Electricity Y3

Republic of the Philippines
Department of the Education
PUBLIC TECHNICAL-VOCATIONAL
HIGH SCHOOLS
mhar
Unit of Competency :
cueto
INSTALL
ELECTRICAL
LIGHTING
SYSTEMS ON AUXILIARY OUTLET AND
LIGHTING FIXTURES
Module Title:
Module No.
Installing of Electrical
Lighting
System
on
Auxiliary
Outlets
and
Lighting Fixtures
ACKNOWLEDGMENT
Copyright Department of Education 2008
First Published JUNE 2008
This draft was prepared during the Competency-Based Learning
Materials Development Workshop conducted at the Marikina Hotel,
Marikina City on February 18-22, 2008 and finalized on May 23-25, 2008 at
the Development Academy of the Philippines (DAP), Tagaytay City.
This learning instrument was developed by the following personnel:
Technology Teachers:
MR. MARINO C. CUETO

Community Vocational High School
MinSCAT Calapan City Campus,
Masipit, Calapan City
Contextual Teachers:
MS. GINA C. DELOS SANTOS

AFG Bernardino MTS
Lias, Marilao, Bulacan
Facilitator:
MRS. CORAZON C. ECHANO

Tech-Voc Task Force
Encoder
MR. LEMUEL C. VALLES
Fund: Department of Education.

REFERENCES AND FURTHER READING:
Balana, Ulysses B., TLE III Electricity, Eferza Academic Publication,
2004, pp.
Handley, William, Industrial Safety Handbook, McGraw-Hill Book Co.;
1977, pp.
Hubert, Charles I. Preventive Maintenance of Electrical Equipment
2nd Ed., New York: McGraw Hill Book Co.; 1974, pp.
Institute of Integrated Electrical Engineers, Inc. Phillippine Electrical
Code, Part I, 2002, # 41, Monte de Piedad St., Cubao, Quezon
City, Philippines: Bookman Inc., June 2002.
TABLE OF CONTENTS
Page
How to Use this Module ............................................................................ i
Introduction ............................................................................................ ii
Technical Terms ..................................................................................... iii
Learning Outcome 1: Layout and install electrical wiring using knob and
tube method
Learning Experiences/Activities ....................................................... 2
Information Sheet 1
Job Sheet 1.1 ................................................................................... 7
Job Sheet 1.2 ................................................................................. 10
Job Sheet 1.3 ................................................................................. 13
Learning Outcome 2: Layout and install PVC raceway/molding
Learning Experiences/Activities ..................................................... 17
Information Sheet 2.1 .................................................................... 18
Job Sheet 2.1 ................................................................................. 20
Learning Outcome 3: Layout and install rigid non-metallic conduit
Learning Experiences/Activities ............................................................. 23
Operation Sheet 3.1 ....................................................................... 29
Operation Sheet 3.2 ....................................................................... 33
Job Sheet 3.1 ................................................................................. 38
Learning Outcome 4: Layout and install flexible non-metallic conduit
Job Sheet 4.1 ................................................................................. 47
Self-Check 4.1 ............................................................................... 54
Learning Outcome 5: Assemble fluorescent lighting fixtures
Job Sheet 5.1 ................................................................................. 63
Job Sheet 5.2 ................................................................................. 66
Job Sheet 5.3 ................................................................................. 69
Learning Outcome 6: Layout and Install Fluorescent Lighting Fixtures
Job Sheet 6.1 ................................................................................. 75
Job Sheet 6.2 ................................................................................. 78
Learning Outcome 7: Layout and install incandescent lamp
Job Sheet 7.1 ................................................................................. 91
Self-Check 7.1 ............................................................................... 94
Assessment Plan .................................................................................... 95
Observation Checklist .................................................................... 98
Observation and Questioning Checklist .......................................... 99
Demonstration ............................................................................. 100
Written report .............................................................................. 101

Performance Test ......................................................................... 102
Answer Key .................................................................................. 103
HOW TO USE THIS MODULE

Welcome to the Module Installation of Electrical Lighting System on
Auxiliary Outlets and Lighting Fixtures. This module contains training
materials and activities for you to complete.
The unit of competency Install Electrical Lighting System on
Auxiliary Outlets and Lighting Fixtures contains the knowledge, skills
and attitudes required for a Building Wiring Installation course. It is one of
the specialized modules at National Certificate (NC) Level II.
You are required to go through a series of learning activities in order
to complete each of the learning outcomes of the module. In each learning
outcome there are Information Sheets, Job Sheets, Operation Sheets
and Activity Sheets. Do these activities on your own and answer the SelfCheck at the end of each learning activity.
If you have questions, do not hesitate to ask your teacher for
assistance.
Recognition of Prior Learning (RPL)

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.
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.
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.
This module is prepared to help you achieve the required competency,
in receiving and relaying information. This will be the source of information
that will enable you to acquire the knowledge, skills and attitude in Building
Wiring Installation National Certificate (NC) Level II independently at your
own pace or with minimum supervision or help from your teacher.
Course
BUILDING WIRING INSTALLATION
Unit of Competency
INSTALL ELECTRICAL LIGHTING SYSTEM ON

AUXILIARY OUTLETS AND LIGHTING FIXTURES
Module Title
Installation of Electrical Lighting System on

Auxiliary Outlets and Lighting Fixtures
INTRODUCTION:
This module contains the know and do units in Installation
of Electrical Lighting System on Auxiliary Outlets and Lighting Fixtures.
It covers the knowledge, skills and attitudes required in installing the
lighting fixtures. Specifically, this module covers installation of knob and
tube, PVC raceway/molding, rigid non-metallic conduit, flexible non-metallic
conduit, fluorescent lighting fixtures, and incandescent lamp
This module consist of seven (7) Learning Outcomes (LOs) that
contain 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 selfcheck provided in every Learning Activities.
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students shall be able to:
LO1.
LO2.
LO3.
LO4.
LO5.
LO6.
LO7.
Layout and install electrical wiring using knob and tube method
Layout and install PVC raceway/molding
Layout and install rigid non-metallic conduit
Layout and install flexible non-metallic conduit
Assemble fluorescent lighting fixtures
Layout and install fluorescent lighting fixtures
Layout and install incandescent lamps
ASSESSMENT CRITERIA:
Refer to the assessment criteria of learning outcomes # 1-7 of this
module.
PREREQUISITES:
Basic and Common Competencies
ii
TECHNICAL TERMS
Ballast is an induction coil which produces high voltage to start the
lamp into operation.
Fluorescent tube is a circular bulb containing mercury vapor and inert
gas with phosphor coating inside.
Frame is the metal housing of the whole fixture.
Incandescent bulb is a light source with a metal filament that glows
with white heat.
Insulation is a nonconductive device covering that protects wires and
other electricity carriers.
Junction box is an enclosure used for splitting circuits into different
branches.
Knockouts are tabs that can be removed to make opening in a box for
cable and conduit connector.
Knick is small cut on wires.
Limelight comes from the incandescent light produced by a rod of lime
bathed in a flame of oxygen and hydrogen.
Non-metallic conduits are electrical materials which are manufactured
to be resistant to moisture and chemical atmosphere.
Photographic lamps as the name implies, are used in photography and
projection service.
Receptacle is an outlet that supplies power for lamp and other plug-in
devices
Screw cap is the threaded base of the bulb that secures it to a lamp.
Solid knobs are used to support or anchor wires as big as No. 8 or even
bigger.
Split knobs are used to support wires smaller than No. 8.
Support wires are wires that physically hold up the filament.
Vinyl Chloride is a toxic carcinogen which has been proven to cause
angiosarcoma, a deadly primary liver cancer.
AWG American Wire Gauge
PEC Philippine Electrical Code
PPE Personal Protective Equipment
PVC polyvinyl chloride
SPST Single Pole Single Throw
iii
Course :

Module Title :
Installing of Electrical Lighting System on

Learning Outcome 1: Layout and install electrical wiring using knob

and tube method
Assessment Criteria:
1. Electrical wiring is installed in line with the job requirements.
2. Electrical wiring is installed in line with the PEC/NEC.
3. Safety procedure in installing electrical wiring is strictly followed in
line with the Occupational Safety and Health Standards.
References:
1. Johnston, Larry et.al., Better Homes and Gardens Wiring
1st Edition, Meredith Books; 2007,pp.
2. Mulin, R.C., Smith R.L. Electrical Wiring-Commercial, Six
Ed., New York: Delmars Publishing Inc.; 1984, pp.
3. Agpoa, Feleciano. Interior and Exterior Wiring
Troubleshooting ; National Bookstore: 1991
4. www.diydata.com/tool/drills/drills.php
5. www.powertoolinstitute.com
6. www.technologystudent.com
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome # 1: Layout and install electrical wiring using knob and
tube methods
Learning Activities
Special Instructions
1. Read the Information sheet 1.1

about the principle of knob
and tube.
You can ask assistance from

your teacher to show you and
explain further the topic you
cannot understand well.
2. Perform the job sheet 1.1 on

installing one bulb controlled by
one single pole switch in one
location.
Perform the performance test

installing two bulbs controlled
individually by two single pole
switch in two location.
installing one bulb controlled
by two three-way switch in
two locations.
INFORMATION SHEET 1.1

PRINCIPLES OF KNOB AND TUBE
The open or exposed wiring method is sometimes referred to as the
Open Wiring on Insulators. (PEC section 212) It uses cleats, knobs (split or
solid), porcelain tubes and mica tubing for the support and protection of
insulated conductors run in or on buildings. It may be used in working
either outside or inside building in dry or wet locations. It shall not be used
in the following locations:
1.
2.
3.
4.
5.
Commercial Garages
Theaters
Motion Picture Studios
Hoist ways
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.
Figure 1. The Split and Solid knobs

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.
Height of Knob
Figure 2. The Solid Knob with Leather washer for Protection
Figure 3. Shows the correct and wrong ways of tying wires to the
groove of a solid knob.
In installing an electrical wiring system with the exposed knob and
tube wiring method, the distance between conductors should be maintained
at a minimum distance of 6 cm. (2 inches) apart. The knobs must have a
30 cm (1 foot) distance apart. Figure 4 illustrates this provision of PEC.
30 cm. 1 Ft.
Figure 4. Spacing of Split Knobs and Conductors

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

Some advantages of the Knob and Tube wiring:
1. It is used in temporary installation, such as construction jobs.
2. It has economical when properly installed.
3. It has a lower operating temperature because of ventilation brought by
distances of the installation.
Safety reminders when installing knob and tube wiring

1. Apply enough pressure on the gimlet when driving it to the wood
board. Never hammer it.
2. Have the auger brace oiled regularly especially the ratchet type.
3. Have your electricians knife sharpened enough in order not to nick
the wire.
4. Use the appropriate screw driver for the screw.
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.
8. Do not drive the split-knobs completely before the conductors or wires
are run or inserted along the grooves of the knobs.
9. Be sure to test the insulation for short and ground circuit before
putting on the power.
JOB SHEET 1.1

Installing one bulb controlled by one single pole single throw (SPST) switch
in one location.
Name ________________________________________ Year/Section: _____
Date _________________________________________ Overall Rating
____
I Materials Required
Qty
1
1
1
7
11
1
1
1
2
Unit
pc
pc
pc
mts
pcs
ft
roll
pc
pcs
Description
single pole, tumbler switch, surface type
porcelain/plastic receptacle, surface type
incandescent bulb, 220v, 25w
solid wire # 14 t.w.
porcelain/plastic split knobs with screws
mica tubing or loom
electric tape
safety switch/cut out
fuse, 10-a, cartridge type
II- Tools Needed

Screwdrivers
Pliers
hammer
electricians knife
pull push tape rule
III Procedure
Perform this procedure:
1. Prepare all tools and materials needed.
2. Wear appropriate PPE.
3.Install porcelain/plastic receptacle and porcelain cut-out/safety
switch to the desired location.
4. Fasten knobs to their proper places. Do not tighten screws. Provide
distance for the insertion of wires.
5.Provide mica tubing in every termination of connection of the wires.
6.Make connection from receptacle to safety switch and another
connection from switch to safety switch. Tighten screw of knobs.
7.Fasten the switch. Provide porcelain base under it.
8. Mount the bulbs and fuse, then test the wiring before you start.
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
Dimensions
VS
5
S
3
NI
1
1. Quality: Workmanship, Appearance, Verticality,

Horizontality
2. Accuracy: Dimension;(optional) Accurate function of
the elements
3. Method: Observance of the safety measures
4. Speed: Submission on time +1, before the expected
time +2, after the expected time 2
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:
_________________
Student
Attested:
__________
Date
_______________
Teacher
_______
Date
JOB SHEET 1.2

Installing two bulbs controlled individually by
two single pole switch in two locations
Name ________________________________________ Year/Section:
____
____
Qty
2
2
2
10
17
3
1
1
2
Unit
pcs
pcs
pcs
mts
pcs
ft
roll
pc
pcs
Description
single pole, tumbler switch, surface type
mica tubing or loom
electric tape
II Tools Needed
Set of screwdrivers
Set of pliers
hammer
gimlet
electricians knife
III- Procedure
1. Prepare all tools and materials needed.
3. Install porcelain/plastic receptacle and porcelain cut out/safety
switch to desired location.
4. Fasten split knobs to proper location and distances. Do not tighten
screws. Provide clearance for insertion of wires.
5. Provide mica tubing in every connection of the wires. Follow the
figure/drawing as shown.
6.Connect the wires to where it is intended. Refer to pictorial diagram.
10
7. Fasten switches with base under it.

8. Mount the bulbs and fuses on their respective locations.
9. Connect the power and test the installation
observe the process and rate your performance using the
Assessment Criteria
Dimensions
1.
2.
VS
5
S
3
NI
1
Quality: Workmanship, Appearance, Verticality,

Horizontality
Accuracy: Dimension;(optional) Accurate function of
the elements
3.
Method: Observance of safety measures
4.
Speed: Submission on time +1, before the expected

11
Rating Scale:
= 15 11
S Satisfactory
= 10 5
I do hereby certify that my student has satisfactorily passed the

performance test by demonstrating his ability in installing two outlets,
controlled individually by two single pole single throw switch in two location.
Conforme:
_________________
Student
Attested:
__________
Date
_______________
Teacher
_______
Date
12
JOB SHEET 1.3

Installing one bulb, controlled from two location by two-3-way switch
Name ________________________________________ Year/Section: _____
____
Qty
2
1
1
12
20
3
1
1
2
Unit
pcs
pc
pc
mts
pcs
ft
roll
pc
pcs
Description
three-way switch, surface type
mica tubing or loom
electric tape
II Tools Needed
Set of screwdrivers
Set of pliers
hammer
gimlet
electricians knife
III- Procedure
1.Prepare all tools and materials needed.
2.Wear appropriate PPE.
3.Install porcelain/plastic receptacle and porcelain cut out/safety
switch to desired location.
4Fasten split knobs to proper location and distances. Do not tighten
screws. Provide clearance for insertion of wires.
5.Provide mica tubing in every connection of the wires. Follow the
figure/drawing as shown.
6.Connect the wires to where it is intended.Refer to pictorial diagram.
13
7.Fasten switches with base under it.

8.Mount the bulbs and fuses on their respective locations.
9.Connect the power and test the installation
Assessment Criteria
VS
5
Dimensions
S
3
NI
1
1. Quality: Workmanship, Appearance, Verticality,

Horizontality
2. Accuracy: Dimension;(optional) Accurate function of
elements
3. Method: Observance of safety measures
Rating Scale:
S Satisfactory
= 15 11
= 10 5
14

I do hereby certify that the student has satisfactorily passed the
performance test by demonstrating his ability in installing two outlets,
controlled individually by two single pole single throw switch in two location.
Conforme:
_________________
Student
Attested:
__________
Date
_______________
Teacher
_______
Date
15
Course :

Module Title :


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 completion of the job.
4. PEC provisions concerning PVC raceway installations are strictly
followed.
5. Final report is prepared upon the completion of job.
References:
1. Johnston, Larry et.al., Better Homes and Gardens Wiring 1st
Edition, Meredith Books; 2007,pp.
2. Mulin, R.C., Smith R.L. Electrical Wiring-Commercial, Six Ed., New
York: Delmars Publishing Inc.; 1984, pp.
3. Agpoa, Feleciano. Interior and Exterior Wiring Troubleshooting ;
National Bookstore: 1991
16
Learning Activities
1. Read Information sheet 2.1

about PVC raceway/molding.

your teacher to explain his
topics you cannot understand
well.
2. Perform job sheet 2.1 on

installing PVC
raceway/molding.
Observe the demonstration of

your teacher and check the
technique while observing.
17

Surface Raceway is a one piece, non-metallic, adhesive backed
latching raceway designed to aesthetically organize and route low voltage
communications cables. It features a low profile design which blends into
any environment whether it is new construction or a renovation. It is easy
to cut and trim and is also printable with a latex based paint. It provides a
complete line of fittings to manage connectivity requirements.
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.
Different types of Surface Raceway

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

Layout and install PVC raceway/molding
Installing one bulb controlled by one single pole switch in one location.
I. Materials Required
Quantity
1
1
1
1
1
2
1
1
1
2
20
Unit
pc
pc
pc
pc
pc
pcs
pc
roll
ft
pcs
pcs
Descriptions
single pole switch (flush type)
safety switch
incandescent bulb (25 w)
receptacle
junction box
fuse 15 A (cartridge type)
metal/plastic box
electrical tape
mica tubing or loom
plastic molding
wood screw (1/2)
II. Tools Needed

side cutting plier
combination plier
long nose plier
philips screw driver
standard screw driver
hammer
hacksaw
III. Procedure
1. Prepare all the materials needed
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.
Schematic diagram of one bulb

controlled by a single pole switch
using PVC molding.
20
Assessment Criteria
CRITERIA
Accuracy of connection
Workmanship
- Cutting of PVC molding
- Measurements
Use of tool
Speed
Housekeeping
Points
15
15
5
5
5
5
50 pts
21

Course :

Module Title :


1. PEC provisions in installing rigid non-metallic conduit are strictly
followed.
2. Personal safety in installing rigid non-metallic conduit is followed.
3. Tools/materials and equipments needed for installation are prepared
in line with job requirements.
4. Rigid non-metallic conduit is installed in line with the job
requirements.
5. Final report is prepared upon the completion of the job.
References:
1. Johnston, Larry et.al., Better Homes and Gardens Wiring 1st
Edition, Meredith Books; 2007,pp.
22
Learning Activities
1. Read Information sheet 3

2. .1 about rigid non-metallic
conduit

your teacher to show and
explain further the topics that
you cannot understand well.
3. Perform operation sheet 3.1 on

bending 90PVC elbow.

4. Perform operation sheet 3.2

PVC offset bending.
Teacher supervises the student

performance.
5. Perform job sheet 3.1 on how

to install by two bulbs
controlled by two three-way
switch and one SPST with two
convenience outlets.

Teacher supervises the student
performance.

explain furtherly information
that you cannot understand
well.
23

Rigid Non-Metallic Conduit (PVC)
Non-metallic conduits are electrical materials which are manufactured
to be resistant to moisture and chemical atmosphere. They are also
manufactured to be flame retardant or not easily burned. They are resistant
to impact and crushing. They do not easily get out shape by the heat. These
conduits are classified according to the materials they are made of. The most
common ones are asbestos cement conduit, polyvinyl chloride, conduit and
high density polyethylene conduit.
The Philippine Electrical Code provides that rigid non-metallic conduit
may be used under the following conditions:
1. Concealed in floors, walls and ceilings
2. Direct earth burial or underground
300 mm in trench below 50mm thick concrete or equivalent
600 mm under streets, highways, roads, alleys, driveway and
parking lots
460 mm under driveways and parking lots of single and two family
dwelling units
460 mm under airport runways, including adjacent areas where
trespassing is prohibited
3. In locations subject to severe corrosive influences
4. In locations where subject chemicals for which the materials are
specifically approved
5. Cinder fill
6. In wet locations, provided water is prevented from entering the
conduit
7. In dry and damp locations
The Philippine Electrical Code prohibits the use of rigid non-metallic
conduit under the following conditions:
1.
2.
3.
4.
Hazardous (Classified) locations

Support of fixtures
Physically damaged location
Ambient temperature. Where subject to ambient temperatures in
excess of 50oC unless listed otherwise
5. Insulation temperature limitations. For conductors whose insulation
temperature limitations would exceed those for which the conduit is
listed.
6. Theaters and similar locations.
24
INSTALLATION OF NON-METALLIC CONDUIT PEC REQUIREMENTS

1. TRIMMING. Rough edges or burrs at the cut ends of non-metallic
conduit shall be trimmed inside and outside
2. JOINTS. Joints between lengths of conduit and between conduit
couplings, fittings and, boxes shall be made with approved coupling
and adapter. For water proofing, PVC cement should be spread
around the surfaces to be .joined together
3. SECURING and SUPPORTS. Rigid non-metallic conduit shall be
rigidly supported as indicated below
Table 3.47.1.8 Support of Rigid Nonmetallic Conduit
(Based on Philippine Electrical Code, 2000, Part I)
Conduit Size
[mm (mm)]*
15 (20) 25 (32)
32 (40) 50 (63)
65 (75) 80 (90)
90 (100) 125 (135)
150 (160)
Maximum Spacing
Between Supports (mm)
900
1500
1800
2100
2400
4. EXPANSION FITTINGS.
Expansion fitting for rigid nonmetallic
conduit shall be provided to compensate for thermal expansion and
contraction.
5. MINIMUM SIZE. Rigid nonmetallic conduit smaller than 15 mm (20
mm) electrical trade size shall not be used.
6. MAXIMUM. Rigid nonmetallic conduit larger than 150 mm (160 mm)
electrical trade size shall not be used.
7. BUSHING. Where conduit enters a box, fitting or other enclosure, a
bushing or adapter shall be provided to protect wires from abrasion
unless the box, fitting or enclosure design provides equivalent
protection.
8. BENDS-HOW MADE. Bends of rigid nonmetallic conduit shall be so
made that the conduit will not be damaged and that the internal
diameter of the conduit will not be effectively reduced.
Table 3.46.2.6 Radius of Conduit Bends
(Based on Philippine Electrical Code, 2000, Part I)
Size of Conduit
(mm)
15
20
25
32
40
50
65
Conductors Without Lead

Sheath
100
125
150
200
250
300
375
25
80
90
100
125
150
450
525
600
750
900
TYPES OF PVC CODUIT FITTINGS
PVC Coupling
PVC elbow
Adapter
PVC Conduit Pipe
PVC 2G box
LL Access Fitting
1 Inch Type T Condulet
3/4" Type LL PVC Access

Fitting
1/2 Inch Type T PVC

Condulet
PVC Conduit Clamps
26
Identifying Different Types of Bend

The PVC or polyvinyl chloride rigid conduit is one of the most
commonly used conduits in electrical wiring installation today. Its
preparation for installation is much easier than the metallic rigid conduit. In
preparing a non-metallic rigid conduit for installation, an electrician needs
to do cutting, heating and bending. Like in metallic rigid conduit offset
bends, 90o angle bends and other bends are also made on PVC rigid conduit.
In making bends on PVC rigid conduit, the electrician should see to it that
the internal diameter of the conduit is not reduced and damaged so that the
capacity of the conduit to accommodate maximum number of conductors
will not be lessen and to facilitate easy pulling of conductors.
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 preheated 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
2. Offset bend is less than 90o

bend, it is used when the
conduit crosses an obstacle
or when the conduit is
entering an electrical box.
3. Round saddle bend is used

when the conduit run across
circular objects like pipes.
4. Square
saddle
bend
is
similar to round saddle, it is
used when the conduit run
across rectangular obstacles.
Square saddle is just a
combination of two offset
bends.
Obstacle
27
Bend Defects
1. Burned
2. Kinks or groove
Kinks
3. The diameter of the conduit

is greatly reduced due to
improper bending procedure.
28
OPERATION SHEET 3.1

Bending 90o PVC Elbow
Tools, Materials and Equipment Needed
Equipment:
Heat gun
Materials:
Pencil or Chalk
PVC pipe
Tools:
Steel meter stick/Straight edge
Try square
Pull and push rule
Wet rug
Personal Protective Equipment:
Gloves
Respirator
1 unit
1 pc
1m
1
1
1
1
1 pair
1 pc
pc
pc
pc
pc
Procedure:
assessment criteria.
1. Prepare the necessary tools, materials and equipment.
Note: The greatest danger comes from vinyl chloride, a primary
component of polyvinylchloride (PVC) and an odorless gas which
could be released using this process. Vinyl Chloride is a toxic
carcinogen which has been proven to cause angiosarcoma, a
deadly primary liver cancer. Use a good respirator and adequate
ventilation to protect yourself from this toxin.
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.
Note: 20 mm diameter of PVC should have a radius of 100 mm as
mentioned in the previous information sheet.
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.
8. Notice that when the conduit is softening, it will sag as shown.
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.)
11. Perform housekeeping.

Assessment Criteria
Dimensions
VS
5
S
3
NI
1
1. Quality: Workmanship, Appearance, Bending 90,

2. Accuracy: Dimension, Accurate bending
3. Method: Observance of the safety measures.
time +2, after the expected time 2.
Rating Scale:
= 15 11
S Satisfactory
= 10 5
32
OPERATION SHEET 3.2

PVC Offset Bending
Equipment:
Heat gun
Materials:
Pencil or Chalk
PVC pipe
Tools:
Try square
Pull and push rule
Wet rug
Gloves
Respirator
1 unit
1 pc
1m
1
1
1
1
1 pair
1 pc
pc
pc
pc
pc
Procedure:
1. Prepare the necessary tools, materials and equipment.
Respirator
Gloves
3. Measure the elevation of the obstruction. In this case, lets 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.
4. Draw the depth of elevation on the floor as shown in the figure

using your try square and chalk. This will guide you how high your
offset bend would be.
5. You should have two lines as shown in the figure.
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.
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.)
11.
Your bend should look like this.
Assessment Criteria
Dimensions
VS
5
S
3
NI
1
1. Quality: Workmanship, Appearance, Offset Bending

Rating Scale:
= 15 11
S Satisfactory
= 10 5
36
JOB SHEET 3.1

Install rigid non-metallic conduit
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 nonmetallic conduit and personal safety
TOOLS, EQUIPMENT AND MATERIALS
Equipment:
1
unit
Heat gun
Materials:
1 pc
Pencil or Chalk
3 pcs
PVC pipe
18
pcs
PVC adapter with lock nuts
5 pcs
Utility box
4 pcs
Junction box
2 pcs
Lamp socket
1 pc
Safety switch
2 pcs
3 way switch
1 pc
SPST switch
3 pcs
1 gang plate cover
2 pcs
2 gang plate cover
15 pcs
Conduit clamps/straps
50 pcs
Wood screws (1/4 x )
Tools:
1 pc
1 pc
Try square
1 pc
Pull and push rule
1 pc
Wet rug
1 pair
Gloves
1 pc
Respirator
Procedure:
1. Prepare the necessary tools, materials and equipments.
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.
5. Prepare the PVC conduit for installation.
a. Measure and cut each PVC pipe to desired length
b. Make an offset bend at each end of PVC conduit which will be
connected to a box.
c. Bend 90 based on the diagram.
6. Install and connect ends of PVC pipe to the electrical boxes, safety
switch.
7. Support the conduit with conduit clamps or straps.
8. Place the cover of junction box, utility box, and convenience outlet.
9. Perform good house keeping.
38
10. Have your teacher check your work.

Note: Your teacher will determine the distance of each circuit.
S3w
S3w
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.
Assessment Criteria
Dimensions
VS
5
S
3
NI
1
1. Quality: Workmanship, Appearance, Offset Bending,

Bending 90
Rating Scale:
= 15 11
S Satisfactory
= 10 5
39
Course :

Module Title :

Learning Outcome 4: Layout and install flexible non-metallic conduit.

1. PEC provisions in installing flexible non-metallic conduit are strictly
followed.
2. Uses and application of flexible non-metallic conduit are discussed
according to the PEC.
3. Electrical flexible non-metallic conduits are leveled horizontally and
vertically aligned to the structure specified in job requirements.
4. Workplace is cleaned and made safe upon the completion of work
according to the established standard.
5. Tools, materials and equipments needed for the installation are
prepared in line with job requirements.
6. Flexible non-metallic conduit is installed in line with job
requirements.
7. Flexible non-metallic conduit is installed in line with the job
requirements
References:
1. Johnston, Larry et.al., Better Homes and Gardens Wiring 1st Edition,
Meredith Books; 2007,pp.
40
Learning Outcome 4: Layout and install flexible non-metallic conduit.
Learning Activities

about the flexible metal
conduit.

explain furtherly the topic you
cannot understand well.
2. Perform activity sheet 4.1 on

how to install conduit and
electrical wiring from indoor
unit to outdoor unit using
flexible nonmetallic tubing
Teacher will supervise your

activity in installing of flexible
nonmetallic tubing.
3.
Check your answer by using

the answer key.
Answer the Self-check 4.1
41

Flexible Nonmetallic Conduit
This portion of information sheet is lifted from Philippine Electrical
Code, 2000, Part I.
Definition. Liquid tight flexible nonmetallic conduit is a listed raceway of
circular cross section of various types as follows:
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.
2. A smooth inner surface with integral reinforcement within the
conduit wall, designated as Type LFNC-B.
3. A corrugated internal and external surface without integral
reinforcement within the conduit wall, designated as Type LFNC-C.
This conduit is flame resistant and, with fittings, is approved for the
installation of electrical conductors.
Uses.
(a) Permitted. Listed liquid tight flexible nonmetallic conduit shall be
permitted to be used in exposed or concealed locations for the
following purposes. FPN: Extreme cold may cause some types of
nonmetallic conduits to become brittle and therefore more
susceptible to damage from physical contact.
(1) Where flexibility is required for installation, operation, or
maintenance.
(2) Where protection of the contained conductors is required from
vapors, liquids, or solids.
(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.
(5) Liquid tight flexible nonmetallic conduit as defined in Section
3.51.2.1(2) shall be permitted to be installed in lengths longer
than 1 800 mm where secured in accordance with Section
3.51.2.6.
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:
(1) `Where subject to physical damage
(2) Where any combination of ambient and conductor temperature
is in excess of that for which the liquid tight flexible nonmetallic
conduit is approved
(3) In lengths longer than 1 800 mm, except as permitted by
Section 3.51 .2.2(a)(5) or where a longer length is approved as
essential for a required degree of flexibility.
(4) Where voltage of the contained conductors is in excess of 600
volts, nominal
Exception. As permitted in Section 6.0.2.3(a) for electric signs
over 600 volts.
Size. The electrical trade sizes of liquid tight flexible nonmetallic conduit
shall be in accordance with (a) or (b):
(a) 15mm (20 mm) to 100mm (110mm) inclusive
(b) 10 mm (15 mm) as permitted below
(1) For enclosing the leads of motors as permitted in Section
4.30.13.5(b) (2) In lengths not exceeding 1 800 mm as part of a
listed assembly for tap connections to lighting fixtures as
required in Section 4.10.13.4(c), or for utilization equipment (3)
for electric sign conductors in accordance with Section 6.0 .2
.3 (a)
Number of Conductors. The number of conductors permitted in a single
conduit shall be in accordance with the percentage fill specified.
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.
Securing and Supporting. Liquid tight flexible nonmetallic conduit, as
defined in Section 3.51.2.1(2), shall be securely fastened and supported
in accordance with one of the following.
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)
(c) Horizontal runs of liquid tight flexible nonmetallic conduit
supported by openings through framing members at intervals
not exceeding 900 mm and securely fastened within 300 mm of
termination points shall be permitted.
3.51.2.7 Equipment Grounding. When an equipment grounding conductor
is required for the circuits installed in liquid tight flexible nonmetallic
conduit, it shall be permitted to be installed on the inside or outside of
the conduit. When installed on the outside, the length of the equipment
grounding conductor shall not exceed 1 800 mm and shall be routed
with the raceway or enclosure. Fittings and boxes shall be bonded or
grounded in accordance with Article 2.50.
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.
Flexible Nonmetallic Conduit Fittings
Coupling
44
Adapter
Liquid tight angle connector
Liquid tight straight connector
45
Job Sheet 4.1

Install conduit and electrical wiring from indoor unit to outdoor unit
using flexible nonmetallic tubing.
Equipment:
o *Electric drill
Materials:
o Pencil or Chalk
o Installation plan or working drawing
o Flat head screw, in X 10
o *Fisher, # 6 (Tox)
o Flexible nonmetallic tubing
o Mica tube, in. dia.
o Stranded wire, 2.0 mm2 TW
o Safety switch, 30 A
Tools:
o Pull and push rule or any measuring
device suited for the activity
o Steel meter stick/Straight edge
o Safety glass
o Gloves
o Goggles
o Safety shoes
1 unit
1 pc
1 pc
15 pcs
15 pcs
5m
1m
1 pc
1 pc
1
1
1
1
pc
pair
pc
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.
5. Use guide wires to facilitate easy pulling of conductors. Use
galvanized iron wire, gauge 14 AWG. Insert it at one end of the
tubing until it reaches the other end of the tubing.
6.
Prepare the required length of the conductor. It may be as long as

the length of the tubing plus an ample allowance at both ends for
splicing. Then mark off the conductors at both ends to distinguish
them from each other.
Note: Allowance must be at least 150 mm long at both ends measured
from the ends of the tubing.
You may use electrical tape or masking tape in marking off the
conductors
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.
9. Seek assistance from other person. The conductors should be push

from the other end while being pulled from the other end.
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.
13. Insert the connector.
49
14. Secure the tubing to the raceway on the indoor unit.
15. Put the lock nut and tighten it.
16. Prepare the conductor for termination. Strip off at least 5 mm of

insulation.
17. Terminate the conductors. It is indicated in the manufacturers

manual how to terminate the conductors.
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.
20. Terminate to 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.
23. Perform housekeeping
Assessment Criteria
Dimensions
VS
NI
1. Quality: Quality, workmanship, appearance

2. Accuracy: Dimension, horizontality and verticality of
conduits
Rating Scale:
= 15 11
S Satisfactory
= 10 5
52
SELF-CHECK 4.1
Direction: Label the different types of Flexible Nonmetallic Conduit
Fittings. Write your answer on a separate answer sheet.
1.
2.
3.
4.
5.
53
Course :

THE AUXILIARY OUTLETS AND LIGHTING
FIXTURES
Module Title :
Installing of Electrical Lighting System on the

Learning Outcome 5: Assemble fluorescent lighting fixtures.

1. Fluorescent lighting fixtures are identified and described according to
the specification.
2. Parts and function of fluorescent fixtures are explained.
3. Sizes, shapes and ratings of fluorescent lighting fixtures are identified
and described.
4. Schematic diagram of fluorescent lighting fixtures is interpreted.
5. Tools, instruments and materials are selected in line with job
requirements.
6. Fluorescent lighting fixtures are assembled in line with job
requirements.
7. Fluorescent lighting fixtures are wired according to the schematic
diagram.
8. Workplace is cleaned and made safe upon the completion of the job
References:
54
Learning Outcome 5: Assemble fluorescent lighting fixtures.
Learning Activities

of this module

explain further topic you cant
understand.
2. Perform Job Sheet 5.1 in

Assembling Open type 20
watts Fluorescent Lamp
The teacher supervises while

you perform the activity.
3. Perform Job Sheet 5.2 in

Assembling 40 watts
Fluorescent fixture using 2
x 40 watt high power
factor (H.P.F.) ballast



4. Perform Job Sheet 5.3; in

Assembling two unit 40
watts Fluorescent fixture
using rapid start ballast
5. Perform Job Sheet 5.1; in
Assembling Fluorescent
lighting fixtures
55

Fluorescent lighting fixtures
Fluorescent Lamp is a form of electric discharge light source. It consists of
a glass tube containing mercury vapor at a low pressure and inert gas like
argon and krypton. The interior is coated with phosphor, which glows or
fluoresces when exposed to ultraviolet light.
PEC Rules on Wire Dressing and Termination
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.
Types of electric discharge fluorescent lamps
1. Pre-heat starting, hot-cathode requires starter (glow switch) and is
pre-heated during starting. It uses a ballast to produce high voltage to
start the lamp into operation and to limit the flow of current.
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.
3. Instant-starting, hot-cathode The lamp cathode in the instant-start
is not pre-heated. Sufficient voltage is applied across the cathodes to
create an instantaneous arc. As in preheat circuit; the cathodes are
heated during lamp operation by the arc. The instant-start lamp require
single-pin bases, are generally called slim line lamps.
4. Hot-cathode, rapid-start These are similar in construction to the
preheat lamps; the basic difference is in the circuitry. This circuit
eliminates the delay inherent in preheat circuits by keeping the lamp
cathodes constantly energized (preheated). When the lamp circuit is
energized, the arc is struck immediately. No external starter is required.
Because of this similarity of operation, rapid start lamps will operate
satisfactorily in a preheat circuit. The reverse is not true, because
preheat requires more current to heat the cathode than the rapid-start
ballast provides.
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.
Classifications of Fluorescent Lamp
1. Regular Fluorescent Lamp
Circular type fluorescent lamp
Open type fluorescent
Box type fluorescent lamp
57
2. Compact Fluorescent Lamp
Different types of Compact Fluorescent Lamp

Parts and functions of fluorescent lamp
1. Fluorescent tube is a circular bulb containing mercury vapor and
inert gas with phosphor coating inside.
58
Parts of Fluorescent tube

1. Ballast is an induction coil, which produces high voltage to start
the lamp into operation. It also limits the flow of current during the
operation of the lamp. Ballast consumes power, which is between
10-20% of power consumed by the lamp itself.
Induction type ballast
Electronic type ballast
Different types of Ballast

2. Starter is a glow switch that opens and closes the circuit so as to
produce a high voltage or inductive kick across the bulb at the
filament during the starting period.
59
Different types of Starter

3. Lamp holder and starter socket are the point of connection of the
fluorescent and starter.
5. Frame is the metal housing of the whole fixture.
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.
Parts and operation function of the ballast
Coil inside
Laminated iron core
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.
The ballast for operating lamps on an alternating current consists of a
small choke coil woven on an iron core.
This ballast serves three important functions:
1. It preheats the electrodes to make available a large supply of the
electron.
2. It provides a surge of relatively large potential to start the arc
between the electrodes.
3. It prevents the arc current to increase beyond the limit set for each
size and lamp.
THE LIFE SPAN OF FLUORESCENT LAMP
The life of fluorescent lamp is affected not only in the fluctuation of
voltage and current but also by the number of times it is started. Electron
emission material is sputtered off from the electrodes continuously during
the operation of the lamp and in larger quantities each time the lamp starts.
Many fluorescent lamps have a rated average life span up to 30,000
continuous burning hours but with an average of 3 hours burning per start,
it could only last for 12,000 hours.
62
JOB SHEET 5.1

Assembling Open - type 20 watts Fluorescent Lamp
Tools, Materials Needed
Material:
Fluorescent Lamp (20 watts)
Tools:
Philip Screw driver
Flat Screw driver
Side cutting pliers
Long nose pliers
Gloves
Goggles
1 set
1
1
1
1
1 pair
1 pc
pc
pc
pc
pc
Procedures:
1. Prepare the necessary tools, materials.
3. Assemble and wire a 20-w fluorescent fixture using Normal or Medium
Power Factor ballast (M.P.P)
63
Use bolt and nut in fixing the ballast to the frame

4. Mount the starter socket to the frame. Make sure it is attached
securely.
5. Mount the connection terminal socket to the frame. Make sure that it
is fixed not too loose or too tight.
6. Make the necessary connections of the fluorescent fixture by referring

to the schematic wiring diagram.
64
Schematic Diagram, Preheat Fluorescent Lamp.

repair it.
Assessment Criteria
Dimensions
1. Accuracy of connections
2. Functionality of the fluorescent lamp
3. Use of tool
Points
10
10
5
4. Speed
5. Housekeeping
5
35 points
65
JOB SHEET 5.2

Assembling the 40- Watt Fluorescent Fixture
Using 2 x 40 Watt High Power Factor (H.P.F.) Ballast
Materials:
Fixture Frame
Tools:
Philip Screw driver
Flat Screw driver
Side cutting pliers
Long nose pliers
Gloves
Goggles
2 set
1 pc
1
1
1
1
1 pair
1 pc
pc
pc
pc
pc
Procedure:
3. Mount the lamp holders and the 2 x 40 H.P.F. ballast to the
fluorescent fixture frame.
Mounting Lamp Holders and Ballast to the Fluorescent Frame
66
4. Cut the fixture wires and make the necessary joints or connection by
referring to the schematic diagram.
5. Place the cover of the fluorescent fixture housing if necessary.

6. Screw or place the starter and the fluorescent tubes.
Attaching the Starter and the Fluorescent Tubes

7. Check the wiring connections and plug in the fixture to the source to
test the assembled fixture for normal operation
67
Assessment Criteria
Dimensions
1. Accuracy of connections
2. Functionality of the fluorescent lamp
3. Use of tool
Points
10
10
5
4. Speed
5. Housekeeping
5
35 points
68
JOB SHEET 5.3

Assembling the Two-unit 40 Watt
Fluorescent Fixture Using Rapid Start Ballast
Materials:
Fixture Frame
Tools:
Philip Screw driver
Flat Screw driver
Side cutting pliers
Long nose pliers
Gloves
Goggles
2 set
1 pc
1
1
1
1
1 pair
1 pc
pc
pc
pc
pc
Procedure:
1. Prepare the necessary tools and materials.
3. Mount the GE rapid start ballast inside the frame (same procedure of
mounting as stated in the Activity Sheet No. 2).
4. Mount two lamp holders on each end of the metal frame.
5. Make the necessary connections of the holders and ballast as in
Figure 3.1, single lamp; Figure 3.2, double lamp.
Blue/White
Blue/White
Black/White
White
Red
Red
Figure 3.1 Single Lamp
69
Red
Black
White
Yellow
Figure 3.2 - The G.E. Rapid-Start Ballast Connection

6. Follow strictly the wire color code as indicated in the ballast
connection diagram.
Schematic Diagrams of Discharge Lamps
70
Instant start (Cold Cathode)
Connection of a Fluorescent Lamp with the Electronic Ballast

repair it.
71
observe the procedure and rate your performance using the
(Refer the procedure to the activity sheet 1 .1 and 1.2)
Assessment Criteria
CRITERIA
1. Accuracy
(25%)
2. Quality
(25%)
3. Method
(25%)
4. Speed
(25%)
Very Good
(5)
Good
(4)
Fair
(3)
Needs
Improvement
(2)
Lamp does not
light
Lamp lights
Lamp lights
Lamp lights
but flickers
Wirings are
secured,
neat and
clean
presentation
of the work.
Wirings are
secured,
neat and
clean
presentation
of the work.
Wirings are
not secured;
finished
work is not
presentable
Wirings are
loose; finished
work is not
presentable.
Followed
procedure
correctly,
economical
use of tools
is followed;
and
observed
safety while
working.
Submitted
work two (2)
minutes
ahead of
time.
Followed
procedure
correctly,
economical
use of tools
is followed;
and
observed
safety while
working.
Submitted
work on a
given time.
Incorrect
usage of
tools.
Did not follow

the required
procedures.
Submitted
work two (2)
or more
minutes
after the
given time.
Unable to
finish the
work.
Rating:
5.0
4.6 = Very Good
3.9 = Good
3.0 = Fair
2.9 and below = Needs Improvement
72
Course :

Module Title :

Learning Outcome 6: Layout and Install Fluorescent Lighting Fixtures.

1. Materials, tools and instruments are prepared in accordance with the
job requirements.
2. Functionality of fluorescent lighting fixtures is checked and tested in
accordance with the plan specification.
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.
References:
73
Learning Outcome 6: Layout and Install Fluorescent Lighting Fixtures.
Learning Activities
1. Perform Job Sheet 6.1 on

Installing three (3) fluorescent
lamps controlled by three (3)
SPST switch using Flexible
Non-metallic Conduit.

your teacher while performing
the task.
2. Perform Job Sheet 6.2

Installing two (2) fluorescent
lamps controlled by two (2)
three way-switch and One (1)
SPST switch using Flexible
Non-metallic Conduit.
You can ask the assistance

from your teacher while
performing the task.
74
JOB SHEET 6.1

Install three (3) fluorescent lamp controlled by three (3) SPST switch
using Flexible Non-metallic Conduit.
Materials:
Lamp socket
Utility box
Safety switch
SPST switch
Junction box
Adapter with lock nuts
1 gang plate cover
2 gang plate cover
Wood screws ( x )
Electrical tape
Tools:
Philip Screw driver
Flat Screw driver
Side cutting pliers
Long nose pliers
Push pull tape rule
Gloves
Goggles
3 set
3 pcs
2 pcs
1 set
3 pcs
5 pcs
15 pcs
25 pcs
1 pc
1 pc
50 pcs
1 roll
1
1
1
1
1
1 pair
1 pc
pc
pc
pc
pc
pc
assessment criteria. Strictly follow the line diagram and the
teacher will determine the distance of each circuit.
S2
75
Line diagram of the three (3) fluorescent lamps controlled by three

(3) SPST switch using Flexible Non-metallic Conduit.
Procedure:
3. In your work area, layout all the measurement of installation based on
the given work plan. Use pencil to mark the location dimensions.
4. Install/mount all boxes to be followed by connector and adopter. If
necessary and required by the job, tighten snugly according
manufacturers torque specification.
5. Install/mount the conduit. Place the desired kind and size of the
support according the manufacturers specification.
6. Cut and bend wire ways to the desired length and bends based on the
job requirements. Avoid installing nicked conduits.
7. Fish-in conductors/wires inside conduits/wire ways based on the
required size of wire as prescribe by the PEC.
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
manufacturers 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.
11. Mount/Connect fluorescent lamp based on the circuit design
operation. (Line diagram)
12. Check the continuity of circuit to identify and troubleshoot possible
defects.
76
13. When installation is completed, ask your teacher to evaluate your

performance based on the assessment criteria.
Assessment Criteria
You will be evaluated based on the following:
MEASUREMENT
All dimensions will be in mm center to center with a
tolerance of + - 3mm.
FUNCTIONALITY
WORKMANSHIP
Includes bending, cutting, supporting and installing
flexible non-metallic conduit.
Bending
Cutting
Supporting
Horizontality and verticality
SPEED
SAFETY
USE OF TOOLS
TOTAL
20 pts.
20 pts.
20 pts
5 pts.
5 pts.
5 pts.
10 pts.
5 pts.
10 pts.
100%
77
JOB SHEET 6.2

Install two (2) fluorescent lamps controlled by the two (2) three wayswitch and One (1) SPST switch using Flexible Non-metallic
Conduit.
Materials:
Lamp socket
Utility box
Safety switch
SPST switch
Junction box
1 gang plate cover
Wood screws ( x )
Electrical tape
Flexible non metallic conduit
Tools:
Philip Screw driver
Flat Screw driver
Side cutting pliers
Long nose pliers
Push pull tape rule
Gloves
Goggles
2 set
2 pcs
3 pcs
1 set
1 pcs
4 pcs
15 pcs
25 pcs
3 pcs
50 pcs
1 roll
5 mts
1
1
1
1
1
1 pair
1 pc
pc
pc
pc
pc
pc
assessment criteria. Strictly follow the line diagram and your
78
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:
3. In your work area, layout all the measurement of installation based on
the given work plan. Use pencil to mark the location dimensions.
4. Install/mount all boxes to be followed by connector and adopter. If
necessary and required by the job, tighten snugly according
manufacturers torque specification.
5. Install/mount the conduit. Place the desired kind and size of the
support according the manufacturers specification.
6. Cut and bend wire ways to the desired length and bends based on the
job requirements. Avoid installing nicked conduits.
7. Fish-in conductors/wires inside conduits/wire ways based on the
required size of wire as prescribe by the PEC.
8. Cut wire according to the desired length. Always provide allowance (68 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
manufacturers 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.
11. Mount/Connect fluorescent lamp based on the circuit design
operation. (Line diagram)
12. Check the continuity of circuit to identify and troubleshoot possible
defects.
Assessment Criteria
CRITERIA
1. Accuracy
(25%)
2. Quality
(25%)
3. Method
(25%)
4. Speed
(25%)
Very Good
(5)
Needs
Improvement
(2)
Lamp does not
light
Good
(4)
Fair
(3)
Lamp lights
Lamp lights
Lamp lights
but flickers
Wirings are
completely
installed and
energized
Wirings are
neat and
clean; the
work is
presentable
Wirings are
not secured;
finished
work is not
presentable
Wirings are
loose; finished
work is not
presentable.
Followed
procedure
correctly,
observed
safety while
working, and
perform good
housekeeping
Followed
procedure
correctly,
economical
use of tools
followed;
observed
safety while
working.
Incorrect
usage of
tools.
Did not follow

the required
procedures.
Submitted
work two (2)
minutes
ahead of
time.
Submitted
work on a
given time.
Submitted
work two (2)
or more
minutes
after the
given time.
Unable to
finish the
work.
Rating:
5.0
4.6 = Very Good
3.9 = Good
3.0 = Fair
80
Course :

THE AUXILIARY OUTLETS AND LIGHTING
FIXTURES
Module Title :
Installing Electrical Lighting System on the

Learning Outcome 7: Layout and install incandescent lamp

1. Types and sizes of incandescent lamps are identified.
2. Tools, instruments and materials are selected and identified according
to the job requirement.
3. Incandescent lamps are installed according to the plan.
4. Correct size of lamp socket are strictly followed as per job
requirements.
References:
81
Learning Outcome 7: Layout and install incandescent lamp.
Learning Activities
1. Read Information sheet 7.1 on the

history
and
development
of
incandescent lamp

explain furtherly topics you
cant understand well.
2. Perform Job Sheet 7.1 on the

Installation of incandescent lamp
using Rigid Non-metallic Conduit.

your teacher while performing
the task
1. Answer the Self-check 1-3
Check your answer by using

the answer key.
82
Information Sheet 7.1

History and development of incandescent lamp
THE INCANDESCENT LIGHT BULB
The first incandescent electric light was made in 1800 by Humphry
Davy, an English scientist. He experimented with electricity and invented an
electric battery. When he connected wires to his battery and a piece of
carbon, the carbon glowed, producing light. This is called an electric arc.
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.
Lewis Howard Latimer (1848-1928) improved the light bulb by
inventing a carbon filament (patented in 1881); Latimer was a member of
Edison's research team, which was called "Edison's Pioneers." In 1882,
Latimer developed and patented a method of manufacturing his carbon
filaments.
In 1903, Willis R. Whitney invented a treatment for the filament so
that it would not darken the inside of the bulb as it glowed. In 1910,
William David Coolidge (1873-1975) invented a tungsten filament, which
lasted even longer than the older filaments. The incandescent bulb
revolutionized the world.
PARTS OF AN INCANDESCENT BULB
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 (nonreactive) gases.
Screw cap . The threaded base of the bulb that secures it to a lamp.
Support wires . Wires that physically hold up the filament.
Parts of an incandescent bulb

Edisons first successful lamp
It is certainly true that Edison did invent the
light bulb (or at least "a" light bulb), but he was not
the first. In 1860, an English physicist and
electrician, Sir Joseph Wilson Swan, produced his
first experimental light bulb using carbonized paper
as a filament. Unfortunately, Swan did not have a
strong enough vacuum or sufficiently powerful
batteries and his prototype did not achieve complete
incandescence, so he turned his attentions to other
pursuits.
So it is reasonable to wonder why Edison received all of the credit,
while Swan was condemned to obscurity. The more cynical among us may
suggest that Edison was thrust into the limelight (see note below) because
84
many among us learn their history through films, and the vast majority of
early films were made in America by patriotic Americans.
However, none of this should detract from Edison who, working
independently, experimented with thousands of filament materials and
expended tremendous amounts of effort before discovering carbonized
thread. It is also probably fair to say that Edison did produce the first
commercially viable light bulb.
The reason why this is of interest to us here is that Edison's
experiments with light bulbs led him to discover the Edison Effect, which
ultimately led to the invention of the vacuum tube
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.
Furthermore, in 1880, Swan gave the world's first large-scale public
exhibition of electric lamps at Newcastle, England.
Edison's light bulbs employed a conducting filament mounted in a
glass bulb from which the air was evacuated leaving a vacuum. Passing
electricity through the filament caused it to heat up enough to become
incandescent and radiate light, while the vacuum prevented the filament
from oxidizing and burning up.
Operation of incandescent lamp
What makes a light bulb glow?
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
Classifications of Incandescent Lamp

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.
3. Photographic lamps as the name implies, are used in photography

and projection service.
87
Kinds of High Intensity discharge lamp

1. Mercury lamp is an electric discharge lamp in which the major
portion of the radiation is produced by the excitation of mercury
atoms.
2. Metal halide lamp is an electric discharge lamp in which the light is

produced by the radiation from an excited mixture of a metallic vapor
(mercury) and the products of the dissociation of halides (for example,
halides of thallium, indium, sodium).
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.
The Incandescent Filament Lamp

Construction
This lamp consist simply of a tungsten filament inside a gas-filled,
sealed glass envelop. Current passing through the high-resistance filament
heats it to incandescence, producing light. Gradual evaporation of the
filament causes the familiar blackening of the bulbs and eventual filament
rupture and lamp failure.
89
90
JOB SHEET 7.1

Installation of the incandescent lamp using the Rigid Non-metallic
Conduit
Materials:
Incandescent Lamp (25 watts)
Lamp socket
Utility box
Safety switch
SPST switch
Junction box
1 gang plate cover
Wood screws ( x )
Electrical tape
Rigid non metallic conduit
Tools:
Philip Screw driver
Flat Screw driver
Side cutting pliers
Long nose pliers
Push pull tape rule
Gloves
Goggles
0-
2 set
2 pcs
3 pcs
1 set
1 pcs
4 pcs
15 pcs
25 pcs
3 pcs
50 pcs
1 roll
1
1
1
1
1
pc
pc
pc
pc
pc
1 pair
1 pc
assessment criteria. Strictly follow the line diagram and the
91
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:
1.
2.
3.
4.
Prepare necessary tools and materials.

Wear appropriate PPE.
Layout all the measurements of installation, based on work plan.
Mount all boxes and receptacles together with their connectors/
adaptors to their desired locations.
5. Cut or bend wires ways to their desired lengths.
6. Fish-in conductors inside conduit/wire ways.
7. Splice and joint wires in the junctions box based on the circuit
design operation.
8. Connect incandescent lamp based on the circuit design.
9. Check the continuity of the circuit.
10. Ask the assistance of your teacher to evaluate your work.
Assessment Criteria
CRITERIA
1. Accuracy
(25%)
2. Quality
(25%)
Very Good
(5)
Good
(4)
Fair
(3)
Lamp lights
Lamp lights
Lamp lights
but flickers
Wirings are
completely
installed and
energized
Wirings are
neat and
clean; the
work is
presentable
Wirings are
not secured;
finished
work is not
presentable
Needs
Improvement
(2)
Lamp does not
light
Wirings are
loose; finished
work is not
presentable.
92
3. Method
(25%)
4. Speed
(25%)
Followed
procedure
correctly,
observed
safety while
working, and
perform good
housekeeping
Followed
procedure
correctly,
economical
use of tools
is followed;
observed
safety while
working.
Incorrect
usage of
tools.
Did not follow

the required
procedures.
Submitted
work two (2)
minutes
ahead of
time.
Submitted
work on a
given time.
Submitted
work two (2)
or more
minutes
after the
given time.
Unable to
finish the
work.
Rating:
5.0
4.6 = Very Good
3.9 = Good
3.0 = Fair
93
SELF-CHECK 7.1
Directions: Answer the following questions by writing your answers on a
separate answer sheet.
Test I. Identification: Identify what is being referred by the following
statements.
1. It is used in photography and projection services.
2. These are generally used in automotive, aircraft, and
appliance applications.
3. These are normally used for interior and exterior general
and task lightings.
4. The metal wires that glow brightly when electricity flows
through them.
5. The wires that carry electricity from the bulb's electrical
contact to the filament.
6. The metallic base of the bulb which connects to the
electrical contacts of the lamp when the bulb is in the
lamp.
7. It is the thin layer of glass that surrounds the light bulb
mechanism and the inert gases.
8. A glass that insulates the bulb's fuses which is located in
the stem of the bulb.
9. It is the threaded base of the bulb that secures it to a
lamp.
10. It is a wire that physically hold up the filament.
TEST II: Enumeration
1. Enumerate the nine elements used in manufacturing incandescent
lamp.
2. Enumerate the (8) different parts of the light bulb.
3. Enumerate the three different connections for an incandescent lamp.
94
ASSESSMENT PLAN
Evidence Checklist
Competency standard:
Unit of competency:
Written
Portfolio
Demonstration
Questioning
The evidence must show that the student

Get from assessment criteria of the module (CBC)
Observation
Ways in which evidence will be collected:

[tick the column]
Third party Report
Title of Module
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.
4. PEC provisions concerning PVC raceway
installations are strictly followed.
5. Final report is prepared upon the completion of
job.
LO 3 Lay out and Install rigid non-metallic
conduit
1. PEC provisions in installing rigid non-metallic
conduit are strictly followed.
2. Personal safety in installing rigid non-metallic
conduit is followed
3. Tools/equipments needed for the installation are
95
4. Rigid non-metallic conduit is installed in line with

the job requirements.
5. Rigid non-metallic conduit is installed in line with
the job requirements
job.
LO 4 Lay out and Install flexible non-metallic
conduit
1. PEC provisions in installing flexible non-metallic
conduit are strictly followed.
2. Uses and application of flexible non-metallic
conduit are discussed according to the PEC.
3. Electrical flexible non-metallic conduit are leveled
horizontally and vertically aligned to the
structure in line with the job requirements.
4. Workplace is cleaned and made safe upon
completion of work according to the established
standard.
5. Tools/equipments needed for the installation are
6. Flexible non-metallic conduit is installed in line
with the job requirements.
7. Flexible non-metallic conduit is installed in line
with the job requirements
job.
LO 5 Assemble fluorescent lighting fixtures
1. Parts of fluorescent lighting fixtures are identified
and described according to the specification.
2. Sizes, shapes and ratings of fluorescent lighting
fixtures are identified and described.
3. Schematic diagram of fluorescent lighting fixtures
is interpreted.
4. Tools, instruments and materials are selected in
line with the job requirements.
5. Fluorescent lighting fixtures are assembled in
line with the job requirements.
6. Fluorescent lighting fixtures are wired according to the
schematic diagram.
7. Workplace is cleaned and made safe upon
LO 6 Lay out and Install fluorescent lighting
fixtures
1. Materials, tools and instruments are prepared in
accordance with job the requirements.
2. Functionality of fluorescent lighting fixtures is
checked and tested in accordance with the plan
specification.
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
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
Prepared by:
Date:
Checked by:
Date:
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 students overall performance meet the

standard?
Yes
No
Teachers feedback:
Teachers signature:
Date:
98
Observation and Questioning Checklist

Students name:
Teachers name:
Name of the
School:
Competency
standards
Unit of
competency:
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
activity
activity
The student can:
If completed, check
the box.

standard?
Yes
No
Feedback to student:
Teacher signature:
Date:
99
Demonstration
Students name:
Teachers 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:
Materials and equipment:
to show if the skill is

demonstrated
During the demonstration, the student can:
Yes
No
N/A
The students demonstration was:

Satisfactory
Not Satisfactory
100
Written report
Students name:
Teachers 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 students
report meets the required competency standards.
The students report.
Generally did the students report meet the

standard?
If met, check the box
Yes
No
Comments:
Students
signature:
Date:
Teachers
signature:
Date:
101
PERFORMANCE TEST
Student's Name
Date
Competency:
Directions:
Ask your teacher to
assess your performance
in the following critical
task and performance
criteria below
You will be rated based
on the overall evaluation
at the right side.
Test Attempt
1st
2nd
3rd
OVERALL EVALUATION
Level
Achieved
PERFORMANCE LEVEL
4 - Can perform this skill without direct

supervision and with initiative and adaptability
to problem situations.
3 - Can perform this skill satisfactorily without
direct assistance or supervision.
2 - Can perform this skill satisfactorily but
requires some assistance and/or supervision.
1 - Can perform parts of this skill satisfactorily,
but requires considerable assistance and/or
supervision.
Teacher will put his or her initial at level achieved.
PERFORMANCE STANDARDS
For acceptable achievement, check YES; for
unacceptable achievement, check NO; for unachieved
skill, check N/A.
Yes
No
N/A
102
ANSWER KEY 4.1

1.
2.
3.
4.
5.

Coupling
Adapter
Liquidtight angle connector
Liquidtight straight connector
ANSWER KEY 7.1

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
1. Elements used in manufacturing Incandescent bulb
Lead-in wire
Glass
Argon gas
Inert gas
Coiled tungsten
Brass
Mica
Copper
Nitrogen
2. Enumerate the (8) different parts of light bulb.
Glass envelope
Mixture of inert gasses at low pressure
Coiled tungsten
Support wire
Glass fuse enclosure
Connecting wire
Electrical contact
Screw cap
3. Enumerate the three different connections for incandescent lamp.
Series connection
Parallel connection
Series-parallel connection
103
Department of Education
HIGH SCHOOLS
mhar
cueto
Unit of Competency: INSTALL WIRING DEVICES FOR FLOOR AND GROUND

FAULT CURRENT INTERRUPTING OUTLETS
Module No.:
Module Title: INSTALLING WIRING DEVICES FOR FLOOR

AND GROUND FAULT CURRENT
INTERRUPTING OUTLETS
ACKNOWLEDGMENT
This draft was prepared during the Competency-Based Learning Materials
Development Workshop conducted at the Marikina Hotel, Marikina City on
February 18-22, 2008 and finalized on May 23-25, 2008 at the Development
Academy of the Philippines (DAP), Tagaytay City.
Technology Teacher:
Mr. Rommel M. Medida
AFG Bernardino Memorial Trade School
Contextual Teacher:
Ms. Gina C. delos Santos
A.F.G.Bernardino Memorial Trade School
Lias Marilao, Bulacan
Facilitator:
Dr. Corazon L. Echano
TechVoc Task Force
Encoders:
Mr. Lemuel C. Valles
Fund: Department of Education
REFERENCES AND FURTHER READING
1. Institute of Integrated Electrical Engineers
Incorporated. Philippine Electrical Code of 1992.
of
the
Philippines
2. Max B. Fajardo Jr. & Leo R. Fajardo. Electrical Layout and Estimate, 2nd
Edition.
3. Azares, Efren F. and Recana, Cirilo B. Practical Electricity III; Adriana
Publishing: 1999.
4. Roland E. Palmquist. Audel House Wiring, 7th Edition.
5. www.doityourself.com/stry/typeselectricbox-cached
6. www.ehow.com/how_2222734_install-gfci-receptacle.html
7. rona.ca/content/installing.gfci-ground_fault_circuit_interrupter
TABLE OF CONTENTS
Page
How to Use this Module ................................................................................... i
Introduction .................................................................................................... ii
Technical Terms ............................................................................................. iii
Learning Outcome 1: Layout and install electrical boxes on wood, metal studs
and concrete walls
Information Sheet 1.1 ............................................................................ 3
Self-Check 1.1 ....................................................................................... 9
Operation Sheet 1.1 ............................................................................. 11
Job Sheet 1.1 ...................................................................................... 14
Learning Outcome 2: Select wiring devices
Learning Experiences/Activities ........................................................... 18
Information Sheet 2.1 .......................................................................... 19
Self-Check 2.1 ..................................................................................... 22
Learning Outcome 3: Layout and install wiring devices
Job Sheet 3.1 ...................................................................................... 26
Assessment Plan ........................................................................................... 28
Observation Checklist ................................................................................... 29
Observation and Questioning Checklist ......................................................... 30
Demonstration .............................................................................................. 31
Written Report .............................................................................................. 32
Performance Test .......................................................................................... 33
Answer Key 1.1 ............................................................................................. 34
Answer Key 2.1 ............................................................................................. 35

Welcome to the Module Installation of wiring devices for floor and
ground fault current interrupting outlets. This module contains training
materials and activities for you to complete.
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.
You are required to go through a series of learning activities in order to
complete each of the learning outcomes of the module. In each learning outcome
there are Information Sheets, Job Sheets, Operation Sheets and Activity
Sheets. Do these activities on your own and answer the Self-Check at the end of
each learning activity.
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.
This module is prepared to help you achieve the required competency in
receiving and relaying information. This will be the source of information that
will enable you to acquire the knowledge and skills in Building Wiring
Installation NC II independently at your own pace with minimum supervision
from your teacher.
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS
Page
Program/Course:
BUILDING WIRING INSTALLATION NC II
Unit of Competency:
INSTALL WIRING DEVICES FOR FLOOR AND

GROUND FAULT CURRENT INTERRUPTING
OUTLETS
Module Title:
Installing wiring devices for floor and ground fault

current interrupting outlets
INTRODUCTION:
This module contains information and suggested learning activities in the
installation of wiring devices for floor and ground fault current interrupting
outlets. It includes instructions and procedure on how to install and select
electrical boxes.
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.
SUMMARY OF LEARNING OUTCOMES
Upon completion of the module, the students shall be able to:
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
Refer to the assessment criteria of learning outcomes 1-3 of this module.
PREREQUISITES
Basic and Common Competency
Page
ii
TECHNICAL TERMS
Amperage (Amps) is a measure of electrical current flow.

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.
Electrical Faults is a partial or total failure in an electrical conductor or
appliance.
Ground Fault Circuit Interrupter is used against shock and electrocution.
GFCI device will de-energize a circuit when it senses a difference in the amount
of electricity passing through the device and returning through the device, or a
"leak" of current from the circuit.
Handy box is surface mounted box and has rounded corners for safety.
Ground/grounding is a conducting connection, whether intentional or
accidental by which an electric circuit or equipment is connected to the earth,
or to some conducting body of relatively large extent that serves in place of the
earth.
Over current is any current in excess of the rated current or ampacity of a
conductor which may result in risk of fire or shock from insulation damaged
from heat generated by over current condition.
Outlet is a contact device installed along a circuit for the connection of an
attachment plug and flexible cord to supply power to portable equipment and
electrical appliances. It is also known as receptacles.
Receptacle is a contacting device installed at an outlet for connection externally
by means of a plug and flexible cord
Short circuit is an abnormal electrical path.
Switch is a device for making, breaking, or rearranging the connections of an
electric circuit.
Page
iii
Program/Course:
Unit of Competency:

OUTLETS
Module Title:

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.
References:
1. Institute of Integrated Electrical Engineers of the Philippines Incorporated.
Philippine Electrical Code of 1992.
Edition.
3. Azares, Efren F. and Recana, Cirilo B.
Publishing: 1999.
Practical Electricity III; Adriana

5. Johnston, Larry et al.
Meredith Brooks. 2007.
Better Homes and Gardens Wiring.
1st Edition.
6. www.doityourself.com/stry/typeselectricbox-cached
LO 1. LAYOUT AND INSTALL ELECTRICAL BOXES ON WOOD, METAL STUDS AND CONCRETE WALLS
Page
Learning Outcome 1: Layout and install electrical boxes on wood, metal

studs and concrete walls
Learning Activities
1. Read the attached Information

Sheet 1.1 on:
PEC provisions on installing
box
Types of electrical box
You can ask the assistance of

your teacher explain further the
topics you cannot understand
2. Answer Self-Check 1.1
Try to answer the Self-Check

without looking at the information
sheet
4. Perform Operation Sheet 1.1 on

installing box in finished space.

technique while performing the
operation.
5. Perform Job Sheet 1.1 on

installing electrical boxes in
wiring board.
The teacher supervises while you

perform the activity.
3. Compare your answer to Answer

Key 1.1.
6. When you are ready, you can

proceed to L.O. 2.
Page

PEC PROVISION IN INSTALLING ELECTRICAL BOXES
Electrical boxs primary function is to house electrical connections. Those
connections might be to a switch, a receptacle, the leads of a light fixture, or
other sets of wire.
Electrical codes require that all wire connections or cable splices be inside
an approved metal or plastic box. And every box must be accessible you
cannot bury inside a wall.This protects your home from the danger of fire and
make it easier to inspect and upgrade your wiring in the future.
Codes govern how many connections you are allowed to make within a
box, depending on its size. If you must make more connections, you have to use
a larger box.
Boxes for switches and receptacles serve as workhorses in any electrical
installation. Some of the metal ones can be ganged in to double, triple, or larger
multiples by removing one side and linking them together.
CHOOSING THE CORRECT BOX SIZE
Type of Box
Switch/
Receptacle
Size in inches
(length x width
x depth
3x2x1
3x2x2
3x2x2
3x2x2
3x2x2
3x2x3
Maximum number of wires allowed

in box
14 gauge 12 gauge 10 gauge
3
5
5
6
7
9
3
4
4
5
6
8
3
4
4
5
5
7
Utility
4x2x1
4x2x1
4x2x2
5
6
7
4
5
6
4
5
5
Fixture/
Junction
4x1 round or
octagonal
4x1 round or
Octagonal
4x2 round or
Octagonal
4x1 square
4x1 square
4x2 square
10
9
10
15
8
9
13
7
8
12
Page
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 -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 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 inch
in diameter at the corners of the box opening and cut out the opening with a
Page
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 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.
Special Mounting Devices
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.
Installing wiring in wood framing
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 prenailed 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.
Page
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 or 2 deep for places
too shallow to mount a standard box.
a. Handy box is surface mounted and has rounded corners for safety.
Figure 2. Examples of handy box
Page
b. Drywall box has expandable arms and can be mounted on a drywall.
Figure 3. Examples of dry wall box
c. Plastic box is best for new installation and often has a nail built-in for
quick attachment to the stud.
Figure 4. Examples of plastic box
d. Gem box is commonly made box, usually in 2 wide, 3 high and 2

1/2 deep and made of metal. Deeper boxes are available.
Figure 5. Example of gem box
2. Ceiling Box
Page
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.
Figure 6. Examples of ceiling box
3. Weatherproof Box
Also known as an outdoor box.

Used for exterior switches or receptacles.
Thicker than interior boxes and has a rubber gasket between the cover
and the box to keep out water.
Covers are screw-on or snap-on.
Figure 7. Example of weather proof box
Page
Wall Plates
Also known as faceplates or covers.

A flat metal, plastic or wooden piece that covers the openings in the wall
made by receptacles and switches.
The openings in the cover match the type and number or receptacles or
switches being covered. Blank covers are also available.
Figure 8. Example of wall plates
Page
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.
1.
It is made of metal or plastic and has the capability to

be mounted on a wall or stud.
2.
It is used for exterior switches or receptacle.
3.
It is also known as faceplates or covers.
4.
It is also known as a junction box or splice box.
5.
It is commonly made box, usually in 2 wide, 3 high

and 2 1/2 deep and made of metal.
6.
It is best for new installation and often has a nail builtin for quick attachment to the stud.
7.
It has expandable arms and can be mounted on

drywall.
8.
It is a surface mounted box and has rounded corners

for safety.
9.
How many inches is required by the code in mounting

boxes behind the surface of non-combustible
materials?
10. It is the easiest method in mounting boxes.
Page
10
OPERATION SHEET 1.1

INSTALLING BOX IN FINISHED SPACE
Supplies and Materials
Boxes as fitting
Utility box
Fastening devices
Laboratory board
Tools and Equipment
Gimlet
Utility knife
Keyhole saw
Screwdrivers
- Philips screwdriver
- flat
Push-pull tape rule
Claw hammer
Ladder
Safety Rules and Practices During laboratory Work

1. Observe proper handling of tools and equipments
2. Always check the materials to be installed for damages.
Procedure
1. Prepare all necessary tools and equipment needed as listed above.
3. Determine the box location
Page
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.
6. Cut the traced outline with the use of keyhole saw.
7. Insert the box into the wall and tighten it firmly in place with the screw.
Page
12
8. Check the verticality and horizontality of the installed electrical box.

9. Perform good housekeeping.
Assessment Criteria
Horizontality and Verticality of Mounted Box
Knocked out of box
Proper use of PPE
Proper handling of tools
Speed
TOTAL
Note: For every error committed there will be one point deduction.
10 pts.
10 pts.
5 pts.
5 pts.
5 pts.
35 pts.
Page
13
JOB SHEET 1.1

INSTALLATION OF ELECTRICAL BOXES IN WIRING BOARD
Supplies and Materials
Safety box
Utility box
Junction box
Fastening device
Laboratory board
Tools and Equipment
Gimlet
Utility knife
Keyhole saw
Screwdrivers
- Philips screwdriver
- flat
Push-pull tape rule
Claw hammer
Ladder
Plan / Working Drawing
35cm
20cm
35cm
15cm
30cm
25cm
30cm
15cm
Page
14
Procedure
1. Prepare all necessary tools and equipment needed as listed above.
2. Read and interpret the working drawing.
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.
Safety Rules and Practices During Laboratory Work
Evaluation:
The students will be evaluated based on the following criteria:
MEASUREMENTS
All dimensions will be in mm center to center with a tolerance of + 3mm.
WORKMANSHIP
Methods of supporting
20 pts.
50 pts.
25
15
Page
15
- properly installed
- not properly installed
- no support
10
5
0
SAFETY
Used appropriate PPE
Not appropriate used of PPE
No PPE
10
5
0
HANDLING OF TOOLS
Proper handling of toolset all the time
Used tools for some time
Improper use of tools
SPEED
Before the allotted time
Within the allotted time
10 minutes overtime
15 minutes overtime
Unfinished
TOTAL
10 pts.
10 pts.
10
5
0
10 pts.
10
8
6
4
2
100%
Page
16
Program/Course:
Unit of Competency:

OUTLETS
Module Title:


Assessment Criteria
1. Wiring devices are selected according to the job requirements.
2. Wiring devices are inspected for damage according to the manufacturers
specification.
References:
Edition.
Publishing: 1999.

5. www.ehow.com
6. rona.ca/content/installing.gfci
LO 2. SELECT WIRING DEVICES

Page
17
Learning Activities
1. Read the attached information
sheet 2.
You can ask the assistance of
your teacher to explain further
topics you cannot understand.
Kinds of wiring devices

How to select wiring devices
Ground Fault Current
Interrupter Protected Outlet

Page
18

TYPE OF WIRING DEVICES
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
How to select wiring devices?

1. Select a known industry manufacturer.
2. Look for a multi- year product warranty.
3. Make sure that there is an easy and clear way to contact the manufacturers
support.
4. Check for a connected equipment damage warranty.
5. Always ask for manufacturers manual.
6. Select wiring devices which are well-made and durable.
7. Select materials that easy to use and install.
8. Select wiring devices according to the job requirements.
Ground Fault Circuit Interrupter (GFCI) Information
Outdoor receptacles as well as those in kitchens, bathrooms, and anywhere
else near water should be the ground fault circuit interrupting type (GFCI)
A GFCI is a ground fault circuit interrupter. It is a modestly priced electrical
device that, when installed in residential electrical circuits. Two-thirds of about
300 electrocutions happening each year in and around the home could has
been avoided with this GFCI device.
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.
.
Page
19
How a Ground Fault Circuit Interrupter works

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.
Types of Ground Fault Circuit Interrupters
Receptacle GFCI. This GFCI is used in place of a regular wall outlet or
"duplex receptacle". This GFCI is normally found throughout the house in
places like bathrooms, kitchens, garages, outdoor areas and other locations
where damp conditions do or could exist. The receptacle GFCI fits into the
standard outlet box and protects you against ground faults when an electrical
product is connected to the GFCI protected outlet. Modern homes use
receptacle-type GFCls that protect other electrical outlets connected on the
branch circuit.
Temporary/Portable GFCI. When permanent GFCls are not practical,
temporary GFCls are used. Temporary GFCIs contain the GFCI circuitry in an
enclosure with plug prongs at the back and receptacle plugs in front. It can be
plugged into an unprotected outlet, then the electrical appliance/device is
plugged into the temporary GFCI. Portable GFCIs is simply an extension cord
combined with a GFCI. It adds flexibility in using receptacles that are not

Page
20
protected by GFCls. Extension cords with GFCI protection incorporated are

great for use when permanent or portable GFCI protection is unavailable.
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.
Figure 9. Types of GFCI

Page
21
SELF-CHECK 2.1
A. Direction: Enumerate the following:
1-5 The different types of wiring devices.
6-13 Steps in selecting wiring devices.
14-16 Types of GFCI
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.
Wiring Device
Type
1. Flat cord
2. Outlet
3. Magnetic
4. Rotary
5. Cable
6. GFCI
7. Polarized
8. Toggle

Page
22
Program/Course:
Unit of Competency:

OUTLETS
Module Title:


Assessment Criteria
1. Wiring devices are installed according to the latest edition of Philippine
Electrical Code and National Electrical Code.
2. Wiring devices are installed according to the job requirements.
3. Devices for floor and ground fault interrupting current in-line are wired.
4. Working drawing circuit is checked for operation based on the established
procedure.
5. Safety procedures in installing Wiring devices are strictly observed according
to the OHS guidelines and procedures.
References:
Edition.
Publishing: 1999.

5. www.ehow.com/how_2222734_install-gfci-receptacle
6. rona.ca/content/installing.gfci-ground_fault_circuit_interrupter
ASSESSMENT PLAN
Page
23
Learning Activities
1. Perform job sheet 2 on installing
wiring devices.
GFCI receptacle
You can ask the assistance of your

teacher in case the will be any
problem while performing the
installation.
ASSESSMENT PLAN
Page
24

NEC PROVISIONS ON INSTALLING WIRING DEVICES
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.
ASSESSMENT PLAN
Page
25
JOB SHEET 3.1

INSTALLATION OF WIRING DEVICES FOR FLOOR AND GROUND FAULT
CURRENT INTERRUPTING OUTLETS
Materials and Tools
GFCI outlet
Screwdrivers
Electrical tape
Wire strippers
Wire nuts (connectors)
12/2 NM (non-metallic) cable also called Romex
Instrument
Multi tester
Procedure
1.
Prepare all tools and materials needed.
2.
Wear appropriate PPE
3.
Turn off the power at the circuit-breaker box.
4.
Remove the outlet cover plate and the screws holding the outlet in place
(Figure A).
5.
Test the outlet with the circuit tester to be sure the power is off.
6.
Disconnect the wires from the outlet.
7.
Separate the wires from the box into two pairs. One set of wires will be the
"line," or power supply. The other set will be the "load," which carries power
to additional outlets on the same circuit. A GFCI outlet, properly installed,
will protect all the outlets on the "load" side.
8.
Make sure that the wires are completely separated from one another (Figure
B), then turn on the power back at the circuit-breaker box.
9.
Use the circuit tester to determine which set of wires carries the power.
Turn off the power.
10. Connect the power-supply wires to the terminals marked "line" and the
load wires to the terminals marked "load." Connect the white wires to the
silver screws and the black wires to the brass or gold screws (Figure C). The
outlet may also indicate appropriate color connections.
11. Connect the bare ground wire to the green screw.
12. Put the outlet back into the box. Screw it into place, then attach the cover
plate.
ASSESSMENT PLAN
Page
26
13. Turn the power back on at the circuit-breaker box.
Figure A
Figure B
Figure C
reset botton
load side (to another outlet)
line side
ground line
GFCI OUTLET
Safety rules and practices during laboratory work
3. Shut off power supply before undertaking job or install
Assessment Criteria
Accuracy of Installation
Splicing and Joining
Mounting of Boxes
Proper use of PPE
Proper Handling of Tools and Measuring Instrument
Good Housekeeping
TOTAL
25 pts.
5 pts.
5 pts.
5 pts.
5 pts.
5 pts.
50 pts.
ASSESSMENT PLAN
Page
27
ASSESSMENT PLAN
Course Title
Unit of
Competency
INSTALL WIRING DEVICES FOR FLOOR AND GROUND

FAULT CURRENT INTERRUPTING OUTLETS
Module Title

LO 1. Install electrical boxes on wood, metal studs

and concrete walls
1. Boxes are selected according to capacity rating listed
in the PEC
2. Electrical boxes are installed according to job
requirements and PEC standards
3. Electrical boxes are identified and selected as per job
requirements
4. Boxes are knocked out in line with job
5. requirements.
6. Boxes are mounted vertically/ horizontally aligned.
7. Workplace is cleaned and made safe upon completion
of the job.
8. Final report is prepared upon completion of job.
LO 2. Select wiring devices
1. Wiring devices are inspected for damage according to
manufacturers specification.
2. Wiring devices are selected according to the job
requirements
LO 3. Install wiring devices
1. Wiring devices are installed according to the latest
edition of Philippine Electrical Code and National
Electrical Code.
2. Wiring devices are installed according to the job
requirements.
3. Devices for floor and ground fault interrupting
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
procedures.
Work Sample
Written
Test*
Oral
Questioning*
Observation
Assessment Criteria
Demonstration
Assessment Methods
x
x
x
x
x
x
x
x
x
x
x
x
ASSESSMENT PLAN
Page
28
Students name:
Teachers name:
Name of School:
Competency
standards
Unit of
competency:
Date of observation
activity
activity
The student can:
If yes completed
check the box

standard?
Yes
No
Teachers Feedback:
Teachers signature:
Date:
ASSESSMENT PLAN
Page
29

Students name:
Teachers name:
Name of the
School:
Competency
standards
Unit of
competency:
underpinning knowledge
correctly.
Date of observation
activity
activity
The student can:
If completed, check
the box

standard?
Yes
No
ASSESSMENT PLAN
Page
30
Demonstration
Students name:
Teachers name:
Unit of competency:
Date of assessment:
Time of assessment:
to show if a skill is
demonstrated
During the demonstration the student can:
Yes
No
N/A

Satisfactory
Not Satisfactory
ASSESSMENT PLAN
Page
31
Written report
Students name:
Teachers 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 students
report meets the required competency standards.
The students report.
If met, check the

box

standard?
Yes
No
Comments:
Students
signature:
Date:
Teachers
signature:
Date:
ASSESSMENT PLAN
Page
32
PERFORMANCE TEST
Student's Name
Date
Competency:
Directions:
Ask teacher to assess
your performance in the
following critical tasks
and performance criteria
below
at the right side.
Test Attempt
1st
2nd
3rd
OVERALL EVALUATION
Level
Achieved
PERFORMANCE LEVELS
4 - Can perform this skill without supervision

and with initiative and adaptability to problem
situations.
assistance or supervision.
supervision.
Teacher will put his/ her initial level achieved.
For acceptable achievement, check Yes; for
unacceptable achievement check NO; and for
unachieved skill, check N/A.
Yes
No
ASSESSMENT PLAN
N/A
Page
33
ANSWER KEY 1.1

A. Direction: Read each statement carefully and identify the item/s being asked
by writing your answer on the space provided.
Wall box
Weatherproof box
1. It is made of metal or plastic and have the capability to

be mounted to a wall or stud.
2. Used for exterior switches or receptacle.
Wall plate
3. Also known as faceplates or covers.
Ceiling box
4. Also known as a junction box or splice box.
Gem box
5. It is commonly made box, usually 2 wide, 3 high and 2

1/2 deep and made of metal.
Plastic box
6. Is is best for new installation and often has a nail builtin 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.
inch
9. How many inch that the code does not allow to deep
boxes behind the surface of non-combustible materials?
Nail the box
10.
It is the easiest method in mounting boxes.
LO 3. LAYOUT AND INSTALL WIRING DEVICES

Page
34
ANSWER KEY 2.1

A. Direction: Enumerate the following:
1-5 What are the different types of wiring devices?
6-13 How to select wiring devices?
14-16 Types of GFCI
1.
2.
3.
4.
5.
Relay
Receptacle
Switch
Conductors
Contactors
6. Select a known industry manufacturer.

7. Look for a multi- year product warranty.
8. Make sure that there is a easy and clear way to contact the manufacturer support.
9. Check for a connected equipment damage warranty.
10.Always ask for manufacturers manual.
11.Select wiring devices which are well-made and durable.
12.Ease of use and installation
13.Select wiring devices according to job requirements
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.
Wiring Device
Types
1. Flat cord
Conductor
2. Outlet
Receptacle
3. Magnetic
Contactor
4. Rotary
Switch
5. Cable
Conductor
6. GFCI
Receptacle
7. Polarized
Relay
8. Toggle
Switch

Page
35

Page
36
ANSWER KEY
Page
37
Department of Education
HIGH SCHOOLS
Unit of Competency: INSTALL ELECTRICAL PROTECTION SYSTEM FOR

LIGHTING AND GROUNDING
Module No.
Module Title: INSTALLING ELECTRICAL PROTECTION
ACKNOWLEDGMENT
This draft was prepared during the Competency-Based Learning
Materials Development Workshop conducted at the Marikina Hotel,
Marikina City on February 18-22, 2008 and finalized on May 23-25,
2008 at the Development Academy of the Philippines (DAP), Tagaytay
City.
Technology Teacher:
Mr. Marino C. Cueto
Community Vocational High School
MinSCAT Calapan Campus
Masipit, Calapan City
Contextual Teacher:
Ms. Gina C. delos Santos
A.F.G. Bernardino Memorial Trade School
Facilitators:
Dr. Corazon Echano
TechVoc Task Force
Encoder:
MR. LEMUEL C. VALLES
Fund: Department of Education
REFERENCES AND FURTHER READINGS
1. Institute of Integrated Electrical Engineers of the Philippines
2. Max B. Fajardo Jr. & Leo R. Fajardo.
Estimate, 2nd Edition.
Electrical Layout and

Adriana Publishing: 1999.
Practical Electricity III;
ACKNOWLEDGEMENT
Copyright: Department of Education 2009
This module was based on Competency-based Curriculum- Contextual
Learning Matrix (CBC-CLM) refined during the Writeshop on the Refinement,
Enrichment of Competency-Based Curriculum and Contextual Learning Matrix of ARTS
and TRADES Specializations at Marikina Hotel, Marikina City on April 20-25, 2009.
This learning instrument was refined and enriched by the following educators:
TECHNOLOGY TEACHERS
RODRIGO S. CASTILLO
Bauan Technical High School
Bauan, Batangas
FORTUNATO C. MESINA
Angeles City National Trade School
Angeles City
ROMMEL M, MEDIDA
AFG Bernardino Memorial Trade School
Marilao Bulacan
HECTOR M. VALLARTA
San Pedro Relocation Center National
High School
San Pedro, Laguna
FRANCOISE E. FRANCO
Rodriguez Vocational High School
Nagtahan, Manila
SAMUEL T. ARANZA
San Pedro Relocation Center Natl HS
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.
San Pedro Relocation Ctr National HS
San Pedro, Laguna
English:
ANGELITO A.
ESPEDIDO
San Pedro Relocation
Center National HS
San Pedro, Laguna
FRANCISCO P. BOGTONG
AJ Villegas Vocational HS
Tondo, Manila
DINA F. PADERANGA
AFG Bernardino
Memorial Trade School
Marilao, Bulacan
GINA C. DELOS
SANTOS
A.F.G. Bernardino
Memorial Trade School
FACILITATORS
Dr. VICTORIO N.
MEDRANO
Tech-Voc Task Force
Dr. CORAZON L.
ECHANO
Tech - Voc Task Force
ENCODER
FLORELYN B. MORADA
Dept. of Education
Dr. ORLANDO E.
MANUEL
ACKNOWLEDGEMENT
Copyright: Department of Education 2009
This module was based on Competency-based CurriculumContextual Learning Matrix (CBC-CLM) refined during the Writeshop on
the Finalization and Packaging of Competency-Based Curriculum and
Contextual Learning Matrix of ARTS and TRADES
Specializations
Specializations at Marikina Hotel, Marikina City on May 4-9, 2009.
This learning instrument was finalized and packed by the
following educators:
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
Dr. VICTORIO N.
MEDRANO
Dr. CORAZON L.
ECHANO
ENCODER
LEONARDO L. FELICIANO
Dr. ORLANDO E.
MANUEL
TABLE OF CONTENTS
Page
How to Use this Module ................................................................................... i
Introduction .................................................................................................... ii
Technical Terms ............................................................................................. iii
Learning Outcome 1: Layout and install fuse panel ......................................... 1
Information Sheet 1.1 ............................................................................ 3
Operation Sheet 1.1 ............................................................................. 25
Self-Check 1.1 ..................................................................................... 27
Learning Outcome 2 ...................................................................................... 29
Operation Sheet 2.1 ............................................................................. 48
Self-Check 2.1 ..................................................................................... 52
Assessment Plan ........................................................................................... 55
Observation checklist .................................................................................... 57
Observation and Questioning checklist ......................................................... 58
Demonstration .............................................................................................. 59
Written Report .............................................................................................. 60
Performance test ........................................................................................... 61
Answer Key 1.1 ............................................................................................. 62
Answer Key 2.1 ............................................................................................. 63

Welcome to the module Installing Electrical Protection System for
Lighting and Grounding. This module contains training materials and
activities for you to complete.
The unit of competency Install Electrical Protection contains the
knowledge, skills and attitudes required for Building Wiring Installation
course needed to obtain the National Certificate (NC) II level.
You are required to go through a series of learning activities in order to
complete each of the learning outcomes of the module. In each learning
outcome there are Information Sheets, Job Sheets, Operation Sheets
and Activity Sheets. Accomplish these activities on your own and answer
the Self-Check at the end of each learning activity.
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.
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 complete and
relevant information sheets for each learning outcome. Each learning
outcome may have more than one learning activity.
This module is prepared to help you achieve the required competency in
receiving and relaying information. This will be the source of information
that will enable you to acquire the knowledge and skills in Building Wiring
Installation NC II independently at your own pace with minimum
supervision from your teacher.
Program/Course:
Unit of Competency:
INSTALL ELECTRICAL PROTECTION SYSTEM FOR

Module Title:
Installing Electrical Protection
INTRODUCTION:
This module contains the know and do units in installing electrical
protection.
It covers the knowledge, skills and attitudes required in installing
electrical protection system needed before starting work. Tools are inspected
and prepared. Proper checking must also be done before commencing work
so that lubrications and auxiliary parts are per enterprise specifications.
Proper storing must also be practiced.
This module consist of two (2) Learning Outcomes (LOs) 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.
SUMMARY OF LEARNING OUTCOMES
Upon completion of the module, you should be able to:
LO1. lay out and install fuse panel; and
LO2. lay out and install panel board.
ASSESSMENT CRITERIA
Refer to the assessment criteria of learning outcomes 1-3 of this module.
PREREQUISITES
Basic and Common Competency
TECHNICAL TERMS
Amperage rating is a maximum current-carrying capacity of a device.
Blade-type cartridge fuse is a fuse with flat contact blades on a cylindrical
case.
Cabinet is an enclosure designed either for surface or flush mounting and
provided with a frame, mat, or trim in which a swinging door of doors may
be hung.
Circuit breaker is an automatic over-current device that trips on overloads,
shorts and resettable.
Concentric knockout is a several removable metal ring that allows the
entrance of various standard sizes of connectors into a cabinet.
Disconnecting is a method by which the conductor of a circuit can be
disconnected from their source of supply.
Dustproof is constructed that dust will not interface with its successful
operation.
Dust-tight is constructed that dust will not enter the enclosing case.
Eccentric knockout is a knockout that is removed from the box in sections
to form larger holes.
Edison-base plug fuse is a fuse with base that fits the same socket as a
regular based incandescent bulb.
Fault current is a current that flows from one conductor to ground or
another conductor because of an abnormal connection or arc between the
two.
Oil circuit breaker is a load interrupter in which the interrupting contacts
operate submerged in a transformer oil.
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.
Rainproof is constructed, protected, or treated as to prevent the rain from
interfering with successful operation of the apparatus.
Rain tight is a constructed or protected exposure to a beating rain which
will not result to the entrance of the water.
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.
Voltage rating is the maximum voltage at which a device is designed to
operate.
ACRONYMS
NEC - National Electrical Code
NEMA National Electrical Manufacturers Association
OHSA Occupational Health Safety Act.
PEC Philippine Electrical Code
Program/Course:
Unit of Competency:

Module Title:
Learning Outcome 1: Layout and install fuse panel

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:
1. Institute of Integrated Electrical Engineers of the Philippines
Edition.
Publishing: 1999.
4. www.epa.gov/rtp/new-bldg/environmental/0910updf
5. www.omnicontrols.com/
6. www.wikihow.com/
7. www.acmehowto.com/howto/maintenance/electrical/
10
Learning Outcome 1: Layout and Install Fuse Panel
Learning Activities

Sheet 1.1 about fuse panel.

teacher to explain topics you
cannot understand.

Sheet 1.2 about planning and
preparing for installing of fuse
panel.

cannot understand.

installing safety switch.
4. Answer Self-Check 1.1
11

FUSE PANEL
Philippine Electrical Code (PEC) provision for circuit protection
Conductors-Maximum ampacity and size
a. General Branch circuit conductors shall have an ampacity of not less
than the rating of the branch circuit and not less than the maximum
load to be served. Cable assemblies with neutral conductors smaller
than the ungrounded conductors shall be marked.
b. Household ranges and cooking appliances .Branch circuit
conductors supplying household ranges, wall-mounted ovens, counter
cooking units and other household cooking appliances shall have an
ampacity not less than the rating of the branch circuit and not less
than the maximum load to be served. For ranges of 8 Kw or more
rating, the minimum branch circuit rating shall be 40 amperes.
c. Other loads .Branch circuit conductors supplying loads other than
cooking appliances as covered shall have an ampacity sufficient for
the loads served and shall not be smaller than 2.0 mm2.
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 dont
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.

Principles and Operation of Fuses
A fuse is basically a short length of metal ribbon made of alloy with a
low melting point of a size that will carry a specified current indefinitely, but
which will melt when a larger current flow due to either overload or short
circuit. When the ribbon inside the fuse melts, the fuse may blow. When it
blows, the circuit is open just as if a wire had been cut or a switch opened at
the fuse location.
Types of Fuses According to Construction:
1.
2.
3.
4.
Plug type
Ferrule type
Knife blade type
Screw type
According to the National Electrical Code (NEC), all cartridge fuses

must be marked to show:
1.
2.
3.
4.
5.
Ampere rating
Voltage rating
Interrupting rating when over 10,000 amperes
Current-limiting type
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.
NEC requirements to be observed by an electrician when installing plug
fuses, fuse holder, and adapters:
1. They shall not be used in circuits exceeding 125 volts between
conductors, except on systems having grounded neutral with no
conductors having more than 150 volts to ground. This situation in
the 120/208-volt system in the commercial building covered in this
text, or in the case of 120/240-volt, single-phase system.
2. They shall have ampere ratings of 0 to 30 amperes.
3. They shall have a hexagonal configuration for ratings of 15 amperes
and below.
4. The screw shell must be connected to the load side of the circuit.
5. Edison-base plug fuses may be used only as replacements in existing
installations where there is no evidence of over fusing or tampering.
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.
7. Type S plug fuses are classified as 0 to 15 amperes; 16 to 20 amperes;
and 21 to 30 amperes.
14
Types S Fuses and Adapter
Types of Fuses According to the manner of operation

1. Dual-element, Time-delay Fuse
The dual-element, time-delay fuse, provides a time delay in the lowoverload range to eliminate unnecessary opening of the circuit because of
harmless overloads. However, this type of fuse is extremely responsive in
opening in short circuits. This fuse has two fusible elements connected in
series. Depending upon the magnitude of the current flow, one element is
designed to open when the current reaches a value of approximately 500%
of the fuse rating. The short-circuit element opens when a short circuit or
heavy overload occurs. That is, the element opens at current values of
approximately 500% or more of the fuse rating.
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.
The thermal element is also designed to open at approximately 140

degrees Celsius, as well as on damaging overloads. In addition, the thermal
element will open whenever a loose connection or a poor contact in the
fuseholder causes heat to develop. As a result, a true dual-element fuse also
offers thermal protection to the equipment in which it is installed.
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 its rating for 10 seconds)
2. Dual-element, time-delay, current-limiting fuse
The dual-element, time-delay, current limiting fuse, operates in the same
manner as the standard dual-element, time-delay fuse. The only difference
between the fuses is that, this fuse has a faster response to the short-circuit
range and thus more current limiting. The short-circuit element in the
current-limiting fuse can be silver or copper surrounded by quartz sand arcquenching filler. Silver-link fuses are more current-limiting than copper-link
fuses.
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.
3. Current-limiting fuse (Non-time delay)

The straight current-limiting fuse, has an extremely fast
response in both the low-overload and short-circuit ranges. When
compared to other type of fuses, this type of fuse has the lowest
energy let-through values. Current limiting fuses are use to provide
better protection to mains, feeders, and subfeeders, circuit breakers,
bus duct, switchboards, and other circuit components that lack an
adequate interrupting rating, bracing, or withstand rating. Currentlimiting fuse elements can be made of silver or copper surrounded by
quartz sand arc-quenching filler. Silver-link fuses are more current
limiting than copper-link fuses.
Fig. 3 Cutaway view of a current-limiting, fastacting, single-element fuse.
A standard current-limiting fuse does not have spring-load or loaded

link overload assembly found in dual-element fuses.
To be classified as current limiting, the code states that when a fuse
or breaker is subjected to heavy (high magnitude) fault currents, the fuse or
breaker must reduce the fault current flowing into the circuit to a value less
than the fault current that could have flowed into the circuit had there been
no fuse or breaker in the circuit.
When used in motor circuits, or other circuits having high currentinrush characteristics, the current-limiting non-time delay fuses must be
sized at a much higher rating than actual load. That is, for motor with a fullload current rating of 10 amperes, a 30- or 40 ampere current-limiting fuse
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)
Characteristics of the Overload Currents:
They are greater than the normal current flow.

They are placed within the normal conducting current path.
If allowed to continue, they will cause overheating of the equipment,
conductors, and the insulation of the conductors.
Characteristics of Short-circuit and Ground Fault

1. They flow outside of the normal current path.
2. They may be greater than the normal current flow.
3. They may be less than the normal current flow.
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 600volt AC types. Class H fuses are not current limiting.
A higher quality nonrenewable one-time fuse such as the class K5
fuse, which has 50, 000- ampere interrupting rating. It is easy to identify
this high grade fuse for the Class K5 and its interrupting rating are marked
in the label.
Fig. 4 Class H cartridge fuse.

fuse in which the blown link may be
Illustration shows renewable-type

replaced.
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.
Class K fuses have varying degrees of current-limiting ability,
depending upon the K rating. Class K1 fuses have the greatest currentlimiting ability and Class K9 fuses the least current-limiting ability. Checks
of various fuse manufacturers literatures reveal that Class K9 fuses are no
longer being manufactured.
Class K fuses may be classified as time delay fuses as well. In this
case, UL requires that the fuses have a minimum time of delay of 10
seconds at 500% of the rated current. Class K fuses are available in ratings
ranging from 1/10 ampere to 600 amperes at 250- or 600-volts AC. Class K
fuses has the same dimensions as Class H fuses.
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, currentlimiting type. Both types of Class L meet UL requirements. Some Class L
fuses have a special interrupting rating of 300,000 symmetrical amperes.
The fuses 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.
Class T fuses rated 600 volts have electrical characteristics similar to
those of Class J fuses and are tested in similar manner by Underwriters
Laboratories. Class T fuses rated at 300 volts have lower peak let-through
currents and I2t values than comparable Class J fuses. Many series rated
panel boards are listed by Underwriters Laboratories with Class T mains.
Because Class T fuses do not have lot of time delay, they are sized according
to the non-time delay fuse.
UL presently lists the 600-volts Class T fuses in sizes from 1ampere to
800 amperes. UL lists the 300-volts Class T fuses in sizes from 1 ampere to
1,200 amperes. Common applications for Class T fuses for mains, feeders
and branch circuits.
Class t 300-volt fuses may be used on 120/240-volt single-phase,
208/120-volt three-phase four-wire wye, and 240-volt three phase three
wire delta systems. The NEC permits 300-volts Class T fuses to be installed
in single-phase line-to-neutral circuits supplied from three-phase four-wire
solidly grounded neutral systems where the line-to neutral voltage does not
exceed 300 volts. The NEC does not permit the use of 300-volt Class T fuses
for line-to-line or line-to-line-to-line applications on 480/277-volt threephase four wire wye, 480-volt three-phase three-wire, and any of the
systems where Class T 300-volt fuses are permitted.
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
Class G fuses are cartridge fuses with small physical dimensions.
They are used in circuits of 300-volts or less to the ground. Class G fuses
are available in sizes ranging from 0 ampere to 60 amperes and are UL listed
at an interrupting capacity of 100,000 RMS symmetrical amperes. To
prevent overfusing, Class G fuses are size limiting within the four categories
assigned to their ampere ratings. Therefore, a fuse holder designed to
accept a 15-ampere Type SC will not accept a 20-ampere Type SC fuse; and
a fuse holder designed to accept 20-ampere Type SC fuse will no accept a
30-ampere Type SC fuse; and so on for the four categories.
Class G fuses are current limiting. They may be used for the
protection of ballasts, electric heat, and similar loads. They are UL listed for
branch circuit protection.
Fig. 9 Class G fuses

24
Class R
Class R fuse is another recent development in the UL standards listing
of fuses. This fuse is nonrenewable cartridge type and has an interrupting
rating of 200,000 RMS symmetrical amperes. The peak let-through current
(Ip) and the total clearing energy (It) values are specified for the individual
case sizes. The values of I2t and Ip are specified by UL based on shortcircuit tests at 50,000, 100,000, and 200,000 amperes.
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.
Some Class RK1 fuses have a special interrupting rating of 300,000
RMS symmetrical amperes. The fuses label will indicate the part number
followed by the letters SP.
The ferrule-type Class R fuse has a rating range of 1/10 ampere to 60
amperes and can be distinguished by the annular ring on one end of the
case. The knife-blade type Class R fuse has a rating range of 61amperes to
600 amperes and has a slot in the blade on one end. When a fuse holder is
designed to accept a Class R fuse, it will be impossible to install standard
Class H or Class K fuse. The requirements for non interchangeable
cartridge fuses and fuse holders are covered in NEC. However, the Class R
fuse can be installed in older style fuse clips on existing installations. As a
result, the Class R may be called a one-way rejection fuse.
Electrical equipment manufacturers will provide the necessary
rejection-type fuse holders in their equipment, which then tested with a
Class R fuse at short- circuit current values such as 50,000, 100,000, or
200,000 amperes. Each piece of equipment will be marked accordingly.
Fig. 10 Class R cartridge fuses (may be RK1 or RK5).
25
Class CC
Class CC fuses are primarily used for control circuit protection of
motor control circuits, ballasts, small transformers, and so on. They are UL
listed as branch circuit fuses. Class CC fuses are rated at 600-volts or less
and have 200,000-ampere interrupting rating in sizes from 1/10 ampere
through 30 amperes. These fuses measure 11/2 x 13/32 and can be
recognized by a button on one end of the fuse. This button is unique to
Class CC fuses. When a fuseblock or fuseholder that has the matching
Class CC rejection feature is installed, it is impossible to insert any other 1
x 13/32 fuses. Only a class fuse will fit into these special fuseblocks
and fuseholders. A Class CC fuse can be installed in a standard fuseholder.
Fig. 11 Class CC fuse with rejection feature
26
27
Parts of Fusible Load Center
28
Types of Safety switch enclosures

a. NEMA 1 (indoor)
Note: NEMA 1 safety switch enclosures may be easily identified
because of the presence of concentric knockouts on the top of the
enclosures.
b. NEMA 3R (rainproof)
Note: NEMA 3R safety switch enclosures may be easily identified by
the presence of a hub plate on the top of the safety switch.
29
c. NEMA 4X (watertight, corrosion resistant)

Note: NEMA 4X enclosures are generally constructed of stainless steel.
Testing Fuses
As mentioned at the beginning of this module, the Occupational Safety
and Health Act (OSHA) clearly states that electrical equipment must not be
worked on when it is energized. There have been too many injuries to those
intentionally working on the equipment hot or thinking the power is off,
only to find out that it is still energized. If the equipment is to be worked on
hot then proper training and protective gear (rubber blankets, insulated
tools, goggles, rubber gloves, etc.) need to be used. A second person should
be present when working electrical equipment hot OSHA has specific lockout and tag-out rules for working on energized electrical equipment.
When power is turned on. On live circuits, extreme caution must
be exercised when checking fuses.
There are many different voltage
readings that can be taken, such as line-to-line, line-to-ground, line-toneutral, etc.
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.
Always read carefully the instructions furnished with electrical test
equipment such as voltmeters, ohmmeters, etc.
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.
Advantages of Fuse over a circuit breaker:
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
800
20
30
60
100 200 400 600
1200 1600 2000 2500 3000 5000 6000
Standard ampere Rating for Fuses and Nonadjustable circuit Breakers

15
20
100 110
500 600
6000
25
125
700
30
150
800
35
40
45
50
60
70
80
90
175 200 225 250 300 350 400 450
1000 1200 1600 2000 2500 3000 4000 5000
31

Planning and preparing for installing of Fuse Panel
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, PPEs, 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 PPEs
from the supply and tool room. (see sample below)
4. After securing the needed materials, tools, equipment and PPEs, ask
your teacher where to execute the working plan.
5. Place your materials, tools, equipment, and PPEs in the most
convenient location to make the installation easy. Ask your teacher if
you could start the installation.
6. Start your installation once it is approved by your teacher.
Note: NEC Requirements are to be observed by an electrician when
installing plug fuses, fuse holder, and adapters:
1. They shall not be used in circuits exceeding 125 volts between
conductors, except on systems having grounded neutral with no
conductors having more than 150 volts to ground. This situation in
the 120/208-volt system in the commercial building covered in this
module, or in the case of 120/240-volt, single-phase system.
2. They shall have ampere ratings of 0 to 30 amperes.
3. They shall have a hexagonal configuration for ratings of 15 amperes
and below.
4. The screw shell must be connected to the load side of the circuit.
5. Edison-base plug fuses may be used only as replacements in existing
installations where there is no evidence of overusing or tampering.
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
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

Install Safety Switch
PEC Provision refer to information sheet 3.1
Requirement for fuses of less than 600 volts
Note: Refer to NEC Article 240
a. Plug fuses shall not be used in circuit exceeding 125 volts between
conductors.
b. Fuses shall be marked with amperage rating.
c. Plug fuses shall be classified 0 to 30 amperes.
d. Edison-base plug fuses shall only be used for replacement in existing
installation where there is no evidence of over fusing or tampering.
e. Type S fuses (fustats) shall be classified at not over 125 volts.
Note: Refer to NEC article 240.
f. Type S fuses shall be classified as 0 to 15, 16 to 20, and 21 to 30
amperes.
g. Different ampere classes of type S fuses are not interchangeable.
h. Cartridge fuses shall be marked with their ampere rating, voltage
rating, and the name or trademark of the manufacturer.
Procedure in Installing Safety Switch
1. Determine exact installation location based on the plan provided.
2. Install a mounting screw for the top mounting hole.
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.
5. Locate holes for the remaining two mounting screws.
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.
8. Install conduit connector/adapter in each knockout hole.
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.
12. Firmly tighten terminals to manufacturers torque specifications.
(Caution: Loose connection is a chief cause of electrical problems.)
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.)
14. Firmly tighten terminals according to the manufacturers torque
specifications.
15. Determine length of ground wire by measuring from top of box to
ground terminal.
16. Cut a piece of wire to the measured length.
17. Strip backs the lower end of the ground wire, then install in the
ground terminal and tighten.
18. Install ground wire through bottom hole in switch housing.
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
Direction: Answer the following questions by writing your answers in a
sheet of paper.
TEST I: Identify the following.
1. Its name was derived from the Latin word "fusus," meaning
"to melt."
2. The Electrical equipment that carries or transfers current
but does not use it.
3. The Current that flows from one conductor to ground or
another conductor because of an abnormal connection or arc
between the two.
4. The Weak link in the circuit that limits the amperage to a
specified amount.
5. Larger than normal current flowing within the normal
current paths
6. Larger than normal current flowing outside the normal
current path.
7. Maximum voltages at which a device is designed to operate.
8. Maximum available short-circuits current that an overcurrent device can safely interrupt without damage to itself.
9. Several removable metal rings that allow for the entrance of
various standard sizes of connectors into a cabinet.
10. A method by which the conductors of a circuit can be
disconnected from their source of supply.
TEST II: Enumeration.
1 3 The classifications/types of breakers according to mounting
method.
4 - 6 The different kinds of fuses according to manner of operation.
7 9 The important ratings when replacing fuses.
36
TEST III Label the parts of the fuse load center illustrated below
37
Program/Course:
Unit of Competency:

Module Title:
Learning Outcome 2: Layout and install Panel Board

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
1. Institute of Integrated Electrical Engineers of
the
Philippines
2. Max B. Fajardo Jr. & Leo R. Fajardo. Electrical Layout and Estimate,
2nd Edition.
Publishing: 1999.
5. www.geocities.com/cindulkar/notes7.html
6. http://en.wikipedia.org/wiki/Circuit_breaker
7. http://www.tpub.com/neets/book3/8i.htm
38
Learning Outcome 2: Layout and Install Panel Board
Learning Activities

Sheet 2.1

cannot understand.

installing wire receptacle circuit to
load center.
Perform the operation sheet with

close supervision of teacher.
6. Answer Self Check 3.2
39

Layout and install Panel Board
Philippine Electrical Code (PEC) provision for circuit protection
Conductors-Maximum Ampacity and Size
a) General. Branch circuit conductors shall have an ampacity of not
less than the rating of the branch circuit and of not less than the
maximum load to be served. Cable assemblies with neutral
conductors smaller than the ungrounded conductors shall be also
marked.
b) Household ranges and cooking appliances. Branch circuit
conductors supplying household ranges, wall-mounted ovens, counter
cooking units and other household cooking appliances, shall have an
ampacity of not less than the rating of the branch circuit and not less
than the maximum load to be served. For ranges of 8 Kw or more
rating, the minimum branch circuit rating shall be 40 amperes.
c) Other loads. Branch circuit conductors supplying loads other than
cooking appliances as covered shall have an ampacity sufficient for
the loads served and shall not be smaller than 2.0 mm2.
Switchgear in a broad sense covers a wide range of equipment
connected with switching and protection. A circuit breaker is a switching i.e.
current interrupting or making device in switchgear. The basic requirements
of switching in power system practice are two-fold:
1. to permit apparatus and circuits to be conveniently put into or taken
out of service;
2. and, to permit appropriate and safe isolation of apparatus and circuits
automatically in a pre-determined time period when they develop faults.
Circuit Breaker is an automatically-operated electrical switch designed
to protect an electrical circuit from damage caused by overload or short
circuit. Unlike a fuse, which operates once and then has to be replaced, a
circuit breaker can be reset (either manually or automatically) to resume
normal operation. Circuit breakers are made in varying sizes, from small
devices that protect an individual household appliance up to large
switchgear designed to protect high voltage circuits feeding an entire city.
40
Typical circuit breakers and schematic symbols.

Small circuit breakers are either installed directly in equipment, or are
arranged in a breaker panel.
Photo of the inside part of a circuit breaker

The 10 ampere rail mounted thermal-magnetic miniature circuit
breaker is the most common style in modern domestic consumer units and
commercial electrical distribution boards throughout Europe. The design
includes the following components:
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.
2. Actuator mechanism. It forces the contacts together or apart.
3. Contacts. It allows current to flow when touching and break the flow
of current when moved apart.
4. Terminal connection
5. Bimetallic strip
6. Calibration screw. It allows the manufacturer to precisely adjust the
trip current of the device after assembly.
7. Solenoid
8. Arc divider / extinguisher
Principles and Operation of Circuit Breakers
Circuit breakers operate using one or both of the two principles:
1. Thermal operation relies on the extra heat produced by high current
warming a bimetal strip which bends to strip the operating contacts.
2. Magnetic operation is due to the magnetic field set up by a coil
carrying the current which attracts an iron part to trip the breaker
when the current becomes large enough.
The Advantages of the Circuit Breaker over the Fuse:
1. The circuit breaker acts as a switch aside from its being an over
current protective device.
2. When there is over current, the circuit breaker trips (cut)
automatically and after correcting the fault, it becomes readily
available for switch on. Unlike the fuses which has to be discarded
and replace after it is busted.
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.
4. Circuit breaker position is easier to detect. It is closed, tripped or open
right at the handle.
42
5. The fuse, on the other hand, is not easily detected because the melted
fusible element is within the fuse casing.
6. Circuit breaker can be manually tripped so that in many cases it also
acts as the circuit switch.
Functions of fuses and circuit breakers in electrical circuits:
1.
2.
3.
4.
5.
6.
it protects electrical circuits from damage by too much current;

serves as protection of conductors;
serves as protection of electrical loads/equipment;
serves as current limiter to the circuit;
acts as safety valve for electrical circuits; and
serves as disconnecting means
Types of circuit breaker and their operating principle

Thermal trip
-
If current flow exceeds the rated limit of the breaker, the bimetallic
strip heats and bends.
As the strip bends, the latching mechanism is tripped and the

contacts open.
Electromagnetic trip
-
As the current flows through the breaker, it creates a magnetic field

within the coil. During sustained overload condition, the magnetic
field interferes and draws the core into the coil.
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
90
350
3000
20
25
30
35
100
110
125
150
400
450
500 600
4000
5000
6000
40
160
700
45
175
800
50
200
1000
60
225
1200
70
250
2000
80
300
2500
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:
1. The code requires sufficient circuitry to supply residential load of 30
watts per square meter in buildings excluding porches, garages and
basements.
2. The requirements of 30 watts per square meter works out to 80 sq. m.
per 20 amps. Circuit (2,400w) or 60 sq. m. for 15 amps. Circuit
(1,800w).
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,
a. For a 15 amp. Circuit, -1,200w max. Load 40 sq. m. maximum
area.
b. For a 20 amp. Circuit, -1,600 w. max. Load 53 sq. m.
maximum area.
4. The NEC requires a minimum of 20 amp. Appliance circuit to feed all
small appliance outlets in the kitchen, pantry, dining and family
room.
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.
6. Circuit load on a 15 amp. Circuit should be limited to the values given
on table of branch circuit requirements.
TABLE OF BRANCH CIRCUIT REQUIREMENTS
Branch Circuit Size
15 Amp.
20Amp.
30 Amp.
40Amp.
50Amp.
Minimum size conductors
No. 14
12
10
Minimum size taps
No. 14
14
14
12
12
Overcurrent device rating
15 amp.
20
30
40
50
Lampholder permitted
Receptacle rating
permitted
Maximum load
Any type Any type

15 Amp.
15
50 or 20
20
H. Duty H. Duty
H. Duty
30
40 or 50
50
30
40
50
7. As specified by the NEC, plug outlets (convenience receptacles) must

be counted in computing the load if it is not included in the load for
general lighting circuit, thus, for 9 and 12 amperes loading on 15
amps. and 20 amps. Circuits respectively, we have:
a. 15 amp. Circuit 91.5 = 6 outlets.
b. 20 amp. Circuit 121.5 = 8 outlets.
8. Convenience receptacles should be planned properly so that failure of
a single circuit will not deprive the entire area of power supply. In
terms of reliability of service, the circuit must be alternate to provide
each area part of the different circuits.
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.
11. Certain outlets in the room should be designed as appliance outlet
such as:
a. All kitchen receptacles
b. Dining room receptacles
c. One in the living room
45
12. The National Electrical Code (NEC) requires that at least one 20
amp. Circuit supplies the laundry outlets.
13. If air conditioner is anticipated, provide a separate circuit for this
appliance.
Classifications/types of breakers according to mounting method
1. Din rail type mounted circuit breakers
46
2. Bolt mounted type circuit breakers
3. Plug-in type circuit breakers
The name of the circuit breaker is taken from the medium or manner
of extinguishing the arc produced when the circuit breakers 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.
Circuit Breaker Features. In addition to the relatively simple thermalmagnetic breakers described above, there are many other features available
in molded-case breakers:
1. Solid-State Tripping.
With adjustable long-time, short-time, and
instantaneous trip points and adjustable time delays, it provides easily
adjustable precise settings and stable repeatability, facilitating
coordination with other over current protection in the system, so that the
device nearest the fault opens first.
2. High Interrupting Capacity. As serving agency system increase the
current available under fault conditions, it is important to select properly
rated equipment, including circuit breakers.
Those capable of
interrupting more than 5,000 amperes are marked up to 2,000 000
amperes.
3. Current-Limiting Breakers. These are made both with integral fuses
and without fuses which will interrupt within one-half cycle, limiting the
fault current that will flow to downstream equipment.
4. Ground Fault Interruption. This is built-in as an integral part of the
circuit breaker.
5. Remote Operation. Shunt trips are commonly used to open a circuit
breaker from a remote point or to open it automatically as in a groundfault protection system. Also available are motor operated breakers,
which can be opened and closed remotely.
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.
The code specifies the ampacity (the maximum number of amperes)
that can be safely carried by each size and type of wire. The ampacity of any
size and kind of copper or aluminum wire can be found in NEC. The
ampacity of the wire determines the maximum ampere rating of the fuse or
the breaker that may be used to protect the circuit.
These may aid you to memorize the ampacity of the smaller sizes of
Type TW copper wire usually used in residential and farm wiring.
These ampacities are:
No. 14
No. 12
No. 10
No. 8
No. 6
15
20
30
40
55
amp
amp
amp
amp
amp
The ampacities shown are for wires in conduit, in cable, or buried

directly in the earth. If installed in free air, the ampacities are higher.
Strictly speaking, the ampacity of No. 14, No. 12, and No. 10 is greater than
shown above because the figures given actually represent the maximum
permitted over current protection. The difference is significant only when
applying derating factors for continuous loads, for more than three
conductors in a raceway, or for ambient temperatures over 30 deg. (86 deg.
F).
Important Ratings when Choosing Replacement Circuit Breakers
1. Rated voltage, Rated normal current. Values are used to designate it
and which is related to the operating conditions of the circuit
breaker.
2. Rated breaking capacity. It is expressed in Maximum Voltage
Ampere (MVA) capacity as the product of the rated breaking current
in kilo-amperes and the corresponding rated voltage in kV.
3. Rated frequency. The frequency of the electrical system in which the
circuit breaker is to be connected.
4. Rated short time current. Effective value of current in which the
circuit breaker must carry for a stated time. This requirement is
needed since the fault current, which has to be cleared by another
circuit breaker, may have to flow through it.
49
Characteristics of Overload Currents:

1. They are greater than the normal current flow.
2. They are contained within the normal conducting current path.
3. If allowed to continue, they will cause overheating of the equipment,
conductors and the insulation of the conductors.
Characteristics of Short-circuit and Ground Fault
1. They flow outside of the normal current path.
2. They may be greater than the normal current flow.
3. They may be less than the normal current flow.
Advantages of Fuse Over Circuit Breaker
Despite the disadvantages of the fuse over the circuit breaker, fuse
has also some advantages over circuit breaker, such as:
1. Major advantage of the fuse over circuit breaker is reliability and
stability. The fuse can stay on its position for years and act when
called on to act as designed.
2. Cost of the fuse is very much lower than that of the circuit breaker.
3. Circuit Breaker have several moving parts, which
maintenance and periodic testing to be in good condition.
require
Parts of a Breaker Load Center
50
COMMON PANEL BUS CONFIGURATION
51
E. Three-phase MLO
Types of Load Center and Enclosures
52
53
Load center accessories and their uses

a. Lug is used for termination of conductors.
b. Grounded (neutral) bar is used for

termination of circuit
c. Ground bar is used for termination of

equipment grounding conductors.
d. Flush locks is used for locking of cabinet

doors to allow entrance of qualified
personnel only,
e. Padlock attachment is used to lock

breakers in the off or on position.
f. Closure plate is used to fill empty breaker

spaces where breakouts have been
removed.
g. Lock off is used to lock breakers in the
off position for equipment maintenance
or servicing
h. Handle tie is used to mechanically tie two
or more breaker handles together to assure
common tripping.
i. Conduit hubs is used to allow entrance of
conduits to rain-proof enclosures.
54
Procedures in installing load center or breaker panel

1.
Before mounting panel, open the desired number and size of

knockout holes for the conduit entry.
2.
Install the desired size of conduit connector and tighten snugly.
3.
Mount panel board in designated location.
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.)
5.
Strip back one end of each piece of insulated wire approximately

5/8-3/4.
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.
12. Trim out panel board.
a. Work in with the green wires one at a time, arranging them
against back of panel in corners and making right angle bends
to the ground bar terminals.
55
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.
e. Work on with the colored circuit wires.
Work on with the wires one at a time to the left two-pole

breaker, forming the wire to lay neatly toward the back and
side of panel; make right angle bends to bring wire
horizontally toward proper breaker terminal; make
additional right angle bends to bring wires outward and
then into breaker.
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

Installing wire receptacle circuit to a load center
Requirements for circuit breakers of less than 600 volts
Note: Refer to the NEC Article 240
a. Circuit breakers shall be capable of being manually tripped and set.
Note: When used as switches in 120 volt and 277 volt fluorescent
lighting circuits, breakers shall be approved for such switching duty.
b. Circuit breakers shall have a visible off and on indication.
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.
d. Circuit breakers shall be marked with their ampere rating with
durability and visibility by the removal of a trim or cover.
e. Every circuit breaker, having an interrupting rating other than 5,000
amperes shall have its interrupting rating shown on the circuit
breaker.
Tools, Materials, Equipment
Equipment:
Portable electric drill
Materials:
Load center
Flexible Non-metallic conduit
Convenience outlet
Wood screw (assorted sizes)
Conduit connector
Plastic clamp/straps
Wire stranded # 12
(assorted color)
Utility box
Electrical tape
Tools:
Try square
Pull and push rule
Philips screw driver
Flat screw driver
1 unit
1 set
5 meters
3 sets
20 pcs
7 pcs
50 pcs
30 miters
3 pcs
1 roll
1
1
1
1
1
pc
pc
pc
pc
pc
57

Gloves
Goggles
Hard hat
1 pair
1 pc
1 pc
Procedure:
1.
Mark and layout boxes according to working drawing. (Note: Be

sure to check the NEC for installation of cable.
2.
Mount device boxes for sheetrock.
3.
Mount load center for flush installation.
4.
Drill studs according to the cable layout, PEC and NEC.
5.
Route cable through studs, and support properly.
6.
Install conduit connector in the bottom of load center and install

cable. (See figure below
58
7.
Strip cables in the boxes. (Note: be sure that at least 6 of

conductor leaves the face of the box.)
8.
In boxes 1 and 2, twist grounds together and install a green wire

nut, leaving enough pigtails to terminate the green for the
receptacle grounding terminal.
9.
Strip of insulation from neutral (white) conductors and twist in a

6 pigtail, then install a red wire nut over the joint.
10. Terminate all conductors according to how your teacher

demonstrated it. (Note: methods may vary due to local codes.)
11. Install conduit connector at the top of the load center and terminate
to 10/3 with ground as the feeder conductors.
12. Double check to make sure all terminations are tight.
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.
59
Assessment criteria
WORKMANSHIP
ALLOTTED
POINTS
1.Lighting circuit operation
10
2. Power circuit operation
10
3.
4.
5.
6.
7.
5
5
5
10
5
Dimension
Fastening of fixtures
Bends and corner
Splices and joints
8. Wiring termination
9. Fastening of fuse
10. Techniques
11. Speed
5
5
10
10
12. Grounding
13. Entries
14. Cleanliness of workplace
5
5
15. Wiring arrangement
REMARKS:
POINTS
EARNED
100
Teacher s Comments: ____________________________________________

_________________________________________________
_________________________________________________
60
SELF CHECK 2.1

Direction: Answer the following tests by writing your answers in a separate
answer sheet.
TEST I: Identification.
1. Label the parts of the breaker load center illustrated below
61
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.
a. Used for termination.
b. Used for termination of circuit

grounded.
c. Used for terminating of equipment
grounding conductors.
d. Used for locking of cabinet doors
to allow entrance of qualified
personnel only.
e. Used to lock breakers in the off
or on position.
f.
Used to fill empty breaker spaces

where breakouts have been
removed.
g. Used to lock breakers in the off

position for equipment
maintenance or serving.
h. Used to mechanically tie two or
more breaker handles together to
assure common tripping.
i.
Used to allow entrance of conduits

to rainproof enclosures.
62
ASSESSMENT PLAN
Evidence Checklist
Competency standard:
Unit of competency:
Written
Portfolio
Demonstration
Questioning
The evidence must show that the candidate
Observation
Ways in which evidence will be collected:

[tick the column]
Third party Report
Title of Module
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.
3. Safety procedures are strictly followed
according to OSHA standards
4. Electrical conductors on fuse panel are
properly
harnessed
in
line
with
established standards
5. Workplace is cleaned upon completion of
the job
L.O 2: Lay out and Install Panel board
1. Tools and materials for installing panel
board are selected in line with the job
requirements.
2. Panel board is installed according to the
job requirements.
3. Safety procedures are folowed according
to the OHSA standards.
63
4. Electrical
harnessed
standards.
conductors are properly

in line with established
5. Panel board is knocked out in line with

the job requirements.
6. Work place is cleaned
completion of the job
upon
the
NOTE: *Critical aspects of competency

Prepared by:
Date:
Checked by:
Date:
64
Students name:
Teachers name:
Name of the
School:
Competency
standards
Unit of
competency:
1. Observe the student on how to install electrical protection system.
Date of observation
activity
activity
The student can:
If completed, check
the box

standard?
Yes
No
Teachers Feedback:
Teachers signature:
Date:
65

Students name:
Teachers name:
Name of the
School:
Competency
standards
Unit of
competency:
1. Observe the student how to install electrical protection system.
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.
underpinning knowledge.
correctly.
6. Complete the feedback sections of the form.
Date of observation
activity
activity
The student can:
If completed, check
the box.

standard?
Yes
No
Feedback to student:
Teacher signature:
Date:
66
Demonstration
Students name:
Teachers name:
Unit of competency:
Date of assessment:
Time of assessment:
to show if the skill is

demonstrated
During the demonstration, the student can:
Yes
No
N/A

Satisfactory
Not Satisfactory
67
Written report
Students name:
Teachers 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
students report meets the required competency standards.
The students report can:

standard?
If completed, check
the box.
Yes
No
Comments:
Students
signature:
Date:
Teachers
signature:
Date:
68
PERFORMANCE TEST
Student's Name
Date
Competency:
Test Attempt
1st
2nd
3rd
Directions:
OVERALL EVALUATION
Ask your teacher to

assess your performance
in the following critical
task and performance
criteria below
at the right side.
Level
Achieved
PERFORMANCE LEVEL
4 - Can perform this skill without direct

supervision and with initiative and adaptability
to problem situations.
direct assistance or supervision.
supervision.
Teacher will put his or her initial at level achieved.
For acceptable achievement, Check YES; for
unacceptable achievement, check NO; and for
unachieved skill, check N/A
YES
NO
N/A
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
1. Classifications/types of breakers according to mounting method.
Din rail type mounted circuit breakers

Bolt mounted type circuit breakers
Plug-in type circuit breakers
2. Kinds of fuses according to manner of operation.
Dual-element, time delay fuse

Dual-element, time-delay, current limiting fuse
Current limiting fuse (non-time delay)
3. The important ratings when replacing fuses.
Voltage rating
Ampere rating
Interrupting capacity
TEST III Label the parts of the fuse load center

a. grounded neutral bar
b. grounded bar
c. main fuse pullout
d. line lugs
e. plug fuse sockets
f. pull out
70
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
71

Electricity Y3

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Electricity Y3

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Republic of the Philippines

Department of the Education

MR. MARINO C. CUETO

MS. GINA C. DELOS SANTOS

MRS. CORAZON C. ECHANO

MR. LEMUEL C. VALLES

Fund: Department of Education.

Written report .............................................................................. 101

HOW TO USE THIS MODULE

Recognition of Prior Learning (RPL)

BUILDING WIRING INSTALLATION

INSTALL ELECTRICAL LIGHTING SYSTEM ON

Installation of Electrical Lighting System on

BUILDING WIRING INSTALLATION

INSTALL ELECTRICAL LIGHTING SYSTEM ON

Installing of Electrical Lighting System on

Learning Outcome 1: Layout and install electrical wiring using knob

1. Read the Information sheet 1.1

You can ask assistance from

2. Perform the job sheet 1.1 on

Perform the performance test

Perform the performance test

Perform the performance test

3. Perform the job sheet 1.2 on

INFORMATION SHEET 1.1

Figure 1. The Split and Solid knobs

Figure 2. The Solid Knob with Leather washer for Protection

Figure 4. Spacing of Split Knobs and Conductors

Figure 5. Application of Porcelain Tubes and Mica Tubing

Safety reminders when installing knob and tube wiring

JOB SHEET 1.1

II- Tools Needed

1. Quality: Workmanship, Appearance, Verticality,

I do hereby certify that my student has satisfactorily passed this

JOB SHEET 1.2

Date _________________________________________ Overall Rating

7. Fasten switches with base under it.

Quality: Workmanship, Appearance, Verticality,

Method: Observance of safety measures

Speed: Submission on time +1, before the expected

I do hereby certify that my student has satisfactorily passed the

JOB SHEET 1.3

7.Fasten switches with base under it.

1. Quality: Workmanship, Appearance, Verticality,

NI Needs Improvement = 6 and below

BUILDING WIRING INSTALLATION

INSTALL ELECTRICAL LIGHTING SYSTEM ON

Installing of Electrical Lighting System on

Learning Outcome 2: Layout and install PVC raceway/molding

1. Read Information sheet 2.1

You can ask assistance from

2. Perform job sheet 2.1 on

Observe the demonstration of

INFORMATION SHEET 2.1

Different types of Surface Raceway

JOB SHEET 2.1

II. Tools Needed

Schematic diagram of one bulb

BUILDING WIRING INSTALLATION

INSTALL ELECTRICAL LIGHTING SYSTEM ON

Installing of Electrical Lighting System on

Learning Outcome 3: Layout and install rigid non-metallic conduit

1. Read Information sheet 3

You can ask assistance from