Professional Documents
Culture Documents
Electricity Y3
Electricity Y3
mhar cueto
Technology Teachers:
Contextual Teachers:
Facilitator:
Encoder
You may already have some or most of the knowledge and skills
covered in this module. If you can demonstrate competence to your teacher
in a particular skill, talk to him/her so you do not have to undergo the same
training again. If you have a qualification or Certificate of Competency from
previous trainings show it to him/her. If the skills you acquired are
consistent with the relevant to this module, they become part of the
evidence. You can present these for RPL. If you are not sure about your
competence/skills, discuss this with your teacher.
Inside this module you will find the activities for you to complete and
relevant information sheets for each learning outcome. Each learning
outcome may have more than one learning activity.
i
Course BUILDING WIRING INSTALLATION
INTRODUCTION:
LO1. Layout and install electrical wiring using knob and tube method
LO2. Layout and install PVC raceway/molding
LO3. Layout and install rigid non-metallic conduit
LO4. Layout and install flexible non-metallic conduit
LO5. Assemble fluorescent lighting fixtures
LO6. Layout and install fluorescent lighting fixtures
LO7. Layout and install incandescent lamps
ASSESSMENT CRITERIA:
PREREQUISITES:
ii
TECHNICAL TERMS
iii
Course : BUILDING WIRING INSTALLATION
References:
4. www.diydata.com/tool/drills/drills.php
5. www.powertoolinstitute.com
6. www.technologystudent.com
1
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome # 1: Layout and install electrical wiring using knob and
tube methods
1. Read the Information sheet 1.1 You can ask assistance from
about the principle of knob your teacher to show you and
and tube. explain further the topic you
cannot understand well.
2
INFORMATION SHEET 1.1
1. Commercial Garages
2. Theaters
3. Motion Picture Studios
4. Hoist ways
5. Hazardous Locations
In the open or exposed wiring method, the wires are visible and are
supported by the knobs. These knobs may be a split or solid type. This is
shown in figure 1.
Split knobs are used to support wires smaller than No. 8. Solid knobs
are used to support or anchor wires as big as No. 8 or even bigger. Screws or
nails may be used to fasten the knobs. When a nail is used a leather washer
should be placed between the nail head and the insulator to form cushion
and protect the insulator from breaking. See figure 2.
3
Height of Knob
Figure 3. Shows the correct and wrong ways of tying wires to the
groove of a solid knob.
30 cm. 1 Ft.
Whenever wires pass through studs, rafters, floor joists or any wooden
part of a building, the wires are inserted in porcelain tubes or flexible mica
tubing. Porcelain tubes and mica tubing are also provided whenever wires
cross each other. It gives the wire extra protection from injury.
4
Figure 5. Application of Porcelain Tubes and Mica Tubing
5
Safety reminders when installing knob and tube wiring
2. Have the auger brace oiled regularly especially the ratchet type.
5. Be sure that the conductors in contact with the wiring surface are
enclosed in mica tubing.
6. Be sure that your teacher has checked your work before testing.
7. Be sure that the safety switch is off before making any connection.
Apply tape on all joints/splices.
9. Be sure to test the insulation for short and ground circuit before
putting on the power.
6
JOB SHEET 1.1
Installing one bulb controlled by one single pole single throw (SPST) switch
in one location.
I – Materials Required
III – Procedure
7
Instruction: When you are ready to perform this task, ask your teacher to
observe the process and to rate your performance using the
assessment criteria. Follow the pictorial diagram.
Safety Switch
Assessment Criteria
VS S NI
Dimensions
5 3 1
1. Quality: Workmanship, Appearance, Verticality,
Horizontality
2. Accuracy: Dimension;(optional) Accurate function of
the elements
3. Method: Observance of the safety measures
Rating Scale:
VS – Very Satisfactory = 15 – 11
S – Satisfactory = 10 – 5
NI – Needs Improvement = 6 and below
8
I do hereby certify that my student has satisfactorily passed this
performance test by demonstrating their ability in installing one outlet
controlled from one location.
Conforme: Attested:
9
JOB SHEET 1.2
I – Materials Required
II – Tools Needed
Set of screwdrivers
Set of pliers
hammer
gimlet
electrician’s knife
III- Procedure
10
7. Fasten switches with base under it.
Instruction: When you are ready to perform this task, ask your teacher to
observe the process and rate your performance using the
assessment criteria. Follow the pictorial diagram.
Assessment Criteria
VS S NI
Dimensions
5 3 1
1. Quality: Workmanship, Appearance, Verticality,
Horizontality
2. Accuracy: Dimension;(optional) Accurate function of
the elements
3. Method: Observance of safety measures
11
Rating Scale:
VS – Very Satisfactory = 15 – 11
S – Satisfactory = 10 – 5
NI – Needs Improvement = 6 and below
Conforme: Attested:
12
JOB SHEET 1.3
I – Materials Required
II – Tools Needed
Set of screwdrivers
Set of pliers
hammer
gimlet
electrician’s knife
III- Procedure
13
7.Fasten switches with base under it.
Instruction: When you are ready to perform this task, ask your teacher to
observe the process and to rate your performance using the
assessment criteria. Follow the pictorial diagram.
Assessment Criteria
VS S NI
Dimensions
5 3 1
1. Quality: Workmanship, Appearance, Verticality,
Horizontality
2. Accuracy: Dimension;(optional) Accurate function of
elements
3. Method: Observance of safety measures
Rating Scale:
VS – Very Satisfactory = 15 – 11
S – Satisfactory = 10 – 5
14
NI – Needs Improvement = 6 and below
Conforme: Attested:
15
Course : BUILDING WIRING INSTALLATION
Assessment Criteria:
References:
4. www.diydata.com/tool/drills/drills.php
5. www.powertoolinstitute.com
6. www.technologystudent.com
16
LEARNING EXPERIENCES/ACTIVITIES
17
INFORMATION SHEET 2.1
The fittings are available for each size raceway and color option. Single
or Dual gang, junction boxes are versatile enough for any electrical
application. Boxes are equipped with concentric knockouts for all 3 sizes of
raceway. Knockouts are provided on all four sides. Junction boxes come
with adhesive strips and #6 screws to secure the box to the base.
18
The National Electrical Code permits surface raceways in dry locations for
exposed or surface work. The raceway can be extended through dry ways,
dry partitions, and dry floors if one continuos length of raceway is used
throughout the concealed section.
The raceway cannot be used for concealed work on locations subject to
severe to corrosive vapors, or in hoist ways and hazardous location.
19
JOB SHEET 2.1
I. Materials Required
Quantity Unit Descriptions
1 pc single pole switch (flush type)
1 pc safety switch
1 pc incandescent bulb (25 w)
1 pc receptacle
1 pc junction box
2 pcs fuse 15 A (cartridge type)
1 pc metal/plastic box
1 roll electrical tape
1 ft mica tubing or loom
2 pcs plastic molding
20 pcs wood screw (1/2)
III. Procedure
1. Prepare all the materials needed
2. Wear appropriate PPE.
3. Install lamp receptacle, junction box, metal box, safety switch to
the desired location.
4. Fasten the PVC molding to its proper location following the desired
measurements.
5. Connect the wires to where it is intended. Refer to the schematic
diagrams.
6. Mount the bulb and fuses on their respective locations.
7. Connect the power and test the installation.
20
Assessment Criteria
CRITERIA Points
Accuracy of connection 15
Workmanship
- Cutting of PVC molding 15
- Measurements 5
Use of tool 5
Speed 5
Housekeeping 5
50 pts
21
BUILDING WIRING INSTALLATION
Course :
Assessment Criteria:
References:
4. www.diydata.com/tool/drills/drills.php
5. www.powertoolinstitute.com
6. www.technologystudent.com
22
LEARNING EXPERIENCES/ACTIVITIES
5. Perform job sheet 3.1 on how You can ask assistance from
to install by two bulbs your teacher to show you and
controlled by two three-way explain furtherly information
switch and one SPST with two that you cannot understand
convenience outlets. well.
23
INFORMATION SHEET 3.1
24
INSTALLATION OF NON-METALLIC CONDUIT PEC REQUIREMENTS
25
80 450
90 525
100 600
125 750
150 900
26
Identifying Different Types of Bend
Since PVC conduits are somewhat easier to bend than a rigid conduit,
it likewise requires patience as in any other type of conduit. It is first pre-
heated over a fire or a heat gun to a desired softness. Little by little, it is
bent to its desired shape. When such is attained, it is then hardened by
soaking it to cold or lukewarm water or dampened with a wet rag.
1. Elbow
27
Bend Defects
1. Burned
2. Kinks or groove
Kinks
28
OPERATION SHEET 3.1
Equipment:
Heat gun - 1 unit
Materials:
Pencil or Chalk - 1 pc
PVC pipe - 1m
Tools:
Steel meter stick/Straight edge - 1 pc
Try square - 1 pc
Pull and push rule - 1 pc
Wet rug - 1 pc
Personal Protective Equipment:
Gloves - 1 pair
Respirator - 1 pc
Procedure:
Instruction: When you are ready to perform this task, ask your teacher to
observe the process and to rate your performance using the
assessment criteria.
Respirator Gloves
29
3. Draw a right angle on the floor using your try square and chalk. This
will serve as your guide when forming your conduit into 90o angle. (A
tile on the floor can serve as a guide.)
4. If you are in a room with a tiled floor, you can use it as your guide for
90o angle.
5. Draw an arc near the corner with a radius of 100 mm; this will aid
you in forming your elbow correctly.
100 mm
30
6. Mark off 200 mm from the end of PVC pipe. This will be the center of
your elbow bend.
7. Plug-in the heat gun and apply heat to the conduit. Apply heat
100mm on both sides of your marking. Apply heat evenly by turning
over the conduit while swaying your heat gun back and forth to avoid
kinks during bending.
31
9. If the conduit is soften, turn off the heat gun and bend the PVC to the
desired shape using your arc and 90o angle guide drawn on the floor.
10. If the desired shape is formed, damp the conduit with wet rug to
harden it immediately. (You can use your foot to hold one end of the
conduit while wiping.)
Assessment Criteria
VS S NI
Dimensions
5 3 1
1. Quality: Workmanship, Appearance, Bending 90°,
Rating Scale:
VS – Very Satisfactory = 15 – 11
S – Satisfactory = 10 – 5
NI – Needs Improvement = 6 and below
32
OPERATION SHEET 3.2
Equipment:
Heat gun - 1 unit
Materials:
Pencil or Chalk - 1 pc
PVC pipe - 1m
Tools:
Steel meter stick/Straight edge - 1 pc
Try square - 1 pc
Pull and push rule - 1 pc
Wet rug - 1 pc
Personal Protective Equipment:
Gloves - 1 pair
Respirator - 1 pc
Procedure:
Instruction: When you are ready to perform this task, ask your teacher to
observe the process and to rate your performance using the
assessment criteria.
Respirator Gloves
3. Measure the elevation of the obstruction. In this case, let’s use this
wooden box.
33
Note: Remember, offset bent is used if the conduit crosses an
obstruction. In this case, the elevation is about 70 mm.
6. Mark off 100 mm from the end of PVC pipe. This will be the center
of the first bend of the offset.
34
7. Put another mark of about 200 mm from your first marker.
8. Plug-in the heat gun and apply heat to the conduit. Apply heat
between your markers. Apply heat evenly by turning over the
conduit while swaying your heat gun back and forth to avoid kinks
during bending.
35
9. If the conduit is soften, turn off
the heat gun and bend the PVC to
the desired shape using your
guide drawn on the floor. Pull the
left portion of the conduit while
pushing the other end.
Assessment Criteria
VS S NI
Dimensions
5 3 1
1. Quality: Workmanship, Appearance, Offset Bending
Rating Scale:
VS – Very Satisfactory = 15 – 11
S – Satisfactory = 10 – 5
NI – Needs Improvement = 6 and below
36
JOB SHEET 3.1
Install two bulbs controlled by two (2) three-way switches and one
(1) SPST switch with two convenience outlet.
Please refer to the Learning Outcome No. 2. Layout and Install PVC
raceway/molding for the important PEC provisions in installing rigid non-
metallic conduit and personal safety
Equipment:
Heat gun 1 unit
Materials:
Pencil or Chalk 1 pc
PVC pipe 3 pcs
PVC adapter with lock nuts 18 pcs
Utility box 5 pcs
Junction box 4 pcs
Lamp socket 2 pcs
Safety switch 1 pc
3 way switch 2 pcs
SPST switch 1 pc
1 gang plate cover 3 pcs
2 gang plate cover 2 pcs
Conduit clamps/straps 15 pcs
Wood screws (1/4 x ½) 50 pcs
Tools:
Steel meter stick/Straight edge 1 pc
Try square 1 pc
Pull and push rule 1 pc
Wet rug 1 pc
Personal Protective Equipment:
Gloves 1 pair
Respirator 1 pc
Procedure:
Instruction: When you are ready to perform this task, ask your teacher to
observe the process and to rate your performance using the
assessment criteria.
37
3. Mark on the wiring board the location of the safety switch, utility
boxes, and junction boxes.
4. Fasten the safety switch and PVC boxes with wood screws at the
desired locations.
6. Install and connect ends of PVC pipe to the electrical boxes, safety
switch.
8. Place the cover of junction box, utility box, and convenience outlet.
38
10. Have your teacher check your work.
S3w S3w S
Line diagram of the two bulbs controlled by two (2) three-way switches
and one (1) SPST switch with two convenience outlets in different
location.
Instruction: When you are ready to perform this task, ask your teacher to
observe the process and to rate your performance using the
assessment criteria.
Assessment Criteria
VS S NI
Dimensions
5 3 1
1. Quality: Workmanship, Appearance, Offset Bending,
Bending 90º
2. Accuracy: Dimension, Accurate bending
Rating Scale:
VS – Very Satisfactory = 15 – 11
S – Satisfactory = 10 – 5
NI – Needs Improvement = 6 and below
39
Course : BUILDING WIRING INSTALLATION
Assessment Criteria:
References:
1. Johnston, Larry et.al., Better Homes and Gardens Wiring 1st Edition,
Meredith Books; 2007,pp.
4. www.diydata.com/tool/drills/drills.php
5. www.powertoolinstitute.com
6. www.technologystudent.com
40
LEARNING EXPERIENCES/ACTIVITIES
41
INFORMATION SHEET 4.1
1. A smooth seamless inner core and cover bonded together and having
one or more reinforcement layers between the core and cover
designated as Type LFNC-A.
This conduit is flame resistant and, with fittings, is approved for the
installation of electrical conductors.
Uses.
(3) For outdoor locations where listed and marked as suitable for
the purpose. FFN: For marking requirements, see Section
110.1.21
(4) For direct burial where listed and marked for the purpose.
42
(6) As a listed manufactured prewired assembly, 15, mm (20mm)
through 25 mm (32 mm) conduit, as defined in Section 3.51
.2.1(2).
(b) Not Permitted. Liquid tight flexible nonmetallic conduit shall not be
used in the following:
Size. The electrical trade sizes of liquid tight flexible nonmetallic conduit
shall be in accordance with (a) or (b):
Fittings. Liquid tight flexible non - metallic conduit shall be used only with
listed terminal fittings. Angle connectors shall not be used for concealed
raceway installations.
43
(a) The conduit shall be securely fastened at intervals not exceeding
900 mm and within 300 mm on each side of every outlet box,
junction box, cabinet, or fitting.
(b) Securing and supporting of the conduit shall not be required where
it is fished, installed in lengths not exceeding 900 mm at
terminals where flexibility is required, or where installed in
lengths not exceeding 1 800 mm from a fixture terminal
connection for tap conductors to lighting fixtures as permitted
in Section 4.10.13.4(c)
Splices and Taps. Splices and taps shall be made in accordance with
Section 3.0.1 13. See Article 3.70 for rules on the installation and use
of boxes and conduit bodies.
Bends-Number in One Run. There shall not be more than the equivalent of
four quarter bends (360 degrees total) between pull points, e.g., conduit
bodies and boxes.
Coupling
44
Adapter
45
Job Sheet 4.1
Install conduit and electrical wiring from indoor unit to outdoor unit
using flexible nonmetallic tubing.
Equipment:
o *Electric drill - 1 unit
Materials:
o Pencil or Chalk - 1 pc
o Installation plan or working drawing - 1 pc
o Flat head screw, ¾ in X 10 - 15 pcs
o *Fisher, # 6 (Tox) - 15 pcs
o Flexible nonmetallic tubing - 5m
o Mica tube, ¼ in. dia. - 1m
o Stranded wire, 2.0 mm2 TW -
o Safety switch, 30 A -
Tools:
o Pull and push rule or any measuring - 1 pc
device suited for the activity
o Steel meter stick/Straight edge - 1 pc
Personal Protective Equipment:
o Safety glass - 1 pc
o Gloves - 1 pair
o Goggles - 1 pc
o Safety shoes - 1 pair
Introduction:
In installing electrical circuit, you may use any type of approved
wiring method for the purpose. It has been a practice in this field to use
flexible nonmetallic tubing because flexibility is required for installation,
operation, and maintenance. You may use rigid nonmetallic conduit (PVC)
as taught in the previous instruction sheets.
Procedure
1. Wear appropriate PPE
2. Measure the required length of flexible nonmetallic conduit from the
outdoor unit to the indoor unit. You may use any measuring device
suited for the job or you may use the actual material by practically
tracing its path as shown in the picture.
46
3. Cut the flexible nonmetallic tubing.
4. Insert the wires first before laying out the tubing permanently.
47
7. Tie the conductors securely to the guide wires.
8. Pull the guide wires at the other end of the tubing. The tubing
should be laid straight forward for easy pulling of conductors.
48
10. Lay out the tubing with conductors permanently.
Wire
allowance
11. Just simply lay the electrical tubing on the path where the
refrigeration system tubing is installed.
12. Secure the flexible nonmetallic tubing wrapping it with cable tie.
49
14. Secure the tubing to the raceway on the indoor unit.
50
18. Be sure that the connections are tightened correctly.
19. You have just finished the electrical circuit from indoor to outdoor
unit. Now, you are ready for the installation of the main power
supply. The main supply line is usually pre-wired by the
manufacturer, you have to do is to terminate it from the circuit
protection.
21. Test the circuit for ground short or open wiring. If fault is found,
rectify it.
51
22. Turn on the circuit and test run the unit.
Assessment Criteria
VS S NI
Dimensions
Rating Scale:
VS – Very Satisfactory = 15 – 11
S – Satisfactory = 10 – 5
NI – Needs Improvement = 6 and below
52
SELF-CHECK 4.1
1.
2.
3.
4.
5.
53
Course : BUILDING WIRING INSTALLATION
Assessment Criteria:
References:
1. Johnston, Larry et.al., Better Homes and Gardens Wiring 1st Edition,
Meredith Books; 2007,pp.
4. www.diydata.com/tool/drills/drills.php
5. www.powertoolinstitute.com
6. www.technologystudent.com
54
LEARNING EXPERIENCES/ACTIVITIES
55
INFORMATION SHEET 5.1
Article 6.3.1.3 Live Parts. Fixtures, lamp holders, lamps, rosettes, and
receptacles shall have no live parts normally exposed to contact. Exposed
accessible terminals in lamp holders, receptacles, and switches shall not be
installed in metal fixture canopies or in open bases of portable table or floor
lamps.
All joints/splices to be done must be properly insulated with
spaghetti sleeving, wrapped with electrical tape having a similar thickness of
the conductor used.
2. Cold cathode – Requires high voltage in its operation. This lamp has
electrodes made of thimble-type iron. It is not pre-heated and does not
require a starter for starting. Special high voltage transformers operate it.
Neon and mercury lamps are classified under cold cathode lamps.
56
Operation of pre-heat type fluorescent lamp
The tube filaments, starter (glow switch), and ballast are all connected
in series, which constitute a complete circuit once the switch, is closed. As a
current flow through, the gas (inert) inside the starter glows and the
electrodes are heated. Since one of the electrodes is a bi-metal, it bends and
makes contact with the other. At this instant, the circuit is metallically
complete. The filaments of the fluorescent tube are then heated and partial
ionization takes place. The bi-metals in the starter cools and the contacts
open. The magnetic field in the ballast collapses rapidly producing an
inductive kick, which establishes a current between the filaments and fires
the tube into operation.
57
2. Compact Fluorescent Lamp
58
Parts of Fluorescent tube
59
Different types of Starter
3. Lamp holder and starter socket are the point of connection of the
fluorescent and starter.
60
Parts of fluorescent lamp starter
Starter housing
Base contact
Connecting
wire
Current moves in utilizing the rare gas as conducting means and the
rare gas produces a “glow”. The glow generates heat and causes the
bimetallic blade to expand.
When the bimetallic blade is heated, it changes shape and touches the
fixed contact. The close contacts of the two starter contacts produce an easy
path for the current to flow.
Coil inside
Terminal block
Ballast frame
61
In common with all gaseous discharge lamps, the fluorescent must be
provided with some device for limiting the current drawn by the discharge.
Without a limiting device, the current would rise to a value that would
destroy the lamp. A device or auxiliary called ballast can best meet this
requirement.
62
JOB SHEET 5.1
Material:
Fluorescent Lamp (20 watts) - 1 set
Tools:
Philip Screw driver - 1 pc
Flat Screw driver - 1 pc
Side cutting pliers - 1 pc
Long nose pliers - 1 pc
Personal Protective Equipment:
Gloves - 1 pair
Goggles - 1 pc
Procedures:
63
Use bolt and nut in fixing the ballast to the frame
5. Mount the connection terminal socket to the frame. Make sure that it
is fixed not too loose or too tight.
64
Schematic Diagram, Preheat Fluorescent Lamp.
7. Test the circuit for ground short or open wiring. If fault is found,
repair it.
8. Perform housekeeping
Assessment Criteria
Points
Dimensions
1. Accuracy of connections
10
2. Functionality of the fluorescent lamp
10
3. Use of tool
5
4. Speed 5
5. Housekeeping 5
35 points
65
JOB SHEET 5.2
Materials:
Fluorescent Lamp (40 watts) - 2 set
Fixture Frame - 1 pc
Tools:
Philip Screw driver - 1 pc
Flat Screw driver - 1 pc
Side cutting pliers - 1 pc
Long nose pliers - 1 pc
Personal Protective Equipment:
Gloves - 1 pair
Goggles - 1 pc
Procedure:
66
4. Cut the fixture wires and make the necessary joints or connection by
referring to the schematic diagram.
7. Check the wiring connections and plug in the fixture to the source to
test the assembled fixture for normal operation
8. Perform housekeeping
67
Assessment Criteria
Points
Dimensions
1. Accuracy of connections
10
2. Functionality of the fluorescent lamp
10
3. Use of tool
5
4. Speed 5
5. Housekeeping 5
35 points
68
JOB SHEET 5.3
Materials:
Fluorescent Lamp (40 watts) - 2 set
Fixture Frame - 1 pc
Tools:
Philip Screw driver - 1 pc
Flat Screw driver - 1 pc
Side cutting pliers - 1 pc
Long nose pliers - 1 pc
Personal Protective Equipment:
Gloves - 1 pair
Goggles - 1 pc
Procedure:
3. Mount the GE rapid start ballast inside the frame (same procedure of
mounting as stated in the Activity Sheet No. 2).
Blue/White
Blue/White
Black/White
White
Red
Red
69
Red
Black
White
Yellow
70
Instant start (Cold Cathode)
7. Test the circuit for ground short or open wiring. If fault is found,
repair it.
8. Perform housekeeping
71
Instruction: When you are ready to perform this task, ask your teacher to
observe the procedure and rate your performance using the
assessment criteria.
(Refer the procedure to the activity sheet 1 .1 and 1.2)
Assessment Criteria
Needs
Very Good Good Fair
CRITERIA Improvement
(5) (4) (3)
(2)
1. Accuracy Lamp lights Lamp lights Lamp lights Lamp does not
(25%) but flickers light
Wirings are Wirings are Wirings are Wirings are
secured, secured, not secured; loose; finished
2. Quality neat and neat and finished work is not
(25%) clean clean work is not presentable.
presentation presentation presentable
of the work. of the work.
Followed Followed Incorrect Did not follow
procedure procedure usage of the required
correctly, correctly, tools. procedures.
economical economical
3. Method use of tools use of tools
(25%) is followed; is followed;
and and
observed observed
safety while safety while
working. working.
Submitted Submitted Submitted Unable to
work two (2) work on a work two (2) finish the
4. Speed minutes given time. or more work.
(25%) ahead of minutes
time. after the
given time.
72
Course : BUILDING WIRING INSTALLATION
Assessment Criteria:
References:
1. Johnston, Larry et.al., Better Homes and Gardens Wiring 1st Edition,
Meredith Books; 2007,pp.
4. www.diydata.com/tool/drills/drills.php
5. www.powertoolinstitute.com
6. www.technologystudent.com
73
LEARNING EXPERIENCES/ACTIVITIES
74
JOB SHEET 6.1
Install three (3) fluorescent lamp controlled by three (3) SPST switch
using Flexible Non-metallic Conduit.
Materials:
Fluorescent Lamp (20 watts) - 3 set
Lamp socket - 3 pcs
Utility box - 2 pcs
Safety switch - 1 set
SPST switch - 3 pcs
Junction box - 5 pcs
Adapter with lock nuts - 15 pcs
Conduit clamps/straps - 25 pcs
1 gang plate cover - 1 pc
2 gang plate cover - 1 pc
Wood screws (¼ x ½) - 50 pcs
Electrical tape - 1 roll
Tools:
Philip Screw driver - 1 pc
Flat Screw driver - 1 pc
Side cutting pliers - 1 pc
Long nose pliers - 1 pc
Push pull tape rule - 1 pc
Personal Protective Equipment:
Gloves - 1 pair
Goggles - 1 pc
Instruction: When you are ready to perform this task, ask your teacher to
observe the process and to rate your performance using the
assessment criteria. Strictly follow the line diagram and the
teacher will determine the distance of each circuit.
S 75
S2
Line diagram of the three (3) fluorescent lamps controlled by three
(3) SPST switch using Flexible Non-metallic Conduit.
Procedure:
5. Install/mount the conduit. Place the desired kind and size of the
support according the manufacturer’s specification.
6. Cut and bend wire ways to the desired length and bends based on the
job requirements. Avoid installing nicked conduits.
9. Strip wires in the boxes then connect them to the terminals of the
switches and fuse clip holder. Note: All loop termination must be
turning clockwise and be tightened snugly according to the
manufacturer’s torque specifications. Avoid excess wire termination.
10. Splice and joint wires in junction boxes based on the circuit design
operation. Joining or splicing of conductors inside conduits raceways
is strictly prohibited. Make sure that the joined wires have 6-8”
allowances from the edge of the box to the outstripped joined end of
wires.
76
13. When installation is completed, ask your teacher to evaluate your
performance based on the assessment criteria.
Assessment Criteria
77
JOB SHEET 6.2
Install two (2) fluorescent lamps controlled by the two (2) three –way-
switch and One (1) SPST switch using Flexible Non-metallic
Conduit.
Materials:
Fluorescent Lamp (20 watts) - 2 set
Lamp socket - 2 pcs
Utility box - 3 pcs
Safety switch - 1 set
SPST switch - 1 pcs
Junction box - 4 pcs
Adapter with lock nuts - 15 pcs
Conduit clamps/straps - 25 pcs
1 gang plate cover - 3 pcs
Wood screws (¼ x ½) - 50 pcs
Electrical tape - 1 roll
Flexible non metallic conduit - 5 mts
Tools:
Philip Screw driver - 1 pc
Flat Screw driver - 1 pc
Side cutting pliers - 1 pc
Long nose pliers - 1 pc
Push pull tape rule - 1 pc
Personal Protective Equipment:
Gloves - 1 pair
Goggles - 1 pc
Instruction: When you are ready to perform this task, ask your teacher to
observe the process and to rate your performance using the
assessment criteria. Strictly follow the line diagram and your
teacher will determine the distance of each circuit.
78
S S3w S3w
Line diagram of the two (2) fluorescent lamp controlled by two (2) three –
way-switch and One (1) SPST switch using Flexible Non-metallic Conduit.
Procedure:
5. Install/mount the conduit. Place the desired kind and size of the
support according the manufacturer’s specification.
6. Cut and bend wire ways to the desired length and bends based on the
job requirements. Avoid installing nicked conduits.
8. Cut wire according to the desired length. Always provide allowance (6-
8” for smaller size of wire) for future tapping or termination.
9. Strip wires in the boxes then connect them to the terminals of the
switches and fuse clip holder. Note: All loop termination must be
turning clockwise and be tightened snugly according to the
manufacturer’s torque specifications. Avoid excess wire termination.
79
10. Splice and joint wires in junction boxes based on the circuit design
operation. Joining or splicing of conductors inside conduits raceways
is strictly prohibited. Make sure that the joined wires have 6-8”
allowances from the edge of the box to the outstripped joined end of
wires.
Assessment Criteria
Needs
Very Good Good Fair
CRITERIA Improvement
(5) (4) (3)
(2)
1. Accuracy Lamp lights Lamp lights Lamp lights Lamp does not
(25%) but flickers light
Wirings are Wirings are Wirings are Wirings are
completely neat and not secured; loose; finished
2. Quality installed and clean; the finished work is not
(25%) energized work is work is not presentable.
presentable presentable
80
Course : BUILDING WIRING INSTALLATION
Assessment Criteria:
References:
1. Johnston, Larry et.al., Better Homes and Gardens Wiring 1st Edition,
Meredith Books; 2007,pp.
4. www.diydata.com/tool/drills/drills.php
5. www.powertoolinstitute.com
6. www.technologystudent.com
81
LEARNING EXPERIENCES/ACTIVITIES
1. Read Information sheet 7.1 on the You can ask assistance from
history and development of your teacher to show you and
incandescent lamp explain furtherly topics you
can’t understand well.
2. Perform Job Sheet 7.1 on the You can ask assistance from
Installation of incandescent lamp your teacher while performing
using Rigid Non-metallic Conduit. the task
82
Information Sheet 7.1
Much later, in 1860, the English physicist Sir Joseph Wilson Swan
(1828-1914) was determined to devise a practical, long-lasting electric light.
He found that a carbon paper filament worked well, but burned up quickly.
In 1878, he demonstrated his new electric lamps in Newcastle, England.
The inventor Thomas Alba Edison (in the USA) experimented with
thousands of different filaments to find just the right materials to glow well
and be long-lasting. In 1879, Edison discovered that a carbon filament in
an oxygen-free bulb glowed but did not burn up for 40 hours. Edison
eventually produced a bulb that could glow for over 1500 hours.
Coiled tungsten filament. The metal wires that glow brightly when
electricity flows through them.
Connecting wires . The wires that carry electricity from the bulb's electrical
contact to the filament.
Electrical contacts . The metallic base of the bulb, which connects to the
electrical contacts of the lamp when the bulb is in the lamp.
Glass envelope . The thin layer of glass that surrounds the light bulb
mechanism and the inert gases.
83
Glass fuse enclosure -Glass that insulates the bulb's fuses located within
the stem of the bulb.
Mixture of inert gases at low pressures . The bulb is filled with inert (non-
reactive) gases.
Screw cap . The threaded base of the bulb that secures it to a lamp.
84
many among us learn their history through films, and the vast majority of
early films were made in America by patriotic Americans.
As one final nugget of trivia, the term "limelight" comes from the
incandescent light produced by a rod of lime bathed in a flame of oxygen
and hydrogen. At the time it was invented, limelight was the brightest
source of artificial light known. One of its first uses was for lighting theater
stages, and actors and actresses were keen to position themselves "in the
limelight" so as to be seen to their best effect.
The thin wire, or filament, inside a light bulb resists the flow of
current through it. When electricity is passed through the bulb, the filament
becomes hot and glows brightly. To prevent the filament burning away
completely, the glass bulb filled with a mixture of inert gas (usually argon
and nitrogen). The filament in most light bulbs is made of tungsten.
85
Elements used in the manufacturing incandescent lamp
1. Lead-in wire
2. Glass
3. Argon gas
4. Inert gas
5. Coiled tungsten
6. Brass
7. Mica
8. Copper
9. Nitrogen
1. Large lamps are those normally used for interior and exterior general
and task lighting. (See figure next page)
86
2. Miniature lamps are generally used in automotive, aircraft, and
appliance applications.
87
Kinds of High Intensity discharge lamp
88
3. High-pressured sodium lamp is an electric discharged lamp in which
the radiation is produced by an excitation of sodium vapor in which
the partial pressure of the vapor during operation is of the order of 104
N/m2.
Construction
89
90
JOB SHEET 7.1
Materials:
Incandescent Lamp (25 watts) - 2 set
Lamp socket - 2 pcs
Utility box - 3 pcs
Safety switch - 1 set
SPST switch - 1 pcs
Junction box - 4 pcs
Adapter with lock nuts - 15 pcs
Conduit clamps/straps - 25 pcs
1 gang plate cover - 3 pcs
Wood screws (¼ x ½) - 50 pcs
Electrical tape - 1 roll
Rigid non metallic conduit 0-
Tools:
Philip Screw driver - 1 pc
Flat Screw driver - 1 pc
Side cutting pliers - 1 pc
Long nose pliers - 1 pc
Push pull tape rule - 1 pc
Personal Protective Equipment:
Gloves - 1 pair
Goggles - 1 pc
Instruction: When you are ready to perform this task, ask your teacher to
observe the process and to rate your performance using the
assessment criteria. Strictly follow the line diagram and the
teacher will determine the distance of each circuit.
91
S S3w S3w
Line diagram of two (2) incandescent lamp controlled by two (2) three –
way-switch and One (1) SPST switch using Flexible Non-metallic Conduit.
Procedure:
Assessment Criteria
Needs
Very Good Good Fair
CRITERIA Improvement
(5) (4) (3)
(2)
1. Accuracy Lamp lights Lamp lights Lamp lights Lamp does not
(25%) but flickers light
Wirings are Wirings are Wirings are Wirings are
completely neat and not secured; loose; finished
2. Quality installed and clean; the finished work is not
(25%) energized work is work is not presentable.
presentable presentable
92
Followed Followed Incorrect Did not follow
procedure procedure usage of the required
correctly, correctly, tools. procedures.
observed economical
3. Method safety while use of tools
(25%) working, and is followed;
perform good observed
housekeeping safety while
working.
Submitted Submitted Submitted Unable to
work two (2) work on a work two (2) finish the
4. Speed minutes given time. or more work.
(25%) ahead of minutes
time. after the
given time.
93
SELF-CHECK 7.1
94
ASSESSMENT PLAN
Evidence Checklist
Competency standard:
Unit of competency:
Title of Module
Ways in which evidence will be collected:
Demonstration
Questioning
Observation
Portfolio
Written
The evidence must show that the student …
Get from assessment criteria of the module (CBC)
LO1. Lay out and install electrical wiring using
knob and tube method
1. Electrical wiring is installed in line with the job
requirements.
2. Electrical wiring is installed in line with the PEC.
3. Safety procedures in installing electrical wiring
are strictly followed in line with the Occupational
Safety and Health Standards.
LO2. Lay out and install PVC raceway/molding
1. Materials, tools and equipment for installing PVC
raceway are prepared in line with the job
requirements.
2. PVC raceway is installed in line with the job
requirements.
3. Workplace is cleaned and made safe upon the
completion of the job.
95
96
3. Fluorescent lighting fixtures are installed in line
with the job requirements.
4. Switching control is applied in accordance with
the work plan.
5. Workplace is cleaned and made safe upon the
completion of the job.
LO 7 Lay out and Install incandescent lamps
1. Types and sizes of incandescent lamps are
identified.
2. Tools, instrument and materials are selected and
identified according to the job requirement.
3. Incandescent lamps are installed according to the
plan.
4. Diameter of hole is appropriately fitted to the
incandescent lamps.
NOTE: *Critical aspects of competency
97
Observation Checklist
Student name:
Teacher name:
Name of School:
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the student [insert description of activity being observed].
2. Describe the assessment activity and the date on when it was undertaken.
3. Put a check in the box to show that the student has completed each area of the
activity according to the standard expected in the enterprise.
4. Complete the feedback section of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can: If completed, check
the box.
Did the student’s overall performance meet the Yes No
standard?
Teacher’s feedback:
98
Observation and Questioning Checklist
Student’s name:
Teacher’s name:
Name of the
School:
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the student [insert description of activity being observed].
2. Describe the assessment activity and the date on when it was undertaken.
3. Place a check in the box to show that the student has completed each area of
the activity according to the standard expected in the enterprise.
4. Ask the student using the questions in the attached list to confirm his/her
underpinning knowledge.
5. Put a check in the box to show that the student has answered the questions
correctly.
6. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can: If completed, check
the box.
Did the student’s overall performance meet the Yes No
standard?
Feedback to student:
99
Demonstration
Student’s name:
Teacher’s name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials the student must be able to:
The student’s demonstration was:
Satisfactory Not Satisfactory
100
Written report
Student’s name:
Teacher’s name:
Name of School:
Competency
standards
Unit of
competency:
Task:
Your task is to:
[insert description of task]
Submission date:
Use the checklist below as a the basis for judging whether the student’s
report meets the required competency standards.
The student’s report…. If met, check the box
Student’s
Date:
signature:
Teacher’s
Date:
signature:
101
PERFORMANCE TEST
PERFORMANCE STANDARDS
For acceptable achievement, check YES; for Yes No N/A
unacceptable achievement, check NO; for unachieved
skill, check N/A.
102
ANSWER KEY 4.1
Test – I - Identification
1. Photographic lamps
2. Miniature lamps
3. Large lamps
4. Coiled tungsten filament
5. Connecting wires
6. Glass envelope
7. Glass fuse enclosure
8. Glass fuse enclosure
9. Screw cap
10. Support wires
103
Republic of the Philippines
Department of Education
PUBLIC TECHNICAL-VOCATIONAL
HIGH SCHOOLS
mhar cueto
Technology Teacher:
Contextual Teacher:
Facilitator:
Encoders:
Page
The unit of competency “Install wiring devices for floor and ground fault
current interrupting outlets” contains the knowledge, skills and attitudes
required for Building Wiring Installation course required to obtain the
National Certificate (NC) level II.
If you have questions, do not hesitate to ask your teacher for assistance.
You may already have some basic knowledge and skills covered in this
module. If you can demonstrate competence to your teacher in a particular
skill, talk to your teacher so you do not have to undergo the same training
again. If you have a qualification or Certificate of Competency from previous
trainings show it to him/her. If the skills you acquired are consistent with and
relevant to this module, they become part of the evidence. You can present
these for RPL. If you are not sure about your competence skills, discuss this
with your teacher.
After completing this module, ask your teacher to assess your competence.
Result of your assessment will be recorded in your competency profile. All the
learning activities are designed for you to complete at your own pace.
In this module, you will find the activities for you to accomplish and relevant
information sheets for each learning outcome. Each learning outcome may have
more than one learning activity.
Page
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS
i
Program/Course: BUILDING WIRING INSTALLATION NC II
Module Title: Installing wiring devices for floor and ground fault
current interrupting outlets
INTRODUCTION:
This module consists of three (3) learning outcomes. Each learning outcome
contains learning activities supported by instruction sheets. Before you perform
the instructions, read the information sheets and answer the self-check and
activities provided to ascertain to yourself and your teacher that you have
acquired the knowledge necessary to perform the skill portion of the particular
learning outcome.
Upon completing this module, report to your teacher for assessment to check
your achievement of knowledge and skills requirements of this module. If you
pass the assessment, you will be given a certificate of completion.
LO1 Layout and install electrical boxes on wood, metal studs and concrete
walls
LO2 Select wiring devices
LO3 Layout and install wiring devices
ASSESSMENT CRITERIA
PREREQUISITES
Page
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS
ii
TECHNICAL TERMS
Circuit breaker or fuse is used to protect against over-current and short circuit
conditions that may result in potential fire hazards and explosion.
Contactor is an electric power switch, not operated manually and designed for
frequent operation.
Handy box is surface mounted box and has rounded corners for safety.
Page
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS
iii
Program/Course: BUILDING WIRING INSTALLATION NC II
Module Title: Installing wiring devices for floor and ground fault
current interrupting outlets
Learning Outcome 1: Layout and install electrical boxes on wood, metal studs
and concrete walls
Assessment Criteria
1. Boxes are selected according to the capacity rating listed in the PEC.
2. Electrical boxes are installed according to the job requirements and to the
PEC standards
3. Electrical boxes are identified and selected as per job requirements.
4. Boxes are knocked out in line with the job requirements.
5. Boxes are mounted vertically/ horizontally aligned.
6. Workplace is cleaned and made safe upon completion of the job.
7. Final report is prepared upon the completion of job.
References:
LO 1. LAYOUT AND INSTALL ELECTRICAL BOXES ON WOOD, METAL STUDS AND CONCRETE WALLS Page
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS 1
LEARNING EXPERIENCES/ACTIVITIES
6. When you are ready, you can
proceed to L.O. 2.
LO 1. LAYOUT AND INSTALL ELECTRICAL BOXES ON WOOD, METAL STUDS AND CONCRETE WALLS Page
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS 2
INFORMATION SHEET 1.1
Utility 4x2⅛x1½ 5 4 4
4x2⅛x1⅞ 6 5 5
4x2⅛x2⅛ 7 6 5
LO 1. LAYOUT AND INSTALL ELECTRICAL BOXES ON WOOD, METAL STUDS AND CONCRETE WALLS Page
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS 3
Boxes should be installed so that the outside edges are flushed with the
finishing material. Presumably, you know what materials you will be using, but
make sure that you know the thickness of any paneling, wallboard, or
combinations. (For 3/8-inch drywall plus ¼-inch paneling, for example the box
should stick out 5/8-inch from the front of the framing.) The code allows boxes
to be as deep as ½ inch behind the surface of noncombustible materials, such
as gypsum wallboard, brick, or concrete block. This may cause a problem;
however lining up the receptacle and cover plate, so have the outside edges
flush with the finishing material in all cases.
Mounting Boxes
There are a great many different types of electrical boxes, but basically there
are only two ways of attaching them to walls and ceilings. The easiest method,
used almost universally in new construction is to nail the box directly to the
framing of the new work before any finishing materials are attached to walls or
ceilings.
The most convenient boxes are equipped with mounting brackets welded to
the box itself. Simply nail through the bracket into the front or sides of the
studs or joist bottoms with 1-inch roofing nails. Other boxes are nailed with 8d
(8-penny) nails into the sides of the studs through projections in the top or
bottom, or through holes predrilled in the boxes themselves. Some boxes,
usually plastic ones, come with nails already attached through in-line
projections.
Occasionally a box must be located away from the framing members. This is
often true of ceiling fixtures, and sometimes wall fixtures, when exact placement
is more desirable than it is for a switch or outlet. In new work, use wood cleats,
metal mounting straps, or adjustable bar hangers, which are nailed into the
studs or joists on each end. The box can then be slid and locked in place at the
optimum location.
Old Work
When you are working with existing walls or ceiling, box mounting, like
everything else in old work, is a little more difficult. When the proper location of
the box is determined, a hole is cut into the wallboard or paneling to accept the
new box. Make a paper or cardboard template of the box by laying it face down
and tracing around it. (Some box manufacturers supply a template with the
box). Trace around the template onto the wall to mark the rough opening. If
only one or two boxes are involved, it may be simply just to hold the box itself to
the wall and trace around it.
If the walls consist of gypsum wallboard or paneling, drill holes about ½ inch
in diameter at the corners of the box opening and cut out the opening with a
LO 1. LAYOUT AND INSTALL ELECTRICAL BOXES ON WOOD, METAL STUDS AND CONCRETE WALLS Page
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS 4
keyhole saw. When the walls are made of real plaster, chisel away some of the
plaster near the center of the box first . If there is metal or gypsum lath behind
the plaster, proceed as above for regular walls, but use a fine-toothed blade,
such as a hacksaw blade, to avoid damaging the plaster. In homes built prior to
World War II, you will probably find the wooden lath behind the plaster. If so,
chip away a little more until you expose a couple of pieces of wood lath. Then
adjust the box location, if necessary, so that the top and bottom, of the boxes
will fall in the middle of the lath strips. The lath strips are about 1 ½ inches
wide. Cut out the opening as above with a fine-toothed blade. Then chip away
about 3/8 inch more plaster above and below the opening to allow direct
mounting of the box to the wooden lath with No. 5 wood screws.
For all other walls, special mounting devices will be needed. There are
several types, many of which are attached to the boxes themselves. Some have
clamp like devices that hug the back of the wallboard when the attached screws
are turned. Boxes without mounting devices can be attached to wallboards or
thin paneling with “Madison clips,” which are slipped between the box and wall
on both sides, then bent back over the insides of the boxes. (The longer length
at top and bottom keeps the clips from falling out.) On thick paneling, boxes
can be screwed directly to the wood.
Ceiling boxes in old work should be mounted from above where possible, as
in an attic, using adjustable bar hangers.
Receptacle and ceiling box installation. Choose boxes that are easy to
install so that they will be flush with the finished wall surface. The most
common type of boxes used in residential occupancies are the non-metallic pre-
nailed “Nail-on” type. Position the switch and receptacle boxes at uniform
heights.
Drilling holes in the studs. Drill holes at the center of the studs, so that the
edges are not less than one and one-fourth (1+1/4) inches from the edge. If the
hole is closer to the edge of the stud or if you have to make a notch instead of a
hole (where wiring must go through corner framing, for example), then the NM
cable must be protected from nails by installing a protective metal plate.
LO 1. LAYOUT AND INSTALL ELECTRICAL BOXES ON WOOD, METAL STUDS AND CONCRETE WALLS Page
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS 5
Figure 1. Installing wiring in wood framing
Types of Electrical Box
1. Wall boxes
used for housing switches and receptacles.
made of metal or plastic and have the capability to be mounted to a wall
or stud
the holes in the side of the box where the conduit enters the box are
called knockouts. In metal boxes, conduit can also be secured to the
holes.
one type is a Four-Inch Square box that is only 1 ½” or 2” deep for places
too shallow to mount a standard box.
a. Handy box is surface mounted and has rounded corners for safety.
LO 1. LAYOUT AND INSTALL ELECTRICAL BOXES ON WOOD, METAL STUDS AND CONCRETE WALLS Page
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS 6
b. Drywall box has expandable arms and can be mounted on a drywall.
c. Plastic box is best for new installation and often has a nail built-in for
quick attachment to the stud.
2. Ceiling Box
LO 1. LAYOUT AND INSTALL ELECTRICAL BOXES ON WOOD, METAL STUDS AND CONCRETE WALLS Page
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS 7
Also known as a junction box or splice box
Used to anchor ceiling fixtures and serves as a junction box where wires can
meet and run to other areas of the room.
They are either 4” octagonal or round shaped, and either 1-1/2” or 2-1/8”
deep.
They may also include adjustable mounting hangers that attach to rafters in
the ceiling and allow the box to be placed anywhere between.
Hangers also provide the short nipple or threaded rod that secures lighting
fixtures.
3. Weatherproof Box
LO 1. LAYOUT AND INSTALL ELECTRICAL BOXES ON WOOD, METAL STUDS AND CONCRETE WALLS Page
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS 8
Wall Plates
LO 1. LAYOUT AND INSTALL ELECTRICAL BOXES ON WOOD, METAL STUDS AND CONCRETE WALLS Page
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS 9
SELF-CHECK 1.1
A. Direction: Read each statement carefully and identify the item/s being
asked. Write your answer on the separate sheet of paper.
LO 1. LAYOUT AND INSTALL ELECTRICAL BOXES ON WOOD, METAL STUDS AND CONCRETE WALLS Page
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS 10
OPERATION SHEET 1.1
Boxes as fitting
Utility box
Fastening devices
Laboratory board
Gimlet
Utility knife
Keyhole saw
Screwdrivers
- Philips screwdriver
- flat
Push-pull tape rule
Claw hammer
Ladder
Procedure
LO 1. LAYOUT AND INSTALL ELECTRICAL BOXES ON WOOD, METAL STUDS AND CONCRETE WALLS Page
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS 11
4. Drill a small hole on the wall.
Note .Always observe the proper measurement and allowable distances in
installing boxes
5. Held the box against the surface and trace around center it on the hole you
have marked.
7. Insert the box into the wall and tighten it firmly in place with the screw.
LO 1. LAYOUT AND INSTALL ELECTRICAL BOXES ON WOOD, METAL STUDS AND CONCRETE WALLS Page
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS 12
8. Check the verticality and horizontality of the installed electrical box.
9. Perform good housekeeping.
Assessment Criteria
LO 1. LAYOUT AND INSTALL ELECTRICAL BOXES ON WOOD, METAL STUDS AND CONCRETE WALLS Page
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS 13
JOB SHEET 1.1
Safety box
Utility box
Junction box
Fastening device
Laboratory board
Gimlet
Utility knife
Keyhole saw
Screwdrivers
- Philips screwdriver
- flat
Push-pull tape rule
Claw hammer
Ladder
Plan / Working Drawing
√
30cm
25cm
30cm
15cm
LO 1. LAYOUT AND INSTALL ELECTRICAL BOXES ON WOOD, METAL STUDS AND CONCRETE WALLS Page
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS 14
Procedure
4. Determine the exact location of the box considering the allowable distances
or measurements required by the PEC whether it is to be installed in wood,
metal studs or concrete walls. (Note: Refer to wiring plan.)
5. Install boxes in place as designed.
6. Check the horizontality and verticality of the mounted boxes.
7. Perform good housekeeping.
Evaluation:
MEASUREMENTS
All dimensions will be in mm center to center with a tolerance of + -
20 pts.
3mm.
WORKMANSHIP 50 pts.
Horizontality and verticality 25
Methods of supporting 15
LO 1. LAYOUT AND INSTALL ELECTRICAL BOXES ON WOOD, METAL STUDS AND CONCRETE WALLS Page
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS 15
- properly installed 10
- not properly installed 5
- no support 0
SAFETY 10 pts.
Used appropriate PPE 10
Not appropriate used of PPE 5
No PPE 0
LO 1. LAYOUT AND INSTALL ELECTRICAL BOXES ON WOOD, METAL STUDS AND CONCRETE WALLS Page
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS 16
Program/Course: BUILDING WIRING INSTALLATION NC II
Module Title: Installing wiring devices for floor and ground fault
current interrupting outlets
Assessment Criteria
References:
INTRODUCTION
A device, based from the National Electrical Code (NEC) definition, is a unit
of an electrical system that is intended to carry, but not to utilize electric
energy. This covers a wide assortment of system components that include,
however not limited to the following:
Switch
Relays
Contactors
Receptacles
Conductors
The GFCI is designed to guard people and pets from severe and sometimes
fatal electrical shock. A GFCI detects ground faults and interrupts the flow of
electric current. Picture a hair dryer (blow dryer) that is accidentally knocked off
of a bathroom counter and into a bathtub filled with water. The GFCI will stop
the flow of electricity within milliseconds - of the hair dryer hitting the surface of
the water. If someone was in the bath tub, a painful shock may still be felt but
the GFCI will prevent their electrocution or serious injury.
.
The GFCI continually measures electricity flowing within a circuit to detect any
loss of current. If the current passing through the circuit fluctuates a minute
amount from that returning (to complete the circuit) , the GFCI instantaneously
switches the power off to the affected circuit. The GFCI interrupts power within
milliseconds to prevent a lethal dose of electricity.
A Classic Example of the GFCI at Work. Your toaster is old and has a
loose bare wire inside it touching the outer metal housing. If the toaster is
plugged in, the housing is charged with electricity. You are cleaning the kitchen
and moving counter top items around. When you touch the toaster housing with
one hand while the other hand is touching a grounded metal object, like a
kitchen faucet, you will receive a life threatening shock! If the toaster was
plugged into a GFCI protected outlet, the power will be turning off before a fatal
shock is delivered through your body.
Circuit Breaker GFCI: Residences equipped with circuit breakers can have
circuit breaker GFCI protection installed in the panel box to give protection for
specific circuits. The circuit breaker GFCI serves two functions. The circuit
breaker GFCI will shut off power to the circuit in the instance of a ground fault
plus the GFCI protected circuit breaker will turn power off if a short circuit or
overload is detected.
B. Direction: Given the list of wiring devices below, select what type of wiring
device is appropriate to following format given. Write your
answer on a separate sheet of paper.
1. Flat cord
2. Outlet
3. Magnetic
4. Rotary
5. Cable
6. GFCI
7. Polarized
8. Toggle
Module Title: Installing wiring devices for floor and ground fault
current interrupting outlets
Assessment Criteria
References:
1. Perform job sheet 2 on installing You can ask the assistance of your
wiring devices. teacher in case the will be any
problem while performing the
GFCI receptacle installation.
This section has been revised to require to include some important concepts
in the installation of wiring devices. GFCI protection for receptacles installed
within 6 feet of laundry sinks, wet bar sinks and utility sinks in dwelling units.
This requirement previously applied only to receptacles installed in countertop
surfaces within 6 feet of wet bar sinks.
SECTION
Revising is made to stress the text to require all 15 and 20A, 125V
receptacles within 6 ft of the dwelling unit laundry or utility sink have to
be GFCI protected. This is because irons, hair dryers and similar items
with ungrounded polarized and non polarized cord caps are commonly
used in this area and present the same shock hazard found in other areas
where the NEC currently requires GFCI protection.
The GFCI protection requirement for commercial kitchens was clarified by
adding a definition of a kitchen. New requirement expands the GFCI
protection requirements for 15 or 20A, 125V receptacles to include
receptacles located outdoors that are accessible to the public. And new
requirement expands the GFCI protection requirements for the required
15 or 20A, 125V receptacle for heating, air-conditioning, and refrigeration
equipment [210.63].
Since that there have been at least three electrocutions reported over a
three-year period from boat hoists, a new subsection was added. The rule
specifies that GFCI protection is required for "outlets" that supply boat
hoists, not just "receptacle outlet." This will ensure GFCI protection
regardless of whether the unit's cord- and plug-connected or hard-wired.
GFCI outlet
Screwdrivers
Electrical tape
Wire strippers
Wire nuts (connectors)
12/2 NM (non-metallic) cable also called Romex
Instrument
Multi tester
Procedure
reset botton
▬ ▬
●█ █ ●
load side (to another outlet) ▬ ▬ line side
ground line
GFCI OUTLET
Assessment Criteria
Assessment Methods
Demonstration
Work Sample
Questioning*
Observation
Written
Assessment Criteria
Test*
Oral
LO 1. Install electrical boxes on wood, metal studs
and concrete walls
1. Boxes are selected according to capacity rating listed
x
in the PEC
2. Electrical boxes are installed according to job
x
requirements and PEC standards
3. Electrical boxes are identified and selected as per job
x
requirements
4. Boxes are knocked out in line with job
x
5. requirements.
6. Boxes are mounted vertically/ horizontally aligned. x
7. Workplace is cleaned and made safe upon completion
x
of the job.
8. Final report is prepared upon completion of job. x
LO 2. Select wiring devices
1. Wiring devices are inspected for damage according to
x
manufacturer’s specification.
2. Wiring devices are selected according to the job
x
requirements
LO 3. Install wiring devices
1. Wiring devices are installed according to the latest
edition of Philippine Electrical Code and National x
Electrical Code.
2. Wiring devices are installed according to the job
x
requirements.
3. Devices for floor and ground fault interrupting
x
current in-line are wired
4. Working drawing circuit is checked for operation
based one established procedure
5. Safety procedures in installing wiring devices are
strictly observed according to OHS guidelines and x
procedures.
Student’s name:
Teacher’s name:
Name of School:
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the student [insert description of activity being observed].
2. Describe the assessment activity and the date on when it was undertaken.
3. Put a check in the box to show that the student has completed each area of the
activity according to the standard expected in the enterprise.
4. Complete the feedback section of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can: If yes completed
check the box
Did the student’s overall performance meet the Yes No
standard?
Teacher’s Feedback:
Student’s name:
Teacher’s name:
Name of the
School:
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the student [insert description of activity being observed].
2. Describe the assessment activity and the date on when it was undertaken.
3. Put a check in the box to show that the student has completed each area of the
activity according to the standard expected in the enterprise.
4. Ask the student using the questions in the attached list to confirm his/her
underpinning knowledge
5. Put a check in the box to show that the student has answered the questions
correctly.
6. Complete the feedback section of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can: If completed, check
the box
Did the student’s overall performance meet the Yes No
standard?
Student’s name:
Teacher’s name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials the student must be able to:
to show if a skill is
demonstrated
During the demonstration the student can: Yes No N/A
The student’s demonstration was:
Satisfactory Not Satisfactory
Student’s name:
Teacher’s name:
Name of School:
Competency
standards
Unit of
competency:
Task:
Your task is to:
[insert description of task]
Submission date:
Use the checklist below as the basis for judging whether the student’s
report meets the required competency standards.
The student’s report…. If met, check the
box
Generally did the student’s report meet the Yes No
standard?
Comments:
Student’s
Date:
signature:
Teacher’s
Date:
signature:
PERFORMANCE STANDARDS
For acceptable achievement, check Yes; for Yes No N/A
unacceptable achievement check NO; and for
unachieved skill, check N/A.
A. Direction: Read each statement carefully and identify the item/s being asked
by writing your answer on the space provided.
Plastic box 6. Is is best for new installation and often has a nail built-
in for quick attachment to the stud.
Dry wall box 7. It has expandable arms and can be mounted on drywall.
Handy box 8. A surface mounted box and has rounded corners for
safety.
½ inch 9. How many inch that the code does not allow to deep
boxes behind the surface of non-combustible materials?
1. Relay
2. Receptacle
3. Switch
4. Conductors
5. Contactors
14.Receptacle GFCI
15.Portable GFCI
16.Circuit breaker GFCI
B. Direction: Given the list of wiring devices below, select what type of wiring
devices they belong following the format given. Write your
answer on a separate sheet of paper.
2. Outlet Receptacle
3. Magnetic Contactor
4. Rotary Switch
5. Cable Conductor
6. GFCI Receptacle
7. Polarized Relay
8. Toggle Switch
Technology Teacher:
Contextual Teacher:
Facilitators:
Encoder:
This learning instrument was refined and enriched by the following educators:
TECHNOLOGY TEACHERS
ROMMEL M, MEDIDA
AFG Bernardino Memorial Trade School FRANCOISE E. FRANCO
Marilao Bulacan Rodriguez Vocational High School
Nagtahan, Manila
HECTOR M. VALLARTA
San Pedro Relocation Center National SAMUEL T. ARANZA
High School San Pedro Relocation Center Nat’l HS
San Pedro, Laguna San Pedro, Laguna
CONTEXTUAL TEACHERS
Science:
MYLA V. COMBALICER
Manuel S. Enverga Memorial College LOIDA A. RABANG
of Arts and Trades (MSEMCAT) Ilocos Norte Regional School of Fisheries
Mauban, Quezon La Paz, Laoag City
Mathematics:
LORENZO Y. BALDOVINO JR. FRANCISCO P. BOGTONG
San Pedro Relocation Ctr National HS AJ Villegas Vocational HS
San Pedro, Laguna Tondo, Manila
English:
ANGELITO A. DINA F. PADERANGA GINA C. DELOS
ESPEDIDO AFG Bernardino SANTOS
San Pedro Relocation Memorial Trade School A.F.G. Bernardino
Center National HS Marilao, Bulacan Memorial Trade School
San Pedro, Laguna Lias, Marilao, Bulacan
FACILITATORS
ENCODER
FLORELYN B. MORADA
Dept. of Education
ACKNOWLEDGEMENT
Copyright: Department of Education 2009
TECHNOLOGY TEACHER
RODRIGO S. CASTILLO
Bauan Technical High School
Bauan, Batangas
ENGLISH EDITOR
ANGELITO A. ESPEDIDO
San Pedro Relocation Center National HS
San Pedro, Laguna
FACILITATORS
ENCODER
LEONARDO L. FELICIANO
TABLE OF CONTENTS
Page
Introduction .................................................................................................... ii
Demonstration .............................................................................................. 59
5
HOW TO USE THIS MODULE
If you have questions, do not hesitate to ask your teacher for assistance.
You may already have some basic knowledge and skills covered in this
module. If you can demonstrate competence to your teacher in a particular
skill, talk to him/her so you do not have to undergo the same training again.
If you have a qualification or Certificate of Competency from previous
trainings, show it to him/her. If the skills you acquired are consistent with
and relevant to this module, they become part of the evidence. You can
present these for Recognition of Prior Learning (RPL). If you are not sure
about your competence/skills, discuss this with your teacher.
In this module, you will find the activities for you to complete and
relevant information sheets for each learning outcome. Each learning
outcome may have more than one learning activity.
6
Program/Course: BUILDING WIRING INSTALLATION NC II
INSTALL ELECTRICAL PROTECTION SYSTEM FOR
Unit of Competency:
LIGHTING AND GROUNDING
Module Title: Installing Electrical Protection
INTRODUCTION:
This module contains the ―know‖ and ―do‖ units in installing electrical
protection.
This module consist of two (2) Learning Outcomes (LO’s) that contains
learning activities for both knowledge and skills supported with information
sheets, job/operation sheets and self-check. Before attempting to perform
the manual exercises, see to it that you have already read and understood
the information/operation sheet and answered correctly the self-check
provided in every Learning Activities.
ASSESSMENT CRITERIA
PREREQUISITES
7
TECHNICAL TERMS
Dustproof is constructed that dust will not interface with its successful
operation.
Dust-tight is constructed that dust will not enter the enclosing case.
Edison-base plug fuse is a fuse with base that fits the same socket as a
regular based incandescent bulb.
8
Overcurrent protection is a weak link in the circuit that limits the
amperage to a specified amount.
Overload is larger than normal current flowing within the normal current
path.
Short circuit is larger than the normal current flowing outside the normal
current path.
Type “S” plug fuse is a fuse with special size-limiting characteristics for
each amperage range.
ACRONYMS
9
Program/Course: BUILDING WIRING INSTALLATION NC II
Assessment Criteria
1. Tools and materials for installing fuse panel are selected in line with the job
requirements
2. Fuse panel is installed according to the job requirement.
3. Safety procedures are strictly followed according to the Occcupation Health
Safety Act (OHSA) standards.
4. Electrical conductors on fuse panel are properly harnessed in line with the
established standards.
5. Work place is cleaned upon the completion of the job.
References:
10
LEARNING EXPERIENCES/ACTIVITIES
1. Read the attached Information You can ask the assistance of your
Sheet 1.1 about fuse panel. teacher to explain topics you
cannot understand.
2. Read the attached Information You can ask the assistance of your
Sheet 1.2 about planning and teacher to explain topics you
preparing for installing of fuse cannot understand.
panel.
3. Perform Operation Sheet 1.1 on
installing safety switch.
4. Answer Self-Check 1.1
11
INFORMATION SHEET 1.1
FUSE PANEL
Fuses
A fuse is the simplest circuit protection device. Its name is derived
from the Latin word "fusus," meaning "to melt." Fuses have been used
almost from the beginning of the use of electricity. The earliest type of fuse
was simply a bare wire between two connections. The wire was smaller than
the conductor it was protecting. Therefore, it would melt before the
conductor it was protecting was harmed.
Some "copper fuse link" types are still in use but most fuses don’t
longer use copper as its element (the part of the fuse that melts). After
changing from copper to other metals, tubes or enclosures were developed to
hold the melting metal. The enclosed fuse made possible the addition of filler
material which helps to contain the arc that occurs when the element melts.
For many low power uses, the finer material is not required. A simple glass
tube is used. The use of a glass tube gives the added advantage of being able
to see when a fuse is open. Fuses of this type are commonly found in
automobile lighting circuits. Figure 2-1 shows several fuses and the symbols
used on schematics.
12
Figure 1-1.—Typical fuses and schematic symbols.
1. Plug type
2. Ferrule type
3. Knife blade type
4. Screw type
1. Ampere rating
2. Voltage rating
3. Interrupting rating when over 10,000 amperes
4. Current-limiting type
5. Trade name or name of manufacturer
13
Important Ratings when Choosing Replacement fuses:
1. Voltage rating. The rating must match or exceed the voltage rating
of the circuit.
2. Ampere rating. The rating of fuse should match the full load current
rating of the equipment or ampacity of conductor as closely as
possible.
3. Interrupting capacity. The total current in which the fuse can
interrupt without being damaged.
4. The screw shell must be connected to the load side of the circuit.
6. All new installations shall use fuse holders requiring Type S plug
fuses or fuse holders with a type s adapter inserted to accept Type S
fuses only.
14
Types “S” Fuses and Adapter
15
Fig. 1 Cutaway view of dual-element, time-delay fuse. On overloads, the
spring-loaded trigger assembly opens. On short circuits or heavy ground
faults, the fuse elements in the short-circuit section open. The fuse
elements are generally made of copper.
Dual-element fuses are suitable for use on motor circuits and other
circuits having high-inrush characteristics. This type of fuse can be used as
well for mains, feeders, subfeeders, and branch circuits. Dual-element fuses
may be used to provide back-up protection for circuit breakers, bus duct,
and other circuit components that lack an adequate interrupting rating,
bracing, or withstand rating. (Dual-element time-delay fuse will hold five
times it’s rating for 10 seconds)
16
Fig. 2 Cutaway view of a dual-element, time-delay, current limiting fuse. On
overloads, the spring-loaded trigger assembly opens. On short circuits or heavy
ground faults, the fuse elements in the short-circuit section open. The fuse
elements are generally made of silver.
17
may be required to start the motor. In this case, the fuse is considered to be
the motor branch-circuit short-circuit protection. (Non-time delay fuse will
hold five times its rating for1/4 to 2 seconds; not ideal to loads which
requires more than 2 seconds to accelerate)
CLASSIFICATION OF FUSES
Class H
Class H fuses were also called NEC or code fuses. Most low cost,
common, standard nonrenewable one-time fuses are Class H fuses.
Renewable- type fuses are also classified under the Class H classification.
Neither the interrupting rating nor the notation Class H appears on the label
of Class H fuse. This type of fuse is tested by the Underwriters Laboratories
on circuits that deliver 10,000 amperes AC. Class H fuses are available with
ratings ranging from 1 ampere to 600 amperes in both 250-volt AC and 600-
volt AC types. Class H fuses are not current limiting.
18
Class K
Class K fuses have grouped into three categories: K1, K5, and K9, A
through D. These fuses may be UL listed with interrupting ratings in RMS
symmetrical amperes in values of 50,000, 100,000, or 200,000 amperes.
For each K rating UL has assigned a maximum level of peak let-through
current (Ip) and energy as given by I2t.
19
Fig. 5 Class H, K5, K1, and RK5 Fuses
Class J
Class J fuses are current limiting and marked as A and B. They are
listed by UL with an interrupting rating of 200,000 RMS symmetrical
amperes. Some have especial listing identified by the letters ―SP,‖ and have
an interrupting rating of 300,000 RMS symmetrical amperes. Certain Class
J fuses are also considered to be dual-element, time delay, and are marked
―time-delay‖. Class J fuses are physically smaller than Class H fuses.
Therefore, when a fuse holder is installed to accept a Class J fuse, it will be
impossible to install a Class H fuse in the fuse holder. The Underwriters
Laboratories has assigned maximum values of I2t and Ip that are slightly
less than those for Class K1 fuses. Both fastacting, current-limiting Class J
fuses are available in ratings ranging from 1ampere to 600 volts AC.
20
Fig. 6 Class J current limiting fuses.
Class L
Class L fuses A, B, and C, are listed by UL in sizes ranging from 601
amperes to 6000 amperes at 600 volts ac. These fuses have specified
maximum values of I2t and Ip. They are current-limiting fuses and have an
interrupting rating of 200,000 RMS symmetrical amperes. These bolt-type
fuses are used in bolted pressure contact switches. Class L fuses are
available in fast acting, current-limiting time and a time-delay, current-
limiting type. Both types of Class L meet UL requirements. Some Class L
fuses have a special interrupting rating of 300,000 symmetrical amperes.
The fuse’s label will indicate the part number followed by the letters ―SP‖.
21
22
Fig. 7 Class L fuses. All Class L fuses are rated 600 volts. Listed is 601 to 6000
ampere rating. The smallest switch for Class L fuses is 800 amperes. Class L
fuses that have fuse elements rated at 600 amperes and less are available.
These special ampere-rated fuses are physically the same size as the 800
ampere size
Class T
Class T fuses are current-limiting fuses. These fuses are UL listed with
an interrupting capacity of 200,000 RMS symmetrical amperes. Class T
fuses are physically smaller than Class H or Class J fuses. The
configuration of this type of fuse limits its use to fuse holders and switches
that will reject all other types of fuses.
23
Fig. 8 Class T current-limiting, fast acting fuse; 200,000-ampere interrupting
rating. Links are made if silver. Has very little time delay. Good for the protection
of circuit breakers and on circuits that do not have high inrush loads (such as
motors, transformers). Size at 300% for motors and other high inrush loads.
Class G
24
Class R
Class R fuses are divided into two subclasses: Class RK1 and
ClassRK5. The Class RK1 Fuse has characteristics similar to those of the
Class K5 fuse. These fuses must be marked either Class RK1 or RK5. In
addition, they are marked to be current-limiting.
25
Class CC
26
27
Parts of Fusible Load Center
28
Types of Safety switch enclosures
a. NEMA 1 (indoor)
b. NEMA 3R (rainproof)
29
c. NEMA 4X (watertight, corrosion resistant)
Testing Fuses
Using a voltmeter, the first step is to make sure that the scale is set
highest voltage settings, then change to a lower scale after assuring that it is
within the range of the voltmeter. For example, when testing what you
believe to be a 120V circuit, it is wise to first use the 600V scale, then try
the 300V scale, and then use the 150V scale, just to be sure.
Taking a voltage reading across the bottom (load side) of fuses either
fuse-to-fuse, fuse-to-neutral, or fuse-to-ground can show voltage reading
because even though a fuse is open, there can be ―feed back‖ through the
load. You might come to a wrong conclusion. Taking a voltage reading from
the line side of the fuse to the load side of a fuse will show ―open-circuit
30
voltage‖ which way cause the fuse to blow while load is still connected. This
may also be the result of a wrong conclusion.
Reading from line-to load side of a good fuse shows zero voltage or else
an extremely small voltage across the fuse.
When the power is turned off. This is the safest way to test fuses.
Remove the fuse from the switch, and then take a resistance reading across
the fuse using an ohmmeter. A good fuse will show zero to very minimal
resistance. An open (blown) fuse will generally show a very high resistance
reading.
1. It is reliable (It can stay in position for a long period and can act when
needed.)
2. The cost is cheaper
3. It does not require periodic maintenance
Ratings Available for Fuse switches in both 250 and 600 volts
15 20 25 30 35 40 45 50 60 70 80 90
100 110 125 150 175 200 225 250 300 350 400 450
500 600 700 800 1000 1200 1600 2000 2500 3000 4000 5000
6000
31
INFORMATION SHEET 1.2
Procedure:
1. Obtain the technical working drawing (electrical plan) from the teacher
then examine the nature of the work. (See sample below.)
2. After taking the plan, list down the needed materials, PPE’s, tools and
equipment needed in performing the task.
3. Upon listing, use the requisition form for the materials and the
borrowers slip to secure your materials, tools, equipment and PPE’s
from the supply and tool room. (see sample below)
4. After securing the needed materials, tools, equipment and PPE’s, ask
your teacher where to execute the working plan.
4. The screw shell must be connected to the load side of the circuit.
6. All new installations shall use fuse holders requiring Type S plug
fuses or fuse holders with a type s adapter inserted to accept Type S
fuses only.
32
7. Type S plug fuses are classified 0 to 15 amperes; 16 to 20 amperes; 21
to 30 amperes.
B1 B2
300mm
300mm
S S
400mm 300mm
Line diagram of two (2) bulbs controlled by two (2) SPST switch
with one (1) convenience outlet in different location.
33
OPERATION SHEET 1.1
a. Plug fuses shall not be used in circuit exceeding 125 volts between
conductors.
e. Type ―S‖ fuses (fustats) shall be classified at not over 125 volts.
Note: Refer to NEC article 240.
3. Hang switch box/panel board. (Note: The hole in the upper middle
back of the housing should slip over the screw head.)
4. Check the horizontal and vertical alignment of the switch box using
the bar level.
6. Install the lower two mounting screws. (Note: Be sure that the box is
leveled horizontally and vertically).
34
7. Open the desired knockout holes in top and bottom of switch
housing.
9. Cut wire entries at about 10‖ – 12" termination length of the wires.
10. Strip back one end of each piece of wire about 5/8 inch.
11. Install the feeder wire through the conduit connector in the top of
the switch housing and connect to terminals on the line side.
13. Install wires through the conduit connector at the bottom of the
switch housing, and connect to load side terminals. (Note: Install
the wire neatly, taking care to prevent the wires from rubbing
against any metal edge.)
17. Strip backs the lower end of the ground wire, then install in the
ground terminal and tighten.
19. Form the ground wire neatly so that it will not touch any moving
part of the switch.
20. Strip back upper end of ground wire; install ground wire in switch
terminal and tighten.
21. Insert the fuses into the fuse clip. (Note: Fuse clips must fit tightly
on each fuse.
22. If finished, clean your work area, and return equipment, tools and
materials to proper storage.
35
SELF-CHECK 1.1
1. Its name was derived from the Latin word "fusus," meaning
"to melt."
36
TEST – III Label the parts of the fuse load center illustrated below
37
Program/Course: BUILDING WIRING INSTALLATION NC II
Assessment Criteria
1. Tools and materials for installing panel board are prepared in line with
the job requirements
2. Panel boards are installed according to the job requirements.
3. Electrical conductors are properly harnessed in line with the established
standards
4. Safety procedures are strictly followed according to the OSHS
standards
5. Panel board is knocked out in line with the job requirements.
6. Workplace is cleaned upon the completion of the job.
References
38
LEARNING EXPERIENCES/ACTIVITIES
1. Read the attached Information You can ask the assistance of your
Sheet 2.1 teacher to explain topics you
cannot understand.
6. Answer Self – Check 3.2
39
INFORMATION SHEET 2.1
40
Typical circuit breakers and schematic symbols.
1. Actuator lever is used to manually trip and reset the circuit breaker. It
also indicates the status of the circuit breaker (On or Off/tripped).
Most breakers are designed so they can still trip even if the lever is
41
held or locked in the on position. This is sometimes referred to as "free
trip" or "positive trip" operation.
3. Contacts. It allows current to flow when touching and break the flow
of current when moved apart.
4. Terminal connection
5. Bimetallic strip
7. Solenoid
1. The circuit breaker acts as a switch aside from its being an over
current protective device.
3. Circuit breaker can be with multiple poles and can be installed with 1,
2, or 3 poles which will simultaneously protect and switch one to
three lines. The fuse on the other hand is a single pole put into a
single wire and can protect only one single electric line.
42
5. The fuse, on the other hand, is not easily detected because the melted
fusible element is within the fuse casing.
Thermal trip
- If current flow exceeds the rated limit of the breaker, the bimetallic
strip heats and bends.
Electromagnetic trip
- The metal trip bar is attracted to the core forcing the latch to move,
thus opening the contacts.
43
Standard ampere rating for fuses and nonadjustable circuit breakers
15 20 25 30 35 40 45 50 60 70 80
90 100 110 125 150 160 175 200 225 250 300
350 400 450 500 600 700 800 1000 1200 2000 2500
3000 4000 5000 6000
Circuiting guidelines
There are many ways of doing the circuitry but there is no optimum or
perfect way of doing it. There are certain guidelines promulgated by the
National Electrical Code (NEC) for flexible, economical and convenient
layout. They are as follows:
3. Good practice suggests that a load should not exceed 1,600 watts for
a 20 amp. Circuit or 1,200 watts for 15 amp. Circuit, thus,
44
5. The general-purpose branch circuit should be 20 amps. Wired with
no.12 AWG being the minimum size of conductor wires for
convenience outlet.
9. All kitchen outlets must be fed from at least two of these circuits.
10. The NEC further stipulates, ―all receptacles are potential appliance
and at least two circuits should be supplied to serve them‖.
45
12. The National Electrical Code (NEC) requires that at least one 20
amp. Circuit supplies the laundry outlets.
46
2. Bolt mounted type circuit breakers
The name of the circuit breaker is taken from the medium or manner
of extinguishing the arc produced when the circuit breaker’s contacts
opened.
1. Air blast type circuit breaker –uses dry and compressed air in
extinguishing the arc.
47
2. Air circuit breaker –interruption occurs in free air
3. Oil type circuit breaker –uses a special oil to extinguish the arc.
4. Gas type circuit breaker –uses SF6 (sulphur hexaflouride) gas to
extinguish the arc.
5. Vacuum type circuit breaker –uses vacuum container.
6. 100% Rated. The loading of a circuit breaker is limited to 80% when the
load is continuous (3 h or more) unless listed for 100% loading will be so
marked. Two or more of these features may be combined in one circuit
breaker, depending on the requirements of the application.
Standard Ratings.
Both fuses and breakers are available in standard ratings of 15, 20,
25, 30, 35, 40, 45, 50, 60, 70, 80, 90, 100, 110, 125, 150, 175, and 200
amperes, and of course larger sizes (up to 6000 amp) for use where
required. Additional standard ratings for fuses only are 1, 3, 6, and 10
amperes, mainly for the protection of small motor circuits.
48
Determining Proper Rating of Over Current Device.
The fuse must blow, or the breaker open, when the current flowing
through it exceeds the number of amperes that is safe for the wire in the
circuit. The larger the wire, the greater the number of amperes it can safely
carry.
These may aid you to memorize the ampacity of the smaller sizes of
Type TW copper wire usually used in residential and farm wiring.
49
Characteristics of Overload Currents:
Despite the disadvantages of the fuse over the circuit breaker, fuse
has also some advantages over circuit breaker, such as:
2. Cost of the fuse is very much lower than that of the circuit breaker.
50
COMMON PANEL BUS CONFIGURATION
51
E. Three-phase MLO
52
53
Load center accessories and their uses
a. Lug is used for termination of conductors.
54
Procedures in installing load center or breaker panel
4. Connect one piece of bare ground wire to the ground bar, allowing
other end to hang from bottom of panel. (Note: under actual
installation, the lower end of the ground wire would terminate at
the grounding electrode.)
6. Install one piece of wire through the connector to the neutral bar
connector; arrange the wire neatly to lay back corner of the panel;
then insert wire in neutral bar terminal and tighten snugly. (Note:
the neutral conductor should lay in the back corner of the panel to
leave adequate room for the other wires and breakers. It should also
be identified by white or gray tape.)
7. Install the remaining two wires through the connector, and insert
wires in the main breaker connectors.
8. Plug the breakers into the panel bus, plug breakers on both right
and left side, start at the top specifications. The main breaker
should be placed on the upper most left side of the panel board.
(Note: arrange wire neatly, allowing room for the branch-circuit
conductors.)
9. Install wiring. (Note: extend all wires into the panel far enough to
reach the neutral or ground bar, especially the green wire after
arranging it in the back corner of panel down to the bar.)
10. Tag or mark by numbers each group of wires that goes to a specific
breaker.
11. Fold back out of the way all branch circuit wires inside the panel to
provide clear working space inside panel.
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b. Cut strip and insert wires into terminals then tighten snugly.
(Note: This method places this group of wires at the back of the
panel, out of the way of neutral and circuit wires. Also, it gives
the technician an organized procedure for doing the work
neatly.)
c. Work on with the white neutral wires one at a time, laying the
wires near the green wires in the back spaces and corners of the
panel and making bends to the neutral or ground bar.
d. Cut, strips, and insert wires into terminals, then tighten snugly.
Note: This procedure makes it easy for you to trace wires, there are
enough wire lengths to pull out and check loads with a clamp-on
ammeter, and produces a neat, professional-looking good.
13. Carefully dismantle the assembly and store parts in proper places.
14. Clean work area, and return equipment, tools and materials to
proper storage.
56
OPERATION SHEET 2.1
Note: When used as switches in 120 volt and 277 volt fluorescent
lighting circuits, breakers shall be approved for such switching duty.
c. The breaker shall be designed so that any change of its trip point
(ampere rating) or time required for operation will require dismantling
or the breaking of a seal.
Equipment:
Portable electric drill - 1 unit
Materials:
Load center - 1 set
Flexible Non-metallic conduit - 5 meters
Convenience outlet - 3 sets
Wood screw (assorted sizes) - 20 pcs
Conduit connector - 7 pcs
Plastic clamp/straps - 50 pcs
Wire stranded # 12 - 30 miters
(assorted color)
Utility box - 3 pcs
Electrical tape - 1 roll
Tools:
Steel meter stick/Straight edge - 1 pc
Try square - 1 pc
Pull and push rule - 1 pc
Philips screw driver - 1 pc
Flat screw driver - 1 pc
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Personal Protective Equipment:
Gloves - 1 pair
Goggles - 1 pc
Hard hat - 1 pc
Instruction: When you are ready to perform this task, ask your teacher to
observe the process and to rate your performance using the
assessment criteria.
Procedure:
58
7. Strip cables in the boxes. (Note: be sure that at least 6‖ of
conductor leaves the face of the box.)
11. Install conduit connector at the top of the load center and terminate
to 10/3 with ground as the feeder conductors.
13. Clean work area, and return equipment and materials to proper
storage.
14. Upon the completion of work, have your teacher evaluate your
work.
15. Carefully dismantle the assembly and store parts in proper places.
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Assessment criteria
ALLOTTED POINTS
WORKMANSHIP
POINTS EARNED
_________________________________________________
_________________________________________________
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SELF – CHECK 2.1
TEST I: Identification.
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TEST – II Matching type
Direction: Match common load center accessories at the right with their
uses at the left. Write the correct letters on the blank.
62
ASSESSMENT PLAN
Evidence Checklist
Competency standard:
Unit of competency:
Title of Module
Demonstration
Questioning
Observation
Portfolio
Written
The evidence must show that the candidate …
Learning Outcome 1: Lay Out and Stall Fuse
Panel
1. Tools and materials for installing fuse
panel are selected in line with the job
requirements
2. Fuse panel is installed according to job
requirement.
63
4. Electrical conductors are properly
harnessed in line with established
standards.
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Observation Checklist
Student’s name:
Teacher’s name:
Name of the
School:
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the student on how to install electrical protection system.
2. Describe the assessment activity and the date on when it was undertaken.
3. Put a check in the box to show that the student has completed each area of the
activity according to the standard expected in the enterprise.
4. Complete the feedback section of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can: If completed, check
the box
Did the student’s overall performance meet the Yes No
standard?
Teacher’s Feedback:
65
Observation and Questioning Checklist
Student’s name:
Teacher’s name:
Name of the
School:
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the student how to install electrical protection system.
2. Describe the assessment activity and the date on when it was undertaken.
3. Place a check in the box to show that the student has completed each area of
the activity according to the standard expected in the enterprise.
4. Ask the student using the questions in the attached list to confirm his/her
underpinning knowledge.
5. Put a check in the box to show that the student has answered the questions
correctly.
6. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can: If completed, check
the box.
Did the student’s overall performance meet the Yes No
standard?
Feedback to student:
66
Demonstration
Student’s name:
Teacher’s name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials the student must be able to:
The student’s demonstration was:
Satisfactory Not Satisfactory
67
Written report
Student’s name:
Teacher’s name:
Name of School:
Competency
standards
Unit of competency:
Task:
Your task is to:
Submission date:
Use the checklist below as a the basis for judging whether the
student’s report meets the required competency standards.
The student’s report can: If completed, check
the box.
Student’s
Date:
signature:
Teacher’s
Date:
signature:
68
PERFORMANCE TEST
PERFORMANCE STANDARDS
69
ANSWER KEY 1.1
TEST I: Identification
1. Fuse
2. Device
3. Fault current
4. Over-current protection
5. Overload
6. Short circuit
7. Voltage rating
8. Interrupting rating
9. Concentric knockout
10. Disconnecting means
Voltage rating
Ampere rating
Interrupting capacity
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ANSWER KEY 2.1
TEST I: Identification
Parts of the breaker load center illustrated below
a. main breaker
b. grounded bar neutral
c. main circuit breaker
d. bus bar
TEST II: Matching type.
1. a
2. f
3. i
4. b
5. g
6. d
7. e
8. h
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