7. Current measurements up to 3 A
The ESCOLA 100 may NOT be used
to measure circuits connected directly
to low-voltage mains sources. See
page 2 of "Measurement categories"
as specified in DIN EN 61010-1.
The nominal voltage of the current
source may not exceed 600 V.
The multimeter is to be connected
in series with the load on the side
where the voltage with respect to
ground is lowest!
Turn off the circuit before the Es-
cola 100 meter is connected into
it.
~
~
10A
CAT III 600V
If measurements are made when the magni-
tude of the variable is unknown, always select
a large measuring range before shifting down
to lower ones.
Connect the terminal at the lower potential to
the common/ground socket.
Connect the common/ground lead first and
only then the signal lead.
7.1 DC currents up to 3 A:
Set the four-way switch to
Alternatively, if measurements are to be made
with the zero point in the centre, then set the
four-way switch to
Select the required current measuring range
to a range measured in mA or A.
7.2 AC currents up to 3 A:
Set the four-way switch to
Select the required current measuring range
to a range measured in mA or A.
A,
V
.
.
.
5
8. Current measurements up to 10 A
The ESCOLA 100 may NOT be used
to measure circuits connected directly
to low-voltage mains sources. See
page 2 of "Measurement categories"
as specified in DIN EN 61010-1.
The nominal voltage of the current
source may not exceed 600 V.
The multimeter is to be connected
in series with the load on the side
where the voltage with respect to
ground is lowest!
Turn off the circuit before the Es-
cola 100 meter is connected into
it.
~
~
10A
CAT III 600V
Set up a measuring range of 10 A.
Connect the terminal at the lower potential to
the common/ground socket.
Connect the common/ground lead first and
only then the signal lead.
8.1 DC currents up to 10 A:
Set the four-way switch to
Alternatively, if measurements are to be made
with the zero point in the centre, then set the
four-way switch to
8.2 AC currents up to 10 A:
Set the four-way switch to
A,
V
.
.
.