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Western Cape Education Department

Directorate: Curriculum FET

MECHANICAL TECHNOLOGY
AUTOMOTIVE

REVISION BOOKLET

TERM 2

Grade 12
This revision program is designed to assist you in revising the critical content and skills
covered during the 2nd term. The purpose is to prepare you to understand the key
concepts and to provide you with an opportunity to establish the required standard
and the application of the knowledge necessary to succeed in the NCS examination.
The revision program covers the following topics:
Structure of question paper
Generic Topics
• Safety
• Materials
Specific Topics
• Forces
• Maintenance
• Systems and Control (Automatic gearbox)
• Systems and Control (Axles, Steering Geometry and Electronics)
There are also lessons on various grade 12 topics on the WCED e-Portal
(https://wcedeportal.co.za/)
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LIST OF CONTENTS

No Topic Page

1. Structure of question paper 3

2. Bloom’s Taxonomy 4

3. Multiple-choice Questions (Generic) 5-6

4. Multiple-choice Questions (Specific) 7-8

5. Materials 9

6. Forces 10 - 15

7. Maintenance 15 - 17

8. Systems and Control 17 – 20

9. General comments 21
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Structure of question paper

Instructions and Information

1. Read ALL the questions carefully.
2. Answer ALL the questions.
3. Number the answers correctly according to the numbering system used in this
question paper.
4. Start EACH question on a NEW page.
5. Show ALL calculations and units. Round off final answers to TWO decimal places.
6. Candidates may use non-programmable scientific calculators and drawing
instruments.
7. The value of gravitational acceleration should be taken as 10 m/s.
8. All dimensions are in millimetres, unless stated otherwise in the question.
9. Write neatly and legibly.
10. A formula sheet is attached at the end of the question paper.
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Final examination: At the end of each academic year every learner is required to write a
final examination, which is compiled in such a way that it represents the entire theoretical
content covered throughout the year. The final examination paper accounts for 50% of the
learner’s promotion mark and is externally set, marked and moderated.

Formal assessments should cater for a range of cognitive levels and learners’ abilities as
shown below:

Cognitive Levels Percentage of Task

Lower order: knowledge 30%

Middle order: comprehension and application 50%

Higher order: analysis, evaluation and synthesis 20%

Below is a table of Bloom’s taxonomy indicating the action verbs and also gives you the
cognitive level of the learners’ ability. Learners need to expect different levels of
questioning.

MECHANICAL TECHNOLOGY - BLOOM'S TAXONOMY: GRADE 12

Knowledge: memorize and recall information: arrange,
Low define, label, list, outline, repeat, order 30%
Comprehension: (understanding) — interpret
information in one’s own words:
describe, indicate, restate, review, summarize, classify
Application: apply knowledge to new situations: apply,
calculate, draw, explain, identify, illustrate, prepare,
Medium operate, practice, solve, sketch, use 50%
Analysis: breakdown knowledge into parts and show
relationship among parts: analyse, categorize,
compare, distinguish, discuss, examine, investigate,
and test
Synthesis: bring together parts of knowledge to form a
whole; build relationships for new situation: arrange,
High compose, formulate, organize, plan, assemble, 20 %
construct
Evaluation: make judgments on basis of criteria:
appraise, assess, comment on, critically analyse,
evaluate, conclude, interrogate, judge, predict,
compare, and score
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Mechanical Technology (Automotive)

Grade 12 Revision pack

Term 2

There are previous NSC examination question papers and marking guidelines
available online or ask your teacher to give them to you, either electronically or
give you a hard copy so that you can familiarise youself with the layout and work
through them.

They are November 2018, until November 2023

Multiple-choice Questions (Generic)

QUESTION 1:

Various options are provided as possible answers to the following questions. This
question requires you to choose the one, correct answer and write only the letter
(A–D) next to the question numbers (1.1 to 1.6) in the ANSWER BOOK, e.g. 1.7 E.
Do not leave any one of these questions unanswered. If you are unsure, take an
“intelligent guess” of the most likely possible answer.
Examples:
1.1 The workplace is organised by national policies and procedures dealing with
HIV/Aids. What is the purpose of this code of practice?
A The act on safety states that all employers must make sure that the
workplace is safe and that employees are not at risk of becoming ill or
injured at work.
B The act contains common guidelines on how employers, employees
and trade unions should respond to HIV/Aids in the workplace.
C Employers may not demote or promote an employee based on his/her
HIV/Aids status.
D Employers can dismiss a person who is infected with HIV/Aids. (1)
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1.2 During which ONE of the following work processes do you have to wear a
helmet to prevent harmful ultra violet rays?
A Lathe work
B Angle grinding
C MIG/MAGS welding
D Drilling (1)

1.3 Which ONE of the following describes a workshop layout?

A Process layout
B Drill layout
C Inspection layout
D Receiving layout (1)

1.4 Which heat treatment process is used to increase the surface hardness
of a steel shaft?
A Annealing
B Tempering
C Case hardening
D Normalising (1)

1.5 The purpose of hardening steel is to …

A increase the resistance against denting.

B increase the toughness.
C soften it.
D improve the welding results. (1)

1.6 Which ONE of the following tests can be classified as a non-destructive test?

A Bend
B Machinability
C X-ray
D Nick-break (1)
[6]
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Multiple-choice Questions (Specific)

QUESTION 4:

Various options are provided as possible answers to the following questions. This
question requires you to choose the one, correct answer and write only the letter
(A–D) next to the question numbers (4.1 to 4.14) in the ANSWER BOOK, e.g. 4.7 C.
Do not leave any one of these questions unanswered. If you are unsure, take an
“intelligent guess” of the most likely possible answer.
This type of questions are the same as those in question 1, but it covers all the
specific topics. How to handle these questions:
• They could contain sketches, leave out missing words or even simple
calculations.
• To correctly answer these questions you need to know the facts.
• Each question is worth one mark so do not stress and take too long to answer
the question as you have about 10 minutes to complete this question.
• Carefully read the question and the possible answers, think about it, before
making your choice of the correct answer.
• Do not write all the numbers and correct letters down. Use the template in the
answer book and make a cross in the correct block. This will save some time.

Examples of types of questions to expect

4.1 Which ONE of the following pieces of equipment is used to set the wheel
alignment of a motor vehicle?

A Pressure tester
B Torsion tester
C Bubble gauge
D Wheel gauge (1)

4.2 What is the purpose of a wheel balancer?

To balance
A the angles of a motor vehicle
B the wheels for static and dynamic balance
C the steering control for better road grip
D engine torque delivered to the wheels (1)

4.3 What will be the brake power of an engine if the engine develops torque of 180
N.m at 3 000 r/min?

A 0,56 kW
B 5,65 kW
C 56,55 kW
D 6,67 kW (1)
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4.4 What type of gear train is shown in FIGURE 4.10 below?

A Epicyclic gear train

B Ring gear train
C Circular gear train
D Helical gear train (1)

4.5 Which exhaust emission control device is used to convert toxic gases and
pollutants to less toxic gases from the exhaust gases of an internal combustion
engine?

A Catalytic converter
B Toxic converter
C Exhaust converter
D Pollution converter (1)
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Materials (Generic). Question 3

In this section, work through the content. The things you need to know the are the
following:
• How to identify the different engineering materials by the different tests
(Sound, bending, filing, machining and spark tests)
Examiners will always include one of the tests or they will give you the
following table and ask youto make a distinction between materials.

• Heat treatment processes to enhance the properties of engineering

materials.

Learners must be know how to draw the iron –carbon equilibrium diagram and
know the labels. This drawing is a favorate question and has been asked frequently.

Types of heat treatment (Hardening, Tempering, Case-hardening, Annealing and

Normalising)
Learners must know these types of heat treatment, their purposes and how the
process is done. The examiner normally includes one or two of these processes in
Question 3.
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Forces (Specific). Question 7

Application of the following automotive calculations:

• Work, Power, Torque, Compression Ratio
• Indicated Power, Brake Power, Mechanical Efficiency

Learners need to be able to define the above mention terms, e.g.

7.1 Define mechanical efficiency of an internal combustion engine. (2)

7.2 Define brake power of an internal combustion engine. (2)

There will normally be one Compression ratio calculation and one Power/ efficiency
question as per examples below:
Take note of the following when doing calculations:
• Use your own Calculator and ensure that you are familiar with its operation.
• Ensure that you are able to identify the correct formula from the formula sheet
(included in the question paper).
• Always write down the formula.
• Ensure that you know how to change the subject of the formula.
• Make it a habit to write down all the given information, ensure that is correctly
captured before starting your calculation and establish exactly what you are
required to calculate.
• Check and ensure that you are working with the correct units, e.g.
 Compression ratio: work in centimetres (cm), so convert the given
dimensions from millimeters (mm) to centimetres(cm).
 When working with Indicated power, dimensions need to be converted
from millimeter (mm) to metre(m), etc.
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 When calculating Indicated Power (IP) always ensure whether it is a two-

stroke or four stroke engine. This is important when calculating the power
strokes per sec. On a four stroke engine there is only one power stroke
per two revolutions, so you need to divide the revolutions per second by
two. On a two-stroke engine there is one power per revolution, so you
need to divide the revolutions per second by one.
 When calculating Brake Power (BP). Check whether the engine speed is
given in revolutions per minute or revolutions per second. It need to be
calculated in revolution per second. If the revolutions are given in
rev/minute, you need to divide the given formula : 2 𝜋𝜋𝜋𝜋 𝑇𝑇 by 60.
 Always express Power in kilowatts (kW)
• Ensure that you write down all the steps of the calculation. (marks are
awarded, accordingly.)
• Ensure that you write down the correct SI unit next to the answer. Ensure that
you convert the unit to the correct Si unit as asked (if asked) in the question.
• Calculations are only mastered by practice and repetition. Try to do as many
examples as possible.

7.3 The bore and stroke length of an internal combustion engine are 90 mm
and 100 mm respectively. The compression ratio is 10,5: 1.

Calculate:

7.3.1 The swept volume of a single cylinder in cm3 (3)

7.3.2 The original clearance volume of a single cylinder in cm3 (3)

7.3.3 The compression ratio is increased to 11: 1. What will the new
bore diameter be if the clearance volume remains unchanged?
Answer in mm. (6)
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Model answers

(3)

(3)
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(6)

7.4 The following data refers to a four-stroke, four-cylinder petrol engine:

• Engine speed during the test: 4 500 r/min

• Mean effective pressure: 1 300 kPa

• Bore diameter: 120 mm

• Stroke length: 160 mm

• Torque: 610 Nm @ 4 500 r/min

• Number of cylinders: 4

Calculate:

7.4.1 Indicated power in kW (5)

7.4.2 Brake power in kW (4)

7.4.3 Mechanical efficiency of the engine (2)

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Power:

(5)

(4)
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(2)

Maintenance (Specific) Question 8

This section covers: Diagnose faults by using and reading test equipment;

• Gas analysing
• Compression test
• Cylinder leakage
• Pressure test

It is important to work through each of the testing equipment and know the
following about each one.

• Safety and pre-checks while setting up equipment

• Manufacturer’s specifications
• Interpreting the results

Questions

State FOUR safety measures while setting up a compression tester on an

internal combustion engine.

Safety: Compression test:

Ensure that tester can handle the pressure you want it test.
• Clean spark plug area to prevent dirt entering when you remove spark
plug.
• Ensure rubber hoses on tester are in good order.
• Ensure release valve on the tester is working.
• Ensure using the right spark plug adaptor.
• Disconnect high tension leads.
• Disconnect the fuel feed.
• Make sure the tester is at zero mark.
• Ensure that the air filter is clean. (Any 4 x1) (4)
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State TWO manufacturers' specifications that could be used to conduct a

cooling system pressure test.

Specification to conduct cooling system pressure test, check for:

• Pressure allowed in the radiator.
• Pressure of radiator cap.
• Reading of the cooling system pressure tester (Any 2 x1) (4)

Interpreting the results

TABLE 8.1 below shows information regarding the results of the cylinder leakage
test analysis of an internal combustion engine.

Complete TABLE 8.1 by giving ONE cause and ONE appropriate corrective
measure for EACH fault.
Faults (defects) Possible causes Corrective
measures
Hissing noise at air intake
8.1.1 8.1.2

Hissing noise at exhaust pipe

8.1.3 8.1.4

Hissing noise at dipstick or oil

filler cap
8.1.5 8.1.6

TABLE 8.1
(6)
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Diagnosis of the causes of the leakage

Faults Possible causes Corrective measure

Hissing noise at air intake Leaking inlet valve Replace or re-seat inlet valve
Hissing noise at exhaust Leaking exhaust valve Replace or re-seat exhaust
pipe valve
Hissing noise at dipstick or Piston rings are worn Engine will need overhauling
oil filler cap
Bubbles in the radiator Blown cylinder head Replace cylinder head gasket
water gasket or cracked or cylinder block.
cylinder block.

Systems and Control (Automatic gearbox) (Specific): Question 9

This section covers:

The importance for the learner to be able to describe the operational purpose and
functions of the automatic gearbox:
• Torque converters
• Epicyclical gear trains
• Brake bands/locking devices
• Control body (purpose only)
• Gear Ratios

Learners need to know all the sketches an be able to label them. Labeling of
sketches can be sure marks. The examiner will not ask you to do the drawing. If he
does, ensure that you also label all sketches. He will most likely give you the sketch
and ask you to label it. There will also be one or two questions related to the sketch
that is given.
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Examples:
9.1 The sketch below shows a torque converter used in an automatic transmission.
Answer the questions that follow.

9.1. Label parts A–E of the torque converter. (5)

FIGURE 9.2 below shows the operation of a torque converter.

Answer the questions that follow.

9.2 Label parts A–H of the torque converter above. (8)

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Model answers

9.1 Label parts A–E

A. One-way clutch
B. Turbine / Impeller
C. Pump
D. Turbine shaft
E. Gearbox housing

9.2 Label parts A–H

A. Ring gear / Flex plate

B. Casing
C. Stator
D. Impeller / pump
E. Transmission / shaft
F. Fluid path
G. Vanes
H. Turbine

• It is important that you know the advantages and disadvantages of all

components. The examiner will always ask you either one or the other or
sometimes even both.
• Another favorite question that is always asked is the purpose of the
components or its functions. This includes the following components
 Epicyclical gear trains
 Brake bands/locking devices
 Control body (purpose only)
Questions:

9.3 State ONE purpose of an automatic gearbox in a motor vehicle. (2)

9.4 State TWO advantages of a vehicle fitted with an automatic gearbox. (2)
9.5 State TWO disadvantages of a vehicle fitted with an automatic
gearbox. (2)
9.6. State TWO functions of a torque converter. (2)

It is also important that you know the gear ratios, e.g.

9.7 State FIVE different gear drives that can be obtained with the help of a
single epicyclic gear train. (5)

9.8 What is the purpose of gear ratios in the gearbox of a motor vehicle? (2)
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Model Answers

9.3 Purpose of an automatic gearbox:

• To relieve √ the driver of clutch and gearshift operation. √
• To promote √ smoother and easier √ driving of the vehicle.
(Any 1 x 2) (2)
9.4 Advantages of automatic gearbox:
• It reduces driver fatigue. √
• It reduces wheel spin under bad road conditions. √
• The vehicle can be stopped suddenly without the engine stalling. √
• The system dampens all engine torsional vibrations. √
• It is easier to drive. (e.g. Disabled persons) √ (Any 2 x 1) (2)
9.5 Disadvantages of automatic gearbox:
• It is more expensive to manufacture. √
• If a car with automatic gearbox has to be towed for a long distance
the propeller shaft must be removed. √ (2)
9.6 Torque converter function:
• Transfers engine torque to the transmission.
• It multiplies the engine torque to the transmission.
• Provides a direct-drive, or mechanical link from the engine to the transmission.
• The torque converter dampens all engine torsional vibrations.
• The torque converter acts as a flywheel. (Any 2 x 1) (2)

9.7 Single epicyclic gear train:

• Overdrive forward √
• Overdrive reverse √
• Gear reduction forward √
• Gear reduction reverse √
• Direct drive √
• Neutral √ (Any 5 x 1) (5)

9.8 Purpose of gear ratio in the gearbox:

• It is used in order to utilise the usable torque √ developed in a relatively
limited speed range of the engine over a greater road speed range. √
• Allows different speeds √ depending on the different loads. √
(Any 1 x 2) (2)
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General comments on the answering of questions

(a) Learners must always start each question on a new page as indicated in the
instructions.
(b) Learners need to ensure that they number the answers on their script
correctly.
Even if a learner writes down the correct answer, but the number to the
question on his/her script is incorrect, it is technically incorrect.
(c) Learners have difficulty expressing themselves when responding to
describe/explain type of questions. It is important for learners to explain or
describe concepts in a logical sequence, e.g. Explain the procedure when
setting up the bubble gauge to read caster.
(d) Learners should be careful not to give general responses that are incorrect
instead of specific responses. Example, learners avoid responses that are not
specific i.e.” the workers should wear PPE” instead of a specific item, like a
safety goggles.
(e) The mark allocation will indicate how you much information you are required
to provide in your response.
(f) Your responses should be clear and concise and guided by the mark
allocation.
(g) If a question counts two marks, learners should provide at least two facts.
(h) Learners should not only rely on activities that are in the textbooks but
alternative questions on all cognitive levels for all the topics should be
developed by themselves.
(i) It is important that all topics should be covered sufficiently by learners in order
to prepare themselves for any type of questions on a specific topic.

(j) It is important that labels should always be indicated on all drawings.

(k) Learners have difficulty explaining practical applications theoretically.