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 Courtesy of Anna Nilsson

In Memoriam
We remember our beloved author, James W. Nilsson, for his lasting legacy to the electrical
and computer engineering field.
The first edition of Electric Circuits was published in 1983. As this book evolved over the years
to better meet the needs of both students and their instructors, the underlying teaching methodologies
Jim established remain relevant, even in the Eleventh Edition.
Jim earned his bachelor’s degree at the University of Iowa (1948), and his master’s degree (1952)
and Ph.D. (1958) at Iowa State University. He joined the ISU faculty in 1948 and taught
electrical engineering there for 39 years.
He became an IEEE fellow in 1990 and earned the prestigious IEEE Undergraduate
Teaching Award in 1992.

For Anna
This page intentionally left blank
 Brief Contents
List of Examples 14
List of Tables 18
List of Analysis Methods 19
Preface 22
Chapter 1 Circuit Variables 30
Chapter 2 Circuit Elements 54
Chapter 3 Simple Resistive Circuits 86
Chapter 4 Techniques of Circuit Analysis 120
Chapter 5 The Operational Amplifier 178
Chapter 6 Inductance, Capacitance, and Mutual Inductance 210
Chapter 7 Response of First-Order RL and RC Circuits 248
Chapter 8 Natural and Step Responses of RLC Circuits 300
Chapter 9 Sinusoidal Steady-State Analysis 346
Chapter 10 Sinusoidal Steady-State Power Calculations 402
Chapter 11 Balanced Three-Phase Circuits 440
Chapter 12 Introduction to the Laplace Transform 472
Chapter 13 The Laplace Transform in Circuit Analysis 510
Chapter 14 Introduction to Frequency Selective Circuits 564
Chapter 15 Active Filter Circuits 600
Chapter 16 Fourier Series 646
Chapter 17 The Fourier Transform 688
Chapter 18 Two-Port Circuits 720
Appendix A The Solution of Linear Simultaneous Equations 746
Appendix B Complex Numbers 755
Appendix C More on Magnetically Coupled Coils and Ideal Transformers 761
Appendix D The Decibel 769
Appendix E Bode Diagrams 771
Appendix F An Abbreviated Table of Trigonometric Identities 785
Appendix G An Abbreviated Table of Integrals 786
Appendix H Common Standard Component Values 788
Answers to Selected Problems 789
Index 799

9
x

Contents
List of Examples 14 Practical Perspective: Resistive Touch
Screens 106
List of Tables 18 Summary 107
List of Analysis Methods 19 Problems 108

Preface 22 Chapter 4 Techniques of Circuit

Analysis 120
Chapter 1 Circuit Variables 30
Practical Perspective: Circuits with Realistic
Practical Perspective: Balancing Power 31 Resistors 121
1.1 Electrical Engineering: An Overview 32 4.1 Terminology 122
1.2 The International System of Units 37 4.2 Introduction to the Node-Voltage Method 124
1.3 Circuit Analysis: An Overview 39 4.3 The Node-Voltage Method
1.4 Voltage and Current 40 and Dependent Sources 126
1.5 The Ideal Basic Circuit Element 42 4.4 The Node-Voltage Method:
1.6 Power and Energy 43 Some Special Cases 128
Practical Perspective: Balancing Power 46 4.5 Introduction to the Mesh-Current Method 132
Summary 47 4.6 The Mesh-Current Method
Problems 48 and Dependent Sources 135
4.7 The Mesh-Current Method: Some
Chapter 2 Circuit Elements 54 Special Cases 136
Practical Perspective: Heating with Electric 4.8 The Node-Voltage Method Versus the
Radiators 55 Mesh-Current Method 140
2.1 Voltage and Current Sources 56 4.9 Source Transformations 143
2.2 Electrical Resistance (Ohm’s Law) 60 4.10 Thévenin and Norton Equivalents 146
2.3 Constructing a Circuit Model 64 4.11 More on Deriving the Thévenin Equivalent 151
2.4 Kirchhoff’s Laws 67 4.12 Maximum Power Transfer 154
2.5 Analyzing a Circuit Containing Dependent 4.13 Superposition 157
Sources 73 Practical Perspective: Circuits with Realistic
Practical Perspective: Heating with Electric Resistors 159
Radiators 76 Summary 162
Summary 78 Problems 164
Problems 78
Chapter 5 The Operational
Chapter 3 Simple Resistive Amplifier 178
Circuits 86 Practical Perspective: Sensors 179
Practical Perspective: Resistive Touch 5.1 Operational Amplifier Terminals 180
Screens 87 5.2 Terminal Voltages and Currents 180
3.1 Resistors in Series 88 5.3 The Inverting-Amplifier Circuit 184
3.2 Resistors in Parallel 89 5.4 The Summing-Amplifier Circuit 186
3.3 The Voltage-Divider 5.5 The Noninverting-Amplifier Circuit 188
and Current-Divider Circuits 92 5.6 The Difference-Amplifier Circuit 190
3.4 Voltage Division and Current Division 96 5.7 A More Realistic Model for the Operational
3.5 Measuring Voltage and Current 98 Amplifier 195
3.6 Measuring Resistance— Practical Perspective: Sensors 199
The Wheatstone Bridge 101 Summary 200
3.7 Delta-to-Wye (Pi-to-Tee) Equivalent Circuits 103 Problems 201

10
 Contents 11

Chapter 6 Inductance, Capacitance, 9.1 The Sinusoidal Source 348

9.2 The Sinusoidal Response 351
and Mutual Inductance 210
9.3 The Phasor 352
Practical Perspective: Capacitive Touch 9.4 The Passive Circuit Elements
Screens 211 in the Frequency Domain 355
6.1 The Inductor 212 9.5 Kirchhoff’s Laws in the Frequency
6.2 The Capacitor 217 Domain 360
6.3 Series-Parallel Combinations 9.6 Series, Parallel, and Delta-to-Wye
of Inductance and Capacitance 222 Simplifications 361
6.4 Mutual Inductance 227 9.7 Source Transformations and Thévenin–Norton
6.5 A Closer Look at Mutual Inductance 231 Equivalent Circuits 368
Practical Perspective: Capacitive Touch 9.8 The Node-Voltage Method 372
Screens 237 9.9 The Mesh-Current Method 373
Summary 239 9.10 The Transformer 375
Problems 240 9.11 The Ideal Transformer 379
9.12 Phasor Diagrams 385
Chapter 7 Response of First-Order Practical Perspective: A Household Distribution
RL and RC Circuits 248 Circuit 387
Practical Perspective: Artificial Pacemaker 249 Summary 389
7.1 The Natural Response of an RL Circuit 250 Problems 390
7.2 The Natural Response of an RC Circuit 256
7.3 The Step Response of RL and RC Circuits 261 Chapter 10 Sinusoidal Steady-State
7.4 A General Solution for Step and Natural Power Calculations 402
Responses 269 Practical Perspective: Vampire Power 403
7.5 Sequential Switching 274 10.1 Instantaneous Power 404
7.6 Unbounded Response 278 10.2 Average and Reactive Power 405
7.7 The Integrating Amplifier 280 10.3 The rms Value and Power Calculations 410
Practical Perspective: Artificial Pacemaker 283 10.4 Complex Power 412
Summary 284 10.5 Power Calculations 414
Problems 284 10.6 Maximum Power Transfer 421
Practical Perspective: Vampire Power 427
Chapter 8 Natural and Step Responses Summary 429
of RLC Circuits 300 Problems 429
Practical Perspective: Clock for Computer
Timing 301 Chapter 11 Balanced Three-Phase
8.1 Introduction to the Natural Response of a Circuits 440
Parallel RLC Circuit 302 Practical Perspective: Transmission and
8.2 The Forms of the Natural Response of a Distribution of Electric Power 441
Parallel RLC Circuit 306 11.1 Balanced Three-Phase
8.3 The Step Response of a Parallel RLC Circuit 317 Voltages 442
8.4 The Natural and Step Response of a Series RLC 11.2 Three-Phase Voltage Sources 443
Circuit 324 11.3 Analysis of the Wye-Wye Circuit 444
8.5 A Circuit with Two Integrating Amplifiers 331 11.4 Analysis of the Wye-Delta Circuit 450
Practical Perspective: Clock for Computer 11.5 Power Calculations in Balanced Three-
Timing 336 Phase Circuits 453
Summary 337 11.6 Measuring Average Power in Three-Phase
Problems 338 Circuits 458
Practical Perspective: Transmission and
Chapter 9 Sinusoidal Steady-State Distribution of Electric Power 461
Analysis 346 Summary 463
Practical Perspective: A Household Distribution Problems 464
Circuit 347
12 Contents

Chapter 12 Introduction to the Laplace 15.1 First-Order Low-Pass

and High-Pass Filters 602
Transform 472
15.2 Scaling 605
Practical Perspective: Transient Effects 473 15.3 Op Amp Bandpass
12.1 Definition of the Laplace Transform 474 and Bandreject Filters 608
12.2 The Step Function 475 15.4 Higher-Order Op Amp Filters 615
12.3 The Impulse Function 477 15.5 Narrowband Bandpass
12.4 Functional Transforms 480 and Bandreject Filters 628
12.5 Operational Transforms 481 Practical Perspective: Bass Volume
12.6 Applying the Laplace Transform 486 Control 633
12.7 Inverse Transforms 488 Summary 636
12.8 Poles and Zeros of F(s) 498 Problems 637
12.9 Initial- and Final-Value Theorems 500
Practical Perspective: Transient Effects 502 Chapter 16 Fourier Series 646
Summary 504
Practical Perspective: Active High-Q
Problems 505
Filters 647
16.1 Fourier Series Analysis:
Chapter 13 The Laplace Transform
An Overview 649
in Circuit Analysis 510 16.2 The Fourier Coefficients 650
Practical Perspective: Surge Suppressors 511 16.3 The Effect of Symmetry
13.1 Circuit Elements in the s Domain 512 on the Fourier Coefficients 653
13.2 Circuit Analysis in the s Domain 514 16.4 An Alternative Trigonometric Form of the
13.3 Applications 516 Fourier Series 659
13.4 The Transfer Function 528 16.5 An Application 661
13.5 The Transfer Function in Partial Fraction 16.6 Average-Power Calculations
Expansions 530 with Periodic Functions 667
13.6 The Transfer Function and the Convolution 16.7 The rms Value of a Periodic Function 669
Integral 533 16.8 The Exponential Form of the Fourier
13.7 The Transfer Function and the Steady-State Series 670
Sinusoidal Response 539 16.9 Amplitude and Phase Spectra 673
13.8 The Impulse Function in Circuit Analysis 542 Practical Perspective: Active High-Q
Practical Perspective: Surge Suppressors 548 Filters 675
Summary 549 Summary 677
Problems 550 Problems 678

Chapter 14 Introduction to Frequency Chapter 17 The Fourier Transform 688

Selective Circuits 564 Practical Perspective: Filtering Digital
Practical Perspective: Pushbutton Telephone Signals 689
Circuits 565 17.1 The Derivation of the Fourier Transform 690
14.1 Some Preliminaries 566 17.2 The Convergence of the Fourier Integral 692
14.2 Low-Pass Filters 567 17.3 Using Laplace Transforms
14.3 High-Pass Filters 573 to Find Fourier Transforms 694
14.4 Bandpass Filters 578 17.4 Fourier Transforms in the Limit 696
14.5 Bandreject Filters 588 17.5 Some Mathematical Properties 699
Practical Perspective: Pushbutton Telephone 17.6 Operational Transforms 700
Circuits 592 17.7 Circuit Applications 705
Summary 592 17.8 Parseval’s Theorem 707
Problems 593 Practical Perspective: Filtering Digital
Signals 713
Chapter 15 Active Filter Circuits 600 Summary 714
Problems 714
Practical Perspective: Bass Volume
Control 601
 Contents 13

Chapter 18 Two-Port Circuits 720 C.2 The Need for Ideal Transformers
in the Equivalent Circuits 765
Practical Perspective: Characterizing
an Unknown Circuit 721
18.1 The Terminal Equations 722
Appendix D The Decibel 769
18.2 The Two-Port Parameters 723
18.3 Analysis of the Terminated Appendix E Bode Diagrams 771
Two-Port Circuit 731 E.1 Real, First-Order Poles and Zeros 771
18.4 Interconnected Two-Port Circuits 736 E.2 Straight-Line Amplitude Plots 772
Practical Perspective: Characterizing E.3 More Accurate Amplitude Plots 775
an Unknown Circuit 739 E.4 Straight-Line Phase Angle Plots 776
Summary 740 E.5 Bode Diagrams: Complex Poles and Zeros 778
Problems 741 E.6 Straight-Line Amplitude Plots for Complex
Poles 779
Appendix A The Solution of Linear E.7 Correcting Straight-Line Amplitude Plots for
Simultaneous Complex Poles 780
E.8 Phase Angle Plots for Complex Poles 782
Equations 746
A.1 Preliminary Steps 746 Appendix F An Abbreviated Table
A.2 Calculator and Computer Methods 747
A.3 Paper-and-Pencil Methods 749
of Trigonometric
A.4 Applications 751 Identities 785

Appendix B Complex Numbers 755 Appendix G An Abbreviated Table of

B.1 Notation 755 Integrals 786
B.2 The Graphical Representation of a Complex
Number 756 Appendix H Common Standard
B.3 Arithmetic Operations 757
B.4 Useful Identities 758
Component Values 788
B.5 The Integer Power of a Complex Number 759
B.6 The Roots of a Complex Number 759 Answers to Selected Problems 789

Appendix C More on Magnetically Index 799

Coupled Coils and Ideal
Transformers 761
C.1 Equivalent Circuits for Magnetically
Coupled Coils 761
List of Examples
Chapter 1 4.2 Using Essential Nodes and Essential Branches
to Write Simultaneous Equations 123
1.1 Using SI Units and Prefixes for Powers of 10 39
4.3 Using the Node-Voltage Method 125
1.2 Relating Current and Charge 43
4.4 Using the Node-Voltage Method with
1.3 Using the Passive Sign Convention 45
Dependent Sources 127
1.4 Relating Voltage, Current, Power, and Energy 45
4.5 Node-Voltage Analysis of the Amplifier
Chapter 2 Circuit 130
4.6 Using the Mesh-Current Method 134
2.1 Testing Interconnections of Ideal Sources 58 4.7 Using the Mesh-Current Method with
2.2 Testing Interconnections of Ideal Independent Dependent Sources 135
and Dependent Sources 59 4.8 A Special Case in the Mesh-Current Method 136
2.3 Calculating Voltage, Current, and Power for a 4.9 Mesh-Current Analysis of the Amplifier
Simple Resistive Circuit 62 Circuit 139
2.4 Constructing a Circuit Model of a Flashlight 64 4.10 Understanding the Node-Voltage Method
2.5 Constructing a Circuit Model Based on Terminal Versus Mesh-Current Method 141
Measurements 66 4.11 Comparing the Node-Voltage and Mesh-Current
2.6 Using Kirchhoff’s Current Law 69 Methods 142
2.7 Using Kirchhoff’s Voltage Law 70 4.12 Using Source Transformations to Solve a
2.8 Applying Ohm’s Law and Kirchhoff’s Laws to Circuit 144
Find an Unknown Current 70 4.13 Using Special Source Transformation
2.9 Constructing a Circuit Model Based on Terminal Techniques 145
Measurements 71 4.14 Finding a Thévenin Equivalent 148
2.10 Analyzing a Circuit with a Dependent Source 73 4.15 Finding a Norton Equivalent 149
2.11 Applying Ohm’s Law and Kirchhoff’s Laws to 4.16 Finding the Thévenin Equivalent of a Circuit
Find an Unknown Voltage 74 with a Dependent Source 150
2.12 Applying Ohm’s Law and Kirchhoff’s Law in an 4.17 Finding the Thévenin Equivalent Resistance
Amplifier Circuit 75 Directly from the Circuit 151
4.18 Finding the Thévenin Equivalent Resistance
Chapter 3 Using a Test Source 152
3.1 Applying Series-Parallel Simplification 90 4.19 Finding the Thévenin Equivalent of a Circuit
3.2 Solving a Circuit Using Series-Parallel with Dependent Sources and Resistors 152
Simplification 91 4.20 Using a Thévenin Equivalent to Analyze the
3.3 Designing a Simple Voltage Divider 93 Amplifier Circuit 153
3.4 Adding a Resistive Load to a Voltage Divider 93 4.21 Calculating the Condition for Maximum Power
3.5 The Effect of Resistor Tolerance on the Transfer 155
Voltage-Divider Circuit 94 4.22 Using Superposition to Solve a Circuit 157
3.6 Designing a Current-Divider Circuit 95 4.23 Using Superposition to Solve a Circuit with
3.7 Using Voltage Division and Current Division Dependent Sources 158
to Solve a Circuit 97
3.8 Using a d’Arsonval Ammeter 99 Chapter 5
3.9 Using a d’Arsonval Voltmeter 100
5.1 Analyzing an Op Amp Circuit 183
3.10 Using a Wheatstone Bridge to Measure
5.2 Designing an Inverting Amplifier 185
Resistance 103
5.3 Designing a Summing Amplifier 187
3.11 Applying a Delta-to-Wye Transform 105
5.4 Designing a Noninverting Amplifier 189
Chapter 4 5.5 Designing a Difference Amplifier 191
5.6 Calculating the CMRR 195
4.1 Identifying Node, Branch, Mesh, and Loop in a 5.7 Analyzing a Noninverting-Amplifier Circuit using
Circuit 122 a Realistic Op Amp Model 197
14
 List of Examples 15

Chapter 6 8.2 Finding the Overdamped Natural Response of a

Parallel RLC Circuit 308
6.1 Determining the Voltage, Given the Current, at
8.3 Calculating Branch Currents in the Natural
the Terminals of an Inductor 212
Response of a Parallel RLC Circuit 309
6.2 Determining the Current, Given the Voltage, at
8.4 Finding the Underdamped Natural Response of
the Terminals of an Inductor 214
a Parallel RLC Circuit 312
6.3 Determining the Current, Voltage, Power, and
8.5 Finding the Critically Damped Natural Response
Energy for an Inductor 215
of a Parallel RLC Circuit 316
6.4 Determining Current, Voltage, Power, and
8.6 Finding the Overdamped Step Response of a
Energy for a Capacitor 219
Parallel RLC Circuit 321
6.5 Finding V, p, and W Induced by a Triangular
8.7 Finding the Underdamped Step Response of a
Current Pulse for a Capacitor 220
Parallel RLC Circuit 322
6.6 Finding the Equivalent Inductance 224
8.8 Finding the Critically Damped Step Response of
6.7 Finding the Equivalent Capacitance 225
a Parallel RLC Circuit 322
6.8 Finding Mesh-Current Equations for a Circuit
8.9 Comparing the Three-Step Response
with Magnetically Coupled Coils 229
Forms 323
6.9 Calculating the Coupling Coefficient and Stored
8.10 Finding Step Response of a Parallel RLC Circuit
Energy for Magnetically Coupled Coils 237
with Initial Stored Energy 323
8.11 Finding the Natural Response of a Series RLC
Chapter 7 Circuit 330
7.1 Determining the Natural Response of an RL 8.12 Finding the Step Response of a Series RLC
Circuit 252 Circuit 330
7.2 Determining the Natural Response of an RL 8.13 Analyzing Two Cascaded Integrating
Circuit with Parallel Inductors 255 Amplifiers 333
7.3 Determining the Natural Response of an RC 8.14 Analyzing Two Cascaded Integrating Amplifiers
Circuit 258 with Feedback Resistors 335
7.4 Determining the Natural Response of an RC
Circuit with Series Capacitors 259
7.5 Determining the Step Response of an RL
Chapter 9
Circuit 262 9.1 Finding the Characteristics of a Sinusoidal
7.6 Determining the Step Response of an RC Current 349
Circuit 267 9.2 Finding the Characteristics of a Sinusoidal
7.7 Using the General Solution Method to Find an Voltage 350
RL Circuit’s Natural Response 270 9.3 Translating a Sine Expression to a Cosine
7.8 Using the General Solution Method to Find an Expression 350
RC Circuit’s Step Response 271 9.4 Calculating the rms Value of a Triangular
7.9 Using the General Solution Method to Find an Waveform 350
RL Circuit’s Step Response 272 9.5 Adding Cosines Using Phasors 354
7.10 Determining the Step Response of a Circuit with 9.6 Calculating Component Voltages Using Phasor
Magnetically Coupled Coils 273 Techniques 359
7.11 Analyzing an RL Circuit that has Sequential 9.7 Using KVL in the Frequency Domain 361
Switching 275 9.8 Combining Impedances in Series 362
7.12 Analyzing an RC Circuit that has Sequential 9.9 Combining Impedances in Series and in
Switching 277 Parallel 365
7.13 Finding the Unbounded Response in an RC 9.10 Using a Delta-to-Wye Transform in the
Circuit 279 Frequency Domain 367
7.14 Analyzing an Integrating Amplifier 281 9.11 Performing Source Transformations in the
7.15 Analyzing an Integrating Amplifier that has Frequency Domain 369
Sequential Switching 281 9.12 Finding a Thévenin Equivalent in the Frequency
Domain 370
9.13 Using the Node-Voltage Method in the
Chapter 8 Frequency Domain 372
8.1 Finding the Roots of the Characteristic Equation 9.14 Using the Mesh-Current Method in the
of a Parallel RLC Circuit 305 Frequency Domain 374
16 List of Examples

9.15 Analyzing a Linear Transformer in the Frequency 12.6 Finding the Inverse Laplace Transform when
Domain 377 F(s) has Repeated Complex Roots 496
9.16 Analyzing an Ideal Transformer Circuit in the 12.7 Finding the Inverse Laplace Transform of an
Frequency Domain 383 Improper Rational Function 498
9.17 Using Phasor Diagrams to Analyze a Circuit 385 12.8 Finding and Plotting the Poles and Zeros of an
9.18 Using Phasor Diagrams to Analyze Capacitive s-Domain Function 499
Loading Effects 386 12.9 Applying the Initial- and Final-Value
Theorems 502
Chapter 10
10.1 Calculating Average and Reactive Power 408 Chapter 13
10.2 Making Power Calculations Involving Household 13.1 Transforming a Circuit into the s Domain 516
Appliances 410 13.2 The Natural Response of an RC Circuit 517
10.3 Determining Average Power Delivered to a 13.3 The Step Response of an RLC Circuit 517
Resistor by a Sinusoidal Voltage 412 13.4 Analyzing a Circuit with a Sinusoidal
10.4 Calculating Complex Power 413 Source 519
10.5 Calculating Power Using Phasor Voltage and 13.5 Analyzing a Circuit with Multiple Meshes 521
Current 415 13.6 Creating a Thévenin Equivalent in the s
10.6 Calculating Average and Reactive Power 417 Domain 523
10.7 Calculating Power in Parallel Loads 418 13.7 Analyzing a Circuit with Mutual Inductance 525
10.8 Balancing Power Delivered with Power 13.8 Applying Superposition in the s Domain 527
Absorbed in an AC Circuit 419 13.9 Deriving the Transfer Function of a Circuit 529
10.9 Determining Maximum Power Transfer without 13.10 Analyzing the Transfer Function of a
Load Restrictions 423 Circuit 531
10.10 Determining Maximum Power Transfer with 13.11 Using the Convolution Integral to Find an
Load Impedance Restriction 424 Output Signal 537
10.11 Finding Maximum Power Transfer with 13.12 Using the Transfer Function to Find the
Impedance Angle Restrictions 424 Steady-State Sinusoidal Response 541
10.12 Finding Maximum Power Transfer in a Circuit 13.13 A Series Inductor Circuit with an Impulsive
with an Ideal Transformer 425 Response 543
13.14 A Circuit with Both Internally Generated and
Chapter 11 Externally Applied Impulses 546
11.1 Analyzing a Wye-Wye Circuit 448
11.2 Analyzing a Wye-Delta Circuit 451 Chapter 14
11.3 Calculating Power in a Three-Phase Wye-Wye 14.1 Designing a Low-Pass Filter 571
Circuit 456 14.2 Designing a Series RC Low-Pass Filter 572
11.4 Calculating Power in a Three-Phase Wye-Delta 14.3 Designing a Series RL High-Pass Filter 575
Circuit 456 14.4 Loading the Series RL High-Pass Filter 576
11.5 Calculating Three-Phase Power with an 14.5 Designing a Bandpass Filter 583
Unspecified Load 457 14.6 Designing a Parallel RLC Bandpass Filter 583
11.6 Computing Wattmeter Readings in Three-Phase 14.7 Determining Effect of a Nonideal Voltage
Circuits 460 Source on a RLC Bandpass Filter 585
14.8 Designing a Series RLC Bandreject Filter 590
Chapter 12
12.1 Using Step Functions to Represent a Function Chapter 15
of Finite Duration 476 15.1 Designing a Low-Pass Op Amp Filter 603
12.2 Using Laplace Transforms to Predict a Circuit’s 15.2 Designing a High-Pass Op Amp Filter 604
Response 488 15.3 Scaling a Series RLC Filter 606
12.3 Finding the Inverse Laplace Transform when 15.4 Scaling a Prototype Low-Pass Op Amp
F(s) has Distinct Real Roots 490 Filter 607
12.4 Finding the Inverse Laplace Transform when 15.5 Designing a Broadband Bandpass Op Amp
F(s) has Distinct Complex Roots 493 Filter 611
12.5 Finding the Inverse Laplace Transform when 15.6 Designing a Broadband Bandreject Op Amp
F(s) has Repeated Real Roots 495 Filter 614
 List of Examples 17

15.7 Designing a Fourth-Order Low-Pass Active Chapter 17

Filter 617
17.1 Finding the Fourier Transform of a
15.8 Calculating Butterworth Transfer Functions 620
Constant 693
15.9 Designing a Fourth-Order Low-Pass
17.2 Finding the Fourier Transform from the Laplace
Butterworth Filter 622
Transform 695
15.10 Determining the Order of a Butterworth
17.3 Deriving an Operational Fourier Transform 703
Filter 625
17.4 Using the Fourier Transform to Find the
15.11 An Alternate Approach to Determining the
Transient Response 705
Order of a Butterworth Filter 625
17.5 Using the Fourier Transform to Find the
15.12 Designing a Butterworth Bandpass Filter 627
Sinusoidal Steady-State Response 706
15.13 Designing a High-Q Bandpass Filter 630
17.6 Applying Parseval’s Theorem 709
15.14 Designing a High-Q Bandreject Filter 632
17.7 Applying Parseval’s Theorem to an Ideal
Bandpass Filter 710
Chapter 16 17.8 Applying Parseval’s Theorem to a Low-Pass
16.1 Finding the Fourier Series of a Triangular Filter 711
Waveform 651 17.9 Calculating Energy Contained in a Rectangular
16.2 Finding the Fourier Series of a Periodic Function Voltage Pulse 712
with Symmetry 658
16.3 Calculating Forms of the Trigonometric Fourier
Series for Periodic Voltage 660 Chapter 18
16.4 Finding the Response of an RLC Circuit to a 18.1 Finding the z Parameters of a Two-Port
Square-Wave Voltage 665 Circuit 724
16.5 Calculating Average Power for a Circuit with a 18.2 Finding the a Parameters from
Periodic Voltage Source 668 Measurements 725
16.6 Estimating the rms Value of a Periodic 18.3 Finding h Parameters from Measurements
Function 670 and Table 18.1 728
16.7 Finding the Exponential Form of the Fourier 18.4 Determining Whether a Circuit Is Reciprocal
Series 672 and Symmetric 729
16.8 Plotting the Amplitude and Phase Spectra for a 18.5 Analyzing a Terminated Two-Port Circuit 735
Periodic Voltage 674 18.6 Analyzing Cascaded Two-Port Circuits 738
List of Tables
1.1 The International System of Units (SI) 38 9.2 Admittance and Susceptance Values 364

1.2 Derived Units in SI 38 9.3 Impedance and Related Values 389

1.3 Standardized Prefixes to Signify 10.1 Annual Energy Requirements of Electric

Powers of 10 38 Household Appliances 409

1.4 Interpretation of Reference Directions in 10.2 Three Power Quantities and Their Units 413
Fig. 1.5 42
10.3 Average Power Consumption of Common
1.5 Voltage and Current Values for the Circuit in Electrical Devices 427
Fig. 1.7 47
12.1 An Abbreviated List of Laplace Transform
4.1 Terms for Describing Circuits 123 Pairs 481

4.2 PSpice Sensitivity Analysis Results 161 12.2 An Abbreviated List of Operational
Transforms 486
4.3 Steps in the Node-Voltage Method and the
Mesh-Current Method 163 12.3 Four Useful Transform Pairs 497

6.1 Inductor and Capacitor Duality 226 13.1 Summary of the s-Domain Equivalent
Circuits 514
7.1 Value of e-t>t For t Equal to Integral
Multiples of t 254 14.1 Input and Output Voltage Magnitudes for Several
Frequencies 571
8.1 Natural-Response Parameters of the Parallel
RLC Circuit 304 15.1 Normalized (so that vc = 1 rad>s) Butterworth
Polynomials up to the Eighth Order 621
8.2 Equations for Analyzing the Natural Response of
Parallel RLC Circuits 316 17.1 Fourier Transforms of Elementary
Functions 698
8.3 Equations for Analyzing the Step Response
of Parallel RLC Circuits 321 17.2 Operational Transforms 703

8.4 Equations for Analyzing the Natural Response of 18.1 Parameter Conversion Table 727
Series RLC Circuits 327
18.2 Two-Port Parameter Relationships for Reciprocal
8.5 Equations for Analyzing the Step Response of Circuits 729
Series RLC Circuits 329
18.3 Terminated Two-Port Equations 732
9.1 Impedance and Reactance Values 359

18
List of Analysis Methods
Analysis Method 4.1: The Basic Version of the Analysis Method 7.4: Finding the RC Step
Node-Voltage Method 125 Response 266

Analysis Method 4.2: Modified Step 3 for the Analysis Method 7.5: Finding the RL and RC Natural
Node-Voltage Method 127 and Step Response 270

Analysis Method 4.3: Complete Form of the Analysis Method 8.1: The Natural Response of an
Node-Voltage Method 130 Overdamped Parallel RLC
Circuit 308
Analysis Method 4.4: The Basic Version of the
Mesh-Current Method 133 Analysis Method 8.2: The Natural Response of
an Overdamped or
Analysis Method 4.5: Modified Step 3 for the Underdamped Parallel RLC
Mesh-Current Method 135 Circuit 311

Analysis Method 4.6: Complete Form of the Analysis Method 8.3: The Natural Response of
Mesh-Current Method 138 Parallel RLC Circuits 315

Analysis Method 5.1: Analyzing an Ideal Op Amp Analysis Method 8.4: The Step Response of Parallel
Circuit with a Negative RLC Circuits 320
Feedback Path 182
Analysis Method 8.5: The Natural Response of
Analysis Method 7.1: Finding the RL Natural Series RLC Circuits 327
Response 252
Analysis Method 8.6: The Step Response of Series
Analysis Method 7.2: Finding the RC Natural RLC Circuits 329
Response 258
Analysis Method 13.1: Laplace-Transform Circuit
Analysis Method 7.3: Finding the RL Step Analysis Method 515
Response 262

19
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Another Random Scribd Document
with Unrelated Content
“ ” _______________

Why does ‘Marcus’ have a capital letter?

Why is naughty in inverted commas?

ACTIVITY 7:

IDENTIFYING PHRASES AND CLAUSES

[LO 6.8]
Decide whether the following are phrases or clauses. Just tick the answer:

Table 1.15.
Phrase Clause
When the day arrived
for willing customers
at a reasonable price
Marcus soon sold all his products
very quickly
for more . . .

He went home
like a very satisfied young man
He knew
that he would be able to survive
 in a competitive world.

ACTIVITY 8:

FINDING VERBS IN A PARAGRAPH

[LO 6.8]
Find the seven verbs in the paragraph below:

When the day arrived, Marcus was ready! He had all his toys waiting for
willing customers. Soon, word spread that well-made toys were for sale at a
reasonable price and Marcus soon sold all his products very quickly - there
was even a demand for more . . .

ACTIVITY 9:

IDENTIFYING TENSES
In the next paragraph below, what tense is:

‘went’?

‘was’ ?

‘had been’?

‘would be able to survive’?

What is the present tense of ‘went’?

What is the future tense of ‘went’?

What is the present tense of ‘had been’?

He went home a very satisfied young man, proud in the knowledge that he
was now a proper merchant (whereas before he had been a proper
‘mechant’! – a French word meaning ‘naughty’). He knew that he would be
able to survive in a competitive world.

Assessment

Table 1.16.
LO 3
Reading and ViewingThe learner will be able to read and view for
information and enjoyment, and respond critically to the aesthetic,
cultural and emotional values in texts.
We know this when the learner:
3.1 reads a text (fiction or non-fiction):
3.1.8 with fiction, demonstrates an understanding of character, plot,
setting and narrator;
3.1.9 compares different kinds of texts and matches them with their
purpose (e.g. instructing, persuading);
3.4 reads for information:
3.4.4 summarises information;
3.6 uses reading strategies:
3.6.1 skims texts – identifies the topic and key points, and uses layout
features (e.g. illustrations).
LO 4
WritingThe learner will be able to write different kinds of factual and
imaginative texts for a wide range of purposes.
We know this when the learner:
4.1 writes to communicate information:
4.1.3 does a survey and writes it up;
writes for social purposes:
4.2.4 shows awareness of text type, purpose, audience, context, and
register/style;
4.3 writes for personal reflection:
4.3.1 writes a diary or journal;
4.4 writes creatively:
4.4.2 shows development in the ability to write stories, poems and play-
scripts.
LO 5
Thinking and ReasoningThe learner will be able to use language to think
and reason, as well as to access, process and use information for learning.
We know this when the learner:
5.1 uses language and literacy across the curriculum:
5.1.3 produces visual or graphic material to support texts;
5.2 uses language for thinking:
5.2.1 asks and answers more complex questions;
5.2.2 uses language for thinking: expands generalisations, definitions and
classifications into paragraphs.
LO 6
Language Structure and useThe learner will know and be able to use the
sounds, words and grammar of the language to create and interpret text.
We know this when the learner:
6.8 uses some language to talk about language (meta-language - terms
such as paragraph);
6.9 expands vocabulary (e.g. uses prefixes to form new words: autobank,
autobiography, automatic).

Memorandum
ACTIVITY 1: LISTENING, READING AND REASONING

Learners, on the whole, do not read well. They cannot look up from their
reading with confidence. This exercise is to promote this useful skill. Let
the educator read the passage first so that they HEAR how it should be
done.

ACTIVITY 2: FINAL READING EXERCISE

Now ask readers from the class to read and to vary the tone in their voice by
stressing certain words, using a lighter tone for these stressed words. Also
explain what the virgules mean – that they need to pause and breathe at
those strategic spots. Poor breathing is one of the causes for poor reading
and this exercise can even help stutterers who have difficulty with breathing
correctly. Explain about enthusiasm, conviction and sincerity. After all, this
IS a useful gadget and they can be honest in their approval!

ACTIVITY 3: ICONS

First explain that an icon means an object representative of the thing you
mean.e.g. flags are typical icons.

Here: The light-bulb = an idea is representedThe pig = money that can be

made and savedThe life-belt = this gadget could save a person from
poverty, lack of employment and boredomThe wishing well = if you wish
to improve your finances, sell this gadget .The window = a window of
opportunity – look through and see what you can do!The clock = seize
opportunities – do not waste timeThe pot of gold = there is a reward for
hard work

ACTIVITY 4:

Explain how words are used to persuade us to buy and that the
advertisement appeals to certain needs in us: We would like to be
successful, to be handy, popular, capable; . . .

1 Repetition: The name is repeated often.

2 A personal approach: The writer chats to the reader personally.

3 Rewards for buying the product:

Will be a successful business woman!

Will have attractive piece of furniture!Will receive all sorts of extras!Will

save money!Will be the best dresser in town!

4 That this is a very necessary item otherwise you will be useless: “If you
want to be a successful sewer”!

5 A marvellous machine which is useful:It does so much that you cannot do

without it!

6 A cheap machine: “Not R300. Not R200. But only R140”!

7 Works very fast: “It is easy” implies that it works well and fast.

8 You will be a social success: “You can impress your friends and your
husband’s boss” and, “You can be the best dresser in town”!

9 You will save money: “You will save yourself thousands of rands.”

10 You will be a business woman: “You can be the owner of a successful

business.”
 Chapter 2. Term 2

2.1. To listen for specific information and

read diagrams*
ENGLISH FIRST ADDITIONAL LANGUAGE

Grade 9

GROUP WORK AND MUSIC

Module 7

TO LISTEN FOR SPECIFIC INFORMATION AND

READ DIAGRAMS

ACTIVITY 1:

To be able to listen for specific information / read

diagrams
Your educator will divide you into groups. Please co-operate!
 The members of the groups that are formed will work together on the
following activities:

Listen carefully while your educator reads the following to you:

TIPS FOR GOOD GROUP DYNAMICS

Choose a leader for the group:

The leader should . . .

keep the group focused on the task at hand;

encourage rotation of reading and answering;

select readers;

encourage comments firmly but tactfully;

allow interruptions but keep the flow;

make sure all members participate;

ensure notes are written down by all;

keep time where necessary, or appoint a time-keeper;

repeat a contribution if not heard by all;

encourage, motivate and praise;

ask the educator if there is a query;

ensure there is an end result;

sum up every now and again.

Make sure every member reads and contributes.

All opinions should be heard.

Each member should listen, take notes, take part, contribute, assess, learn to
summarise.

Each member should respect the views of the other members.

The group should share responsibilities.

The group should not stray from the topic and goals of the activities.

The group should develop good social skills by being accommodating,

tolerant and patient.

ACTIVITY 2:

To be able to read diagrams / ask and answer questions

[LO 2.2.1, 3.4.2]

Each group should find FIVE pictures from magazines or newspapers,
depicting various song titles.

Paste them on A3 paper. Show the rest of the class. They must guess the
titles.

You can give them hints if they do not know the answers:

They may only ask questions to which you can reply ‘yes’ or ‘no’.

ACTIVITY 3:

To be able to interpret messages

[LO 2.1]
You may act out a word or a syllable or a phrase, as in charades.

Let the leader of the group read the following rules to you:

The team may not speak at all but only use actions to depict the title.

Select a song title that is easy to act out, e.g. Walking my Baby Back Home.

First show the class that the title consists of five words by holding up five
fingers. Then you hold up one finger to indicate that you are dealing with
the first word.You let them know how many syllables there are in this
word.Then you act out the first word.

Now you go on to the next word . . . and so on.

e.g. The first person can walk along (walk), you can indicate that the
word must be longer by showing the class (walk-ing); a second can point
to herself (my); another can carry a baby (baby); the fourth can point to
her back (back), and the last can open a door like the front door of a
(home).

Perhaps let somebody else read here and explain fully:

You can do the same for the title of a film by pretending that you are rolling
a film,or for the title of a book (hold your palms upwards to indicate a
book);or the title of a TV programme by drawing a square in the air
(indicating a TV).

You can do the same for parts of speech. Take common nouns and see
how many a team can guess in a given time limit. TIP: Abstract nouns are
very difficult to do – for the experts.

Let a third person read here and explain fully:

There is one extra way of doing this. Place one learner at the front of the
room. S(he) has a list of titles. One member from each team goes up to
her/him and is given a title. This member then returns to the group and
either acts out or draws the title for the group. There may be no speaking by
the member whose turn it is.

If the group successfully guesses the title, then the next member goes up to
fetch the next title.

Obviously the answer must not be shouted out because the other team will
hear!

The team that correctly identifies all the titles first is the winner.

Enjoy the activity, but make sure that you learn about communication at the
same time!

Look at the following checklist to guide you:

Table 2.1.
CRITERIA COMMENTS Tick
Clarity of gestures
Correct break-down of the words
Correct animation
Cleverness of clues
Participation
Success rate
Control

ACTIVITY 4:
To be able to read text for purpose, audience, context

[LO 3.1.1]
The educator will select the readers for this activity.

As you are reading to the class, you need to read clearly.

The passage will be read TWICE:

Your first reading just gives the class the idea of what the passage is
about (the theme); something about the characters; where and when the
story takes place, and something about the style of the writer.

The SECOND reading will help the class to pick up details or missed
facts.

TIP: It is sometimes useful in a comprehension activity to read just the first

sentence of all the paragraphs and to look at the source of the writing as
these give important clues.

If you want to skim-read, then pick out the main nouns and verbs ONLY as
you read.

Somehow your brain makes the connections.

It is amazing how much you can learn in such a short time.

Competition

Excitement was in the air! It was that time of year again…school concert
time!

The hall was alive with the voices of energised children discussing what
they would be doing in the concert. Groups were forming, and those already
established were frantically practising.
This year’s concert was different from others before…this year a local
business was sponsoring the best group and the prize was: A musical trip to
Botswana, Namibia and Scotland!

The Pally Band [PB] was a group made up of six friends: Chrystal, on
percussions; Dawid, on keyboard (he could also make music with bottles);
Vusi, who played the saxophone and violin; Nizaam, the lead singer (and
harmonica player); Charlie (a girl), the guitarist, and lastly, Jaco, who
played the marimbas and did gumboot-dancing as well.

This versatile group could play anything from bluesy jazz music to rock;
from traditional African music to classic Bach and Vivaldi. The six of them
practised diligently every afternoon, and every weekend. Charlie’s dad,
Uncle Henry, let them use his garage - he was very supportive of his
daughter’s band and of her friends.

To repay him, they wanted to win the competition.

With the exception of Dawid, all the band members had their own
instruments, which they permanently set up in the garage. The headmistress
kindly loaned her son’s keyboard to Dawid for the duration of the practice
sessions.

Time was closing in on them. There was exactly one and a half weeks left
to the big night. The school was abuzz with all the enthusiasm and
arrangements. The acts were of a very high standard, but The Pally Band
were confident that they would be the ones going on the trip!

That night at rehearsal Nizaam came up with the idea that they should all
wear the same outfits for the performance. He had discussed it with his
mom, Gina, a seamstress. She had agreed to make their costumes for only
R45.00 each. The other band members were excited, and the noise level
rose with their animated chatter.

Nobody noticed that Dawid sat alone. Quiet. Downcast.

The next evening, Dawid did not turn up for their usual practice. He had no
explanation for them the next day. The band were puzzled by his reaction.
Was it just a musician’s temperament? To make sure, they went to his
house to speak to him directly.

His mom opened the door and explained that Dawid was pulling out of the
band! The members were devastated. And confused. They insisted on
speaking to him.

“Please tell him that we are his friends and we need to speak to him.”

Soon Dawid came downstairs and faced his friends. He could feel their
concern.

“I am so ashamed … I do not have the money to pay for the costume,”

Dawid mumbled.

“Is that all?” Chrystal exclaimed, relieved. “That is NO PROBLEM! We

are a team. We can do anything together!”

Together they decided to organise a car wash that Saturday to generate

funds for their outfits. Very soon they had made enough money to pay for
ALL their costumes.

Then it was Friday night! The Pally Band waited anxiously in the wings for
their turn. But as soon as they were on stage performing for the crowd,
there was no doubt in anybody’s mind that The Pally Band would be going
on tour to Botswana, Namibia and Scotland during the next school holidays
– wearing their new outfits!

ACTIVITY 5:

To be able to ask and answer more complex questions,

using words and grammar correctly
[LO 5.2.1, 6.3]
Give four reasons for the busy atmosphere in the school hall.

What is meant by:

excitement was ‘in the air’? (par.1):

frantically? (par.2):

versatile? (par.5):

diligently? (par.5):

for the duration of? (par 7):

abuzz with? (par.8):

animated? (par 9):

downcast? (par.10):

devastated? (par.11):

in the wings? (last par):

One is ‘different from’ and ‘similar ……..’

Write two sentences using the following correctly:

lend / borrow (par.7):

quiet / quite (par.10):

practice / practise (par.11):

Can you think of a way of remembering these? (A memory tool is called a

‘mnemonic’)
When you change paragraph 12 into indirect speech, give the FOUR words
that change:

Fill in the missing gaps in the following chart:

Table 2.2.
Abstract Verb (infinitive Adjective /
Adverb
Noun form) participle
excitement
supportive
competitively

Can you explain how the title of the passage fits into this story – in two
ways?

Match the players with their instruments by drawing a line between them:

Table 2.3.
Violin
Keyboard
Vusi Guitar
Nizaam Marimbas
Chrystal Harmonica
Dawid Percussion
Charlie Saxophone
Bottles
What proof do you have that the group was versatile? Quote from the
passage correctly.

Why does one write ‘The group is . . .’ and not ‘The group are . . .’?

Past tense verbs are normally formed by adding a suffix.What is the past
tense verb of the following?

mumble

open

discuss

Assessment

Table 2.4.
Learning Outcomes(LOs)

LO 1
ListeningThe learner is able to listen for information and enjoyment, and
respond appropriately and critically in a wider range of situations.
Assessment Standards(ASs)

We know this when the learner:

1.3 listens for specific information:
1.3.1 takes own simple notes;
1.3.2 uses information to complete a table or chart, or label a diagram.
LO 2
SpeakingThe learner will be able to communicate effectively in spoken
language in a wide range of situations.
We know this when the learner:
2.1 translates and interprets:
2.1.2 translates or interprets messages;
2.2 interacts in additional language:
2.2.1 uses language for a range of functions;
2.4 debates social and ethical issues by arguing persuasively and
responding critically:
2.4.4 expresses opinions and supports them with reasons;
2.5 is interviewed by someone:
2.5.1 anticipates the questions that will be asked and prepares for them;
2.5.2 answers questions.
LO 3
Reading and ViewingThe learner will be able to read and view for
information and enjoyment, and respond critically to the aesthetic,
cultural and emotional values in texts.
We know this when the learner:
3.1 reads a text:
3.1.1 identifies purpose, audience and context;
3.2 understands some elements of poetry and of the terms used to describe
this language:
3.4 reads for information:
3.4.1 reads information texts;
3.4.2 reads diagrams, graphs and charts of increasing complexity;
3.4.4 summarises information.
LO 4
WritingThe learner will be able to write different kinds of factual and
imaginative texts for a wide range of purposes.
We know this when the learner:
4.1 writes to communicate information:
4.1.1 writes longer texts of several paragraphs, describing processes and
procedures, giving explanations, advantages, disadvantages, arguing for
and against;
4.1.3 does a survey and writes it up (e.g. as a report);
4.4 writes creatively:
4.4.2 shows development in the ability to write stories, poems and play-
scripts (e.g. by working with design);
4.6 treats writing as a process:
4.6.1 drafts, reads and discusses own writing critically;
4.6.3 uses knowledge of grammar, spelling, etc., to edit.

Table 2.5.
LO 5
Thinking and ReasoningThe learner will be able to use language to think
and reason, as well as to access, process and use information for learning.
We know this when the learner:
5.1 uses language and literacy across the curriculum:
5.1.1 understands some concepts from other Learning Areas and uses the
vocabulary associated with them in the additional language (e.g.
“xenophobia” in Social Sciences);5.1.2 writes texts required in other
Learning Areas (e.g. reports and explanations in Natural Sciences);
5.2 uses language for thinking:
5.2.1 asks and answers more complex questions;
5.2.5 draws conclusions;
5.3 collects and records information in different ways:
5.3.1 selects relevant information and takes notes (organises key ideas
under headings and sub-headings, uses layout such as capital letters and
underlining).
LO 6
Language Structure and UseThe learner will know and be able to use the
sounds, words and grammar of the language to create and interpret text.
We know this when the learner:
6.3 understands and uses direct and indirect speech.

Memorandum
ACTIVITY 1

As this module deals with group work, it is essential to get this right from
the start. So go through the process of group work, almost in slow motion,
so that they understand the dynamics FULLY. THEN put what you have
taught them into practice with the next exercises and consolidate what you
have told them about group work.

ACTIVITY 2

Here the essence is confidence in communication and class discipline – also

group work. While someone is busy in the front of the class, the rest of the
class should pay attention and respect his right to speak. So, disturbances go
against the grain of group work. THIS should be understood.

ACTIVITY 3

Charades is always fun, as it allows learners to speak English freely and

you can make sure that the learners understand where the break comes in
syllables and so gain extra information. This helps with hyphenating words
correctly.

ACTIVITY 4

Learners need to know how to read correctly and how to skim-read.

ACTIVITY 5

Let them do this as a language test. They should be familiar with the
passage!

They should be encouraged to SEE HOW to answer questions – these skills

are useful in an examination e.g. to give a full answer etc.

They should realize the difference between words and phrases, as they
occur.

They should look for other mnemonics and share them among the learners
in the class.

2.2. To be able to summarise information*

ENGLISH FIRST ADDITIONAL LANGUAGE

Grade 9

GROUP WORK AND MUSIC

Module 8

TO BE ABLE TO SUMMARISE INFORMATION

ACTIVITY 1:

To be able to summarise information

[LO 3.4.4, 5.1.2]

Read the following and then write a short summary of the life of Johann
Sebastian Bach, using the heading and sub-headings as suggested:

This German composer and organist was born on 21 March 1685. Aged ten,
he was orphaned and went to live with his brother. He attended St
Michael’s School where he sang in the church choir and came in contact
with organists and composers. He married Barbara Bach, his cousin, and
they had seven children.

After his marriage he was appointed organist and chamber musician to the
Duke of Saxe-Weimar in 1708. Prince Leopold became his new employer
and Bach could concentrate on instrumental composition. It was during this
time that he wrote his violin concertos and the six Brandenburg Concertos.

Bach had a happy family life and enjoyed being a father. He became
famous as an organist and was in constant demand as a teacher and an
expert in organ construction and design.

His eyesight deteriorated towards the end of his life and he died, after two
eye operations, on 28 July 1750.

Heading: Name of composer:

1 Date of birth

2.1 Schooling:

2.2 Influences at school:

3.1 Married:

3.2 No. of children:

4.1 Employment:

4.2 Employment:

5. Famous works

6. Famous as:

7. Died:

Now, YOU do the same with the following. Read the passage first of all
and then summarise it under headings YOU think suitable.

Remember:

Neat, crisp heading;

Good spacing

Clear numbering

The Italian composer, Antonio Vivaldi, was born on 4 March 1678 in

Venice and died on 28 July 1741. Vivaldi was trained for the priesthood and
ordained in 1703, but settled on music as his chosen profession. He was
nicknamed ‘The Red Priest’ because of his red hair. In 1703 he was
accepted as the music teacher, composer and conductor at the Ospedale
della Pieta, a school for orphaned and illegitimate girls in Venice.
Vivaldi’s reputation began to grow with his first publications, which were
issued in Amsterdam and in northern Europe, so much so that other
musicians sought him out in Venice and even commissioned work from
him. So he was very popular, but towards the end of his life he fell out of
favour with the public. Still, he is remembered for refining the concerto
form, usually set in three movements: fast, slow, fast. His most famous
work is The Four Seasons.

ACTIVITY 2:

To be able to read for information and write to

communicate information

[LO 3.4.4, 4.1.3]

A. You need to do some group research for the next project.

First, your group should select ONE country. (Each group must select a
different country).

1. Now, find their national anthem.

2. Make a drawing of their national flag. Explain what their flag represents

3. Find out if they have a national dress. Try to copy it or at least make a
picture.

4. Select a food that you think represents that country. Bring it along or
bring a picture.

5. Find some music that is popular in that country. Play some or tell the
class about it.
6. Find out what major product the country produces. Bring a sample or a
picture.

7. Find out which famous person originated in that country. Tell the class
about him / her.

B. When the research is complete, then the final product can be presented
to the class.

Group explains as follows:

1. The national anthem and the flag.

2. The national dress

3. The national foods

4. Some national music

5 Products

6 . Famous people from that country

ACTIVITY 3:

To be able to write longer text

[LO 4.1.1]
Write an essay on National Pride: What creates it, how it can be
stimulated and what its affects are.

Consider the World Cup Rugby and Cricket, Buy South Africa
campaign, flags, what it is that makes a citizen proud. And see if you can
 come up with some ideas of your own.

Rough draft:

Possible opening paragraph:_______________________

Some ideas on the topic: __________________________

Possible closing paragraph:________________________

Ideas on diction to use: ____________________________

Final Product:__________________________________

ACTIVITY 4:

To be able to express an opinion and give reasons

[LO 2.4.4]

Today, music therapy is used on patients to improve their moods and

feelings and can be a very fulfilling profession. (You might like to
investigate this?)

Bring ONE feel-good song and ONE feel-sad song with you to class,
play them and explain to the class how it makes you feel. Give two or
three reasons. The reasons might be related to an experience or to an
event or to a person. However, try to express your feelings well.

Also give the name of the artist and something about him / her / them.

Name of artist:____________________
Something about them: Summarised:________________

How you feel and why:________________________

ACTIVITY 5:

To be able to use language for an impromptu oral

The educator will give you a topic.

You have a few seconds to think about it.

Then tell the class how you feel – in 1 minute.

Impromptus are used to teach you to think on your feet.

TIPS:

Take the operative words and work around those.

You can also:

try to create a pun by twisting the operative words around;

tell a story which brings in your topic (the easiest to do);

disagree with the topic;

explain how the topic came about in the first place;

make up a story around your topic (which means you can say anything!);

waste time by repeating the topic – SLOWLY (even as a question, a

statement, a command).

Assessment
LO 2

Speaking

The learner will be able to communicate effectively in spoken language in a

wide range of situations.

We know this when the learner:

2.1 translates and interprets:

2.1.2 translates or interprets messages;

2.2 interacts in additional language:

2.2.1 uses language for a range of functions;

2.4 debates social and ethical issues by arguing persuasively and responding
critically:

2.4.4 expresses opinions and supports them with reasons;

2.5 is interviewed by someone:

2.5.1 anticipates the questions that will be asked and prepares for them;

2.5.2 answers questions.

LO 3

Reading and Viewing

The learner will be able to read and view for information and enjoyment,
and respond critically to the aesthetic, cultural and emotional values in
texts.

We know this when the learner:

3.1 reads a text:

3.1.1 identifies purpose, audience and context;

3.2 understands some elements of poetry and of the terms used to describe
this language:

3.4 reads for information:

3.4.1 reads information texts;

3.4.2 reads diagrams, graphs and charts of increasing complexity;

3.4.4 summarises information.

LO 4

Writing

The learner will be able to write different kinds of factual and imaginative
texts for a wide range of purposes.

We know this when the learner:

4.1 writes to communicate information:

4.1.1 writes longer texts of several paragraphs, describing processes and

procedures, giving explanations, advantages, disadvantages, arguing for and
against;

4.1.3 does a survey and writes it up (e.g. as a report);

4.4 writes creatively:

4.4.2 shows development in the ability to write stories, poems and play-
scripts (e.g. by working with design);

4.6 treats writing as a process:

4.6.1 drafts, reads and discusses own writing critically;

4.6.3 uses knowledge of grammar, spelling, etc., to edit.

Table 2.6.
LO 5
Thinking and ReasoningThe learner will be able to use language to think
and reason, as well as to access, process and use information for learning.
We know this when the learner:
5.1 uses language and literacy across the curriculum:
5.1.1 understands some concepts from other Learning Areas and uses the
vocabulary associated with them in the additional language (e.g.
“xenophobia” in Social Sciences);5.1.2 writes texts required in other
Learning Areas (e.g. reports and explanations in Natural Sciences);
5.2 uses language for thinking:
5.2.1 asks and answers more complex questions;
5.2.5 draws conclusions;
5.3 collects and records information in different ways:
5.3.1 selects relevant information and takes notes (organises key ideas
under headings and sub-headings, uses layout such as capital letters and
underlining).

Memorandum
ACTIVITY 1

The idea is that they do the first summary in order to learn for the second
and it is the second that will be marked. Let them understand this.
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