Finish TG Eim Final 12-27-14

Grade 10
GOP – Textbook
Funds
Electrical Installation
and Maintenance
Teacher’s Guide
DRAFT
Department of Education
Republic of the Philippines
1
Technology & Livelihood Education– Grade 10
Teacher’s Guide
First Edition, 2014
ISBN: ___________
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency
or office wherein the work is created shall be necessary for exploitation of such work for
profit. Such agency or office may, among other things, impose as a condition the payment
of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, Ph.D.
Assistant Secretary: Lorna Dig-Dino, Ph.D.
DRAFT
Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-
IMCS)
Office Address: 2nd Floor Dorm G, Philsports Complex, Meralco Avenue,
Pasig City, Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
2
K to12 BASIC EDUCATION CURRICULUM
Industrial Arts
ELECTRICAL INSTALLATION AND MAINTENANCE NC II
GRADE 10
Personal Entrepreneurial Competencies (PECs)
4 Hours.
Grade Level Standard:
This is a specialization course which leads to Electrical Installation

and Maintenance National Certificate Level II (NC II). It covers two (2) core
competencies that a Grade 10 Technology and Livelihood Education (TLE)
student ought to possess, namely: 1) communicate effectively using the English
language; and 2) deliver quality customer service.
The preliminaries of this specialization course include the following: 1)
discussion on the relevance of the course; 2) explanation of key concepts
DRAFT
relative to the course and; 3) exploration on career opportunities.
Content Standard

The learner demonstrates understanding of one’s Personal
Entrepreneurial Competencies in Electrical Installation and Maintenance.
Performance Standard
The learner independently creates a plan of action that strengthens and or

further develops his/her PECs in Electrical Installation and Maintenance.
Learning Competencies
Develop and strengthen PECs needed in Electrical Installation and Maintenance.
3
Introduction
This teacher’s guide will lead you to effectively and efficiently teach PECs.
Moreover, this will guide you in determining relevant and appropriate teaching
techniques and strategies that will fit to the learning needs and demands of the
learners to make them best understand, appreciate and be inspired in realizing
the importance of entrepreneurship and the entrepreneurial competencies
related to Electrical Installation and Maintenance.
This module will also provide learners an opportunity to know that

individuals possess different PECs. This PECs includes characteristics,
attributes, lifestyles, skills, or traits that make a person different from others.
Likewise, when one aligns these competencies with the competencies of
successful practitioners or entrepreneurs, he or she may become ready to face
the experiences of starting a business or being employed.
Moreover, the module is designed to stimulate the learners mind to

think about entrepreneurship and its role in the business community and in the
DRAFT
economic and social development.
Objectives
Learners are expected to understand the underlying principles and

concepts of PECS more particularly in:
- identifying areas for improvement, development and growth;

- aligning learners’ PECs according to their business or career choice; and
- creating a plan of action that ensures success in their business or
career choice.
4
Presentation of Content
Introduction
• Guide learners in appreciating and understanding PECs in order to be

successful in business or in the world of work by sharing / telling them
inspiring real-life stories of successful businessmen and or well-known
workers in the field of Electrical Installation and Maintenance in Town/
Municipality.
• Explain to learners the importance of assessing their PECs.
• Guide learners in understanding the importance of entrepreneurs and
entrepreneurship.
Pre-Assessment
• Utilize the sample pre-assessment test available in the learner’s materials or
craft a comprehensive teacher-made test to assess learner’s prior knowledge
and skills in PECs.
• Evaluate the result of the pre-assessment and prepare a plan of action to
DRAFT
strategically address the learning needs and requirements of the learners.
Guide Questions
• Have learners actively perform Task 2, and let them share their answers and
relevant experiences to the class.
• Process learners’ understanding on the guide questions presented in Task 2.
• Learning Goals and Target
• Help learners in utilizing available technology / resources in planning their

own learning goals and targets.
Group Activity
• Group the learners then let them perform Task 3. Let them share their
thought to the class.
• Process learners’ understanding and guide them in arriving to a relevant and
acceptable generalization.
5
Know, Process, Reflect and Understand, and Transfer
Know
• Discuss / present the importance of assessing personal entrepreneurial
competencies (PECs) and skills vis-à-vis a practicing entrepreneur or
employee; provide a solid example of an entrepreneur or employee existing
in your town/municipality.
• Expand learner’s curiosity by asking essential questions on the important
characteristics / traits / attributes and skills of a good entrepreneur.
• Assist / Guide learners in understanding the entrepreneurial competencies
(characteristics, traits, attributes) and skills of a good entrepreneur.
• Have an appropriate, relevant and timely learning activity for the learners to
appreciate the best entrepreneurial competencies.
• Assess learner’s knowledge, skills and understanding on the topic. Utilize the
result of the pre-assessment to improve their learning.
Process
• Let learners accomplish Task 4 (PECs Checklist). Let them have their own
DRAFT
interpretation or personal insights based from the accomplished task.
• Facilitate student-to-student interactions and process learners understanding.
Reflect and Understand
• Deepen learners’ understanding on PECs by guiding them to accomplish task
5 (Interview).
• Facilitate appropriate learning activities to finish the task.
• Encourage learners to report their accomplishments to the class.
• Process learners’ understanding.
Transfer
• Assist learners in individually accomplishing task 6 (Preparation of a Plan of
Action). Let them intelligently craft their own plan of action. Have learners
present this in class and process their understanding.
• Guide learners in answering the essential questions presented on Task 7.
• Have learners share their answers to the class and then process their
understanding.
• Provide learners more concrete examples and enrichment activities to further
deepen their understanding about PECs and its importance in day-to-day
living as future entrepreneurs or workers.
• Provide learners applicable activities whereby they can transfer to the
community what they have learned.
• Let learners utilize available resources in the community to accomplish the
task.
6
V – Feedback
Pre / Post Assessment
1. E 6. B
2. K 7. C
3. H 8. I
4. A 9. D
5. J 10. F
VI – References
1. Module 5, Project EASE, Effective and Affordable Secondary Education
2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A
3. http://www.thetimes100.co.uk/theory/theory--opportunities-constraints-
business-environment--165.php#ixzz1PVjUuaWu
DRAFT
4. http://www.thetimes100.co.uk/theory/theory--constraints--421.
php#ixzz1PVki8a36
5. http://www.thetimes100.co.uk/theory/theory--constraints-on-
production--303.php#ixzz1PVkyDy8k
6. http://www.thetimes100.co.uk/theory/theory--production-and-resource-
requirements--354.php#ixzz1PVlGG7zv
7. http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-
marketing--245.php#ixzz1PVlc88gR
7
Environment and Market (EM)
4 Hours.
Grade Level Standard:
This is a specialization course which leads to Electrical Installation and

Maintenance National Certificate Level II (NC II). It covers two (2) core competencies
that a Grade 10 Technology and Livelihood Education (TLE) student ought to possess,
namely: 1) communicate effectively using the English language and 2) deliver quality
customer service.
The preliminaries of this specialization course include the following:
1) discussion on the relevance of the course; 2) explanation of key concepts relative to
the course and; 3) exploration on career opportunities.
Content Standard

The learner demonstrates understanding of environment and market in
Electrical Installation and Maintenance in one’s town/municipality.
Performance Standard
DRAFT
The learner independently creates a business vicinity map reflective of
potential market in Electrical Installation and Maintenance in a town/municipality.
Learning Competencies
• Develop a quality and marketable product or services in Electrical Installation and

Maintenance
• Select a business idea based on the criteria and techniques set
• Develop a brand for the product
8
1. Introduction
People who aspire to start a business need to explore the economic, cultural and
social conditions prevailing in an area. Needs and wants of the people in a certain
area that are not met may be considered as business opportunities. Identifying the
needs of the community, its resources, available raw materials, skills, and appropriate
technology can help a new entrepreneur in seizing a business opportunity.
To be successful in any kind of business venture, potential entrepreneurs should

always look closely at the environment and market. They should always be watchful
on the existing opportunities and constraints. The opportunities in the business
environment are those factors that provide possibilities for a business to expand and
make more profits. Constraints, on the other hand, are those factors that limit the
business to grow, hence reduce the chance of generating profit. One of the best ways
to evaluate the opportunities and constraints is to conduct Strengths, Weakness,
Opportunities and Threats (SWOT) Analysis.
DRAFT
1. Objectives
Learners are expected to understand the underlying principles and

concepts of EM more particularly in:
- identifying what is of “value” to the customer;
- identifying the customers to sell to;
- explaining what makes a product unique and competitive;
- applying creativity and innovative techniques to develop marketable product; and
- employing a unique selling proposition (USP) to the product and or service.
9
1. Presentation of Content
Introduction
• Utilizing appropriate activities, lead learners in giving value to environment and

market and its implication to be successful in a business relating to Electrical
Installation and Maintenance.
• Guide learners in understanding the importance of environment and market;
likewise lead them in appreciating the value of SWOT Analysis.
• Provide relevant, appropriate and meaningful examples of SWOT Analysis
pertaining to Electrical Installation and Maintenance.
• Help learners in presenting the importance of assessing their immediate
environment and market pertaining to Electrical Installation and Maintenance.
• Using your processing and questioning skills, guide learners in coming up with a
generalization about environment and market and its relation to be successful in
the field of Electrical Installation and Maintenance.
• Pre-Assessment
• Utilize the sample pre-assessment test available in the learner’s materials or craft a
comprehensive teacher made-test to assess learner’s prior knowledge and skills in
EM.
• Evaluate the result of the pre-assessment and prepare a plan of action to
DRAFT
strategically address the learning needs and requirements of the learners.
Guide Questions
• Ask learners to actively perform Task 1 and guide them in presenting their answers
to the class.
• Process learner’s responses and guide them to have an appropriate generalization.
Learning Goals and Target
• Help learners in planning their own learning goals and target as reflected.
• Provide enrichment activities and guide them in analyzing available resources and
technology in the community in accomplishing their learning goals and targets.
10
1. Know, Process, Reflect and Understand, and Transfer
Product Development
Know
• Discuss product development, concept of developing a product, finding value,
innovation, unique selling proposition and its relationship to environment and
market and business at large.
• Let learners actively participate in the discussion on the aforementioned topics.
Assist or guide learners in presenting their ideas and relevant experiences.
• Design varied levels of learning activities for the learners to better understand the
aforementioned topics.
• Guide learners in reflecting on the importance of product development, concept of
developing a product, finding value, innovation, and unique selling proposition.
• Design an assessment to evaluate learner’s understanding on the previous topics.
• Utilize the result of the assessment in designing / developing learning activities that
would enrich learner’s understanding.
Process
• Guide learners in accomplishing Task 3. Let them passionately conduct a research
DRAFT
by doing an interview of a successful entrepreneur or practitioner within the town/
municipality.
• Have learners present their research to the class and process their understanding
in relation to the objectives of this module.
• Inspire learners to deepen their understanding on environment and market by

carefully watching the videos related to the prescribed topics on task 4.
• After letting the learners watch the videos, let them prepare a comprehensive
narrative report on the topics they have watched.
• Encourage learners to present their accomplishments to the class.
• Process learner’s understanding in relation to the objectives of this module.
Transfer
• Guide learners in developing their concept for their own product or service as
reflected on Task 5.
• Assist learners in analyzing and utilizing available resources in developing their
concept of their own product or service.
• Evaluate learner’s output by referring to teachers-made rubrics which are aligned
to the performance standards.
11
• Evaluate learner’s output by referring to teachers-made rubrics which are
aligned to the performance standards.
• Let learners eloquently share and present their output to the class.
• Lead learners in reflecting on the importance of product conceptualization.
Generating Ideas for Business
Know
• Let learners read and understand topics relating to generating ideas for business,
key concept of selecting a business idea, and branding.
• Let learners undergo varied levels of learning activities to better appreciate the
importance of generating ideas for business, key concept of selecting a business
idea, and branding.
• Process learner’s understanding relative the objectives of this module.
Process
• Lead learners in reflecting on their SWOT Analysis and its importance in generating
DRAFT
business ideas by engaging them to learning opportunities for interaction with
others outside the classroom and with the use of technology.
• Instruct learners to enrich their knowledge on SWOT Analysis by conducting
researches.
• Provide an appropriate type of assessment to evaluate learner’s understanding on
SWOT Analysis. Utilize the result of the assessment to craft more appropriate and
productive learning activities.
• Assist learners in performing Task 6 (SWOT Analysis).
• Evaluate / Assess learner’s output and check it against the objectives of this
module.
• Let learners work on an independent learning activity or cooperative learning (ICL)

in accomplishing Task 7 (Extra Readings and Video Viewing).
• Assist learners in presenting their output. Assess the evidence of learning and
provide useful input to improve their output.
Transfer
• Have learners prepare task 8 (Making My Own Logo). Assist learners in

accomplishing this task by adhering on with their real life experience.
12
• Assess learners output using a teacher-made rubrics following the stan-
dards and objectives of this module.
V – Feedback
Pre / Post Assessment
1 .d 6. d
2 .c 7. b
3 .a 8. c
4 .b 9. d
5. a 10. d
VI – References
1. Module 5, Project EASE, Effective and Affordable Secondary Education
2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A
DRAFT
3. http://www.thetimes100.co.uk/theory/theory--opportunities-constraints-
business-environment--165.php#ixzz1PVjUuaWu
4. http://www.thetimes100.co.uk/theory/theory--constraints--421.
php#ixzz1PVki8a36
5. http://www.thetimes100.co.uk/theory/theory--constraints-on-
production--303.php#ixzz1PVkyDy8k
6. http://www.thetimes100.co.uk/theory/theory--production-and-resource-
requirements--354.php#ixzz1PVlGG7zv
7. http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-
marketing--245.php#ixzz1PVlc88gR
13
Process and Delivery (P & D)
Content Standard Performance Standard
The learner demonstrates an The learner independently
understanding of the basic demonstrates the common
concepts and underlying theories competencies in electrical
in electrical installation and installation and maintenance as
maintenance. prescribed by TESDA Training
Regulations.
TABLE OF Suggested
CONTENT INSTRUCTIONS No of Hours
PAGE
(40)
Quarter I
The teacher shall give the learners

an overview of the competencies in
DRAFT
the installations of electrical lighting
systems, auxiliary outlets and lighting
fixtures. It includes instructions
and procedure in wires and cables,
electrical symbols, wiring diagrams,
installation using flexible armored
cable (BX), non-metallic sheathed
cable (NM) and flexible metallic tubing
(FMT). It also includes instructions
and procedure in attaining the learning
outcome in which they are expected to:
Introduction 41
LO2- Install electrical lighting
systems, auxiliary outlets and
lighting fixtures
Each learning outcome contains

learning activities with information
and activity sheets. Diagnostic and
self-check of their basic knowledge
in the installation of electrical lighting
fixtures are also included.
14
A. The teacher may require
students separate sheets for the
pre/ diagnostic test or may ask
the learners to bring their own
modules together with their activity
notebooks.
B. The teacher discusses with the

learners about the need for a pre/
diagnostic assessment. Guide
them by giving clear instructions
in taking a pre/diagnostic test in
assessing their prior knowledge in 1
the installation of electrical lighting Hour
lighting fixtures, specifically, in wires
and cables, electrical symbols,
wiring diagrams, installation using
DRAFT
flexible armored cable (BX), non-
Pre-Diagnostic Test 42 metallic sheathed cable and flexible
metallic tubing (FMT). Results of the
assessments shall provide feedback
to the teacher so as to clarify
misconceptions and thus, guide
them for further learning.
C. Answer Key:
1. a 11. b
2. b 12. d
3. a 13. b
4. b 14. b
5. b 15. c
6. c 16. d
7. d 17. d
8. c 18. a
9. c 19. d
10. c 20. c
15
A. Ask learners to prepare their
Information Sheet modules in Wires and Cables. 4
2.1 Wires and 45 Hours
Cables B. Guide learners in the discussion of
the lesson about Wires and Cables.
A. Guide learners in administering

Self-Check 2.1- Wires and Cables
B. Answer Key: 1
1. c Hour
2. a
Self Check 2.1 3. b
59
Wires and Cables 4. d
5. b
6. c
7. b
DRAFT
8. c
9. d
10. d

modules for the lesson in Common
Electrical Symbols. 3
Hours
B. Guide learners in the discussion of
Information Sheet
the lesson about Common Electrical
2.2 Common 61
Symbols.
Electrical Symbols
16
A. Guide learners in administering Self-
Check 2.2 - Analyze Electrical Symbols
B. Answer Key:
a.
Self Check 2.2 1. b 1
Analyze Electrical 68 2. d Hour
Symbols 3. a
4. e
5. c
b. Answers will depend on the answers
of each student. (1 – 10)
Information Sheet
DRAFTA. Ask learners to prepare their
modules the lesson on Wiring
Diagrams. 3
70
2.3 Wiring Diagrams Hours
B. Guide learners in the discussion of
the lesson about Wiring Diagrams.
17
Check 2.3 – Wiring Diagram
B. Answer Key:
Schematic Diagram of “one lamp 1
controlled by a single pole switch and a Hour
convenience outlet”
Actual Connection Diagram of “one

lamp controlled by a single pole switch
and a convenience outlet”
Self Check 2.3
76
Wiring Diagram
DRAFT
Line Diagram of “one lamp controlled
by a single pole switch and a
convenience outlet”
18
A. Instruct learners in the sketching of
schematic, actual connection and line
diagrams.
B. Answer Key:
Schematic Diagram of “two lamps,
first lamp is controlled by two 3-way
switches and the second lamp is
controlled by a single pole switch”
2
Hours
DRAFT
Activity Sheet 2.1 Actual Connection Diagram of “two
Wiring Diagram lamps, first lamp is controlled by two
77
3-way switches and the second lamp is
controlled by a single pole switch”
19
Line Diagram of “two lamps, first lamp is
controlled by two 3-way switches and the
second lamp is controlled by a single pole
switch”
DRAFT
A. Ask learners to prepare their 2½
modules of the lesson in Flexible Hours
Information Sheet Armored Cable Wiring.
2.4 Flexible Armored 78
Cable Wiring B. Guide learners in the discussion of
the lesson in Flexible Armored Cable
Wiring.

Check 2.4 – Flexible Armored Cable
Wiring. ½
Hour
Self Check 2.4
B. Answer Key:
Flexible Armored 83
1. a
Cable Wiring
2. d
3. c
4. b
5. c
20
A. Instruct learners in the installation
one lamp controlled by a single
pole switch using a flexible armored
cable.
3
Note: Remind students to observe Hours
safety measures while working on the
task.
Tools and Equipment Needed:

• Hacksaw
• Screwdrivers (Flat and Philips)
• Pliers (Long Nose/Combination)
• Pull Push Rule
• Pencil/Chalk
• Wire Stripper
• Personal Protective Equipment
- Gloves, goggles and hardhat
Electrical Materials Needed.
Activity Sheet 2.2
DRAFT
Quntity Description
Flexible Armored
84 3 meters BX Armored Cable
Cable Wiring
Installation #14/2awg (1.6mm)
2 pcs. Junction boxes,
octagonal, 2” deep
(5mm)
1 pc. Utility box, 2”x4”
(5cm x 10cm) Utility boxes, 2”x4”
(5cm x 10cm)
1 pc. Lamp holder, flush
type
1 pc. Incandescent lamp, 25
watts
1 pc Single pole switch,
flush type
1 pc. Circuit breaker, 20amp
6 pcs. Bushings
6 pcs. Metal straps
21
10 pcs. Woods Screws,
¼”
1 roll Electrical tape
1 pc. Wiring board 2’ x

4’ x ¾”
B. The teacher will check the wiring

installation output of the student
based on the assessment criteria
found in the Learner’s Materials.
A. Instruct learners on how to Install

one lamp controlled by two 3-way
switches in different locations.
Activity Sheet 2.3 3
Flexible Armored B. Answer Key: Hours
DRAFT
86 1. List of electrical materials needed.
Cable Wiring
Installation Quantity Description
3 meters BX Armored Cable
#14/3awg (1.6mm)
3 meters BX Armored Cable
#14/2awg (1.6mm)
(5mm)
2 pcs. Utility boxes, 2”x4”
(5cm x 10cm)
1 pc. Lamp holder, flush
type
1 pc. Incandescent lamp 25
watts
1 pair 3-way switches with
cover, flush type
1 pc. Circuit breaker, 20amp
22
8 pcs. BX straight con-
nectors, ½ “diam-
eter
8 pcs. Bushings
8 pcs. Metal straps
12 pcs. Woods Screws, ¼”
4’ x ¾”
2. The teacher will check the wiring

89 installation output of the student based
on the assessment criteria found in the
Learner’s Material.
Information Sheet A. Ask learners to prepare their module

2.5 Non-metallic about the lesson in Non-Metallic 2 ½ hours
DRAFT
Sheathed Cable Sheathed Cable (NM)
(NM)
Guide learners in the discussion of the
lesson about Non-Metallic Cable (NM)
23
A. Guide learners in discussing and
administering Self-Check 2.5 –Non-
Metallic Sheathed Cable
B. Answer Key: ½ hour
A.
1. steel staple/aluminum strap
2. type NM
3.type NMC
4. 20 amps
5. 30 amps
B.
• Slit the sheathing down the middle
Self Check 2.5 Non- using a sharp utility knife. To avoid
Metallic Sheathed 96 slicing the wire insulation, do not cut
Cable too deep.
• Pull back the plastic sheathing, as
DRAFT
well as the paper that wraps the
wires, exposing 8-12 inches of wire.
• Insert the wires into the box. With
this type of plastic box, push the
wires through a hole, which has a
tab that grabs the cable. Check that
about 1/2 inch of sheathing is visible
inside the utility /junction box.
• Wherever possible, staple NM cable
firmly to a framing member, out of
reach of nails. Staple cable within 8
inches of the box and every 2-4 feet
along the run of the cable.

module about the lesson in Flexible 2
Information Sheet Metallic Tubing (FMT) Hours
2.6 Flexible Metallic 97
Tubing (FMT) B. Guide learners in the discussion of
the lesson about Flexible Metallic
Tubing (FMT)
24
C. Guide learners in discussing and
administering Self-Check 2.5 –
Flexible Metallic Tubing.
B. Answer Key:
1. clamps/straps 1
2. 50 ft. Hour
Self Check 2.6
3. 8
Flexible Metallic 100
4. Flexible Metallic Tubing
Tubing
5. FMT connector
6. in wet location, in hoist way, in
storage battery room….
7. FMT connectors
8. Adapter/locknut
9. clamps/straps
10. Flexible Metallic Tubing
DRAFT
A. Instruct learners on how to properly
Cut Flexible Metallic Tubing.
Supplies and Materials: 1

• Pencil Hour
• Chalk Mins
• Rag
• FMT
Tools and Equipment:
Activity Sheet 2.4 • Bench vise
101
Cut Flexible Metallic • Hacksaw
Tubing • Personal Protective Equipment
-gloves, goggles and hardhat
B. The teacher will check the output

(Cut Metallic Tubing).
25
Flexible Metallic Tubing (FMT).
Supplies and Materials:
• Serving cap
• Circuit breaker
• Utility boxes
• Junction boxes
• Flexible metallic tubing
• Connector (FMT)
• Metal strap
• Wiring plan
• Wiring booth/board
Tools and Equipment
Activity Sheet 2.5 • Metric rule 2

Install Flexible • Try square Hours
102
Metallic Tubing • Bench vise
DRAFT
(FMT) • Hacksaw / pipe cutter
• Level
• Plumb bob
• Chalk line
• Screw driver
• Hammer
- Gloves
- Goggles
- Hardhat
- Tight clothes
B. The teacher will check the students’

outputs in the wiring installation based
Learner’s Materials.
26
Suggested A. Instruct learners to sketch 3 hours
Differentiated schematic, actual connection, and
Activity for Sketching line diagrams the following:
Wiring Diagrams 1.) A circuit with three lamps, one lamp
is controlled by a 4-way switch and
two 3-way switches in three different
locations and two lamps are controlled
by a single pole switch. (for Advanced
learners)
2.) A circuit with three lamps, one lamp

is controlled by two 3-way switches and
two lamps are controlled by a single
pole switch.(for Proficient learners)
B. Answer Key:
1. Schematic Diagram:
DRAFTActual Connection Diagram:
Line Diagram:
2. Schematic Diagram:
27
Actual Connection Diagram:
Line Diagram:
DRAFT
A. Ask the learners to prepare their
activity notebooks and modules for
the installation of electrical lighting
lighting fixtures.
B. Guide learners in the administration

of two types of assessments:
• Written Assessment
Summative Test 105 • Performance Assessment 3
– Quarter I Hours
C. Answer Key:
Test I- A Knowledge:
1. ACV
2. Schematic
3. 8
4. Hypertemp 2000/magnet wire
5.
28
Test I- B
1. Armored cable
2. Octagonal box
3. Flexible metallic tubing
4. FMT connectors
5. Adapter locknut
Test II- Process:

Possible answers:
˚˚ BX/Armored Cable Wiring for
Ceiling
˚˚ NM wiring for ceiling
˚˚ TW, THW, THHN, THWN wires
inside rigid conduit (metallic
or non-metallic) for ceiling and
concrete walls.
Justification: All are approved for
indoor use, as long as the correct
DRAFT
sizes of conductors are used.
One cannot use BX and NM to be
embedded in concrete walls. It is
not allowed by the code.
Test III- Understanding:
Test IV-Performance: (10 points)

The teacher will check students’ output
in the wiring installation output of the
student based on the assessment
criteria found in the Learner’s Materials.
29
Suggested
TABLE OF INSTRUCTIONS No of Hours
PAGE
CONTENT (40)
Quarter II

an overview of the competencies in
the installations of electrical lighting
fixtures. Including the instructions and
procedure in the installation of rigid
steel conduits, intermediate metallic
tubing and Republic Act 7032. It also
includes instructions and procedure of
the learning outcome:
LO2- Install electrical lighting systems,

Introduction 111
DRAFT
auxiliary outlets and lighting fixtures.
Each learning outcome will be
achieved through learning activities
with information and activity sheets.
Diagnostic and self-check of students’
basic knowledge in the installation of
electrical lighting systems, auxiliary
outlets and lighting fixtures are also
included.
30
The teacher may require students
separate sheets for the pre/ diagnostic
test or may ask the learners to bring
Pre-Diagnostic Test their own modules together with their 1
activity notebooks. Hour
Discuss with learners about the need
for a pre/diagnostic assessment.
Guide them by giving clear instructions
in taking a pre/diagnostic test in
assessing their prior knowledge in
fixtures, specifically, in the installation
of rigid steel conduits, intermediate
metallic tubing and Republic Act 7032.
Results of the assessments serve as
a springboard to the clarifications of
misconceptions.
DRAFT
112 C. Answer Key:
1. a
2. c
3. c
4. b
5. b
6. b
7. d
8. a
9. c
10. a
11. b
12. a
13. a
14. b
15. d
16. c
17. a
18. d
19. c
20. b
31
A. Ask learners to prepare their module
about the lesson in Rigid Steel Conduit
Information Sheet (RSC). 3½
2.7 Rigid Steel Hours
Conduit (RSC) B. Guide learners in the discussion of
114 the lesson about Rigid Steel Conduit
(RSC).

Check 2.6 Rigid Steel Conduit
DRAFT
B. Answer Key:
Self Check 2.7 Rigid 1. a ½
Steel Conduit 2. d Hour
3. b
4. c
118
5. a
32
A. Instruct learners on how to Ream
Rigid Steel Conduit.
• Pencil
• Chalk
• Rag
• RSC
• Bench vise
• Flute reamer/file
• Hacksaw
-gloves, goggles and hardhat 3
Hours
Activity Sheet 2.6 B. Demonstrate the proper way of
Ream Rigid Steel reaming and check the output using the
Conduit suggested assessment criteria.
Suggested Assessment Criteria
DRAFT

CRITERIA POINTS
Smoothness 5
119 Measurement 4
Use of tool 3
Use of PPE 3
Speed 3
Housekeeping 2
TOTAL 20
33
A. Instruct learners on how to Bend
Rigid Steel Conduit (Elbow Bend).
• Pencil
• Chalk
• Rigid Steel Conduit

• Metric rule
• Try square
• Hickey with handle
• Hacksaw
• Personal Protective Equipment 4
Activity Sheet 2.7 -gloves, goggles and safety shoes Hours
Bend Rigid Steel
Conduit (Elbow B. Demonstrate the proper way of
Bend) bending rigid steel conduit (elbow
bend) and will check the output using
DRAFT
the suggested assessment criteria.
121
CRITERIA POINTS
Accuracy of bend 5
Measurement 4
Use of tool 3
Use of PPE 3
Speed 3
Housekeeping 2
TOTAL 20
34
A. Instruct learners on how to Bend
Rigid Steel Conduit (Offset Bend).
• Pencil
• Chalk
• Rigid Steel Conduit
• Metric rule
• Try square
• Hickey with handle
• Hacksaw
-gloves, goggles and safety shoes 4
Hours
Activity Sheet 2.8 Demonstrate the proper way of bending
Bend Rigid Steel rigid steel conduit (offset bend) and will
Conduit (Offset Bend) 123 check the output using the suggested
assessment criteria.
DRAFT
CRITERIA POINTS
Accuracy of bend 5
Measurement 4
Use of tool 3
Use of PPE 3
Speed 3
Housekeeping 2
TOTAL 20
35
Rigid Steel Conduit.
• Serving cup
• Circuit breaker
• Utility boxes
• Junction boxes
• Rigid steel conduit
• Connectors (RSC)
• Metal straps
• Wiring plan
• Metric rule 4
• Try square Hours
Activity Sheet 2.9 • Bench vise
Install Rigid Steel • Hacksaw/pipe cutter
Conduit • Level
125
DRAFT
• Plumb bob
• Chalk line
• Screwdrivers
• Hammer
-gloves, goggles, hardhat and
tight clothes
B. Check the output using the

assessment criteria found on the
Learner’s Materials.
36
A. Ask learners to prepare their module,
for the lesson in Intermediate Metallic
Information Sheet Tubing (IMT) 3½
2.8 Intermediate 128 Hours
Metallic Tubing B. Guide learners in the discussion of
(IMT) the lesson about Intermediate Metallic
Tubing (IMT)
A. Guide learners in discussing

and administering Self-Check 2.7
Intermediate Metallic Tubing.
B. Answer Key:
A.
1. a ½
Self-Check 2.8 2. b Hour
136
Intermediate Metallic 3. d
DRAFT
Tubing 4. c
5. a
B.
6. elbow
7. coupling
8. nipples
9. Intermediate Metallic Conduit
10. square box
37
A. Instruct learners on how to install
wiring using intermediate metallic tubing.
Two bulbs, one bulb controlled by two
3-way switches, the other bulb is
controlled by single pole switch.
Two convenience outlets, one is for
Airconditioning Unit (ACU) and the other
is for ordinary duplex
Convenience Outlet (CO).
4
Activity Sheet 2.10 Supplies and Materials: Hour
Install Wiring using • Serving cap
Intermediate Metallic • Circuit breaker
Tubing (IMT) • Utility boxes
• Junction boxes
• Flush type convenience outlets
(duplex and ACU)
• Switches (Single pole and 3-way)
DRAFT
• Incandescent bulbs
137 • Connectors (IMT)
• Metal straps
• IMT
• Solid/stranded wires 2.00mm and
1.60mm
• Elecrical tape/friction tape
• metric rule
• try square
• bench vise
• hacksaw / pipe cutter
• level
• plumb bob
• chalk line/pencil
• screw drivers
• pliers
• wire stripper
• hammer
38
- gloves, goggles, hardhat and
tight clothes
B. Check the output using the assess

ment criteria found on the Learner’s
Materials.
Information Sheet A. Ask learners to prepare their module

2.9 Republic Act about the lesson in Republic Act 7832-
DRAFT
7832- Anti-Electric Anti-Electric and Electric Transmission 3 ½
and Electric Line/Materials Pilferage Act of 1994 Hours
140
Transmission Line/
Materials Pilferage B. Guide learners in the discussion of
Act Of 1994 the lesson about Republic Act 7832-
Anti-Electric and Electric Transmission
Line/Materials Pilferage Act of 1994.

administering Self-Check 2.8 Republic
Act No. 7832.
Self Check 2.9 ½
Republic Act No. B. Answer Key: Hour
7832 1. P
2. T
143
3. I
4. P
5. I
39
Instruct learners to install any of these
two wiring installations using Flexible
Armored Cable:
1.) A circuit with four lamps: two lamps
are controlled by two 3-way switches
in different locations, two lamps are
controlled by a single pole switch and
Suggested a convenience outlets. (for Advanced 4
Differentiated learners) Hours
Activity for Flexible 2.) A circuit with four lamps: one lamp
Armored Cable is controlled by two 3-way switches and
Wiring Installation three lamps are controlled by a single
pole switch.(for Proficient learners)

using the suggested assessment
criteria found in the Learner’s Material.
3.) Sketched below is the top view of a
DRAFT
concrete roofing slab (before pouring
the concrete) showing the reinforcing
bars. The boxes for lighting outlets and
utility boxes for switches are already
mounted. As an electrician, sketch at
least three(3) possible conduit runs.
Justify your layout.
40
Possible Answers
DRAFT
41
A. Ask learners to prepare the
activity notebooks and modules in
fixtures, specifically, installation of rigid
steel conduit, intermediate metallic
tubing and Republic Act 7032.
Summative Test - 4
Quarter II B. Guide learners in administering two Hours
types of assessments.
• Performance Assessment
C. Answer Key:
Test I- Knowledge:
1. 3/4
2. nipples
3. pipe cutter
DRAFT
4. LR
5. 10 ft.
144 Test II- Process
1. Pipe Cutter is a tool used for cutting

rigid steel conduit.
2. Hickey/ Pipe Bender is a tool used
for bending rigid metallic conduit.
3. Nipples is a short length of conduit
or tubing material which is used to
extend a conduit system.
4.Elbow is the bent section of the
conduit or tubing used to change
raceway direction or bypass
obstruction.
5. Coupling is a device connecting two
pieces of pipes in order to extend their
length.
42
Test III- Understanding: (10 points)
Procedure:
1. Prepare the necessary tools,

materials and equipment.
2. Wear the appropriate PPE.
3. Measure the elevation of the box
where the bend is to be fitted.
4. Draw the depth of the elevation on
the floor. This will make two lines.
5. Mark off 100mm from the end of the
pipe.
6. Put another 200mm from your first
marker.
7. Insert the hickey on the second
marker and bend gradually with a
backward stroke to follow its depth.
DRAFT
8. Move the hickey on the first marker
and bend gradual with a forward
stroke to follow its height.
9. Remove the hickey.
10. Observe good housekeeping
Test IV- Performance: (10 points)
The teacher will check students’

outputs in the wiring installation based
Learner’s Materials
43
Suggested No
TABLE OF INSTRUCTIONS of Hours
PAGE
CONTENT (40)
Quarter III

an overview of the competencies in the
installations of wiring devices for floor
and ground fault current interrupting
outlets. It includes instructions and
procedure on how to select and install
electrical boxes and other wiring
devices, Including instructions and
procedure of the learning outcome.
LO2- INSTALL THE WIRING DEVICES

FOR FLOOR AND GROUND FAULT
DRAFT
Introduction CURRENT INTERRUPTER BASED
ON PEC STANDARDS
˚˚ Interpret plan/drawing based
on the job requirement.
˚˚ Install the wiring devices for
150
floor and ground fault current
interrupter in accordance with
PEC.
˚˚ Observe safety procedure in
installing the wiring devices for
floor and ground fault current
interrupter in accordance with
OHS procedures.
Each learning outcome contains

learning activities with information and
activity sheets. Diagnostic and
self-check of their basic knowledge
in the installations of wiring devices
for floor and ground fault current
interrupting outlets are also provided.
44
A. The teacher may require students
separate sheets for the pre/ diagnostic
test or may ask the learners to bring
their own modules together with their
activity notebooks.
B. Discuss with the learners the need

for a pre/diagnostic assessment.
Guide them by giving clear instructions
in taking a pre/diagnostic test in the
installations of wiring devices for floor
and ground fault current interrupting
outlets in assessing their prior
knowledge, specifically, in interpreting
electrical wiring plan, selecting
wiring devices, selecting tools and
equipment, PEC provision in installing
electrical boxes, NEC provision in
DRAFT
installing wiring devices and observe
Pre-Diagnostic Test 151 safety procedure. Results of the 1
assessments may serve as springboard Hour
to the clarifications of misconceptions.
C. Answer Key:
1. c
2. b
3. a
4. d
5. b
6. c
7. a
8. a
9. b
10. d
11. b
12. a
13. c
14. b
15. c
45
Information Sheet modules about the lesson in Interpret 4
1.1 Interpret Electrical Wiring Plan. Hours
Electrical Wiring
Plan 154 B. Guide learners in the discussion of
the lesson about Interpret Electrical
Wiring Plan

administering Self-Check 1.1 Interpret
Electrical Wiring Plan
B. Answer Key:
A.
1. Schematic diagram of two lamps,
the first lamp is controlled by two
3-way switches and the second lamp is
DRAFT
controlled by single pole switch using
circuit breaker.
2. Pictorial diagram of one lamp
controlled by two 3-way switches using
safety switch.
157
B.
Self Check 1.1 Bedroom 1 & 2: 1
Interpret Electrical 3 pcs.- convenience outlets Hour
Wiring Plan 1 pc.- Air-condition unit outlet
2 pcs.- Lamp outlets
2 pcs.- Single pole switches
1 pc.- 3-way switch
Master’s Bedroom:
2 pcs.- Convenience outlets
1 pc.- Lamp outlet
1 pc.- Single pole switch
46
Dining and Living Areas

1 pc.- Chandelier
4 pcs.- Pin lights
2 pcs.- two gang switches
1 pc.- three gang switch
Kitchen and Toilet & Bath

3 pcs.- Single pole switches
1 pc.- Power panel box
Porch
3 pcs.- Convenience Outlets
DRAFT
4 pcs.- Pin lights
1 pc.- Chandelier
1 pc.- two gang switch
47
Information Sheet modules about the lesson in Type of 4
1.2 Type of Wiring Wiring Devices. Hours
Devices 160
B. Guide learners in the discussion
of the lesson about Type of Wiring
Devices.

Self-Check 1.2 Type of Wiring Devices
B. Answer Key:
A.
1. Circuit breaker GFCI
2. Receptacle GFCI
3. Temporary/ portable GFCI
B.
4. Select a known industry
manufacturer.
DRAFT
5. Look for a multi- year product 1
Self-Check 1.2 Type warranty. Hour
of Wiring Devices 6. Make sure that there is an easy and
163 clear way to contact the
manufacturers support.
7. Check for a connected equipment
damage warranty.
8. Always ask for manufacturer’s
manual.
9. Select wiring devices which are
well-made and durable.
10. Select materials that are easy to
use and install or select wiring
devices according to the job
requirements.
48
Information Sheet modules about the lesson in Type of 4
1.2 Type of Wiring Wiring Devices. Hours
Devices 160
of the lesson about Type of Wiring
Devices.

Self-Check 1.2 Type of Wiring Devices
B. Answer Key:
A.
Circuit breaker GFCI
Receptacle GFCI
Temporary/ portable GFCI
B.
Select a known industry
manufacturer.
DRAFT
Look for a multi- year product 1
Self-Check 1.2 Type warranty. Hour
of Wiring Devices 163 Make sure that there is an easy and
clear way to contact the
manufacturers support.
Check for a connected equipment
damage warranty.
Always ask for manufacturer’s
manual.
Select wiring devices which are well-
made and durable.
Select materials that are easy to use
and install or select wiring devices
according to the job requirements.

about the lesson in Selecting Tools and
Information Sheet Equipment.
1.3 Select Tools and 164 2
Equipment B. Guide learners in the discussion of Hours
the lesson about Selecting Tools and
Equipment.
49
Check 1.3 Select Tools and Equipment.
B. Answer Key:
1. Hydraulic press
2. Electric drill 1
Self Check 1.3 3. Pull push rule Hour
Select Tools and 4. Car lifts-single or double post
167
Equipment 5. Air chisel
6. Air-drill
7. Marking gauge
8. Wrenches
9. Portable crane
10. Grinding wheels
A. Instruct learners on how to Select

Tools and Equipment.
DRAFT
B. Answer Key:
• Metric rule
• Try square 1
Activity Sheet 1.1 • Bench vise Hour
Select Tools and • Hack saw / pipe cutter
Equipment • Level
• Plumb bob
168
• Chalk line
• Screw drivers
• Pliers
• Hammer
- gloves
- goggles
- hard hat
- tight clothes
50
Information Sheet about the lesson in PEC Provision in
2.1 PEC Provision Installing Electrical Boxes 3
in Installing 169 Hours
Electrical Boxes B. Guide learners in the discussion
of the lesson about PEC Provision in
Installing Electrical Boxes

administering Self-Check 2.1 Electrical
Boxes.
B. Answer Key:
1. Wall box 1
Self-Check 2.1 2. Weatherproof box Hour
Electrical Boxes 176 3. Wall plates
4. Ceiling box
DRAFT
5. Gem box
6. Plastic box
7. Drywall box
8. Handy box
9. 1/2 inch
10. by nail
51
Instruct learners on how to install box in
finished space.
Supplies and Materials: 3

Activity Sheet 2.1 Hours
Installing Box in • Boxes as fitting
Finished Space • Utility box
• Fastening devices
• Laboratory board
• Gimlet
177
• Utility knife
• Keyhole saw
• Screwdrivers
• Philips
• Standard/flat
DRAFT
• Push-pull tape rule
• Claw hammer
• Ladder

criteria found in the Learner’s Materials.
52
Electrical Boxes in Wiring Board.
• Safety box
• Utility boxes
• Junction boxes
• Fastening device
• Laboratory board
Tools and Equipment: 4

Activity Sheet Hours
2.2 Installation of • Gimlet
179
Electrical Boxes in • Utility knife
Wiring Board • Keyhole saw
• Screwdrivers
-- Philips
-- Standard/flat
DRAFT
• Push-pull tape rule
• Claw hammer
• Ladder


about the lesson in NEC Provisions on 2
Information Sheet Installing Wiring Devices Hours
2.2 NEC Provisions 182
on Installing Wiring B. Guide learners in the discussion of
Devices the lesson about NEC Provisions on
Installing Wiring Devices
53
wiring devices for floor and ground fault
current interrupting outlets.
Activity Sheet 2.3 Materials and Tools:
Replacement of a GFCI outlet
regular Convenience Screwdrivers
Outlet with a Pliers 4
Ground Fault Electrical tape Hours
Current Interrupter Wire strippers
186
(GFCI) Outlet Wire nuts (connectors)
12/2 NM (non-metallic) cable also
called Romex

criteria found in Learner’s Material on
page 164.
Suggested
Differentiated
Activity for the
DRAFT A. Instruct learners to install any of the
two activities given below.
1.) Install wiring of five lamps, one
lamp is controlled by two 3-way
4
Hours
installation of switches in different location, four

Ground Fault Circuit lamps each controlled by single pole
Interrupter switch, a convenience outlet and a
GFCI outlet using rigid metallic conduit.
(for Advanced Learners)
2.) Install wiring of three lamps,
one lamp is controlled by two 3-way
switches in different location, two lamps
each controlled by single pole switch,
a convenience outlet and a GFCI
outlet using rigid metallic conduit. (for
Proficient Learners)
54
A. Ask learners to prepare the activity
notebook and module in the installation
of wiring devices for floor and ground
fault current interrupting outlets.
B. Guide learners in administering a

summative assessment
• Performance Assessment
C. Answer Key:
Test I- Knowledge:
1. 1/2 inch
Summative Test – 2. Receptacle type 4
Quarter III 3. Portable type Hours
4. Gem box
5. Plastic box
DRAFT
Test II- Process:
189
1.Plastic box is best for new
installation and often has a nail built-in
for quick attachment to the stud.
2. Slide Caliper Rule is a special tool
used to measure outside diameter of
cylindrical objects.
3. Hydraulic floor jack is used to raise
the lifting saddle. A lever on the handle
releases the pressure so that the
saddle and load will settle back down.
4. Air drill is lighter than a portable
electric drill. Repeatedly stalling or
overloading does not damage or
overheat the drill.
5. Receptacle GFCI. This is found
in places like bathrooms, kitchens,
garages, outdoor areas and other
locations where damp conditions may
exist.
55
Test III- Understanding:
1. List of electrical materials needed
Quantity Description
3 pcs. Rigid metallic
conduits, 1/2"di-
ameter
15 meters Solid wire #14/2
awg (1.6mm)
octagonal, 2”
deep (5mm)
2 pcs. Junction box
cover
3 pcs. Utility boxes,
2”x4”
(5cm x 10cm)
2 pcs. Lamp holder,
DRAFT
flush type
2 pcs. Incandescent
lamp, 25 watts
1 pair 3-way switches
with cover, flush
type
1 pc. Single pole
switch with cov-
er, flush type
1 pc. Circuit breaker,
20amp
14 pcs. Metal connec-
tors, ½” diame-
ter
9 pcs. Metal straps
18 pcs. Woods Screws,
¼”
4’ x ¾”
56
Test IV- Performance (10 points)
The teacher will check the wiring

installation output of the student based
on the assessment criteria found in
the Learner’s Materials.
TABLE OF Suggested
CONTENT INSTRUCTIONS No of Hours
PAGE
(40)
QUARTER IV
DRAFT
Information Sheet about the lesson in Observe Safety 3
2.3 Observe Safety Procedure. Hours
Procedure
192 of the lesson about Observe Safety
Procedure.
57
administering Self-Check 2.2 Observe
Safety Practices
B. Answer Key:
1. LIGHTEN YOUR LOAD. Plan what
you are going to do. Carry only the
tools or equipment you will need. Wear
a tool belt that fits you and distribute
the tools and materials evenly.
2. PROTECT YOURSELF. Wear safety 1
gears that fit. Protect your knees from Hour
hard, sharp surfaces by wearing knee
pads. Wear appropriate eye protection
to protect your eyes from debris and
Self Check 2.2 flying particles. Protect your hands from
Observe Safety friction and sharp edges by wearing
Practices gloves.
DRAFT
3. SELECT THE RIGHT TOOL.
Choose tools that fit your hand
comfortably and have soft grips. A
good handle grip prevents the tool your
199
hand from slipping from your hands.
Consider using tools that reduce the
amount of force or movements to use.
Keep tools well maintained.
4. PRACTICE GOOD
HOUSEKEEPING. Pick up debris and
scrap material to prevent from trips,
slips, and falls. Good housekeeping
allows you and your equipment to work
efficiently.
5. CHANGE BODY POSITIONS.
Working overhead, at floor level, or in
cramped spaces forces the body into
awkward postures. To relieve muscle
tension and improve circulation, change
body positions, do alternate tasks, and
stretch your muscles throughout the
day.
58
A. Instruct learners on how to Install Wiring
using Flexible Metallic Tubing (FMT)
(Four bulbs: bulb A is controlled by S1A, bulb
B is controlled by two S3B and S4B, bulb C
is controlled by S1C, bulb D is controlled by
S1D and a convenience outlet)
• Serving cap/male plug

• Circuit breaker 6
• Utility boxes Hours
• Octagonal boxes
Activity Sheet 2.4 • Switches Flush type (single,
Install Wiring using 3-way and 4-way)
Flexible Metallic • Convenience outlet (duplex)
Tubing (FMT) • Incandescent bulbs
• Solid/stranded wires (1.60mm
and 2.00mm)
• Flexible metallic tubing
DRAFT
• Connectors (FMT)
200 • Metal straps
• Wiring plan

• Metric rule
• Try square
• Bench vise
• Hacksaw / pipe cutter
• Level
• Plumb bob
• Chalk line
• Screw driver
• Pliers
• Wire stripper
• Hammer
- Gloves
- Goggles
- Hardhat
- Tight clothes
59

wiring using electrical metallic tubing.
(Two bulbs: bulb 1 is controlled by
single pole switch, bulb 2 is controlled
by two 3-way switches and a
DRAFT
convenience outlet) 6
Hours
Supplies and Materials
Activity Sheet 2.5 • Serving cap
Install Wiring using • Circuit breaker
Electrical Metallic • Electrical metallic tubing
Tubing • Utility boxes
203
• Junction boxes
• Convenience outlet flush type
• Solid/Stranded wires (2.00mm
and 1.60mm)
• Switches (single pole and 3-way)
• Connectors (EMT)
• Metal straps
• Wiring plan
• Electrical tape
60
Tools and Equipment
• Metric rule
• Try square
• Bench vise
• Level
• Plumb bob
• Chalk line
• Screw drivers
• Pliers
• Wire stripper
• Hammer
- Gloves
- Goggles
- Hard hat
- Tight clothes
DRAFT

wiring using electrical metallic tubing.
(Two bulbs: bulb 1 is controlled by
single pole switch, bulb 2 is controlled
by two 3-way switches and a
convenience outlet)
Supplies and Materials

• Serving cap
• Circuit breaker
• Electrical metallic tubing
• Utility boxes
• Junction boxes
61
and 1.60mm)
• Switches (single pole and 3-way)
• Connectors (EMT)
• Metal straps 6
• Wiring booth/board Hours
• Wiring plan
Activity Sheet 2.5 • Electrical tape
Install Wiring using
Electrical Metallic Tools and Equipment
Tubing •
• Metric rule
• Try square
• Bench vise
203
• Level
• Plumb bob
DRAFT
• Chalk line
• Screw drivers
• Pliers
• Wire stripper
• Hammer
- Gloves
- Goggles
- Hard hat
- Tight clothes

62
wiring using intermediate metallic
tubing (IMT) 8
(Four bulbs: bulb A is controlled S1A; Hours
Activity Sheet 2.6 bulb B is controlled by two S3B and
Install Wiring using S4B; bulb C is controlled by S1C; and
Intermediate Metallic bulb D is controlled by S1D and a
Tubing (IMT) convenience outlet.)

• Serving cap/male plug
• Circuit breaker
• Intermediate metallic tubing
• Utility boxes
• Junction boxes
and 1.60mm)
DRAFT
• Switches (single pole,3-way and
206 4-way)
• Connectors (IMT)
• Metal straps
• Wiring plan
• Electrical tape

• Metric rule
• Try square
• Bench vise
• Level
• Plumb bob
• Chalk line/pencil
• Screw drivers
• Pliers
• Wire stripper
• Hammer
63
- Gloves
- Goggles
- Hard hat
- Tight clothes

A. Instruct learners on how to Install Wiring

using Rigid Metallic Conduit (RMC)
(Three bulb bulb A is controlled S1A, bulbs
B and C are controlled by S3wB, S4wCand
S3wD, and a convenience outlet.)
DRAFT
Serving cap
Circuit breaker
Rigid metallic conduit
Utility boxes
Junction boxes
Convenience outlet flush type 8
Solid/Stranded wires (2.00mm and Hours
1.60mm)
Switches (single pole and 3-way)
Incandescent bulbs
Connectors (RMC)
Metal straps
209 Wiring booth/board
Activity Sheet 2.7 Wiring plan
Install Wiring using Electrical tape
Rigid Metallic
Conduit (RMC) Tools and Equipment:
• Metric rule
• Try square
64
• Bench vise
• Level
• Plumb bob
• Chalk line/pencil
• Screw drivers
• Pliers
• Wire stripper
• Hammer
- Gloves
- Goggles
- Hard hat
- Tight clothes

using the suggested assessment crite-
ria found in the Learner’s Material.
DRAFT
A. Instruct learners to answer one of
the activities given below.
1. Make a list of electrical materials
needed for the installation of four LED 4
(Light Emitting Diode) lamps controlled Hours
by two single pole switches and four
Suggested convenience outlets in 5 meters x 7
Differentiated meters classroom.(for Advanced
Activity for making Learners)
a List of electrical
materials needed 2. Make a list of electrical materials
needed for the installation of four LED
(Light Emitting Diode) lamps, each
lamp controlled by single pole switch
and four convenience outlets in 4 feet
x 4 feet x ¾” inch wiring board.(for
Proficient learners)
65
Ask learners to prepare the activity
notebook and module in the installation
of electrical lighting systems, auxiliary
outlets and lighting fixtures; and
Summative Test - installation of wiring devices for floor 4
Quarter IV and grounding fault current interrupting Hours
outlets.
B. Guide learners in administering a

summative assessment
Written Assessment
Performance Assessment
C. Answer Key:
Test I- Knowledge and Process
1. Hypertemp 2000 Wire (Magnet

Wire)- This is used for winding
DRAFT
oil filled transformers, high
speed winding, and wet winding
212 operations.
2. Nonmetallic Sheathed Cable (type

NMC)- this is a multi-conductor
cable used for interior wiring in dry
and wet location.
3. Electrical Symbols are small

drawings or pictograms used to
represent various electrical devices
in a diagram or plan of an electrical
circuit.
4. Schematic Diagram is a wiring

diagram using standard electrical
symbols for wiring devices. It is a
representation of the elements of a
system using abstract and graphic
symbol rather than realistic pictures.
66
5. Flexible Armored Cable (type AC)
is a fabricated assembly of insulated
conductors walled in flexible metal
sheath. It is commonly known as BX.
6. Flexible Metallic Tubing is a kind of

wiring installation which is commonly
used for external motor terminal
connection. It is manufactured in the
form of coil.
7. Rigid Steel Conduit serves the

same purpose as that of the Electrical
Metallic Tubing. It is designed to
protect the electrical wiring of building
from electrical hazard due to faulty
wiring. It is usually installed buried
in concrete wall floor and ceiling, in
DRAFT
masonry or similar materials.
8. Nipple is short length of conduit

or tubing material which is used to
extend a conduit system. Nipples are
used between conduit or tubing and
items such as boxes or enclosures
between two boxes.
9. Coupling is a device connecting two

pieces of pipes in order to extend
their length. Each length of IMC is
furnished with coupling on one end. It
permits joint.
10. Republic Act No. 7832 is an act

penalizing the pilferage of electricity
and lines/materials; and rationalizing
system losses by phasing out
pilferage losses as a component
thereof, and for other purposes.
67
Test II - Understanding: (10 points)
List of electrical materials needed
Quantity Description
2 meters Solid/stranded wire
#12awg (2.00mm)
20 meters Solid/stranded wire
#14/2awg (1.6mm)
2 pcs. Square box with
cover
2" deep (5mm)
(5mm)
4 pcs. Utility boxes, 2”x4”
(5cm x 10cm)
4 pcs. Lamp holders, flush
type
DRAFT
4 pcs. Incandescent lamps
25 watts
1 pair 3-way switches with
cover, flush type
1 pc. 4-way switch, flush
type
3 pcs. Single pole switches
with cover, flush type
1 set Convenience outlet
duplex, flush type
1 pc. each Switch plates, 1
gang, 2 gang and 3
gang
1 pc. Circuit breaker,
20amp
20 pcs. PVC pipe connec-
tors, ½” diameter
14 pcs. Clamps
26 pcs. Woods Screws, ¼”
68
Test III- Performance: (20 points)
The teacher will check the output using

the suggested assessment criteria found
in the Learner’s Material.
Amperage (Amps) is a measure of electrical current

flow.
Circuit breaker is a safety device, which
automatically open an electrical circuit if overloaded.
Circuit refers to tubing, piping or electrical wire
installation, which permits the flow of electricity to and
from the energy source.
Conduit is a pipe or raceway which serves as
passage of electrical conductors.
Contactor is an electric power switch, not operated
manually and designed for frequent operation.
Dies and dies stock is a tool used to thread a conduit.
DRAFT
Elbow is a 90 degree angle bend fitting commonly used to
Technical Terms 215 make quarter bend.
Electrical Faults is a partial or total failure in an electrical
conductor or any electrical consuming device.
EMT refers to Electrical Metallic Tubing.

FMT refers to Flexible Metallic Tubing.
Galvanic reaction is a reaction between two dissimilar
metals.
Ground Fault Circuit Interrupter (GFCI) 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. It is usually used in wet and
damped location.
Ground/grounding is either an intentional or accidental

conducting connection, 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.
69
Handy box is a surface mounted box and has
rounded corners for safety.
Hazardous location refers to places where there are

large quantities of flammable materials.
Hickey is a tool used to bend a conduit.
IMC refers to Intermediate Metallic Conduit.
NEC refers to National Electrical Code
Offset is a bend used to adopt the conduit from the

surface to particular boxes or fittings.
OHSS refers to Occupational Health and Safety

Standard.
Outlet is a contact device installed along a circuit for
DRAFT
the connection of an attachment plug and flexible cord
to supply power to portable equipment and electrical
appliances. It is also known as receptacles.
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.
PEC refers to the Philippine Electrical Code.
PPE refers to Personal Protective Equipment.

Quarter bend is a 90 degree angle bend
.
Reaming refers to removal of sharp edges at the end
of the pipe.
Receptacle is a contacting device installed at an
outlet for connection externally by means of a plug
and flexible cord.
RSC refers to Rigid Steel Conduit.
70
al
Short circuit is a faulty or accidental connection between two

points of different potential in an electric circuit, bypassing the
load and establishing a path of low resistance through which
an excessive current can flow. It can cause damage to the
components if the circuit is not protected by a fuse.
Straps are electrical wiring supports which are used to hold
pipe or raceway.
Switch is a device for making, breaking, or rearranging the
connections of an electric circuit
1. Azares, Efren F. and Recana, Cirilo B.
Practical Electricity III Adriana
Publishing: 1999.
2. Agpaoa, Feleciano. Interior and Exterior

Wiring Troubleshooting National
Bookstore: 1991.
3. Richter, Herbert P. and Schwan, Creighton

W. Practical Electrical Wiring:
References: 16th Edition.
DRAFT 4. Fajardo, Max P. and Fajardo, Leo B.

Electrical Layout and Estimates.
5. Roland E. Palmquist. Audel House Wiring,

7th Edition. Publisher: John Wiley & Sons
217 Canada, Ltd.; 7th Edition., edition (Feb 28
1991)
6. NFPA 70: National Electrical Code

International Electrical Code Series
Property of C.A.S.E Enterprises Copyright
2004 One Batterymarch Park
xQuincy, Massachussets 02169- 7471

7. www.ehow.com/how_2222734_install-gfci-
receptacle: 2008
8. rona.ca/content/installing.gfci- ground_fault_circuit_
interrupter: 2008
71

Kto12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELYHOOD EDUCATION
INDUSTRIAL ARTS - ELECTRICAL INSTALLATION AND MAINTENANCE
GRADE 10 (SPECIALIZATION)
Course Description:
This is a specialization course which leads to an Electrical Installation and Maintenance

National Certificate Level II
CONTENT CONTENT PERFORMANCE LEARNING CODE

STANDARD STANDARD COMPETENCIES
Introduction The learner The learner 1. Explain basic

1. Basic demonstrates independently concepts
concepts an demonstrates in electrical
in electrical understanding an common installation and
installation
and of the basic competencies maintenance
maintenance concepts and in electrical 2. Discuss the
2. Relevance of underlying installation and relevance of the
DRAFT
the course theories in maintenance as course
3. Career electrical prescribed by 3. Explore career
opportunities installation and TESDA Training opportunities
maintenance. Regulations. in electrical
installation and
maintenance
PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS)

1. Assessment The learner The learner LO 1. Develop and TLE_
of learner’s demonstrates independently strengthen PECS10-Ik-8

Personal an creates a plan personal
Competencies understanding of action that competencies and
and Skills of one’s strengthens/ skills (PeCS)
(PECS) vis- Personal further develops needed in
à-vis those of Competencies one’s PeCS Electrical
a practicing and Skills in electrical Installation and
entrepreneur/ (PeCS) in installation and Maintenance
employee electrical maintenance. 1.1 Identify areas for
in a Town/ installation and improvement,
Municipality. maintenance. development
and growth
72
Course Description:


1.1 Characteristics 1.2 Align one’s

1.2 Attributes PeCS according
1.3 Lifestyle to his/her
1.4 Skills business/career
1.5 Traits choice
2. Analysis of
1.3 Create a plan
learner’s PeCS
DRAFT
of action that
compared
ensures
to those of a
success of his/
practitioner
her business/
3. Strengthening career choice
and further
development
of one’s PeCS
ENVIRONMENT AND MARKET (EM)

LO 1. Develop a
1. Product The learner The learner TLE_
product/ service in
Development demonstrates independently EM10-Ik-
electrical installation
2. Key concepts an creates a IIk-1
and maintenance
in developing understanding business vicinity
a product of the concepts map reflective 1.1 Identify what
3. Finding Value environment of the potential is of “Value” to the
4. Innovation and market in electrical customer
the electrical installation and 1.2 Identify the
4.1 Unique installation and maintenance customer
Selling maintenance withni the locality/ 1.3 Explain what
Proposition field, particularly town. makes a
(USP) in one’s town/ product unique
municipality. and competitive
73
Course Description:


1.4 Apply creative and

innovative techniques
to develop marketable
product
1.5 Employ a Unique
Selling Proposition
(USP) to the product/
service
5. Selecting a
DRAFT LO 2. Select a business TLE_
idea based on the criteria EM10-
and techniques set IIIk-2
Business Idea
6. Key concepts 2.1 Enumerate various criteria
in Selecting a and steps in selecting a
Business Idea business idea
6.1 Criteria 2.2 Apply the criteria/steps in
6.2 Techniques selecting a viable business
idea
2.3 Determine a business
idea based on the criteria/
techniques set
7. Branding LO 3. Develop a brand for TLE_

the product EM10-
7.1 Identify the benefits of IVk-3
having a good brand
7.2 Enumerate
recognizable brands
in the town/Town/
Municipality.
74
Course Description:


7.3 Enumerate
the criteria for
developing a
brand
7.4 Generate a
clear appealing
product brand
tools,
equipment and
DRAFT
INSTALL ELECTRICAL LIGHTING SYSTEMS, AUXILIARY OUTLETS AND LIGHTING FIXTURES (60) (EL)
1. Electrical
The learner
demonstrates an
The learner
independently installs
LO2. INSTALL
ELECTRICAL
TLE_
IAEI-
materials for understanding electrical lighting SYSTEMS, 10EL-
specific job of the underlying systems, auxiliary AUXILIARY Ia-IIj-2
order principles in outlets and lighting OUTLETS AND
2. Different the installation fixtures based LIGHTING
types of wiring of electrical on the Philippine FIXTURES
methods lighting systems, Electrical Code 2.1Select appro-
approved in auxiliary outlets (PEC) standards priate elec-
the Philippine and lighting and Local Code/ trical tools,
condition. fixtures. Utility Company equipment
3. Basic electrical Regulations. and materials
wiring for specific
installations tasks
2.2 Apply suitable
wiring method
for the job
75
Course Description:


4. Republic Act 2.3 Install electrical

7832: the wiring systems
Anti-electricity using different
and Electric types of wiring
Transmission methods:
Lines/Materials 2.3.1 Circuit with one
Pilferage Act of bulb controlled by
DRAFT
1994 surface or flush
4.1 Acts punishable type single pole
under RA 7832 switch
4.2 Section 2: Illegal 2.3.2 Circuit using 3-way
use of electricity switches in 2
4.3 Sec. 3: Theft of locations
electric power 2.3.3 Circuit using 3-
transmission way and 4-way
lines/materials switches in 3
4.4 Sec. 4: Prima locations
facie evidence 2.3.4 Combination
of illegal use of of lighting and
electricity convenience
4.5 Sec. 7: Penalties outlets
INSTALLINGWIRINGDEVICESFORFLOORANDGROUNDFAULTCURRENTINTERRUPTINGOUTLETS(30)(WD)
1. Standard The learner The learner LO1. Select the TLE_
application of demonstrates independently wiring devices IAEI-
tools, materials an under- installs wiring used for floor and 10WD-II-
and equipment in standing of devices for floor ground fault Ia-IVj-1
accordance with the and ground fault current
PEC current interrupter
interrupter.
76
Course Description:


(Philippine Electrical underlying 1. 1.1 Interpret plan/

Code) /NEMA principles in drawings for the
installing wiring selection of wiring
2. (National devices. devices based on
Electrical the job requirement
Manufacturers 2. 1.2 Identify the
Association) correct quantity of
DRAFT
3. Safety procedure wiring materials
for handling and devices to be
electrical used based on job
materials and requirement
devices 3. 1.3 Select tools
4. Specifications of and equipment to
electrical supplies be used based on
and materials job requirement
4. 1.4 Select
appropriate
Personal Protection
Equipment (PPE)
77

Finish TG Eim Final 12-27-14

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Finish TG Eim Final 12-27-14

Caricato da

Copyright:

Formati disponibili

Grade 10

Published by the Department of Education

Printed in the Philippines by ____________

Grade Level Standard:

This is a specialization course which leads to Electrical Installation

The learner independently creates a plan of action that strengthens and or

Develop and strengthen PECs needed in Electrical Installation and Maintenance.

This module will also provide learners an opportunity to know that

Moreover, the module is designed to stimulate the learners mind to

Learners are expected to understand the underlying principles and

- identifying areas for improvement, development and growth;

• Guide learners in appreciating and understanding PECs in order to be

• Help learners in utilizing available technology / resources in planning their

Grade Level Standard:

This is a specialization course which leads to Electrical Installation and

• Develop a quality and marketable product or services in Electrical Installation and

To be successful in any kind of business venture, potential entrepreneurs should

Learners are expected to understand the underlying principles and

• Utilizing appropriate activities, lead learners in giving value to environment and

Learning Goals and Target

• Guide learners in accomplishing Task 3. Let them passionately conduct a research

Reflect and Understand

• Inspire learners to deepen their understanding on environment and market by

Generating Ideas for Business

Reflect and Understand

• Let learners work on an independent learning activity or cooperative learning (ICL)

• Have learners prepare task 8 (Making My Own Logo). Assist learners in

1. Module 5, Project EASE, Effective and Affordable Secondary Education

The teacher shall give the learners

Each learning outcome contains

B. The teacher discusses with the

A. Guide learners in administering

A. Ask learners to prepare their

Actual Connection Diagram of “one

A. Guide learners in administering Self-

Tools and Equipment Needed:

6 pcs. Metal straps

1 pc. Wiring board 2’ x

B. The teacher will check the wiring

A. Instruct learners on how to Install

2. The teacher will check the wiring

Information Sheet A. Ask learners to prepare their module

A. Ask learners to prepare their

Supplies and Materials: 1

B. The teacher will check the output

Tools and Equipment

Activity Sheet 2.5 • Metric rule 2

B. The teacher will check the students’

2.) A circuit with three lamps, one lamp

DRAFTActual Connection Diagram:

B. Guide learners in the administration

Test II- Process:

Test III- Understanding:

Test IV-Performance: (10 points)

The teacher shall give the learners

LO2- Install electrical lighting systems,

A. Guide learners in administering Self-

Suggested Assessment Criteria

Tools and Equipment:

B. Check the output using the

A. Guide learners in discussing

Tools and Equipment:

B. Check the output using the assess