SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Demonstrate an Understanding of basic electrical and electronic principles 
SAQA US ID UNIT STANDARD TITLE
246659  Demonstrate an Understanding of basic electrical and electronic principles 
ORIGINATOR
SGB Telecommunications 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 06 - Manufacturing, Engineering and Technology Manufacturing and Assembly 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard is for persons in the Electrical and Electronic Engineering Sectors.

A person credited with this unit standard will be able to:
  • Demonstrate and understanding of electrical and electronic technologies, via verbal and practical demonstration. This would include calculations on the various aspects as covered in the unit standard.

    This unit standard will contribute to the full development of the learner within the electrical engineering and technology environment by providing recognition, further mobility and transportability within the field of Manufacturing, Engineering and Technology. The skills, knowledge and understanding demonstrated within this unit standard are essential for social and economic transformation and upliftment within the electrical engineering and technology environment. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The following knowledge, skills attitude and/or equivalent:
  • Mathematics and Numeracy.
  • A basic knowledge of physics.
  • Communication and Language Studies.
  • A basic knowledge of unit conversion. 

  • UNIT STANDARD RANGE 
    The typical scope of this unit standard includes but is not limited to:
  • Electrical and mechanical engineering quantities and the applications thereof.
  • The principles of AC and DC power generation.
  • AC theory (resistance, voltage, current, frequency, r.m.s. values, capacitance, inductance, reactance, impedance and power.
  • DC circuit theory and network analysis.
  • Electrical Components (resistors, inductors, capacitors, transformers and transistors). 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Use and describe the concepts and principles of electrical and electronic theory. 
    OUTCOME RANGE 
    Power, current, quantity of electricity, voltage, potential difference, electromotive force, electrical power, resistance, resistively and conductivity, characteristics of energy, electrical and mechanical characteristics of components, System Internationale (SI). 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Quantities are converted to their correct SI units. 

    ASSESSMENT CRITERION 2 
    Energy, electrical and mechanical units are defined and related symbols listed correctly. 

    ASSESSMENT CRITERION 3 
    Basic battery theory is explained in terms of e.m.f., internal resistance and terminal voltage with the aid of basic calculations. 

    ASSESSMENT CRITERION 4 
    Resistance, voltage and current are measured and power calculated with the aid of Ohms law. 

    SPECIFIC OUTCOME 2 
    Perform network analysis in solving RLC circuits. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Series circuit diagrams with one supply are explained according to Ohm's law with reference to voltage, current and resistance values. 

    ASSESSMENT CRITERION 2 
    Parallel circuit diagrams with one supply are explained according to Ohm's law with reference to voltage, current and resistance values. 

    ASSESSMENT CRITERION 3 
    Series-and parallel circuit diagrams with one supply are explained according to Ohm's law with reference to voltage, current and resistance values. 

    ASSESSMENT CRITERION 4 
    Basic calculations relating to RLC circuits are correctly calculated according to Ohm's law. 

    SPECIFIC OUTCOME 3 
    Use and describe the concepts and principles of alternating current theory. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Explain the difference between AC and DC with reference to the electrical caharacteristics and their functions in AC and DC circuits. 

    ASSESSMENT CRITERION 2 
    Factors influencing the value of alternating voltage and current are correctly explained in terms of AC principles. 

    ASSESSMENT CRITERION 3 
    Apply AC units correctly in calculations. 
    ASSESSMENT CRITERION RANGE 
    Cycle, frequency, wavelength, amplitude, peak and maximum values, peak to peak value, sine wave, r.m.s. and average values.
     

    ASSESSMENT CRITERION 4 
    Calculations related to capacitance, inductance, reactance and impedance are performed correctly. 

    SPECIFIC OUTCOME 4 
    Explain the principles of a transformer. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Describe the components of a transformer correctly. 
    ASSESSMENT CRITERION RANGE 
    Elementary components, including but not limited to: core, primary and secondary windings.
     

    ASSESSMENT CRITERION 2 
    Explain the operating principles of transformers correctly in terms of induction principles. 
    ASSESSMENT CRITERION RANGE 
    Step-up and down transformers.
     

    ASSESSMENT CRITERION 3 
    Basic transformer calculations are done correctly according voltages, resistance, current and number of turns (windings) in primary and secondary windings. 

    SPECIFIC OUTCOME 5 
    Demonstrate an understanding of the operating principles of a transistors. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The Construction of NPN and PNP transistors are correctly explained with reference to semi-conductor theory. 

    ASSESSMENT CRITERION 2 
    Describe the operating principles of transistors are correctly explained with reference to semi-conductor theory. 

    SPECIFIC OUTCOME 6 
    Demonstrate an understanding of the capacitance theory. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The operation of different types and sizes of capacitor are correctly described in relation to charging and discharging characteristics. 

    ASSESSMENT CRITERION 2 
    Capacitance units are correctly named and applied in relation to different types and sizes of capacitor. 

    ASSESSMENT CRITERION 3 
    The relationship between capacitance and relevant variables are described. 

    ASSESSMENT CRITERION 4 
    Calculations relevant to capacitance theory are carried out according to appropriate rules. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Knowledge that will help me understand and that I will be able to explain:
  • An understanding of electrical theory.
  • A basic understanding of physics.
  • A basic understanding electron theory.
  • Apply decision-making and problem solving skills before and during operations, maintenance and calculations.
  • Demonstrate understanding of product facilities and operations.
  • Follow employer's policies and procedures.
  • Demonstrate mathematical skills.
  • Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated.
  • Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behaviour. An example of the standards expected is the standards found in ISO 9000 Certified Organisations.
  • Performance of all elements complies with the laws of South Africa, especially with regard to copyright, privacy, health and safety, and consumer rights. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify problems (Identify factors which impact on the performance of electrical and electronic engineering technologies) as they occur. Take measurements where and when required. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with stakeholders to ensure that the principles of Electricity and Electronics are applied in day-to-day operations. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself (Understand and manage electrical concepts and principles). 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate with others effectively during daily activities (Describe basic electrical and electronic engineering principles). 

    UNIT STANDARD CCFO DEMONSTRATING 
    Learners are able to demonstrate an understanding of the Electrical and Electronic principles as a set of interrelated processes. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Understand the world as a set of related systems (Understand electrical and mechanical theory and principles in relation to other disciplines) and contribute to self development. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Comment on this unit standard should reach SAQA no later than 26 October 2007.
    The level assigned to this unit standard is appropriate because the learner:
  • Has basic knowledge of the main areas of a discipline/field.
  • Has basic understanding of a discipline/field's key term, rules, concepts, principles and theories.
  • Is familiar with some of the essential methods, procedures and techniques of the discipline/field.
  • Has the ability to use the above to solve routine problems within given frameworks.
  • Has a basic information gathering, analysis and presentation skill.
  • Has the ability to communicate information reliably and accurately in the required medium of instruction.
  • Has the capacity to operate within clearly defined contexts, with limited scope for personal decision-making and responsibility.
  • Learn within a well-structured and managed environment.
  • Evaluate own performance against given criteria.

    Legal Requirements:

    Compliance to the following legal requirements and standards are mandatory:
  • Employer's Policies and Procedures.
  • Environmental Management System.
  • Independent Communications Authority of South Africa.
  • Occupational Health and Safety Act.
  • National and International Standards.
  • Local Metropolitan Council Regulations.

    Notes to Assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Ensure that the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgments should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the Assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means Assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.
  • Requirements for a portfolio are that it should be valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience, which serves to supplement the assessment of applied competence.

    The portfolio may include:
  • Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner.
  • Relevant certificates or awards.
  • Previous assessment records.
  • Journals/logbook. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  80306   Further Education and Training Certificate: Electronics  Level 4  NQF Level 04  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Core  65650   Further Education and Training Certificate: Sewing Machine Mechanics  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2015-06-30  FPMSETA 
    Core  59057   Further Education and Training Certificate: Telecommunication Network Operations  Level 4  NQF Level 04  Reregistered  2023-06-30  MICTS 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Aranda Learnership College (Pty) Ltd 
    2. Cape Peninsula University of Technology 
    3. FORTEL INVESTMENT CC 
    4. Mnambithi TVET College 
    5. SANDVIK MINING & CONSTRUCTION RSA (PTY) LTD 
    6. Sew Africa Training Centre 
    7. TELKOM SA SOC LTD 
    8. THANDEKA VOCATIONAL EDUCATION TRUST (PTY) LTD 
    9. Tira Telecoms 
    10. Trade Call Investments Apparel (Pty) LTD 
    11. Trans African Fibre Services 
    12. Triple Play Fibre Optic Solutions 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.