Electrical installation and mentainance tg

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DRAFT

Department of Education
Republic of the Philippines
Electrical Installation
and Maintenance
Teacher’s Guide
10
Technology & Livelihood Education
GOVERNMENT PROPERTY
NOT FOR SALE
ALLOTTED TO
District/ School: ______________________________________
Division _____________________________________________
First Year of Use: _____________________________________
Source of Fund (Year included):_________________________

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DRAFT
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.

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DRAFT
Development Team of the Learner’s Material
Consultants: Alfredo L. Alcala Jr., Lorenzo A. Ladia and Famy I. Pepito
Authors: ROMAN A. CABUSORA JR. MARINO C. CUETO
Master Teacher I /NCII EPS I-EPP/TLE/TVE /NCII
San Francisco High School Division of Calapan City
Division of Quezon City Region IV-B (MIMAROPA)

Editors: Lando T. Guzman, Lynette Guzman Lak-Ayen, Eugenio Masilungan,
Leonardo O. Munalim, and Heidi Macahilig
Reviewers: Arnel C. Anonical, Joel G. Castillo, Arnold M. Mendoza, Vladimir H.
Santos,
Noreen M. Zafranco, Marvin A. Mendoza, Lino A. Olit, Atanascio D.
Pagkaliwangan, Rainbee Priol and Benjie R. San Juan.
Illustrators: Ruel C. Quindoy and Jose Leo Vic O. Albaño
Subject Specialists: Albert B. Erni, James Julius M. Liquigan, Owen M. Milambiling
Management Team: Jocelyn DR Andaya, Bella O. Mariñas and Jose D. Tuguinayo Jr.
Layout Artist: Mark Anthony E. Jalandoni
Printed in the Philippines by ____________
Department of Education-Instructional Materials Council Secretariat (DepEd-
IMCS)
Office Address: 5th floor Mabini building, Deped complex 1600
Meralco Avenue Pasig city
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com

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DRAFT
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
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.

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DRAFT
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
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.

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DRAFT
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
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.

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DRAFT
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
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.

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DRAFT
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
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

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DRAFT
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
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

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DRAFT
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.
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.

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DRAFT
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
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.
1. Presentation of Content

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DRAFT
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
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.
1. Know, Process, Reflect and Understand, and Transfer

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DRAFT
• 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
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.

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DRAFT
• 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
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

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DRAFT
Process and Delivery (P & D)
Content Standard Performance Standard
The learner demonstrates an
understanding of the basic
concepts and underlying theories
in electrical installation and
maintenance.
The learner independently
demonstrates the common
competencies in electrical
installation and maintenance as
prescribed by TESDA Training
Regulations.
w
TABLE OF
CONTENT PAGE
INSTRUCTIONS
Suggested
No of Hours
(40)
Quarter I
Introduction 41
The teacher shall give the learners
an overview of the competencies in
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:
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.

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DRAFT
Pre-Diagnostic Test 42
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
the installation of electrical lighting
lighting fixtures, specifically, in wires
and cables, electrical symbols,
wiring diagrams, installation using
flexible armored cable (BX), non-
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
2. b
3. a
4. b
5. b
6. c
7. d
8. c
9. c
10. c
1
Hour
11. b
12. d
13. b
14. b
15. c
16. d
17. d
18. a
19. d
20. c

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DRAFT
Information Sheet
2.1 Wires and
Cables
45
A. Ask learners to prepare their
modules in Wires and Cables.
B. Guide learners in the discussion of
the lesson about Wires and Cables.
4
Hours
Self Check 2.1
Wires and Cables
59
A. Guide learners in administering
Self-Check 2.1- Wires and Cables
B. Answer Key:
1. c
2. a
3. b
4. d
5. b
6. c
7. b
8. c
9. d
10. d
1
Hour
Information Sheet
2.2 Common
Electrical Symbols
61
modules for the lesson in Common
Electrical Symbols.
the lesson about Common Electrical
Symbols.
3
Hours

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DRAFT
Self Check 2.2
Analyze Electrical
Symbols
68
A. Guide learners in administering Self-
Check 2.2 - Analyze Electrical Symbols
B. Answer Key:
a.
1. b
2. d
3. a
4. e
5. c
b. Answers will depend on the answers
of each student. (1 – 10)
1
Hour
Information Sheet
2.3 Wiring Diagrams
70
modules the lesson on Wiring
Diagrams.
the lesson about Wiring Diagrams.
3
Hours

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DRAFT
Self Check 2.3
Wiring Diagram
76
Check 2.3 – Wiring Diagram
B. Answer Key:
Schematic Diagram of “one lamp
controlled by a single pole switch and a
convenience outlet”
Actual Connection Diagram of “one
lamp controlled by a single pole switch
and a convenience outlet”
Line Diagram of “one lamp controlled
by a single pole switch and a
convenience outlet”
1
Hour

20
DRAFT
Activity Sheet 2.1
Wiring Diagram
77
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”
Actual Connection 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

21
DRAFTInformation Sheet
2.4 Flexible Armored
Cable Wiring
78
modules of the lesson in Flexible
Armored Cable Wiring.
the lesson in Flexible Armored Cable
Wiring.
2 ½
Hours
Self Check 2.4
Flexible Armored
Cable Wiring
83
Check 2.4 – Flexible Armored Cable
Wiring.
B. Answer Key:
1. a
2. d
3. c
4. b
5. c
½
Hour
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”

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DRAFT
Activity Sheet 2.2
Flexible Armored
Cable Wiring
Installation
84
A. Instruct learners in the installation
one lamp controlled by a single
pole switch using a flexible armored
cable.
Note: Remind students to observe
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.
Quntity Description
3 meters BX Armored Cable
#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
3
Hours

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DRAFT
Activity Sheet 2.3
Flexible Armored
Cable Wiring
Installation
86
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.
B. Answer Key:
1. List of electrical materials needed.
Quantity Description
#14/3awg (1.6mm)
#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
3
Hours
10 pcs. Woods Screws,
¼”
1 roll Electrical tape
1 pc. Wiring board 2’ x
4’ x ¾”

24
DRAFT
Information Sheet
2.5 Non-metallic
Sheathed Cable
(NM)
89
A. Ask learners to prepare their module
about the lesson in Non-Metallic
Sheathed Cable (NM)
Guide learners in the discussion of the
lesson about Non-Metallic Cable (NM)
2 ½ hours
8 pcs. BX straight
connectors, ½
“diameter
8 pcs. Bushings
8 pcs. Metal straps
¼”
1 pc. Wiring board 4’
x 4’ x ¾”
2. The teacher will check the wiring
installation output of the student based
on the assessment criteria found in the
Learner’s Material.

25
DRAFT
Self Check 2.5 Non-
Metallic Sheathed
Cable
96
A. Guide learners in discussing and
administering Self-Check 2.5 –Non-
Metallic Sheathed Cable
B. Answer Key:
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
using a sharp utility knife. To avoid
slicing the wire insulation, do not cut
too deep.
• Pull back the plastic sheathing, as
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.
½ hour
Information Sheet
2.6 Flexible Metallic
Tubing (FMT)
97
module about the lesson in Flexible
Metallic Tubing (FMT)
the lesson about Flexible Metallic
Tubing (FMT)
2
Hours

26
DRAFT
Self Check 2.6
Flexible Metallic
Tubing
100
C. Guide learners in discussing and
administering Self-Check 2.5 –
Flexible Metallic Tubing.
B. Answer Key:
1. clamps/straps
2. 50 ft.
3. 8
4. Flexible Metallic 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
1
Hour
Activity Sheet 2.4
Cut Flexible Metallic
Tubing
101
A. Instruct learners on how to properly
Cut Flexible Metallic Tubing.
Supplies and Materials:
• Pencil
• Chalk
• Rag
• FMT
Tools and Equipment:
• Bench vise
• Hacksaw
-gloves, goggles and hardhat
B. The teacher will check the output
(Cut Metallic Tubing).
1
Hour
Mins

27
DRAFT
Activity Sheet 2.5
Install Flexible
Metallic Tubing
(FMT)
102
Flexible Metallic Tubing (FMT).
• Serving cap
• Circuit breaker
• Utility boxes
• Junction boxes
• Flexible metallic tubing
• Connector (FMT)
• Metal strap
• Wiring plan
• Wiring booth/board
Tools and Equipment
• Metric rule
• Try square
• Bench vise
• 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.
2
Hours

28
DRAFT
Suggested
Differentiated
Activity for Sketching
Wiring Diagrams
A. Instruct learners to sketch
schematic, actual connection, and
line diagrams the following:
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:
Actual Connection Diagram:
Line Diagram:
2. Schematic Diagram:
3 hours

29
DRAFT
Summative Test
– Quarter I
105
Actual Connection Diagram:
Line Diagram:
A. Ask the learners to prepare their
activity notebooks and modules for
lighting fixtures.
B. Guide learners in the administration
of two types of assessments:
• Written Assessment
• Performance Assessment
C. Answer Key:
Test I- A Knowledge:
1. ACV
2. Schematic
3. 8
4. Hypertemp 2000/magnet wire
5.
3
Hours

30
DRAFT
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
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.

31
DRAFT
TABLE OF
CONTENT
PAGE
INSTRUCTIONS
Suggested
No of Hours
(40)
Quarter II
Introduction 111
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,
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.

32
DRAFT
Pre-Diagnostic Test
112
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.
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.
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
1
Hour

33
DRAFT
Information Sheet
2.7 Rigid Steel
Conduit (RSC)
114
about the lesson in Rigid Steel Conduit
(RSC).
the lesson about Rigid Steel Conduit
(RSC).
3 ½
Hours
Self Check 2.7 Rigid
Steel Conduit
118
Check 2.6 Rigid Steel Conduit
B. Answer Key:
1. a
2. d
3. b
4. c
5. a
½
Hour

34
DRAFT
Activity Sheet 2.6
Ream Rigid Steel
Conduit
119
A. Instruct learners on how to Ream
Rigid Steel Conduit.
• Pencil
• Chalk
• Rag
• RSC
• Bench vise
• Flute reamer/file
• Hacksaw
-gloves, goggles and hardhat
B. Demonstrate the proper way of
reaming and check the output using the
suggested assessment criteria.
Suggested Assessment Criteria

CRITERIA POINTS
Smoothness 5
Measurement 4
Use of tool 3
Use of PPE 3
Speed 3
Housekeeping 2
TOTAL 20
3
Hours

35
DRAFT
Activity Sheet 2.7
Bend Rigid Steel
Conduit (Elbow
Bend)
121
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
-gloves, goggles and safety shoes
B. Demonstrate the proper way of
bending rigid steel conduit (elbow
bend) and will check the output using
the suggested assessment criteria.
CRITERIA POINTS
Accuracy of bend 5
Measurement 4
Use of tool 3
Use of PPE 3
Speed 3
Housekeeping 2
TOTAL 20
4
Hours

36
DRAFT
Activity Sheet 2.8
Bend Rigid Steel
Conduit (Offset Bend) 123
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
Demonstrate the proper way of bending
rigid steel conduit (offset bend) and will
check the output using the suggested
assessment criteria.
CRITERIA POINTS
Accuracy of bend 5
Measurement 4
Use of tool 3
Use of PPE 3
Speed 3
Housekeeping 2
TOTAL 20
4
Hours

37
DRAFT
Activity Sheet 2.9
Install Rigid Steel
Conduit
125
Rigid Steel Conduit.
• Serving cup
• Circuit breaker
• Utility boxes
• Junction boxes
• Rigid steel conduit
• Connectors (RSC)
• Metal straps
• Wiring plan
• Metric rule
• Try square
• Bench vise
• Hacksaw/pipe cutter
• Level
• 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.
4
Hours

38
DRAFT
Information Sheet
2.8 Intermediate
Metallic Tubing
(IMT)
128
A. Ask learners to prepare their module,
for the lesson in Intermediate Metallic
Tubing (IMT)
the lesson about Intermediate Metallic
Tubing (IMT)
3 ½
Hours
Self-Check 2.8
Intermediate Metallic
Tubing
136
A. Guide learners in discussing
and administering Self-Check 2.7
Intermediate Metallic Tubing.
B. Answer Key:
A.
1. a
2. b
3. d
4. c
5. a
B.
6. elbow
7. coupling
8. nipples
9. Intermediate Metallic Conduit
10. square box
½
Hour

39
DRAFT
Activity Sheet 2.10
Install Wiring using
Tubing (IMT)
137
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).
• Serving cap
• Circuit breaker
• Utility boxes
• Junction boxes
• Flush type convenience outlets
(duplex and ACU)
• Switches (Single pole and 3-way)
• Incandescent bulbs
• 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
4
Hour

40
DRAFT
Information Sheet
2.9 Republic Act
7832- Anti-Electric
and Electric
Transmission Line/
Materials Pilferage
Act Of 1994
140
about the lesson in Republic Act 7832-
Anti-Electric and Electric Transmission
Line/Materials Pilferage Act of 1994
the lesson about Republic Act 7832-
Anti-Electric and Electric Transmission
Line/Materials Pilferage Act of 1994.
3 ½
Hours
Self Check 2.9
Republic Act No.
7832
143
administering Self-Check 2.8 Republic
Act No. 7832.
B. Answer Key:
1. P
2. T
3. I
4. P
5. I
½
Hour
- gloves, goggles, hardhat and
tight clothes
B. Check the output using the assess
ment criteria found on the Learner’s
Materials.

41
DRAFT
Suggested
Differentiated
Activity for Flexible
Armored Cable
Wiring Installation
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
a convenience outlets. (for Advanced
learners)
2.) A circuit with four lamps: one lamp
is controlled by two 3-way switches and
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
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.
4
Hours

43
DRAFT
Summative Test -
Quarter II
144
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.
B. Guide learners in administering two
types of assessments.
C. Answer Key:
Test I- Knowledge:
1. 3/4
2. nipples
3. pipe cutter
4. LR
5. 10 ft.
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.
4
Hours

44
DRAFT
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.
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

45
DRAFT
TABLE OF
CONTENT
PAGE
INSTRUCTIONS
Suggested No
of Hours
(40)
Quarter III
Introduction
150
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
CURRENT INTERRUPTER BASED
ON PEC STANDARDS
˚˚ Interpret plan/drawing based
on the job requirement.
˚˚ Install the wiring devices for
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.

46
DRAFT
Pre-Diagnostic Test 151
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
installing wiring devices and observe
safety procedure. Results of the
assessments may serve as springboard
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
1
Hour

47
DRAFT
Information Sheet
1.1 Interpret
Electrical Wiring
Plan 154
modules about the lesson in Interpret
Electrical Wiring Plan.
the lesson about Interpret Electrical
Wiring Plan
4
Hours
Self Check 1.1
Interpret Electrical
Wiring Plan
157
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
controlled by single pole switch using
circuit breaker.
2. Pictorial diagram of one lamp
controlled by two 3-way switches using
safety switch.
B.
Bedroom 1 & 2:
3 pcs.- convenience outlets
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
1
Hour

48
DRAFT
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
4 pcs.- Pin lights
1 pc.- Chandelier
1 pc.- two gang switch

49
DRAFT
Information Sheet
1.2 Type of Wiring
Devices 160
modules about the lesson in Type of
Wiring Devices.
B. Guide learners in the discussion
of the lesson about Type of Wiring
Devices.
4
Hours
Self-Check 1.2 Type
of Wiring Devices
163
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.
5. Look for a multi- year product
warranty.
6. Make sure that there is an easy and
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.
1
Hour

50
DRAFT
Information Sheet
1.2 Type of Wiring
Devices 160
modules about the lesson in Type of
Wiring Devices.
of the lesson about Type of Wiring
Devices.
4
Hours
Self-Check 1.2 Type
of Wiring Devices 163
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.
Look for a multi- year product
warranty.
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.
1
Hour
Information Sheet
1.3 Select Tools and
Equipment
164
about the lesson in Selecting Tools and
Equipment.
the lesson about Selecting Tools and
Equipment.
2
Hours

51
DRAFT
Self Check 1.3
Select Tools and
Equipment
167
Check 1.3 Select Tools and Equipment.
B. Answer Key:
1. Hydraulic press
2. Electric drill
3. Pull push rule
4. Car lifts-single or double post
5. Air chisel
6. Air-drill
7. Marking gauge
8. Wrenches
9. Portable crane
10. Grinding wheels
1
Hour
Activity Sheet 1.1
Select Tools and
Equipment
168
A. Instruct learners on how to Select
Tools and Equipment.
B. Answer Key:
• Metric rule
• Try square
• Bench vise
• Hack saw / pipe cutter
• Level
• Plumb bob
• Chalk line
• Screw drivers
• Pliers
• Hammer
- gloves
- goggles
- hard hat
- tight clothes
1
Hour

52
DRAFT
Information Sheet
2.1 PEC Provision
in Installing
Electrical Boxes
169
about the lesson in PEC Provision in
Installing Electrical Boxes
of the lesson about PEC Provision in
Installing Electrical Boxes
3
Hours
Self-Check 2.1
Electrical Boxes 176
administering Self-Check 2.1 Electrical
Boxes.
B. Answer Key:
1. Wall box
2. Weatherproof box
3. Wall plates
4. Ceiling box
5. Gem box
6. Plastic box
7. Drywall box
8. Handy box
9. 1/2 inch
10. by nail
1
Hour

53
DRAFT
Activity Sheet 2.1
Installing Box in
Finished Space
177
Instruct learners on how to install box in
finished space.
• Boxes as fitting
• Utility box
• Fastening devices
• Laboratory board
• Gimlet
• Utility knife
• Keyhole saw
• Screwdrivers
• Philips
• Standard/flat
• Push-pull tape rule
• Claw hammer
• Ladder
criteria found in the Learner’s Materials.
3
Hours

54
DRAFT
Activity Sheet
2.2 Installation of
Electrical Boxes in
Wiring Board
179
Electrical Boxes in Wiring Board.
• Safety box
• Utility boxes
• Junction boxes
• Fastening device
• Laboratory board
• Gimlet
• Utility knife
• Keyhole saw
• Screwdrivers
-- Philips
-- Standard/flat
• Push-pull tape rule
• Claw hammer
• Ladder
4
Hours
Information Sheet
2.2 NEC Provisions
on Installing Wiring
Devices
182
about the lesson in NEC Provisions on
Installing Wiring Devices
the lesson about NEC Provisions on
Installing Wiring Devices
2
Hours

55
DRAFT
Activity Sheet 2.3
Replacement of a
regular Convenience
Outlet with a
Ground Fault
Current Interrupter
(GFCI) Outlet
186
wiring devices for floor and ground fault
current interrupting outlets.
Materials and Tools:
GFCI outlet
Screwdrivers
Pliers
Electrical tape
Wire strippers
Wire nuts (connectors)
12/2 NM (non-metallic) cable also
called Romex
criteria found in Learner’s Material on
page 164.
4
Hours
Suggested
Differentiated
Activity for the
installation of
Ground Fault Circuit
Interrupter
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
switches in different location, four
lamps each controlled by single pole
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)
4
Hours

56
DRAFT
Summative Test –
Quarter III
189
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
C. Answer Key:
Test I- Knowledge:
1. 1/2 inch
2. Receptacle type
3. Portable type
4. Gem box
5. Plastic box
Test II- Process:
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.
4
Hours

57
DRAFT
Test III- Understanding:
1. List of electrical materials needed
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,
flush type
2 pcs. Incandescent
lamp, 25 watts
1 pair 3-way switches
with cover, flush
type
1 pc. Single pole switch
with cover, flush
type
1 pc. Circuit breaker,
20amp
14 pcs. Metal connec-
tors, ½” diameter
9 pcs. Metal straps
¼”
1 pc. Wiring board 4’ x
4’ x ¾”

58
DRAFT
TABLE OF
CONTENT
PAGE
INSTRUCTIONS
Suggested
No of Hours
(40)
QUARTER IV
Information Sheet
2.3 Observe Safety
Procedure
192
about the lesson in Observe Safety
Procedure.
of the lesson about Observe Safety
Procedure.
3
Hours
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.

59
DRAFT
Self Check 2.2
Observe Safety
Practices
199
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
gears that fit. Protect your knees from
hard, sharp surfaces by wearing knee
pads. Wear appropriate eye protection
to protect your eyes from debris and
flying particles. Protect your hands from
friction and sharp edges by wearing
gloves.
3. SELECT THE RIGHT TOOL.
Choose tools that fit your hand
comfortably and have soft grips. A
good handle grip prevents the tool your
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.
1
Hour

60
DRAFT
Activity Sheet 2.4
Flexible Metallic
Tubing (FMT)
200
A. Instruct learners on how to Install Wiring
using Flexible Metallic Tubing (FMT)
(Four bulbs: bulbAis controlled by S1
A, bulb
B is controlled by two S3
B and S4
B, bulb C
is controlled by S1
C, bulb D is controlled by
S1
D and a convenience outlet)
• Serving cap/male plug
• Circuit breaker
• Utility boxes
• Octagonal boxes
• Switches Flush type (single,
3-way and 4-way)
• Convenience outlet (duplex)
• Solid/stranded wires (1.60mm
and 2.00mm)
• Flexible metallic tubing
• Connectors (FMT)
• Metal straps
• Wiring plan
• Metric rule
• Try square
• Bench vise
• Level
• Plumb bob
• Chalk line
• Screw driver
• Pliers
• Wire stripper
• Hammer
- Gloves
- Goggles
- Hardhat
- Tight clothes
6
Hours

61
DRAFT
Activity Sheet 2.5
Electrical Metallic
Tubing
203
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
• 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
6
Hours

62
DRAFT
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
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

63
DRAFT
Activity Sheet 2.5
Electrical Metallic
Tubing
203
and 1.60mm)
• Switches (single pole and 3-way)
• Connectors (EMT)
• Metal straps
• Wiring plan
• Electrical tape
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
6
Hours

64
DRAFT
Activity Sheet 2.6
Tubing (IMT)
206
wiring using intermediate metallic
tubing (IMT)
(Four bulbs: bulb A is controlled S1
A;
bulb B is controlled by two S3
B and
S4
B; bulb C is controlled by S1
C; and
bulb D is controlled by S1
D and a
convenience outlet.)
• Serving cap/male plug
• Circuit breaker
• Intermediate metallic tubing
• Utility boxes
• Junction boxes
and 1.60mm)
• Switches (single pole,3-way and
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
8
Hours

65
DRAFT
Activity Sheet 2.7
Rigid Metallic
Conduit (RMC)
209
A. Instruct learners on how to Install Wiring
using Rigid Metallic Conduit (RMC)
(Three bulb bulbAis controlled S1
A, bulbs
B and C are controlled by S3
wB, S4
wCand
S3
wD, and a convenience outlet.)
Serving cap
Circuit breaker
Rigid metallic conduit
Utility boxes
Junction boxes
Convenience outlet flush type
Solid/Stranded wires (2.00mm and
1.60mm)
Switches (single pole and 3-way)
Incandescent bulbs
Connectors (RMC)
Metal straps
Wiring booth/board
Wiring plan
Electrical tape
• Metric rule
• Try square
8
Hours
- Gloves
- Goggles
- Hard hat
- Tight clothes

66
DRAFT
Suggested
Differentiated
Activity for making
a List of electrical
materials needed
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
(Light Emitting Diode) lamps controlled
by two single pole switches and four
convenience outlets in 5 meters x 7
meters classroom.(for Advanced
Learners)
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)
4
Hours
• 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.

67
DRAFT
Summative Test -
Quarter IV
212
Ask learners to prepare the activity
notebook and module in the installation
of electrical lighting systems, auxiliary
outlets and lighting fixtures; and
installation of wiring devices for floor
and grounding fault current interrupting
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
oil filled transformers, high
speed winding, and wet winding
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.
4
Hours

68
DRAFT
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
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.

69
DRAFT
Test II - Understanding: (10 points)
List of electrical materials needed
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
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”

70
DRAFTTechnical Terms 215
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.
Elbow is a 90 degree angle bend fitting commonly used to
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.
Test III- Performance: (20 points)
The teacher will check the output using
the suggested assessment criteria found
in the Learner’s Material.

71
DRAFT
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
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.

72
DRAFT
References:
217
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:
16th Edition.
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
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
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

73
DRAFT

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
STANDARD
PERFORMANCE
STANDARD
LEARNING
COMPETENCIES
CODE
Introduction
1. Basic
concepts
in electrical
installation
and
maintenance
2. Relevance of
the course
3. Career
opportunities
The learner
demonstrates
an
understanding
of the basic
concepts and
underlying
theories in
electrical
installation and
maintenance.
The learner
independently
demonstrates
an common
competencies
in electrical
installation and
maintenance as
prescribed by
TESDA Training
Regulations.
1. Explain basic
concepts
in electrical
installation and
maintenance
2. Discuss the
relevance of the
course
3. Explore career
opportunities
in electrical
installation and
maintenance
PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS)
1. Assessment
of learner’s
Personal
Competencies
and Skills
(PECS) vis-
à-vis those of
a practicing
entrepreneur/
employee
in a Town/
Municipality.
The learner
demonstrates
an
understanding
of one’s
Personal
Competencies
and Skills
(PeCS) in
electrical
installation and
maintenance.
The learner
independently
creates a plan
of action that
strengthens/
further develops
one’s PeCS
in electrical
installation and
maintenance.
LO 1. Develop and
strengthen
personal
competencies and
skills (PeCS)
needed in
Electrical
Installation and
Maintenance
1.1 Identifyareasfor
improvement,
development
andgrowth
TLE_
PECS10-Ik-8

74
DRAFT
Course Description:
CONTENT CONTENT
STANDARD
PERFORMANCE
STANDARD
LEARNING
COMPETENCIES
CODE
1.1 Characteristics
1.2 Attributes
1.3 Lifestyle
1.4 Skills
1.5 Traits
2. Analysis of
learner’s PeCS
compared
to those of a
practitioner
3. Strengthening
and further
development
of one’s PeCS
1.2 Align one’s
PeCS according
to his/her
business/career
choice
1.3 Create a plan
of action that
ensures
success of his/
her business/
career choice
ENVIRONMENT AND MARKET (EM)
1. Product
Development
2. Key concepts
in developing
a product
3. Finding Value
4. Innovation
4.1 Unique
Selling
Proposition
(USP)
The learner
demonstrates
an
understanding
of the concepts
environment
and market in
the electrical
installation and
maintenance
field, particularly
in one’s town/
municipality.
The learner
independently
creates a
business vicinity
map reflective
of the potential
electrical
installation and
maintenance
withni the locality/
town.
LO1.Developa
product/servicein
electricalinstallation
andmaintenance
1.1Identifywhat
isof“Value”tothe
customer
1.2Identifythe
customer
1.3Explainwhat
makesa
productunique
andcompetitive
TLE_
EM10-Ik-
IIk-1

75
DRAFT
CONTENT CONTENT
STANDARD
PERFORMANCE
STANDARD
LEARNING
COMPETENCIES
CODE
5. Selecting a
Business Idea
6. Key concepts
in Selecting a
Business Idea
6.1 Criteria
6.2 Techniques
7. Branding
1.4 Apply creative and
innovative techniques
to develop marketable
product
1.5 Employ a Unique
Selling Proposition
(USP) to the product/
service
LO 2. Select a business
idea based on the criteria
and techniques set
2.1 Enumerate various criteria
and steps in selecting a
business idea
2.2 Apply the criteria/steps in
selecting a viable business
idea
2.3 Determine a business
idea based on the criteria/
techniques set
LO 3. Develop a brand for
the product
7.1 Identify the benefits of
having a good brand
7.2 Enumerate
recognizable brands
in the town/Town/
Municipality.
TLE_
EM10-
IIIk-2
TLE_
EM10-
IVk-3
Course Description:

76
DRAFT
CONTENT CONTENT
STANDARD
PERFORMANCE
STANDARD
LEARNING
COMPETENCIES
CODE
7.3 Enumerate
the criteria for
developing a
brand
7.4 Generate a
clear appealing
product brand
INSTALLELECTRICALLIGHTINGSYSTEMS,AUXILIARYOUTLETSANDLIGHTINGFIXTURES(60)(EL)
Course Description:
1. Electrical
tools,
equipment and
materials for
specific job
order
2. Different
types of wiring
methods
approved in
the Philippine
condition.
3. Basic electrical
wiring
installations
The learner
demonstrates an
understanding
of the underlying
principles in
the installation
of electrical
lighting systems,
auxiliary outlets
and lighting
fixtures.
The learner
independently installs
electrical lighting
systems, auxiliary
outlets and lighting
fixtures based
on the Philippine
Electrical Code
(PEC) standards
and Local Code/
Utility Company
Regulations.
LO2. INSTALL
ELECTRICAL
SYSTEMS,
AUXILIARY
OUTLETS AND
LIGHTING
FIXTURES
2.1Select appro-
priate elec-
trical tools,
equipment
and materials
for specific
tasks
2.2 Apply suitable
wiring method
for the job
TLE_
IAEI-
10EL-
Ia-IIj-2

77
DRAFT
CONTENT CONTENT
STANDARD
PERFORMANCE
STANDARD
LEARNING
COMPETENCIES
CODE
4. RepublicAct
7832:the
Anti-electricity
andElectric
Transmission
Lines/Materials
PilferageActof
1994
4.1 Actspunishable
underRA7832
4.2 Section2:Illegal
useofelectricity
4.3 Sec.3:Theftof
electricpower
transmission
lines/materials
4.4 Sec.4:Prima
facieevidence
ofillegaluseof
electricity
4.5 Sec.7:Penalties
2.3 Installelectrical
wiringsystems
usingdifferent
typesofwiring
methods:
2.3.1Circuitwithone
bulbcontrolledby
surfaceorflush
typesinglepole
switch
2.3.2Circuitusing3-way
switchesin2
locations
2.3.3Circuitusing3-
wayand 4-way
switchesin3
locations
2.3.4 Combination
oflightingand
convenience
outlets
INSTALLINGWIRINGDEVICESFORFLOORANDGROUNDFAULTCURRENTINTERRUPTINGOUTLETS(30)(WD)
Course Description:
1. Standard
application of
tools, materials
and equipment in
accordance with
PEC
The learner
demonstrates
an under-
standing of
the
TLE_
IAEI-
10WD-II-
Ia-IVj-1
The learner
independently
installs wiring
devices for floor
and ground fault
current
interrupter.
LO1. Select the
wiring devices
used for floor and
ground fault
current
interrupter

78
DRAFT
CONTENT CONTENT
STANDARD
PERFORMANCE
STANDARD
LEARNING
COMPETENCIES
CODE
(PhilippineElectrical
Code)/NEMA
2. (National
Electrical
Manufacturers
Association)
3. Safetyprocedure
forhandling
electrical
materialsand
devices
4. Specificationsof
electricalsupplies
andmaterials
underlying
principles in
installing wiring
devices.
1. 1.1 Interpretplan/
drawingsforthe
selectionofwiring
devicesbasedon
thejobrequirement
2. 1.2 Identifythe
correctquantityof
wiringmaterials
anddevicestobe
usedbasedonjob
requirement
3. 1.3 Selecttools
andequipmentto
beused basedon
jobrequirement
4. 1.4 Select
appropriate
PersonalProtection
Equipment(PPE)
Course Description:

Electrical installation and mentainance tg

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