-2-

C.ndir|3tesMUSTans{erNINEqueslions.l\LLFlvEtumSe.tionA,'r.HRIElromSeclionBrnd

SECTIONA
Candidrteslll UST ans*er ALL FM qustions fron thb section.
Eochquedion is rorlh EIGHT narks.

!'r'rHR!F'vp"\orhnnror-odsri,Lon

what typeof tlnsistorco.ligurarionwill yousclcct!od.siena highinputinpedmcetnd

owou'pu,mpcd.n(c
amplfie,
(c)

ta

"4?p=?"

is3 mA.
In r tansisroranplificrciouit.for ablsecumniof50 tLA,thecollecrorcuftcnt
c r c u l r ' er h e . ! n e n e
r J n o f r h em p l i f i e r ( i ( u i r .

'/,/d;.
#

NJnc TwO electronoriveforcestharrre inducedin rhecotrducto$ofr doublewound

poRtrrhsfoms.r.../

/;"/4c</

z^

t u,"L!

,^.t;-t c,l?inks)

A $ep dowDimnsfo.nuwirhan inputof 230volrsgivcsan outputof24 volh. The

ransfomerhrs 300tumsof pnnary windings.CalculaE$e numberot tumson the
( 2 narkr)
s.cond!rywindinSs.

It'
(f'

tanslomerunddlodcondirions?
whrtre theTWOMAINIo$espesentinanironcore
a4fl
."/,.-/..!!r
d."-t
l-rr'-

i{. ert

(d)

A high lohlgc raNmission line crlses electicrl eneryyfronlocdion A to be usedat

locarionts Whrr rypeofhnslomcs arc rcquiftdat ihe two locarions? (2markt

J a,/J

, lohl 3narks

." r--le

+["f -ali.'Llrt j4--"t'- ,cJ; t,l,ir( J1u, *-,o,

a,. l-SraG
/ I't/
( 2 mtrrks)
(a)
ofincreasing
tneremind volrsofrd c.
.1,
TwO melhods
Screrator'

(b)

Nme rherield 1indidt-of a compoun'rwoundd.c.g$trdror.

(c)

Shte fWO methods

usedroexcitetheda8nciicficldorr d c. generaror

('l)

ii.tl j t4{ ; ,t

^}-

4q6b"\.

Sh.e rlnz' s Lrw ol Elecrom.EneticInduction

-.at

,/").

;r\""'"';/'

,^!-,J

a-'

( 2 n..kt

Ji-'t-

'

'L d'

ir''
CO ON TO THE NEXT PACE

I,

ln rh. cae of optuallelplarecaplciror,s6te rheimp&r onfi. copacibnceofrhecapocilo!

if,

o)

(t

rheea ormeprars
orrxe*p*n* *,"",""."0. cf

(ir)

lhedisEncebNeenrhepLaks
n decraed.

\deTHRILdielauic

l.'

Lt'!

m.@dalru$d in rhcconrmc[onofacapz.iror.

. 4- | .1 / [ z...]on\ t/)e) r91t"/ .h u. h

6f c+rciro6in elatonicciFuiB.
SdreONE.pplicrdon
;4

L.,/ 1^ t--A,

:Yl*

l,

'',4- *Aa*

d'-,

*"*:; ^,*",'-4 -,yL

( 4 n.rk)

Nme TWO input andTWO ouput dcvic* in a computersystcn.

o)

Explainbriefly the differencebeNccn ROM hcntry andRAM nel,noryin a conpucr

cd')v
sysr.m,
,l4ma*s)
) ,tc-r&1'a
a^'(
*,',-z
8''
,/.-,1
RoA
foEl 3 n.rks

R*a - thal

Vr

b,

,a
ul

llt'

*,

/27\

Fw*

&a b\ '' aa/4

"^7 ,a(.."2*

t/(

'f

tr t0'

PACE

SECTIONB
CrDdidoleeMUST oNvr THREE questiomfrom this section.
Erch quAtton is ro.th TWDNTY ma.lc.

#:h:ia";j;'#'x;'!";'
se,eohn,skN
(i)

Wn dow. the mrhsnaticd relalionship

berween
lolraee(v),andrhcEsistlnce(R)orrcircuit
JE x p l r i n b d . f l y d r . G mE s k v i r y '

.zh'?+*4^J
_

_d.

v(t,

._ _

o [. a"'2.

, +..^
(i)
v\'R,r7

,ae?:z,Ql)

lr;VU, k|{

'

AL!Vl/g'"

,'i'

e tz' - 1!z '+

*a
. * - zl
vortase
R,. t'
drop&'o$rhercsisror

(sna*s)

v o h 4 .d ' o o d , o $$ e a n r o r \

(3horks)

potre,d,$.oJrdb)6e*slbrR.

,rmark'

rotol
rcshrance
orrhecircuI k'

(3narks)

ll

'fuY^w v/"
"{L19Pn4e;
e,
,\,"")i,,,
ffi/
:,,
(^,-q!4.1='*

Srat rhe diffeftnce b.rween prinr]

and secondry cells.

SracTWOs ett prectutionswhichshouldbeobseryed

whenchrging

+".a4b*-" -'.1?{:

tv

(i)

Erplainbrieflylheprincitleof operationofrlead :cidcerr.

(iD

s6@ thc Two MAIN indicaroBol a FULLY chda.d lead-acidccll

hV\ r.alL

F-t

h4

A6 ohnEsisrorisconnacdacros
alead-acidcell.
Thepotenrial
diffeience
acrcss
rhe
b r k - y ? m m s l , - I ) \ f o r r h e o p e n - . ( u . r . . 1r c8v s 5 e nr l - . . a u r n . o e d .

'
vffib"tu",r*
6

.,*n r"rr""r'"urr
,l,'r
,/

f16:1

,=

- 7 .
"lZ+,t'
E'
(2nork )
(i) Luminousnux
- L?ll lt""'l"e't,
"
.,., ll..mtrJ..o
- ln- , ' 9 J . L - : - 4 l L ' + L " t u
,2marh,

Exprain
brieflyrheforrovinsroios:

AUAhrsourcehsuspendedfrodacdilinA5
nabole xworkin8r$le.
theso!*ingt!bl. at Chtanglcto .hclighrsouicch 250Lux.
C a l c u l at thce

t*

.,2

-/- ,

irr

l u m r n o uI nsl e n e loyf t h eh e h l s o u ( c r - -

r:i'

i l l u m ' n d i odnJ p o i n r m l b n g r \ e s o ' t i n B r r b l c . u r f a . c

rl'

thecircuitdirgramofaquick{tanfluoEscent
lanpcncuit.
Skerch

a
\/'

-r>2?r

-''fr:""'

".2.-'"

' 1- .,*ol
,t,
--t)1tLt

'l|u

.t{J-

.L

,4narksr
'-.-iq,'^,^^'"u'
I

n*ffi4 *

'&"to
(a)

"".t.*

, i n r c m .-er ! { . n c eo , r h eb d r c r y

/,r'i,

3,

, , , ' 4 ro rv
J".... .JLe_
krt;, tu...,,
, ,qf

-6-

Fignrc II
In FiguElI, an.Iectric lmp i3 conrolled by ih. swnchesSr. 52,53dd S.. ForFigue II,
(i)

&aw rh. equivalentloeiccircuil whici qn Epl{c th. fou switchcsS| sls3 dd

s4,
'(ti)

UsingLherhF. swibh* Sr, Sr sndSa6 inprrsed thc .l(Eic lmp 6 o ouqul

Asum rhattheopen3rateof rbe6wii.hesis rpresentedbylogic O,od tteclosd
sid is reprcsented
by loeic r, od the st 14of swit h sr is loStc I or it is d*d.

=16-A2
*t'"o

c
D

"tc*,

A lqic ciEun is shoM in Figre IIL A, B, C,.nd D EIE*DI inpuis10lhc cimuit, Dclive
.xpr.sioB ld$e ourpuBarlhepoin6E F, ud C.

GO ON TO I1IE NEXI PACE

o'z

c;'l;ta-r
n4,';/o/ r /
10.

t // *Lkq

f;

L.
'.hroztr

4.

''"t"

u,L, ) /. '--t'

''rJ

b i-t""'

4'

.l'tL

"y'/,2i,-7

--/

/ legE-/tu'za:
fyth'-

rzy'r 47 't 7a7az

hz// :/'
;ag,"t'z
b r7,2'

*;

//Lt/

'-*'-/

r'"*

/l'

12r' /z'/

;-r/"'/'
/".

-.ttz-*t

//z

-t,r,.
il" T)"-"t_".
u,
,-y'"i: r"y'y'""

"ir

/'

feoJ<

4'

-a9'"h2

E. ,,-7t-7 *tt
*.1--

b'-t*'t

FigIft V
Ficurev .hotr.'\e "leci..l flooiplrnolJ bui.dlg. -.,-^,/

1^/'

.,- ,,.^.,".,//./ - /"L

r n . o u ,, n . w eb,o o r a( . i k $ e n u n b e ,(.r ( ,

()(1xd

nunbr site the nme of lne electical nen shotn in Fisur V.\

(,.

2,

I a:-t/. /l-,-*.

BecideEA.H

r4a-5 mrks)

6-,"

ExplainrheMAIN funcrion
ot EACBelccricatircmnamcdin pan(a)ubo""ilo*"k
)
q hr
il DRs+nr lompspRierd, ro frlam.nrmp5 in lichli-c. rcuit.?
- "re
_ptu
r 2m,rrs,
a,-/./
.&,4t
u4, /4
?,2Whi.h conducrors
connectcxposcdneral prs in anclcctical insiiuaiion to the gelelal
( 3 norkr)
msofcanholsround?

END OF TEST

013170201F2003

z.al?^
?z --4 /ft*

bu)b-

Rr- k, z'
cadidlte

MUST sserNlNE

6) F.

q!6rioE, AI-L mvE from Selid A,IEREE fiom sertd B dd

SECTIONA
Csdihid

M(IST oMr AII ITw q!6lioN iD tbb section.

Each queition i! ro.th EIGIIr MIq

StaEOhm\ law.
FiguE 1 shoqsa seriespsallel ciEuit

J-..- =/.1u1

fi,t
- P't?

I --(.1?.Vz

"w
rielre 1

(c)

(l)

6lal Esish

(it

bral resish@ vher s I is open,

(iii)

6ral culMl wha s I is closed-

(iv)

powd dissipaEd in lhe 2 O EsGtd when lhe ssn hsr

whfl sr is.lo*d.

Define&npaarre coefiicientofPsisbce.

@-'iL in""-t. t^ l/.- ,.zt6t*

n"^(oun/ ol.t tL u*^/

rL

al a l^ rv'7a^ .,/ o
il/ l4f, *
al*y../^r.""

CO ON '18 THE

0r3r7020/F2009

;^/-./:,'

4-

/d
' -e"J4!a

- t-".'r, r.-'1'"-/

- '1"94
*.-t. /$ ..t .t
2'
.+ a' ''r
-

-! i^/-4.'

r."1**

Nme TWO facto whicbinpmt m .heinducde of aninductor.

FiguF 2 showsrheschematicdiagm of a slepup bansfomer.

b"v
fu,"',/t

'l::r"

,**,4
llf
''*'Y
1ll

tl'"

Ot;'l
+ --8
Far.2

V -. tarL.Z+
.
trt.
*'n:'
tt

V,

t,

'

ti"

zlcltdtJebe

'(

'U--

.do os vorr,sr\.

(ii)

prin,ry cMent Ip

(a)

-k , ry" t."t
?tr' tu
o,*.,
-"
If

, z+..;.gl

"

/aat 3' t't

h.4

4,4, *^t
-f

""'i

| )mirt!'
( ? marl$J

s:eO{Lea.o1sl)|rJonecoF".lc]"mrnakd.

- i-ak
3,

tlz

r n e ' d i o ob e p r i r a r yo r . o n d r j ( i r d r E A o l e . o F o A . { m e h r l - e u z r J o ris loo% efficren!.

/'r'

r)mtrl$l

ror'rshork

-"r""$L

\lhal is the MAIN ' J v J n r a g eao L l l { a r e r e c n l eo \ e ' r l ' af s d c r c r f i e i p o w e r

supplycircuit?
Nme TwO componens6ed to .hangepuhanngd.c. to smoorhd.c.

(c)

e)t-,4-,

1
Draw theshemaricdiagramof a tull save bndgeE.tinsr.

""b-1,

t"{,rffJ*{l4

t9L- '.17-t, -"..

4^ -*'

.4u.-t. 'd4//c.-

(b) cp"-l'.:, (,/-",h.t

z
GO ON TO lHE NEXT PAGE

You ae Civena Volt/Amp meEr SL c how you will inctts

5.

(i)

Llrevolbge rangeor the inrnuent

(ii)

the (rj]mi Enee of $e insLament.

(i)

l hat typeof metq shossreadiryEor a linearsale?

(ii)

what rypeof neler shossEadinsson a non lined scale?

Gir. ONE rcasoLvty a.c. is pEfftd ove! d.c. for hsmining

voltagsovq lone
( 2 n.rkr)

Nme TWOprin.ry som6 of ma8y usedfor theB@dationoll4ticiry h com@ial

_
(2n.rk)
sysFns.
of prinary endgy for Epn ratioholcl*cicily-

li)

SraGTWO altemiive $res

(iD

Erplambnen)de pnncrple
of (onvsionotONr luLh,lEmuti.e,oLre

( 2 nrrk)

ui)

"/,/-, (-"/Ale.)
" kL^r)

1,
f [ [t o;(4q)/',,n
,.LtP lL" /,.r''J/ te.'ll-*(

t ' -i4&

/L/,6,q"

r ijrtc @ \:1L!--:!
ft b' "/,re :l"o
=T-Ttct ,4*k' "t -'
"" e/**-;' +.'*; t;t/-ii Fii
- ac' t A/ dfq;". (a,.*r l,r.l*r,r,"-l^q

kb(il \*v(i;)

-&"^

eL) ql^

7r/

CO ON TO THE NEXT PACE

SECTION D
TIIRTE qtrclto.s from this *clionCondidats MUST sm.
qledotr
E..h
ls vorth TWENTY Erk*
wiih th. help of diagramsshow and statehw you will met
senicondsid diodeb a d.c.supplyto
(i)
(ii)

Fversebiastnediode
f@dd bia rhediode.

IiC@ 3 showsthe schemric of i tflsistor anplifid.

Fi8!rc 3
de
Forrq = +.7k o, v,E = 03 v, vc = 5 5 v md L = IF, calculate
' r 0)

rolasev*

(dr

rolasedrcpam$ ft etsd \

(iii)

val@ormntL

,n, ,, rorru

art2,tl'ht"(23

,,^**,

thc cip@iloa c, , t: dd ca- gt.t

( aas]E)

(c)

E\pliinEneflyrhe 6tuiB.r

(d)

sEr theappli.dion of thecircun shownin FiSw 3 in a radio@iver ciEuil

C, - U^// ,a ,l^ gory ;L +L k t*elatt"i't

lo $.

a\'/;t*

t ?r'/ /" /t'

;'t'ur/

az1'9'./ 'a-Jt

G - li,t, Pt A.- t'" \t+ *k// Jerv "z/'4'

oa* t#'a
"t/

( *-*

2*"t,

rot.l2o n.rkr

@ o.{ ro rHE NExr pAcE

A-{-'t-/

Qi)

(-t''

!i

DravrhcsymbohoflogicANDand NOREates.DevelopattrthrablcloranAND
( 6 murk)
Crreusingtwo inpus

(it

Co.nrucr
Youae girontwoswnchcs,S,
andS.,arehyandad.c.powersupply.
a circuitrcpresentine
thefunciionol;n AND lare ErplainbricflythcoFmtion
( 2narkt
oflheciruir.

A loe ccrcrir s Li inpur A B.

(A,E
)

\A +?-"')

( 4 n.rks)

DerivebooleanexpEsronr at d outputpoin*

Dl -.et7n

i J T - r O U Rd e r ' h ct.h d . " r o eu r o ' o o ' p r r i ' ' o n r i o n ' o n r p c r . o l l

,o'iD).' F:.!e --',h//p,e;&h
,4ma,k!,
tratq

(ii)

Shtethdillerenccberwen opcmtilg systm softwaEandapplic.rionsof.wdein

sy*em.NamoONEexamplc
in EACHcde
a microcompurer

L + /",a .7 "+1 r.^ lL e.. 9 x?21/+h,?.4-

-l*, ..- !*4:

ut .l, ("a.f--f
q.

^ a- a:
+/,
etz.
14e1at*

L \ p . a r no f f r J h e o r _ e D . _ b . r . e 1 d p r . r y d d a { . o 1 9 J ) . F l - t.
4. ?z^28.'
4.. trt-t1r
42 "4terct
tzza.L,e

./1Far}d
.fL *a4/,.

"::
-n'*'::-::::::':::'."'
":-l:37
sher.eetr.Jol

o lnrir0rrlr.:rao.c(,o

r'eLlr Fm.o i'.e.r. (E)".d

Fora pimrry cell.explainbriefiytherems:

'N"fc:V=fg,

Lc-.dllon

t)-

F-f-

(lnarkt

uy-'+
'ry...1t?
ti)

(i)

orrhebanery.
Iind rheidernalresj$ance

(ii)

What sould be the teminal voltag shen a load causinga curcn1flo$ of 5 A is

(3na!ks)
connecbdto rhebanery?
ToIsl 20 ndrks

ttu
(

E -li)b a)
,r - 121 -- l9$Jl

GO ON TO THE NIXT

PAOE

-3SECTION C
Candlrt.tesMUSTosv.r ONEqustion f.ob tl|lr seclion
Eac! $erbn is mrt! TWENTYmrk&

6 n,t"lP"'il'?
,."
\-{( 6 )

-F-------lo
----

t------f.-

t''
it""a"'^t

1"'" t-ty f-,/'!

n)lgoz

t"'Y
Orc tAr fot"{s)X
-J"
loihL
1-t/4

,-----:'a'
lxbtlu+"" g*t

@*ra"*t

GO ON TO I'IIE NEXT PAGB

,9

Figurc6 shoys the layoutof a conpurd Lbonto.y. In your dswer booktetwrire rhe

-.b*' O.O.O.O,

O, @ . O *o @ . rdenrifyu{cu

ol nhe.oftsponding Frts by writing rhenane of thc pd nexi ro rhenumbcr

( 3 n$ks)

Nme 3nyTWOof+e.onducroFr rheer$ine nsEm of ancloclricrl inshll arion

d*d.4.b'
ta4ie
(<?.);
6J;ky
) eb4.?A-e
{ 2 norkt
Descrjbehow cdthins of erposedmetalin an elecrical insLlllation
provides
pmrecrion
(4 narl6)
BrieflyexplainthepuQoscol6eswirchle.d,theravellen,andswitchwircinatwo*ay
swirchcontol of a filamenilmp.
( .r n'rks)
(e)

DesoibTWO adlrnirgcs of usingcir uit bEal<elsinsleadof fuses

( 2 markt
T0ll !0 ma.ks

oe'r') -*.ii"i'r"

kn

6' ^/i-'/J
(e)
- l.J -" /,-t ,'t^
io.,t-,.".1

, 'd".-

/4^

1' 7*-/'
.""

?t--

"/

' g'-7

--*b

rkt

\
GO ON IO THE NEXT PAGE

t0

Erplainbnefy rhefollowin3erm:

11,

tuffiin'ian- fu.+it;Eol 1",'i-4 il*

(iD L@inousinttuiry -

I'll',

"^

"-'e5y'-'

L:9k*./.ar&.

sureTwO ad\d ucesor hcud6 en.lMpr ovd ga.fill.d lamps

n .-.,, -

F\pai' why lmp) rn dome$c elecb.'l

a;^2.14 r- 4v a-4
r-t"/e
/1. .EQ
z-// .^. t . 4/

Frallt'iorsm'orqtdirpd.lel

'.etc
_
!k,
P'

L2rsrrs)

FiAr 7 showsa sNilch srd fluds@r circuil widr glow rype$d..

rL)

Sbh rnefunction
ofC, bd Cr in drerbovecirujr.

A ostonq iequis No lampslo be @nbned irom lwo diffest

.orido'. Ddrg! a * hemJxcdhgrn 'o

(0

la'lc -

"di8

Idarios along a

te.uqhe'

Nme TwO ist ueenb youcm se 10testrhecncuil rd (e) abov,beforeit G eneraizd

(2n.rk,

Wrrff';rzfi

C-(4"fa/",
:

af) 'ad
--!

"tftzdlr

t'"'t"lz'<'r"t'"^"'*"

END OF TEST

'$?-1"y rL 1,r""f /- 'L./-/".

or.r,,|ta tLlLt,
3 *,
**(fL

-il" +*/6:^h--l;;
j*

t*)

*&,2)

013t 7020/F
2009

CARIBBEAN

EXAMINATIONS

COUNCIL

REPORT ON CANDIDATES WORK IN THE SECONDARY EDUCATION

CERTIFICATE EXAMINATION
MAY/JUNE 2009

ELECTRICAL AND ELECTRONIC TECHNOLOGY

Copyright 2009 Caribbean Examinations Council

St Michael, Barbados
All rights reserved.

-2-

ELECTRICAL AND ELECTRONIC TECHNOLOGY

TECHNICAL PROFICIENCY EXAMINATION
MAY/JUNE 2009
GENERAL COMMENTS
The number of candidates sitting the Technical Proficiency examinations increased to 3 800 as compared
with 3 702 in 2008.
The overall performance of candidates resulted in approximately 78 per cent earning Grades III and above.
Candidates did well on the practical project of the Internal Assessment component (SBA) but displayed the
need for improvement on the written project. Competencies requiring attention are Knowledge and
Application which are tested on Paper 01 (Multiple Choice) and Paper 02 (Essay/Problem questions) .
DETAILED COMMENTS
Paper 01 Multiple Choice
Though candidates performance on this paper compared favourably with the 2008 performance; there is
still the need for better and broader coverage of Modules 1 4 and 6 7 of the Unit. Frequent practice for
candidates in the use of the multiple choice format is advised. The mean score on this paper was 28.8 marks
or 48 per cent out of the total mark of 60.
Paper 02 Essay/Structured Restricted Response Problem Questions
This paper comprised three sections A, B and C. Section A comprised five compulsory short answer
questions, each worth eight marks. Section B comprised four questions worth 20 marks of which candidates
were required to answer three questions. Section C comprised two questions each worth twenty marks.
Candidates were required to answer one question.
Section A
Question 1
This question tested candidates knowledge of Ohms law and temperature coefficient of resistance.
Most of the candidates defined Ohms law and solved the series parallel circuit problem correctly.
Some candidates had difficulty in defining temperature coefficient.
Question 2
Properties of inductors and applications of transformers were tested in this question.
This question was popular among candidates. Parts of this question were done well.
However, some candidates did not understand the factors affecting the conductors and the use of laminations
in transformers.
Question 3
This question tested the knowledge of power supply. Candidates were asked to state the advantages of fullwave rectifiers over half-wave rectifiers and properties of power supply output.

-3-

Most of the candidates attempted this question and some of them did well.
Some candidates were, however, not able to show the correct direction and connections of the diodes.
Question 4
This question tested the knowledge and applications of meters. Candidates were asked to identify the
methods of changing the voltage and current range of meters.
A number of students could not explain correctly the techniques used to change the range of multi-meters.
This concept is important in understanding the range of meters and should not be ignored while teaching this
topic.
Question 5
This question tested candidates knowledge of transmission and generation of electricity in commercial
systems. It also tested candidates understanding of primary and alternate energy sources.
The first part of the question was done well but a number of students could not define the difference between
primary and alternate energy source.
Section B
Question 6
This question tested candidates knowledge and application of a transistor circuit.
Candidates were asked to show, with diagrams, how to reverse and forward bias a diode and to calculate
various values of a given transistor circuit.
The overall performance was poor and not many candidates attempted this question.
Very few candidates answered Part (a) correctly. Very few candidates explained the functions of the
capacitors correctly.
More intense Laboratory activities will help to solve these problems. It seems teachers need to pay attention
to this topic in the class, as transistors are the foundation of digital circuits.
Question 7
Knowledge and applications of digital circuits were tested in this question.
Candidates were asked to draw digital logic symbols and develop truth tables.
This was a very popular question and many candidates did well.
Some candidates did have problems deriving Boolean expressions from the diagram given in the question.
The section on the knowledge of computers was done well.
Question 8
The knowledge of primary and secondary cells, properties of primary cells as well as secondary cells were
tested in this question.

-4-

Candidates were also required to calculate the impact of load in a battery circuit.
Most of the candidates could differentiate between primary and secondary cells and their properties.
Not many candidates performed well in the practical section where there was an impact of the load on the
output current of the battery. They had difficulty in applying the formula of internal resistance to the circuit.
Question 9
This question tested the knowledge and operation of D.C. motors.
Candidates were asked to state the function of the variable-resistor and the compound field winding in a
compound motor. They were also asked to explain the functions of a commutator.
Not many candidates attempted this question and it was poorly answered by those candidates who did.
Section C
Question 10
This question tested the knowledge of layout and wiring of electrical installations.
Practical understanding of the earthing in electrical installations was also tested. Candidates were asked to
explain the function of different electrical components.
While most of the candidates listed the symbols correctly, a number of them could not properly explain the
earthing features of installations.
Question 11
The candidates were asked to make a distinction between the terms Illumination and Luminous intensity.
Candidates were asked to define the features of different types of lamps, the operation of a fluorescent lamp
circuit, and the testing of such circuits.
A number of candidates defined the terms correctly and were able to state the functions of different
components in fluorescent lamp circuits. Very few of the candidates were able to connect two lamps
controlled at two locations correctly.
Paper 03 School-Based Assessment
Candidates continued to perform well in this component of the examination.
School-Based Assessment (SBA) is intended to be a diagnostic, formative and summative assessment tool.
Candidates can present their best efforts once the suggested time frame is followed by teachers. The new
format, requiring both practical and written projects, should be taken seriously if candidates are to develop
the intended competencies.
The following guidelines on School-Based Assessment are reprinted here for the guidance of teachers and
candidates.

-5-

Candidates are required to complete two assignment during terms four and five (Terms one and two of the
examination year). EACH candidate is required to:
(1)

perform five laboratory exercises to be selected from a list of eight published by CXC. These
will be worth 90 marks for the profile dimension, Practical Ability;

(2)

complete a written assignment set by the Classroom teacher in keeping with the guidelines
outlined by CXC and based on the Common Modules A1, A7, and A8. This will be worth 30
marks for the profile dimension, Practical Ability.

N.B.:

Candidates and teachers need to approach the written component of the SBA with
greater planning and analysis of what is required if the aims of the common modules are
to be realized. The written assignment is an individual project.

The School-Based Assessment Written Component

The written assignment is in the form of a report of about 1 000 1 200 words based on the common
modules. These are:
Safety, Health and Welfare
Introduction to Computer
Impact of Technology on Society
Candidates are to demonstrate their full understanding of the concepts relating to these modules. They
should produce a report that uses word-processing technology. Candidates may also use other software
packages (spreadsheets or databases) to do any analysis that may be necessary to enhance the presentation of
the report.
The report should be a critical analysis of a particular institution, business or theme that has relation or
relevance to the Unit(s) or subject(s) being studied. It is suggested that one of two approaches be used.
1. Industrial visits
Preparation of a report on a visit to an industry or industrial site.
2. A report on a particular theme that is relevant to the Unit(s) or subject(s) being studied, for example,
Transport road, air, rail, or water
Communication
Manufacturing
Service industry
The report should include drawings, and photographs, wherever these are relevant, in addition to the written
material. The report should address the areas listed below.
The jobs or careers involved in the particular institution or theme that relate to the Unit(s) or
subject(s) being studied.
The norms, regulations and codes of which employees in these areas must be aware and to
which they must adhere, because of legal, financial, strategic or other considerations.
The impact of technology on the careers identified and the processes involved as they relate to
the Unit(s) or subject(s) being studied, for example, employment vs. unemployment, selfemployment, security considerations, methods of processing and environmental considerations.

-6-

Ethical and moral considerations. A critical look at the environment issues, employment
practices and safety, health and welfare issues as they are addressed.
3. If the candidate is studying:
(i) one Unit or subject only, the report should address the areas listed in point 2 above which are
relevant to the Unit only.
(ii) two or more Units or subjects, the report should address the areas listed in point 2 above which
are relevant to ALL the Units or Subjects being studied.

-7-

Revised Mark Scheme for Written Assignment

The written assignment should be marked out of an aggregate of 30 marks. Seven of these marks will be allocated for
communication of information in a logical way using correct grammar. The following indicates how the 30 marks are to be
awarded.
WRITTEN ASSIGNMENT
MARKS
1.
INTRODUCTION
2
1
Topic outlined briefly
1
Methods or approach at data collection/handling
2.

CONTENT
Identifies
1. Careers
2. Norms
3. Regulations/codes
Impact of technology on careers
1. Employment/unemployment
2. Security or processing
3. Environmental
How ethical and moral considerations are addressed
1. Legal policies on safety, health and welfare
2. Moral approaches to handing safety, health and welfare issues

3.

PRESENTATION
Data presentation Use of appropriate
1. Tables
2. charts/diagrams
3. Photographs
Word-processing format Use of appropriate
1. Title
2. Headings and Sub-headings
3. Line spacing
4. Margins and Justification
5. Fonts
(a) Headings and sub-headings
(b) Size and colour

4.

5.

SUMMARY
1. Limitation of the report
2. Major findings
3. Recommendations

9
1
1
1
1
1
1

2
1
9
1
1
1

1
1
1
1
1
1

3
1
1
1

COMMUNICATION OF INFORMATION
Communicate information in a logical way using correct grammar and appropriate
jargon of the field ALL of the time

6-7

Communicate information in a logical way using correct grammar and appropriate

jargon of the field MOST of the time

4-5

Communicate information in a logical way using correct grammar and appropriate

jargon of the field SOME of the time

2-3

Communicate information in a logical way using correct grammar and appropriate

jargon of the field RARELY
TOTAL

0-1
30

-8-

OBSERVATIONS AND RECOMMENDATIONS

1.

The teachers must make sure that the candidates are well aware of the revised mark scheme for written
assignments.

2.

Candidates have demonstrated improvement in word processing and skills in presenting data in graphs
but need to improve skills in presenting data in the form of tables.

3.

The SBA reports should be kept in schools until moderators have completed their assessment.

4.

Data and information used in the SBA report, obtained from different sources including interviews and
Internet, should be indicated in the report.

C,ndidsics NJUSTansrY$ \lNlt qucations,LL FIvE |rom ScctionA. IHREE lion srdion B
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0131?020/F2010

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0t3170201F20t0

-3SECTION C
CandtdoiesMUST drswer ONE qu$don frcm thlc aecrion,
Er.h questionis worth TWENTY mort6.
FiCure6 showslhe conpondh dd connedionsir a singb-nlanent lanp donedic inshuation.

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Cmdidatds MUST lttenpt THRIE querttonsfrom rhis sectlon.

trach qu6tion is worth TWXNTY n.rks,

(a)

6.

srareohn's Law in wordsandfomula fo!m.

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,.youlanswerbooklet.ristthenu*-"O.
@. O. O. O. @ O,*.@
Jnd nsmelhe elecr .s componenr
ideniiliedby EACH numbe'

txp d, biely ihetumd or,t-e-'e-"

" @. O*d

po,ecr01
@ . pmvid,nc
t4n,rk,

Explainbri.ny lhe lunctionofan els!.ical conponenttharcanbe usedin pt&e ol

componedt(t intheinnauarionsho$n
inFiguft6.
(4 nrrks)

NameanddescribeTWOelerical reststha.arec.died ourona newetftricat inst! alion.

(.1

Nsre THRrr ourD"de\.(s r\r, r besed roouE_r

dJraho'l o occorxt.orp. Er
-J.ezla
- i/p11..
- A16
(tnorts,

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7e/.. /,t

-/.2

. V"-"J.

suc'he vAlN ton!r.onors 'rodem corre.,ed ro. Deronr.c;trDL'e,.

Ibi

rl marksl

':.
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r'iU ta, t4. 4. -vre
h4*J
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diedvanrases
otncnvorking
conpuleN
in anomce. "
(a orrks)
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pogmmme(ti.h. rr beusedro

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p F p d _ e , n . n ( e n r o R o r c o t r p u t o p _ d . 1 J c o n p l E r r o r 9)z / '

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'

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of/d1opr$ung.y{et ins rt^onitcomprrr! (z m.rt$)
-.4

, rr4r(n4J

4'.',;d',tra;-6!;trffi6i4"it
.;i

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priorirythorshouldberakenro6$br rhenudenr.

"

\a ,)1,,-.,-t ,-/L,,,,o ^",r,

l,,a'^"&-'i)^ r-;it"-- 4!
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fir

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azzc-\qrr

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^

-2-

CandidatesMUST answer NINE questions,ALL FM from SectionA, THREE from Section

and ONE from SectionC.
SECTIONA
CandidatesMUST answerALL FIVE questionsin this section.

,ae-ilA--ez- K
( 2marks)

l.

ru*
(y

K,

k,
U K"r o/4'^9*-'k2
=/Ss>
Figurel
Kr.= J 4 v + 4 *
Calculatethe
-- L =9! --o.t1
T
A,D
P*(i)
frc
toralresisrance
when the switch is
s

s9^
/t'
=

f
J/\

>l

(O.f\*

2'

err,W'
(a)

( l mark )

(ii)

rotal resisrancewhen the switch S is open

( 1 mark )

(iii)

total currentI when the switchS is closed

( I mark )

(iv)

maximum power developedin the 9e resistor.

( 3 marks)

- /u$r,"-,t !tr-",f.

tar8marks

7.rfts

Statethe differencebetweentfre application

appllcarlonsoftware
soltware and the operatingsystem

g4/f

usedin compurers.
W
a.-<za-d

ryf
4.'adC;
NameTWo commerciai
sciftKar{paciigeiuseo

6-i.pt.-"nt

6cU.L)

OEca-/<-

software

((2marks)
2marks)

?4
;e

adVrfu

(b)

darabase
applications.

( 2marks)

"t

(c)

closed

List ONE advantageand ONE disadvantageof networking computers

in offices using a

e /.^,*4WM*/7.
.un,l ?T*
.rX"A;"Ljj,
(d)
State what is a RAM toit*a-t"
ttut. the main function of RAM
softwarein
( 2marks)

computers.

A./t

KAr.^( /a-r-'dA-,^",- fiaa-o nJ.rL.@.-1 \

vJ
e*'r4-- ,r.."4o- b-aA,
,r-r-^a4/
',/

n121?nan/E

tnl

,y'

a/pZ Afr^.

///"t

r-b?g

,^ @2mtal

?Ske./

/4

g marks

co oNro rHENEXreAGE

,lP3l{fu,
fu42 -4

sU*ry, /^e ?5^-at/4 h*U-(

fu ,+A n*-4*/

"/r./,*,"p,'rz/

With the aid of simple diagrams,describethe main differencebetweena double wound

N'e*Wry":W;9y"'e^.L*A /ry

f-ry
t4tl

4-all

n"'vj-5\l

A single-phase
doublewoundtransformer
has200 primaryturnsand50 secondary
turns.
Whatwill bethesecondary
voltageandthesecondary
currentif thetransformer
hasana.c.
inputof 120V at 1A?
(
4marks)
/t'
SDft*-'
*
-H;
rtv
Total8 marks
tt-

-Y=Z ry-'+

Vv = ,b-P=3o(
%

(a)

4.

betweena priqraryanda secondary

cell. ,Statethemaindt'felenceg

k^.t3t
(b)

_-

Na+ kc/"-r?4,lo-

>.4

UF

tt--?

?-

>-+

T
=

ry Lrya^_

( 2marks)

ha,/4b G:

A commercial battery,with an"opencircuit voltage of 14.4 V, has a terminal voltage of

12.2Y when supplyinga currentof 20 A to a load. Calculatethe internalresistanceof the

batterv'
fi4--l,lrI

6,,1.'>

t'

Y. - Vo._- f.

\{+'+r

t tX.f -/>.\

J. .t.\J\ - r - - - - i

llvv

( 4marks)

.|l b t a r 8 m a r k s

(a)

Sketch a p-n junction connectedto a cell and a single pole switch under forward bias
condition. Explain what happenswhen the circuit is closed.
( 4 marks)

(b)

StateTWO characteristicsof ClassA power amplifier,

(c)

Which semiconductordevice is used to replacerelays and contactorsin industrial

control ,
applications?
( 2 marks)

dd,$ yF*-

Yfl--

tz

Explain briefly the action oir'polarization'in a primary cell.

l-/.6cufLG,-- y
(c)

( 2 marks)

, {<-ca-z-fu=, -'e.c/+-q^Lv

h LprclL
{k4 4k

( 2marks)

A* te-x//r,**,f

a*,,r#8marks

-P-,o;A*ry

fry+

(ht- r1,4.-rT%c

/-<- a^rS,7rta?rc-

3B)!=+:= $-+

$z

Nr-

'tt

F*.-"f

- /"**.->
Nrq"rt^r*

/t
AJ

J+-*d/
t1

fu*.t*V

V Rehrg
'./

"-

,r

a{-eg a

@-.v-g.-/
.r

Lrc- hfuf )'*.1'cL

a'?
C/.-",-A/>*

?---f+e,/4 fi-ec-

lert

O+,+a-rycJ
36o"Z%.
q
fr"*,,
ot3l.,o2otF2011

/e

?t" P^-fuf*
J-#n*

d."--/o-,>4'z

4.%:_
cO ON TO THE NEXT PAGE

-4-

SECTIONB
CandidatesMUST attemptTHREE questionsfrom this section.
Eachquestionis worth TWENTY marks.

(i)

(a)

(ii)

Define'inductivereactance'.+t"g

,
O | (O*1 lw--u (r<acfca-r'rc

\ .rfl"-rCft
e) \
- -\

<'srv'e<ff

d-oe,-,tr /'ll''rnqtr'""1

e'vt{ rr,cJuc-tcrrf}rS z**s

Write the formula for inductivereactanceand explain EACH of the terms in the

formula'
x u= 7 rr+ L

( 3 marks)

An alternatingvoltagesourceis connectedacrossan inductor L as shown in Figure 2.

(b)

rl

I "

+t@t 11 ,
\)

l/ctor

iL

a'c'SuPPIY

779
l{oc
(i)

1A"
i, \q"rs +[,^,t\',
".)b

(ii)

.o

bq qD
Jv

36o__
-)Figure

l.r'c
1D"i,lnor"o'ft
-

Use a wave diagramto show the phaserelationshipbetweenthe voltageV, and

the currenti,- associatedwith the inductor.
Illustrate the relationshipbetween the current i,- and voltage V, using a vector
diagram.
( 7 marks)

(c)

An a.c. supply of 110 V and 50 Hz is applied acrossan inductor of 0.5 H. Calculatethe

currentI. flowing throughthe inductor.
( 5 marks)

(d)

Definethe term'e.m.f.of selfinductance'.Give ONE applicationof e.m.f.of selfinduction

in electroniccircuits.
( 5 marks)

Total20 marks

>rrf t-

t-/

7 x}'t + K S p X D 5 r5? fa
t+
ll

-L- -4
/L

,t

nr^t-n^n/nnn11

r {}e

=cTA

U u^f

>slf

le

l
I
L(-c[ttC*Lc-!z

'tt^-e g- " 'nn?

\
.l

twJutcoJ

v\4
v v \ c / \c\
c o Ccr
l

L9
't I'

JOrf

4frr cL*'l-J,*? cit(.y.-.t ,L +L.riC

..
I
tD
r.
|
awd of (cScS fii- q_?f tr -d e,&(Cb

if

tt1r s u"&-1tr",.7c C.lrutt q d?C

A,r, n

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(

<ttoAtu

n,l 0nSaS

f L,

ttap,,

-51

(a)

Drawthesymbolsof logic OR andNAND gates.Developtruthtablesfor thesegates.

(10marks)
i

(b)

Derive a Booleanexpressionat the output O for the logic circuit shown in Figure 3.
At
A

.'D)
A1

610 ,

INPUTS

Ag
o

c
D

@,s).c/ o

Figure3

( 3 marks)
(c)

Usinglogicgates,implementtheexpression
givenbelow:
(A+B) + (CDE) + FGr{

(d)

( 3 marks)

An apartmenthas two doors and two windows. These doors

and windows are equipped
with sensorsconsistingof switcheswhicli are open when
any of the doorsor windows are
open.
Using an OR gate with four inputs,constructa circuit,
such that the output of the oR gate
is high when any or all of the windows and doors are
open.
( 4 marks)

+V

Total20marks
i'

rfiuP+-

fltAfM

()

(-

,tr

f--:
Y

vy
01317020tF
2011

GO ON TO THE NEXT PAGE

6(a)

(i)
(ii)

Name the TWO main parts of a three_phase

motor.

1r)'Sta.k;r

Definethe term

( 2 marks)

0D ko.roQ_:
'synchronous

speed'for a squirrel-cage
inductionmotor.
'Tln.a^Sp:
cr{Cl"r
rt^
<A
++*whqnof,L i .t d o( qrt ( 2marks)

tu8
=
il
,",,'"i S,tS,l,*,
lX,:6.
\
fo
i
[
#
N^,W,
nk#t
fffr
".,!lJ#l
what is thesynchronous
speed
of thismotor?"?.,f,
* y Lo
, - ( 3 marks)
(iv)StateTWoadvantages.ofsguirre|-cur"no,,,,iffiry:(2o0ftn[Mt
()Lobust
(,,)^go"4 p*"; (qclo( rrl p-e[a.]r,,rn
Lqiz marks)
"(v)
(vi)

(b)

Q)ch<-e*P C, cvns+e,v*
spe<d

"'?*ffii:':.;e' .

Give oNE disadvantageof the use

- of
" rhe.squirrel-cagemotor.
p

( I mark )
i i "t3'# i', a jrgrl;1;" [..i ri"sit? +"", . u"].1-_i
('t) eo r s ke_r
3
StateTWO methodsusedto startthree-phase.squ,irqel-cage
induction
motors.
-1i) nw+o* ra.nsgc-r,,,\ai tt JW : ;;aEI; t; i r'. - " ^- [,,.t(2marks)
"+

Figure 4 showsthe line diagramof a motor-controlcircuit.

I REVERSE

Figure 4
(i)

j,l:il""#ri#k*;J;
Ide
ntirv
rHREE
purpo
ses
orthe
motor-.onoo$fl
Figure
o'.t.!f

(ii)

(iii)

!!u:
5i:?

(:loptfft lttg
mo"761

,y .$- aqy-d
srfrLT-rtt7

( 3marks)

(u) r"
tyt.i"Tc,(
tvrre(er5--,- Q't)To
A^ motor
is controlredby thecircuitshownin Figure4. If
themotoris runningin
theFoRWARDdirecrio:,
yhul wourdhappento rhelinesof thethree-phase
supply
whenthereversecontrolcircuitis activatei.
l:LLi
;;
i.u,rdemarks)
pusf- bs*ou, Ls4ct,A*+.4
*rla ,:!.5
*t^o t*nla.,el<o-r,tad
4
stateTHREEreasonswhy eachof the
th[e powerlines in a three-phase
motor J
connected
througha motor-control
circuitmustbe switchedoff.
( 3 marks)

n
r
K ra-u QAx

rg Uqt*l*ncgd
c or(e,,wf
(.U e (-<-lv i e crl 6 Lr.qk
Totat2lmarks
.
QtD ? r._'lo.'u* vn*"1,.' J.rrraeqe !--r (toL\uuqt

J-

0 1 3 1 7 0 2 0 /2F0 1 1

Ls*ort

r-''- u

GO ON TO THE NEXT PAGE

9.

(a.)

With thehelpof a diagram,describe

theprincipleof operationof theWheatstone
bridge.
( 7 marks)

(b)

StateONEapplication
of theWheatsrone
bridge. - (\e.o^-lu.re

(c,

StateTWO safetyprecautions
thatshouldbeobserved
whenconnecting
a multimeterin an

(d)

6.f J^ r.,tkrLDlDv,r1.:isto-r.tc e b.1 +-t*

*hr-.,.e-Lure
lAeasr.rv-
r"'1--J
v'Q .-o- \lridq<l
Vo\*u.c*

wwk*?\S"Ir.ivtf%rce

-':
e'ectricar
circuit
['.7:=,t ?xtit E".e2\i;"5",#i:::1

.
(ca-._,

ec
A moving
coilmerer
t ur"un.-oi?irt#Jf"*fo ;i[,.;ilJ-;ou*, a potentiar
dirrerence
or
100 mV dc to give full scaledeflection.

o -t -t;a o v n V :
c a l c u l a t e t h e v a l u e o fq
vA

?zq 1V

Ks= {=o=l'1

(i) rhe
series,*il"v8o;#r,.
; ;il*.il"'r,"Jf,,,.u,.
o*..*": &
of 240Y

( 6 marks) zz.qlia

(ii)

the shuntresistanceto convertthe meterto an ammeterto readfull scaledeflection

o f 1 0A .

rt

: .L1-T1
.= IOA-

lOta4

Qs=[:
U

-- 111 k

,A

-r

(4marks)

W^

Vrll Total20marks
= o'Do lJl-

t
I

t-

U.J;*LSt t S=_c /os*-J) L is -dJ*sU

r,t"tfit F?.a/! rS n.D

J'pl*"ft'l* ^ G, rh,us'+L b.;fu* A b*J*,n..n{

01317020tF2011

GO ON TO THE NEXT PAGE

-8-

SECTIONC
CandidatesMUST answerONE questionfrom this section.
Eachquestionis rvorthTWENTY marks.

10.

(a)

Figure 5 on page 9 shows the electricalfloor plan of a studio apartmentwith components

numbered
O - O . In youranswerbookletwritethenumbersC, @, @,@
O

Identify EACH of the conespondingcomponentsby writing the nameof the part next

to the number.

(b)

and

( 5 marks)

Briefly explain the MAIN function of EACH electrical componentidentified in Part (a)
above.
( 5 marks)

(c)

StateTWO electricalsafetyteststhat must be conductedon all new installationsbefore the

power supply is connectedro the circuit.
( 2 marks)

(d)

StateONE electrical safety test that must be conductedon all new installationswith the
power supply connectedto the circuit.
( I mark )

(e)

Identify TWO test instrumentsthat are usedto test an electricalinstallation.

(0

Outline the procedurefor conductinginsulationresistancetestsbetweenthe conductorsand

betweenthe conductorsand earthin a completedelectricalinstallation.
( 5 marks)

4-U-1"^^
et

/".t-4

Zo-Lty'^-- .&,7s
tr

((

cc

11

4,t,

e#e {U,Y*Z-/q-ufu"- /,-t

Ul &-,'& / /0/4
&/

fu,

/*"/<_k_"-/c-;,-_

( 2 marks) -

-9-

\
\\

\\
\

I
I

ft

AV7-Oa^*c'

Jt\b+'goz'(
Wlo-^^(,
fn

'

-=-r--1

ru*-\'
Pu6fu*<c-t
../
ftQ.aa".urca

?-"?-ft\

alc.+,y't
t/utY'u-a A./
*lr4 uz-Q "+- T1*^
A(A-Z

KDI-J

'

Figure5

0 t 3 1 7 0 2 0 / F? 0 11

GO ON TO THE NEXT PAGE

-1011.

(a)

DefineEACH of thefollowingterms:

(i) 'ruminarion-M^U
/fr^-" rtqaffi/^
(ii)
(b)

(c)

Luminous
flux (,//

..*rVtJ

Statetheinversesquarelaw for photometry. A#

?^ a- u-'eJ+Z ,*{a*/-vta.e<
/Arnd:

4 /-e<dk&y)

fr*^
,4

fa-ri-c ,--^,fJ-..2--\7
z-.4,.Q2*--;

^Qqrk

/4

-f?o'ar'<.-

Figure6 sho'ws
a srreetlampof z6ooco whichhangs5 m abovetheground.

"/'/-a-

2000cd

Figure'6
Calculatethe illumination
(i)

(d)

below the lamp at point A

(ii)

3 m away from point A, at point B.

(10marks)

(i)

Sketcha switch-startfluorescentlamp circuit using a choke.

( 2 marks)

Explain the function of the choke in the circuit.

( 2 marks)

(ii)

Total20marks

BND OF TEST

0 1 3 1 7 0 ? n / t,rn l I

(y Ls= / *t a e^r")

= r_ {L'./*)
cr/ {1 -7
=

Tooo

-a

@)

d*

bsO:1=*
ot>

>-O1>-

O4** r74-

7f.

= *o("D

s-< z'

refr - ,E+
= t e 34
.4

,4

bJ A : - S

. : o. &sg

{."2
{B

cf tu)-

,s?,+( b:-=-'

shncnsrL

*e(
C^uYec"7-d-

ea/ac,;6<-

,,Luzfu/^c'p ^ A-91*,^Jz,rrat gz
ffi

A-f* c*&

b'' *LJ*ft
'

&t- ^/^Ji'n-'ot/.;

?b /'"^Vt

wl*

K- u'-rruJ ; ?4 /z*'f

&

/a,rf

; r,oa"ry ,

&1
/

CARIBBEAN EXAMINATIONS COUNCIL

REPORT ON CANDIDATES WORK IN THE

SECONDARY EDUCATION CERTIFICATE EXAMINATION

MAY/JUNE 2011

ELECTRICAL AND ELECTRONIC TECHNOLOGY

TECHNICAL PROFICIENCY EXAMINATION

Copyright 2011 Caribbean Examinations Council

St Michael, Barbados
All rights reserved.

-2-

GENERAL COMMENTS
The number of candidates who wrote the examination was 3526. This was an increase from last year by
about 4.5 per cent. This was due to the fact that all but five territories increased the candidature by a
small amount.
The overall performance of candidates resulted in 25.83 per cent Grade II and above. Candidates did
well on the practical project of the internal assessment but displayed the need for improvement on the
written project. Competencies tested in Paper 01 (Multiple Choice) and Paper 02 (Essay and Problem
Questions) were Knowledge and Application. Paper 02 also consisted of compulsory short-answer
questions.

DETAILED COMMENTS
Paper 01 Multiple Choice
Candidates performance on this paper was comparable with performance in 2009 but the mean was 4.5
per cent smaller than that of 2010; however, the analysis shows that there is still need for better and
broader coverage of Modules 14 and 67 of the syllabus. The result also indicates that candidates need
practice in the multiple-choice format used in the paper.
Paper 02 Essay/Problem Questions
The paper comprised three discreet sections: A, B and C.
Section A consisted of five, short-answer questions.
questions. Each question was worth eight marks.

Candidates were required to attempt all five

Section B consisted of four questions. Candidates were required to answer any three of the four
questions. Each question was worth 20 marks.
Section C consisted of two questions each worth 20 marks. Candidates were required to answer any one
question.

SECTION A
Question 1
This question tested knowledge and application of:

Ohms Law
Resistances connected in Series and Parallel and the electric power developed in a resistor

The question was attempted by almost all of the candidates who wrote the examination.
The responses by candidates to Part (a) was satisfactory. Candidates were able to state Ohms Law in
words and also by use of symbols and formula.

For Part (b), the majority of candidates provided responses that suggested knowledge of the series
parallel circuit combination. However, the introduction of switching the circuit created difficulty for
some candidates when calculating the total resistance with the switch closed and open.

-3-

Candidates need performance-based learning experiences in series and parallel connections of resistors,
filament lamps and the calculation of how electric power develops in resistors.

Question 2
This was a popular question. It was attempted by 94 per cent of the candidates. The responses suggested
that candidates knowledge and their ability to apply that knowledge were acquired through their general
use of computers at home and at school.
Part (a) tested candidates knowledge on the operation and application systems of the computer. About
65 per cent of the responses were correct. Part (b) assessed candidates knowledge of software packages
whereas Part (c) required them to examine the networking of computers in offices using a single server.
Both Parts (b) and (c) were well answered.
Part (d) was poorly answered as candidates had difficulty defining RAM software. Some candidates
confused RAM and ROM. RAM, Random Access Memory, is used to store and retrieve information
during the normal execution of application programs.
It is recommended that Introduction to Computers form a part of the laboratory exercises provided to
candidates.

Question 3
This question tested candidates knowledge and application of

Double wound transformers and Auto-transformers

Computation of transformer current and turn ratios

It was attempted by 77.3 per cent of the candidates.

For Part (a), candidates were able to draw diagrams to represent the windings of the transformers, but
were unable to provide clear explanations of the two transformers.
In Part (b), candidates were able to calculate the secondary voltage using the turns ratio. The responses
showed that candidates experienced difficulty in calculating the secondary current.
A visit to a small factory or power supply company would assist candidates in understanding this topic.

Question 4
Almost 65 per cent of candidates attempted this question. Candidates provided satisfactory responses to
Part (a) and showed knowledge of the difference between primary and secondary cells.
In Part (b), candidates responses showed knowledge of polarization and its effect on the operation of the
primary cell.
For Part (c), responses showed that candidates were not able to apply knowledge of open circuit volts,
terminal volts and load current to compute the internal resistance of a battery.
A Lead Acid battery, hydrometer and a high rate discharge tester should be included as standard
laboratory equipment in schools.

-4-

Question 5
This question was attempted by 78 per cent of the candidates. Part (a) assessed candidates knowledge of
the p-n junction and semiconductor devices used in industry. Part (b) assessed the application of
semiconductors in amplifier circuits. Candidates had difficulty relating the p-n junction to the
semiconductor diode.
The responses to Part (c) showed that candidates had no knowledge of the practical application of
semiconductors as replacements for conventional relays. Many candidates suggested that a diode could
be used to replace a relay.
Practical activities should be provided for candidates to understand the various characteristics of
semiconductor devices.

Question 6
Fifty-eight per cent of the candidates attempted this question. Candidates responses showed that they
were unable to provide a definition for the inductive reactance of an inductor in an alternating current.
Candidates were able to recall the formula for computing the inductive reactance of a circuit. However,
when they applied the formula to compute the current, they referred to inductive reactance as electrical
resistance.
Solutions
(a)

Inductive Reactance:
The opposition (reactance) which an inductor presents to an alternating current is called
inductive reactance (X2).
OR
XL = 2 fL
Where L is the inductance and f is the frequency of the alternating current.

-5(b)
(1)

The iL lags the VL by 90.

Vector diagram

(1)

(1)
90 Phase difference
(c)

XL = 2fL
=2

3.14

50

0.5

= 157

IL

(d)

V
110V

0.7 A
X L 157

e.m.f. self induction is the e.m.f. induced in a coil by the changing current in the coil. K=1 and
opposes the applied e.m.f.
The smoothing circuit in a d.c. power supply opposes changes in the applied emt.

Candidates need worksheets on the principles of simple RL circuits.

-6Question 7
Seventy-nine per cent of the candidates attempted this question. Responses to Part (a) showed that
candidates had knowledge of basic logic gates and the construction of truth tables associated with each
gate.
For Part (b), candidates displayed little knowledge of the use of Boolean Algebra as an expression of
logic gates.
In Part (d), candidates showed little knowledge of the application of logic gates in practical circuits.
Solutions
(a)

OR Gate

NAND Gate

TABLE FOR OR GATE

TABLE FOR NAND GATE

-7(b)

After output OR Gate: (A + B)

Output of AND Gate: (A + B).C
Output of NAND Gate: ((A+B).C).D
(c)

(d)

Open switches output one (high)

All closed switches output
The teaching and application of logic circuits should be a component of teaching exercises which focus
on electrical electronic principles.

-8Question 8
This question tested candidates knowledge and application of theory and principles concerning threephase induction motors. It was attempted by 58 per cent of the candidates.
Candidates responses showed knowledge of two main parts of three-phase motors. However, they were
unable to provide a definition for synchronous speed.
While candidates received marks for Part (a) (i), the responses provided for the other parts of the question
showed no knowledge of the principles and application of the principles of the induction motor.
Solutions
(a)
- STATOR stationary part
- ROTOR rotating part
(i)

The speed at which the magnetic field of an induction motor is rotating around the stator
coils.

(ii)

Synchronous Speed =

f 60
p

Where f = line frequency

And p = number of pairs of poles
Synchronous speed

60 60
= 1200 rev/min
3

(iii)
-

Constant speed operation

Cheap to construct
Robust design/construction
Relatively efficient operation
Good power factor on full-load

any two
(iv)
-

Poor starting torque

Very high starting current

any one
(v)
-

Direct-on-line starting
STAR-DELTA starting
Auto transformer

any two

-9(b)

(i)
-

To START the motor in the forward direction

To STOP the motor
To START the motor in the reverse direction
To prevent automatic restarting of the motor

any three

(c)

(ii)

When the reverse push button is activated any two lines of the three-phase supply to the
motor is interchanged

(iii)

Prevent unbalanced current

Prevent electrical shock
Prevent mechanical damage
Or polling

XL = 2fL
=2

3.14

50

0.5

= 157

IL

V
110V

0.7 A
X L 157

(1)

(d)

e.m.f. self induction is the e.m.f. induced in a coil by the changing current in the coil. K=1 and
opposes the applied e.m.f.
The smoothing circuit (K=1) in a d.c. power supply opposes changes in the applied e.m.f.

A three-phase work station with motors and motor starters must be part of the electrical and electronic
laboratory. A visit to the electrical power company will also assist candidates in understanding this
module.

Question 9
This question tested candidates knowledge of the Wheatstone Bridge and Moving Coil Instrument.
Twenty-eight per cent of the candidates attempted it. Part (a) was poorly done. Only 25 per cent of
candidates who attempted it had passing knowledge of what was required.
Part (c) was well answered with many candidates giving general precautions of instruments.
Part (d) was also poorly done; very few candidates could extend the moving coil to a voltmeter and
ammeter.

- 10 Solutions
(a)

It is used to measure the value of an unknown resistance by the balance of the bridge (shown
below).

1.

With S1 and S2 closed, R is adjusted until there is no deflection in G. Thus, the bridge is
balanced.

2.

Therefore P.d. at CD = CE and DF = EF.

3.

I1 and I2 will be the same current passing through Q and X respectively.

4.

By deduction

Q X
. Thus the unknown value can be calculated by the formula:
P R

QR
P

(b)

Used to measure unknown resistance

(c)

1.

Correct polarity connections

2.

Correct selector range/function

3.

Ensure that circuit is de-energized when measuring resistance/continuity

- 11 (d)

VR S V fso Vmc

(i)

= 240 100 mV
= 239.9 V

=
=

RS =

Vmc 100mV

Rmc
10
10 ma

VRS 239.9

I
10ma

= 23.99K

(ii)

IS = IT - Ia
= 10 A 10 ma
= 9.99 A

RS =

Vmc 10mV

IS
9.99 A

0.001
Candidates would benefit from laboratory activities involving the Wheatstone Bridge and having
practical use of a multimeter.

Question 10
This question was attempted by 64 per cent of the candidates. It tested candidates knowledge and
application of an electrical installation. It was poorly done; candidates had difficulties in each section.
Part (a) was not done well. Many candidates had little or no knowledge of the electrical circuit symbols,
especially the two-way switch.
Parts (c), (d), (e), and (f) which tested candidates ability to test an electrical installation before it is
energized was very challenging.
Solutions
(a)

(1)

Electricity meter (Kilowatt-hour meter)

(2)

Distribution board (Distribution panel)

(3)

Fluorescent lamps

(4)

Socket outlet

(5)

Two-way switch

- 12 (b)

(c)

(1)

Measures the electrical energy utilized by the consumer in kilowatt-hours

(2)

Distributes the electrical energy to the various sub-circuits within the premises (e.g.
lighting or power circuits). May be used to turn OFF sub-circuits

(3)

Efficiently converts electrical energy to light energy

(4)

Allows for appliances to be conveniently connected/disconnected with the power source

(5)

Allows consumer to control one lamp from two positions

Insulation Resistance Test between conductors and earth

Insulation Resistance Test between conductors
Polarity Test
Earth Electrode Resistance Test

any two
(d)

Verification of polarity test

(e)

Continuity Tester
Insulation Resistance Tester
Earth-Fault Loop Impedance Tester
OHM meter

any two
Candidates need to design and construct a model domestic installation or visit an electrical installation in
progress or interview an electrician or electrical inspector.

Question 11
This question attracted responses from only 22 per cent of the candidates. It tested candidates knowledge
and application of illumination and the fluorescent lamp circuit.
It was poorly answered even though it was part of the laboratory exercise for the SBA.
For Part (a), many candidates were able to define illumination; some however confused illumination with
luminous flux.
In Part (b), the inverse square law was poorly done.
Part (c) which required candidates to calculate the illumination at a particular point was hardly attempted.
In Part (d), many candidates were unable to sketch a fluorescent lamp circuit and to explain the purpose
of the choke.

- 13 Solutions
(a)

(b)

(i)

Illumination: Density of flux falling on a evoking plane

Lumars/m2

(ii)

Luminous Flux: Light emitting from a source

Inverse Square Law: The quantity of light falling on a working plane varies inversely as the
square of the distance from the light source

(c)

(i)

EA
=
=

(ii)

I
d2

Lx

2000

5m

2000
80 Lx
25

Icos
( Lx )
d2
OA
5
cos

OB
x
EB

OA2 AB 2
=
=

52 32
25 9 =

=5.83 m
cos
Eb

5
0.858
5.83
2000 0.858

5.83

= 50.45 Lx

34

- 14 (d)

(i)
Correct Symbols
Correct Connection

(ii)

CHOKE:

It involves a high initial voltage on starting caused by the breaking of an inductive

circuit.

It limits the current in the lamp when the lamp is running.

Generally, it appeared as though this module was not taught. Candidates need to be taught the entire
syllabus and should also have related field trips on a timely basis.

CARIBBEAN EXAMINATIONS COUNCIL

REPORT ON CANDIDATES WORK IN THE

SECONDARY EDUCATION CERTIFICATE EXAMINATION

MAY/JUNE 2011

ELECTRICAL AND ELECTRONIC TECHNOLOGY

TECHNICAL PROFICIENCY EXAMINATION

Copyright 2011 Caribbean Examinations Council

St Michael, Barbados
All rights reserved.

-2-

GENERAL COMMENTS
The number of candidates who wrote the examination was 3526. This was an increase from last year by
about 4.5 per cent. This was due to the fact that all but five territories increased the candidature by a
small amount.
The overall performance of candidates resulted in 25.83 per cent Grade II and above. Candidates did
well on the practical project of the internal assessment but displayed the need for improvement on the
written project. Competencies tested in Paper 01 (Multiple Choice) and Paper 02 (Essay and Problem
Questions) were Knowledge and Application. Paper 02 also consisted of compulsory short-answer
questions.

DETAILED COMMENTS
Paper 01 Multiple Choice
Candidates performance on this paper was comparable with performance in 2009 but the mean was 4.5
per cent smaller than that of 2010; however, the analysis shows that there is still need for better and
broader coverage of Modules 14 and 67 of the syllabus. The result also indicates that candidates need
practice in the multiple-choice format used in the paper.
Paper 02 Essay/Problem Questions
The paper comprised three discreet sections: A, B and C.
Section A consisted of five, short-answer questions.
questions. Each question was worth eight marks.

Candidates were required to attempt all five

Section B consisted of four questions. Candidates were required to answer any three of the four
questions. Each question was worth 20 marks.
Section C consisted of two questions each worth 20 marks. Candidates were required to answer any one
question.

SECTION A
Question 1
This question tested knowledge and application of:

Ohms Law
Resistances connected in Series and Parallel and the electric power developed in a resistor

The question was attempted by almost all of the candidates who wrote the examination.
The responses by candidates to Part (a) was satisfactory. Candidates were able to state Ohms Law in
words and also by use of symbols and formula.

For Part (b), the majority of candidates provided responses that suggested knowledge of the series
parallel circuit combination. However, the introduction of switching the circuit created difficulty for
some candidates when calculating the total resistance with the switch closed and open.

-3-

Candidates need performance-based learning experiences in series and parallel connections of resistors,
filament lamps and the calculation of how electric power develops in resistors.

Question 2
This was a popular question. It was attempted by 94 per cent of the candidates. The responses suggested
that candidates knowledge and their ability to apply that knowledge were acquired through their general
use of computers at home and at school.
Part (a) tested candidates knowledge on the operation and application systems of the computer. About
65 per cent of the responses were correct. Part (b) assessed candidates knowledge of software packages
whereas Part (c) required them to examine the networking of computers in offices using a single server.
Both Parts (b) and (c) were well answered.
Part (d) was poorly answered as candidates had difficulty defining RAM software. Some candidates
confused RAM and ROM. RAM, Random Access Memory, is used to store and retrieve information
during the normal execution of application programs.
It is recommended that Introduction to Computers form a part of the laboratory exercises provided to
candidates.

Question 3
This question tested candidates knowledge and application of

Double wound transformers and Auto-transformers

Computation of transformer current and turn ratios

It was attempted by 77.3 per cent of the candidates.

For Part (a), candidates were able to draw diagrams to represent the windings of the transformers, but
were unable to provide clear explanations of the two transformers.
In Part (b), candidates were able to calculate the secondary voltage using the turns ratio. The responses
showed that candidates experienced difficulty in calculating the secondary current.
A visit to a small factory or power supply company would assist candidates in understanding this topic.

Question 4
Almost 65 per cent of candidates attempted this question. Candidates provided satisfactory responses to
Part (a) and showed knowledge of the difference between primary and secondary cells.
In Part (b), candidates responses showed knowledge of polarization and its effect on the operation of the
primary cell.
For Part (c), responses showed that candidates were not able to apply knowledge of open circuit volts,
terminal volts and load current to compute the internal resistance of a battery.
A Lead Acid battery, hydrometer and a high rate discharge tester should be included as standard
laboratory equipment in schools.

-4-

Question 5
This question was attempted by 78 per cent of the candidates. Part (a) assessed candidates knowledge of
the p-n junction and semiconductor devices used in industry. Part (b) assessed the application of
semiconductors in amplifier circuits. Candidates had difficulty relating the p-n junction to the
semiconductor diode.
The responses to Part (c) showed that candidates had no knowledge of the practical application of
semiconductors as replacements for conventional relays. Many candidates suggested that a diode could
be used to replace a relay.
Practical activities should be provided for candidates to understand the various characteristics of
semiconductor devices.

Question 6
Fifty-eight per cent of the candidates attempted this question. Candidates responses showed that they
were unable to provide a definition for the inductive reactance of an inductor in an alternating current.
Candidates were able to recall the formula for computing the inductive reactance of a circuit. However,
when they applied the formula to compute the current, they referred to inductive reactance as electrical
resistance.
Solutions
(a)

Inductive Reactance:
The opposition (reactance) which an inductor presents to an alternating current is called
inductive reactance (X2).
OR
XL = 2 fL
Where L is the inductance and f is the frequency of the alternating current.

-5(b)
(1)

The iL lags the VL by 90.

Vector diagram

(1)

(1)
90 Phase difference
(c)

XL = 2fL
=2

3.14

50

0.5

= 157

IL

(d)

V
110V

0.7 A
X L 157

e.m.f. self induction is the e.m.f. induced in a coil by the changing current in the coil. K=1 and
opposes the applied e.m.f.
The smoothing circuit in a d.c. power supply opposes changes in the applied emt.

Candidates need worksheets on the principles of simple RL circuits.

-6Question 7
Seventy-nine per cent of the candidates attempted this question. Responses to Part (a) showed that
candidates had knowledge of basic logic gates and the construction of truth tables associated with each
gate.
For Part (b), candidates displayed little knowledge of the use of Boolean Algebra as an expression of
logic gates.
In Part (d), candidates showed little knowledge of the application of logic gates in practical circuits.
Solutions
(a)

OR Gate

NAND Gate

TABLE FOR OR GATE

TABLE FOR NAND GATE

-7(b)

After output OR Gate: (A + B)

Output of AND Gate: (A + B).C
Output of NAND Gate: ((A+B).C).D
(c)

(d)

Open switches output one (high)

All closed switches output
The teaching and application of logic circuits should be a component of teaching exercises which focus
on electrical electronic principles.

-8Question 8
This question tested candidates knowledge and application of theory and principles concerning threephase induction motors. It was attempted by 58 per cent of the candidates.
Candidates responses showed knowledge of two main parts of three-phase motors. However, they were
unable to provide a definition for synchronous speed.
While candidates received marks for Part (a) (i), the responses provided for the other parts of the question
showed no knowledge of the principles and application of the principles of the induction motor.
Solutions
(a)
- STATOR stationary part
- ROTOR rotating part
(i)

The speed at which the magnetic field of an induction motor is rotating around the stator
coils.

(ii)

Synchronous Speed =

f 60
p

Where f = line frequency

And p = number of pairs of poles
Synchronous speed

60 60
= 1200 rev/min
3

(iii)
-

Constant speed operation

Cheap to construct
Robust design/construction
Relatively efficient operation
Good power factor on full-load

any two
(iv)
-

Poor starting torque

Very high starting current

any one
(v)
-

Direct-on-line starting
STAR-DELTA starting
Auto transformer

any two

-9(b)

(i)
-

To START the motor in the forward direction

To STOP the motor
To START the motor in the reverse direction
To prevent automatic restarting of the motor

any three

(c)

(ii)

When the reverse push button is activated any two lines of the three-phase supply to the
motor is interchanged

(iii)

Prevent unbalanced current

Prevent electrical shock
Prevent mechanical damage
Or polling

XL = 2fL
=2

3.14

50

0.5

= 157

IL

V
110V

0.7 A
X L 157

(1)

(d)

e.m.f. self induction is the e.m.f. induced in a coil by the changing current in the coil. K=1 and
opposes the applied e.m.f.
The smoothing circuit (K=1) in a d.c. power supply opposes changes in the applied e.m.f.

A three-phase work station with motors and motor starters must be part of the electrical and electronic
laboratory. A visit to the electrical power company will also assist candidates in understanding this
module.

Question 9
This question tested candidates knowledge of the Wheatstone Bridge and Moving Coil Instrument.
Twenty-eight per cent of the candidates attempted it. Part (a) was poorly done. Only 25 per cent of
candidates who attempted it had passing knowledge of what was required.
Part (c) was well answered with many candidates giving general precautions of instruments.
Part (d) was also poorly done; very few candidates could extend the moving coil to a voltmeter and
ammeter.

- 10 Solutions
(a)

It is used to measure the value of an unknown resistance by the balance of the bridge (shown
below).

1.

With S1 and S2 closed, R is adjusted until there is no deflection in G. Thus, the bridge is
balanced.

2.

Therefore P.d. at CD = CE and DF = EF.

3.

I1 and I2 will be the same current passing through Q and X respectively.

4.

By deduction

Q X
. Thus the unknown value can be calculated by the formula:
P R

QR
P

(b)

Used to measure unknown resistance

(c)

1.

Correct polarity connections

2.

Correct selector range/function

3.

Ensure that circuit is de-energized when measuring resistance/continuity

- 11 (d)

VR S V fso Vmc

(i)

= 240 100 mV
= 239.9 V

=
=

RS =

Vmc 100mV

Rmc
10
10 ma

VRS 239.9

I
10ma

= 23.99K

(ii)

IS = IT - Ia
= 10 A 10 ma
= 9.99 A

RS =

Vmc 10mV

IS
9.99 A

0.001
Candidates would benefit from laboratory activities involving the Wheatstone Bridge and having
practical use of a multimeter.

Question 10
This question was attempted by 64 per cent of the candidates. It tested candidates knowledge and
application of an electrical installation. It was poorly done; candidates had difficulties in each section.
Part (a) was not done well. Many candidates had little or no knowledge of the electrical circuit symbols,
especially the two-way switch.
Parts (c), (d), (e), and (f) which tested candidates ability to test an electrical installation before it is
energized was very challenging.
Solutions
(a)

(1)

Electricity meter (Kilowatt-hour meter)

(2)

Distribution board (Distribution panel)

(3)

Fluorescent lamps

(4)

Socket outlet

(5)

Two-way switch

- 12 (b)

(c)

(1)

Measures the electrical energy utilized by the consumer in kilowatt-hours

(2)

Distributes the electrical energy to the various sub-circuits within the premises (e.g.
lighting or power circuits). May be used to turn OFF sub-circuits

(3)

Efficiently converts electrical energy to light energy

(4)

Allows for appliances to be conveniently connected/disconnected with the power source

(5)

Allows consumer to control one lamp from two positions

Insulation Resistance Test between conductors and earth

Insulation Resistance Test between conductors
Polarity Test
Earth Electrode Resistance Test

any two
(d)

Verification of polarity test

(e)

Continuity Tester
Insulation Resistance Tester
Earth-Fault Loop Impedance Tester
OHM meter

any two
Candidates need to design and construct a model domestic installation or visit an electrical installation in
progress or interview an electrician or electrical inspector.

Question 11
This question attracted responses from only 22 per cent of the candidates. It tested candidates knowledge
and application of illumination and the fluorescent lamp circuit.
It was poorly answered even though it was part of the laboratory exercise for the SBA.
For Part (a), many candidates were able to define illumination; some however confused illumination with
luminous flux.
In Part (b), the inverse square law was poorly done.
Part (c) which required candidates to calculate the illumination at a particular point was hardly attempted.
In Part (d), many candidates were unable to sketch a fluorescent lamp circuit and to explain the purpose
of the choke.

- 13 Solutions
(a)

(b)

(i)

Illumination: Density of flux falling on a evoking plane

Lumars/m2

(ii)

Luminous Flux: Light emitting from a source

Inverse Square Law: The quantity of light falling on a working plane varies inversely as the
square of the distance from the light source

(c)

(i)

EA
=
=

(ii)

I
d2

Lx

2000

5m

2000
80 Lx
25

Icos
( Lx )
d2
OA
5
cos

OB
x
EB

OA2 AB 2
=
=

52 32
25 9 =

=5.83 m
cos
Eb

5
0.858
5.83
2000 0.858

5.83

= 50.45 Lx

34

- 14 (d)

(i)
Correct Symbols
Correct Connection

(ii)

CHOKE:

It involves a high initial voltage on starting caused by the breaking of an inductive

circuit.

It limits the current in the lamp when the lamp is running.

Generally, it appeared as though this module was not taught. Candidates need to be taught the entire
syllabus and should also have related field trips on a timely basis.

Candidates MUST answer NINE questions, ALL FM

and ONE from Section C.

from Section A, THREE from Section B

SECTION A
CandidatesMUST answerALL FIVE questionsin this seption.
',,

Each questionis worth EIGHT marks.

-{ro 2
,r/rovin,a
',i:;/n-''ru;1
l.

(a)

olr-,*.-'ls

n " ,, / ia{ y'r'

y'/''''
rh'(

tVA;Tl;'!e*''

frvnr.-c/&{-tt/p tt1^-Jnr'

/e'

i"#n'

Name TWO Wpesof electricalmeasuringinstrumentsusedin electriicalcircuits.

E.lrlrA,-'^1 i2or-,riy, A* l/an* L,m7;^2 , P,i.t/*//"Y W'

(b)

Give TWO methodsthat are used to dampenthe oscillationsof t\e pointer in an analog

measuring
instrument.57ri,y
(c)

,'n

4 b*lr

(2 marks)

do.yAy'

usedas
diagramof a multirange(2 ranges)moving il instrument
Sketchtheconnectiqn

OIL-\

4=-'.ll.

u,,

(i)

j
anammeter
I

l
i

; (2 marks)
I

(ii)

(2 marks)

a voltmeter.

Total 8 marks^i

*6(i)
(ii)

i'

/ a--:J

(l mark )

appliedvoltage
electricalresistance.->

-_*:__+-+.

inrenrelT

*ofu

'];o4^*

(l mark )

I
(b)

Figure I and Figure 2 show threeresistorsconnectedin fwo circuit pombinations.

Figure I

2012
013170201F

GO ON TO THE NEXT PAGE

I

(r,

. . I

-'-"-a
-Fir
. ^

, -\

W ' / - \ 9_

u<-

)----"---l
t'.--.---.

Iv,
Figure2
Writd the formula for total resistancein the circuit of

(i)

Figure1

RT '- R, r [Z- *'E g

(l mark )

--*-.----_i-_--___T-----T----..----_
(ii) Figure2. -A:
f,f
7,
Ar
Sketqhthe circuit of a potentialdivider and briefly explain its operation.

(c)

*tOAnl-o
hor.)./ a
&Cr/{t

3.

(a)

a@ &nn-c/J
or y'n-at-e-?*fr7kry
/ &//241r
o'&t
/;
6/,-,r,fFf/
"#r^J

a-cL

(4 marks)

in .rcr{a=7
Total8 marks

rtltlzbb,

Namd TWO fypesof energythat may be directly convertedinto electricalenergy.

M" ol+^n/a(, () *,'u /, k*/,

'i

(b)

(1 mark )

/-"g//, NyrJ-r/-

Z,J2marks)

ceilsareconnected
in a batteryto increase
the
Stateho* secondary
fU ('ey'. Gao-o/l'..a
t'
/)
// /
->
(ot"t (+ ( (*nne-<h ox

(i) | terminal
voltage--+
(ii) i .urr.nt capacity
.

(l mark )
(1 mark )

(c)

(i) i Exolain how oolartzationreducesthe overall e-fficiencvof cells.

i r r' ,
l* ttYttra7n' 7^/ {o.,-,..r,f?,-HuAtr

#:;i!c#-'d<-t

. J

rc4rt t7

(ii) I Describehow the depolarrzerinireases the efficiencyof a Leclanchdprimary cell.

/ ft.ytr*|,."Kflnrh^?I6'5"g7/
t^'ca*a'
+t ,6'h,yrtr"|t^
?ti

4u

(4marks)

Total8 marks

GO ON TO THE NEXT PAGE

2012
01317020tF

-4-

4.

Name the processusedto join P-ffpe and N-type semicon4t.to, materials.

(i)

(a)

f ,"ffit;"n

Trecc'tr

(1mark)

Name.theareafprmed on either side of the junction formed in (a).

(ii)

/"f/et'on

/ry'*

germanium

-->

(1 mark )

Give the value of the potentialbarrier establishedat the P-N juncti$n for

(b)

(i)

p '7 -

t; '?

V
i

(ii)

material. +
siliconsemiconductor

o'g

o' 6

I
|

, a

(2 marks)

diodewhenit is
of a semiconductor
Explainbrieflytheoperation

(c)

(i)

'^,I' ','

forward biased

,t / t

r,

t'

- ()-'an/

of cc/116o #"-f

/1/
'l'{uP/

(2 marks)

(ii)

,./

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{,

(f marks)
n q n i - i F. 4no, ",Lt(
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Name TWO electromotiveforcesthat are inducedin a double-wouqdtransformer.

(a)
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o/t-in/*c/

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i^/..'"(-

t Q/r

e,*{

(2marks)

from eachother
NameTWO materialsthatareusedto insulatelaminatediron starppings
(2 marks)
cores.
of transformer
in the construction
f4.tt^ /^/d
Va.ry+tA

(b)

-"/

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increasein secondary
from
results
that
curr'ent
pnmary
tn
lncr'ease
the
briefly
f*pfain
(4 marks)
transformer'
i
currentin a double-wound

(c)

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013l 10201F2012

co oxlro rHE NEXr PAGE

I

SECTIONB
I

CandidatesMUST attempt THREE questionsfro m this section.

I

I
I

Eachquestionis worth 20 marks.

tt

6.

(a)

Figule 3 shows two transistorsconnectedin an electroniccircuit. They are labelledA and

B.

A - (6yy'tow 6^;{fu

B - (4r,,..h,r?,' b//tt$"

Figure 3

the nameof EACH transistorconnection,using the labelsA and B.

O,tJ

(2 marks)

GO ON TO THE NEXT PAGE

2F
012
013110201

-6-

(b)

Figure4 showsthe family of curvesfor a transistor.

r

l-r&

l(inu

6ll*;",Onr l-

bn;
'Ctt"*/'"
W/h(v)

f7
hc-t>

/( urt'*ti . . J

Figure4
In your answerbookletwrite thenumb..r @ , @ , @ and @. ['{extto EACH number,
(4 marks)

name the characteristicrepresentedin the diagram.

I '
l

GO ON TfO THE NEXT PAGE

2012
013110201F

(c)
ll.--'*-*-/^,
-<

-u

! - ,'
"d''

Vc.

lVcc = +10V

n t.o

l\,{

'

\.
4.-

Figude5 showsan NPN transistoramplifier.

(dz

n1
(22KA)

lo

?i-4k

"-z Ve '

R3

llb *'

(ii) Y" = Vl- o'4d,;,

..''!ve%l

(33 KA)

p:f/,' trr;: '

-7

_F

R2

R4

(3.eKA)

(8204)

\'l,-f,xfZtj

Figure 5
I
:f

\"-.

-\---#-

./

Assulmingthe transistorto be silicon, andIr: 1,, calculatethe

currentthroughthe potentialdividier

(3 marks)

(ii) |

basevoltage( Zr)

(3 marks)

(iii) |

emittervoltage(Zu)

(3 marks)

(iv) i

emitter current (1")

(3 marks)

collectorvoltage(Vr),

(2 marks)

(i) i

(u) I

Total 20 marks

Yt?o-- I. x llz
/

\ /

---O .e (217fr
"===z=:

-/
,.\ ./=('o:y
x(7'7r ,o')
= 7-d(
2-

- Vo,
V, = bVrc= /o - 7-6'
=- 6-Q L/
\------

GO ON TO THE NEXT PAGE

2012
013170201F

-8,7

Figure6 andFigure7 bothshowlogicgates.

(a)

Figure 7

Figure 6

(i)

Give the nameof the gate in Figure 6.

(1 mark )

(ii)

Give the nameof the gate in Figure 7.

(1 mark )

rcuits,labelledP and

Figure 8 and Figure 9 show the electricalequivalentsof two logic

(b)

P9
:
Figur$9

Figure8

(i)

i
Name the logic equivalentfor EACH figure, using the labefs

(2 marks)

(ii)

Develop truth tablesfor EACH logic equivalentcircuit idqntifiedin Figure 6 and

(14 marks)
Figure7 usingthe labels

(iii)

Name TWO electronicdevicesthat perform switchingfun{tions in logic circuits.

Qro/ot T-a*/f#.

, rCi

(2marks)

|
Total 20 marks

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4/

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] ' b^-cL;$'"^/

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- I ,-L'

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I
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2012
013170201F

I
I

-9 -

8.

(a)

Figurd 10 showsthreed.c. motor connectionslabelledW, X and Y.

*'rft*/1rz
X - f A,.rrr/or 6*y'r(

w- fc'* *

\'* G,V'*/
p fe.r'otfo,.1/o./

Figure 10

w/rr
nte
e pown any TWO of the lettersW
\C]:] letter.
EIA(
(b)

X and Y and give the name of the connectionby

(2 marks)

gur
Fir
isr
re 11belowshowsa motor circuit. I t s p a r t sa r el a b e l l e d1 . 2 . 3 a n d 4 .

Ir*/
'Rey't 4^1""/
fu'

kfidt 6'/

)1"* Rqr/,4,

r,i^/u*"
* sJinat;9r^

74'*^-1"'-

*RtLr
Figure11
I

In vouh
answerbookletwritethenumbersO , @ , C
-l
write t[re nameof thepartof themotorindicated.
(c)

,..r'-'
\
n
(.

-"' -

'..''-.

'\*-G

:-- futl ,\

(4 marks)

A d.c. motor with a terminalvoltageof 100V has an armatureresistanceof 0.2 ohm, and an
,i
armat{re current of 20 A. Calctrlatetlr%

(i) i armaturevolt
or"f(=

(ii)
--n
\L^ Krt ) r l
'' R ( i i i )
'Lot
:
X o , 7 '+-_l^

and@. BesideEACH number,

back e.m.f.
- . D o w elro s si n t l i

i^{J J^R"
Q\3a

Yfr=fu +LR^
fL --io)flR"

(3 marks)

? looV- +n = %

(iv)
(v)

(3 marks)
(3 marks)
(2 marks)

electricalenergywhen the motor is in use for 20 hom

(3 marks)
Total 20 marks

GO ON TO THE NEXT PAGE

2012
013110201F

- 1 0-

9.

fi,np.

':'

Korrlf'r;*

*.o1--*y'.,

Numb"fWO factorsthat affect-theresistanceof an electricalcable used in an electrical

(a)

*^re--(Z marks)

installation.
Lug.tl, ,, L 5 ,fl, fi,*,$;tn{ ai, /a*r7*.
(b)

1/r,{t pmarks)

"farrtr,Pftk3r'

(9''.,(-t)
a 20 V d.c.
n across

(c)

R2

6A

R3
8Q

ft. = 10Q

Figure12
Calculatethe

-7-

(i)

equivalentresistanceof the parallel combination(R, R, a[ta Ro)

(ii)

of thecircuit
totalresistance

(iii)

totalcurrent
fu-'L

5- %-

(d)

,"rr(ulf't
equivalen
theseries
Sketch

(3 marks)

=3g*

(3 marks)

r't

totalpowerdissipated.2 t f.'R

(iv)

(3 marks)

:: t;

ryL

(2 marks)

fi,
j*

/1

?,1''.r({ -17marks)

Total20 marks
7'4-

lon

?-oY/'t

II

co or.{To THE NEXT PAGE

013170201F2012

i
I
I

- ll SECTIONC
Candidates
MUST answerONE questionfrom this section.

6,:*q^fr)

Each questionis worth 20 marks.

10.

(a)

Give |TWO methodsusedto effect a(5educed

voltage at the terminalsof a 3-phasemotor

{h4/-" T-o'rt'A-^T,

atstartingf5/"f
2.1ht
fh"# bnn'"--*un''
(b)

l?.A, Z-r,21^Qmarks)

Give [he nameof EACH type of connectionshown in Figure13(a)andFigure13(b),using

labels. (a)
c>-r
t-rr+,(- Gnn-,-4
(on*cc z1'on,
I ol Ciar+

fr,

or

WYt

(nry,-t*f'ux

Lr

ft,

L2

rt-

Lr L3

Figure 13 (a)

l/r* l";t
(2 marks)

L1

fit

F,

L2

\-r

'
I

L3

Figure 13 (b)

(c)

Briefff,explain how a STAR-DELTAmotor starterconnectsthe winding in a 3-phase

(4 marks)
mototto obtaina reducedvoltageat START,andtheratedvoltageon RUN.

(2x^.-f'oe
-1Tc
utfJ,;u
pvarl+cl o'rc/^../
"-k

-'TL"

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il 4t

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013170201
2F
012

-12(d)

1',2,3,
Figure l4 showsa direct-on-linemotor starter.Its parts are labell.Olbtthenumbers
4, 5 and6.

@R'^"1-frhnt

,PR^4u//.',ot

f,/

fr

'r"r*r^
'o(

,fhr(
t:,''/t/

e4
rt"x;f/a7/
ot- No
Vai"

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^tll

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Ml

M2

L"

M3

6^L]-n e'l
t"ll oP u;/

Figure14
C a n d@ . B e s i d e
EACH numberwritethenameof thatpartof thestarterin{icated. (6 marks)
,q,

(i)

Inyouranswerbookletlistthenum
e r,s@
O ,b@

(ii)

Brieflyexplainhow EACH partof thestarternumberedQ ,@ and@operates'

(6 marks)
Total 20 marks

GO ON FO THE NEXT PAGE

I

2012
013170201F

i
I
I

- 13i.

,/

l,

il.
/ /.
t [a, {/-,in1 . T-a1n1o{z4 t^?/Ufuh ce ,, brhn

l"(^r;#
lt.

t-

--,

'/

Namp TWO teststhat areperformedon a new installationto verifu the electricalsoundness

(2 marks)
of thd installation.
I
tests on a new
Idendify TWO measuring instruments that are uged to perform el_ectrica.l

(a)

(b)

jt^

installation.G^lr^,^.\
t

Oh>tya

/.s/o-,

afe*

^ Bq;1kn, .-(z markslT'.-t/r-

(qlf/Atu'1u1""

eIL f/,< /h,_^elas

Namb TWO ways in which usersof portableelectricequipmentare protectedfrom electric

(c)

shoci.

- Eo$i"q ,{ ryo/e"/ ,^.*+-( or *//;yt

r

z/

lt

&o*-

^./tl

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20t2
013110201F

4'.

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-14
l

(d)

Figure 15 showsthe connectionof the electricalcomponentslabel]ledI to 5 in a domestic

electricalinstallation.
I
i

Final
subcircuits

{,*(

fnl-u"'A;*

A)

r'

lr

,''

Ur. itn"
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(* ne(u {"fu 'c>/i

fur4

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//

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k*-L Pu(ar

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r\

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Figure15
(i)

(ii)

.l
t.'\

In youranswerbooklet,write anyFOURof thenumb..t @, @ ,C,@ und'C

component(s)
number,write thenameof thelelectrical
andbesideEACH selected
(4 marks)
it identifies.
i
labelledO ,
Brieflyexplainthefunctionperformedby EACH of thecofnponents
(10 marks)
in
the
installation.
and
,
@
@ ,O , @
Total 20 marks

END OF TEST
IF YOI.] FINISH BEFORE TIME IS CALLED, CHECK YOUR WO

ON THIS TEST.
0 1 3 i 1 0 2 0 1 F2 0 1 2

.i

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C A R I B B E A N

E X A M I N A T I O N S

C O U N C I L

REPORT ON CANDIDATES WORK IN THE

CARIBBEAN SECONDARY EDUCATION CERTIFICATE EXAMINATION

MAY/JUNE 2013

ELECTRICAL AND ELECTRONIC TECHNOLOGY

TECHNICAL PROFICIENCY EXAMINATION

Copyright 2013 Caribbean Examinations Council

St Michael, Barbados
All rights reserved.

-2-

GENERAL COMMENTS

The number of candidates who wrote the examination this year was 3 738. This was a
decrease of approximately six per cent compared with entries for 2012. Overall, candidate
performance for 2013 was slightly worse than that of 2012, with 62 per cent of candidates
earning Grades IIII compared with 65 per cent for 2012. This slight decline in overall
performance is reflected in a slight decline in performance on Profiles 1 and 2. Profile 1,
Knowledge, declined by approximately four per cent compared with the performance in
2012. Performance on Profile 2, Application, declined by approximately four per cent
compared with performance in 2012. Performance on Profile 3, Practical Ability, was
comparable to the performance in 2012. Candidates did well on the practical project of the
School Based Assessment (SBA). However, there is room for improvement on the written
project. Competencies tested in Paper 01 (Multiple Choice) and Paper 02 (Essay and
Problem Questions) were Knowledge and Application.

DETAILED COMMENTS
Paper 01 (Multiple Choice)
This paper consisted of 60 multiple-choice questions, testing the profile dimensions of
Knowledge and Application. Candidate performance on this paper was comparable to
performance in 2012. The mean score achieved was 32.1 against 32.0 for 2012. The highest
score attained in 2013 was 56 compared with 58 for 2012. However, the analysis shows that
there is still the need for better and broader coverage of Modules 1-4 and 6-7 of the syllabus.
The results also indicate that candidates need practice in responding to the multiple-choice
format used in the paper.
Paper 02 Essay/Problem
The paper consisted of THREE sections: Sections A, B and C. Section A consisted of
five short-answer questions. Candidates were required to attempt all five questions. Each
question was worth eight marks.
Section B comprised FOUR questions. Candidates were required to answer any THREE of
the four questions. Each question was worth 20 marks.
Section C comprised TWO questions each worth 20 marks. Candidates were required to
answer any ONE question.
Candidate performance on this paper was comparable to performance in 2012. The mean
score achieved was 30.6 (25.5 per cent) compared with 33.8 (28.2 per cent) in 2012. The
highest score attained was 93 compared with 98 for 2012. Paper 02 continues to pose a
challenge to many candidates.

-3SECTION A
Question 1
This question tested candidates knowledge and understanding of the series/parallel resistor
combination. Most candidates were able to name at least three factors that affect the
resistance of resistors. Candidates responses in order of popularity were: (i) length (ii)
cross-sectional area (C.S.A.) (iii) type of material used and (iv) temperature (ambient).
Candidates were unclear as to the difference between the words resistivity and
conductivity. Candidates appeared not to understand the term cross-sectional area, since
they used terms such as surface area, width and loosely used the terms size and thickness to
refer to C.S.A.
Most of the candidates marks were obtained in Part 1 (a) of the question.
Part (b) of the question tested the basic concept of Ohms Law and series/parallel
combination computations. This part was not well done. Most candidates were able to
compute the equivalent resistance of two resistors in parallel. However, computation of the
equivalent resistance of three resistors in parallel posed some challenges to candidates.
Because of this, candidates were unable to correctly calculate the total resistance and total
current of the circuit. Some candidates applied the series concept to the parallel computation.
Teachers need to dedicate more time to getting their students to understand technical terms
such as cross-sectional area (C.S.A.) and resistivity. Additionally, teachers need to ensure
that students are able to distinguish between diameter, size, width and surface area in
relation to cross-sectional area.
The mean score for the question was 4.0, with 18 per cent of the candidates achieving full
marks. Seventeen per cent of the candidates scored zero.
Question 2
Part (a) of this question tested the candidates knowledge and application of methods of
charging secondary batteries and the calculations for total internal resistance of the cells,
total circuit resistance, total circuit current IL, and terminal voltage of the battery. The
majority of candidates responded by listing the equipment used in charging secondary
batteries, such as battery chargers and alternators, instead of the methods that were required.
Those candidates who had difficulty with Part (a) were unable to complete Part (b) iiiv
correctly. Most candidates were unable to calculate the terminal voltage of the battery.
The correct responses for this question are shown below.
Part (a) (i)

Constant current charge

(ii)

Constant voltage charge

(iii) Trickle charge

(iv)

Floating charge

(v)

Boost charge

-4Total internal resistance of the cells r = 0.8/4 = 0.2

Part (b) (i)

(ii)

Total circuit resistance RT = r + RL = 0.2 + 0.8 = 1

(iii) Total circuit current IL = E/RT = 2/1 = 2A

(iv)

Terminal voltage of the battery VT = IT RL = 2 0.8 = 1.6V

Eighty-seven per cent of the candidates attempted this question. The mean score for the
question was 1.0, with three candidates achieving full marks. Fifty-one per cent of the
candidates scored zero on the question. The high percentage of candidates scoring zero on
this question indicates that greater attention needs to be paid to this section of the syllabus.
Question 3
This question tested candidates knowledge of single phase transformers and laminated core
types used to construct transformers. It also tested the application of formulae to calculate
power loss and power efficiency of transformers.
Candidates, for the most part understood (Part (a) (i) and provided the correct response to
the question. A few candidates confused the term motor with the term transformer. These
Candidates responses to Part (a) (ii) were the answers that were required for Part (a) (i).
Candidates performed fairly well in Part (b) of the question. Some candidates, however,
used the transformer ratio instead of power calculations to answer the question. Teachers
need to provide specific examples of types of single-phase transformers, and avoid broadly
stating that there are step-up and step-down transformers. Teachers should provide examples
of core construction and not focus only on the material of the core. Additionally, teachers
can disassemble a transformer to show the core. To help students to better understand the
calculation for transformer efficiency, teachers should show the derivation of the efficiency
formula.
The following is an expected solution
a) i)
ii)

Double-wound transformer; autotransformer

Core-type construction; shell-type construction

Output Power, P0 VS I S
P0 100V 10 A
P0 1000W
Total loss, L = iron loss + copper loss
L = 55W + 20W
L = 75W
Input power, P = P0 +L
P = 1000W + 75W = 1075W
output
100
input
1000
=
100 = 93.0%
1075

-5Seventy-eight per cent of the candidates attempted this question. The mean score for the
question was 1.6, with two candidates achieving full marks. Twenty-seven per cent of the
candidates scored zero. The high percentage of candidates scoring zero on this question
indicates that greater attention needs to be paid to this section of the syllabus.
Question 4
This question tested candidates ability to identify PN junction diodes that are forward and
reverse biased, when polarity changes at the supply terminals of a bridge rectifier.
Although a high percentage of candidates were able to place the correct answers (i) a) D1
and D2 and (i) b) D3 and D4, it was observed that
i)

many of the candidates confused Part (i) (a) responses with those of (b)

ii) there were many instances where some candidates simply listed one correct diode
for each bias instead of the two expected.
Part (a) (ii) tested candidates knowledge of the output waveform of the full wave bridge
rectifier. The answers expected for a) and b) in this section were positive half waves with the
negative clipped. While many responses were drawn correctly, in a number of cases it was
observed that responses were in the form of
i)

a complete sine wave, or pulsating without the space after the positive peak.

ii) leading and lagging sine waves.

Part (b) (i) tested candidates ability to explain the effects of (i) reverse bias and (ii) forward
bias on a PN junction diode. The responses required were
i)

when the diode is reverse biased, electrons in the N region are attracted to positive
electrodes of the bias voltage, while the holes in the P region are attracted to the
negative. Reverse bias prevents electrons from crossing the border.

ii) when the diode is forward biased, the P region is connected to the positive electrode
of the bias voltage and the N region is connected to the negative electrode of the
bias voltage. Forward bias allows electrons to cross over the PN junction.
Many candidates were unable to explain the depletion region properly. Nevertheless, they
were able to indicate whether conduction would take place or not. It appeared that some
candidates did not know what the answer should be. In a few cases candidates were able to
obtain full marks.
Eighty-one per cent of the candidates attempted this question. The mean score for the
question was 2.1, with thirty-eight candidates achieving full marks. Thirty-six per cent of the
candidates scored zero. The high percentage of candidates scoring zero indicates that greater
attention needs to be paid to this section of the syllabus.
Question 5
This question tested candidates knowledge and application of knowledge to semi-conductor
devices and transistor biasing.
Part (a) was well done by the majority of candidates. They showed knowledge of forward
and reverse biasing.

-6Part (b) required candidates to state the amount of emitter current that flows through (i) the
base terminal and (ii) the collector terminal of an npn transistor. This part of the question
was answered in terms of description; for example, higher/lower rather than using
percentages.
The majority of candidates who attempted Part (c) of the question got it incorrect. They were
unable to apply Ohms Law in an electronic circuit to calculate the standing current and the
base voltage.
Expected Solution
(a)

Forward bias and reverse bias

(b)

Base current is very small, approximately 5% of transistor valve and collector

current is large, approximately 95% of transistor current.

(c)

(i)

Is = Vcc /R1 + R2
= 12/16k = 0.75ma

(ii)

Vbe = IsR2
=).75ma X 1K = 0.75v

Sixty-six per cent of the candidates attempted this question. The mean score for the question
was 1.3, with nine candidates achieving full marks. Forty-six per cent of the candidates
scored zero. The high percentage of candidates scoring zero on this question indicates that
greater attention needs to be paid to this section of the syllabus.

SECTION B
Question 6
This was an electrical question which required knowledge and application of knowledge to
the single-phase induction motor and some of its starting circuits. This was an optional
question which was very popular. Approximately sixty-one per cent of the candidates
attempted this question.
Parts (a) and (b) were knowledge based, requiring candidates to recognize the circuit
diagrams of the starting circuits of the single-phase induction motor and its various
components. Many candidates were unable to identify the motors shown in the diagram.
They, however, were able to identify the various parts of the starting circuit. Some
candidates were able to use the exact technical terms as indicated in the solution.
Part (c) required candidates to understand the operation of the induction start and the
capacitor start capacitor run starting circuits of the single-phase induction motor.
Part (c) (ii) was not well answered since many candidates did not understand the purpose of
the capacitors in the capacitor start capacitor run single-phase induction motor.
Part (c) (iii) required the candidates to show knowledge of motor reversal. Most candidates
got one of the two available marks since they did not provide very specific answers.

-7None of the candidates achieved full marks. The highest mark attained in this question was
19. Seventy-one per cent of candidates achieved marks which ranged from satisfactory to
very good. Only eight candidates scored zero on the question.

Solution
(a)

(b)

(i)

Inductor start

(ii)

Capacitor start capacitor run

Centrifugal switch

Start winding

Run winding

Squirrel cage rotor

Centrifugal switch

Run capacitor

Start capacitor

Start-run winding

(i)

In Figure 6, the inductor start single-phase motor, the start winding is not
continuously rated and is designed to be used to start the motor only.

In Figure 7, the capacitor start capacitor run single-phase motor, the start winding is
continuously rated and remains in the circuit when this motor is running.
(ii)

In Figure 7, component F is a run capacitor that is rated for continuous

operation. The run capacitor improves the power factor of the AC motor.
Component G is a start capacitor that improves the start performance of the
motor. It is switched out as the motor speed builds.

(iii)

One method of changing the direction of rotation of a single phase motor is

to reverse the connection of the start winding at the motor terminals.

Question 7
This question tested candidates knowledge of and application of knowledge of the electrical
principles applied in the construction of a three-phase, four-wire electrical installation.
Candidates were expected to:
(i)

Identify the type of AC supply used for a small industrial installation

(ii)

Name the parts of an industrial installation supplying lighting and power

(motors) sub circuits.

(iii)

Describe each type of AC supply.

-8Candidates knowledge of the following was also tested:

(i)

Causes of a short circuit

(ii)

Effects of a short circuit

(iii)

Operation of a fuse

(iv)

Definitions of current rating and Fusing current and

(v)

Formula for calculating fusing factor

For Part (a) (i), candidates could not differentiate the incoming supply as 3 0/ 4 wire. Some
responses given were 110/220V AC.
In Part (a) (ii), candidates used different terminologies to describe the parts of the diagram.
Candidates gave the parts of a distribution system instead of the expected responses which
were the main switch and lighting and power (motor) main switch and lighting and power
distribution panels. Some candidates used switches, fuse and other outlets.
For Part (a) (iii), the candidates did not understand that a 3 0/ 3wire and a 1 0/ 2 wire were
required. Instead, they mentioned how power is generated and the different types of energy
used to generate electricity.
Part (b) (ii) of the question tested the application of electrical principles. It was the most
popular part of the question. The candidates performed generally well. They, however, had
some difficulty applying the terminology used. In responding to the question, candidates did
not use key words like bane conductors, in contact, and touching. Some of the expected
responses should have been incorrect connecting of contact relay made between L & L or L
& H and L & Earth.
In Part (iii), candidates gave the purpose of the fuse as a protective device instead of
describing its operating principle, which is based on excess current creating heat and
opening, breaking or burning the fuse element.
Part (c) of the question was not well answered and candidates tended to interchange the
components of the formula used for calculating fusing factor. The fusing factor formula is as
follows:
Fusing Factor = Fusing Current/Current Rating.
Fifty-three per cent of the candidates attempted this question. The mean score for the
question was 4.3, with none of the candidates achieving full marks. Twenty-two per cent of
the candidates achieved marks ranging from 7 to 18. Seventy-eight per cent of the
candidates scored marks ranging from 0 to 6. The high percentage of candidates scoring low
marks on this question indicates that greater attention needs to be paid to this section of the
syllabus.
Question 8
This question tested candidates knowledge and application of knowledge in relation to the
common emitter transistor amplifier circuit using the H Bias. This was not a very popular
question. About twenty-three per cent of the candidates attempted this question.

-9Part (a) (ii) of this question was attempted by most of the candidates. Generally, candidates
were able to identify the biasing resistors R1 and R2 for TR1 and R5 and R6 for TR2.
A popular response to Part (iii) was simply coupling capacitor.
In Part (iv) of the question, some candidates gave the values of the capacitors rather than the
type of capacitor that was required.
Most candidates who attempted this question did not attempt Part (b). Those who attempted
this part provided varying responses as captured below:
(i)

In calculating TR1 base voltage some candidates treated the resistors as a

series branch, whilst others who treated it as a potential divider selected the
wrong resistors to do the calculations.

(ii)

Many candidates used the correct formula to correctly calculate the emitter
voltage.

(iii)

Many candidates were able to calculate the emitter current.

(iv)

In calculating the voltage drop across R3 most candidates used the correct
formula but inserted incorrect values.

(v)

Candidates used Vbe voltage instead of the voltage across VRc and found
the sum rather than the difference.

RECOMMENDATIONS

Teachers need to distinguish between the H Bias and other transistor configurations.

Emphasis should be placed on the calculation of VR1 and VR2 noting they are in
series only for this calculation.

When calculating RB they are considered to be in parallel (R1 and R2).

The purpose of C2 must be clearly distinguished. It is for the purpose of coupling the
stages and blocking D.C.

There is need for clear distinction between TYPE and VALUE.

As far as Part (b) is concerned, more practice in this type of question is required.

Ninety-five per cent of the candidates scored seven or lower, out of a possible twenty marks.
The mean score for the question was 1.9, with none of the candidates achieving full marks.
Forty-seven per cent scored zero. The very high percentage of candidates scoring low marks
on this question indicates that the topic was not understood by candidates and that greater
attention needs to be paid to this section of the syllabus.

- 10 Question 9
This question tested the candidates ability to differentiate types of input and output devices
and identify different types of computer memory. It also tested candidates knowledge of
information transfer and their ability to explain the operation of the two-input AND-gate
through description of the output states, the truth table and the simple electric.
This question proved to be very popular, with 82 per cent of candidates attempting it. In
some cases the candidates responses were excellent. A fair percentage of candidates had an
excellent grasp of the concepts tested.
Part (a) of the question was generally well done, with a minority of the candidates confusing
input and output devices.
Part (b) was not well answered. In responding to this question about type and form of
communication, some candidates used terms such as software, wire/wireless, network, and
signal, instead of terms such as digital and binary. The incorrect use of terms resulted
because these candidates concentrated on information transfer rather than the types and
forms of communication.
Part (c) was generally well done, with candidates showing greater interest in answering with
the truth table and the electric circuit precisely, rather than describing the operation of the
AND-gate in words.
The mean score for this question was 11.1, with eight per cent of the candidates scoring full
marks. Seventy-one per cent of the candidates had marks ranging from 820. One per cent
of the candidates scored zero.

Solution
(a) (i) Input devices

Mouse, roller ball, touch pad, touch screen, game controllers, keyboard

Light pens, CD-ROMs, microphones

(ii) Output devices

Printers

Monitors (VOU)

(iii) Two types of computer memory

Read only memory (ROM)

Random access memory (RAM)

- 11 (b)

(i)

Digital communication is used to transfer information between the

components in the computer.

(ii)

The digital communication between the components of the computers is in

the form of binary numbers.

(c) (i) a)

When logic 0 is applied to A and B the diodes D1 and D2 are forward biased
with 0V on the anodes giving Logic 0 Output.

b) When logic 1 is applied to A and logic 0 to B, diode D1 is reversed

biased and diode D2 are forward biased and the anode of D2 is 0V giving
logic 0 output.
c) When logic 0 is applied to A and logic 1 is applied to B, diode D1 is forward
biased and D2 is reverse biased and the anode of D1 is 0V, giving logic 0
output.
d) When logic 1 is applied to both A and B diodes, D1 and D2 are reverse
biased with 5 V on the anodes giving logic 1 output.
(c) (ii)
A

Output

Figure 1 Truth Table

(c)

(iii)

S1

S2

- 12 Question 10
This question tested candidates knowledge and the application of the principles for the
construction and operation of the quick start fluorescent lamp. The question also tested
candidates ability to perform calculations on a series RC circuit.
Though the question was popular, responses were poor, with the majority of candidates
scoring between 2 and 6 marks.
Candidates were able to identify components and recall required equations; however, there
were several areas of weak performance

Limited knowledge and application of the function of components.

Candidates used generic terms in their responses, for example, the component
labelled E (earthed metal) was generally referred to as a protective device, when in
this circuit, it is used in assisting in striking the lamp.

Drawing and labelling of diagrams

In Part (b) (i), candidates were unable to correctly draw the phasor diagram.

Solving equations involving indices.

Most candidates were unable to perform the calculations in section (b) (ii) a) to d).

RECOMMENDATIONS
Teachers should therefore ensure that their instruction involves:

Projects which would enable candidates to connect and test different types of
fluorescent circuits.

Performing computations involving indices.

Drawing fully labelled diagrams.

C

VC

VR

IC
500V
50Hz

Constructing phasor diagrams (Solution is given below).

- 13 I

VR

VC

VT

RC and RL circuit analysis in a sequential order (see calculations below).

(a) Calculating Capacitive Reactance

1

XC =

2fC
1

2 3.14 50 10 10-6
106

3140
= 318.47
(b)

Impedance
Z

2
= R 2 + XC
= 52 + 318.47 2
= 318.51

(c)

Currentin the circuit

I

Z
500

318.57
= 1.57Amps
(d)

power factor
p.f =

R
Z

318.51
= 0.157 lead

- 14 The mean score for this question was 3.9, with none of the candidates scoring full marks.
Approximately 11 per cent of candidates had scores ranging from 815. Eighty-nine per cent
of candidates scored seven marks or lower. The high percentage of candidates achieving low
scores on this question suggests that greater attention needs to be paid to this topic in the
syllabus.
Question 11
This question tested the candidates knowledge of and application of electrical principles of
the three circuit components of a three-phase auto-transformer motor. Candidates were
unable to answer the questions based on the principles of the auto transformer and its
applications in providing the reduced voltage to start the motor and the application of line
voltage when the motor reaches full speed.
This was not a very popular question, with approximately ten per cent of the candidates
attempting it. The candidates responses showed they had limited knowledge of operating
principles of the three-phase motor. Candidates were unable to describe the terms slip,
singlephasing and star connection. It was evident that the candidates did not fully
understand how an operator of a three-phase motor could be protected from an electric
shock.
The mean score for this question was 2.8, with none of the candidates achieving full marks.
Approximately three per cent of candidates achieved marks ranging from 8-15. Ninety-seven
per cent of candidates scored seven marks or lower. The very high percentage of candidates
achieving low marks suggests the need for greater attention to be placed on this aspect of the
syllabus.

Solution
(i)

a)
b)

Isolator switch
Auto-transformer

(ii)

a)

An isolator switch is used to isolate the motor circuit from the three
phase supply

b)

The auto-transformer is used to supply a reduced voltage to limit the

motor-starting current.

c)

The three-phase induction motor transforms the electrical energy

from the supply to mechanical energy at the rotor shaft.

(b) (i)

Synchronous speed is the speed of the rotation of the magnetic field in the stator of the
three-phase motor.

(ii)

Slip is the difference in the speed of rotation of the magnetic field in the stator and the
speed of the rotation of the rotor.

(iii)

Single-phasing is the effect produced when an open circuit occurs on one of the lines of
phase conductors supplying a three-phase motor.

(iv)

Star connection is established when three start or three finish terminals of the three
windings of a three-phase motor are connected and the line or phase conduction is
connected to the other end terminals of each winding.

- 15 (c) (i)

A reduced voltage motor starter, (star-delta) limits the starting current by using a
switching operation, which connects the motor windings in STAR in the start position
and DELTA in the RUN position.

(ii)

A non-reduced voltage motor starter (direct-on-line) connects the line or phase

conductors directly across the motor windings.

(d) (i)

(ii)

When a three-phase motor is single-phasing it continues to run but overheating occurs in

one winding as it carries a larger current to sustain rotation.
By earthing or grounding exposed metal parts of the motor. When a line or phase
conductor comes into contact with earthed metal a low resistance to earth or ground is
established that produces a large current that operates the motor. An excess current
protection device then disconnects the motor from the supply.

CARIBBEAN EXAMINATIONS COUNCIL

REPORT ON CANDIDATES WORK IN THE

CARIBBEAN SECONDARY EDUCATION CERTIFICATE EXAMINATION

MAY/JUNE 2014

ELECTRICAL AND ELECTRONIC TECHNOLOGY

TECHNICAL PROFICIENCY EXAMINATION

Copyright 2014 Caribbean Examinations Council

St Michael, Barbados
All rights reserved

-2GENERAL COMMENTS
The number of candidates who wrote the examination was 3459. This was an increase from last year by
about 1 per cent. The overall performance of candidates resulted in 58 per cent earning Grades I-III.
Candidates did well on the practical project of the internal assessment but displayed the need for
improvement on the written project. Competencies tested in Paper 01 (Multiple Choice) and Paper 2 (Essay
and Problem Questions) were Knowledge and Application. Paper 02 also consisted of compulsory shortanswer questions.
DETAILED COMMENTS
Paper 01 (Multiple Choice)
This paper consisted of 60 multiple-choice questions, testing the profile dimensions of Knowledge and
Application. Candidate performance on this paper was comparable to performance in 2013. The mean
score achieved was 30.3 against 32.1 for 2013. The highest score achieved in 2014 was 57 compared with
56 for 2013. However, the analysis shows that there is still the need for more comprehensive and complete
coverage of Modules 14 and 67 of the Syllabus. The results also show that candidates need practice in
responding to the multiple-choice test format used in the paper.
Paper 02 Essay/Problem
The paper comprised THREE sections: Sections A, B and C. Section A contained five short-answer
questions. Candidates were required to attempt all five questions. Each question was worth eight marks.
Section B comprised FOUR questions. Candidates were required to answer THREE questions.
question was worth 20 marks.

Each

Section C comprised TWO questions. Candidates were required to answer ONE question. Each question
was worth 20 marks.
Candidate performance on this paper was comparable to performance in 2013. The mean score achieved was
24 per cent compared with 25.5 in 2013. The highest score attained was 96 compared with 93 for 2013.
Paper 02 continues to pose a challenge to many candidates.

SECTION A
Question 1
The question tested candidates knowledge and application of DC circuits, particularly Ohms law, series
connection of loads and the reversal of the direction of current flow.
This question was extremely popular among candidates. The overall performance was good. Part (a) (i) as
well as Parts (b) (i) and (ii) posed the least degree of difficulty.
Most candidates were able to:
(i)

recognise that electric current is the flow of electrons in a closed circuit

(ii)

state the relationship between electric current, electromotive force and electrical resistance (Ohms
law of relationship)

(iii)

calculate the total resistance of two resistors connected in series

(iv)

compute the total current in a series circuit.

-3Some candidates had difficulty identifying electromotive force (e.m.f) as the electrical force/pressure
responsible for the flow/movement of electrons. Several students confused electromotive force with
electromagnetic force. Consequently, teachers are advised to make a clear distinction between these two
properties.
A significant number of candidates were unclear about the method used to reverse the direction of the flow
of electrons in a DC circuit. Incorrect responses included:
(i)

placing a reverse biased diode (ii) replacing the DC supply with an AC supply (iii)
reversing
the windings (iv) reversing the magnetic field etc. Candidates incorrect responses inferred that
students were not adequately exposed to this particular area in the curriculum.

The correct responses for this question are shown below.

Part (a)

(i)

The electric current

(ii)

The electromotive force

(iii) The electron current varies directly as the electron moving force (e.m.f) and varies inversely
to the opposition of the movement of electrons in the circuit.
Part (b)

(i)

Total opposition to the movement of electrons in the circuit is RT

RT = 4 + 5
RT = 9

(ii)

Magnitude of the movement of electrons is total current (IT)

IT = VT/RT
IT = 18V/9
IT = 2A

(iii) A method for reversing the direction of the movement of electrons in the circuit is to reverse
the terminal connections of terminals T1 and T2 of the battery.
Recommendations Question 1

It is recommended that teachers instruct their students in related laboratory exercises where the effect
of reversing the terminals of a battery could be observed and conclusions derived.

Question 2
This question consisted of Parts 2 (a) (i) and (ii), and 2b. It was designed to measure candidates knowledge
and understanding through application of knowledge.
Candidates responses to this question varied in each part. In Part 2 (a) (i) most candidates gave only one of
the answers listed on the mark scheme and gave Voltmeter which was acceptable. Candidate responses to
Part 2 (a) (ii) indicate that students were more familiar with the applications of batteries based on brand
name rather than types. Approximately 50 per cent of candidates got the correct answer. Part 2 (b) was
generally well done as most candidates applied their knowledge to solve the problem. Approximately 75 per
cent of the candidates who attempted this question were able to obtain four marks or above.

-4-

The correct responses for this question are shown below.

Part (a) (i)

(ii)

Part (b)

Hydrometer
High rate discharge tester
Mercuric oxide
Zinc air
Silver oxide
Lithium
Internal Volt drop in cell is No-Load terminal Voltage minus On-Load terminal volts
Vin = 1.5 V 1.0 V
Vin = 0.5 V
The load current flows through the internal resistance and internal resistance Rin is the ratio
of internal volt drop to load current
Rin = Vin/L
Rin = 0.5 V/0.5
Rin = 1.0

Recommendations Question 2

Students should be given more exposure on the use of Primary Cells which must include testing for
various conditions such as load test, no load test, charging rate etc.

Students should test the effect of an external resistor to a battery and how it affects the output voltage.
This will allow them to better understand the behavior of a battery.

Question 3
Part (a) of this question tested candidates knowledge of electric power stations with respect to (i)
devices/equipment used to convert primary energy to electrical energy and (ii) methods used to convert
primary energy to electric energy. Part (b) tested candidates application of knowledge concerning the use of
energy conversions which occur, specifically with respect to natural gas and steam-driven generators used to
produce electrical energy.
In Part (a) (i), the majority ( 65 per cent) of the candidates did not provide the expected answers but instead
provided either motor and generator or transformer and generator.
In Part (a) (ii), the majority ( 70 per cent) of candidates provided solutions other than those mentioned in
the mark scheme. These solutions were correct and were also accepted.
In Part (b), about 50 per cent of the candidates knew the different energy conversions used to produce
electrical energy but did not provide the correct order in which they occurred. The other 50 per cent of the
candidates provided answers such as magnetic, kinetic, potential, ac/dc and conduction/convection.
Overall, approximately 65 per cent of candidates were able to obtain four or more marks for this question.
The correct responses for this question are shown below.
Part (a)

(i)

AC alternator
DC generator

(ii)

Internal combustion driven generators

-5Steam-driven generators
Hydro-driven generators
Part (b)

Energy conversion that occurs in the power station are:

Chemical energy to heat energy

Heat energy to steam energy
Steam energy to mechanical energy
Mechanical energy to electrical energy

Recommendations Question 3

The teacher/instructor should make a clear distinction concerning the origin of the different types of
energy i.e. kinetic, potential, chemical, mechanical, thermal energy etc., when considering primary
energy used in power stations.

Students should be given an assignment (project) on energy conversions in power stations, which
should provide a better understanding of what actually happens.

The teacher/instructor should make a clear distinction between energy conversion and energy transfer
[(a) (i)].

The teacher/instructor should arrange a visit to a power station provided this could be facilitated.

Question 4
This question tested candidates knowledge and application of knowledge of the PN junction. Students
should be able to identify a PN junction and apply their knowledge of silicon-controlled rectifier (SCR). Part
(a) (i) required candidates to state the names of the control and positive terminals of a silicon-controlled
rectifier. Popular responses to this part of the question included anode, cathode, holes, positive, negative,
trigger pulse, prevent electric shock. Most of these were incorrect responses.
In Part (a) (ii), candidates were required to state two advantages of silicon-controlled rectifiers when used in
switching circuits. This part of the question was also not well done.
Part (b) required candidates to use a given schematic drawing of a silicon-controlled rectifier circuit to
explain the operation of the rectifier in the AC circuit. Many candidates interpreted this question incorrectly,
and explained the function of a power supply instead of the SCR. They explained the function of a rectifier
and even mentioned the smoothing circuits. Overall the students performed poorly on this question as they
did not provide the expected responses. More than 50 per cent of the students got no marks on the question.
The correct responses for this question are shown below.
Part (a) (i)

Gate
Anode

(ii)

No mechanical parts
Very fast switching
Rectifier control
Physical size
Efficiency
Cheap

-6

Easy to use
Safe
Less power
Direct Current

(b)

When the silicon controlled rectifier is used with an alternating supply, the device will automatically
become reset when the applied AC reverses polarity. The device can then be triggered on the next
half cycle having correct polarity to permit conduction.

Recommendations Question 4

This topic should be taught using a practical approach.

A basic circuit could be used to give a clearer understanding of the question (for example an alarm
circuit)

Question 5
Part (a) (i) required candidates to name one impurity which is added to a pure semiconductor material to
form a p-type semiconductor material. The majority of candidates, approximately 40 per cent, did not
provide the expected answer. Candidates who responded incorrectly to this question, for example, placed
phosphorus as the impurity to be added for a p-type material.
Part (a) (ii) required candidates to name one impurity which is added to a pure semiconductor material to
form an n-type semiconductor material. This question was very similar to the first part; however, in this part,
candidates named boron as the impurity to be added to form the n type semiconductor material, which was
incorrect. Other incorrect responses that a high percentage of candidates gave were silicon and germanium.
Part (a) (iii) required candidates to name two bias conditions of a semiconductor diode when it is connected
in a half-wave rectifier circuit. This part of the question was particularly well done, with the majority of
candidates (approximately 90 per cent) getting full marks.
In Part (b), candidates were given a schematic drawing of an npn transistor amplifier circuit and were asked
to explain the function of two resistors in the operation of the circuit. Most candidates attempted this
question, but were unable to provide the appropriate response. Candidates responded by providing answers
of what is a resistor and what it does in an electronic circuit. Approximately 40 per cent of them provided
responses such as biasing, and limiting current. Whilst the remaining 60 per cent responded by describing
the function of the resistor in the circuit. Overall, approximately 30 per cent of the candidates were able to
obtain four or more marks for this part of the question.
The correct responses for this question are shown below.
Part (a)

(i)

p-type impurities

Indium
Aluminum
Boron

(ii) n-type material

Antimony
Arsenic
Phosphorous

-7-

(iii) Bias conditions

Forward Bias
Reverse Bias

Part (b)

Resistor R1 and Resistor R2 forms a potential divider that produces two voltage drops V1 and V2.
V1 provides a reverse bias for the base collector junction of the transistor.
V2 provides a forward bias for the base emitter junction of the transistor.

Recommendations Question 5

This topic should be taught in the laboratory to give students a better understanding of the different parts
of the transistor circuit and their functions.
SECTION B

Section B consisted of four free-response type questions, of which each candidate was required to answer
three. These questions were a combination of essay/problem items, involving calculations and/or sketches
taken from across the syllabus. Candidates were permitted to use non-programmable calculators to aid them
in answering the questions. Each question was worth twenty (20) marks, weighted ten (10) marks for
Knowledge, and ten (10) marks for Application. Where calculations were required, one (1) mark was
typically awarded for specifying and/or utilizing the appropriate formula, one (1) mark for making the
correct substitutions into the formula, and one (1) mark for obtaining the correct numerical answer.
Question 6
This question assessed candidates knowledge of resistance and the application of knowledge to resistors
connected in seriesparallel combinations.
In Part (a) (i), candidates were asked to list three types of fixed resistor materials used in electronic circuits.
Most candidates were only able to identify carbon as one type of fixed resistor. Most of them were
unfamiliar with the types of materials from which fixed resistors were constructed. Materials such as
chrome, tungsten, manganum, constantan and nickelin were rarely listed.
Part (a) (ii) required candidates to name two circuit components that can vary the electrical resistance in an
electrical circuit. The most common response was variable resistor, with components like potentiometer and
rheostat hardly being given.
In Part (b), candidates were given a schematic diagram of six resistors connected in seriesparallel and they
were required to complete a series of calculations. This part of the question was poorly done as few
candidates were able to differentiate between series and parallel connections. There was much difficulty in
finding the branch resistance since many candidates did not recognize that they were two series branches in
parallel. Some candidates were able to find the equivalent resistance, the total resistance and the total
current, but the solutions for the current through R2 and the voltage drop across R3 were not solved in most
cases.
The correct responses for this question are shown below.
Part (a)

(i)

Carbon
Nickelin
Nichrome
Manganum
Constantan
Tungsten

-8(ii)

Part (b) (i)

Rheostat
Potentiometer

Re =

Re =

R (2 + 3) R (4 + 5)
R (2 + 3) + R (4 + 5)
40 40
40 + 40

R e = 20

(ii)

RT = R1 +Re R6
= 10 +20 +6
RT = 36

(iii)

IT =
I

Vs
RT
18 v
36

I T = 0.5A

(iv)

Ve = IT Re
= 0.5 A 20
Ve = 10 V
Ve
Ia =
R 2 + R3

Ia =

10 v
40

Ia = 0.25A

(v)

V3 = Ia R3
= 0.25 A 10
V3 = 2.5 V

-9Recommendations Question 6

Teachers need to provide more practical sessions and opportunities for students to analyze series
parallel circuits, and reinforce the use of the various formulae in the different case scenarios: for
example, two unequal resistors and two equal resistors in parallel.

Question 7
This question tested candidates knowledge of inductive circuits and the application of knowledge to an
inductive circuit connected to an AC supply. Part (a) (i) tested their ability to recognize the component parts
and the constituent effects of a practical inductive AC circuit, while Part (b) assessed their ability to
calculate certain parameters of an RL circuit with alternating current. This question proved to be fairly
popular and the overall responses were good, with the majority of the candidates scoring between six and
nine marks. The majority of the candidates who attempted this question were able to name a resistive
component in an inductive AC circuit and were also able to calculate inductive reactance; however there
were several areas of weak performance such as:

confusing the formula of inductive reactance with that of capacitive reactance

confusing the formula of apparent power with that of true power
not stating apparent power in the correct units
failure to recognize that in an AC RL circuit, the total opposition is the impedance of the circuit and not
the resistance
failure to recognize the operative term resistive effects, which refers to the opposition in an inductive
circuit and instead looking for effects on resistance, and as such candidates responded with terms like
temperature or heat, resistivity, length and cross-sectional area.

The correct responses for this question are shown below.

Part (a)

(i)

Ohmic resistance
Inductive reactance
Impedance

(ii)

Active/true/ohmic/real power
Apparent power
Reactive power

(iii) Resistor/coil/inductor/choke
Recommendations Question 7

Students should take care in reading and interpreting the questions

Teachers need to emphasize the differences in the opposition to current flow in RLC ac circuits, with
particular reference to resistance, inductive reactance, capacitive reactance and impedance.
Teachers need to emphasise the differences in the power in RLC ac circuits and the units, with particular
reference to true, or real power (W), apparent power (VA) and reactive power (VAR).
Teaching the power triangle is also recommended

Question 8
This question tested candidates knowledge of computer systems and the application of knowledge relative
to aspects of logic gates. Part (a) tested candidates ability in computer systems, while Part (b) assessed their
ability to draw logic gates, state Boolean expressions for given conditions and develop various two-input
truth tables. The responses given were above average. Knowledge of computer input devices in addition to
the application of knowledge to develop truth tables for logic gates were well understood, hence most
respondents gained maximum marks for these parts of the question.

- 10 Despite relatively good performance on the question, there were several areas of weak performance. These
include candidates:

lacking knowledge of Boolean expressions

failing to understand the difference between the UPS and a surge protector
failing to understand the functions of software, i.e. they placed more emphasis on anti-viruses
failing to understand the operations carried out by the central processing unit of a computer

The correct responses for this question are shown below.

Part (a)

(i)
(ii)
(iii)
(iv)

Arithmetic operations, Logic operations

Keyboard, mouse, compact disc..
Instructions to the CPU for correct operation of the computer.
Protects the computer from damage by high voltage surges of the ac supply.

Part (b)

(i)

K1 for name K1 for symbol

(ii) A.B
(iii) A B
(iv) Truth table two-input AND gate.
INPUTS
A
0
0
1
1

B
0
1
0
1
(v)

Truth table two input OR gate

INPUTS
A
0
0
1
1

B
0
1
0
1

OUTPUT
C
0
0
0
1
3 marks
OUTPUT
C
0
1
1
1

Recommendations Question 8

Students should take care in reading and interpreting the questions

Teachers need to emphasize the functions, operations in a computer system
Teachers also need to emphasize Boolean expressions

- 11 Question 9
This question tested candidates knowledge and application of knowledge. Part (a) (i) tested candidates
ability to distinguish phase/polarity of electrical control equipment for a small industry. Part (a) (ii) tested
their ability to identify electrical protection devices, while (a) (iii) tested their knowledge on methods used to
reduce the START current of a three- phase induction motor. Part (b) tested their ability to calculate power,
energy and cost of operating a DC motor for a factory.
Part (c) tested Candidates knowledge of how earthing provides protection from electric shock in an
electrical installation.
This question proved to be fairly popular, and the overall responses were good, with the majority of
candidates scoring between six to twelve marks.
The majority of the candidates who attempted this question were able to name the two protective devices for
an electrical installation and were able to calculate the power of the motor. However, there were several
areas of weak performance:

Identifying the phase for main control, motor control and lighting control. Candidates were unable to
understand the line diagram and distinguish between three-phase and single-phase.
The majority of candidates could not state methods used to reduce start current of a three-phase
induction motor.
Many candidates failed to calculate the cost of operating a motor given the number of days and cost per
unit.
Candidates were unable to explain how earthing provides protection from electric shock in an electrical
installation. Many candidates misinterpreted the question and explained the types of earth material. The
answer most given was that excess current goes to earth.

The correct responses for this question are shown below.

Part (a)

(i)

Main control: 3-phase 3-wire a.c.

Motor control: 3-phase 3-wire a.c.
Lighting control: 1-phase 2-wire a.c.

(ii)

Fuses
Circuit breakers

(iii) Use autotransformer to reduce applied a.c.

Connect stator windings in STAR to reduce applied a.c.
Part (b)

(i)

Motor Power, p = V x I
P = 240 V x 30 A
P = 7200 W
P = 7.2 KW

(ii) Electrical Energy, E = P x T

E = 7.2 KW x 720 hrs
E = 5184 kwh
(iii) Energy cost = kwh x $0.20
Cost = 5184 kwh x $0.20
Cost = $1036.80
Part (c)

The earthing of exposed metal parts establishes a low resistance connection to earth
One side of the supply authoritys transformer is also connected to earth

- 12

When a phase or live conductor makes a contact with exposed metal, large fault current
flows from the live or phase conductor to the earth
The large fault current opens the fuse or circuit breaker and disconnects the exposed metal from the
phase or live conductor, providing protection from electric shock.

Recommendations Question 9

Use practical activities to explain three-phase and single-phase connection.

Use electricity bills to calculate energy and cost.
Teach methods of calculation in steps.
Let students make cards with definition and formula
Use posters in lab with different topics identifying relevant areas to focus on.
Have tutorial session every week.
Compliment and reward students on success.

Question 10
This question tested the candidates knowledge and application of various types of rectifier circuits.
Candidates were expected to name the various types of rectifier circuits, and show understanding of the
operation of:
(i)

The full wave rectifier circuit connected via a centre-tapped transformer, and

(ii)

The half-wave voltage doubler rectifier circuit.

This question also tested the candidates knowledge of the names of the components in a low-voltage DC
power supply, and their understanding of the operation of a specified component of the low-voltage DC
power supply. The question was popular and the candidates responses reflected scores ranging from 016,
with an average of eight.
In Part (a), candidates were able to identify the various types of rectifier circuits. However, almost all of the
candidates had no idea of the voltage doubler rectifier circuit. Of the candidates who attempted this question
most of them understood the operation of the full-wave rectifier circuit connected via a centre-tapped
transformer, but no one had the knowledge of the operation of the half-wave voltage doubler rectifier circuit.
The majority of the candidates who attempted Part (b) of this question were able to identify the components
used in the construction of the low-voltage DC power supply, but lacked the understanding of the operation
of the components of the low-voltage DC power supply. Some of the candidates experienced difficulty
identifying the components 1, 2, 5, and 6 used in the construction of the low-voltage DC power supply.
The correct responses for this question are shown below.
Part (a)

(i)

1.
2.
3.
4.

Half-wave rectifier circuit

Full-wave rectifier circuit - centre- tapped transformer,
Full-wave voltage bridge
Half-wave voltage doubler

(ii)

In schematic diagram 2, when A is positive with respect to the centre-tap C, diode D1

conducts and current flows from positive to negative through resistor RL
When B is positive with respect to the centre-tap C, diode D2 conducts and current flows
from positive to negative through resistor RL
In the rectifier, current flows in the same direction through RL for the complete cycle of the
applied AC voltage.

- 13 (iii) In the schematic, diagram 4, when A is negative with respect to B, diode D1 conducts and
capacitor C1 charges to the peak value of the applied AC voltage. No current flows through
resistor RL. When A is positive with respect to B, diode D2 conducts and capacitor C2 is
charged to a value equal to the sum of the peak of the applied voltage and the peak of the
capacitor C1. The voltage across the output resistor RL is double the peak voltage of the
applied AC input voltage. Current flows through RL for half of the cycle of the input
voltage waveform.
Part (b)

(i)

1.
2.
3.
4.
5.
6.

Step-down transformer
Bridge / Rectifier / diodes
Reservoir capacitor
Smoothing resistor
Smoothing capacitor
Bleeder resistor / load resistor

(ii)

Electronic component 3 is a reservoir capacitor that reduces the AC variation in the rectified
wave form of the direct current supplied by the unit.

Recommendations Question 10
Teachers may adopt an approach to include:

Design of the regulated power supply.

Theory lessons (explanations of operations) and

Practical projects which involve simple construction of the regulated power supply.

Question 11
This question tested candidates knowledge of and application of knowledge to types of single-phase
induction motors. This question also tested the candidates knowledge and understanding of types of stator
connections of the three-phase induction motor. The question was popular and the candidates responses
reflected scores ranging from 019 marks. In Part (a) (i), candidates were given schematic drawings of two
single-phase AC motors and they were required to name each motor, while for Part (b) (ii), candidates were
required to write the names of various identified parts of the AC motors. In Parts (a) (iii) and (iv) candidates
were asked to explain how the rotating magnetic field effect is produced in the motor windings of one motor
and explain the operation of the part labelled 1 in the control of current flow in the part labelled 2 in the
single-phase AC motor respectively.
Most of the candidates were able to name the two types of single-phase motors and identify the parts of the
motor. However, almost all of the candidates had no idea of the operation of the single- and three-phase
motor. Those candidates who attempted this question saw the centrifugal switch as an on and off switch but
could not explain the operation.
In Part (b) (i), candidates were required to name the connection of the stator windings of the three-phase
motor as indicated on a given diagram. Part (b) (ii) required candidates to define three terms, while in Part
(b) (iii) they were required to explain the operation of a three-phase induction motor when supplied by a
three-phase system. The majority of the candidates who attempted this question were unable to identify the
components of the three-phase motor connection. Most of the candidates had an understanding of the terms
synchronous speed and slip speed of the three-phase motor but lacked understanding of the term singlephasing.
The correct responses for this question are shown below.
Part (a)

(i)

A.
B.

Capacitor start induction motor.

Induction start induction motor.

- 14 -

(ii) 1.
2.
3.

Centrifugal switch
Starting winding
Running winding

(iii) The current flowing in the stator windings is constructed at a phase displacement of 90 and
the current in the capacitor and the running winding sets up respective magnetic fields at
any instant of time, this interaction produces a rotating magnetic field in the stator.

Part (b)

(iv)

The centrifugal switch located on the shaft is normally closed on starting the single-phase
motor. Upon reaching approximately 75 per cent of the maximum speed, the switch opens,
disconnecting the stator winding allowing the motor to run as an induction motor.

(i)

C. Star or WYE connection

D. Delta or Mesh connection

(ii)

(iii)

Synchronous speed is the speed of the rotating magnetic field of the three-phase a.c.
motor.
Slip speed is the difference in speed between the speed of the rotating magnetic field or
synchronous speed and rotor speed of the three-phase a. c. motor.
Single-phasing is the effect produced when an open circuit occurs in one of the line or
phase conductors supplying the three-phase a. c. motor.

The three-phase supply is applied to the stator winding which produces rotating
magnetic field in the stator. The rotating magnetic field of the stator induces a current in
the rotor conductors thus producing another magnetic field which opposes the stator
magnetic field. The interaction of both magnetic field cause the rotor to rotate in the
direction of the stator magnetic field.

Recommendations Question 11
Teachers may adopt an approach to include:

Designing projects to incorporate the starting of single- and three-phase induction motors.

Looking at online (You Tube) animations of the operation of both single- and three-phase induction
motors.

Practical projects which involve simple assembly and disassembly of both single- and three-phase
induction motors.