QUARTER 1
Electrical Installation and Maintenance
NCII
MODULE 1
INSTALL ELECTRICAL LIGHTING SYSTEM
ON AUXILIARY OUTLET AND LIGHTING
FIXTURES
Unit of Competency :
Module No.
1
INSTALL
ELECTRICAL
LIGHTING
SYSTEMS ON AUXILIARY OUTLET AND
LIGHTING FIXTURES
Module Title: Installing
of Electrical
Lighting
System
on
Auxiliary
Outlets
and
Lighting Fixtures
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
Information Sheet 3.2 .................................................................... 24
• 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
Learning Experiences/Activities ............................................................. 41
• Information Sheet 4.1 .................................................................... 42
• Job Sheet 4.1 ................................................................................. 47
• Self-Check 4.1 ............................................................................... 54
Learning Outcome 5: Assemble fluorescent lighting fixtures
• Learning Experiences/Activities ..................................................... 55
• Information Sheet 5.1 .................................................................... 56
• Job Sheet 5.1 ................................................................................. 63
• Job Sheet 5.2 ................................................................................. 66
Job Sheet 5.3 .................................................................................
69
Learning Outcome 6: Layout and Install Fluorescent Lighting Fixtures
• Learning Experiences/Activities ..................................................... 74
• Job Sheet 6.1 ................................................................................. 75
• Job Sheet 6.2 ................................................................................. 78
Learning Outcome 7: Layout and install incandescent lamp
• Learning Experiences/Activities ..................................................... 82
• Information Sheet 7.1 .................................................................... 83
• 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.
i
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 (LO’s) 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
iii
SPST – Single Pole Single Throw
iv
Course :
BUILDING WIRING INSTALLATION
Unit of Competency :
Module Title :
INSTALL ELECTRICAL LIGHTING SYSTEM ON
AUXILIARY OUTLETS AND LIGHTING FIXTURES
Installing of Electrical Lighting System
Auxiliary Outlets and Lighting Fixtures
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: Delmar’s Publishing Inc.; 1984, pp.
3. Agpoa,
Feleciano.
Interior
and
Exterior
Troubleshooting ; National Bookstore: 1991
4. www.diydata.com/tool/drills/drills.php
5. www.powertoolinstitute.com
6. www.technologystudent.com
Wiring
1
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
3. Perform the job sheet 1.2 on
installing two bulbs controlled
individually by two single pole
switch in two location.
4. Perform the job sheet 1.3 on
installing one bulb controlled
by two three-way switch in two
locations.
Perform the performance test
Perform the performance test
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. Commercial Garages
2. Theaters
3. Motion Picture Studios
4. Hoist ways
5. Hazardous Locations
In the open or exposed wiring method, the wires are visible and are
supported by the knobs. These knobs may be a split or solid type. This is
shown in figure 1.
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 ½ 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.
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 electrician’s 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.
Date
Course :
BUILDING WIRING INSTALLATION
Unit of Competency :
INSTALL ELECTRICAL LIGHTING SYSTEM ON
AUXILIARY OUTLETS AND LIGHTING FIXTURES
Module Title :
Installing of Electrical Lighting System
Auxiliary Outlets and Lighting Fixtures
on
Learning Outcome 2: Layout and install PVC raceway/molding
Assessment Criteria:
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: Delmar’s 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 2: Layout and install PVC raceway/molding
Learning Activities
Special Instructions
1. Read Information sheet 2.1
about PVC raceway/molding.
You can ask assistance from
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.
INFORMATION SHEET 2.1
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
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.
BUILDING WIRING INSTALLATION
Course :
Unit of Competency :
INSTALL ELECTRICAL LIGHTING SYSTEM ON
AUXILIARY OUTLETS AND LIGHTING FIXTURES
Module Title :
Installing of Electrical Lighting System
Auxiliary Outlets and Lighting Fixtures
on
Learning Outcome 3: Layout and install rigid non-metallic conduit
Assessment Criteria:
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.
2. Mulin, R.C., Smith R.L. Electrical Wiring-Commercial, Six Ed., New
York: Delmar’s 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 3: Layout and install rigid non-metallic conduit
Learning Activities
Special Instructions
1. Read Information sheet 3
2. .1 about rigid non-metallic
conduit
3. Perform operation sheet 3.1 on
bending 90°PVC elbow.
4. Perform operation sheet 3.2
PVC offset bending.
You can ask assistance from
your teacher to show and
explain further the topics that
you cannot understand well.
•
Observe the demonstration of
your teacher and check the
technique while observing.
•
Teacher supervises the student
performance.
•
Observe the demonstration of
your teacher and check the
technique while observing.
•
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.
You can ask assistance from
your teacher to show you and
explain furtherly information
that you cannot understand
well.
INFORMATION SHEET 3.1
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. Hazardous (Classified) locations
2. Support of fixtures
3. Physically damaged location
4. 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.
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)]*
Maximum Spacing Between
Supports (mm)
15 (20) – 25 (32)
32 (40) – 50 (63)
65 (75) – 80 (90)
90 (100) – 125 (135) 150
(160)
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)
Conductors Without Lead
Sheath
15
20
25
32
40
50
65
100
125
150
200
250
300
375
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
1/2 Inch Type T PVC
1 Inch Type T Condulet
Condulet
Fitting
3/4" Type LL PVC Access
PVC Conduit Clamps
Fitting
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 Obstacle
saddle is just a combination of
two offset bends.
Bend Defects
1. Burned
2. Kinks or groove
Kinks
3. The diameter of the conduit
is greatly reduced due to
improper
bending
procedure.
Course :
Unit of Competency :
BUILDING WIRING INSTALLATION
INSTALL ELECTRICAL LIGHTING SYSTEM ON
AUXILIARY OUTLETS AND LIGHTING FIXTURES
Module Title :
Installing of Electrical Lighting System
Auxiliary Outlets and Lighting Fixtures
Learning Outcome 4: Layout and install flexible non-metallic conduit.
Assessment Criteria:
on
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
8. 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:
Delmar’s 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 4: Layout and install flexible non-metallic conduit.
Learning Activities
1. Read Information sheet 4.1
about the flexible metal conduit.
Special Instructions
You can ask assistance from
your teacher to show you and
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
3.
Answer the Self-check 4.1
Teacher will supervise your
activity in installing of flexible
nonmetallic tubing.
Check your answer by using the
answer key.
INFORMATION SHEET 4.1
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
maintenance.
is
required
for
installation,
operation,
or
(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.
(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.
(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
Flexible Nonmetallic Conduit
Adapter
Liquid tight angle connector
Liquid tight straight connector
Course :
BUILDING WIRING INSTALLATION
Unit of Competency :
INSTALL ELECTRICAL LIGHTING SYSTEM ON
THE AUXILIARY OUTLETS AND LIGHTING
FIXTURES
Module Title :
Installing of Electrical Lighting System on the
Auxiliary Outlets and Lighting Fixtures
Learning Outcome 5: Assemble fluorescent lighting fixtures.
Assessment Criteria:
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:
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:
Delmar’s 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 5: Assemble fluorescent lighting fixtures.
Learning Activities
Special Instructions
1. Read Information sheet 5.1 of
this module
You can ask assistance from
your teacher to show you and
explain further topic you can’t
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
The teacher supervises while
you perform the activity.
4. Perform Job Sheet 5.3; in
Assembling two unit 40
watts Fluorescent fixture
using rapid start ballast
The teacher supervises while
you perform the activity.
5. Perform Job Sheet 5.1; in
Assembling Fluorescent
lighting fixtures
The teacher supervises while
you perform the activity.
INFORMATION SHEET 5.1
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.
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
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.
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.
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.
Parts of fluorescent lamp starter
Starter housing
Connecting
wire
Base contact
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
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.
Course :
Unit of Competency :
BUILDING WIRING INSTALLATION
INSTALL ELECTRICAL LIGHTING SYSTEM ON
AUXILIARY OUTLETS AND LIGHTING FIXTURES
Module Title :
Installing of Electrical Lighting System
Auxiliary Outlets and Lighting Fixtures
on
Learning Outcome 6: Layout and Install Fluorescent Lighting Fixtures.
Assessment Criteria:
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:
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:
Delmar’s 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 6: Layout and Install Fluorescent Lighting Fixtures.
Learning Activities
Special Instructions
1. Perform Job Sheet 6.1 on
Installing three (3) fluorescent
lamps controlled by three (3)
SPST switch using Flexible Nonmetallic Conduit.
You can ask assistance from
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 Nonmetallic Conduit.
You can ask the assistance from
your teacher while performing
the task.
Course :
BUILDING WIRING INSTALLATION
Unit of Competency :
INSTALL ELECTRICAL LIGHTING SYSTEM ON
THE AUXILIARY OUTLETS AND LIGHTING
FIXTURES
Module Title :
Installing Electrical Lighting System on the
Auxiliary Outlets and Lighting Fixtures
Learning Outcome 7: Layout and install incandescent lamp
Assessment Criteria:
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:
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:
Delmar’s 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 7: Layout and install incandescent lamp.
Learning Activities
Special Instructions
1. Read Information sheet 7.1 on the
history
and
development
of
incandescent lamp
You can ask assistance from
your teacher to show you and
explain furtherly topics you
can’t understand well.
2. Perform Job Sheet 7.1 on the
Installation of incandescent lamp
using Rigid Non-metallic Conduit.
You can ask assistance from
your teacher while performing
the task
1. Answer the Self-check 1-3
Check your answer by using the
answer key.
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.
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
Edison’s 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
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.
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)
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.
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).
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.
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.
ANSWER KEY 4.1
1.
2.
3.
4.
Flexible Nonmetallic Conduit
Coupling
Adapter
Liquidtight angle connector
5. Liquidtight straight connector
ANSWER KEY 7.1
Test – I - Identification
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Photographic lamps
Miniature lamps
Large lamps
Coiled tungsten filament
Connecting wires
Glass envelope
Glass fuse enclosure
Glass fuse enclosure
Screw cap
Support wires
TEST II: Enumeration
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
Republic of the Philippines
Department of Education
PUBLIC TECHNICAL-VOCATIONAL
HIGH SCHOOLS
mhar
cueto
Unit of Competency: INSTALL WIRING DEVIC
ES FOR FLOOR AND GROUND
FAULT CURRENT INTERRUPTING OUTLETS
Module Title: INSTALL ING WIRING DEVICES FOR FLOOR
AND GROUND FAULT CUR RENT
Module No.:
2
INTERRUPTING OUTLETS
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 Teacher:
Mr. Rommel M. Medida
AFG Bernardino Memorial Trade School
Lias, Marilao, Bulacan
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 of
the
Philippines Incorporated. Philippine Electrical Code of 1992.
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
•
Learning
Experiences/Activities
............................................................. 2
•
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
•
Learning
Experiences/Activities
........................................................... 24
•
Information
Sheet
3.1
.......................................................................... 25
•
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
HOW TO USE THIS MODULE
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.
Recognition of Prior Learning (RPL)
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.
Page
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS
i
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
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS
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.
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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
Learning Outcome 1: Layout and install electrical boxes on wood, metal studs
and concrete walls
Assessment Criteria
1. Boxes are selected according to the capacity rating listed in the PEC.
2. Electrical boxes are installed according to the job requirements and to the PEC
standards
3. Electrical boxes are identified and selected as per job requirements.
4. Boxes are knocked out in line with the job requirements.
5. Boxes are mounted vertically/ horizontally aligned.
6. Workplace is cleaned and made safe upon completion of the job.
7. Final report is prepared upon the completion of job.
References:
1. Institute of Integrated Electrical Engineers of the Philippines Incorporated.
Philippine Electrical Code of 1992.
2. Max B. Fajardo Jr. & Leo R. Fajardo. Electrical Layout and Estimate, 2nd
Edition.
3. Azares, Efren F. and Recana, Cirilo B.
Publishing: 1999.
Practical Electricity III; Adriana
4. Roland E. Palmquist. Audel House Wiring, 7th Edition.
5. Johnston, Larry et al.
Meredith Brooks. 2007.
Better Homes and Gardens Wiring.
1st Edition.
6. www.doityourself.com/stry/typeselectricbox-cached
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1
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 1: Layout and install electrical boxes on wood, metal
studs and concrete walls
Learning Activities
Special Instructions
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
3. Compare your answer to Answer
Key 1.1.
4. Perform Operation Sheet 1.1 on
installing box in finished space.
Observe the demonstration of your
teacher and check the 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.
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6. When you are ready, you can
proceed to L.O. 2.
INFORMATION SHEET 1.1
PEC PROVISION IN INSTALLING ELECTRICAL BOXES
Electrical box’s 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
in box
Size in inches
(length x width
Maximum number of wires allowed
14 gauge
12 gauge 10 gauge
x depth
Switch/
3x2x1½
3
3
3
Receptacle
3x2x2
5
4
4
3x2x2¼
5
4
4
3x2x2½
6
5
5
3x2x2¾
7
6
5
3x2x3½
9
8
7
4x2⅛x1½
5
4
4
4x2⅛x1⅞
6
5
5
Utility
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Fixture/
Junction
4x2⅛x2⅛
7
6
5
4x1¼ round or
octagonal
6
5
5
4x1½ round or
7
6
6
4x2⅛ round or
10
Octagonal
9
8
Octagonal
4x1¼ square
9
8
7
4x1½ square
10
9
8
4x2⅛ square
15
13
12
Boxes should be installed so that the outside edges are flushed with the finishing
material. Presumably, you know what materials you will be using, but make sure
that you know the thickness of any paneling, wallboard, or combinations. (For
3/8-inch drywall plus ¼-inch paneling, for example the box should stick out 5/8inch from the front of the framing.) The code allows boxes to be as deep as ½
inch behind the surface of noncombustible materials, such as gypsum wallboard,
brick, or concrete block. This may cause a problem; however lining up the
receptacle and cover plate, so have the outside edges flush with the finishing
material in all cases.
Mounting Boxes
There are a great many different types of electrical boxes, but basically there
are only two ways of attaching them to walls and ceilings. The easiest method,
used almost universally in new construction is to nail the box directly to the
framing of the new work before any finishing materials are attached to walls or
ceilings.
The most convenient boxes are equipped with mounting brackets welded to
the box itself. Simply nail through the bracket into the front or sides of the studs
or joist bottoms with 1-inch roofing nails. Other boxes are nailed with 8d (8penny) 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,
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metal mounting straps, or adjustable bar hangers, which are nailed into the studs
or joists on each end. The box can then be slid and locked in place at the optimum
location.
Old Work
When you are working with existing walls or ceiling, box mounting, like
everything else in old work, is a little more difficult. When the proper location of
the box is determined, a hole is cut into the wallboard or paneling to accept the
new box. Make a paper or cardboard template of the box by laying it face down
and tracing around it. (Some box manufacturers supply a template with the box).
Trace around the template onto the wall to mark the rough opening. If only one
or two boxes are involved, it may be simply just to hold the box itself to the wall
and trace around it.
If the walls consist of gypsum wallboard or paneling, drill holes about ½ inch
in diameter at the corners of the box opening and cut out the opening with a
keyhole saw. When the walls are made of real plaster, chisel away some of the
plaster near the center of the box first . If there is metal or gypsum lath behind
the plaster, proceed as above for regular walls, but use a fine-toothed blade, such
as a hacksaw blade, to avoid damaging the plaster. In homes built prior to World
War II, you will probably find the wooden lath behind the plaster. If so, chip away
a little more until you expose a couple of pieces of wood lath. Then adjust the
box location, if necessary, so that the top and bottom, of the boxes will fall in the
middle of the lath strips. The lath strips are about 1 ½ inches wide. Cut out the
opening as above with a fine-toothed blade. Then chip away about 3/8 inch more
plaster above and below the opening to allow direct mounting of the box to the
wooden lath with No. 5 wood screws.
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.
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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.
Figure 1. Installing wiring in wood framing
Types of Electrical Box
1. Wall boxes
• used for housing switches and receptacles.
• made of metal or plastic and have the capability to be mounted to a wall or
stud
• the holes in the side of the box where the conduit enters the box are called
knockouts. In metal boxes, conduit can also be secured to the holes.
• one type is a Four-Inch Square box that is only 1 ½” or 2” deep for places
too shallow to mount a standard box.
a. Handy box is surface mounted and has rounded corners for safety.
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Figure 2. Examples of handy box
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
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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
•
•
•
•
•
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.
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•
•
•
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
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.
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Figure 8. Example of wall plates
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.
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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
8.
It is a surface mounted box and has rounded corners
drywall.
for safety.
9.
How many inches is required by the code in mounting
boxes
behind
materials? the
surface
of
non-combustible
10. It is the easiest method in mounting boxes.
OPERATION SHEET 1.1
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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.
2. Wear appropriate PPE.
3. Determine the box location
4. Drill a small hole on the wall.
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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.
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8. Check the verticality and horizontality of the installed electrical box.
9. Perform good housekeeping.
Assessment Criteria
Horizontality and Verticality of Mounted Box
10 pts.
Knocked out of box
10 pts.
Proper use of PPE
5 pts.
Proper handling of tools
5 pts.
Speed
5 pts.
TOTAL
35 pts.
Note: For every error committed there will be one point deduction.
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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
•
•
•
•
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35cm
20cm
35cm
15cm
√
30cm
25cm
30cm
15cm
Procedure
1. Prepare all necessary tools and equipment needed as listed above.
2. Read and interpret the working drawing.
3. Wear appropriate PPE.
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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
1. Observe proper handling of tools and equipments 2.
Always check the materials to be installed for damages.
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.
20 pts.
WORKMANSHIP
50 pts.
Horizontality and verticality
25
Methods of supporting
15
- properly installed
- not properly installed
- no support
10
5
0
SAFETY
Used appropriate PPE
Not appropriate used of PPE
No PPE
10 pts.
10
5
0
HANDLING OF TOOLS
Proper handling of toolset all the time
Used tools for some time
Improper use of tools
10 pts.
10
5
0
SPEED
10 pts.
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Before the allotted time
Within the allotted time
10 minutes overtime
15 minutes overtime
Unfinished
10
8
6
4
2
TOTAL
100%
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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
Learning Outcome 2: Select wiring devices
Assessment Criteria
1. Wiring devices are selected according to the job requirements.
2. Wiring devices are inspected for damage according to the manufacturer’s
specification.
References:
1. Institute of Integrated Electrical Engineers of the Philippines Incorporated.
Philippine Electrical Code of 1992.
2. Max B. Fajardo Jr. & Leo R. Fajardo. Electrical Layout and Estimate, 2nd
Edition.
3. Azares, Efren F. and Recana, Cirilo B.
Publishing: 1999.
Practical Electricity III; Adriana
4. Roland E. Palmquist. Audel House Wiring, 7th Edition.
5. www.ehow.com
6. rona.ca/content/installing.gfci
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19
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 2: Select wiring devices
Learning Activities
1. Read the attached information
sheet 2.
Special Instructions
● 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
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INFORMATION SHEET 2.1
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 manufacturer’s 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
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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.
.
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.
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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
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
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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
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8. Toggle
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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
Learning Outcome 3: Layout and install wiring devices
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:
1. Institute of Integrated Electrical Engineers of the Philippines Incorporated.
Philippine Electrical Code of 1992.
2. Max B. Fajardo Jr. & Leo R. Fajardo. Electrical Layout and Estimate, 2nd
Edition.
3. Azares, Efren F. and Recana, Cirilo B.
Publishing: 1999.
Practical Electricity III; Adriana
4. Roland E. Palmquist. Audel House Wiring, 7th Edition.
5. www.ehow.com/how_2222734_install-gfci-receptacle
6. rona.ca/content/installing.gfci-ground_fault_circuit_interrupter
ASSESSMENT PLAN
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26
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 3: Layout and install wiring devices
Learning Activities
1. Perform job sheet 2 on installing
wiring devices.
GFCI receptacle
Special Instructions
You can ask the assistance of your
teacher in case the will be any
problem while performing the
installation.
ASSESSMENT PLAN
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS
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27
INFORMATION SHEET 3.1
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].
ASSESSMENT PLAN
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•
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.
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.
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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.
13. Turn the power back on at the circuit-breaker box.
Figure A
Figure B
Figure C
reset botton
▬
load side (to another
▬
●█ █ ●
▬
▬
line side
outlet)
ground line
GFCI OUTLET
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.
3. Shut off power supply before undertaking job or install
Assessment Criteria
ASSESSMENT PLAN
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS
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Accuracy of Installation
25 pts.
Splicing and Joining
5 pts.
Mounting of Boxes
5 pts.
Proper use of PPE
5 pts.
Proper Handling of Tools and Measuring Instrument
5 pts.
Good Housekeeping
5 pts.
TOTAL
50 pts.
ASSESSMENT PLAN
Course Title
Unit of
Competency
Module Title
: BUILDING WIRING INSTALLATION
: INSTALL WIRING DEVICES FOR FLOOR AND GROUND
FAULT CURRENT INTERRUPTING OUTLETS
: Installing wiring devices for floor and ground fault
current interrupting outlets
Assessment Methods
Assessment Criteria
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
x
x
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3. Electrical boxes are identified and selected as per job
requirements
x
4. Boxes are knocked out in line with job 5.
requirements.
x
6. Boxes are mounted vertically/ horizontally aligned.
x
7. Workplace is cleaned and made safe upon completion of
the job.
x
8. Final report is prepared upon completion of job.
x
LO 2. Select wiring devices
1. Wiring devices are inspected for damage according to
manufacturer’s specification.
x
2. Wiring devices are selected according to the job
requirements
x
LO 3. Install wiring devices
1. Wiring devices are installed according to the latest
edition of Philippine Electrical Code and National
Electrical Code.
x
2. Wiring devices are installed according to the job
requirements.
x
3. Devices for floor and ground fault interrupting current
in-line are wired
x
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.
x
Observation Checklist
Student’s name:
Teacher’s name:
Name of School:
Competency
standards
Unit of
competency:
Instructions for the teacher:
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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:
Did the student’s overall performance meet the
standard?
If yes completed
check the box
Yes
No
Teacher’s Feedback:
Teacher’s signature:
Date:
Observation and Questioning Checklist
Student’s name:
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Teacher’s name:
Name of the
School:
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the student [insert description of activity being observed].
2. Describe the assessment activity and the date on when it was undertaken.
3. Put a check in the box to show that the student has completed each area of the
activity according to the standard expected in the enterprise.
4. Ask the student using the questions in the attached list to confirm his/her
underpinning knowledge
5. Put a check in the box to show that the student has answered the questions
correctly.
6. Complete the feedback section of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can:
Did the student’s overall performance meet the
standard?
If completed, check
the box
Yes
No
ASSESSMENT PLAN
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Demonstration
Student’s name:
Teacher’s name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials the student must be able to:
Materials and equipment:
 to show if a skill is
demonstrated
During the demonstration the student can:
Yes
No
N/A












The student’s demonstration was:
Satisfactory

Not Satisfactory

Written report
Student’s name:
Teacher’s name:
Name of School:
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Competency
standards
Unit of
competency:
Task:
Your task is to:
[insert description of task]
Submission date:
Use the checklist below as the basis for judging whether the student’s
report meets the required competency standards.
The student’s report….
If met, check the
box
Generally did the student’s report meet the
standard?
Yes
No
Comments:
Student’s
signature:
Date:
Teacher’s
signature:
Date:
PERFORMANCE TEST
Student's Name
Date
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Competency:
Directions:
Ask teacher to assess
your performance in the
following critical tasks
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 LEVELS
4 - Can perform this skill without supervision
and with initiative and adaptability to problem
situations.
3 - Can perform this skill satisfactorily without
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/ her initial level achieved.
PERFORMANCE STANDARDS
For acceptable achievement, check Yes; for
unacceptable achievement check NO; and for
unachieved skill, check N/A.
Yes
No
ASSESSMENT PLAN
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS
N/A
Page
37
ASSESSMENT PLAN
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38
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
1. It is made of metal or plastic and have the capability to
Ceiling box
Gem box
Weatherproof box
be mounted to a wall or stud.
2. Used for exterior switches or receptacle.
Wall plate
3. Also known as faceplates or covers.
4. Also known as a junction box or splice box.
5. It is commonly made box, usually 2” wide, 3” high and 2
1/2” deep and made of metal.
Plastic box
Dry wall box
Handy box
6. Is 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. A surface mounted box and has rounded corners for
safety.
½ inch
9. How many inch that the code does not allow to deep
boxes behind the surface of non-combustible materials?
Nail the box
10. It is the easiest method in mounting boxes.
LO 3. LAYOUT AND INSTALL WIRING DEVICES
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS
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39
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 manufacturer’s 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
LO 3. LAYOUT AND INSTALL WIRING DEVICES
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS
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40
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
5. Cable
Switch
Conductor
6. GFCI
7. Polarized
Receptacle
Relay
8. Toggle
Switch
LO 3. LAYOUT AND INSTALL WIRING DEVICES
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS
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ANSWER KEY
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS
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37
Republic of the Philippines
Department of Education
PUBLIC TECHNICAL-VOCATIONAL
HIGH SCHOOLS
Unit of Competency: INSTALL ELECTRICAL PROTECTION SYSTEM FOR
LIGHTING AND GROUNDING
Module No.
3
Module Title: INSTALLING ELECTRICAL PROTECTION
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 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
Lias, Marilao, Bulacan
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
Incorporated. Philippine Electrical Code of 1992.
2. Max B. Fajardo Jr. & Leo R. Fajardo.
Estimate, 2nd Edition.
Electrical Layout and
3. Azares, Efren F. and Recana, Cirilo B.
Adriana Publishing: 1999.
Practical Electricity III;
4. Roland E. Palmquist. Audel House Wiring, 7th Edition.
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
ROMMEL M, MEDIDA
AFG Bernardino Memorial Trade School
Marilao Bulacan
HECTOR M. VALLARTA
San Pedro Relocation Center National
High School
San Pedro, Laguna
FORTUNATO C. MESINA
Angeles City National Trade School
Angeles City
FRANCOISE E. FRANCO
Rodriguez Vocational High School
Nagtahan, Manila
SAMUEL T. ARANZA
San Pedro Relocation Center Nat’l 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
FRANCISCO P. BOGTONG
AJ Villegas Vocational HS
Tondo, Manila
GINA C. DELOS
SANTOS
A.F.G. Bernardino
Memorial Trade School Lias, Marilao, Bulacan
Dr. ORLANDO E.
MANUEL Tech - Voc Task Force
English:
ANGELITO A.
ESPEDIDO
San Pedro Relocation
Center National HS
San Pedro, Laguna
DINA F. PADERANGA
AFG Bernardino
Memorial Trade School
Marilao, Bulacan
Dr. VICTORIO N.
MEDRANO
Tech-Voc Task Force
Dr. CORAZON L.
ECHANO
Tech - Voc Task Force
FACILITATORS
ENCODER
FLORELYN B. MORADA
Dept. of Education
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
Tech - Voc Task Force
Dr. CORAZON L.
ECHANO
Tech - Voc Task Force
ENCODER
LEONARDO L. FELICIANO
Dr. ORLANDO E.
MANUEL
Tech - Voc Task Force
TABLE OF CONTENTS
Page
How to Use this Module ................................................................................... i
Introduction .................................................................................................... ii
Technical Terms ............................................................................................. iii
Learning Outcome 1: Layout and install fuse panel ......................................... 1
• Learning Experiences/Activities ............................................................. 2
• Information Sheet 1.1 ............................................................................ 3
• Information Sheet 1.2 .......................................................................... 23
• Operation Sheet 1.1 ............................................................................. 25
• Self-Check 1.1 ..................................................................................... 27
Learning Outcome 2 ...................................................................................... 29
• Learning Experiences/Activities ........................................................... 30
• Information Sheet 2.1 .......................................................................... 31
• 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
5
HOW TO USE THIS MODULE
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.
Recognition of Prior Learning (RPL)
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.
6
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:
BUILDING WIRING INSTALLATION NC II
INSTALL ELECTRICAL PROTECTION SYSTEM FOR
Unit of Competency:
LIGHTING AND GROUNDING
Module Title:
Installing Electrical Protection
INTRODUCTION:
This module contains the ―know‖
electrical protection.
and ―do‖
units in installing
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 (LO’s) that contains
learning activities for both knowledge and skills supported with information
sheets, job/operation sheets and self-check. Before attempting to perform the
manual exercises, see to it that you have already read and understood the
information/operation sheet and answered correctly the self-check provided
in every Learning Activities.
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
7
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.
8
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
9
OHSA – Occupational Health Safety Act.
PEC – Philippine Electrical Code
Program/Course:
BUILDING WIRING INSTALLATION NC II
Unit of Competency:
INSTALL ELECTRICAL PROTECTION SYSTEM FOR
LIGHTING AND GROUNDING
Module Title:
Installing Electrical Protection
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 Incorporated.
Philippine Electrical Code of 1992.
10
2. Max B. Fajardo Jr. & Leo R. Fajardo. Electrical Layout and Estimate, 2nd
Edition.
3. Azares, Efren F. and Recana, Cirilo B.
Publishing: 1999.
Practical Electricity III; Adriana
4. www.epa.gov/rtp/new-bldg/environmental/0910updf
5. www.omnicontrols.com/
6. www.wikihow.com/
7. www.acmehowto.com/howto/maintenance/electrical/
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 1: Layout and Install Fuse Panel
Learning Activities
Special Instructions
1. Read the attached Information
Sheet 1.1 about fuse panel.
You can ask the assistance of your
teacher to explain topics you
cannot understand.
2. Read the attached Information
Sheet 1.2 about planning and
preparing for installing of fuse
panel.
You can ask the assistance of your
teacher to explain topics you
cannot understand.
3. Perform Operation Sheet 1.1 on
installing safety switch.
11
4. Answer Self-Check 1.1
INFORMATION SHEET 1.1
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 ¾ 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 don’t longer
use copper as its element (the part of the fuse that melts). After changing from
copper to other metals, tubes or enclosures were developed to hold the melting
metal. The enclosed fuse made possible the addition of filler material which
helps to contain the arc that occurs when the element melts. For many low
power uses, the finer material is not required. A simple glass tube is used.
The use of a glass tube gives the added advantage of being able to see when a
12
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.
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. Ampere rating
2. Voltage rating
13
3. Interrupting rating when over 10,000 amperes
4. Current-limiting type
5. Trade name or name of manufacturer
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 120/240volt, 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 it’s
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 copperlink 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
17
rating of 10 amperes, a 30- or 40 ampere current-limiting fuse 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.
18
Fig. 4 Class H cartridge fuse.
fuse in which the blown link may be
Illustration shows renewable -type
replaced.
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
20
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.
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
21
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 fuse’s label
will indicate the part number followed by the letters ―SP‖ .
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
23
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, 208/120volt 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 singlephase 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 lineto-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.
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 15ampere 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.
24
Fig. 9 Class G fuses
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 (I t) 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 fuse’s 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
25
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).
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
½‖ 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.
26
Fig. 11 Class CC fuse with rejection feature
27
Parts of Fusible Load Center
28
Types of Safety switch enclosures
29
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.
c. NEMA 4X (watertight, corrosion resistant)
Note: NEMA 4X enclosures are generally constructed of stainless steel.
30
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-tofuse, 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 voltage‖
which way cause the fuse to blow while load is still connected. This may also
be the result of a wrong conclusion.
31
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
20
30
60
100 200 400 600
800 1200 1600 2000 2500 3000 5000 6000
Standard ampere Rating for Fuses and Nonadjustable circuit Breakers
15
20
25
30
35
40
45
50
60
70
80
90
100 110 125 150 175 200 225 250 300 350 400 450
500 600 700 800 1000 1200 1600 2000 2500 3000 4000 5000 6000
INFORMATION SHEET 1.2
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, PPE’s, tools and
equipment needed in performing the task.
3. Upon listing, use the requisition form for the materials and the borrowers
slip to secure your materials, tools, equipment and PPE’s from the supply
and tool room. (see sample below)
32
4. After securing the needed materials, tools, equipment and PPE’s, ask your
teacher where to execute the working plan.
5. Place your materials, tools, equipment, and PPE’s 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.
7. Type S plug fuses are classified 0 to 15 amperes; 16 to 20 amperes; 21 to
30 amperes.
33
B1
B2
300mm
300mm
S
S
400mm
300mm
Line diagram of two (2) bulbs controlled by two (2) SPST switch with
one (1) convenience outlet in different location.
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.
34
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).
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.
35
12. Firmly tighten terminals to manufacturer’s 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 manufacturer’s 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.
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
36
"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 over current
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.
TEST – III Label the parts of the fuse load center illustrated below
37
Program/Course:
BUILDING WIRING INSTALLATION NC II
Unit of Competency:
INSTALL ELECTRICAL PROTECTION SYSTEM FOR
LIGHTING AND GROUNDING
Module Title:
Installing Electrical Protection
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
38
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 Incorporated.
Philippine Electrical Code of 1992.
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.geocities.com/cindulkar/notes7.html
6. http://en.wikipedia.org/wiki/Circuit_breaker
7. http://www.tpub.com/neets/book3/8i.htm
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 2: Layout and Install Panel Board
Learning Activities
Special Instructions
1. Read the attached Information
Sheet 2.1
You can ask the assistance of your
teacher to explain topics you
cannot understand.
5. Perform Operation Sheet 3.2 on
installing wire receptacle circuit to
load center.
Perform the operation sheet with
close supervision of teacher.
6. Answer Self – Check 3.2
39
INFORMATION SHEET 2.1
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 ¾ 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
41
breakers are designed so they can still trip even if the lever is 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.
42
4. Circuit breaker position is easier to detect. It is closed, tripped or open right
at the handle.
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.
43
-
The metal trip bar is attracted to the core forcing the latch to move, thus
opening the contacts.
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
50
60
70
80
175 200 225
250
300
800 1000 1200 2000 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.
44
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.
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
8
6
Minimum size taps
No. 14
14
14
12
12
Overcurrent device rating
15 amp.
20
30
40
50
Lampholder permitted
Any type Any type
Receptacle rating
permitted
15 Amp.
Maximum load
15
7.
50 or 20
20
H. Duty H. Duty
H. Duty
30
40 or 50
50
30
40
50
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 9 1.5 = 6 outlets.
b. 20 amp. Circuit 12 1.5 = 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‖ .
45
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
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
47
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 breaker’s contacts
opened.
1. Air blast type circuit breaker –uses dry and compressed air in
extinguishing the arc.
2. Air circuit breaker –interruption occurs in free air
48
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.
49
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 kiloamperes 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.
50
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.
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 require maintenance
and periodic testing to be in good condition.
Parts of a Breaker Load Center
51
COMMON PANEL BUS CONFIGURATION
52
E. Three-phase MLO
Types of Load Center and Enclosures
53
54
Load center accessories and their uses
55
a. Lug is used for termination of conductors.
b. Grounded (neutral)
termination of circuit
bar
is
used
for
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.
Procedures in installing load center or breaker panel
56
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 5/83/4‖ .
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.
57
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.
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.
58
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:
Steel meter stick/Straight edge
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
Personal Protective Equipment:
• Gloves
- 1 pair
• Goggles
- 1 pc
• Hard hat
- 1 pc
Instruction: When you are ready to perform this task, ask your teacher to
observe the process and to rate your performance using the
assessment criteria.
Procedure:
1.
Mark and layout boxes according to working drawing. (Note: Be sure to
check the NEC for installation of cable.
59
2.
Mount device boxes for ½‖ 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
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.
60
9.
Strip ½‖ 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.
Assessment criteria
WORKMANSHIP
ALLOTTED
POINTS
1.Lighting circuit operation
10
2. Power circuit operation
10
3. Dimension
5
4. Horizontality and verticality
5
5. Fastening of fixtures
5
6. Bends and corner
10
7. Splices and joints
5
8. Wiring termination
5
POINTS
EARNED
61
9. Fastening of fuse
5
10. Techniques
10
11. Speed
10
12. Grounding
5
13. Entries
5
14. Cleanliness of workplace
5
15. Wiring arrangement
5
REMARKS:
100
Teacher ‘s Comments: ____________________________________________
_________________________________________________
_________________________________________________
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
62
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.
63
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.
ASSESSMENT PLAN
Evidence Checklist
Competency standard:
Unit of competency:
Title of Module
Ways in which evidence will be collected:
[tick the column]
The evidence must show that the candidate …
Learning Outcome 1: Lay Out and Stall Fuse Panel
1. Tools and materials for installing fuse panel
are selected in line with the job
requirements
2. Fuse panel is installed according to job
requirement.
3. Safety
procedures are strictly followed
according to OSHA standards
64
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.
4. Electrical
conductors are properly
harnessed in line with established
standards.
5. Panel board is knocked out in line with the
job requirements.
6. Work place is cleaned upon the completion
of the job
NOTE: *Critical aspects of competency
Prepared by:
Date:
Checked by:
Date:
65
Observation Checklist
Student’s name:
Teacher’s name:
Name of the
School:
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the student on how to install electrical protection system.
2. Describe the assessment activity and the date on when it was undertaken.
3. Put a check in the box to show that the student has completed each area of the
activity according to the standard expected in the enterprise.
4. Complete the feedback section of the form.
66
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can:
Did the student’s overall performance meet the
standard?
If completed, check
the box
Yes
No
Teacher’s Feedback:
Teacher’s signature:
Date:
Observation and Questioning Checklist
Student’s name:
Teacher’s name:
Name of the
School:
Competency
standards
67
Unit of
competency:
Instructions for the teacher:
1. Observe the student how to install electrical protection system.
2. Describe the assessment activity and the date on when it was undertaken.
3. Place a check in the box to show that the student has completed each area of
the activity according to the standard expected in the enterprise.
4. Ask the student using the questions in the attached list to confirm his/her
underpinning knowledge.
5. Put a check in the box to show that the student has answered the questions
correctly.
6. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can:
Did the student’s overall performance meet the
standard?
If completed, check
the box.
Yes
No
Feedback to student:
Teacher signature:
Date:
Demonstration
Student’s name:
Teacher’s name:
Unit of competency:
68
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 student’s demonstration was:
Satisfactory

Not Satisfactory

Written report
Student’s name:
Teacher’s name:
Name of School:
Competency
standards
Unit of competency:
Task:
Your task is to:
Submission date:
69
Use the checklist below as a the basis for judging whether the
student’s report meets the required competency standards.
The student’s report can:
If completed, check
the box.
Generally did the student’s report meet the
standard?
Yes
No
Comments:
Student’s
signature:
Date:
Teacher’s
signature:
Date:
PERFORMANCE TEST
Student's Name
Date
Competency:
Directions:
Ask your teacher to
assess your performance
in the following critical
task and performance
criteria below
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.
70
You will be rated based
on the overall evaluation
at the right side.
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; and for
unachieved skill, check N/A
YES
NO
N/A
ANSWER KEY 1.1
TEST I: Identification
1.
2.
3.
4.
5.
6.
7.
Fuse
Device
Fault current
Over-current protection
Overload
Short circuit
Voltage rating
71
8. Interrupting rating
9. Concentric knockout
10. Disconnecting means
TEST II: Enumeration
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
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
72
d. bus bar
TEST II: Matching type.
1. a
2. f
3. i
4. b
5. g
6. d
7. e
8. h
73