Electricity Y3 2

QUARTER 1
Electrical Installation and Maintenance

NCII
MODULE 1
INSTALL ELECTRICAL LIGHTING SYSTEM
ON AUXILIARY OUTLET AND LIGHTING
FIXTURES
Unit of Competency : INSTALL ELECTRICAL LIGHTING

SYSTEMS ON AUXILIARY OUTLET AND
LIGHTING FIXTURES
Module Title: Installing of Electrical

Lighting System on
Auxiliary Outlets and
Module No. 1 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.................................................................................
Introduction..................................................................................................
Technical Terms...........................................................................................
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
• Job Sheet 4.1 ................................................................................. 47
• Self-Check 4.1 ............................................................................... 54
Learning Outcome 5: Assemble fluorescent lighting fixtures
• Job Sheet 5.1 ................................................................................. 63
• Job Sheet 5.2 ................................................................................. 66
 Job Sheet 5.3 .................................................................................
69
Learning Outcome 6: Layout and Install Fluorescent Lighting Fixtures
• Job Sheet 6.1 ................................................................................. 75
• Job Sheet 6.2 ................................................................................. 78
Learning Outcome 7: Layout and install incandescent lamp
• Job Sheet 7.1 ................................................................................. 91
• Self-Check 7.1 ............................................................................... 94
Assessment Plan .................................................................................... 95
• Observation Checklist .................................................................... 98
• Observation and Questioning Checklist .......................................... 99
• Demonstration ............................................................................. 100
• Written report .............................................................................. 101

• Performance Test ......................................................................... 102
• Answer Key .................................................................................. 103
HOW TO USE THIS MODULE
Welcome to the Module “Installation of Electrical Lighting System on

Auxiliary Outlets and Lighting Fixtures”. This module contains training
materials and activities for you to complete.
The unit of competency “Install Electrical Lighting System on

Auxiliary Outlets and Lighting Fixtures” contains the knowledge, skills
and attitudes required for a Building Wiring Installation course. It is one of
the specialized modules at National Certificate (NC) Level II.
You are required to go through a series of learning activities in order

to complete each of the learning outcomes of the module. In each learning
outcome there are Information Sheets, Job Sheets, Operation Sheets
and Activity Sheets. Do these activities on your own and answer the
SelfCheck at the end of each learning activity.
If you have questions, do not hesitate to ask your teacher for

assistance.
Recognition of Prior Learning (RPL)
You may already have some or most of the knowledge and skills
covered in this module. If you can demonstrate competence to your teacher
in a particular skill, talk to him/her so you do not have to undergo the same
training again. If you have a qualification or Certificate of Competency from
previous trainings show it to him/her. If the skills you acquired are
consistent with the relevant to this module, they become part of the
evidence. You can present these for RPL. If you are not sure about your
competence/skills, discuss this with your teacher.
After completing this module ask your teacher to assess your

competence. Result of your assessment will be recorded in your competency
profile. All the learning activities are designed for you to complete at your
own pace.
Inside this module you will find the activities for you to complete and
relevant information sheets for each learning outcome. Each learning
outcome may have more than one learning activity.
This module is prepared to help you achieve the required competency,

in receiving and relaying information. This will be the source of information
that will enable you to acquire the knowledge, skills and attitude in Building
Wiring Installation National Certificate (NC) Level II independently at your
own pace or with minimum supervision or help from your teacher.
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. Layout and install electrical wiring using knob and tube method
LO2. Layout and install PVC raceway/molding
LO3. Layout and install rigid non-metallic conduit
LO4. Layout and install flexible non-metallic conduit
LO5. Assemble fluorescent lighting fixtures
LO6. Layout and install fluorescent lighting fixtures
LO7. Layout and install incandescent lamps
ASSESSMENT CRITERIA:
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
iii
PPE – Personal Protective Equipment
PVC – polyvinyl chloride
SPST – Single Pole Single Throw
iv
Course : BUILDING WIRING INSTALLATION
Unit of Competency : INSTALL ELECTRICAL LIGHTING SYSTEM ON

Module Title : Installing of Electrical Lighting System on

Learning Outcome 1: Layout and install electrical wiring using

knob and tube method Assessment Criteria:
1. Electrical wiring is installed in line with the job requirements.

2. Electrical wiring is installed in line with the PEC/NEC.
3. Safety procedure in installing electrical wiring is strictly followed in line
with the Occupational Safety and Health Standards.
References:
1. Johnston, Larry et.al., Better Homes and Gardens Wiring 1st

Edition, Meredith Books; 2007,pp.
2. Mulin, R.C., Smith R.L. Electrical Wiring-Commercial, Six

Ed., New York: 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
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  You can ask assistance from your
about the principle of knob teacher to show you and explain
and tube. further the topic you cannot
understand well.
2. Perform the job sheet 1.1 on  Perform the performance test

installing one bulb controlled by
one single pole switch in one
location.
3. Perform the job sheet 1.2 on

installing two bulbs controlled  Perform the performance test
individually by two single pole
switch in two location.
4. Perform the job sheet 1.3 on  Perform the performance test

installing one bulb controlled
by two three-way switch in
two locations.
INFORMATION SHEET 1.1
PRINCIPLES OF KNOB AND TUBE
The open or exposed wiring method is sometimes referred to as the Open

Wiring on Insulators. (PEC section 212) It uses cleats, knobs (split or
solid), porcelain tubes and mica tubing for the support and protection of
insulated conductors run in or on buildings. It may be used in working
either outside or inside building in dry or wet locations. It shall not be
used in the following locations:
1. 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


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 1 st 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

1. Read Information sheet 2.1  You can ask assistance from
about PVC raceway/molding. your teacher to explain his
topics you cannot understand
well.
2. Perform job sheet 2.1 on  Observe the demonstration of

installing PVC your teacher and check the
raceway/molding. technique while observing.
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 :


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:

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
1. Read Information sheet 3  You can ask assistance from

2. .1 about rigid non-metallic your teacher to show and
conduit explain further the topics that
you cannot understand well.
3. Perform operation sheet 3.1 on • Observe the demonstration of

bending 90°PVC elbow. your teacher and check the
technique while observing.
• Teacher supervises the student

performance.
4. Perform operation sheet 3.2 • Observe the demonstration of

PVC offset bending. your teacher and check the
technique while observing.
• Teacher supervises the student

performance.
5. Perform job sheet 3.1 on how to  You can ask assistance from
install by two bulbs your teacher to show you and
controlled by two three-way explain furtherly information
switch and one SPST with two that you cannot understand
convenience outlets. well.
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 Maximum Spacing Between

(mm)]* Supports (mm)
15 (20) – 25 (32) 900
32 (40) – 50 (63) 1500
65 (75) – 80 (90) 1800
90 (100) – 125 (135) 150 2100
(160) 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
15 100
20 125
25 150
32 200
40 250
50 300
65 375
80 450
90 525
100 600
125 750
150 900
TYPES OF PVC CODUIT FITTINGS
PVC Coupling PVC elbow
Adapter PVC Conduit Pipe
PVC 2G box LL Access Fitting
1/2 Inch Type T PVC

1 Inch Type T Condulet
Condulet
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
Obstacle
circular objects like pipes.
4. Square saddle bend is similar to round saddle, it is used

when the conduit run across rectangular obstacles. Square
saddle is just a combination of two offset bends.
Bend Defects
1. Burned
2. Kinks or groove
Kinks
3. The diameter of the conduit

is greatly reduced due to
improper bending
procedure.


Learning Outcome 4: Layout and install flexible non-metallic conduit.
1. PEC provisions in installing flexible non-metallic conduit are strictly

followed.
2. Uses and application of flexible non-metallic conduit are discussed
according to the PEC.
3. Electrical flexible non-metallic conduits are leveled horizontally and
vertically aligned to the structure specified in job requirements.
4. Workplace is cleaned and made safe upon the completion of work
according to the established standard.
5. Tools, materials and equipments needed for the installation are prepared
in line with job requirements.
6. Flexible non-metallic conduit is installed in line with job requirements.
7. Flexible non-metallic conduit is installed in line with the job
requirements
References:

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

1. Read Information sheet 4.1  You can ask assistance from
about the flexible metal your teacher to show you and
conduit. explain furtherly the topic you
cannot understand well.
2. Perform activity sheet 4.1 on how  Teacher will supervise your

to install conduit and electrical activity in installing of flexible
wiring from indoor unit to nonmetallic tubing.
outdoor unit using
flexible nonmetallic tubing
3. Answer the Self-check 4.1  Check your answer by using the

answer key.
Flexible Nonmetallic Conduit
This portion of information sheet is lifted from Philippine Electrical Code,

2000, Part I.
Definition. Liquid tight flexible nonmetallic conduit is a listed raceway of

circular cross section of various types as follows:
1. A smooth seamless inner core and cover bonded together and having
one or more reinforcement layers between the core and cover
designated as Type LFNC-A.
2. A smooth inner surface with integral reinforcement within the conduit

wall, designated as Type LFNC-B.
3. A corrugated internal and external surface without integral

reinforcement within the conduit wall, designated as Type LFNC-C.
This conduit is flame resistant and, with fittings, is approved for the
installation of electrical conductors.
Uses.
(a) Permitted. Listed liquid tight flexible nonmetallic conduit shall be

permitted to be used in exposed or concealed locations for the
following purposes. FPN: Extreme cold may cause some types of
nonmetallic conduits to become brittle and therefore more
susceptible to damage from physical contact.
(1) Where flexibility is required for installation, operation, or

maintenance.
(2) Where protection of the contained conductors is required from

vapors, liquids, or solids.
(3) For outdoor locations where listed and marked as suitable for the
purpose. FFN: For marking requirements, see Section 110.1.21
(4) For direct burial where listed and marked for the purpose.
(5) Liquid tight flexible nonmetallic conduit as defined in Section

3.51.2.1(2) shall be permitted to be installed in lengths longer than
1 800 mm where secured in accordance with Section 3.51.2.6.
(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


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

Learning Outcome 5: Assemble fluorescent lighting fixtures.
1. Fluorescent lighting fixtures are identified and described according to

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


Bookstore: 1991
Learning Outcome 5: Assemble fluorescent lighting fixtures.
1. Read Information sheet 5.1 of  You can ask assistance from

this module your teacher to show you and
explain further topic you can’t
understand.
2. Perform Job Sheet 5.1 in  The teacher supervises while

Assembling Open type 20 you perform the activity.
watts Fluorescent Lamp
3. Perform Job Sheet 5.2 in  The teacher supervises while

Assembling 40 watts you perform the activity.
Fluorescent fixture using 2
x 40 watt high power
factor (H.P.F.) ballast
4. Perform Job Sheet 5.3; in

Assembling two unit 40  The teacher supervises while
watts Fluorescent fixture you perform the activity.
using rapid start ballast
5. Perform Job Sheet 5.1; in  The teacher supervises while

Assembling Fluorescent you perform the activity.
lighting fixtures
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
Base contact
Connecting
wire
Current moves in utilizing the rare gas as conducting means and

the rare gas produces a “glow”. The glow generates heat and causes the
bimetallic blade to expand.
When the bimetallic blade is heated, it changes shape and touches the
fixed contact. The close contacts of the two starter contacts produce an
easy path for the current to flow.
Parts and operation function of the ballast

Coil inside
Laminated iron core
Terminal block
Ballast frame
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.


Learning Outcome 6: Layout and Install Fluorescent Lighting Fixtures.
1. Materials, tools and instruments are prepared in accordance with the job
requirements.
2. Functionality of fluorescent lighting fixtures is checked and tested in
accordance with the plan specification.
3. Fluorescent lighting fixtures are installed in line with the job
requirements.
4. Switching control is applied in accordance with the work plan.
5. Workplace is cleaned and made safe upon the completion of the job.
References:


Bookstore: 1991
Learning Outcome 6: Layout and Install Fluorescent Lighting Fixtures.
1. Perform Job Sheet 6.1 on  You can ask assistance from

Installing three (3) fluorescent your teacher while performing
lamps controlled by three (3) the task.
SPST switch using Flexible Non-
metallic Conduit.
2. Perform Job Sheet 6.2 Installing  You can ask the assistance from
two (2) fluorescent lamps your teacher while performing
controlled by two (2) three – the task.
way-switch and One (1) SPST
switch using Flexible Non-
metallic Conduit.

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

Learning Outcome 7: Layout and install incandescent lamp
1. Types and sizes of incandescent lamps are identified.

2. Tools, instruments and materials are selected and identified according
to the job requirement.
3. Incandescent lamps are installed according to the plan.
4. Correct size of lamp socket are strictly followed as per job
requirements.
References:


Bookstore: 1991
Learning Outcome 7: Layout and install incandescent lamp.

1. Read Information sheet 7.1 on the  You can ask assistance from
history and development of your teacher to show you and
incandescent lamp explain furtherly topics you
can’t understand well.
2. Perform Job Sheet 7.1 on the  You can ask assistance from
Installation of incandescent lamp your teacher while performing
using Rigid Non-metallic Conduit. the task
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. Flexible Nonmetallic Conduit

2. Coupling
3. Adapter
4. Liquidtight angle connector
5. Liquidtight straight connector
ANSWER KEY 7.1
Test – I - Identification
1. Photographic lamps
2. Miniature lamps
3. Large lamps
4. Coiled tungsten filament
5. Connecting wires
6. Glass envelope
7. Glass fuse enclosure
8. Glass fuse enclosure
9. Screw cap
10. Support wires
1. Elements used in manufacturing Incandescent bulb

• Lead-in wire
• Glass
• Argon gas
• Inert gas
• Coiled tungsten
• Brass
• Mica
• Copper
• Nitrogen
2. Enumerate the (8) different parts of light bulb.  Glass envelope
• Mixture of inert gasses at low pressure
• Coiled tungsten
• Support wire
• Glass fuse enclosure
• Connecting wire
• Electrical contact
• Screw cap
3. Enumerate the three different connections for incandescent lamp.
• Series connection
• Parallel connection
• Series-parallel connection
103
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
INTERRUPTING OUTLETS
Module No.: 2
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, 2 nd
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
• Job Sheet 3.1 ...................................................................................... 26
Assessment Plan ........................................................................................... 28
Observation Checklist ................................................................................... 29
Observation and Questioning Checklist ......................................................... 30
Demonstration .............................................................................................. 31
Written Report .............................................................................................. 32
Performance Test .......................................................................................... 33
Answer Key 1.1 ............................................................................................. 34
Answer Key 2.1 ............................................................................................. 35
Welcome to the Module “Installation of wiring devices for floor and

ground fault current interrupting outlets”. This module contains training
materials and activities for you to complete.
The unit of competency “Install wiring devices for floor and ground fault
current interrupting outlets” contains the knowledge, skills and attitudes
required for Building Wiring Installation course required to obtain the
National Certificate (NC) level II.
You are required to go through a series of learning activities in order to

complete each of the learning outcomes of the module. In each learning
outcome there are Information Sheets, Job Sheets, Operation Sheets and
Activity Sheets. Do these activities on your own and answer the Self-Check at
the end of each learning activity.
If you have questions, do not hesitate to ask your teacher for assistance.
You may already have some basic knowledge and skills covered in this
module. If you can demonstrate competence to your teacher in a particular
skill, talk to your teacher so you do not have to undergo the same training
again. If you have a qualification or Certificate of Competency from previous
trainings show it to him/her. If the skills you acquired are consistent with and
relevant to this module, they become part of the evidence. You can present
these for RPL. If you are not sure about your competence skills, discuss this
with your teacher.
After completing this module, ask your teacher to assess your competence.
Result of your assessment will be recorded in your competency profile. All the
learning activities are designed for you to complete at your own pace.
In this module, you will find the activities for you to accomplish and relevant
information sheets for each learning outcome. Each learning outcome may have
more than one learning activity.
This module is prepared to help you achieve the required competency in

receiving and relaying information. This will be the source of information that
will enable you to acquire the knowledge and skills in Building Wiring
Installation NC II independently at your own pace with minimum supervision
from your teacher.
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
ii
TECHNICAL TERMS
Amperage (Amps) is a measure of electrical current flow.
Circuit breaker or fuse is used to protect against over-current and short

circuit conditions that may result in potential fire hazards and explosion.
Contactor is an electric power switch, not operated manually and designed for
frequent operation.
Electrical Faults is a partial or total failure in an electrical conductor or

appliance.
Ground Fault Circuit Interrupter is used against shock and electrocution.

GFCI device will de-energize a circuit when it senses a difference in the amount
of electricity passing through the device and returning through the device, or a
"leak" of current from the circuit.
Handy box is surface mounted box and has rounded corners for safety.
Ground/grounding is a conducting connection, whether intentional or

accidental by which an electric circuit or equipment is connected to the earth,
or to some conducting body of relatively large extent that serves in place of the
earth.
Over current is any current in excess of the rated current or ampacity of a

conductor which may result in risk of fire or shock from insulation damaged
from heat generated by over current condition.
Outlet is a contact device installed along a circuit for the connection of an

attachment plug and flexible cord to supply power to portable equipment and
electrical appliances. It is also known as receptacles.
Receptacle is a contacting device installed at an outlet for connection

externally by means of a plug and flexible cord
Short circuit is an abnormal electrical path.
Switch is a device for making, breaking, or rearranging the connections of an

electric circuit.
Page
iii
Page
iv

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.
References:
1. Institute of Integrated Electrical Engineers of the Philippines Incorporated.

Philippine Electrical Code of 1992.
Edition.
Publishing: 1999.
5. Johnston, Larry et al. Better Homes and Gardens Wiring. 1 st Edition.
Meredith Brooks. 2007.
6. www.doityourself.com/stry/typeselectricbox-cached
LO 1. LAYOUT AND INSTALL ELECTRICAL BOXES ON WOOD, METAL STUDS AND CONCRETE WALLS Page
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS 1
Learning Outcome 1: Layout and install electrical boxes on wood, metal

studs and concrete walls
1. Read the attached Information  You can ask the assistance of your
Sheet 1.1 on: teacher explain further the topics
• PEC provisions on installing you cannot understand
box
• Types of electrical box
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  Observe the demonstration of your

installing box in finished space. teacher and check the technique
while performing the operation.
5. Perform Job Sheet 1.1 on  The teacher supervises while you

installing electrical boxes in perform the activity.
wiring board.
6. When you are ready, you can
proceed to L.O. 2.
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 Size in inches Maximum number of wires allowed

in box
(length x width 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
Utility 4x2⅛x1½ 5 4 4
4x2⅛x1⅞ 6 5 5
4x2⅛x2⅛ 7 6 5
Fixture/ 4x1¼ round or 6 5 5

Junction octagonal
4x1½ round or 7 6 6
Octagonal
4x2⅛ round or 10 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 5/8-inch from the front of the framing.) The code allows boxes
to be as deep as ½ inch behind the surface of noncombustible materials, such
as gypsum wallboard, brick, or concrete block. This may cause a problem;
however lining up the receptacle and cover plate, so have the outside edges
flush with the finishing material in all cases.
Mounting Boxes
There are a great many different types of electrical boxes, but basically there
are only two ways of attaching them to walls and ceilings. The easiest method,
used almost universally in new construction is to nail the box directly to the
framing of the new work before any finishing materials are attached to walls or
ceilings.
The most convenient boxes are equipped with mounting brackets welded to
the box itself. Simply nail through the bracket into the front or sides of the
studs or joist bottoms with 1-inch roofing nails. Other boxes are nailed with 8d
(8-penny) nails into the sides of the studs through projections in the top or
bottom, or through holes predrilled in the boxes themselves. Some boxes,
usually plastic ones, come with nails already attached through in-line
projections.
Occasionally a box must be located away from the framing members. This is
often true of ceiling fixtures, and sometimes wall fixtures, when exact placement
is more desirable than it is for a switch or outlet. In new work, use wood cleats,
metal mounting straps, or adjustable bar hangers, which are nailed into the
studs or joists on each end. The box can then be slid and locked in place at the
optimum location.
Old Work
When you are working with existing walls or ceiling, box mounting, like
everything else in old work, is a little more difficult. When the proper location of
the box is determined, a hole is cut into the wallboard or paneling to accept the
new box. Make a paper or cardboard template of the box by laying it face down
and tracing around it. (Some box manufacturers supply a template with the
box). Trace around the template onto the wall to mark the rough opening. If
only one or two boxes are involved, it may be simply just to hold the box itself to
the wall and trace around it.
If the walls consist of gypsum wallboard or paneling, drill holes about ½ inch
in diameter at the corners of the box opening and cut out the opening with a
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.
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 fr aming

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.
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
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.
• 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.
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.
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 built-
in for quick attachment to the stud.
7. It has expandable arms and can be mounted on

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

for safety.
9. How many inches is required by the code in mounting
boxes behind materials? the surface of non-combustible
10. It is the easiest method in mounting boxes.
OPERATION SHEET 1.1
INSTALLING BOX IN FINISHED SPACE
Supplies and Materials
• Boxes as fitting
• Utility box
• Fastening devices
• Laboratory board
Tools and Equipment
• Gimlet
• Utility knife
• Keyhole saw
• Screwdrivers
- Philips screwdriver
- flat
• Push-pull tape rule
• Claw hammer
• Ladder
Safety Rules and Practices During laboratory Work
1. Observe proper handling of tools and equipments 2.

Always check the materials to be installed for damages.
Procedure
1. Prepare all necessary tools and equipment needed as listed above.

2. Wear appropriate PPE.
3. Determine the box location
4. Drill a small hole on the wall.
Note .Always observe the proper measurement and allowable distances
in installing boxes
5. Held the box against the surface and trace around center it on the hole you
have marked.
6. Cut the traced outline with the use of keyhole saw.
7. Insert the box into the wall and tighten it firmly in place with the screw.
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.
JOB SHEET 1.1
INSTALLATION OF ELECTRICAL BOXES IN WIRING BOARD
Supplies and Materials
• Safety box  Utility box

• Junction box
• Fastening device
• Laboratory board
Tools and Equipment
• Gimlet
• Utility knife
• Keyhole saw
• Screwdrivers
- Philips screwdriver
- flat
• Push-pull tape rule
• Claw hammer
• Ladder
Plan / Working Drawing
35cm 35cm 15cm
20cm
√
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.
4. Determine the exact location of the box considering the allowable distances
or measurements required by the PEC whether it is to be installed in wood,
metal studs or concrete walls. (Note: Refer to wiring plan.)
5. Install boxes in place as designed.
6. Check the horizontality and verticality of the mounted boxes.
7. Perform good housekeeping.
Safety Rules and Practices During Laboratory Work

Evaluation:
The students will be evaluated based on the following criteria:
MEASUREMENTS
All dimensions will be in mm center to center with a tolerance of + -

20 pts.
3mm.
WORKMANSHIP 50 pts.
Horizontality and verticality 25
Methods of supporting 15
- properly installed 10
- not properly installed 5
- no support 0
SAFETY 10 pts.
Used appropriate PPE 10
Not appropriate used of PPE 5
No PPE 0
HANDLING OF TOOLS 10 pts.

Proper handling of toolset all the time 10
Used tools for some time 5
Improper use of tools 0
SPEED 10 pts.
Before the allotted time 10
Within the allotted time 8
10 minutes overtime 6
15 minutes overtime 4
Unfinished 2
TOTAL 100%

OUTLETS
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:

Edition.
Publishing: 1999.
5. www.ehow.com
6. rona.ca/content/installing.gfci
LO 2. SELECT WIRING DEVICES Page

Learning Activities Spec ial Instructions
1. Read the attached information ● You can ask the assistance of

sheet 2 . your teacher to explain further
topics you cannot under stand.
 Kinds of wiring devices
 How to select wiring devices
 Ground Fault Current
Interrupter Protected Outlet

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
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.

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

SELF-CHECK 2.1
A. Direction: Enumerate the following:
1-5 – The different types of wiring devices.

6-13 – Steps in selecting wiring devices.
14-16 – Types of GFCI
B. Direction: Given the list of wiring devices below, select what type of wiring
device is appropriate to following format given. Write your answer on a
separate sheet of paper.
Wiring Device Type
1. Flat cord
2. Outlet
3. Magnetic
4. Rotary
5. Cable
6. GFCI
7. Polarized

8. Toggle


OUTLETS
Assessment Criteria
1. Wiring devices are installed according to the latest edition of Philippine

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

Edition.
Publishing: 1999.
5. www.ehow.com/how_2222734_install-gfci-receptacle
6. rona.ca/content/installing.gfci-ground_fault_circuit_interrupter
ASSESSMENT PLAN Page

1. Perform job sheet 2 on installing  You can ask the assistance of your
wiring devices.
teacher in case the will be any
problem while performing the
 GFCI receptacle installation.

NEC PROVISIONS ON INSTALLING WIRING DEVICES
This section has been revised to require to include some important concepts
in the installation of wiring devices. GFCI protection for receptacles installed
within 6 feet of laundry sinks, wet bar sinks and utility sinks in dwelling units.
This requirement previously applied only to receptacles installed in countertop
surfaces within 6 feet of wet bar sinks.
SECTION
• Revising is made to stress the text to require all 15 and 20A, 125V
receptacles within 6 ft of the dwelling unit laundry or utility sink have to
be GFCI protected. This is because irons, hair dryers and similar items
with ungrounded polarized and non polarized cord caps are commonly
used in this area and present the same shock hazard found in other areas
where the NEC currently requires GFCI protection.
• The GFCI protection requirement for commercial kitchens was clarified by
adding a definition of a kitchen. New requirement expands the GFCI
protection requirements for 15 or 20A, 125V receptacles to include
receptacles located outdoors that are accessible to the public. And new
requirement expands the GFCI protection requirements for the required
15 or 20A, 125V receptacle for heating, air-conditioning, and refrigeration
equipment [210.63].
• Since that there have been at least three electrocutions reported over a
three-year period from boat hoists, a new subsection was added. The rule

specifies that GFCI protection is required for "outlets" that supply boat
hoists, not just "receptacle outlet." This will ensure GFCI protection
regardless of whether the unit's cord- and plug-connected or hard-wired.
JOB SHEET 3.1
INSTALLATION OF WIRING DEVICES FOR FLOOR AND GROUND FAULT

CURRENT INTERRUPTING OUTLETS
Materials and Tools
• GFCI outlet
• Screwdrivers
• Electrical tape
• Wire strippers
• Wire nuts (connectors)
• 12/2 NM (non-metallic) cable also called Romex
Instrument
Multi tester
Procedure
1. Prepare all tools and materials needed.

2. Wear appropriate PPE
3. Turn off the power at the circuit-breaker box.
4. Remove the outlet cover plate and the screws holding the outlet in place
(Figure A).
5. Test the outlet with the circuit tester to be sure the power is off.
6. Disconnect the wires from the outlet.
7. Separate the wires from the box into two pairs. One set of wires will be the
"line," or power supply. The other set will be the "load," which carries power
to additional outlets on the same circuit. A GFCI outlet, properly installed,
will protect all the outlets on the "load" side.
8. Make sure that the wires are completely separated from one another
(Figure
B), then turn on the power back at the circuit-breaker box.
9. Use the circuit tester to determine which set of wires carries the power.
Turn off the power.

10. Connect the power-supply wires to the terminals marked "line" and the
load wires to the terminals marked "load." Connect the white wires to the
silver screws and the black wires to the brass or gold screws (Figure C). The
outlet may also indicate appropriate color connections.
11. Connect the bare ground wire to the green screw.
12. Put the outlet back into the box. Screw it into place, then attach the cover
plate.
13. Turn the power back on at the circuit-breaker box.
Figure A Figure B Figure C
reset botton
▬ ▬
load side (to another ●█ █ ● outlet)
▬ ▬ line side
ground line
GFCI OUTLET
Safety rules and practices during laboratory work

3. Shut off power supply before undertaking job or install
Assessment Criteria
Accuracy of Installation 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 : BUILDING WIRING INSTALLATION
Unit of : INSTALL WIRING DEVICES FOR FLOOR AND GROUND

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

fault current interrupting outlets
Assessment Methods
Demonstration
Written
Observation
Questioning*
Test*
Work Sample
Assessment Criteria
Oral
LO 1. Install electrical boxes on wood, metal studs

and concrete walls
1. Boxes are selected according to capacity rating listed
x
in the PEC
2. Electrical boxes are installed according to job
x
requirements and PEC standards
3. Electrical boxes are identified and selected as per job
x
requirements
4. Boxes are knocked out in line with job 5. x

requirements.
6. Boxes are mounted vertically/ horizontally aligned. x
7. Workplace is cleaned and made safe upon completion
x
of the job.
8. Final report is prepared upon completion of job. x
LO 2. Select wiring devices
1. Wiring devices are inspected for damage according to
x
manufacturer’s specification.
2. Wiring devices are selected according to the job
x
requirements
LO 3. Install wiring devices
1. Wiring devices are installed according to the latest
edition of Philippine Electrical Code and National x
Electrical Code.
2. Wiring devices are installed according to the job
x
requirements.
3. Devices for floor and ground fault interrupting current
x
in-line are wired
4. Working drawing circuit is checked for operation based
one established procedure
5. Safety procedures in installing wiring devices are
strictly observed according to OHS guidelines and x
procedures.
Observation Checklist
Student’s name:
Teacher’s name:
Name of School:
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the student [insert description of activity being observed].
2. Describe the assessment activity and the date on when it was undertaken.
3. Put a check in the box to show that the student has completed each area of the
activity according to the standard expected in the enterprise.
4. Complete the feedback section of the form.
Date of observation
Description of assessment
activity

Location of assessment
activity
The student can: If yes completed
check the box












Did the student’s overall performance meet the Yes No
standard?
Teacher’s Feedback:
Teacher’s signature: Date:
Observation and Questioning Checklist
Student’s name:
Teacher’s name:
Name of the
School:
Competency
standards
Unit of
competency:
1. Observe the student [insert description of activity being observed].
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.
Date of observation
activity
activity
The student can: If completed, check
the box






standard?
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:
Competency
standards
Unit of
competency:
Task:
Your task is to:
 [insert description of task]
Submission date:
Use the checklist below as the basis for judging whether the student’s
report meets the required competency standards.
The student’s report…. If met, check the
box







Generally did the student’s report meet the Yes No
standard?
Comments:
Student’s
Date:
signature:
Teacher’s
Date:
signature:
PERFORMANCE TEST
Student's Name Date
Competency: Test Attempt

1st 2nd 3rd
Directions: OVERALL EVALUATION

Level
Achieved
Ask teacher to assess
your performance in the PERFORMANCE LEVELS
following critical tasks
and performance criteria 4 - Can perform this skill without supervision
below and with initiative and adaptability to problem
situations.
You will be rated based
on the overall evaluation 3 - Can perform this skill satisfactorily without
assistance or supervision.
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/ her initial level achieved.

PERFORMANCE STANDARDS
For acceptable achievement, check Yes; for Yes No N/A
unacceptable achievement check NO; and for
unachieved skill, check N/A.

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
be mounted to a wall or stud.

Weatherproof box 2. Used for exterior switches or receptacle.
Wall plate 3. Also known as faceplates or covers.

Ceiling box 4. Also known as a junction box or splice box.
Gem box 5. It is commonly made box, usually 2” wide, 3” high and 2

1/2” deep and made of metal.
Plastic box 6. Is is best for new installation and often has a nail built-
in for quick attachment to the stud.
Dry wall box 7. It has expandable arms and can be mounted on drywall.
Handy box 8. A surface mounted box and has rounded corners for
safety.
½ inch 9. How many inch that the code does not allow to deep
boxes behind the surface of non-combustible materials?
Nail the box 10. It is the easiest method in mounting boxes.
LO 3. LAYOUT AND INSTALL WIRING DEVICES Page

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. Relay
2. Receptacle
3. Switch
4. Conductors
5. 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
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

5. Cable Conductor
2. Outlet Receptacle
3. Magnetic Contactor
4. RotaryWIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT Switch
INSTALLING INTERRUPTING OUTLETS 39
7. Toggle
8. Polarized Switch
Relay
6. GFCI Receptacle

ANSWER KEY Page
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. Electrical Layout and
Estimate, 2nd Edition.
3. Azares, Efren F. and Recana, Cirilo B. Practical Electricity III;
Adriana Publishing: 1999.
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 FORTUNATO C. MESINA

Bauan Technical High School Angeles City National Trade School
Bauan, Batangas Angeles City
ROMMEL M, MEDIDA
AFG Bernardino Memorial Trade School FRANCOISE E. FRANCO
Marilao Bulacan Rodriguez Vocational High School
Nagtahan, Manila
HECTOR M. VALLARTA
San Pedro Relocation Center National SAMUEL T. ARANZA
High School San Pedro Relocation Center Nat’l HS
San Pedro, Laguna San Pedro, Laguna
CONTEXTUAL TEACHERS
Science:
MYLA V. COMBALICER
Manuel S. Enverga Memorial College LOIDA A. RABANG
of Arts and Trades (MSEMCAT) Ilocos Norte Regional School of Fisheries
Mauban, Quezon La Paz, Laoag City
Mathematics:
LORENZO Y. BALDOVINO JR. FRANCISCO P. BOGTONG
San Pedro Relocation Ctr National HS AJ Villegas Vocational HS
San Pedro, Laguna Tondo, Manila
GINA C. DELOS
SANTOS
A.F.G. Bernardino
Memorial Trade School Lias, Marilao, Bulacan
Dr. ORLANDO E.
MANUEL Tech - Voc Task Force
ANGELITO A. DINA F. PADERANGA

ESPEDIDO AFG Bernardino
San Pedro Relocation Memorial Trade School
Center National HS Marilao, Bulacan
San Pedro, Laguna
English:
Dr. VICTORIO N. Dr. CORAZON L.

MEDRANO ECHANO
Tech-Voc Task Force 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 Curriculum-

Contextual 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. Dr. CORAZON L. Dr. ORLANDO E.

MEDRANO ECHANO MANUEL
Tech - Voc Task Force Tech - Voc Task Force Tech - Voc Task Force
ENCODER
LEONARDO L. FELICIANO
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
• Operation Sheet 1.1 .............................................................................
25
• Self-Check 1.1 ..................................................................................... 27
Learning Outcome 2 ......................................................................................

29
• Learning Experiences/Activities ...........................................................
30
• 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

5
Answer Key 2.1 ............................................................................................. 63
Welcome to the module “Installing Electrical Protection System for

Lighting and Grounding”. This module contains training materials and
activities for you to complete.
The unit of competency ―Install Electrical Protection” contains the

knowledge, skills and attitudes required for Building Wiring Installation
course needed to obtain the National Certificate (NC) II level.
You are required to go through a series of learning activities in order to

complete each of the learning outcomes of the module. In each learning
outcome there are Information Sheets, Job Sheets, Operation Sheets
and Activity Sheets. Accomplish these activities on your own and answer
the Self-Check at the end of each learning activity.
If you have questions, do not hesitate to ask your teacher for assistance.
You may already have some basic knowledge and skills covered in this
module. If you can demonstrate competence to your teacher in a particular
skill, talk to him/her so you do not have to undergo the same training
again. If you have a qualification or Certificate of Competency from previous
trainings, show it to him/her. If the skills you acquired are consistent with
and relevant to this module, they become part of the evidence. You can
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present these for Recognition of Prior Learning (RPL). If you are not sure
about your competence/skills, discuss this with your teacher.
After completing this module, ask your teacher to assess your

competence. Result of your assessment will be recorded in your competency
profile. All the learning activities are designed for you to complete at your
own pace.
In this module, you will find the activities for you to complete and
relevant information sheets for each learning outcome. Each learning
outcome may have more than one learning activity.
This module is prepared to help you achieve the required competency in

receiving and relaying information. This will be the source of information
that will enable you to acquire the knowledge and skills in Building Wiring
Installation NC II independently at your own pace with minimum
supervision from your teacher.

INSTALL ELECTRICAL PROTECTION SYSTEM FOR
Unit of Competency:
Module Title: Installing Electrical Protection
INTRODUCTION:
This module contains the ―know‖ and ―do‖ units in installing

electrical protection.
It covers the knowledge, skills and attitudes required in installing electrical

protection system needed before starting work. Tools are inspected and
prepared. Proper checking must also be done before commencing work so
that lubrications and auxiliary parts are per enterprise specifications. Proper
storing must also be practiced.
This module consist of two (2) Learning Outcomes (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
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Upon completion of the module, you should be able to:
LO1. lay out and install fuse panel; and
LO2. lay out and install panel board.
ASSESSMENT CRITERIA
Refer to the assessment criteria of learning outcomes 1-3 of this module.
PREREQUISITES
Basic and Common Competency
TECHNICAL TERMS
Amperage rating is a maximum current-carrying capacity of a device.
Blade-type cartridge fuse is a fuse with flat contact blades on a cylindrical

case.
Cabinet is an enclosure designed either for surface or flush mounting and

provided with a frame, mat, or trim in which a swinging door of doors may
be hung.
Circuit breaker is an automatic over-current device that trips on overloads,

shorts and resettable.
Concentric knockout is a several removable metal ring that allows the

entrance of various standard sizes of connectors into a cabinet.
Disconnecting is a method by which the conductor of a circuit can be

disconnected from their source of supply.
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Dustproof is constructed that dust will not interface with its successful
operation.
Dust-tight is constructed that dust will not enter the enclosing case.
Eccentric knockout is a knockout that is removed from the box in sections

to form larger holes.
Edison-base plug fuse is a fuse with base that fits the same socket as a regular
based incandescent bulb.
Fault current is a current that flows from one conductor to ground or

another conductor because of an abnormal connection or arc between the
two.
Oil circuit breaker is a load interrupter in which the interrupting contacts

operate submerged in a transformer oil.
Overcurrent protection is a weak link in the circuit that limits the

amperage to a specified amount.
Overload is larger than normal current flowing within the normal current
path.
Rainproof is constructed, protected, or treated as to prevent the rain from

interfering with successful operation of the apparatus.
Rain tight is a constructed or protected exposure to a beating rain which

will not result to the entrance of the water.
Short circuit is larger than the normal current flowing outside the normal
current path.
Type “S” plug fuse is a fuse with special size-limiting characteristics for
each amperage range.
9
Voltage rating is the maximum voltage at which a device is designed to
operate.
ACRONYMS
NEC - National Electrical Code
NEMA – National Electrical Manufacturers’ Association
OHSA – Occupational Health Safety Act.
PEC – Philippine Electrical Code

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.
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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:

Edition.
Publishing: 1999.
4. www.epa.gov/rtp/new-bldg/environmental/0910updf
5. www.omnicontrols.com/
6. www.wikihow.com/
7. www.acmehowto.com/howto/maintenance/electrical/
Learning Outcome 1: Layout and Install Fuse Panel
Sheet 1.1 about fuse panel. teacher to explain topics you
cannot understand.
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Sheet 1.2 about planning and teacher to explain topics you
preparing for installing of fuse cannot understand.
panel.
3. Perform Operation Sheet 1.1 on

installing safety switch.
4. Answer Self-Check 1.1
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.
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Some "copper fuse link" types are still in use but most fuses don’t
longer use copper as its element (the part of the fuse that melts). After
changing from copper to other metals, tubes or enclosures were developed to
hold the melting metal. The enclosed fuse made possible the addition of filler
material which helps to contain the arc that occurs when the element melts.
For many low power uses, the finer material is not required. A simple glass
tube is used. The use of a glass tube gives the added advantage of being able
to see when a fuse is open. Fuses of this type are commonly found in
automobile lighting circuits. Figure 2-1 shows several fuses and the symbols
used on schematics.
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. Plug type
2. Ferrule type
3. Knife blade type
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4. Screw type
According to the National Electrical Code (NEC), all cartridge fuses must
be marked to show:
1. Ampere rating
2. Voltage rating
3. Interrupting rating when over 10,000 amperes
4. Current-limiting type
5. Trade name or name of manufacturer
Important Ratings when Choosing Replacement fuses:
1. Voltage rating. The rating must match or exceed the voltage rating of
the circuit.
2. Ampere rating. The rating of fuse should match the full load current
rating of the equipment or ampacity of conductor as closely as possible.
3. Interrupting capacity. The total current in which the fuse can
interrupt without being damaged.
NEC requirements to be observed by an electrician when installing plug

fuses, fuse holder, and adapters:
1. They shall not be used in circuits exceeding 125 volts between

conductors, except on systems having grounded neutral with no
conductors having more than 150 volts to ground. This situation in the
120/208-volt system in the commercial building covered in this text, or in
the case of 120/240-volt, single-phase system.
2. They shall have ampere ratings of 0 to 30 amperes.
3. They shall have a hexagonal configuration for ratings of 15 amperes and

below.
4. The screw shell must be connected to the load side of the circuit.
5. Edison-base plug fuses may be used only as replacements in existing

installations where there is no evidence of over fusing or tampering.
6. All new installations shall use fuse holders requiring Type S plug fuses or
fuse holders with a type s adapter inserted to accept Type S fuses only.
7. Type S plug fuses are classified as 0 to 15 amperes; 16 to 20 amperes;

and 21 to 30 amperes.
14
Types “S” Fuses and Adapter
Types of Fuses According to the manner of operation
1. Dual-element, Time-delay Fuse
The dual-element, time-delay fuse, provides a time delay in the

lowoverload range to eliminate unnecessary opening of the circuit because of
harmless overloads. However, this type of fuse is extremely responsive in
opening in short circuits. This fuse has two fusible elements connected in
series. Depending upon the magnitude of the current flow, one element is
designed to open when the current reaches a value of approximately 500%
of the fuse rating. The short-circuit element opens when a short circuit or
15
heavy overload occurs. That is, the element opens at current values of
approximately 500% or more of the fuse rating.
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 copper-
link fuses.
16
Fig. 2 Cutaway view of a dual-element, time-delay, current limiting fuse. On
overloads, the spring-loaded trigger assembly opens. On short circuits or heavy
ground faults, the fuse elements in the short-circuit section open. The fuse
elements are generally made of silver.
3. Current-limiting fuse (Non-time delay)
The straight current-limiting fuse, has an extremely fast

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

overload assembly found in dual-element fuses.
To be classified as ―current limiting‖, the code states that when a fuse or

breaker is subjected to heavy (high magnitude) fault currents, the fuse or
breaker must reduce the fault current flowing into the circuit to a value less
than the fault current that could have flowed into the circuit had there been
no fuse or breaker in the circuit.
When used in motor circuits, or other circuits having high currentinrush

characteristics, the current-limiting non-time delay fuses must be sized at a
much higher rating than actual load. That is, for motor with a fullload
17
current 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.
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Fig. 4 Class H cartridge fuse. Illustration shows renewable -type
fuse in which the blown link may be 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.
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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
21
available in fast acting, current-limiting time and a time-delay,
currentlimiting type. Both types of Class L meet UL requirements. Some
Class L fuses have a special interrupting rating of 300,000 symmetrical
amperes. The 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
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1,200 amperes. Common applications for Class T fuses for mains, feeders
and branch circuits.
Class t 300-volt fuses may be used on 120/240-volt single-phase,

208/120-volt three-phase four-wire wye, and 240-volt three phase three
wire delta systems. The NEC permits 300-volts Class T fuses to be installed
in single-phase line-to-neutral circuits supplied from three-phase four-wire
solidly grounded neutral systems where the line-to neutral voltage does not
exceed 300 volts. The NEC does not permit the use of 300-volt Class T fuses
for line-to-line or line-to-line-to-line applications on 480/277-volt
threephase four wire wye, 480-volt three-phase three-wire, and any of the
systems where Class T 300-volt fuses are permitted.
Fig. 8 Class T current-limiting, fast acting fuse; 200,000-ampere interrupting

rating. Links are made if silver. Has very little time delay. Good for the protection
of circuit breakers and on circuits that do not have high inrush loads (such as
motors, transformers). Size at 300% for motors and other high inrush loads.
Class G
Class G fuses are cartridge fuses with small physical dimensions.

They are used in circuits of 300-volts or less to the ground. Class G fuses
are available in sizes ranging from 0 ampere to 60 amperes and are UL listed
at an interrupting capacity of 100,000 RMS symmetrical amperes. To
prevent overfusing, Class G fuses are size limiting within the four categories
assigned to their ampere ratings. Therefore, a fuse holder designed to
accept a 15-ampere Type SC will not accept a 20-ampere Type SC fuse; and
a fuse holder designed to accept 20-ampere Type SC fuse will no accept a
30-ampere Type SC fuse; and so on for the four categories.
Class G fuses are current limiting. They may be used for the protection of
ballasts, electric heat, and similar loads. They are UL listed for branch
circuit protection.
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
25
at short- circuit current values such as 50,000, 100,000, or 200,000
amperes. Each piece of equipment will be marked accordingly.
Fig. 10 Class R cartridge fuses (may be RK1 or RK5).
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)
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Note: NEMA 4X enclosures are generally constructed of stainless steel.
Testing Fuses
As mentioned at the beginning of this module, the Occupational Safety and

Health Act (OSHA) clearly states that electrical equipment must not be
worked on when it is energized. There have been too many injuries to those
intentionally working on the equipment ―hot‖ or thinking the power is off,
only to find out that it is still energized. If the equipment is to be worked on
―hot‖ then proper training and protective gear (rubber blankets, insulated
tools, goggles, rubber gloves, etc.) need to be used. A second person should
be present when working electrical equipment ―hot‖ OSHA has specific
―lockout‖ and ―tag-out‖ rules for working on energized electrical equipment.
When power is turned on. On ―live‖ circuits, extreme caution must be

exercised when checking fuses. There are many different voltage readings
that can be taken, such as line-to-line, line-to-ground, line-toneutral, etc.
Using a voltmeter, the first step is to make sure that the scale is set highest
voltage settings, then change to a lower scale after assuring that it is within
the range of the voltmeter. For example, when testing what you believe to be
a 120V circuit, it is wise to first use the 600V scale, then try the 300V scale,
and then use the 150V scale, just to be sure.
Taking a voltage reading across the bottom (load side) of fuses either fuse-
to-fuse, fuse-to-neutral, or fuse-to-ground can show voltage reading because
even though a fuse is open, there can be ―feed back‖ through the load. You
might come to a wrong conclusion. Taking a voltage reading from the line
side of the fuse to the load side of a fuse will show ―open-circuit 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
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
300 mm
300 mm
S S
4 00 mm 300 mm
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

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.
Edition.
Publishing: 1999.
5. www.geocities.com/cindulkar/notes7.html
6. http://en.wikipedia.org/wiki/Circuit_breaker
7. http://www.tpub.com/neets/book3/8i.htm
Learning Outcome 2: Layout and Install Panel Board
Sheet 2.1 teacher to explain topics you
cannot understand.
5. Perform Operation Sheet 3.2 on  Perform the operation sheet with

installing wire receptacle circuit to
close supervision of teacher.
load center.
6. Answer Self – Check 3.2
39
Layout and install Panel Board
Philippine Electrical Code (PEC) provision for circuit protection
Conductors-Maximum Ampacity and Size
a) General. Branch circuit conductors shall have an ampacity of not

less than the rating of the branch circuit and of not less than the
maximum load to be served. Cable assemblies with neutral
conductors smaller than the ungrounded conductors shall be also
marked.
b) Household ranges and cooking appliances. Branch circuit

conductors supplying household ranges, wall-mounted ovens, counter
cooking units and other household cooking appliances, shall have an
ampacity of not less than the rating of the branch circuit and not less
than the maximum load to be served. For ranges of 8 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. it protects electrical circuits from damage by too much current;

2. serves as protection of conductors;
3. serves as protection of electrical loads/equipment;
4. serves as current limiter to the circuit;
5. acts as safety valve for electrical circuits; and
6. 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 20 25 30 35 40 45 50 60 70 80
90 100 110 125 150 160 175 200 225 250 300
350 400 450 500 600 700 800 1000 1200 2000 2500
3000 4000 5000 6000
Circuiting guidelines
There are many ways of doing the circuitry but there is no optimum or
perfect way of doing it. There are certain guidelines promulgated by the
National Electrical Code (NEC) for flexible, economical and convenient
layout. They are as follows:
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 H. Duty H. Duty H. Duty
Receptacle rating
15 Amp. 50 or 20 30 40 or 50 50
permitted
Maximum load 15 20 30 40 50
7. As specified by the NEC, plug outlets (convenience receptacles) must

be counted in computing the load if it is not included in the load for
general lighting circuit, thus, for 9 and 12 amperes loading on 15
amps. and 20 amps. Circuits respectively, we have:
a. 15 amp. Circuit 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 thermal-

magnetic 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 15 amp
No. 12 20 amp
No. 10 30 amp
No. 8 40 amp
No. 6 55 amp
The ampacities shown are for wires in conduit, in cable, or buried

directly in the earth. If installed in free air, the ampacities are higher.
Strictly speaking, the ampacity of No. 14, No. 12, and No. 10 is greater than
shown above because the figures given actually represent the maximum
permitted over current protection. The difference is significant only when
applying derating factors for continuous loads, for more than three
conductors in a raceway, or for ambient temperatures over 30 deg. (86 deg.
F).
Important Ratings when Choosing Replacement Circuit Breakers
1. Rated voltage, Rated normal current. Values are used to designate it

and which is related to the operating conditions of the circuit
breaker.
2. Rated breaking capacity. It is expressed in Maximum Voltage

Ampere (MVA) capacity as the product of the rated breaking current
in kilo-amperes and the corresponding rated voltage in kV.
3. Rated frequency. The frequency of the electrical system in which the

circuit breaker is to be connected.
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
a. Lug is used for termination of conductors.
b. Grounded (neutral) bar is used for

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

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

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

breakers in the ―off‖ or ―on‖ position.
55
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
1. Before mounting panel, open the desired number and size of knockout
holes for the conduit entry.
2. Install the desired size of conduit connector and tighten snugly.
3. Mount panel board in designated location.
4. Connect one piece of bare ground wire to the ground bar, allowing other
end to hang from bottom of panel. (Note: under actual installation, the
lower end of the ground wire would terminate at the grounding
electrode.)
5. Strip back one end of each piece of insulated wire approximately 5/8-
3/4‖.
6. Install one piece of wire through the connector to the neutral bar
connector; arrange the wire neatly to lay back corner of the panel; then
insert wire in neutral bar terminal and tighten snugly. (Note: the neutral
conductor should lay in the back corner of the panel to leave adequate
room for the other wires and breakers. It should also be identified by
white or gray tape.)
7. Install the remaining two wires through the connector, and insert wires
in the main breaker connectors.
8. Plug the breakers into the panel bus, plug breakers on both right and
left side, start at the top specifications. The main breaker should be
56
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.
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.
57
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.
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 - 1 unit
Materials:
 Load center - 1 set
 Flexible Non-metallic conduit - 5 meters
 Convenience outlet - 3 sets
 Wood screw (assorted sizes) - 20 pcs
 Conduit connector - 7 pcs
 Plastic clamp/straps - 50 pcs
 Wire stranded # 12 - 30 miters
(assorted color)
 Utility box - 3 pcs
 Electrical tape - 1 roll
Tools:
 Steel meter stick/Straight edge - 1 pc
 Try square - 1 pc
 Pull and push rule - 1 pc
 Philips screw driver - 1 pc
58
 Flat screw driver - 1 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.
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
59
7. Strip cables in the boxes. (Note: be sure that at least 6 ‖ of conductor
leaves the face of the box.)
8. In boxes 1 and 2, twist grounds together and install a green wire nut,
leaving enough pigtails to terminate the green for the receptacle
grounding terminal.
9. Strip 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.
60
Assessment criteria
ALLOTTED POINTS
WORKMANSHIP
POINTS EARNED
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
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
61
TEST – II Matching type
Direction: Match common load center accessories at the right with their uses at
the left. Write the correct letters on the blank.
a. Used for termination.
b. Used for termination of

circuit grounded.
c. Used for terminating of

equipment grounding conductors.
d. Used for locking of cabinet

doors
to allow entrance of qualified
personnel only.
e. Used to lock breakers in

the ―off‖ or ―on‖ position.
62
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:

Observation
Questioning
Demonstration
[tick the column] Third party Report
Portfolio
Written
The evidence must show that the candidate …
Learning Outcome 1: Lay Out and Stall Fuse
Panel
1. Tools and materials for installing fuse
panel are selected in line with the job
requirements
2. Fuse panel is installed according to job

requirement.
3. Safety procedures are strictly followed

according to OSHA standards
4. Electrical conductors on fuse panel are

properly harnessed in line with
established standards
63
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:
64
Observation Checklist
Student’s name:
Teacher’s name:
Name of the
School:
Competency
standards
Unit of
competency:
1. Observe the student on how to install electrical protection system.
Date of observation
activity
activity
65
the box












standard?
Teacher’s Feedback:
Teacher’s signature: Date:
Observation and Questioning Checklist
Student’s name:
Teacher’s name:
Name of the
School:
Competency
standards
Unit of
competency:
1. Observe the student how to install electrical protection system.
3. Place a check in the box to show that the student has completed each area of
the activity according to the standard expected in the enterprise.
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.
66
6. Complete the feedback sections of the form.
Date of observation
activity
activity
the box.






standard?
Feedback to student:
Teacher signature: Date:
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:
67
 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:
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 Yes No

standard?
Comments:
68
Student’s
Date:
signature:
Teacher’s
Date:
signature:
PERFORMANCE TEST
Student's Name Date
Competency: Test Attempt

1st 2nd 3rd
Directions: OVERALL EVALUATION

Level
Achieved
Ask your teacher to
assess your performance PERFORMANCE LEVEL
in the following critical
task and performance 4 - Can perform this skill without direct
criteria below supervision and with initiative and adaptability
to problem situations.
You will be rated based

3 - Can perform this skill satisfactorily without
on the overall evaluation
direct assistance or supervision.
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 YES NO N/A

unacceptable achievement, check NO; and for
unachieved skill, check N/A
69
ANSWER KEY 1.1
TEST I: Identification
1. Fuse
2. Device
3. Fault current
4. Over-current protection
5. Overload
6. Short circuit
7. Voltage rating
8. Interrupting rating
9. Concentric knockout
10. Disconnecting means
1. Classifications/types of breakers according to mounting method.
• Din rail type mounted circuit breakers

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

• Dual-element, time-delay, current limiting fuse
• Current limiting fuse (non-time delay)
3. The important ratings when replacing fuses.
• Voltage rating
70
• 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
d. bus bar
TEST II: Matching type.
1. a
2. f
3. i
4. b
5. g
6. d
7. e
8. h
71

Electricity Y3 2

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QUARTER 1

Electrical Installation and Maintenance

Unit of Competency : INSTALL ELECTRICAL LIGHTING

Module Title: Installing of Electrical

Balana, Ulysses B., TLE III Electricity, Eferza Academic Publication,

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

Welcome to the Module “Installation of Electrical Lighting System on

The unit of competency “Install Electrical Lighting System on

You are required to go through a series of learning activities in order

If you have questions, do not hesitate to ask your teacher for

Recognition of Prior Learning (RPL)

After completing this module ask your teacher to assess your

This module is prepared to help you achieve the required competency,

Unit of Competency INSTALL ELECTRICAL LIGHTING SYSTEM ON

Module Title Installation of Electrical Lighting System on

This module contains the “know” and “do” units in Installation

It covers the knowledge, skills and attitudes required in installing the

This module consist of seven (7) Learning Outcomes (LO’s) that

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the students shall be able to:

Refer to the assessment criteria of learning outcomes # 1-7 of this

Basic and Common Competencies

Fluorescent tube is a circular bulb containing mercury vapor and inert

Knick is small cut on wires.

Limelight comes from the incandescent light produced by a rod of lime

Unit of Competency : INSTALL ELECTRICAL LIGHTING SYSTEM ON

Module Title : Installing of Electrical Lighting System on

Learning Outcome 1: Layout and install electrical wiring using

1. Electrical wiring is installed in line with the job requirements.

1. Johnston, Larry et.al., Better Homes and Gardens Wiring 1st

2. Mulin, R.C., Smith R.L. Electrical Wiring-Commercial, Six

3. Agpoa, Feleciano. Interior and Exterior Wiring

Learning Activities Special Instructions

2. Perform the job sheet 1.1 on  Perform the performance test

3. Perform the job sheet 1.2 on

4. Perform the job sheet 1.3 on  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

Figure 1. The Split and Solid knobs

Figure 2. The Solid Knob with Leather washer for Protection

Figure 4 . Spacing of Split Knobs and Conductors

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

Safety reminders when installing knob and tube wiring

4. Use the appropriate screw driver for the screw.

8. Do not drive the split-knobs completely before the conductors or wires

Unit of Competency : INSTALL ELECTRICAL LIGHTING SYSTEM ON

Module Title : Installing of Electrical Lighting System on

Learning Outcome 2: Layout and install PVC raceway/molding

1. Johnston, Larry et.al., Better Homes and Gardens Wiring 1 st Edition,

2. Mulin, R.C., Smith R.L. Electrical Wiring-Commercial, Six Ed., New

3. Agpoa, Feleciano. Interior and Exterior Wiring Troubleshooting ;

Learning Outcome 2: Layout and install PVC raceway/molding

Learning Activities Special Instructions

2. Perform job sheet 2.1 on  Observe the demonstration of

Surface Raceway is a one piece, non-metallic, adhesive backed

Different types of Surface Raceway