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Engineering Science N3 Study Guide-1

Electro Techniques (Damelin)

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NATIONAL N DIPLOMA IN CHEMICAL, CIVIL,

ELECTRICAL AND MECHANICAL ENGINEERING

ENGINEERING SCIENCE N3

STUDY GUIDE
2021

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Version Issue Date Changes

22 September
[1.0] Set-up of proposal document
2020

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Copyright © Educor 2020

All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any
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1 Table of Contents
1 About CENTRAL TECHNICAL COLLEGE ............................................................................................ 5
2 Our Teaching and Learning Methodology ...................................................................................... 5
2.1 Icons .................................................................................................................................... 7
3 Introduction to the Module .......................................................................................................... 10
3.1 Module Information .......................................................................................................... 10
3.2 Module Purpose ................................................................................................................ 10
3.3 Outcomes .......................................................................................................................... 10
3.4 Assessment ....................................................................................................................... 11
3.5 Planning Your Studies / Resources Required for this Module: ......................................... 12
4 Prescribed Reading ....................................................................................................................... 12
4.1 Prescribed Book ................................................................................................................ 12
4.2 Recommended Articles ..................................................................................................... 12
4.3 Recommended Multimedia .............................................................................................. 12
5 Module Pacing .............................................................................................................................. 13
5.1 Week 1: MOTION, POWER AND ENERGY.......................................................................... 16
5.1.1 Velocity and acceleration .............................................................................................. 16
5.1.2 Force, mass and acceleration........................................................................................ 17
5.1.3 Work Done, Energy and Power ..................................................................................... 19
5.1.4 Momentum .................................................................................................................. 21
5.1.5 Self-Assessment ............................................................................................................ 24
Week 2: MOMENTS ............................................................................................................................ 25
5.2.1 Conditions for equilibrium ............................................................................................... 26
5.2.2 Levers and Lamina............................................................................................................ 26
5.2.3 Beams ............................................................................................................................... 27
5.2.4 Self-Assessment ........................................................................................................... 30
5.3 Week 3: FORCES ................................................................................................................ 31
5.3.1 Conditions for equilibrium ............................................................................................... 32

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5.3.2 Equilibrium, equilibrant and resultant. ............................................................................ 32

5.3.3 Analytical resolutions of forces ........................................................................................ 33
5.2.4 Self-Assessment ........................................................................................................... 37
5.4 Week 4: FRICITION ............................................................................................................ 38
5.4.1 Static and Kinetic Friction................................................................................................. 38
5.4.2 Coefficient of friction, angle of friction and angle of rest. ............................................... 39
5.4.2 Horizontal and inclined planes ......................................................................................... 40
5.4.3 Self-Assessment ........................................................................................................... 44
5.5 Week 5: STEAM ................................................................................................................. 45
5.5.1 Specific Heat Capacity(c) .................................................................................................. 46
5.5.2 Transfer of heat. ............................................................................................................... 46
5.5.3 Heat value of a fuel and efficiency ................................................................................... 47
5.5.4 Expansion ......................................................................................................................... 48
5.5.5 Steam ............................................................................................................................... 49
5.5.6 Self-Assessment ........................................................................................................... 51
5.6 Week 6: HYDRAULICS ........................................................................................................ 52
5.6.1 Hydraulic Presses ............................................................................................................. 52
5.6.2 Work done against a pressure ......................................................................................... 55
5.6.3 Work done against a head ............................................................................................... 55
5.6.4 Self-Assessment ........................................................................................................... 57
5.7 Week 7: ELECTRICITY AND CHEMISTRY............................................................................. 58
5.7.1 Cells .................................................................................................................................. 59
5.7.2 Electrolysis........................................................................................................................ 60
5.7.3 Joule’s Law and Power ..................................................................................................... 61
5.7.4 AC Current and Transformers .......................................................................................... 62
5.7.5 Elements: The constituents of matter ............................................................................. 63
5.7.6 The Periodic Table ............................................................................................................ 64
5.7.7 Metals and Non-metals .................................................................................................... 64
5.7.8 Structure of the atom....................................................................................................... 64
5.7.9 Electron transfer .............................................................................................................. 65
5.7.10 Corrosion ........................................................................................................................... 65
5.7.11 Self-Assessment ........................................................................................................... 67

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1 About DAMELIN

MISSION STATEMENT

To provide quality education in Engineering and Business studies to enable each student to attain
his/her potential career skill. In doing so the Institution seeks to prepare students for employment
in the competitive Labour Force, as well as for future self-employment.

Objectives
To extend our recruitment drive to enlist learners who have the potential attitude to succeed.
To engage in Staff Development programmers to refine and improve didactics of its lecturers.
To foster the inter-disciplinary and inter-institutional networks.
To liaise with industry to keep abreast with relevant curriculum requirements.
To institute and develop quality assurance and assessment standards to entrench
DAMELIN as a reputable provider of quality learning.

2 Our Teaching and Learning Methodology

DAMELIN strives to promote a learning-centred and knowledge-based teaching and learning
environment. Teaching and learning activities primarily take place within academic programs and
guide students to attain specific outcomes.

• A learning-centred approach is one in which not only lecturers and students, but all
sections and activities of the institution work together in establishing a learning
community that promotes a deepening of insight and a broadening of perspective with
regard to learning and the application thereof.
• An outcomes-oriented approach implies that the following categories of outcomes are
embodied in the academic programs:
• Culminating outcomes that are generic with specific reference to the critical cross-field
outcomes including problem identification and problem-solving, co-operation, self-
organisation and self-management, research skills, communication skills,
entrepreneurship and the application of science and technology.
• Empowering outcomes that are specific, i.e., the context specific competencies students
must master within specific learning areas and at specific levels before they exit or move
to a next level.
• Discrete outcomes of community service learning to cultivate discipline-appropriate
competencies.

DAMELIN actively strives to promote a research culture within which a critical-analytical approach and
competencies can be developed in students at undergraduate level. DAMELIN accepts that students’

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learning is influenced by a number of factors, including their previous educational experience, their
cultural background, their perceptions of particular learning tasks and assessments, as well as
discipline contexts.

Students learn better when they are actively engaged in their learning rather than when they are
passive recipients of transmitted information and/or knowledge. A learning-oriented culture that
acknowledges individual student learning styles and diversity and focuses on active learning and
student engagement, with the objective of achieving deep learning outcomes and preparing students
for lifelong learning, is seen as the ideal. These principles are supported through the use of an engaged
learning approach that involves interactive, reflective, cooperative, experiential, creative or
constructive learning, as well as conceptual learning via online-based tools.

Effective teaching-learning approaches are supported by:

• Well-designed and active learning tasks or opportunities to encourage a deep rather than
a surface approach to learning.
• Content integration that entails the construction, contextualization and application of
knowledge, principles, and theories rather than the memorization and reproduction of
information.
• Learning that involves students building knowledge by constructing meaning for
themselves.
• The ability to apply what has been learnt in one context to another context or problem.
• Knowledge acquisition at a higher level that requires self-insight, self-regulation and self-
evaluation during the learning process.
• Collaborative learning in which students work together to reach a shared goal and
contribute to one another’s learning at a distance.
• Community service learning that leads to collaborative and mutual acquisition of
competencies in order to ensure cross cultural interaction and societal development.
• Provision of resources such as information technology and digital library facilities of a high
quality to support an engaged teaching-learning approach.
• A commitment to give effect teaching-learning in innovative ways and the fostering of
digital literacy.
• Establishing a culture of learning as an overarching and cohesive factor within institutional
diversity.
• Teaching and learning that reflect the reality of diversity.
• Taking multi culturally into account in a responsible manner that seeks to foster an
appreciation of diversity, build mutual respect and promote cross-cultural learning
experiences that encourage students to display insight into and appreciation of
differences.

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2.1 Icons
The icons below act as markers, that will help you make your way through the study guide.

Additional Information
All supplementary and recommended learning resources

Announcements
Important announcements made via myClass

Assessments
Continuous and Summative Assessments

Audio Material
Audio recordings and podcasts

Calculator
Activities that require calculation and equation base solutions

Case Study
Working examples of concepts and practices

Chat
A live chat with your Online Academic Tutor

Discussion Forum
Topic to be explored in the weekly discussion forum

Glossary
Learning activity centered on building a module glossary

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Group Assignment
Assignments to be completed with peers

Help
Instructions on how to receive academic support and guidance

Individual Assignment
Assignments to be completed individually

Lesson Material
Learning content in myClass as per the weeks below

Module Information
Important information regarding your module like outcomes, credits,
assessment, and textbooks

Module Welcome
A welcome to the module in myClass to introduce you to the module and
important module information

Outcomes
Learning outcomes, you will meet at the end of a section or module

Survey
A poll, feedback form or survey to complete

Practice
Indicates an activity for you to practice what you’ve learnt

Lesson/Virtual Class
Virtual Class links available via myClass

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Quote
A thought, quote or important statement from a thought leader in the
specialist field

Reading
Prescribed reading material and module textbooks

Revision
Questions and activities that will support your module revision

Self-Assessment Quiz
Weekly quizzes to complete to self-measure if you have a complete
understanding of the lesson material

Shout Out | Example

Examples and highlights to contextualize the learning material, critical
concepts and processes

Lesson Material
Indicates sections of learning material in myClass

Thinking Point
A question, problem or example posed to you for deeper thinking,
interrogation, and reflection

Time
The allocated time required per week, week and module related to the
module credit structure as per your factsheet

Video
Additional videos, video tutorials, desktop capture/screen recording and
other audiovisual supplementary material

Vocabulary
Important words and their definitions that aid the development of your
specialist vocabulary

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3 Introduction to the Module

Welcome to Engineering Science N3.

Engineering Science N3 covers important sections in engineering, which include motion, power and
energy, moments ad forces and friction. Other sections that are covered ate electricity, and
chemistry, modules which all forms of engineering disciplines need to learn.

3.1 Module Information

Qualification title National N Diploma in Electrical, Chemical, Civil and Mechanical
Engineering

Module Title Engineering Science N3

NQF Level 3

3.2 Module Purpose

This module enables you to be prepared for all the other subjects that you will be doing in your
different disciplines of engineering.

3.3 Outcomes
At the end of this module, you should be able to:

 Apply the scientific principles mastered to a specific trade theory.

 Use the correct scientific terminology.
 Apply SI units and derived units correctly.
 Use acknowledged symbols, formulae and abbreviations correctly and to recognise appropriate
formulae.
 Give and apply definitions correctly.
 Possess the foreknowledge to proceed with Engineering Science N4.
 Master the basic scientific principles in such a way that they could be applied in work situations
and in everyday life.
 Function effectively in the working environment and to make sense of the extended technology
that is involved.

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3.4 Assessment
You will be required to complete both formative and summative assessment activities.

Formative assessment:

These are internal assessments which are compulsory and contribute towards your Term Mark. There
are two formative assessments that you must do: National Test and DP Exam.

Assessment Weighting

National Test 30%

DP Examination 70%

TOTAL 100%

Summative assessment:

You are required to write one DHET exam for each module. To be able to write the final exam, you
need a minimum of 40% in your Term Mark.

Your final mark will be a combination of the Term mark as well as the DHET exam mark.

Mark allocation

Assessment Weighting

Term Mark 40%

National DHET Examination 60%

TOTAL 100%

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3.5 Planning Your Studies / Resources Required for this Module:

What equipment will I need?  Access to a personal computer and internet.

 Access to academic journals

4 Prescribed Reading

4.1 Prescribed Book

M J. J. Van Rensburg. Engineering Science N3: Macmillan. ISBN: 9781430803577

4.2 Recommended Articles

Please refer to the additional resources that are mentioned throughout the various weeks.

4.3 Recommended Multimedia

Please refer to the video resources that are mentioned throughout the various weeks.

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5 Module Pacing
NAME OF TOPIC FOR THE WEEK AS PER THIS GUIDE AND REFLECTIVE OF LMS

Weeks WEEKLY TOPICS FOR THE SEMESTER

2021
1 MOTION, POWER AND ENERGY
2 MOMENTS

3 FORCES

4 FRICTION

5 NATIONAL TEST (COVERING WEEK 1 – 4)

6 HEAT

7 HYDRAULICS

8 ELECTRICITY AND CHEMISTRY

9 DP EXAMINATION (COVERING WEEK 1 – 8)

10 DP EXAMINATION (COVERING WEEK 1 – 8)

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Each Week should be thought of as a “week of content”. If the week is larger, it can be split over two
weeks, but we should see that a week is a capsule or episode of learning that can have “consolidating”
learning activities. As such, each “week” will be required to have a prescribed amount of learning
activities and engagements. These are to be embedded within each week and not to be listed at the
end of the week. PLEASE SEE THE EXAMPLE OF WEEK CONTENT.

Prescribed Learning Activities and Engagements:

Video Content At least ONE video resource to be in each subsection of content. This
is be embedded within the content at the appropriate time as per the
learning design.
Podcast At least ONE podcast to be in each week.
The podcast must be seen as supplementary to the learning content
and if a podcast is not available on the specific topics at hand, an
adjunct concept/topic can be used that will broaden the general area
knowledge of the subject matter for the student.
Podcasts should not be selected that are only available on
streaming websites that require a subscription.
Thinking Point At least ONE thinking point should be used within each subsection of
content as a way to pause the movement through content and to
provide the chance for the student to think and concretize their
learning or what they have just read. A thinking point may be a
hypothetical, a personal reflection or a question regarding the
content within a different context (application). A thinking point
must be thorough and engaging enough to draw pause and focus
from the student.
Case Studies A case study should be within each week and can be used in any
relevant subsection of content. The case study should be robust
enough for the student to understand how to apply something or to
see how a function/tool/theory or practice may work in a real-world
environment. A case study should be seen as a way for the student
to be reflected in the learning experience and as such, it is advised
that case studies are selected from local contexts and illustrate our
commitment to intersectionality within our teaching and learning
approach and philosophy.
Discussion Forum Each week of study/each week will require at least ONE discussion
forum topics. This can either be embedded within a certain section
of content or it can be at the end of the week content depending on
the requirements of the module as per the subject matter. The
discussion forum topic/question should robust and dense enough for
the student to be engaged and a reference must be made to the fact
that the Discussion Forum topic is live and available within the
module page on myClass.
Example/Practice These are to be used within each section that deals with applied
learning – the application of a process, technique, equation or

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function. The example is to be used when an example of a problem

and a solution is provided, and the practice is to be used when a
problem is provided for the student to solve.
Vocabulary Vocabulary is to be used within each subsection of content where an
important word, term or definition is provided that students are to
take note of.
Glossary The glossary is an LMS activity function and can be inserted into a
guide where the development of a glossary is required and necessary
for the module. This is to be used mainly within NQF 5 modules as it
speaks to the specific level descriptors of that module.
Additional Resource Each subsection of content must have at least THREE additional
resources. These can be supplementary articles and journals,
mixed/multimedia content such as a respected blog, social media
account, news site, music video or audio recording. The additional
resource must be provided by the study guide author if it is an
“attachment” that will require loading into the LMS.
Prescribed Reading Each subsection must refer to a page, section or chapter in the
prescribed reading for the module. The prescribed reading should
indicate to the student where to locate the texts from which the
subsection has been summarised or written. This may be placed at
the start of the subsection, or at the appropriate point where a
student must leave the study guide and read through a text section
in the prescribed reading.
Quote Each subsection of content should have at least ONE quote that is
from a thought leader in the field or contextualises a section of
learning for the student. The quote must not be inserted as a graphic
but as plan text with the appropriate graphic alongside it.
Self-Assessment Quiz Each week/week will have a self-assessment quiz for the student.
Within the study guide, the author can refer to the self-assessment
as per the below but must stress that the self-assessment will be live
in the module myClass page for completion.
Referencing

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5.1 Week 1: MOTION, POWER AND ENERGY

Purpose This week will introduce the concept of how bodies behave when in motion.

By the end of this week, you will be able to:

 Differentiate between scalar and vector quantities.

 Define velocity, speed, displacement, distance and acceleration.
 Manipulate and apply specified equations of motion in calculations.
Learning  Describe Newton’s Laws of motion.
Outcomes  State and apply the Law of Conservation of energy.
 Define work done, potential energy, kinetic energy and power.
 State the Law of Conservation of momentum.
 Describe circumferential velocity, belt speed, effective pulling force
and power.

Time It will take you 7,5 hours to make your way through this study week.

Prescribed M J J Van Rensburg. Engineering Science N3: Macmillan. ISBN: 9781430803577

Reading

5.1.1 Velocity and acceleration

This week, we will explore the concept of motion.

 Scalar is a physical quantity that has a magnitude only. E.g. (speed, mass, distance, time, etc.)
 Vector is a physical quantity that has both magnitude and direction. E.g. (velocity, weight,
displacement, etc.)
 Speed- is the rate of change in distance and is measured in meters per second (m/s).
 Velocity-is the rate of change in displacement and is measured in meters per second (m/s).
 Acceleration-is the rate of change of velocity and is measured in meter per second squared (m/s2).
 Distance-is the actual path or route taken and is measured in meters (m).
 Displacement-is the straight path from the starting point to the end point and is measured in
meters (m).

There are equations that are used for linear motion:

𝑣 = 𝑢 + 𝑎𝑡
𝑣 2 = 𝑢2 + 2𝑎𝑠
𝑢+𝑣
𝑠=( )𝑡
2
1
𝑠 = 𝑢𝑡 + 𝑎𝑡 2
2
Where: “a” is the acceleration (m/s2)

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“t” is the time(S)

“s” is the displacement (m)
“v” is the final velocity (m/s)

5.1.2 Force, mass and acceleration

Newton’s 2nd law of motion says that
If a force is applied on a body, the body will accelerate in the direction of the force, and the rate of
acceleration is directly proportional to the force applied.

OR

The change of momentum per unit time of a body is directly proportional to the force exerted on it
and is in the same direction as the force

Now.
momentum = mv

change in momentum = mv – mu

According to Newton’s second law:

𝑚𝑣 − 𝑚𝑢
𝐹∝
𝑡
𝑚(𝑣 − 𝑢)
∝
𝑡
∝ 𝑚𝑎
𝐹 = 𝑘𝑚𝑎
𝐹 = 𝑚𝑎

Now since m is measured in kg and a in m/s2; we can derive a unit for force

𝐹 = 𝑚𝑎
= [𝑘𝑔][𝑚𝑠 −2 ]
= 𝑘𝑔. 𝑚𝑠 −2
We can now define the unit of force, the newton, as follows:

The Newton is that force that will give a mass of 1 kg an acceleration of 1 m/s2

When a body is moving freely under gravity, the equation for force becomes
𝐹 = 𝑚𝑔
where g is the acceleration due to gravity.

Balanced and unbalanced forces

Let us discuss balanced and unbalanced forces.

If a single force acts on a body, it causes the body to accelerate (Newton’s 2nd Law).

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If two or more forces are acting on a body, the resultant force is what will cause the body to
accelerate. This resultant force can also be called the unbalanced force. It is the algebraic sum of the
forces acting on the body.

Fµ Fa

An example is shown above. There are two forces acting on a body (frictional and applied forces).

The resultant force (unbalanced force) is calculated as follows:

𝐹𝑟𝑒𝑠 = 𝐹𝑎 − 𝐹𝜇

This resultant force is also equal to 𝑚𝑎 .

If the resultant force is zero, it’s called a balanced force, and has not overall effect on a body
(acceleration is zero).

Example

A mass of 20 kg is accelerated on a horizontal plane. The traction force is 12 N. The frictional force
against the motion is 7 N. Calculate the following:

(a) the unbalanced force; and

(b) the acceleration.

Solution

Fres

Fµ Fa
20 kg

a) 𝐹𝑟𝑒𝑠 = 𝐹𝑎 − 𝐹𝜇 = 12 − 7 = 5 𝑁

𝐹𝑟𝑒𝑠 5
b) 𝐹𝑟𝑒𝑠 = 𝑚𝑎 𝑎 = 𝑚
= 20 = 0,2 𝑚. 𝑠 −2

Let’s watch a video now on how to differentiate between balanced and unbalanced forces, as well as
calculation of net force.

YouTube. 2020. Balance and Unbalanced forces and calculating net force | Science Co
Love. [online] Available at: <https://www.youtube.com/watch?v=0pPFUo4u3jc> [Accessed 7
December 2020].

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Now that we have covered some of the important foundational concepts, complete this
self-check activity to gauge your understanding:

1. What is velocity and acceleration?

2. Express the relationship between force, mass, and acceleration, both in words and as an
equation.
3. Distinguish between balanced and unbalanced forces and explain the effect of such forces on a
body.

5.1.3 Work Done, Energy and Power

This week, we will define the concept of energy, work done as well as momentum

WORK DONE, ENERGY AND POWER.

 Energy is the ability to do work

Two types of energy

 Kinetic Energy - Is the energy that a body possesses due to its motion

Formulae:
𝟏
𝑬𝑲 = . 𝒎. 𝒗𝟐
𝟐
EK = kinetic energy
m = mass in kg
v = velocity in ms-1

 Potential Energy- is the energy a body possesses as a result of its height and position above the
ground

Formulae:

𝑬𝑷 = 𝒎. 𝒈. 𝒉

EP = potential energy
m = mass in kg
g = acceleration due to gravity = 9.8ms-2
h = height above the ground in m

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Law of conservation of energy

Energy cannot be created or destroyed but it can be transferred from one form to another

𝐸𝐾 (𝑇𝑂𝑃) = 𝐸𝑃 (𝐵𝑂𝑇𝑇𝑂𝑀)

Work done and Power

Work done

Work done is the product of the force and the displacement of its point of application in the direction
of the force.

Work done = force (F) x distance (s)

Power

This is the Work done per given time measured in Watts or J/s.

𝑓𝑜𝑟𝑐𝑒 (𝐹) 𝑥 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 (𝑠)

Power = 𝑡𝑖𝑚𝑒 (𝑡)

OR

Power = Force x velocity

Fxv

Work done by torque

Torque is the product of force and the perpendicular distance between the working line of force and
the turning point.

𝑇 = 𝐹. 𝑅 (𝑁. 𝑚)

Work done for one revolution

 𝑊𝑜𝑟𝑘 𝐷𝑜𝑛𝑒 = 2𝜋. 𝑇

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Work done during 𝒏 revolutions

 𝑊𝑜𝑟𝑘 𝐷𝑜𝑛𝑒 = 2𝜋. 𝑛. 𝑇

Work done if a force describes an arc

 𝑊𝑜𝑟𝑘 𝐷𝑜𝑛𝑒 = 𝐹 × 𝐴𝑟𝑐

= 𝐹 × 𝑅. 𝜃 𝑊ℎ𝑒𝑟𝑒 𝜃 𝑚𝑢𝑠𝑡 𝑎𝑙𝑤𝑎𝑦𝑠 𝑏𝑒 𝑖𝑛 𝑟𝑎𝑑𝑖𝑎𝑛𝑠
= Tθ

NB: TO CHANGE FROM DEGREES TO RADIANS ALWAYS WE DIVIDE BY 57, 3

5.1.4 Momentum

It is the product of the mass of an object and its velocity.

Momentum = mxv

Impulse (Change in momentum)

It is defined as the product of the average force multiplied by the time during which it is exerted.

Fxt = mv1 – mv2 = Impulse

Belt drives

Belt drives are used when two parallel shafts are place too far apart for direct gear drives.

𝑇1 (tight side)

A B

𝑇2 ( 𝑠𝑙𝑎𝑐𝑘 𝑠𝑖𝑑𝑒)

FORMULAS:

𝐷𝐴,𝐵,𝐶 𝑎𝑛𝑑 𝐷 = 𝑑𝑖𝑎𝑚𝑒𝑡𝑒𝑟𝑠 𝑜𝑓 𝑝𝑢𝑙𝑙𝑒𝑦 𝐴, 𝐵, 𝐶 𝑎𝑛𝑑 𝐷.

𝑛𝐴,𝐵,𝐶 𝑎𝑛𝑑 𝐷=𝑟𝑜𝑡𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑜𝑓 𝑝𝑢𝑙𝑙𝑒𝑦 𝐴,𝐵,𝐶 𝑎𝑛𝑑 𝐷.

𝐷𝐴 𝑛𝐴 = 𝐷𝐵 𝑛𝐵
𝐷𝐶 𝑛𝐶 = 𝐷𝐷 𝑛𝑑

𝑛𝐴 𝐷𝐵 𝐷𝐷
𝑛𝑑
= 𝐷𝐴 𝐷𝐶

𝐸𝑓𝑓𝑒𝑐𝑡𝑖𝑣𝑒 𝑡𝑒𝑛𝑠𝑖𝑜𝑛 = 𝑇1 − 𝑇2

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𝑇1
𝑇𝑒𝑛𝑠𝑖𝑜𝑛 𝑟𝑎𝑡𝑖𝑜 =
𝑇2
𝐶𝑖𝑟𝑐𝑢𝑚𝑓𝑒𝑟𝑒𝑛𝑡𝑖𝑎𝑙 𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 𝑜𝑓 𝑝𝑢𝑙𝑙𝑒𝑦 = 𝜋𝐷𝑛

𝑛(𝑑𝑟𝑖𝑣𝑒𝑟) 𝐷(𝑑𝑟𝑖𝑣𝑒𝑟)
𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 𝑟𝑎𝑡𝑖𝑜 = 𝑛(𝑑𝑟𝑖𝑣𝑒𝑛) 𝑜𝑟 𝐷(𝑑𝑟𝑖𝑣𝑒𝑛)

𝑝𝑜𝑤𝑒𝑟 = (𝑇1 − 𝑇2 )𝜋𝐷𝑛 𝑤ℎ𝑒𝑟𝑒 𝑛 𝑚𝑢𝑠𝑡 𝑏𝑒 𝑖𝑛 𝑟𝑒𝑣/𝑠

𝑝𝑜𝑤𝑒𝑟 = (𝑇1 − 𝑇2 )𝑣
𝑤𝑜𝑟𝑘 = (𝑓𝑜𝑟𝑐𝑒 × 𝜋𝐷)
𝑤𝑜𝑟𝑘 = (𝑇1 − 𝑇2 )𝜋𝐷

When the thickness of the belt is taken into consideration it follows:

(𝐷𝐴 + 𝑡)𝑛𝐴 = (𝐷𝐵 + 𝑡)𝑛𝐵

Angle of contact

𝑇1
𝑇2
= 𝑒 𝜇𝜃
"𝜇" 𝑖𝑠 𝑎 𝑐𝑜 − 𝑒𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑡 𝑜𝑓 𝑓𝑟𝑖𝑐𝑡𝑖𝑜𝑛.
"𝜃" 𝑚𝑢𝑠𝑡 𝑎𝑙𝑤𝑎𝑦𝑠 𝑏𝑒 𝑖𝑛 𝑟𝑎𝑑𝑖𝑎𝑛𝑠.

Great! Now let’s do some revision work.

REVISION QUESTIONS
1.1 What is meant by the inertia of an object. (2)

1.2 A car is travelling from A to B on a circular path with a radius of 140 m, as shown in FIGURE 1
below. (HINT: 𝐶 = 2𝜋𝑟)

140 m

FIGURE 1

Calculate

1.2.1 The distance from A to B (2)

1.2.2 The displacement from A to B. (3)

1.2.3 The traveler’s velocity from A to B in 3 minutes. (2)

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1.3 FIGURE 2 shows two masses suspends by a rope that passes over a frictionless pulley. Mass A
= 6 kg and mass B = 8 kg. The masses are allowed to move freely.

A B

FIGURE 2

Calculate

1.3.1 The acceleration and direction of the masses. (4)

1.3.2 The tensile force in the rope. (2)

2.1 State the difference between a vector quantity and a scalar quantity. (2)

2.2 A lorry accelerates from rest to 2 m/s in 25 seconds and travels in a westerly direction from
point S to T. From point T, it then travels at a constant velocity for two minutes towards
point U and then starts to brake and stops at point V, which is 100 m from point U.

Calculate:

2.2.1 Displacement from S to T. (2)

2.2.2 Displacement from T to U. (3)

2.2.3 Total distance travelled (1)

3.1 State the law of conservation of momentum. (2)

3.2 A body of mass of 2 kg moving at 8 m/s collides from the rear with a 5 kg body moving at 5
m/s. After collision, the 2 kg body continues to move in the same direction at 3 m/s.

Calculate the new velocity of the 5 kg body. (4)

4 A flat belt has a thickness of 7 mm. The belt fits on a pulley with a diameter of 0.494 m. The
rotational frequency of the pulley is 1 200 r/min. The effective force (Fe) transmitted by the
belt is 250 N.

Given that the belt width is 10 cm and that the maximum force per mm width is 5 N, calculate
the following:

4.1 The velocity of the belt in m/s. (3)

4.2 The power transmitted. (2)
4.3 The maximum force (T1) in the tight side (2)

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5.1.5 Self-Assessment
Let’s see what you have learned so far by taking this short self-assessment.

The Self-Assessment for this week is embedded within your ENGINEERING

SCIENCE N3 in myClass. Head on to the quiz to see how you have fared with
this section of content!

Be sure to complete the self-assessment quiz before you move on to the next
section!

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Week 2: MOMENTS
This week we will be looking at conditions for equilibrium, lever and lamina, as
Purpose
well as beams.

By the end of this week, you will be able to:

 Apply the conditions for equilibrium on moments in calculations.

 Apply moments on levers and lamina with fulcrums which are in
equilibrium.
Learning  Do calculations on moments with oblique forces acting on the lever – the
Outcomes number of obliques are restricted to not more than one.
 Calculate reactions at the supports of beams subjected to point loads and
distributed loads.
 Make a sketch according to scale a beam showing all loads and supports
from a word problem
 Draw, according to scale a shear force diagram.

Time It will take you 7,5 hours to make your way through this study week.

Prescribed M J J Van Rensburg. Engineering Science N3: Macmillan. ISBN: 9781430803577

Reading

The concept of equilibrium is important in almost all engineering fields, especially in civil and
mechanical engineering.

Think about this?

Why is it easier to untie a nut by using a spanner with a longer handle than one with a
shorter handle.

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5.2.1 Conditions for equilibrium

Moment is a product if force and perpendicular distance.

𝑴𝒐𝒎𝒆𝒏𝒕 = 𝒇 × 𝒅

The law of moments state that at equilibrium the sum of clockwise moments should be equal
to the sum of anti-clockwise moments.

The moment of a force about an axis is zero when:

The force is equals zero

When the working line of the force passes through the point of the rotation.

Conditions for equilibrium

The sum of horizontal forces as well as the sum of horizontal forces should be equal to zero
The sum of the moments of the forces about any point will be equal to zero
If a body is in equilibrium under the influence of the three forces, their working lines coincide
at one point and forces (vectors) can be combined to form a close triangle.
If there are more than three forces, the vectors can be combined to form a polygon

5.2.2 Levers and Lamina

Moment of an oblique force (not at 90 °)

F

d
𝑴𝒐𝒎𝒆𝒏𝒕 = 𝑭 × 𝒅 𝒔𝒊𝒏 𝜽

Applying moments on levers and lamina with fulcrums which are in equilibrium

Example

If the lever below in Figure 2 is in equilibrium, calculate the value of x.

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1,2 kN 2 kN

2m x x

30°

1,5 kN
FIGURE 2

Solution

𝑠𝑢𝑚 𝑜𝑓 𝑐𝑙𝑜𝑐𝑘𝑤𝑖𝑠𝑒 𝑚𝑜𝑛𝑒𝑛𝑡𝑠 = 𝑠𝑢𝑚 𝑜𝑓 𝑎𝑛𝑡𝑖𝑐𝑙𝑜𝑐𝑘𝑤𝑖𝑠𝑒 𝑚𝑜𝑚𝑒𝑛𝑡𝑠

1,2(2) + 2(2 + 𝑥) = 1,5(2 + 2𝑥)
2,4 + 4 + 2𝑥 = 3 + 3𝑥
2,4 + 4 − 3 = 3𝑥 − 2𝑥
𝑥 = 3,4 𝑚

5.2.3 Beams

A BEAM is a structural element that is capable of withstanding load primarily by resisting bending. The
bending force induced into the material of the beam as a result of the external loads, own weight,
span and external reactions to these loads is called a bending moment.

A beam that has a constant cross-sectional area is called a uniform beam

Loading on a uniform beam can be:

1) Distributed loading/Uniform loading where the load is even distributed on the available section of
the beam.
Uniform loads that are shown as a series of arrows, solid bars or spring and has a value of N/m. For
any given length, the total load is length by N/m, and this is assumed to act at the centre of that length

2) Concentrated loading where the load on the beam is concentrated on one section of the beam

 The downward forces acting on the beam are called concentrated loads.
 The upwards forces acting on the beam are called supports or reactions.
 The beam will sometimes be loaded with a uniformly distributed load
 A light beams its mass is negligible and can be ignored
 One of the reactions will considered to be the pivot/ the turning point

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 We always multiply the concentrated load with the distance to the fulcrum
 The force of the distributed load will always be in the middle of the distributed load.

Shearing Force Diagrams

Shearing forces occur when two parallel forces act out of alignment with each other.

A shearing force diagram shows the distribution of the shearing forces along the total length of the
beam. This is used to calculate the weakest point of the beam.

The steps below should be implemented when drawing shearing force diagrams:

1. Draw the loading diagram indicating the distribution of the loads

2. Draw the shearing force diagram directly below the loading diagram, using the sign convention. Plot
the positive values upwards above the line and the negative values downwards below the line.
3. Mark the loading diagram, whether it is drawn to scale or not, with all the important values.

Example

5 kN/m 10 kN 10 kN
5 kN/m 8 kN/m

3m 2m 3m 2m

C D E
A B
Given the beam above.

a) Calculate the reaction forces at B and E.

b) Prove that they are right.
c) Draw the shear force diagram

Solution

a)
Moments about B

𝑠𝑢𝑚 𝑜𝑓 𝑐𝑙𝑜𝑐𝑘𝑤𝑖𝑠𝑒 𝑚𝑜𝑚𝑒𝑛𝑡𝑠 = 𝑠𝑢𝑚 𝑜𝑓 𝑎𝑛𝑡𝑖𝑐𝑙𝑜𝑐𝑘𝑤𝑖𝑠𝑒 𝑚𝑜𝑚𝑒𝑛𝑡𝑠

10(1) + 10(2) + 10(5) + 16(6) = 𝐸(7) + 15(1,5)
7𝐸 = 153,5
𝐸 = 22 𝑘𝑁

Moments about E

𝑠𝑢𝑚 𝑜𝑓 𝑐𝑙𝑜𝑐𝑘𝑤𝑖𝑠𝑒 𝑚𝑜𝑚𝑒𝑛𝑡𝑠 = 𝑠𝑢𝑚 𝑜𝑓 𝑎𝑛𝑡𝑖𝑐𝑙𝑜𝑐𝑘𝑤𝑖𝑠𝑒 𝑚𝑜𝑚𝑒𝑛𝑡𝑠

𝐵(7) = 15(8,5) + 10(6) + 10(5) + 10(2) + 16(1)
7𝐵 = 273,5
𝐵 = 39 𝑘𝑁

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b)

Proof:

𝑠𝑢𝑚 𝑜𝑓 𝑢𝑝𝑤𝑎𝑟𝑑 𝑓𝑜𝑟𝑐𝑒𝑠 = 𝑠𝑢𝑚 𝑜𝑓 𝑑𝑜𝑤𝑛𝑤𝑎𝑟𝑑 𝑓𝑜𝑟𝑐𝑒𝑠

39 + 22 = 5(3) + 5(2) + 10 + 10 + 8(2)
61 = 61

c)

Shear force diagram

5 kN/m 10 kN 10 kN
-15 5 kN/m 8 kN/m

3m 2m 3m 2m

C D E
A B

24

14

4 4

-15 -6

-22

Once you have made your way through that content, you should be able to answer the
following self-check questions:

1. What are the conditions for equilibrium?

2. Can an oblique force cause a moment of a pivot? If yes, what formula is used?
3. How so I sketch the shear force diagram of a beam?

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REVISION QUESTIONS
1.1 State the law of moments. (2)

1.2 Given a horizontal beam, ABCDEF, of a uniform cross section, loaded as shown.

50 kN 20 kN
6 kN/m 10 kN/m

2m 1m 3m 2m 3m

A B C D E F

1.2.1 Calculate the reactions at the supports B and E. (4)

1.2.2 Draw a shear-force diagram, using a suitable scale. Show all the main values on the
diagram (6)

2.1 What is meant by the term concentrated load. (1)

2.2 A uniform beam is 20 m long and rests horizontally on two supports. The one support is at
the left end and the other support is 4 m from the right end. The beam carries concentrated
loads of 200 N, 100 N and 80 N respectively 5 m, 10 m, and 12 m from the left end. The beam
carries a load of 15 N/m over the first 8 m from the right end.

2.2.1 Draw the diagram, indicating all the forces acting on the beam. (2)

2.2.2 Calculate the reactions at the supports (4)

2.2.2 Draw the shear-force diagram. (4)

5.2.4 Self-Assessment
Let’s see what you have learned so far by taking this short self-assessment.

The Self-Assessment for this week is embedded within your ENGINEERING

SCIENCE N3 in myClass. Head on to the quiz to see how you have fared with
this section of content!

Be sure to complete the self-assessment quiz before you move on to the next
section!

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5.3 Week 3: FORCES

This week we will be looking at forces, how to manipulate them and how they
Purpose
behave in different systems.

By the end of this week, you will be able to:

 List the conditions of equilibrium of a system of forces, describing what

equilibrium, equilibrant, resultant and triangle of forces
Learning  Resolve forces analytically into horizontal and vertical components and
Outcomes carry out the necessary calculations
 Represent by means of a diagram a roof truss supported at two points,
and carrying not more than three vertical loads
 Determine graphically or analytically the nature and magnitude of the
forces in the different frame parts.

Time It will take you 7,5 hours to make your way through this study week.

Prescribed M J J Van Rensburg. Engineering Science N3: Macmillan. ISBN: 9781430803577

Reading

Think about this?

How do forces behave when applied to a point at an angle 90 °? How about 45 °?

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5.3.1 Conditions for equilibrium

Conditions for equilibrium

The sum of horizontal forces as well as the sum of horizontal forces should be equal to zero
The sum of the moments of the forces about any point will be equal to zero
If a body is in equilibrium under the influence of the three forces, their working lines coincide
at one point and forces (vectors) can be combined to form a close triangle.
If there are more than three forces, the vectors can be combined to form a polygon

5.3.2 Equilibrium, equilibrant and resultant.

a) Equilibrium

This is when two vectors or forces are acting on a point that is found to be at rest.

b) Equilibrant

This is known to be a single force that balances the two or more forces to put them in a state
of balance also known as equilibrium

c) Resultant

This is known to be a single force that can replace the two or more forces on a system in
magnitude and direction, therefore the resultant is the vector sum of the two or more forces of
a system in an imbalanced state.

Example

If the lever below in Figure 2 is in equilibrium, calculate the value of x.

1,2 kN 2 kN

2m x x

30°

1,5 kN
FIGURE 2

Solution

𝑠𝑢𝑚 𝑜𝑓 𝑐𝑙𝑜𝑐𝑘𝑤𝑖𝑠𝑒 𝑚𝑜𝑛𝑒𝑛𝑡𝑠 = 𝑠𝑢𝑚 𝑜𝑓 𝑎𝑛𝑡𝑖𝑐𝑙𝑜𝑐𝑘𝑤𝑖𝑠𝑒 𝑚𝑜𝑚𝑒𝑛𝑡𝑠

1,2(2) + 2(2 + 𝑥) = 1,5(2 + 2𝑥)
2,4 + 4 + 2𝑥 = 3 + 3𝑥
2,4 + 4 − 3 = 3𝑥 − 2𝑥
𝑥 = 3,4 𝑚

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5.3.3 Analytical resolutions of forces

If a force is oblique, meaning at an angle to the horizontal, we can break it down into two components:
the horizontal component and the vertical component.

Please note:

1. When breaking down a force into its components, you can use the angle it makes with the horizontal
(A), or the angle it makes with the vertical (B) (as shown below). For the case of this study guide, we
will be using the angle it makes with the horizontal (A)

B
A

B
A

2. When calculating the sum of the horizontal components, forces going right are taken as positive;
forces going left as negative. Same applies for sum of vertical components; forces going up are
positive; forces going down are negative.

− +

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To resolve into components:

𝐹𝑉 = F sin 𝜃
θ
𝐹𝐻 = 𝐹 cos 𝜃

As you can see from above, the force F can be resolved into two components.
Please Note: The direction of the two components follows the direction of the force.

Example

Calculate the resultant and the equilibrant of the four forces.

45 𝑁
60 𝑁

30° 60°
30 𝑁

80 𝑁

Solution

Of the four forces, two are oblique, meaning that they make an angle with the horizontal. The two are
the 45 N force and the 60 N force. They are resolved into components as shown below.

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𝐹𝑉 = 60 sin 60°
60°
𝐹𝐻 = 60 cos 60 °
𝐹𝑉 = 45 sin 30°

30°
𝐹𝐻 = 45 cos 30 °

Now, we will be calculating the sum of the components.

∑𝐻 = 30 − 60 cos 60 − 45 cos 30 = −38.971

∑𝑉 = 80 − 60 sin 60 + 45 sin 30 = 50.538

From the two sums, we draw a triangle of forces.

NB: The signs show you were the arrow is going. We don’t put the signs on the diagram.
50,538

θ°
38,971
From this triangle of forces, we can calculate the required values.

𝑅𝑒𝑠 = √38,9712 + 50,5382 = 63,819

For direction, we first calculate angle

50,538 50,538
tan 𝜃 = 𝜃 = tan−1 = 52,363°
38,971 38,971

The direction is W 52,363 ° N

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Once you have made your way through that content, you should be able to answer the
following self-check questions:

2. What are the conditions for equilibrium?

3. Can an oblique force cause a moment of a pivot? If yes, what formula is used?
4. How so I sketch the shear force diagram of a beam?

REVISION QUESTIONS

1. Define the triangle of forces.

2. State the similarities and differences between the resultant and equilibrant forces.
3. Define the term strut and tie when referring to structures.
4. Study the diagram below and answer the questions that follow.

a) The sum of the horizontal components. Give the direction.

b) The sum of the vertical components. Give the direction.
c) The magnitude and direction of the resultant
5. Calculate the magnitude of R and L in the figure below.

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5.2.4 Self-Assessment
Let’s see what you have learned so far by taking this short self-assessment.

The Self-Assessment for this week is embedded within your ENGINEERING

SCIENCE N3 in myClass. Head on to the quiz to see how you have fared with
this section of content!

Be sure to complete the self-assessment quiz before you move on to the next
section!

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5.4 Week 4: FRICITION

This week we will be looking at friction, its pros and cons, as well as how it’s
Purpose
used in the calculations of forces.

By the end of this week, you will be able to:

 describe and calculate the static and kinetic co - efficient of friction.

 describe the method used to determine experimentally the static and
Learning kinetic coefficients of friction on horizontal and inclined planes.
Outcomes  list the advantages and disadvantages of friction as well as applications of
friction in practice.
 describe the effect of lubricants on friction.
 define the terms friction force, coefficient of friction, angle of friction,
angle of rest and normal reaction force.

Time It will take you 7,5 hours to make your way through this study week.

Prescribed M J J Van Rensburg. Engineering Science N3: Macmillan. ISBN: 9781430803577

Reading

Think about this?

How do forces behave when applied to a point at an angle 90 °? How about 45 °?

5.4.1 Static and Kinetic Friction

Friction
Say a body rests on a horizontal plane and a horizontal force is applied to the body. The body will not
move as long as the applied force is smaller than the gravitational force between the body and the
plane.

The force between the body and the plane is called frictional force (Fµ) and it works in the opposite
direction to the force applied. The frictional force is a result of friction and an applied force (F).

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The diagram below illustrates it.

Fµ F

As soon as the force (F) is taken away, the frictional force (Fµ) will disappear, otherwise the object
will start moving and will no longer be in equilibrium. Therefore, when F > Fµ, the body will start
moving.

The magnitude of F, when the body is on the point of motion, is called the limit of static friction (Fs).
The static friction force is just big enough to prevent motion.

The force required to keep the body moving, at a constant speed, is called kinetic frictional force (Fk).
Therefore, the maximum frictional force [(limit of static friction (Fs)] is always greater than the
kinetic frictional force (Fk), but usually not by very much.

Advantages of friction
 Friction enables us to walk.
 Friction enables the brakes and clutch of a car to operate.
 Friction provides stability for a driven car.

Disadvantages of friction
 Frictional force requires more energy to perform a working task.
 Friction creates a heat which can cause overheating of a part.
 Friction reduces the longevity of a product.

Ways of reducing friction

 Machining the contact surfaces
 By making sure that such contact areas fit properly onto one another
 By lubricating them where possible

5.4.2 Coefficient of friction, angle of friction and angle of rest.

The coefficient of friction

The coefficient of friction, often symbolized by the Greek letter µ, is a dimensionless scalar value
which describes the ratio of the force of friction between two bodies and the force pressing them
together. The coefficient of friction depends on the materials used; for example, ice on steel has a
low coefficient of friction, while rubber on pavement has a high coefficient of friction. Coefficients of
friction range from near zero to greater than one.

Normal (reaction) force (R) is a force that is experienced when two bodies are in contact. It acts
perpendicular to the surface.
𝐹
𝜇=
𝑅

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The angle of friction

The angle of friction (Φ), is the angle between the perpendicular force due to gravity W cos α = N and
the resultant of the frictional force Fμ and the perpendicular force N.

𝐹𝜇
tan ∅ =
𝑅
The angle of rest
The coefficient of friction, often symbolized by the Greek letter µ, is a dimensionless scalar value
which describes the ratio of the force.

5.4.2 Horizontal and inclined planes

Horizontal plane

If an object is on a horizontal plane, the possible forces on it are shown below.

Fµ F

Sometimes the applied force, f, might be at an angle, or might also be a pushing force.

Inclined plane

If an object is on an incline, the possible forces on it are shown below.

W
𝜃

Take note of the following:

 friction depends on the direction of motion.

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 The applied force, F, can be at an angle, α. If it is so, you have to resolve it into its horizontal and
vertical components.
 On an incline, the weight component is resolved into two components.

Examples

Question 1

An army tank with a mass of 40-ton rests on a horizontal plane. The coefficient of friction is 0,36.
A force T with an angle of 22 ° to the horizontal pulls the tank at a constant velocity.

Calculate the magnitude of the force T (5)

Solution 1

Mass = 40 ton = 40 * 1000 = 40 000 kg.

Weight, W = mg = 40 000 * 9.8 = 392 kN

µ = 0,36

R 𝑇 sin 22

22°
Fµ
𝑇 cos 22

W = 392 kN

Looking at the horizontal components:

𝐹𝜇 = 𝑇 cos 22 … (𝑖)

Looking at the vertical components:

𝑅 + 𝑇 sin 22 = 𝑊 … (𝑖𝑖)

From equation (i):

𝜇𝑅 = 𝑇 cos 22 … (𝑖𝑖𝑖)

From equation (ii):

𝑅 = 𝑊 − 𝑇 sin 22 … (𝑖𝑣)

Substitute (iv) into (iii):

𝜇(𝑊 − 𝑇 sin 22) = 𝑇 cos 22

0,36(392 − 𝑇 sin 22) = 𝑇 cos 22

141,12 − 0,135𝑇 = 0,927𝑇

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141,12 = 1,062𝑇

𝑇 = 132,881 𝑘𝑁

Question 2

A body of mass of 80 kg is placed on an incline of 30° with the horizontal. The coefficient of friction is
0,4. A force P making an angle of 60 ° with the plane is required to pull the body up the plane.

Calculate:

2.1 The component of P parallel to the plane. (1)

2.2 The gravity component parallel to the plane. (2)
2.3 The gravity component perpendicular to the plane (2)
2.4 The smallest force required to move the casting down the incline. (3)

Solution 2

60

W
30

2.1 𝑃 cos 60 = 0,5 𝑃

2.2 𝑊 sin 30 = 𝑚𝑔 sin 30 = 80 ∗ 9,8 sin 30 = 392 𝑁

2.3 𝑊 cos 30 = 𝑚𝑔 cos 30 = 80 ∗ 9,8 cos 30 = 678,964 𝑁

2.4 Looking at the “horizontal components”.

𝐹𝜇 + 𝑊 sin 30 = 𝑃 cos 60 … (𝑖)

Looking at the “vertical components”

𝑅 + 𝑃 sin 60 = 𝑊 cos 30 … (𝑖𝑖)

From (i)

𝜇𝑅 + 392 = 0,5 𝑃

0,4𝑅 + 392 = 0,5 𝑃 … (𝑖𝑖𝑖)

From (ii)

𝑅 = 𝑊 cos 30 − 𝑃 sin 60

𝑅 = 678,964 − 0,866 𝑃 … (𝑖𝑣)

Substitute (iv) into (iii)

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0,4(678,964 − 0,866 𝑃) + 392 = 0,5 𝑃

271,586 − 0,346 𝑃 + 392 = 0,5 𝑃

663,586 = 0,846 𝑃

𝑃 = 784,380 𝑁

Once you have made your way through that content, you should be able to answer the
following self-check questions:

1. Do I understand friction, its pros and cons and how to overcome any limitations that it might
provide?
2. Can I distinguish between static friction and kinetic friction?
3. Can I do calculations on bodies on a horizontal plane or an incline and experiencing friction?

REVISION QUESTIONS
Question 1

1.1 Give TWO disadvantages of friction as related to engineering. (2)

1.2 A body with a mass of 60 kg is placed on an inclined plane making an angle of 20 ° to the
horizontal. The coefficient of friction is 0,4. A force F at an angle of 30 ° to the plane is required
to pull the body up the plane.

Calculate the following:

1.2.1 The component F parallel to the plane. (1)

1.2.2 The gravity component parallel to the plane. (2)

1.2.3 The gravity component perpendicular to the plane. (2)

1.2.4 The magnitude of F. (4)

Question 2

2.1 State THREE principles of kinetic friction. (3)

2.2 A casting with a mass of 500 kg rests on a surface with a slope of 20 ° to the horizontal. The
coefficient of friction is 0,25.

Calculate:

2.2.1 The component of the weight of the object perpendicular to the surface. (2)

2.2.2 The component of the weight of the object parallel to the surface. (2)

2.2.3 The friction force between the casting and the surface (2)

2.2.4 The smallest force required to move the casting down the incline. (3)

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5.4.3 Self-Assessment
Let’s see what you have learned so far by taking this short self-assessment.

The Self-Assessment for this week is embedded within your ENGINEERING

SCIENCE N3 in myClass. Head on to the quiz to see how you have fared with
this section of content!

Be sure to complete the self-assessment quiz before you move on to the next
section!

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5.5 Week 5: STEAM

This week we will be looking at heat, and its importance in industry, especially
Purpose
its property of having a very high specific heat capacity.

By the end of this week, you will be able to:

 Define specific heat capacity and indicate the unit in which it is expressed.
 Briefly explain why the specific heat capacity of substances differs and
what the meaning of the specific heat capacity of a substance is.
 Briefly explain the significance of the high specific heat capacity of water.
 Give and apply the law of conservation of energy and indicate the way in
Learning which heat is transferred from one body to another by means of the law.
Outcomes  Describe the heat value of a fuel.
 Do calculations of heat value of fuels include the law of conversation of
energy.
 Calculate the efficiency of machines and plant
 Describe area expansion and the SI units used for it.
 Do calculations involving linear and area expansion.
 Name the advantages, disadvantages and applications of steam.
 Do calculations involving enthalpy of wet and dry steam, as well as dryness
factors
Time It will take you 7,5 hours to make your way through this study week.

Prescribed M J J Van Rensburg. Engineering Science N3: Macmillan. ISBN: 9781430803577

Reading

Think about this?

Why is steam the preferred liquid in power machines?

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5.5.1 Specific Heat Capacity(c)

Specific heat is the amount of heat energy required to raise the temperature of 1kg (unit mass)
of the substance by one-degree kelvin or 1 degree Celsius.
Units for c are J/kg. K
Different substances have different specific heat capacities due to their molecular structure.
Water has the highest specific heat capacity, at about 4 187 J/kg.K
Significance of water’s high specific heat capacity
It takes a long time to heat and a long time to cool off.
This property of water makes it the ideal substance in car radiators, steam engines and general
power machines and many other applications.

5.5.2 Transfer of heat.

Heat energy(Q)

The amount of heat energy possessed by a body depends upon three factors:

Mass

Specific heat capacity

Change in temperature.

𝑄 = 𝑚𝑐∆𝑡

where m = mass; c = specific heat capacity and ∆𝑡 = change in temperature

Law of conservation of energy

Energy cannot be created or destroyed but it can be converted from one form to another.

∴ 𝑄𝑙𝑜𝑠𝑡 = 𝑄𝑔𝑎𝑖𝑛𝑒𝑑
𝑚. 𝑐. ∆𝑡 = 𝑚. 𝑐. ∆𝑡

Example

Oil with a density of 0,8 kg / litre and a specific heat capacity of 3,14 kJ/kg. °C is used to temper 4 kg
steel at a temperature of 667°C. The temperature of the steel decreases to 27°C. The rise in the
temperature of the oil may not exceed 25°C.

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Calculate the following:

(a) the heat released by the steel if the specific heat capacity for steel is 460 J/kg. °C; and
(b) the amount of oil required if it absorbs all the heat released by the steel.

Solution
Given:
Steel Oil
m = 4 kg m =?
c = 0,460 kJ/kg. °C c = 3,14 kJ/kg. °C
t1 = 667°C t2 - t1 = 25°C
t2 = 27°C

(a) You want to calculate the amount of heat released by the steel. To calculate this, use the formula
for heat released:

𝑄 = 𝑚𝑐∆𝑡 = 4 ∗ 0,460 ∗ (667 − 27) = 1 777,6 𝑘𝐽

(b) You want to calculate the amount of oil required if it absorbs all the heat released by the steel.
Use the formula for heat gained or lost and the heat released by the steel
(which you calculated in (a)):
∴ 𝑄𝑙𝑜𝑠𝑡 = 𝑄𝑔𝑎𝑖𝑛𝑒𝑑
1 177,6 = 𝑚. 𝑐. ∆𝑡
= 𝑚 ∗ 4,187 ∗ 25
𝑚 = 15 𝑘𝑔

Now that you have mass, you need to calculate volume. Use the following formula to convert mass
to volume:
𝑚 𝑚 15
𝜌= 𝑣= = = 18,75 𝑙𝑖𝑡𝑟𝑒𝑠
𝑣 𝜌 0,8

5.5.3 Heat value of a fuel and efficiency

The heat value of a fuel is the amount of heat energy produced when a unit mass (1 kg) of the fuel is
burnt up.
ℎ𝑒𝑎𝑡 𝑠𝑢𝑝𝑝𝑙𝑖𝑒𝑑 = 𝑚𝑎𝑠𝑠 × ℎ𝑒𝑎𝑡 𝑣𝑎𝑙𝑢𝑒
𝑄 = 𝑚. 𝐻𝑉

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Efficiency
𝑃𝑜𝑤𝑒𝑟 𝑜𝑢𝑡𝑝𝑢𝑡
𝐸𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑐𝑦 =
𝑃𝑜𝑤𝑒𝑟 𝑖𝑛𝑝𝑢𝑡

Example

A mass of 265,841 x 10-3 kg of fuel is burnt up for 30 minutes to heat 100 litres of water from 20 °C
to 30 °C. Only 54 % of the energy of the fuel was dissipated to the water.

Calculate the following:

a. the heat energy required for the temperature change

b. the heat energy given off the fuel.

c. the heat value of the fuel

Solution

a. heat energy required

𝑄 = 𝑚𝑐∆𝑡 = 100 ∗ 4.187 ∗ 30 − 20 = 4 187 𝑘𝐽

b. heat energy given

4187
𝑄= = 7 753,703 𝑘𝐽
0,54
c. heat value
𝑄 7753,703
𝑄 = 𝑚. 𝐻𝑉 𝐻𝑉 = = = 29,166 𝑀𝐽/𝑘𝑔
𝑚 265,841 × 10−3

5.5.4 Expansion
Coefficient of linear expansion (α)
Co-efficient of linear expansion is the change in length per unit length per degree change of
temperature

∆𝑙 = 𝑙0 𝛼∆𝑡

Δl = change in length

L0 =initial length

α = coefficient of linear expansion

Δt = change in temperature

Units of linear expansion = / °C or / K

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Coefficient of area expansion (β)

Co-efficient of linear expansion is the change in length per unit length per degree change of
temperature

∆𝐴 = 𝐴0 𝛽∆𝑡

ΔA = change in area

A0 =initial area

β = coefficient of area expansion

Δt = change in temperature

Units of area expansion = / °C or / K

NB: 𝛽 = 2𝛼

5.5.5 Steam
Production of steam
When water is heated to produce steam, the temperature rises, and water absorbs sensible heat until
boiling point (saturation) is reached.
Further heating of the water produces wet steam while the temperature remains constant
The total heat required to produce dry saturated steam = sensible heat + the latent heat.
Total heat of superheated steam = sensible heat + latent heat + heat of superheated steam

Steam formation takes place in 3 stages which are as follows.

Liquid enthalpy (hf)

Water is still in liquid form and temperature of water will increase as heat is absorbed. The energy
delivered to water during this phase for unit mass is called specific liquid enthalpy.

Evaporation enthalpy (hfg)

When saturation temperature is reached steam, bubbles start forming and they are a mixture of steam
and water called wet steam. This process occurs at constant temperature and the energy provided is
called the latent heat of vaporisation.

Superheated enthalpy (hsup)

Additional energy added to dry steam leads to the formation of superheated with a rise in
temperature.

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Saturation temperature and pressure

Saturation temperature is the temperature at which water starts to boil and changes into steam and
depends on the pressure the water is subjected to.

Saturation pressure is the pressure in producing steam at its maximum temperature at which the
water remains liquid.

Different conditions of steam

 Wet steam is steam that is still in contact with water from which it is produced.
 Dry steam (saturated steam) is steam that contains no water particles at its saturation
temperature and pressure.
 Superheated steam is dry steam heated past its saturation temperature to increase its
temperature further.

Dryness fraction of wet steam

Dryness fraction of wet steam is the ratio between the mass of the dry steam and the total mass of
the wet steam.
𝒎𝒂𝒔𝒔 𝒐𝒇 𝒅𝒓𝒚 𝒔𝒕𝒆𝒂𝒎
𝑫𝒓𝒚𝒏𝒆𝒔𝒔 𝒇𝒓𝒂𝒄𝒕𝒊𝒐𝒏(𝒙) =
𝒕𝒐𝒕𝒂𝒍 𝒎𝒂𝒔𝒔 𝒐𝒇 𝒘𝒆𝒕 𝒔𝒕𝒆𝒂𝒎

Entropy and Enthalpy

Enthalpy

It is equal to the total energy of a system plus the product of the pressure and the volume of the
system.

Entropy

It is a measure of how much heat is lost a given pressure and temperature.

Once you have made your way through that content, you should be able to answer the
following self-check questions:

1. Do I understand friction, its advantages and disadvantages, as well as its applications?

2. Can I distinguish between dry steam and wet steam?
3. Can I do calculations that involve steam tables?

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REVISION QUESTIONS

1. Explain the term heat value of a fuel

2. Define the specific heat capacity of a substance
3. Steel bars with a total mass of 3,5kg are heated to 2170C and immediately placed in 28kg of
water at 120C. Determine the final temperature of the steel bars and the water.
4. The engine of a motorcar uses 20kg of petrol in 2 hours. The internal efficiency of the engine
is 42%. Calculate the power dissipated by the engine of the motorcar.
5. A volume of 250l of water is heated from 2800C to 3600C by burning coal. Calculate the
following:
a) The change in temperature of the water
b) The quantity of heat required
c) The quantity of coal required

5.5.6 Self-Assessment
Let’s see what you have learned so far by taking this short self-assessment.

The Self-Assessment for this week is embedded within your ENGINEERING

SCIENCE N3 in myClass. Head on to the quiz to see how you have fared with
this section of content!

Be sure to complete the self-assessment quiz before you move on to the next
section!

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5.6 Week 6: HYDRAULICS

Purpose This week we will be looking at hydraulics, its calculations and applications.

By the end of this week, you will be able to:

 Briefly describe the principle of hydraulic presses and a diagram of

hydraulic presses
Learning  Do calculations on hydraulic presses
Outcomes  Calculate the work done by a single stroke pumps to deliver water against
pressure
 Calculate the work done by a single stroke pump to deliver water against
head
 Describe static head, delivery head and suction head.

Time It will take you 7,5 hours to make your way through this study week.

Prescribed M J J Van Rensburg. Engineering Science N3: Macmillan. ISBN: 9781430803577

Reading

Think about this?

Why is it so easy for a human being to lift a heavy object like a car using a jack?

5.6.1 Hydraulic Presses

Pascal’s law
Pressure exerted in a closed system will be the same throughout in all directions.
Pascal
Unit of pressure
Definition: It is the pressure that arises when a force of 1 N is applied over an area of 1 square meters

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𝑭
𝑷=
𝑨

Density of pure water at 40c = 1000kg/m3

Pressure at a depth in a liquid.
𝑷 = 𝝆. 𝒈. 𝒉

Total pressure at a point in a liquid due to depth

Total pressure is: 𝑷𝑻 = 𝑷𝑶 + 𝑷

= 𝑷𝑶 + 𝝆. 𝒈. 𝒉

Total force of a pressure exerted by a vertical liquid column and an external pressure.
𝑭𝑻 = (𝑷𝒐 + 𝝆. 𝒈. 𝒉)𝑨

Gauge pressure is the pressure measure above or below atmospheric pressure

Absolute pressure is the gauge pressure plus atmospheric pressure

Normal temperature and pressure (NTP)

It refers to atmospheric conditions on a normal day: a pressure of 101, 3 kPa and a temperature of
150c
Standard temperature and pressure (STP)
Is a set of standard conditions for references purposes and are a pressure of 101, 3 kPa and a
temperature of 15 °C

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Hydraulic presses and a liquid pressure

Plunger ram
Is indicated by small letters is indicated by big letters

𝒇 𝑭
𝒑=𝒂 𝑷=𝑨

Using Pascal’s law

𝒇 𝑭
=
𝒂 𝑨

𝒇 𝑭
𝟐 =
𝝅𝒅 𝝅𝑫𝟐
𝟒 𝟒

𝒇 𝑭
𝟐
= 𝟐
𝒅 𝑫

RELATIONSHIP BETWEEN PLUNGER MOTION AND RAM MOTION

Work done by plunger piston = work done by ram piston

𝒇 × 𝒔𝒍 = 𝑭 × 𝑺𝑳

Volume displaced by plunger=volume displaced by ram

𝒂𝒓𝒆𝒂 𝒐𝒇 𝒑𝒍𝒖𝒏𝒈𝒆𝒓 × 𝒔𝒍 × 𝒏 = 𝑨𝑹𝑬𝑨 𝒐𝒇 𝒓𝒂𝒎 × 𝑺𝑳

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RELATIONSHIP BETWEEN THE LOAD ON THE PLUNGER AND THE FORCE EXERTED ON THE LEVER

𝑳𝑶𝑨𝑫(𝑳)
Mechanical Advantage (MA)= 𝑬𝑭𝑭𝑶𝑹𝑻(𝑬)

𝑾𝑶𝑹𝑲 𝑫𝑬𝑳𝑰𝑽𝑬𝑹𝑬𝑫
Efficiency= 𝑾𝑶𝑹𝑲 𝑨𝑷𝑷𝑳𝑰𝑬𝑫
× 𝟏𝟎𝟎%

𝑨𝑪𝑻𝑼𝑨𝑳 𝑭𝑶𝑹𝑪𝑬 𝑶𝑵 𝑹𝑨𝑴 𝑷𝑰𝑺𝑻𝑶𝑵

Efficiency= 𝑨𝑷𝑷𝑳𝑰𝑬𝑫 𝑭𝑶𝑹𝑪𝑬 𝑶𝑵 𝑹𝑨𝑴 𝑷𝑰𝑺𝑻𝑶𝑵 × 𝟏𝟎𝟎%

5.6.2 Work done against a pressure

Work done (WD) =POTENTIAL ENERGY

= m.g.h
= F.s
= (Pressure x area) x s
= (Pressure x volume)

5.6.3 Work done against a head

Work done (WD) = m.g.h
= m. g. head
= (Pressure x area) x s
= (Pressure x volume)

OR

Work done (WD) = (volume x density) x g x head

= Vρg. head

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Once you have made your way through that content, you should be able to answer the
following self-check questions:

1. Do I understand hydraulics, and its applications?

2. Can I do calculations that work against pressure?
3. Can I do calculations that work against head?

REVISION QUESTIONS

1. Explain the concepts static head and delivery head

2. Define the term density
3. Define the Pascal
4. A single- acting suction pump has a diameter of 160mm and a delivery stroke length of 90mm
and has to pump water 15m vertically to a reservoir.
a) The volume of the water which is being pumped per delivery stroke
b) The mass of the water pumped per delivery stroke
c) The work done per delivery stroke length

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5.6.4 Self-Assessment
Let’s see what you have learned so far by taking this short self-assessment.

The Self-Assessment for this week is embedded within your ENGINEERING

SCIENCE N3 in myClass. Head on to the quiz to see how you have fared with
this section of content!

Be sure to complete the self-assessment quiz before you move on to the next
section!

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5.7 Week 7: ELECTRICITY AND CHEMISTRY

Purpose This week we will be looking at hydraulics, its calculations and applications.

By the end of this week, you will be able to:

 Describe the effect on the potential difference, current and resistance of

an electric circuit when the cells are connected in series and parallel
 Calculate the emf, potential difference, current and resistance of given
electric circuits
 Describe the electrochemical equivalent
 Formulate Faraday’s laws
 Formulate Joule’s law and give the applicable units
 Calculate the cost of electric energy consumption
Learning  Calculate power and energy in direct current circuits
Outcomes  Name the differences between direct current and alternating current and
distinguish between the characteristics of each.
 Sketch and describe the operating principles of a single- phase transformer
 Describe elements and matter and state the components elements of
given alloys and compounds
 Explain the arrangements of the elements in the Periodic Table into
periods and groups
 Describe the structure of the atom with respect to composition and
position of electrons, protons and neutrons
 Describe the structure of the atom with respect to the charge of the
electrons, protons and neutrons

Time It will take you 8 hours to make your way through this study week.

Prescribed M J J Van Rensburg. Engineering Science N3: Macmillan. ISBN: 9781430803577

Reading

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5.7.1 Cells

SERIES CONNECTION

 Resistors connected in series are voltage dividers

 The current is the same
This means:
𝐼𝑇 = 𝐼1 = 𝐼3

The total resistance of the circuit is given by:

𝑅𝑇 = 𝑅1 + 𝑅2 + 𝑅𝑛
The total current flowing in the circuit is given by:
𝑉𝑇
𝐼𝑇 =
𝑅𝑇
PARALLEL CONNECTION

 Resistors connected in parallel are current dividers

 The voltage is the same
This means:
𝑉𝑇 = 𝑉1 = 𝑉2 = 𝑉𝑁

The total resistance of the circuit is given by:

1 1 1 1
=𝑅 +𝑅 +𝑅
𝑅𝑇 1 2 𝑁

The total current flowing in the circuit is given by:

𝑉𝑇
𝐼𝑇 =
𝑅𝑇
Example
Four cells, each with an EMF of 3V and internal resistance of 0,5 Ω per cell are connected in series.
The battery is then connected to two parallel connected resistors 4Ω and 6Ω and a 5Ω resistor in
series.
Calculate:

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a) The total resistance of the circuit

b) The total current
c) The current through the 4 Ω resistor

Solution
a)
4×6
𝑅𝑝 = = 2,4 Ω 𝑅𝑡 = 𝑅𝑝 + 𝑅 = 2,4 + 5 = 7,4 Ω
4+6
b)
𝐸𝑡 = 3 + 3 + 3 + 3 = 12 𝑉
𝑟𝑡 = 0,5 + 0,5 + 0,5 + 0,5 = 2 Ω

𝐸 12
𝐸 = 𝐼(𝑅 + 𝑟) 𝐼= = = 1,277𝐴
𝑅 + 𝑟 7,4 + 2
5.7.2 Electrolysis.
The process of electrolysis
 Electrolysis is a chemical separation of substances by means of electric current.
 Electrolyte is a solution containing ions and it conduct electricity.
 These ions are positive and negative charged.
 When conductors are placed in the electrode they are known as electrodes.
 The positive electrode is known as the anode and is the electrode through which the electrons
enter the electrolyte while the negative electrode is known as the cathode and is the electrode
receiving the electrons from the electrolyte.
 The flow of the positively charged ions from the anode to the cathode causes the anode to lose
metal pieces and deposit onto the cathode.
 This flow of metal pieces (cautions) can only take place in an electrolyte as the electrolyte
conducts the electric current and this process is called electrolysis.

Faraday’s First Law of Electrolysis

It states that the mass of a substance released or deposited during electrolysis is directly proportional
to the quantity of electric charge which passes through the electrolytic cell.

Faraday’s Second Law of Electrolysis

The mass of an element deposited during electrolysis is proportional to the chemical equivalent of the
element.

Electrochemical equivalent

Electrochemical equivalent is the mass of the substance released by an electric charge of one
Coulomb.

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𝒎 = 𝑸 × 𝒆. 𝒄. 𝒆
𝒃𝒖𝒕 𝑸 = 𝑰. 𝒕
∴ 𝒎 = 𝑰 × 𝒆. 𝒄. 𝒆 × 𝒕

Example

Calculate the magnitude of the current that flows for 30 minutes through a copper sulphate
solution. The electrochemical equivalent for copper is 8,29 x 10–4 g per coulomb and the mass of the
copper deposited is 7,46 g

Solution

t = 30 min = 30 x 60 = 1 800 s
m = 7,46 g
e.c.e = 8,29 x 10–4 g/ C

𝒎 𝟕, 𝟒𝟔
𝒎 = 𝑰 × 𝒆. 𝒄. 𝒆 × 𝒕 𝑰= = =𝟓𝑨
𝒆𝒄𝒆 × 𝒕 𝟖, 𝟐𝟗. 𝟏𝟎−𝟒 × 𝟏𝟖𝟎𝟎

Practical applications of electrolysis

 Electroplating
 Refinement of various metals
 Manufacture of chemicals.
 Production of hydrogen
 Operation of secondary cells.
 Reproduction of press letters and art by electroplate.

5.7.3 Joule’s Law and Power

Joule’s Law

State that the heat developed when an electric current pass through a conductor is proportional to
the resistance, the time and the square of the current.

𝑸 = 𝑰𝟐 . 𝑹. 𝒕

Power

This is the rate of production or usage of electrical energy per unit time(s)

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𝑽𝟐
𝑷 = 𝑰𝟐 . 𝑹 𝒐𝒓 𝑽𝑰 𝒐𝒓
𝑹
Units = Watts

Electrical Energy

This is a type of energy caused by moving electric charges.

𝑬 = 𝑷𝒕 𝒘𝒉𝒆𝒓𝒆 𝑷 𝒊𝒔 𝒊𝒏 𝑾 𝒂𝒏𝒅 𝒕 𝒊𝒏 𝒔𝒆𝒄𝒐𝒏𝒅𝒔

Electrical energy is usually, measured in kWh, also known as units.
kWh is the amount of electrical energy generated when 1 kW power is used for 1 hour.

5.7.4 AC Current and Transformers

AC Current Theory

Alternating current is a current that alternates (changes) direction while flowing. An alternating
current flows in one direction, comes to rest and then moves in the opposite direction. In South
Africa, this happens 50 times a second, so we say that our current is 50 cycles per second or 50 Hz.

Direct current on the other hand, only flows in one direction and does not
change in direction.

Transformers

Transformers consist of a core of laminated steel, a primary coil and a secondary coil, as shown
below

Np = number of primary turns Ns = number of secondary turns

Vp = primary voltage Vs = secondary voltage
Ip = primary current Is = secondary current

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Power of primary coil = Power of secondary coil

𝑉𝑝 𝐼𝑝 = 𝑉𝑠 𝐼𝑠
𝑉𝑝 𝐼𝑠
=
𝑉𝑠 𝐼𝑝
𝑉𝑝 𝑁𝑝
=
𝑉𝑠 𝑁𝑠

Load power factor

This is the ratio of the actual power (kW) to the apparent power (kVA).
It’s a ratio between 0 and 1
𝑇𝑟𝑢𝑒 𝑝𝑜𝑤𝑒𝑟 = 𝑉𝐼 cos ∅

CHEMISTRY
5.7.5 Elements: The constituents of matter
ATOM

An atom is the smallest particle of an element that can exist independently and still possess the
properties of the original element.

MATTER

This refers to anything with mass and occupies space

ELEMENTS

An element is a substance consisting of atoms which all have the same number of protons.

COMPOUNDS

A compound is a substance formed when two or more elements are chemically bonded together.
Examples are shown below

compounds Elements
Water Hydrogen and oxygen
Table salt Sodium and chlorine
Sulphuric acid Hydrogen, sulphur and oxygen
Hydrochloric acid Hydrogen and chlorine

Limestone Calcium, carbon and oxygen

Caustic soda Sodium, oxygen and hydrogen

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ALLOYS

An alloy is a material composed of two or more metals or a metal and a non – metal.
Examples are shown below.

Alloy Metals Properties

Brass Copper and Zinc Used as hard solder
Used in bushes , gears and electric components
Solder Tin and Lead Used as solder
Silver steel 1% Iron; 99% Carbon Very hard
Used in saw blades and measurement blocks
Tungsten Tungsten; carbon; Used as steel for high-speed cutting tools
cobalt It’s very hard and wear resistant
Phosphor Copper, Tin, Lead Hard and strong
bronze Used in bearings, bushes and gear wheels

5.7.6 The Periodic Table

 The periodic table arranges the chemical elements according to their increasing higher atomic
numbers.
 The table consist of eight vertical columns or groups and seven horizontal periods or rows.
 The elements are divided into two main groups with the metals on the left and the non-metals on
the right.

5.7.7 Metals and Non-metals

METALS NON - METALS
Metals are solid at normal temperature Some are solid and others liquid at
with the exception of mercury which is normal temperature
liquid
Metals are malleable and elastic They are brittle
New surfaces are shiny Have no shine
Good conductors of heat Poor conductors of heat
Good conductors of electricity Poor conductors of electricity
Examples: iron, zinc, tin, lead, gold and Examples: oxygen, hydrogen, carbon,
silver nitrogen, chlorine and sulphur

5.7.8 Structure of the atom

Electrons rotate about a nucleus in orbits, much like planets around the sun.

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The electrons are negatively charged.

The nucleus consists of protons which are positively charged.
There are also neutral particles in the nucleus, named neutrons.
The nucleus of an atom is very small in comparison with the size of the atom.
The mass of an atom can be equated to the mass of the protons plus the mass
of the neutrons in the nucleus.

Electrical Conductivity of metals

The bond between the electrons and the nucleus is relatively weak. This results in electrons being able
to move freely. If energy is supplied on the electrons, they are able to move from one place to another.
This is what makes metals be good conductors of electricity.

5.7.9 Electron transfer

 Metals give off electrons easily due to the weak force of attraction between the outer electrons
and the nucleus. This results in the metals being positively charged. A charged particle is called an
ion. Hence metals form positive ions.
 Non-metals normally take up free electrons and when they do that, it results in them forming
negative ions.
 An electric current is the flow of electrons in a conductor. The conductor may be a solution, or an
electrolyte. If a solution does not contain ions, the solution will not conduct electricity. For
example, pure water will not conduct electricity; a torch will still work under pure or distilled
water. Do not try this in tap water, which has chlorine in it to kill germs.

5.7.10 Corrosion
Oxidation
When a metal reacts chemically to form a product and, in doing so, loses electrons, the process is
known as oxidation.

Reduction
Reduction is the opposite of oxidation and is the process whereby electrons aregained by a
substance.

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Corrosion

Corrosion can be defined as the continuous disintegration of metals to their natural state by
chemical or electrochemical reaction with their environment. For example, iron combines with
oxygen in the air to form iron oxide (or rust).
This is the biggest cause of financial loss in industry, particularly the motor industry. More motor
cars rust away than wear out.

WAYS OF PREVENTING CORROSION

Temporary Protection

 Cover with oil, grease, Vaseline or fat

 Cover with graphite
 Cellulose acetate

Protection of a more permanent nature

 Paint
 Bitumen paint
 Plastic covers
 Electroplating
 Tinning
 Galvanising

REVISION QUESTIONS

1. Name all the components of an atom and state the electrical charge of each of the
components
2. Explain what a molecule of a substance or element is
3. Name three known metals that are listed on the periodic chart.
4. List three non-metals and give their symbols
5. Name and describe two types of corrosion as well as two ways of preventing corrosion

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5.7.11 Self-Assessment
Let’s see what you have learned so far by taking this short self-assessment.

The Self-Assessment for this week is embedded within your ENGINEERING

SCIENCE N3 in myClass. Head on to the quiz to see how you have fared with
this section of content!

Be sure to complete the self-assessment quiz before you move on to the next
section!

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