Republic of the Philippines

Mountain Province State Polytechnic College

Tadian Campus
2620 Tadian, Mountain Province

TEACHER EDUCATION DEPARTMENT

COURSE SYLLABUS
First Semester, S.Y. 2017-2018 (August – December)

COURSE DESCRIPTION
Course Code : ET 113
Course Title : Electrical Wiring System
Pre- requisites : None
Credits : 4 units
Contact Hour per week : 8 hours/week- 144 hours /semester
Description :
This course deals with the different wiring method in accordance with the
codes and standards in wiring and building design. It includes basic design factors, conductor
considerations, general circuit requirements, general raceway installation requirements, raceway
systems, and the different wiring methods.

I. OUTCOMES
A. INSTITUTIONAL PROGRAM OUTCOMES
1. Articulate and discuss the latest developments in the specific field of practice (PQF level 6
descriptor)
2. Demonstrate understanding and mastery of the fundamental knowledge and skills required for
effective
professional practice in the field of specialization
3. Effectively communicate orally and in writing using both English and Filipino
4. Work effectively and independently in multi-disciplinary and multi-cultural teams.
5. Act in recognition or professional, social, ethical responsibility.
6. Preserve and promote “Filipino historical and cultural heritage”. (Based on RA 7722)
7. Exercise critical and creative thinking in providing solutions to discipline-related problems
8. Contribute to nation-building and national development through application of new technology
B. PROGRAM OUTCOMES FOR TEACHER EDUCATION:
1. Articulate the relationship of education to larger historical, social, cultural and political processes.
2. Facilitate learning using a wide range of teaching methodologies in various types of environment.
3. Develop alternative teaching approaches for diverse learners.
4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery and
educational assessment. TEACHER EDUCATION DEPARTMENT Page 1
 5. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.
6. Practice professional and ethical teaching standards to respond to the demands of the community.
7. Pursue lifelong learning for personal and professional growth.

B.1. BACHELOR OF TECHNICAL TEACHER EDUCATION

1. Develop the competencies required of the Philippine Trainers Qualification Frameworks (PTTQF);
2. Demonstrate basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;
3. Exhibit deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes;
4. Demonstrate a meaningful and comprehensive knowledge of the subject matter they will teach;
5. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment and teaching
approaches;
6. Acquire direct experiences in the field/classroom/workshop(e.g., classroom observation, practice teaching, industry immersion;
7. Demonstrate and practice the professional and ethical requirements of the teaching profession;
8. Facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and skills;
9. Reflect on the relationships among the teaching process skills, the learning process in the students, the nature of the content/subject matter, and the broader
social force encumbering the school and the educational processes in order to constantly improve their teaching knowledge, skills and practices; and
10. Create and innovate alternative teaching approaches, take informed tricks in trying out these innovate approaches, and evaluate the effectiveness of such
approaches in improving students learning, and are willing and capable to better fulfill the their mission as teachers.

C. COURSE LEARNING OUTCOMES:

Cognitive:
1. Identified with 90% accuracy the different codes and standards in wiring and building design.
2. Developed concepts the importance of the different codes and standards in the wiring and building design.
3. Identified with accuracy 90% the different basic design factors in electrical wiring system.
4. Described all the different basic design factors in electrical wiring system
5. Identified the different circuit requirements in wiring installation
6. Explained in own words the importance in wiring and building design the different circuit requirement in wiring installation
7. Identified with accuracy the different raceway installation requirements
8. Differentiated with accuracy the different raceway installation requirements
9. Analyzed the different types of wiring method with accuracy
10. Differentiated with accuracy the different types of wiring method
Psychomotor:
1. Accurately installed the different types of wiring method with 100% functionality and at the given time allotment.
2. Designed with accuracy and with complete details an electrical plan for a 2 story house and a commercial building.
3. Constructed a miniature house project showing the different types of wiring method.
4. Designed with and exquisite quality a booklet containing the different codes and standards in wiring and building design.

Affective:
1. Observed safety rules and standards imposed by the Bureau of Safety Standards. Page 2
TEACHER EDUCATION DEPARTMENT
 2. Assume responsibility of all wiring plan design and drafted.
3. Observed cleanliness and orderliness in the work place.
4. Emphasize the importance using standard electrical construction materials.

II. COURSE REQUIREMENTS

1. Group and individual reports
2. Learning contract
3. Group and individual projects
4. Quizzes
5. Exam
6. Actual performances

III. ENRICHMENT ACTIVITIES:

1. Field Trip/ Field Work
2. Peer Teaching
3. Group teaching
4. Actual performance

IV. EVALUATION AND GRADING SYSTEM:

A. EVALUATION
The class will meet Tuesday and Thursday. The student’s participation in the discussion is encourage. Grades will be assessed as summarized below:
 Class standing 70%
a. Assignment 10%
b. Performance/ projects 70%
c. Quizzes/ Recitation 20%
 Examination 30%
Total 100%
 Prelim Grade
Prelim Grade = (Class Standing x 2) + Prelim Exam
3
 Midterm Grade
Tentative Midterm Grade= (Class Standing x 2) + Midterm Exam
3

Final Midterm Grade= (Tentative Midterm Grade x 2) + Prelim Grade

3
 Final Grade
Tentative Final Grade= (Final Exam x 2) + Class Standing
3

Final Grade= (Tentative Final Grade x 2) + Midterm Grade TEACHER EDUCATION DEPARTMENT Page 3
V. COURSE OUTLINE AND LEARNING PLAN
Learning Outcomes Subject Matter No. Teaching and Assessment Textbook/ References Remarks
Of Learning Activities Tasks (ATs)
hours (TLAs)
The students must have: Vision, Mission, Goals 1
 Explained the significance and Objectives
of the VMGO; and Course Requirements
 Restated the course and Expectation
requirements
At the end of the unit the Unit 1. Codes and Loyd, Richard E. (2013)
students must have: Standards in Wiring and Electrical Raceway and
- identified with accuracy the Building Design Lecture Essay other Wiring Methods
different codes and standards in  Purpose of Codes Discussion Matching type quiz
wiring and building design  National Fire Protection 12
Question and answer Identification quiz
- analyzed the importance of System Scaddan, Brian. (2011).
technique Narrative report
following the codes and  Fire code of the IEE wiring Regulations
Brainstorming Re demonstration
standards in wiring and building Philippines Explained and Narrated
design Demonstration Practical 17th edition
 American National
- has always applied the Standards Institute performance
different standards in working  NEMA and IEC Standards
with electrical wiring  Testing Laboratories
- made an exquisite quality a
 Occupational Safety and
narrative report in the
Health Act
importance of Electrical Codes 12
Unit 2. Basic Design
in wiring and building design
Factors
- identified with accuracy the
 Safety
different basic design factors
- Explained in own words the  Flexibility
importance of the different  Electrical Systems and
design factors in electrical Building Fires
system design  Fire Resistance and
-Installed accurately a functional Spread of Fire and Smoke
fire alarm system within the time  Voltage Selection
limit
Total No. of Hours:
At the end of the unit the Unit 3. Conductor 11 Scaddan, Brian. (2011).
students must have: Consideration Lecture Essay IEE wiring Regulations
 Compared with accuracy the a. Insulation Discussion TEACHER
Identification and Narrated Page 4
ExplainedDEPARTMENT
quiz EDUCATION
 different types of conductor
insulation
 Analyzed the uses of the
different types of insulation
and their uses.
 Explained with accuracy the
factors affecting conductor
ampacity
 Solve problems regarding
voltage drop with 95%
accuracy
 Identified with 95% accuracy
the equipment used in
grounding conductor
 Explained in own words how
fault current interrupter
works
 Analyzed the uses of
overcurrent equipment
 Explained with accuracy how
circuit breaker works
 Installed with accuracy and
with 100% functionality
circuit breakers and fuse in
the wiring board following
the standard codes in wiring
b. Conductor ampacity Question and answer Re-demonstration
adjustment factors technique Practical Loyd, Richard E. (2013)
c. Allowable conductor Fill Brainstorming performance Electrical Raceway and
(More than three Demonstration other Wiring Methods.
conductors in a raceway) Delmar
d. Voltage drop
e. Conductors run in parallel
f. Neutral Conductor
g. Equipment grounding
conductor
h. Fault Current
Unit 4. General Circuit
Requirements 12
a. Overcurrent
b. Circuit Breakers
c. Fuses
d. Branch Circuit

Total No. of Hours: 48

At the end of the unit the
students must have:
 Identified with 95% accuracy
the different general raceway
requirements
 Explained in own words the
importance of the
requirements in installing
raceway
 Installed accurately and
within the time limit raceway
in accordance with the
Unit 5. General Raceway
Installation Requirements
 Protection against
physical damage
 Underground
requirements
 Exposure to different
temperatures
 Expansion Properties of
raceways
 Securing and supporting
requirements
CENAGE Learning
(2013). Electrical Wiring
3 Industrial 5th edition
3 Loyd, Richard E. (2013)
Electrical Raceway and
3 other Wiring Methods
3
Lecture
3 Essay
Discussion
Page 5
Demonstration TEACHER EDUCATION DEPARTMENT
 requirements
 Analyzed the expansion
properties raceways
 Identified with 95% accuracy
the number of allowable
conductor fill in a raceway
 Explained with accuracy the
rules in conduit and tubing
bent
 Bent accurately electrical
tubing in accordance with
the standards
 explained the history of
raceway
 Analyzed the advantages of
raceway
 Identified satisfactorily the
different types of raceway
 Differentiated the different
types of raceway
 Installed the different types
of raceways accurately
following the standards
Total No. of Hours:
At the end of the unit the
students must have:
 Enumerated the different
types of wiring method in
class with 90% accuracy
 Differentiated the different
wiring methods in terms of
materials used in wiring
 Installed the different types
of wiring methods with 95%
accuracy
 Raceway allowable Question and answer Identification quiz
conductor fill technique Matching type quiz
 Conduit and tubing bend 3 Brainstorming Re-demonstration
 Bending electrical metallic 3
Practical
tubing performance
Unit 6. Raceway Systems
 History of raceway 3
 Advantages of raceway
systems 5
 Types of Metallic raceway 5
systems
5
 Types of Nonmetallic
raceway
5
 Cable tray support system
47
Unit 7. Other Wiring
Methods Lecture Matching type Loyd, Richard E. (2013)
 Open wiring on insulator 4 Discussion quiz Electrical Raceway and
 Messenger-Supported Demonstration Re-demonstration other Wiring Methods
Wiring Question and answer Practical
 Concealed Knob and 4 performance
Tube wiring
 Integrated gas-spacer
Cable 4
 Medium-Voltage cable
 Flat Conductor Cable
4
 Metal-Sheeted Cable
 Armored Cable
 Metal Clad Cable 4
 Non-metallic sheathed
cable
TEACHER EDUCATION DEPARTMENT Page 6
  Service entrance Cable
 Underground Feeder and
Branch circuit
 Power and control Tray
4Cable 4
 Flat cable assemblies

Total No. of Hours: 24

At the end of the unit the Unit 8. General 3G Elearing (2016)

students must have: requirements, permit, Electrical Installation
 Designed sample permits and inspection, electrical plan Lecture Practical and Maintenance
applications for inspection and specification 8 Discussion performance Advanced
 Designed a detailed a. Electrical floor plan Demonstration Problem solving
representation of all items in b. Computation of loads Problem solving estimation
electrical design, data and c. Riser diagram 8 estimation Drawing
specification d. Note in specification
 Estimated accurately the e. Title block
wiring materials as provided a f. Vicinity map 8
proposed wiring plan g. Schedule of loads
h. Wiring estimate

Total No. of Hours: 24

VI. TEXTBOOKS/REFERNCES
1. CENAGE Learning (2013). Electrical Wiring Industrial 5th edition. CENAGE Learning. Sanford United States of America
2. Scaddan, Brian. (2011). IEE wiring Regulations Explained and Narrated 17th edition. Elsevier Ltd. The Boulevard, Langford Lane, U.K.
3. 3G Elearing (2016) Electrical Installation and Maintenance Advanced. 3G Elearning FC LLC
4. Loyd, Richard E. (2013) Electrical Raceway and other Wiring Methods. Delmar, Cenage Learning, Clifton Park, N.Y. U.S.A.
5. Gussow, Milton (2010) Basic Electricity Second Edition. McGraw Hill Companies

VII. SUGGESTED READINGS

1. Black and Decker (2014) The Complete Guide to Wiring Updated 6th edition. Quatro Publishing Group U.S.A. Inc.
2. Black and Decker (2015) Advanced Home Wiring updated 4th edition. Quatro Publishing Group U.S.A. Inc.
3. Sterman (2012). Power Generation Handbook Selection, Application. Auris Reference Ltd. United Kingdom

I. CLASS POLICIES
 Switch off your cellphone when you enter the classroom.
 Always observe the 5S principles.

TEACHER EDUCATION DEPARTMENT Page 7

 II. PROVISION FOR DIFFERENTIATED INTRUCTION:
Students are welcome for consolation, tutorial or remedial teaching. Students with disabilities who believed that they may need accommodations in the class are
encouraged to contact the instructor as soon as possible to better ensure that such accommodation are implemented in a timely manner.

Prepared by:

FRANZON T. MELECIO
Instructor

Reviewed by:

ANNABELLE B. DE VERA, Ed.D. HILARY L. TICAN, Ed.D.

Department Chairperson Executive Dean

Approved:

GERALDINE L. MADJACO,Ph.D.
Vice President for Academic Affair

TEACHER EDUCATION DEPARTMENT Page 8

 LEARNING CONTRACT
I have read the course syllabi and understand that I have to comply with the requirements of the course and the expectations from me as a student of ____________ during the First Semester of
School Year 2017-2018. I am fully aware of the consequences of non-compliance with the abovementioned requirements and expectations.

_______________________________________________
Printed Name and Signature of Student
_________________
Date

TEACHER EDUCATION DEPARTMENT Page 9