUBJECT LEVEL OUTCOMES AND FOCUS

3 ASSESSMENT

3.1 Internal assessment

3.2 External assessment

4 WEIGHTED VALUES OF TOPICS

5 CALCULATION OF FINAL MARK

6 PASS REQUIREMENTS

7 SUBJECT AND LEARNING OUTCOMES

Topic 1 Fundamentals of electricity

Topic 2 Generation and supply of electricity

Topic 3 Earthing practices

Topic 4 Transformers

Topic 5 Electrical machines

8 RESOURCE NEEDS FOR THE TEACHING OF ELECTRICAL PRINCIPLES AND

PRACTICE – LEVEL 4

8.1 Physical resources

8.2 Human resources

8.3 Financial resources

 
Electrical Principles and Practice Level 4 Subject Guidelines (January 2015) National Certificates (Vocational)  

1 DURATION AND TUITION TIME

This is a one year instructional programme comprising 200 teaching and learning hours. The
subject may be offered on a part-time basis provided all of the assessment requirements set
out hereunder are adhered to.
Students with special education needs (LSEN) must be catered for in a way that eliminates
barriers to learning.

2 SUBJECT LEVEL OUTCOMES AND FOCUS

SAQA Qualification ID: 50441
On completion of this subject the student should be able to:
 Apply the principles of electricity in DC and AC networks as well as RL, RC and
RLC circuits to measure power and perform related power and error calculations.
 Explain the generation and supply of electricity in single- and three–phase
systems and perform related measuring and calculations of power.
 Apply the principles of earthing in electrical appliances, installations and low-
voltage distribution systems to check for compliance to safety standards and
regulations.
 Explain the construction and operation of single- and three–phase transformers
and DC and AC electrical machinery to calculate power, performance and
efficiency.

Associated Assessment Criteria:

 The principles of electricity in DC and AC networks as well as RL, RC and RLC
circuits are explained with diagrams and sketches and power is measured and
calculated.
 The generation and supply of electricity in single- and three–phase systems are
explained with diagrams and sketches and power is measured and calculated.
 Earthing practices in electrical appliances, installations and low-voltage
distribution systems are explained and safety and quality checks are performed.
 The construction and operation of single- and three–phase transformers and DC
and AC electrical machinery are explained with diagrams and sketches and
power, performance and efficiency are calculated.

3 ASSESSMENT
Information provided in this document on internal and external assessment aims to inform,
assist and guide lecturers to plan the effective teaching of the subject.
The Assessment Guidelines accompanying this document provides detailed information for
planning and conducting internal and external assessments.

3.1 Internal assessment (constitutes 50 percent of the final mark)

Detailed information regarding internal assessment and moderation is outlined in the current
Internal Continuous Assessment (ICASS) Guideline document provided by the Department
of Higher Education and Training (DHET).

3.2 External assessment (constitutes 50 percent of the final mark)

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Department of Higher Education and Training
 Electrical Principles and Practice Level 4 Subject Guidelines (January 2015) National Certificates (Vocational)  

A national examination is conducted annually in October or November by means of a

paper(s) set and moderated externally. A practical component, the Integrated Summative
Assessment Task (ISAT), will be included in the external assessment.
Detailed information regarding external assessment and moderation is outlined in the
National Policy on the Conduct, Administration and Management of the Assessment of the
National Certificate Vocational Gazette Number 30287, dated 12 September 2007.

4 WEIGHTED VALUES OF TOPICS (Topic weighting and time allocation)

TOPICS WEIGHTED VALUE *TEACHING HOURS

1. Fundamentals of electricity 30% 33
2. Generation and supply of electricity 15% 16,5
3. Earthing practices 15% 16,5
4. Transformers 20% 22
5. Electrical machines 20% 22
TOTAL 100 % 110

*Teaching Hours refers to the minimum hours required for face to face instruction and
teaching. This excludes time spent on revision, tests and internal and external examinations
and assessment. The number of allocated teaching hours is influenced by the topic
weighting, complexity of the subject content and the duration of the academic year.

5 CALCULATION OF FINAL MARK

Internal assessment mark: Student’s mark/100 x 50/1 = a mark out of 50 (a)

Examination mark: Student’s mark/100 x 50/1 = a mark out of 50 (b)
Final mark: (a) + (b) = a mark out of 100

All marks are systematically processed and accurately recorded to be available as hard copy
evidence for, among others, purposes of moderation and verification.

6 PASS REQUIREMENTS
A student must obtain at least fifty (50) percent in ICASS and fifty percent (50) in the
examination to achieve a pass in this subject..

7 SUBJECT AND LEARNING OUTCOMES

On completion of Electrical Principles and Practice Level 4 the student should have covered
the following topics:
Topic 1: Fundamentals of electricity
Topic 2: Generation and supply of electricity
Topic 3: Earthing practices
Topic 4: Transformers
Topic 5: Electrical machines

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Department of Higher Education and Training
Electrical Principles and Practice Level 4 Subject Guidelines (January 2015) National Certificates (Vocational)  

Topic 1: Fundamentals of electricity

Subject Outcome 1.1: Explain DC Networks

Learning Outcomes:
The student is able to:
 Define basic terms commonly used within an electrical network
Range: Network, network element, branch, junction point, node and loop
 List and explain the classification of electrical networks
Range: linear, non-linear, active and passive networks
 Calculate unknown voltages, currents and resistance in a circuit
Range: series, parallel and series-parallel
 State and use Kirchhoff’s laws to determine unknown currents and voltages in a circuit
Range: Max with two batteries and a generator

Subject Outcome 1.2: Explain measuring instruments

Learning Outcomes:
The student is able to:
 Sketch and explain how measuring instruments are inserted into circuits
Range: Voltmeters, ammeters, ohmmeters, wattmeter (single phase), frequency meters,
insulation resistance testers, clamp on ammeter and instrument transformers
 Calculate the value of series and shunt resistors required to extend the range of
voltmeters and ammeters in a circuit
 List and explain the two different methods of connecting a voltmeter and ammeter in a
circuit
Range: short and long shunt
 Explain using the Wheatstone bridge how the value of an unknown resistance is
calculated
 List and explain the practical applications of the Wheatstone bridge
 Calculate errors in measurement
Range: Absolute error and percentage relative error

Subject Outcome 1.3: Explain alternating voltages and currents

Learning Outcomes:
The student is able to:
 Define cycle, period time and frequency of a waveform
 Perform calculations for periodic time and frequency
 Define instantaneous, peak, average and r.m.s values, form and peak factors for a sine
wave
 Perform calculations using the general sinusoidal equation v= Vm sin (ωt ± ø )

Subject Outcome 1.4: Explain the concepts of series and parallel AC circuits
Learning Outcomes:
The student is able to:
 Draw phasor diagrams of current and voltage waveforms for AC circuits
Range: purely resistive, inductive and capacitive.
 Explain the concepts of inductive and capacitive reactance
 Perform calculations for series RL, RC and RLC circuit (excluding resonance)

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Department of Higher Education and Training
 Electrical Principles and Practice Level 4 Subject Guidelines (January 2015) National Certificates (Vocational)  

 Perform calculations for parallel RL, RC and RLC circuit (excluding resonance)
 Calculate power in an AC circuit
 Calculate true, apparent, reactive power and power factor
 Explain the importance of power factor

Topic 2: Generation and supply of electricity

Subject Outcome 2.1: Explain the principles behind the generation and supply of
electricity
Learning Outcomes:
The student is able to:
 Explain with the aid of sketches how single-phase and three-phase A.C. supply is
generated
 Explain advantages of 3-phase distribution
 Explain disadvantages of single phase distribution
 Sketch and explain the layout of a typical electrical supply from the generating plant to the
customer, showing transformer applications and typical operating voltages
 Discuss the effect of voltage on transmission efficiency
 List the advantages of transmitting power over the transmission lines at high voltages
 List and explain resources that are mainly used for generating electrical energy
Range: Thermal, hydroelectric and nuclear
 Differentiate between radial and ring distribution networks
 Sketch and explain materials and components used in overhead transmission lines
Range: max. 11000V; poles, struts, ties, pin-, strain- and suspension-insulators, steel cored
conductors, lightning arrestors, transformers, fuses and switchgear.

Subject Outcome 2.2: Explain three-phase systems

Learning Outcomes:
The student is able to:
 Explain star and delta connections
 Calculate line voltage / current and phase voltage / current in star and delta connections
 Sketch the phasor diagram for a balanced star and delta connected load
 Calculate power in a three-phase system
 Explain how power is measured in a three-phase system by using one, two and three
wattmeter methods
 Compare star and delta connections

Topic 3: Earthing practices

Subject Outcome 3.1: Explain the earthing of electrical appliances, installations and
low-voltage (LV) distribution systems
Learning Outcomes:
The student is able to:
 Define terms used for earthing according to current regulations and standards
Range: earth, earthed, earthing, earth electrode, earth fault current, earth electrode, earth
leakage current, fault, fault current, earth fault current, earth continuity conductor and
consumer earth terminal

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Department of Higher Education and Training
Electrical Principles and Practice Level 4 Subject Guidelines (January 2015) National Certificates (Vocational)  

 List the functions of earthing

 List materials and types of earth electrodes that can be used
 Explain how earthing is achieved in electrical appliances and domestic installation
 Explain the aim of bonding and the requirements for a bonding conductor
 List the parts to be bonded in a domestic installation
 Perform tests to ensure that an installation conforms to earthing regulations
Range: Continuity of bonding, resistance of earth continuity conductor, earth fault loop
impedance tests
 List the reasons for earthing the neutral of a low-voltage (LV) system.
 Explain with the aid of a sketch TN-C-S and TN-S systems earthing
 Explain, with the aid of sketches, the operation of earth core leakage relays
Range: single and three-phase
 Explain how earth leakage relays are tested

Topic 4: Transformers

Subject Outcome 4.1: Explain single-phase transformers

Learning Outcomes:
The student is able to:
 Explain the operation and construction of a basic transformer
 Distinguish between shell and core type transformers
 Perform basic calculations for transformers
Range: transformer turns ratio, current ratio, voltage ratio and rating of a transformer
 Explain losses in a transformer
Range: Copper and iron (eddy current and hysteresis) losses
 Illustrate graphically changes of efficiency with different power factors
 Discuss the conditions for maximum efficiency of a transformer
 Calculate transformer efficiency at full load
 Explain and use the emf equation of a transformer
 Draw and use the phasor diagram on no-load
 List and explain the two types of tests performed on a transformer
Range: open circuit (no-load) and short circuit (impedance) tests

Subject Outcome 4.2: Explain three-phase transformers

Learning Outcomes:
The student is able to:
 Explain the basic principles of three-phase transformer construction
 Sketch the four most common three-phase transformer connections and state their
respective uses and advantages and disadvantages
Range: Delta-delta, delta-star, star-delta and star-star
 Calculate line / phase voltage and current
 Explain the operation and circuit connections of instrument transformers
Range: Potential and current transformers

Topic 5: Electrical machines

Subject Outcome 5.1: Explain DC machines

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Department of Higher Education and Training
 Electrical Principles and Practice Level 4 Subject Guidelines (January 2015) National Certificates (Vocational)  

Learning Outcomes:
The student is able to:
 Explain the significance of back emf in a DC machine
 Calculate terminal voltage and generated emf of a generator
Range: Separately excited, self-excited (shunt and series), compound (long and short shunt)
generators
 Draw and explain the characteristic curves (load characteristic) of DC generators in the
range
 Explain the winding of compound generators
Range: Differentially and cumulatively compound
 Explain level, over and under compounded generators
 Calculate the back emf and emf generated in a motor
Range: Series, shunt and compound (cumulative and differential) motors
 Draw and explain the characteristic curves (load characteristic) of DC motors in the range
 Draw a circuit diagram and explain the operating principle of the face-plate starter
 List and explain the two types of protective devices included in face-plate starters
Range: no-volt and overload protection
 Explain the different types of overload protective devices
Range: Electromagnetic or dashpot type, and thermal overload or bi-metal type
 Explain with the aid of sketches how the direction of rotation of DC motors can be
reversed
 Use the emf equation of a DC machine to perform calculations
Range: E = (2pøZN) ÷ (60 c) Volts
 Calculate speed and torque of a DC motor
Range: N = (V) ÷ (kø) and T = (0,318IaZpø) ÷ (c)

Subject Outcome 5.2: AC machines

Range: Three-phase and single-phase motors

Learning Outcomes:
The student is able to:
 Explain the operation of a three-phase induction motor
 Describe and explain the operating characteristics of a three-phase squirrel-cage and
wound-rotor motors
 Calculate the synchronous speed and slip of an induction motor
 List losses that occur in an induction motor
 Describe the no-load or open-circuit test and blocked rotor or short-circuit tests and
explain why they are conducted
 List the factors affecting the performance of induction motors
 Draw and explain with the aid of circuit diagrams the operation of single-phase AC motors
Range: Split-phase, capacitor-start capacitor-run, permanent capacitor, capacitor-start
induction-run, resistance-start induction run, universal and shaded pole motors
 Sketch the typical torque-speed characteristics of the AC motors in the range

8 RESOURCE NEEDS FOR THE TEACHING OF ELECTRONIC CONTROL AND

DIGITAL ELECTRONICS – LEVEL 3

8.1 Physical resources

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Department of Higher Education and Training
Electrical Principles and Practice Level 4 Subject Guidelines (January 2015) National Certificates (Vocational)  

Well equipped classrooms and workshops are essential for this practically orientated
subject. If possible using the facilities of employers in the electrical field, for training, is
preferred.

8.2 Human resources

 Lecturing staff must have appropriate electrical qualifications and must possess the
necessary knowledge, skills and reflexive approach to ensure that students’ learning is
kept up to date with the latest technologies and changing trends in their specialist field.
 Continuous staff development with exposure to an industrial environment is necessary for
lecturers to acquire new skills and update their existing skills where new technologies
have been introduced. Lecturers are required to spend a structured and routine period
annually in an industrial environment for these purposes.
 Staff development in terms of updating teaching, learning and assessment skills is
required on an ongoing basis, particularly for staff coming from industry into the
educational environment of an FET college.

8.3 Other resources

The institution should have funding available to provide the following:
 consumables required to perform practical assignments and examinations
 maintenance of physical recourses
 purchasing of new equipment.

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Department of Higher Education and Training