EIM NC II Portfolio

Sector : ELECTRICAL & ELECTRONICS SECTOR
Qualification Title: ELECTRICAL INSTALLATION & MAINTENANCE

NC II
Unit of Competency: Install electrical protective devices for

distribution, power, lighting, auxiliary, lightning protection and
grounding systems
Module Title: : Installing electrical protective devices for
grounding systems
BANTOLINAO NATIONAL HIGH SCHOOL
Bantolinao, Antequera, Bohol
Plan
Training
Session
Date Developed: Document No.

May 14, 2019 ommel82@gmail.com
ELECTRICAL Date Revised: Issued by:
INSTALLATION
AND Developed by: Bantolinao
Page i of vii
MAINTENANCE NC Rommel L. Paalisbo National High
II School
Revision #
INSTALLATION
Page ii of vii
II School
Revision #
INSTALLATION
Page iii of vii
II School
Revision #
Data Gathering Instrument for Trainee’s Characteristics
Please answer the following instrument according to the
characteristics described below. Encircle the letter of your choice that best
describes you as a learner. Blank spaces are provided for some data that
need your response.
Name: Dexter A. Boyras
Characteristics of learners
Language, literacy Average grade in: Average grade in:

and numeracy
English Math
(LL&N)
a. 95 and above a. 95 and above
b. 90 to 94 b. 90 to 94
c. 85 to 89 c. 85 to 89
d. 80 to 84 d. 80 to 84
e. 75 to 79 e. 75 to 79
Cultural and Ethnicity/culture:

language a. Ifugao
background
b. Igorot
c. Ibanag
d. Muslim
e. Boholano
f. Others( please specify)_____________
Education & Highest Educational Attainment:

general a. High School Level
knowledge
b. High School Graduate
c. College Level
d. College Graduate
e. with units in Master’s degree
f. Masteral Graduate
g. With units in Doctoral Level
h. Doctoral Graduate
Sex a. Male
b. Female
Document No.
Date Developed: ommel82@gmail.com
May 2019
Issued by:
ELECTRICAL Date Revised:
INSTALLATION AND Page 4 of 250
Developed by: Bantolinao
MAINTENANCE NC II
Rommel L.Paalisbo NHS
Revision #
Age Your age: 18
Physical ability 1. Disabilities(if any) N/A
2. Existing Health Conditions (Existing illness if
any)
a. None
b. Asthma
c. Heart disease
d. Anemia
e. Hypertension
f. Diabetes
g. Others(please specify)
Previous
experience with None
the topic
Previous None
learning
experience
None
Training Level
completed
Special courses None
Learning styles a. Visual - The visual learner takes mental

pictures of information given, so in order for
this kind of learner to retain information,
oral or written, presentations of new
information must contain diagrams and
drawings, preferably in color. The visual
learner can't concentrate with a lot of activity
around him and will focus better and learn
faster in a quiet study environment.
b. Kinesthetic - described as the students in
the classroom, who have problems sitting
still and who often bounce their legs while
tapping their fingers on the desks. They are
often referred to as hyperactive students
with concentration issues.
Document No.
May 2019
Issued by:
MAINTENANCE NC II
Revision #
c. Auditory- a learner who has the ability to

remember speeches and lectures in detail
but has a hard time with written text. Having
to read long texts is pointless and will not be
retained by the auditory learner unless it is
read aloud.
d. Activist - Learns by having a go
e. Reflector - Learns most from activities where
they can watch, listen and then review what
has happened.
f. Theorist - Learns most when ideas are linked
to existing theories and concepts.
g. Pragmatist - Learns most from learning
activities that are directly relevant to their
situation.
Other needs a. Financially challenged
b. Working student
c. Solo parent
d. Others(please specify)
___________________________
Document No.
May 2019
Issued by:
MAINTENANCE NC II
Revision #
FORM 1.1 SELF-ASSESSMENT CHECK
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
BASIC COMPETENCIES
CAN I…? YES NO
1. PARTICIPATE IN WORKPLACE COMMUNICATION?
1.1 Obtain and convey workplace information? 
1.2 Participate in workplace meetings and discussions? 
1.3 Complete relevant work related documents? 
2. WORK IN TEAM ENVIRONMENT?
2.1 Describe team role and scope? 
2.2 Identify own role and responsibility within team? 
2.3 Work as a team member? 
3. PRACTICE CAREER PROFESSIONALISM?
3.1 Integrate personal objectives with organizational 
goals?
3.2 Set and meet work priorities? 
3.3 Maintain professional growth and development? 
4. PRACTICE OCCUPATIONAL HEALTH AND SAFETY
PROCEDURES?
4.1 Identify hazards and risks? 
4.2 Evaluate hazards and risks? 
4.3 Control hazards and risks? 
4.4 Maintain OHS awareness? 

May 2019 ommel82@gmail.com
ELECTRICAL
Date Revised: Issued by:
INSTALLATION
AND Page 7 of 250
Bantolinao
MAINTENANCE
Developed by: NHS
NC II
Rommel L.Paalisbo Revision #
COMMON COMPETENCIES
CAN I…? YES NO
1. USE HAND TOOLS?
1.1 Plan and prepare for tasks to be undertaken? 
1.2 Prepare hand tools? 
1.3 Use appropriate hand tools and test equipment? 
1.4 Maintain hand tools? 
2. PERFORM MENSURATION AND CALCULATION?
2.1 Select measuring instruments? 
2.2 Carry out measurements and calculation? 
2.3 Maintain measuring instruments? 
3. PREPARE AND INTERPRET TECHNICAL DRAWING?
3.1 Identify different kinds of technical drawings? 
3.2 Interpret technical drawing? 
3.3 Prepare/make changes to electrical/electronic 
schematics and drawings?
3.4 Store technical drawings and equipment/ 
instruments?
4. APPLY QUALITY STANDARDS?
4.1Assess quality of received materials or components? 
4.2 Assess own work? 
4.3 Engage in quality improvement? 
5. TERMINATE AND CONNECT ELECTRICAL WIRING AND
ELECTRONICS CIRCUIT?
5.1 Plan and prepare for termination/ connection of 
electrical wiring/electronics circuits?
5.2 Terminate/connect electrical wiring/electronic 
circuits?
5.3 Test termination/ connections of electrical wiring/ 
electronics circuits?

ELECTRICAL
INSTALLATION
AND Page 8 of 250
Bantolinao
MAINTENANCE
Developed by: NHS
NC II
CORE COMPETENCIES
CAN I…? YES NO
1. PERFORM ROUGHING-IN ACTIVITIES, WIRING AND CABLING
WORKS FOR SINGLE-PHASE DISTRIBUTION, POWER, LIGHTING
AND AUXILIARY SYSTEMS?
1.1 Install electrical metallic /nonmetallic (PVC 
conduit)?
1.2 Install wire ways and cable tray? 
1.3 Install auxiliary terminal cabinet and distribution 
panel?
1.4 Prepare for cable pulling and installation? 
1.5 Perform wiring and cabling lay out? 
1.6 Notify completion of work? 
2. INSTALL ELECTRICAL PROTECTIVE DEVICES FOR
DISTRIBUTION, POWER, LIGHTING, AUXILIARY, LIGHTNING
PROTECTION AND GROUNDING SYSTEMS?
2.1 Plan and prepare work? 
2.2 Install electrical protective devices? 
2.3 Install lighting fixture and auxiliary outlet? 
3. INSTALL WIRING DEVICES OF FLOOR AND WALL MOUNTED

OUTLETS, LIGHTING FIXTURE/SWITCHES AND AUXILLIARY
OUTLETS ?
3.1 Select wiring devices? 
3.2 Install wiring devices? 
3.3 Install lighting fixture/ switches? 

ELECTRICAL
INSTALLATION
AND Page 9 of 250
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MAINTENANCE
Developed by: NHS
NC II
Evidences/Proof of Current Competencies
Form 1.2: Evidence of Current Competencies acquired related to

Job/Occupation
Current competencies Proof/Evidence Means of validating
BASIC
1. Participate in workplace communication
1.1 Obtain and convey Submitted authenticated
workplace information copy of diploma, forms
Form 137/138
137/138 and called up
1.2 Complete relevant work
issuing school to verify
related documents
Diploma authenticity.
1.3 Participate in
Conducted assessment:
Workplace meeting and demonstration and Oral
discussion Questioning
2. Work in a Team environment
2.1 Describe team role and Form 137/138 Submitted authenticated
scope copy of diploma, forms
2.2 Identify own role and Diploma issuing school to verify
responsibility within the team
authenticity.
2.3 Work as a team member
demonstration and Oral
Questioning
3. Practice career professionalism
3.1 Integrate personal Form 137/138 Submitted authenticated
objectives with organizational copy of diploma, forms
goals 137/138 and called up
Diploma issuing school to verify
3.2 Set and meet work
authenticity.
priorities
3.3 Maintain professional
growth and development
Questioning
4. Practice Occupational Health and Safety Procedures

4.1 Identify hazards and risks Form 137/138 Submitted authenticated

ELECTRICAL
INSTALLATION
AND Page 10 of 250
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MAINTENANCE
Developed by: NHS
NC II
4.2 Evaluate hazards and copy of diploma, forms
risks 137/138 and called up
Diploma
4.3 Control hazards and risks
authenticity.
4.4 Maintain Occupational
Heath and Safety
Questioning
COMMON
1. USE HAND TOOLS
1.1 Plan and prepare for tasks Form 137/138 Submitted authenticated
to be undertaken copy of diploma, forms
1.2 Prepare hand tools Diploma issuing school to verify
1.3 Use appropriate hand authenticity.
tools and test equipment
1.4 Maintain hand tools demonstration and Oral
Questioning
2. PERFORM MENSURATION AND CALCULATION
2.1 Select measuring Form 137/138 Submitted authenticated
instruments copy of diploma, forms
2.2 Carry out measurements Diploma issuing school to verify
and calculation
authenticity.
2.3 Maintain measuring
instruments
Questioning
3. PREPARE AND INTERPRET TECHNICAL DRAWING

3.1 Identify different kinds of Form 137/138 Submitted authenticated
technical drawings copy of diploma, forms
3.2 Interpret technical Diploma issuing school to verify
drawing
authenticity.
3.3 Prepare/make changes to
electrical/electronic
schematics and drawings Conducted assessment:
3.4 Store technical drawings
Questioning
and equipment/ instruments

ELECTRICAL
INSTALLATION
AND Page 11 of 250
Bantolinao
MAINTENANCE
Developed by: NHS
NC II
4. APPLY QUALITY STANDARDS
4.1Assess quality of received Form 137/138 Submitted authenticated
materials or components copy of diploma, forms
4.2 Assess own work Diploma issuing school to verify
4.3 Engage in quality authenticity.
improvement?
Questioning
ELECTRONICS CIRCUIT
4.1 Plan and prepare for Form 137/138 Submitted authenticated
termination/ connection of copy of diploma, forms
electrical wiring/ electronics 137/138 and called up
circuits Diploma issuing school to verify
authenticity.
4.2 Terminate/ connect
electrical wiring/electronic
circuits Conducted assessment:
4.3 Test termination/ demonstration and Oral
connections of electrical Questioning
wiring/ electronics circuits?
CORE
WORKS FOR SINGLE-PHASE DISTRIBUTION, POWER, LIGHTING AND
AUXILIARY SYSTEMS
1.1 Install electrical metallic
/nonmetallic (PVC conduit)?
Submitted authenticated
1.2 Install wire ways and copy of diploma, forms
cable tray 137/138 and called up
1.3 Install auxiliary terminal
Form 137/138 authenticity.
cabinet and distribution panel
1.4 Prepare for cable pulling
and installation? Diploma Conducted assessment:
1.5 Perform wiring and
Questioning
cabling lay out
1.6 Notify completion of work

ELECTRICAL
INSTALLATION
AND Page 12 of 250
Bantolinao
MAINTENANCE
Developed by: NHS
NC II
2. INSTALL ELECTRICAL PROTECTIVE DEVICES FOR DISTRIBUTION,
POWER, LIGHTING, AUXILIARY, LIGHTNING PROTECTION AND
GROUNDING SYSTEMS
2.1 Plan and prepare work
2.2 Install electrical protective
devices
2.3 Install lighting fixture and
auxiliary outlet
OUTLETS, LIGHTING FIXTURE/SWITCHES AND AUXILLIARY OUTLETS
3.1 Select wiring devices Form 137/138 Submitted authenticated
copy of diploma, forms
3.2 Install wiring devices
3.3 Install lighting fixture/ Diploma issuing school to verify
switches authenticity.
3.4 Notify completion of work Conducted assessment:
Questioning

ELECTRICAL
INSTALLATION
AND Page 13 of 250
Bantolinao
MAINTENANCE
Developed by: NHS
NC II
Identifying Training Gaps
From the accomplished Self-Assessment Check (Form 1.1) and the

evidences of current competencies (Form 1.2), the Trainer will be able to
identify what the training needs of the prospective trainee are.
Form 1.3 Summary of Current Competencies Versus Required

Competencies
Required Units of Current Training Gaps/

Competency/ Learning Competencies Requirements
Outcomes
BASIC
1.1 Obtain and Obtain and convey
convey workplace workplace
communication communication
1.2 Participate in Obtain and convey
workplace meetings workplace
and discussions communication
1.3 Complete relevant 1.3 Complete relevant
work related work related
documents documents
2. Work in team environment
2.1 Describe team role Describe team role
and scope and scope
2.2 Identify own role Identify own role and
and responsibility responsibility within
within team team
2.3 Work as a team Work as a team
member member
3.1 Integrate personal Integrate personal
objectives with objectives with
organizational goals organizational goals

ELECTRICAL
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AND Page 14 of 250
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MAINTENANCE
Developed by: NHS
NC II
3.2 Set and meet Set and meet work
work priorities priorities
3.3 Maintain Maintain professional
professional growth growth and
and development development
4. Practice occupational health and safety procedures
4.1 Identify hazards Identify hazards and
and risks risks
4.2 Evaluate hazards Evaluate hazards and
and risks risks
4.3 Control hazards Control hazards and
and risks risks
4.4 Maintain OHS Maintain OHS

awareness awareness
Competency/Learning Competencies Requirements
Outcomes based on CBC
COMMON
1. Use hand
1.1 Plan and prepare Plan and prepare for
for tasks to be tasks to be
undertaken undertaken
1.2 Prepare hand Prepare hand tools
tools
1.3 Use appropriate Use appropriate hand
hand tools and test tools and test
equipment equipment
1.4 Maintain hand Maintain hand tools?
tools
2. Select measuring instruments
2.1 Select measuring Select measuring
instruments instruments
2.2 Carry out Carry out
measurements and measurements and
calculation calculation
2.3 Maintain Maintain measuring

ELECTRICAL
INSTALLATION
AND Page 15 of 250
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MAINTENANCE
Developed by: NHS
NC II
measuring instruments
instruments
3. Prepare and interpret technical drawing

3.1 Identify different Identify different
kinds of technical kinds of technical
drawings drawings
3.2 Interpret technical Interpret technical
drawing drawing
3.3 Prepare/make Prepare/make
changes to changes to
electrical/electroni electrical/electronic
c schematics and schematics and
drawings drawings
3.4 Store technical Store technical
drawings and drawings and
equipment/ equipment/
CORE
1. Perform roughing-in activities, wiring and cabling works for single-phase
distribution, power, lighting and auxiliary systems
1.1 Install electrical Install electrical
metallic metallic /nonmetallic
/nonmetallic (PVC (PVC conduit)
conduit)
1.2 Install wire ways Install wire ways and
and cable tray cable tray
1.3 Install auxiliary Install auxiliary
terminal cabinet terminal cabinet and
and distribution distribution panel
panel
1.4 Prepare for cable Prepare for cable
pulling and pulling and
installation installation
1.5 Perform wiring Perform wiring and
and cabling lay out cabling lay out

ELECTRICAL
INSTALLATION
AND Page 16 of 250
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MAINTENANCE
Developed by: NHS
NC II
1.6 Notify completion Notify completion of
of work work
2. Install electrical protective devices for distribution, power, lighting,
auxiliary, lightning protection and grounding systems
2.1 Plan and prepare Plan and prepare
work work
2.2 Install Electrical Install Electrical
protective devices protective devices
2.3 Install Lighting Install Lighting
fixture and auxiliary outlet. fixture and auxiliary
outlet.
2.4Notify completion Notify completion of
of work. work.
3. Install wiring devices of floor and wall mounted outlets, lighting
fixture/switches and auxiliary outlets
3.1 Select Wiring Select Wiring devices
devices
3.2 Install wiring Install wiring devices
devices
3.3 Install Lighting Install Lighting
fixture/ switches fixture/ switches
3.4 Notify Completion Notify Completion of
of work work
Form No. 1.4: Training Needs
Training Needs Module Title/

(Learning Outcomes) Module of Instruction
2.1 Plan and prepare work Install electrical protective
devices for distribution, power,
2.2 Install electrical protective devices
lighting, auxiliary, lightning
2.3 Install lighting fixture and auxiliary protection and grounding
outlet systems

ELECTRICAL
INSTALLATION
AND Page 17 of 250
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MAINTENANCE
Developed by: NHS
NC II
SESSION PLAN
Sector : ELECTRICAL & ELECTRONICS

Qualification Title : ELECTRICAL INSTALLATION & MAINTENANCE NC II
Unit of Competency : Install Electrical Protective Devices for Distribution, Power, Lighting, Auxiliary,
Lightning Protection and Grounding Systems
Module Title : Installing Electrical Protective Devices for Distribution, Power, Lighting,
Auxiliary, Lightning Protection and Grounding Systems
Learning Outcomes:
After 44 hours of learning activities, the trainees will be able to effectively:
1. Plan and prepare work
2. Install electrical protective devices
3. Install lighting fixture and auxiliary outlet
4. Notify completion of work
INTRODUCTION- This unit covers the knowledge, skills and attitudes on planning and preparing work, installing electrical
protective devices, lightning fixture and auxiliary outlet and notifying completion of work for distribution, power, lighting,
auxiliary, lightning protection and grounding systems.
B. LEARNING ACTIVITIES
LO 1: Plan and prepare work
Date Developed: Document No. 09773085826

May 2019 Issued by:
Date Revised:
ELECTRICAL INSTALLATION
AND Bantolinao NHS Page 18 of 250
MAINTENANCE NC II Developed by:
Revision #
Rommel L.Paalisbo
Learning Content Methods Presentation Practice Feedback Resources Time
Types of protective Modular Self-paced Read Information Answer Self- Compare CBLM
devices and its learning Sheet 2.1-1 Types of Check 2.1-1 answers with
1 hr.
applications. Lecture/discussion protective devices Answer Key
and its applications. 2.1-1
Identification of Modular Self-paced Read Information Answer Self- Compare CBLM 30
standard drawing learning Sheet 2.1-2 Check 2.1-2 answers with mins.
based on standard Lecture/discussion Blueprint and Answer Key
(ANSI or IEC) Electrical Symbols 2.1-2
Protective devices Modular Self-paced Read Information Answer Self- Compare CBLM 1 hr.
specifications learning Sheet 2.1-3 Check 2.1-3 answers with
Lecture/discussion Protective devices Answer Key
specifications 2.1-3
Electrical protection Modular Self-paced Read Information Answer Self- Compare CBLM 30
system components learning Sheet 2.1-4 Check 2.1-4 answers with mins.
Lecture/discussion Electrical protection Answer Key
system components 2.1-4
Interpreting plans and Modular Self-paced Read Information Answer Self- Compare CBLM 1 hr.
details drawing. learning Sheet 2.1-5 Reading Check 2.1-5 answers with Blueprint
Lecture/discussion electrical plans and Answer Key
blueprint 2.1-5
Demonstration Familiarize Task Perform Task Check CBLM 1 hr.
Sheet 2.1.5 Interpret Sheet 2.1.5 performance Blueprint
plans and details Interpret plans using
drawing and details Performance
May 2019 Issued by:
Date Revised:
Revision #
Rommel L.Paalisbo
drawing Criteria
Checklist
2.1.5
Handling of materials, Modular Self-paced Read Information Answer Self- Compare CBLM 1 hr.
tools and equipment learning Sheet 2.1-6 Check 2.1-6 answers with
Lecture/discussion Electrical tools, Answer Key
materials and 2.1-6
Equipment
LO 2: Install electrical Protective devices
DOLE Department Modular Self-paced Read Information Answer Self- Compare CBLM 30
Order No. 13 s. 1998 learning Sheet 2.2-1 DOLE Check 2.2-1 answers with mins.
Guidelines Governing Lecture/discussion Department Order Answer Key
Occupational Safety No. 13 s 1998 2.2-1
and Health in the
Construction Industry
Philippine Electrical Modular Self-paced Read Information Answer Self- Compare CBLM 30
Code (PEC) learning Sheet 2.2-2 Check 2.2-2 answers with mins.
requirements regarding Lecture/discussion Philippine Electrical Answer Key
installation of electrical Code (PEC) provision 2.2-2
protection Devices for circuit protection
Uses of Different Modular Self-paced Read Information Answer Self- Compare CBLM 1 hr.
Protective Devices learning Sheet 2.2-3 Uses of Check 2.2-3 answers with
Lecture/discussion Different Protective Answer Key
Devices 2.2-3

May 2019 Issued by:
Date Revised:
Revision #
Rommel L.Paalisbo
Interpreting plans and Modular Self-paced Read Information Answer Self- Compare CBLM 1 hr.
details drawing. learning Sheet 2.2-4 Check 2.2-4 answers with
Lecture/discussion Blueprint Reading Answer Key
2.2-4
Demonstration Familiarize Task Perform Task Check Blueprint 1 hr.
Sheet 2.2-4 Interpret Sheet 2.2-4 performance Paper
Electrical Plan Interpret using Pen
Electrical Plan Performance
Criteria
Checklist
Sheet 2.2-4
Applying methods and Modular Self-paced Read Information Answer Self- Compare CBLM 1 hr.
techniques in learning Sheet 2.2-5 Plan Check 2.2-5 answers with
installation of various Lecture/discussion and prepare for Answer Key
type of protective installing of Fuse 2.2-5
devices and Panel
lightning protection and Demonstration Familiarize Job Perform Job Check Panel 1 hr.
grounding systems Sheet 2.2-5 Install Sheet 2.2-5 performance Board and
load center or Install load using Circuit
breaker panel center or Performance Breaker 30
breaker panel Criteria Pliers mins.
Checklist Screw
2.2.5 Drivers
Screws
Multi-tester

May 2019 Issued by:
Date Revised:
Revision #
Rommel L.Paalisbo
Demonstration Familiarize Job Perform Job Check Wire 1 hr.
Sheet 2.2-6 Install Sheet 2.2.6 performance Screw and
wire in Receptacle Install wire in using Driver 30
circuit to a load Receptacle Performance Pliers mins.
center circuit to a load Criteria
center Checklist
Sheet 2.2.6
Demonstration Familiarize Job Perform Job Check GFCI 2 hrs.
Sheet 2.2-7 Install Sheet 2.2-7 performance Wire
Ground Fault Install Ground using Utility Box
Current Interrupter Fault Current Performance Elect. Tape
Outlet Interrupter Criteria
Outlet Checklist
Sheet 2.2-7
Performing the Modular Self-paced Read Information Answer Self- Compare CBLM 1 hr.
installation learning Sheet 2.2-6 Check 2.2-6 answers with
economically. Lecture/discussion Electrical tools and Answer Key
materials 2.2-6
Demonstration Familiarize Job Perform Job Check Paper 1 hr.
Sheet 2.2-6 Prepare Sheet 2.2-6 performance Pen
requisition slip form Prepare using Requisition
requisition slip Performance form
form Criteria
Checklist 2.2-
6

May 2019 Issued by:
Date Revised:
Revision #
Rommel L.Paalisbo
LO 3: Install Lighting fixture and auxiliary outlet.
DOLE Department Modular Self-paced Read Information Answer Self- Compare CBLM 1 hr.
Order No. 13 s. 1998 learning Sheet 2.3-1 DOLE Check 2.3-1 answers with
Guidelines Governing Lecture/discussion Department Order Answer Key
Occupational Safety No. 13 s. 1998 2.3-1
and Health in the
Philippine Electrical Self-paced learning Read Information Answer Self- Compare CBLM 1 hr.
Code (PEC) Lecture/discussion Sheet 2.3-2 PEC Check 2.3-2 answers with
requirements regarding provision in Answer Key
installation of lighting installing electrical 2.3-2
fixture and auxiliary boxes
outlet Demonstration Familiarize Job Perform Job Check Utility box 2 hrs.
Sheet 2.3-2 Install Sheet 2.3-2 performance Junction
electrical boxes in Install electrical using box
wiring board boxes in wiring Performance Pliers
board Criteria Screw
Checklist 2.3- Drivers
2 Screws
Measuring
Tape
Tailor
Chalk
Self-paced learning Read Information Answer Self- Compare CBLM 1 hr.
Lecture/discussion Sheet 2.3-3 Type of Check 2.3-3 answers with
wiring devices Answer Key
May 2019 Issued by:
Date Revised:
Revision #
Rommel L.Paalisbo
2.3-3
Types of lighting Self-paced learning Read Information Answer Self- Compare CBLM 1 hr.
fixtures and installation Lecture/discussion Sheet 2.3-4 Types of Check 2.3-4 answers with
technique Lighting Fixtures Answer Key
and Installation 2.3-4
Techniques
Ratings of lighting Self-paced learning Read Information Answer Self- Compare CBLM 1 hr.
fixture Lecture/discussion Sheet 2.3-5 Different Check 2.3-5 answers with
Ratings of Lighting Answer Key
Fixtures 2.3-5
Interpreting plans and Self-paced learning Read Information Answer Self- Compare CBLM 1 hr.
details Lecture/discussion Sheet 2.3-6 Different Check 2.3-6 answers with
lighting fixtures Answer Key
symbols 2.3-6
Handling of materials, Self-paced learning Read Information Answer Self- Compare CBLM 1 hr.
tools and equipment Lecture/discussion Sheet 2.3-7 Proper Check 2.3-7 answers with
storage of tools and Answer Key
equipment 2.3-7
Interpreting product Self-paced learning Read Information Answer Self- Compare CBLM 1 hr.
technical brochure Lecture/discussion Sheet 2.3-8 Types of Check 2.3-8 answers with
Manual Used in Answer Key
Construction Sector 2.3-8

May 2019 Issued by:
Date Revised:
Revision #
Rommel L.Paalisbo
Applying methods and Self-paced learning Read Information Answer Self- Compare CBLM 1 hr.
techniques in Lecture/discussion Sheet 2.3-9 Types of Check 2.3-9 answers with
installation of various wiring installation Answer Key
type of lighting fixture and lighting fixture 2.3-9
and auxiliary outlet
Demonstration Familiarize Job Perform Job Check Wire 2 hrs.
Sheet 2.3-9 Install Sheet 2.3-9 performance Utility Box
conduit and Install conduit using Elect. Tape
electrical wiring and electrical Performance Spotlight
wiring Criteria Pliers
Checklist 2.3- Screw
9 Drivers
LO 4: Notify completion of work.
Processes, Self-paced learning Read Information Answer Self- Compare CBLM 1 hr.
Operations, Systems Lecture/discussion Sheet 2.4-1 Check 2.4-1 answers with
1. Maintenance of Electrical tools, Answer Key
tools materials and 2.4-1
2. Storage of tools Equipment
Self-paced learning Read Information Answer Self- Compare CBLM 1 hr.
Lecture/discussion Sheet 2.4-1b Proper Check 2.4-2 answers with
tool storage Answer Key
2.4-1b

May 2019 Issued by:
Date Revised:
Revision #
Rommel L.Paalisbo
Checking and Self-paced learning Read Information Answer Self- Compare CBLM 1 hr.
conforming Lecture/discussion Sheet 2.4-3 Check 2.4-3 answers with
procedures for Checking and Answer Key
installation based on conforming 2.4-3
job requirement procedures for
installation based on
job requirement
Demonstration Familiarize Job Perform Job Check Multi- 1 hr.
Sheet 2.4-3 Check Sheet 2.4-3 performance tester
the Installation Check the using Megger
Based to Standard Installation Performance Ammeter
and Energize it. Based to Criteria Screw
Standard and Checklist 2.4- Drivers
Energize it. 3 Pliers
Good housekeeping Self-paced learning Read Information Answer Self- Compare CBLM 1 hr.
Lecture/discussion Sheet 2.4-4 Check 2.4-4 answers with
Housekeeping for Answer Key
Electric Panel and 2.4-4
Utility Rooms
Sheet 2.4-4 Check Sheet 2.4-4 performance tester
Terminals, Check Sheet 2.4-4 using Megger
Power and Check Check Performance Ammeter
grounding. Terminals, Criteria Trash Can
Check Power Checklist 2.4-
and Check 4
grounding.

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Rommel L.Paalisbo
Skills in continuity test Self-paced learning Read Information Answer Self- Compare CBLM 1 hr.
or ohmmeter test of Lecture/discussion Sheet 2.4-5 Multi Check 2.4-5 answers with
motor terminal. tester(Volt Answer Key
Ohmmeter) 1.1-1

Sheet 2.4-5 Test the Sheet 2.4-5 Test performance tester
continuity of a the continuity of using Multi-
circuit a circuit Performance tester
Criteria Megger
Checklist 2.4- Ammeter
5 #14 Wire
Commissioning skills Self-paced learning Read Information Answer Self- Compare CBLM 1 hr
Lecture/discussion Sheet 2.4-6 Check 2.4-6 answers with
Commissioning Answer Key
Activities 2.4-6

Sheet 2.4-6 Test the Sheet 2.4-6 Test performance tester
functionality of the the functionality using Multi-
circuit of the circuit Performance tester
Criteria Megger
6 #14 Wire
Documentation and Self-paced learning Read Information Answer Self- Compare CBLM 1 hr.
reporting skills Lecture/discussion Sheet 2.4-7 Making Check 2.4-6 answers with
a Report Answer Key

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Rommel L.Paalisbo
2.4-6
Demonstration Familiarize Task Perform Task Check Multi- 1 hr.

Sheet 2.4-7 Make a Sheet 2.4-7 performance tester
Work Completion Make a Work using Multi-
Report Completion Performance tester
Report Criteria Megger
7 #14 Wire
C. ASSESSMENT PLAN-
 Written Test
 Performance Test
D. TEACHER’S SELF-REFLECTION OF THE SESSION
Prepared by:
Rommel L. Paalisbo
Trainer

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Rommel L.Paalisbo
COMPETENCY-BASED LEARNING MATERIAL
Sector: ELECTRICAL & ELECTRONICS

Qualification Title: ELECTRICAL INSTALLATION & MAINTENANCE
NC II
Unit of Competency: Install Electrical Protective Devices for Distribution,
Power, Lighting, Auxiliary, Lightning Protection and Grounding Systems
Module Title: Installing Electrical Protective Devices for Distribution,
Power, Lighting, Auxiliary, Lightning Protection and Grounding Systems
Name of your School: Bantolinao National High School

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INSTALLATION & Bantolinao of 241
Developed by:
MAINTENANCE NC II Rommel L. Paalisbo NHS
Revision #
HOW TO USE THIS COMPETENCY –BASED
LEARNING MATERIALS
Welcome!
The core unit of competency, "Install electrical protective devices for

distribution, power, lighting, auxiliary, lightning protection and grounding
systems ", is one of the competencies of ELECTRICAL INSTALLATION &
MAINTENANCE NC II, a course which comprises the knowledge, skills and
attitudes required for a TVET trainee to possess.
The module, Installing electrical protective devices for distribution,

power, lighting, auxiliary, lightning protection and grounding systems,
contains training materials and activities related to preparing area for bed
making, performing bed making and performing after care activities of
materials and equipment used for you to complete. This is prepared to help
you achieve the required competency in ELECTRICAL INSTALLATION &
MAINTENANCE NCII.
In this module, you are required to go through a series of learning

activities in order to complete each learning outcome. In each learning
outcome are Information Sheets, Task Sheets, Job Sheets and Operation
Sheets. Follow and perform the activities on your own. If you have questions,
do not hesitate to ask for assistance from your facilitator.
The goal of this module is the development of practical skills. You

must learn the basic concepts and terminology to gain these skills. For most
part, you will get this information from the Information Sheets.
This will be the source of information for you to acquire knowledge

and skills in this particular competency independently and at your own pace
with minimum supervision or help from your trainer.
You will be given plenty of opportunity to ask questions and practice

on the job. Make sure you practice your new skills during regular work shift.
This way you will improve both your speed and memory as well as your
confidence.

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Reminder:
 Read Information Sheet, perform Task Sheet, Job Sheet or Operation

Sheet until you are confident that your outputs conform to the Self-Check
(Answer Key) and Performance Criteria Checklist that follows the sheet.
Suggested references are included to supplement the materials provided
in this module.
 When you feel confident that you have had sufficient practice to achieve
competency, perform and submit output of the Task Sheet, Job Sheet or
Operation Sheet to your facilitator for evaluation and recording in the
Accomplishment Chart. Output shall serve as your portfolio during the
Institutional Competency Assessment. When you feel confident that you
have had sufficient practice, ask your trainer to evaluate you. The results
of your institutional assessment will be recorded in your Progress Chart.
You must pass the Institutional Competency Assessment for this

competency before moving to another competency. A Certificate of
Achievement will be awarded to you after passing the evaluation.
You need to complete this module before you can perform the module on
Install wiring devices of floor and wall mounted outlets, lighting
fixture/switches and auxilliary outlets.

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PARTS OF A COMPETENCY-BASED LEARNING MATERIAL
PACKAGE
References/Further Reading
Performance Criteria Checklist
Operation/Task/Job Sheet
Self Check Answer Key
Self Check
Information Sheet
Learning Experiences
Learning Outcome Summary
Module
Module Content
Content
Module
List of Competencies
Content
Module Content
Module Content
In our efforts to standardize CBLM, the

above parts are recommended for use
in Competency Based Training (CBT) in
Technical Education and Skills
Development Authority (TESDA)
Technology Institutions. The next
sections will show you the components
and features of each part.

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ELECTRICAL INSTALLATION & MAINTENANCE NC II
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code

Basic
Participate in workplace Participating in workplace

1. 500311105
Work in a team Working in a team

2. 500311106
environment environment
Practice career Practicing career

3. 500311107
professionalism professionalism
Practice occupational Practicing occupational

4. health and safety health and safety 500311108
procedures procedures
COMMON COMPETENCIES
1. Use Hand Tools Using Hand Tools ELC311205
Perform Mensuration and Performing Mensuration

2. ELC311201
Calculation and Calculation
Prepare and Interpret Prepare and Interpret

3. ELC311202
Technical Drawing Technical Drawing
Applying Quality
4. Apply Quality Standards ELC311204
Standards
Terminate and Connect Terminating and Connect

5. Electrical Wiring and Electrical Wiring and ELC311206
Electronic Circuits Electronic Circuits

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CORE COMPETENCIES
Perform roughing-in Performing roughing-in

activities, wiring and activities, wiring and
cabling works for single- cabling works for single-
1. ELC741301
phase distribution, phase distribution, power,
power, lighting and lighting and auxiliary
auxiliary systems systems
Install electrical Installing electrical

protective devices for protective devices for
distribution, power, distribution, power,
2. ELC741302
lighting, auxiliary, lighting, auxiliary,
lightning protection lightning protection and
and grounding systems grounding systems
Install wiring devices of Installing wiring devices of

floor and wall mounted floor and wall mounted
3. outlets, lighting outlets, lighting ELC741303
fixtures/switches, and fixtures/switches, and
auxiliary outlets auxiliary outlets

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MODULE CONTENT
UNIT OF COMPETENCY: Install Electrical Protective Devices for

Distribution, Power, Lighting, Auxiliary, Lightning Protection and Grounding
Systems
MODULE TITLE: Installing Electrical Protective Devices for

Distribution, Power, Lighting, Auxiliary, Lightning Protection and Grounding
Systems
MODULE DESCRIPTOR: This unit covers the knowledge, skills and

attitudes on planning and preparing work, installing electrical protective
devices, lightning fixture and auxiliary outlet and notifying completion of
work for distribution, power, lighting, auxiliary, lightning protection and
grounding systems.
NOMINAL DURATION: 44 Hours
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1. Plan and prepare work
2. Install electrical protective devices
3. Install lighting fixture and auxiliary outlet
4. Notify completion of work
ASSESSMENT CRITERIA:
1. Instructions for the preparation of the work activity are communicated

and confirmed to ensure clear understanding
2. Tools, equipment and PPE needed to install electrical wiring are
identified, checked to ensure they work correctly as intended and are
safe to use in accordance with established procedures
3. Materials needed for work are obtained in accordance with
established procedures.
4. Safety procedures are followed in line with job requirements
5. Correct procedures for installation of electrical protective devices are
performed in line with job requirements and PEC

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6. Schedule of work is followed to ensure work is completed in an agreed
time, to a quality standard and with a minimum waste
7. Further instructions are sought from a supervisor if unplanned events
or conditions occur
8. On-going checks of quality of work are done in accordance with
instructions and requirements
9. Safety procedures are followed
10. Correct procedures for installation of lighting fixture and auxiliaries
are performed in line with job requirements
12. Further instructions are sought from a supervisor if unplanned
events or conditions occur.
13. On-going checks of quality of work are undertaken in accordance
with instructions and requirements.
14. Final checks are made to ensure the work conforms with instructions
and requirements
15. Supervisor is notified upon completion of work
16. Tools, equipment and any surplus resources and materials are, where
appropriate, cleaned, checked and returned to storage in accordance
with established procedures
17. Work area is cleaned and made safe

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LEARNING OUTCOME NO. 3
Install Lighting Fixture and Auxiliary Outlet
Contents:
1. DOLE Department Order No. 13 s. 1998 Guidelines Governing

Occupational Safety and Health in the Construction Industry
2. Philippine Electrical Code (PEC) requirements regarding installation of
lighting fixture and auxiliary outlet
3. Types of lighting fixtures and installation technique
4. Ratings of lighting fixture
5. Interpreting plans and details
6. Handling of materials, tools and equipment
7. Interpreting product technical brochure
8. Applying methods and techniques in installation of various type of
lighting fixture and auxiliary outlet
Assessment Criteria
1. Safety procedures are followed

2. Correct procedures for installation of lighting fixture and auxiliaries
are performed in line with job requirements
4. Further instructions are sought from a supervisor if unplanned events
or conditions occur.
5. On-going checks of quality of work are undertaken in accordance with
instructions and requirements.
Conditions
Students/Trainees must be provided with the following:
1. Learning Materials
 Learning elements
 Drawing plan/sketch
 Diagrams

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 Books and
 Philippine Electrical Code/National Electrical Code, Latest
Edition
2. Tools and equipment

 Lineman's pliers
 Long nose pliers
 Diagonal cutting pliers
 Set of screw driver
 Claw hammer
 Hacksaw
 Measuring tools
 reamer
 Ladder
 Wiring booth/Simulated workplace/wiring booth
 PPE
3. Materials
 High/low voltage switch gear
 Earth leakage circuit breaker
 Grounding equipment
 Lamps
 Spotlights
 Track lights
 Perimeter lighting
Assessment Method:
1. Demonstration
2. Direct observation and questioning

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Learning Experiences
Learning Outcome 3 Install Lighting Fixture and Auxiliary Outlet.
Learning Activities Special Instructions

1. Read Information Sheet 2.3-1 DOLE
Department Order No. 13 s. 1998
Installing lighting fixtures and
2. Answer Self-Check 2.3-1 auxiliary outlet is one of core
learning outcomes of Electrical
Compare answers with Answer Key
Installation and Maintenance NC
2.3-1
II. It is one of very important skills
3. Read Information Sheet 2.3-2 PEC you have acquired to complete the
provision in installing electrical training. The learning activities of
boxes this LO will guide you to perform
4. Answer Self-Check 2.3-2 the job as an electrician.

2.3-2 The module Installing Lighting
fixture and auxiliary outlet is
5. Familiarize Job Sheet 2.3-2 Install provided herein. The information
electrical boxes in wiring board. sheets provide activities that will
help you understand the
underlying principles of installing
6. Perform Job Sheet 2.3-2
lighting fixtures and auxiliary
Check performance using Performance outlet.
Criteria Checklist 2.3-2
7. Read Information Sheet 2.3-3 Type of
wiring devices
8. Answer Self-Check 2.3-3
2.3-2b
9. Read Information Sheet 2.3-4 Types
of Lighting Fixtures and Installation
Techniques

2.3-3
11. Read Information Sheet 2.3-5
Different Ratings of Lighting
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2.1-5
Different lighting fixtures symbols
2.3-6
Proper storage of tools and
equipment
2.3-7
17. Read Information Sheet 2.3-8 Types
of Manual Used in Construction Sector

2.2-8
19. Read Information Sheet 2.3-9 Type
of wiring installation and lighting
fixture
2.2-9
21. Familiarize Job Sheet 2.3-9 Install
conduit and electrical wiring
22. Perform Job Sheet 2.3-9

Check performance using
Performance Criteria Checklist 2.3-9

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Information Sheet 2.1-1
DOLE Department Order No. 13 s. 1998
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. identify the basic safety at work;
2. practice safety in workplace,
3. acquire basic knowledge where to go in times of emergency.
Introduction:
DOLE Department Order No. 13 s. 1998 To ensure protection and welfare of
the general public within and around the immediate vicinity of any
construction worksite as well as the promotion of harmonious employer
employee relationships.
SALIENT FEATURES OF
DEPARTMENT ORDER NO. 13, series of 1998
Department Order No.

13: Otherwise known
as the Guidelines
Governing
Occupational Safety
and Health in the
Definitions of Terms
• Construction SH
Committee – the
general SH
Construction SH
Committee for a construction project site that shall be the overall
coordinator in implementing OSH program
• Construction SH Officer – any employee/worker trained and, in addition
to the regular duties and responsibilities, tasked by his employer to
implement OSH programs in accordance with the provisions of the OSH
Standards
• Construction SH Program - a set of detailed rules to cover the processes
and practices that shall be utilized in a specific construction site in
conformity with the OSHS including the personnel responsible and the
penalties for violation thereof.
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• Emergency Health Provider - any person or organization who is certified
or recognized by DOH and who can provide the same or equivalent
emergency health services as an emergency h0ospital, including emergency
treatment of workers on site, emergency transport and care of injured
workers to the nearest hospital, with adequate personnel, supplies and
facilities for the complete immediate treatment of injuries or illnesses.
Section 4: Coverage
The guidelines shall apply to all construction activities, including
demolition, whether owned by the private or the government sector
Section 5: Construction Safety and Health Program
Before the start of the actual construction. The construction project
manager shall prepare and submit to DOLE Regional Office a comprehensive
construction safety and health program.
Construction Safety and Health Programs
• Safety and Health Committee
• Safety Policies
• Penalties and Sanction
• Orientation, Instruction and Training
• Waste Disposal
Construction SH Programs
• Executed and verified by the construction project manager or project
manager
• Shall be submitted to Regional Offices for approval or modification
• cost shall be integrated into the project cost, provided it shall be a
separate pay item.
Section 6: Personal Protective Equipment
All employers must provide personal protective equipment for all employees
needing such equipment. All other persons entering the construction site
must wear the necessary protective equipment. The equivalent cost for the
provision of PPE shall be an integral part of the project cost.

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Personal Protective Equipment
• For Specialty Construction Workers
• For all other persons authorized or
allowed within the construction site
• Free of charge
Section 7: Safety Personnel
A means of coordination was established wherein the main or general
contractor shall have overall management and coordination of all safety and
health officers /personnel working within the construction site. All full-time
safety and health personnel must be accredited by DOLE.
Section 15: Construction Worker’s Skills

A Skills certificate shall be required for construction related occupations
which have been classified as “Critical Occupations” by TESDA.
An occupational shall be considered as critical –
 When it may affect and endanger people’s lives and limbs
 When it involves the handling of hazardous tools, equipment, supplies
 When it requires a relatively long period of education and training
 When the performance of the job may compromise the safety, health
and environment concerns within the immediate vicinity of the
construction site.
Construction Workers Skills Certificate TESDA shall:
• establish national skills standards for critical construction
occupations
• prepare guidelines on skills testing and certification
• accredit construction sector organizations in the area of skill training
and trade testing
• extend relevant assistance to construction sector organizations

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Self- Check 2.3-1
True of False:
Instruction: Write T if the statement is True and write F if the statement is
false. Write your answer beside the number.
1. Section 7: Safety Personnel
2. A Skills certificate shall be required for construction related
occupations which have been classified as “Critical
Occupations” by TESDA.
3. Section 6: Private Protective Equipment
4. Section 5: Construction Safety and Health Program
5. Construction SH Officer – any employee/worker trained and, in
addition to the regular duties and responsibilities, tasked by his
employer to implement OSH programs in accordance with the
provisions of the OSH Standards

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ANSWER KEY 2.3-1
I. TRUE OR FALSE
1. T
2. T
3. F
4. T
5. T

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PEC PROVISION IN INSTALLING ELECTRICAL BOXES
1. identify boxes according to the capacity rating listed in the PEC;
2. install according to the job requirements and to the PEC standards;
3. mount electrical boxes are identified and selected as per job
requirements.
Time allotment: 1 Hour
Introduction: Electrical box’s primary function is to house electrical

connections. Those connections might be to a switch, a receptacle, the leads
of a light fixture, or other sets of wire.
Electrical codes require that all wire connections or cable
splices be inside an approved metal or plastic box. And every box must be
accessible – you cannot bury inside a wall. This protects your home from the
danger of fire and make it easier to inspect and upgrade your wiring in the
future.
CHOOSING THE CORRECT BOX SIZE

Type of Box Size in Maximum number of wires allowed
inches
in box
(length x
width x
14 guage 12 guage 10 guage
depth)
Switch 3x2x1½ 3 3 3
Receptacle 3x2x2 5 4 4
x2x2¼ 5 4 4
3x2x2½ 6 5 5
3x2x2¾ 7 6 5
3x2x3½ 9 8 7
Utility 4x2⅛x1½ 5 4 4

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4x2⅛x1⅞ 6 5 5
4x2⅛x2⅛ 7 6 5
Fixture/Junction 4x1¼ round 6 5 5
or octagonal
4x1½ round 7 6 6
or octagonal
4x2⅛ round 10 9 8
or Octagonal
4x1¼ square 9 8 7
4x1½ square 10 9 8
4x2⅛ square 15 13 12
Mounting Boxes
There are a great many different types of electrical boxes, but basically there
are only two ways of attaching them to walls and ceilings. The easiest
method used almost universally in new construction is to nail the box
directly to the framing of the new work before any finishing materials are
attached to walls or ceilings.
The most convenient boxes are equipped with mounting brackets welded to
the box itself. Simply nail through the bracket into the front or sides of the
studs or joist bottoms with 1-inch roofing nails. Other boxes are nailed with
8d (8-penny) nails into the sides of the studs through projections in the top
or bottom, or through holes predrilled in the boxes themselves. Some boxes,
usually plastic ones, come with nails already attached through in-line
projections.
Old Work
When you are working with existing walls or ceiling, box mounting, like
everything else in old work, is a little more difficult. When the proper
location of the box is determined, a hole is cut into the wallboard or paneling
to accept the new box. Make a paper or cardboard template of the box by
laying it face down and tracing around it. (Some box manufacturers supply
a template with the box). Trace around the template onto the wall to mark
the rough opening. If only one or two boxes are involved, it may be simply
just to hold the box itself to the wall and trace around it.

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Special Mounting Devices
For all other walls, special mounting devices will be needed. There are
several types, many of which are attached to the boxes themselves. Some
have clamp like devices that hug the back of the wallboard when the
attached screws are turned. Boxes without mounting devices can be
attached to wallboards or thin paneling with “Madison clips,” which are
slipped between the box and wall on both sides, then bent back over the
insides of the boxes. (The longer length at top and bottom keeps the clips
from falling out.) On thick paneling, boxes can be screwed directly to the
wood.
Installing wiring in wood framing
Receptacle and ceiling box installation. Choose boxes that are easy to
install so that they will be flush with the finished wall surface. The most
common type of boxes used in residential occupancies are the non-metallic
pre-nailed “Nail-on” type. Position the switch and receptacle boxes at
uniform heights.
Drilling holes in the studs. Drill holes at the center of the studs, so that
the edges are not less than one and one-fourth (1+1/4) inches from the
edge. If the hole is closer to the edge of the stud or if you have to make a
notch instead of a hole (where wiring must go through corner framing, for
example), then the NM cable must be protected from nails by installing a
protective metal plate.

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Types of Electrical Box
1. Wall boxes
 used for housing switches and receptacles.
 made of metal or plastic and have the capability to be mounted
to a wall or stud
 the holes in the side of the box where the conduit enters the box
are called knockouts. In metal boxes, conduit can also be
secured to the holes.
 one type is a Four-Inch Square box that is only 1 ½” or 2” deep
for places too shallow to mount a standard box.
a. Handy box is surface mounted and has rounded corners for safety.
b. Drywall box has expandable arms and can be mounted on a

drywall.
c. Plastic box is best for new installation and often has a nail built-in
for quick attachment to the stud.
d. Gem box is commonly made box, usually in 2” wide, 3” high and 2

1/2” deep and made of metal. Deeper boxes are available.
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3. Ceiling Box
 Also known as a junction box or splice box
 Used to anchor ceiling fixtures and serves as a junction box
where wires can meet and run to other areas of the room.
 They are either 4” octagonal or round shaped, and either 1-1/2”
or 2-1/8” deep.
 They may also include adjustable mounting hangers that attach
to rafters in the ceiling and allow the box to be placed anywhere
between.
 Hangers also provide the short nipple or threaded rod that
secures lighting fixtures.

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Self- Check 2.3-2a
Identification:
Instruction: Read each statement carefully and identify the item/s being
asked. Write your answer in the space provided.
______________1. It is made of metal or plastic and has the capability to be

mounted on a wall or stud.
______________2. It is used for exterior switches or receptacle.
______________3. It is also known as faceplates or covers
______________4. It is also known as a junction box or splice box.
______________5. It is commonly made box, usually in 2” wide, 3” high and 2
1/2” deep and made of metal.

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ANSWER KEY 2.3-2a
Identification:
1. Wall box
2. Weatherproof box
3. Wall plate
4. Ceiling box
5. Gem box

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JOB SHEET 2.3-2
Title: Install electrical boxes in wiring board
Performance Objective: Given supplies and materials, you should be

able to install electrical boxes in wiring board,
base on working plan given within 2 hours.
Supplies/Materials :
 Safety box
 Utility box
 Junction box
 Fastening device
 Laboratory board
 Plan/Working Drawing
Tools and Equipment :

 Utility knife
 Keyhole saw
 Screwdrivers
+Philips screwdriver
-flat
 Push-pull tape rule
 Claw hammer
 Ladder
Steps/Procedures:
1. Prepare all necessary tools and equipment needed as listed
above.
2. Read and interpret the working drawing.
3. Wear appropriate PPE.
4. Determine the exact location of the box considering the
allowable distances or measurements required by the PEC
whether it is to be installed in wood, metal studs or concrete
walls.
5. Layout the wiring board using tailor chalk.

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6. Mark the specific box location.
7. Install boxes in place as designed.
8. Tighten the screw thoroughly
9. Check the box if it is mounted properly
10. Check the horizontality and verticality of the mounted boxes.
11. Perform good housekeeping.
Assessment Methods: Demonstration and oral questioning

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CRITERIA
YES NO
Did you….
1. Prepare all necessary tools and equipment needed? 
2. Read and interpret the working drawing? 
3. Wear appropriate PPE? 
4. Determine the exact location of the box 
considering the allowable distances or
measurements required by the PEC whether it is
to be installed in wood, metal studs or concrete
walls? (Note: Refer to wiring plan.)
5. Layout the wiring board using tailor chalk? 
6. Mark the specific box location? 
7. Install boxes in place as designed? 
8. Tighten the screw thoroughly? 
9. Check the box if it is mounted properly? 
10. Check the horizontality and verticality of the 
mounted boxes?
11. Perform good housekeeping. 

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Types of wiring devices
1. select wiring devices according to the job requirements;
2. evaluate for a connected equipment damage warranty;
3. identify types of Ground Fault Circuit Interrupters.
Time allotment: 1 Hour
Introduction: A device, based from the National Electrical Code (NEC)

definition, is a unit of an electrical system that is intended to carry, but not
to utilize electric energy. This covers a wide assortment of system
components that include, however not limited to the following:
 Switch
 Relays
 Contactors
 Receptacles
 Conductors
How to select wiring devices?
1. Select a known industry manufacturer.

2. Look for a multi- year product warranty.
3. Make sure that there is an easy and clear way to contact the
manufacturers support.
4. Check for a connected equipment damage warranty.
5. Always ask for manufacturer’s manual.
6. Select wiring devices which are well-made and durable.
7. Select materials that easy to use and install.
8. Select wiring devices according to the job requirements.

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Ground Fault Circuit Interrupter (GFCI) Information
Outdoor receptacles as well as those in kitchens, bathrooms, and anywhere

else near water should be the ground fault circuit interrupting type (GFCI)
A GFCI is a ground fault circuit interrupter. It is a modestly priced electrical

device that, when installed in residential electrical circuits. Two-thirds of
about 300 electrocutions happening each year in and around the home
could has been avoided with this GFCI device.
The GFCI is designed to guard people and pets

from severe and sometimes fatal electrical shock.
A GFCI detects ground faults and interrupts the
flow of electric current. Picture a hair dryer (blow
dryer) that is accidentally knocked off of a
bathroom counter and into a bathtub filled with
water. The GFCI will stop the flow of electricity
within milliseconds - of the hair dryer hitting the
surface of the water. If someone was in the bath
tub, a painful shock may still be felt but the GFCI
will prevent their electrocution or serious injury.
How a Ground Fault Circuit Interrupter works
The GFCI continually measures electricity flowing within a circuit to detect

any loss of current. If the current passing through the circuit fluctuates a
minute amount from that returning (to complete the circuit) , the GFCI
instantaneously switches the power off to the affected circuit. The GFCI
interrupts power within milliseconds to prevent a lethal dose of electricity.
A Classic Example of the GFCI at Work. Your toaster is old and has a
loose bare wire inside it touching the outer metal housing. If the toaster is
plugged in, the housing is charged with electricity. You are cleaning the
kitchen and moving counter top items around. When you touch the toaster
housing with one hand while the other hand is touching a grounded metal
object, like a kitchen faucet, you will receive a life threatening shock! If the
toaster was plugged into a GFCI protected outlet, the power will be turning
off before a fatal shock is delivered through your body.

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Types of Ground Fault Circuit Interrupters
Receptacle GFCI. This GFCI is used in place of a regular wall outlet or

"duplex receptacle". This GFCI is normally found throughout the house in
places like bathrooms, kitchens, garages, outdoor areas and other locations
where damp conditions do or could exist. The receptacle GFCI fits into the
standard outlet box and protects you against ground faults when an
electrical product is connected to the GFCI protected outlet. Modern homes
use receptacle-type GFCIs that protect other electrical outlets connected on
the branch circuit.
Temporary/Portable GFCI. When permanent GFCIs are not practical,

temporary GFCIs are used. Temporary GFCIs contain the GFCI circuitry in
an enclosure with plug prongs at the back and receptacle plugs in front. It
can be plugged into an unprotected outlet, then the electrical
appliance/device is plugged into the temporary GFCI. Portable GFCIs is
simply an extension cord combined with a GFCI. It adds flexibility in using
receptacles that are not protected by GFCIs. Extension cords with GFCI
protection incorporated are great for use when permanent or portable GFCI
protection is unavailable.
Circuit Breaker GFCI: Residences equipped with circuit breakers can have
circuit breaker GFCI protection installed in the panel box to give protection
for specific circuits. The circuit breaker GFCI serves two functions. The
circuit breaker GFCI will shut off power to the circuit in the instance of a
ground fault plus the GFCI protected circuit breaker will turn power off if a
short circuit or overload is detected.

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Self- Check 2.3-3
Enumeration:
Instruction: Enumerate the following:
1-5 The different types of wiring devices.

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ANSWER KEY 2.3-3
Enumeration:
1. Switch
2. Relays
3. Contactors
4. Receptacles
5. Conductors

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Types of Lighting Fixtures and Installation Techniques
1. identify what is lamp, bulb, light and luminaire;
2. classify what kind of switch will be used in the said lighting;
3. connect switches in various ways.
Introduction:
It’s a Light? A Lamp? A Fixture? Let’s not get hung up on words! We usually
say, “Turn on the light.” Light is “the radiant energy that is capable of
exciting the retina and producing a visual sensation.”
• A lamp is “a generic term for a man-made source of light.”

• A bulb is “a glass envelope—the glass component part used in a bulb
assembly.”
• A luminaire is “a complete lighting unit consisting of a light source
such as a lamp or lamps, together with the parts designed to position the
light source and connect it to the power supply.” The NEC uses the term
luminaire as the internationally used term for lighting fixture.
Use whatever term that you feel comfortable with. Most of us will
continue to say, “Turn on the light.”
Switch Types and Connections

Switches are available in:
1. single-pole
2. 3-way
3. 4-way
4. double-pole
5. dimmer
6. occupancy sensor
7. timer
8. speed control types

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Single-pole switch in circuits.
Lighting outlet controlled by single-pole switch with live receptacle outlet

and feed at switch.

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Circuit with 3-way switch control. The feed is at the first switch.
The load is connected to the second switch. The black and red
conductors are used for the travelers.
Circuit with switch control at three locations, using two three-way

switches and one 4-way switch.

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Double-pole (2-pole) disconnect switch.
TYPES OF LUMINAIRES
1. surface mounted
2. recessed mounted
3. suspended ceiling mounted.
Installing and Connecting Luminaires
The circuit conductors in a wall or ceiling box where luminaires are to be

installed are usually
• white—the “identified” grounded conductor, and
• black—the ungrounded “hot” conductor. A
“hot” switch leg might also be red or another color, but never white or green.
Most surface-mounted luminaires will have a black and a white conductor
in the canopy, making it easy to match these conductors to the circuit
conductors in the box—white to white, black to
black.
Chain-suspended luminaires usually come with a flexible, flat parallel

conductor cord that weaves through the links of the chain. In a cord, it’s a
little more difficult to make a distinction between the “hot” conductor and
the “identified” conductor.
To ensure proper polarity when making up the cord connections, generally

connect as follows:
• The conductor with round insulation connects to the black “hot”
circuit conductor.
• The conductor with grooved or raised insulation is the “identified”
conductor that connects to the white circuit conductor.
• In some instances, the “identified” conductor will be tinned so it will
have a silver color.
• The bare equipment grounding conductor (EGC) from the luminaire
connects to the green hexagon-shaped screw in a metal electrical box
or on the luminaire’s mounting bar. Nonmetallic boxes will have a
bare EGC from the nonmetallic-sheathed cable(s) to which the
luminaire’s bare EGC is connected.

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Surface-Mounted Luminaires
These are easy to install. It is simply a

matter of following the manufacturers’
instructions furnished with the
luminaires. The luminaire is attached to
a ceiling outlet box or wall outlet box
using luminaire studs, hickeys, bar
straps, or luminaire extensions. Do not
exceed the maximum lamp wattage
marked on the luminaire.
Recessed Luminaires
Suitable for recessed installation.
Suspended Ceiling Lay-In Luminaires
For installation in a suspended grid only where the

lay-in tiles are not fastened in place, and where the
tie wires, t bars, ceiling tiles and other components
directly associated with the grid are not part of the
building structure. The luminaires are intended to
be mounted in the ceiling openings.

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Self- Check 2.3-4
Identification:
Instruction: Identify the following terms.
1. Is “a generic term for a man-made source of light.”

2. Is “a glass envelope—the glass component part used in a bulb
assembly.”
3. Is “a complete lighting unit consisting of a light source such as a
lamp or lamps, together with the parts designed to position the light
source and connect it to the power supply.”
4. Color of the “identified” grounded conductor.
5. Color the ungrounded “hot” conductor.

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ANSWER KEY 2.3-4
Identification:
1. lamp
2. bulb
3. luminaire
4. white
5. black

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Different Ratings of Lighting
1. acquire basic knowledge about ratings of luminaire;
2. identify the ratings of luminaire will be used in the said area;
3. evaluate the characteristic of the luminaire or lightings according to
its rating.
Introduction:
Having a basic knowledge of different ratings of lightings or luminaires have
some great advantages. Your prior knowledge on selecting and the right
luminaires can save your money, time and even save your life. In this info
sheet table shows comparison of various lamps’ characteristics, types and
ratings.
Type of Lumen per Watt Dimming Color and Life Typical
Lamp Applicatio (approx. Shapes
n hours)
Incandescent 14–18 Yes Warm and 500, 750, Standard,

natural. 1000, 1500, spots,
Great for 3000 hours. floods,
general decorative,
Depends on
lighting. flame,
type of
Brand tubes,
lamp. Lamp
names globes, PAR
life typically
have (similar to
is based on
various standard
operating
trade spots and
the lamp an
names for floods but
average of 3
their stronger).
hours of
lamps,
operation Use rough
such as
per start. service
Reveal,
bulbs where
Soft White,
there is
etc.
vibration,
like garage
door
openers and
ceiling fans.
Base types:
candelabra,
intermediate
, medium,

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mogul.
Halogen 16–22 Yes Brilliant 2000–4000 PAR spots

Are more white. hours. and floods,
efficient than Excellent flame,
conventional for accent Lamp life crystal, mini
incandescent and task typically is reflector
lamps. More lighting. based on spots.
lumen output operating
per watt. Are filled the Base types:
with lamp an candelabra,
halogen average of 3 intermediate
gas and hours of , and
floods and operation medium.
have an per start.
inner Can replace
lamp, Most
allowing incandescen
the t
filament lamps.
to run
hotter
(whiter).
Fluorescent T12 Yes, but Warm and 6000 to Straight, U-

82 only 40-watt deluxe 24,000 tube,
T8 rapid start warm hours. circular.
92 lamps white, cool
T5 using and deluxe Average life Single pin
104 special cool white, with lamps and double
dimming plus many turned off pin.
ballast. other and
shades of restarted
white. once every
12 operating
Great for hours.
general
lighting,
like the
Recreation
Room in
this
residence.
The
higher the
K rating,
the cooler
(whiter) is
the color
rendition.
Light- 50+ Yes or No. White for 60,000 to Base type:

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Emitting An LED lamp Check LED 100,000 medium.
Diodes (LED) contains a manufactur lighting. hours. Can replace
cluster (array) er’s an
of many instructions incandescen
individual And t lamp.
LEDs to warnings.
produce this
lumen output.

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Self- Check 2.3-5
Enumeration:
Instruction: Enumerate the following.
1-5 Type of lamp.

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ANSWER KEY 2.3-5
Identification:
1. Incandescent
2. halogen
3. fluorescent
4. Compact Fluorescent (CFLs)
5. Light Emitting Diode (LED)

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Different Lighting Fixtures Symbols
1. acquire basic knowledge about ratings of luminaire;
2. identify the ratings of luminaire will be used in the said area;
3. evaluate the characteristic of the luminaire or lightings according to
its rating.
Introduction:
Electrical symbols used on an architectural plan show the location and type
of electrical device required. A typical electrical installation as taken from a
plan is shown in Figure 1.1.
The NEC has many words unique

to the electrical trade. For example:
• A device is A unit of an electrical
system that carries or controls
electric energy as its principle
function.
• An outlet is A point on the wiring

system at which current is taken to
supply utilization equipment.
• A receptacle is A contact device installed at the outlet for the connection of

an attachment plug.
• A receptacle outlet is An outlet

where one or more receptacles
are installed, Figure 1.2.
• A lighting outlet is An outlet

intended for the direct
connection of a lamp holder or
luminaire. See Figure 1.3.

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• A split-wired receptacle is electrician’s jargon, not an official NEC
definition. Electricians are very creative in their use of terms. Other terms
for the use of these receptacles include split-receptacle, split-wired, split-
switched, switched-receptacle, and half-switched.
To convert a conventional duplex receptacle into a split-wired receptacle,

simply remove the tab between the two ungrounded conductor terminals
(brass colored). The receptacle can then be used where one receptacle is
“hot” at all times, and the other receptacle is switch controlled. Another
common application is to connect each receptacle of the duplex to a
separate branch circuit.
By definition, toggle switches, receptacles circuit breakers, fuses, and
occupancy sensors are devices because they carry or control current as their
principle function.
The term opening is widely used by electricians and electrical contractors
when estimating the cost of an installation. The term opening covers all
lighting outlets, receptacle outlets, junction boxes, switches, etc. The
electrician and/or electrical contractor will estimate a job at “X dollars per
lighting outlet,” “X dollars per switch,” “X dollars per receptacle outlet,” and
so on. These estimates will include the time and material needed to complete
the job. Each type of electrical opening is represented on the electrical plans
as a symbol. The electrical openings in Figure 1-1 are shown by the symbols
in Figure 1-4.
ANSI recently published a totally revised standard entitled Symbols for
Electrical Construction Drawings. This was the first revision in over 25
years. Figures 1.5, 1.6, 1.7, 1.8 and 1.9 show the electrical symbols most
commonly found on architectural and electrical plans. Because some items
may have more than one symbol, it is important to check the plans and
specifications of any job you are working on for a symbol schedule to make
sure you have interpreted the symbols correctly.

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Self- Check 2.3-6
Identification:
Instruction: Identify the following symbols. Write your answer on the space
provided.

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ANSWER KEY 2.3-6
Identification:

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Proper Storage of Tools and Equipment
1. handle tools and equipment;
2. identify the basic tips in storing electrical tools and equipment;
3. demonstrate the proper care of tools and equipment.
Introduction:
Proper storage of tools and equipment ensures their durability and
efficiency. They must be stored in dry places. Correct labeling of cabinets
and tool racks in accessible locations for laboratory activity in the shop is
also important. To classify the tools according to their function or uses are
needed so that the user will not have hard time locating them. Tools are
classified as follows:
Cutting tools
Tools under this classification are the pliers, saw and chisel. Pliers are
available with both insulated and uninsulated handle primarily intended for
cutting, twisting and skinning wires or electrical conductors. Saw is
generally intended for cutting wood. Hack saw is used to cut metals. Chisel
is an edge cutting tool which can also be considered as a boring tool. It
bores hole for the purpose of making passage for electrical conduit or
raceway.
Driving tools
Hammer and the screw drivers are the tools under this classification.
Hammers are manufactured with either soft faced or hard faced. Mallet is an
example of soft faced hammer commonly used to fix the winding of an
electric motor. The claws and the ball hammers are used to drive and pull
out nails and to strike metals. Screwdrivers are composed of two types: the
standard and the Phillips type. They are intended as well to drive and pull
out nails.
Drilling Equipment
Drilling equipment is needed to make holes in building structure for the
passage of conduit and wires in both new and old constructions. Examples
of them are the power drill and the hand drill.

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Soldering equipment
It is used in joining electrical wiring, splices and taps connections. They
should be soldered, unless connections do not need so. Some examples of
this equipment are soldering iron or gun and blow torch or propane torch.
Measuring tools
The extension rule, metric rule, wire gauge and caliper are the common tools
under this classification. It is intended to measure length opening size of
conduit, wires and other items.
Hydraulics
An equipment used with a pressure fluid oil to accomplish work
Portable Tools / Equipment
Tools that can be easily moved from one place to another in normal use
Bending Tools
It is done to produce a desired bend angle on conduit for installation. This is
done with the use of a hickey or conduit bender.
Measuring and testing tools
The tools under this kind are the multi-tester, insulation tester and clamp
meter.
Basic tips in storing electrical tools and equipment.
 Commonly used tools and equipment should be placed at the center
shelves of the cabinet.
 Heavy tools and equipment like power grinder should be placed at the
lowest shelf.
 Light tools should be placed at the upper shelf.
 Tools and equipment must be stored according to their kinds.
 Defective tools shall be kept in section intended for them for inventory
purposes.
How to handle and maintain tools?
1. Wipe or clean tools after every use with a clean and soft cloth to remove
dirt.
2. Keep all tools in the tool room and tool rack.
3. Tools should be applied/wiped with an appropriate oil to prevent them
from rusting.
4. Drill tools should be sharpened properly.
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5. Tooth cutting tools should be sharpened as often as necessary.
6. Never drop tools especially precision instrument or testing tools.
7. Except for hammers, never use other tools as hammers.
8. Never use screwdrivers as wood chisel or cold chisel.
9. Never file the soldering tip of the soldering copper. If necessary, wipe the
tip with a clean soft cloth to remove dirt.
10. Do not overheat the electric soldering copper.
11. Never use drill tools. They will cause harm to your work or even to
yourself.
12. Always issue or lend tools with a receipt.
13. Tools borrowed should be returned in a good condition; otherwise it
should be replaced with a new and similar kind.

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Self- Check 2.3-7
True or False:
Instruction: Write T if the statement is true and F if it is false.
_____ 1. All tools can be used as hammers.

_____ 2. Drilling equipment is needed to make holes in building structure for
the passage of conduit and wires in both new and old constructions.
_____ 3. Light tools and equipment should be placed at the lowest part of the
cabinet shelf.
_____ 4. Tooth cutting tools should be sharpened as often as necessary.
_____ 5. Tools and equipment must be stored according to their kind.

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ANSWER KEY 2.3-7
True or False:
1. F
2. T
3. F
4. T
5. T

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Types of Manual Used in Construction Sector
1. interpret manuals used in construction sector;
2. identify and assess manuals as per job requirements;
3. recognize the signs and symbols commonly in manuals.
Introduction:
Manuals serve as your instructor in your new equipment. It will your guide,
map and your company acquainting your new buddy (tools, equipment).
This information sheet will guide you to read and identify different kind of
manuals.
Types of Manual
There are basically three types of manuals;
 Operation Manual is also called an owners manual, instruction book,

handbook or handuchen. This type of manuals has information on
how to safely use the machine. It usually includes basic maintenance,
safety information and specifications. This manual is usually with the
machine when it is packed and delivered.

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 Parts Manual is also called a parts book, parts catalogue, or spare
parts list. This is similarly used by the representative at your dealers
parts counter although most of these manuals are now in computer
database format. Parts manual have exploded views of all parts, their
relationship and location. Usually these manuals also include the part
number and a brief description.

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Sample parts manual
 Service Manual is also called a shop, repair, workshop, technical
manual. Service manuals tell you how to repair the machine, remove
parts, rebuild and replace the machine. One may be very detailed
dealer manual while others are short or brief.
Other Types of Manual:

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 I & T Service Manual is made for
tractors and have been published since
the early 1950’s and are still available
today. I & T service manual has the
necessary specifications and the brief
but terse procedural data needed by a
mechanic when repairing a tractor on
which he has no previous actual
experience.
 Operation and Test Manual is made by John Deere and this tells you
how to figure which component of the machine may be causing the
problem.
 Diagnostic manual is introduced/designed by John Deere. Diagnostic

manual helps the user to diagnose the problem. Diagnostic manual
usually contains electrical and hydraulic schematic (fold outs). This
manual rarely contains actual repair information.
 Schematics manual is commonly produced by many companies. This

manual usually folds out plans/diagrams of electrical and/or
hydraulic systems. This manual show cables, pipes, hoses and
connectors and illustrate their colors, routing and sizes.
SIGNS AND SYMBOLS COMMONLY USED IN MANUALS
Your power tool and its Owner’s Manual may contain "WARNING ICONS" (a
picture symbol intended to alert you to, and/or instruct you how to avoid, a
potentially hazardous condition). Understanding and heeding these symbols
will help you operating your tool better and safer.
CAUTION: To reduce the risk of fire,

electric shock, do not to remove
cover or back of the unit for a
reason, to avoid other possible
hazards.

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This lightning flash arrowhead
symbol within an equilateral triangle
is intended to alert the user to the
presence of un – insulated
“dangerous voltage” within the
product’s enclosure that may be of
sufficient magnitude to constitute
risk of electric shock to a person.
The exclamation point within an
equilateral triangle is intended to
alert user to the presence of
important operating and
maintenance (servicing) instruction
within the literature accompanying
the device.
The marking of products using lasers
means that the units have been
classified as class 1 and is utilizing
laser beams that are of weaker class.
There is no danger of hazardous
radiation outside the unit.
Invisible laser radiation occurs when
opened and interlock failed or
defeated This warns the user to avoid
exposure from the laser beam.
The symbol for CLASS II (double

Insulation)
Switch off when refueling. Do not use

near fuel or chemicals.
Do not use where blasting is in

progress

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Use sensibly.
Use only in the normal position as
explained in the product
documentation.
Qualified Service
Only qualified personnel may install
or repair this product.
Water Resistance
The product is not water resistant.
Keep it dry.

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Self- Check 2.3-8
Enumeration:
Instruction: Enumerate what is ask in the question.
1-3 The 3 basic types of manuals.

4-5 Give at least 2 other types of manuals.

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ANSWER KEY 2.3-8
Enumeration:
1. Operation Manual
2. Parts Manual
3. Service Manual
4-5 I & T Service Manual
Operation and Test Manual
Diagnostic manual
Schematics manual

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Type of Wiring Installation and Lighting Fixture
1. handle tools and equipment;
2. identify the basic tips in storing electrical tools and equipment;
3. demonstrate the proper care of tools and equipment.
Introduction:
It contains the “know” and “do” units in Installation of Electrical Lighting
System on Auxiliary Outlets and Lighting Fixtures. Covers installation of
knob and tube, PVC raceway/molding, rigid non-metallic conduit, flexible
non-metallic conduit, fluorescent lighting fixtures, and incandescent lamp
Wiring Methods
1. Knob and tube method
The open or exposed wiring method is sometimes referred to as the Open

Wiring on Insulators. (PEC section 212) It uses cleats, knobs (split or solid),
porcelain tubes and mica tubing for the support and protection of insulated
conductors run in or on buildings. It may be used in working either outside
or inside building in dry or wet locations. It shall not be used in the
following locations:
1. Commercial Garages
2. Theaters
3. Motion Picture Studios
4. Hoist ways
5. Hazardous Locations
In the open or exposed

wiring method, the wires
are visible and are
supported by the knobs.
These knobs may be a split
or solid type.
Split knobs are used to support wires smaller than No. 8. Solid knobs are
used to support or anchor wires as big as No. 8 or even bigger. Screws or
nails may be used to fasten the knobs. When a nail is used a leather washer

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should be placed between the nail head and the insulator to form cushion
and protect the insulator from breaking.
In installing an electrical wiring system with the exposed knob and tube
wiring method, the distance between conductors should be maintained at a
minimum distance of 6 cm. (2 ½ inches) apart. The knobs must have a 30
cm (1 foot) distance apart. Figure 4 illustrates this provision of PEC.
Some advantages of the Knob and Tube wiring:

1. It is used in temporary installation, such as construction
jobs.
2. It has economical when properly installed.
3. It has a lower operating temperature because of ventilation
brought by distances of the installation.
Safety reminders when installing knob and tube wiring
1. Apply enough pressure on the gimlet when driving it to the wood

board. Never hammer it.
2. Have the auger brace oiled regularly especially the ratchet type.
3. Have your electrician’s knife sharpened enough in order not to nick
the wire.
4. Use the appropriate screwdriver for the screw.
5. Be sure that the conductors in contact with the wiring surface are
enclosed in mica tubing.
6. Be sure that your teacher has checked your work before testing.
7. Be sure that the safety switch is off before making any connection.
Apply tape on all joints/splices.
8. Do not drive the split-knobs completely before the conductors or
wires are run or inserted along the grooves of the knobs.
9. Be sure to test the insulation for short and ground circuit before
putting on the power.
2. Surface Raceway Method
Is a one piece, non-metallic, adhesive backed latching raceway designed to

aesthetically organize and route low voltage communications cables. It
features a low profile design which blends into any environment whether it
is new construction or a renovation. It is easy to cut and trim and is also
printable with a latex based paint. It provides a complete line of fittings to
manage connectivity requirements.
The National Electrical Code permits surface raceways in dry locations for
exposed or surface work. The raceway can be extended through dry ways,
dry partitions, and dry floors if one continuous length of raceway is used
throughout the concealed section. The raceway cannot be used for concealed
work on locations subject to severe to corrosive vapors, or in hoist ways and
hazardous location.
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Different types of Surface Raceway
3. Rigid Non-Metallic Conduit (PVC)
Non-metallic conduits are electrical materials which are manufactured to be

resistant to moisture and chemical atmosphere. They are also manufactured
to be flame retardant or not easily burned. They are resistant to impact and
crushing. They do not easily get out shape by the heat. These conduits are
classified according to the materials they are made of. The most common
ones are asbestos cement conduit, polyvinyl chloride, conduit and high
density polyethylene conduit.
The Philippine Electrical Code provides that rigid non-metallic conduit may
be used under the following conditions:
1. Concealed in floors, walls and ceilings
2. Direct earth burial or underground
 300 mm in trench below 50mm thick concrete or equivalent

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 600 mm under streets, highways, roads, alleys, driveway and parking
lot
 460 mm under driveways and parking lots of single and two family
dwelling units
 460 mm under airport runways, including adjacent areas where
trespassing is prohibited
3. In locations subject to severe corrosive influences
4. In locations where subject chemicals for which the materials are
specifically approved
5. Cinder fill
6. In wet locations, provided water is prevented from entering the conduit
7. In dry and damp locations
TYPES OF PVC CODUIT FITTINGS

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4. Flexible Nonmetallic Conduit
Definition. Liquid tight flexible nonmetallic conduit is a listed raceway of
circular cross section of various types as follows:
1. A smooth seamless inner core and cover bonded together and having one
or more reinforcement layers between the core and cover designated as Type
LFNC-A.
2. A smooth inner surface with integral reinforcement within the conduit
wall, designated as Type LFNC-B.
3. A corrugated internal and external surface without integral reinforcement
within the conduit wall, designated as Type LFNC-C.
This conduit is flame resistant and, with fittings, is approved for the
installation of electrical conductors.
Flexible Nonmetallic Conduit Fittings

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Self- Check 2.3-9
Enumeration:
Instruction: Enumerate what is ask in the question.
1-3 Give at least 3 Flexible Nonmetallic Conduit Fittings

4-5 Give at least 2 methods of wiring.

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ANSWER KEY 2.3-9
Enumeration:
1. Coupling
2. Adapter
3. Connector
4. Knob and tube wiring method
5. Rigid Non-Metallic Conduit (PVC) wiring method

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JOB SHEET 2.3-9
Title: Install Conduit and Electrical Wiring
Performance Objective: Given supplies and materials, you should be

able to install conduit and electrical wiring from
indoor unit to outdoor unit using flexible
nonmetallic tubing within 2 hours.
Supplies/Materials :
 Pencil or Chalk - 1 pc
 Installation plan or working drawing -1 pc
 Flat head screw, ¾ in X 10 -15 pcs
 *Fisher, # 6 (Tox) -15 pcs
 Flexible nonmetallic tubing -5 m
 Mica tube, ¼ in. dia. -1 m
 Stranded wire, 2.0 mm2 TW -
 Safety switch, 30 A -
Tools and Equipment :

 Pull and push rule or any measuring device suited for the
activity -1 pc
 Steel meter stick/Straight edge - 1 pc
 *Electric drill -1 unit
Steps/Procedure:
1. Wear appropriate PPE
2. Measure the required length of flexible nonmetallic conduit
from the outdoor unit to the indoor unit
3. Cut the flexible nonmetallic tubing according to the
measurement base on plan.
4. Insert the wires in the first flexible nonmetallic tubing before
laying out the tubing permanently
5. Use guide wires to facilitate easy pulling of conductors. Use
galvanized iron wire, gauge 14 AWG. Insert it at one end of the
tubing until it reaches the other end of the tubing.
6. Prepare the required length of the conductor. It may be as long
as the length of the tubing plus an ample allowance at both ends

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for splicing.
7. Mark off the conductors at both ends to distinguish them from
each other.
8. Tie the conductors securely to the guide wires.
9. Pull the guide wires at the other end of the tubing. The tubing
should be laid straight forward for easy pulling of conductors.
10. Seek assistance from other person. The conductors should be
push from the other end while being pulled from the other end.
11. Lay out the tubing with conductors permanently.
12. Just simply lay the electrical tubing on the path where the
refrigeration system tubing is installed.
13. Secure the flexible nonmetallic tubing wrapping it with cable
tie.
14. Insert the connector.
15. Secure the tubing to the raceway on the indoor unit.
16. Put the lock nut and tighten it.
17. Prepare the conductor for termination. Strip off at least 5 mm
of insulation.
18. Terminate the conductors. It is indicated in the manufacturer’s
manual how to terminate the conductors.
19. Be sure that the connections are tightened correctly.
20. You have just finished the electrical circuit from indoor to
outdoor unit. Now, you are ready for the installation of the main
power supply. The main supply line is usually pre-wired by the
manufacturer, you have to do is to terminate it from the circuit
protection.
21. Terminate to the circuit protection.
22. Turn on the circuit and test run the unit.
23. Perform housekeeping
Assessment Method: Demonstration

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CRITERIA
YES NO
Did you….
1. Prepare all necessary tools and equipment needed 
properly?
3. Cut the flexible nonmetallic tubing according to 
the measurement base on the plan?
4. Insert the wires in the first flexible nonmetallic 
tubing before laying out the tubing permanently?
5. Use guide wires to facilitate easy pulling of 
conductors. Use galvanized iron wire, gauge 14
AWG. Insert it at one end of the tubing until it
reaches the other end of the tubing?
6. Prepare the required length of the conductor. It 
may be as long as the length of the tubing plus an
ample allowance at both ends for splicing.
7. Mark off the conductors at both ends to 
distinguish them from each other?
8. Tie the conductors securely to the guide wires. 
9. Pull the guide wires at the other end of the tubing. 
The tubing should be laid straight forward for easy
pulling of conductors.
10. Seek assistance from other person. The 
conductors should be push from the other end
while being pulled from the other end.
11. Lay out the tubing with conductors permanently. 
12. Just simply lay the electrical tubing on the path 
where the refrigeration system tubing is installed.
13. Secure the flexible nonmetallic tubing wrapping it 
with cable tie.
14. Insert the connector. 
15. Secure the tubing to the raceway on the indoor 
unit.
16. Put the lock nut and tighten it. 
17. Prepare the conductor for termination. Strip off at 

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least 5 mm of insulation.
18. Terminate the conductors. It is indicated in the 
manufacturer's manual how to terminate the
conductors.
19. Be sure that the connections are tightened 
correctly.
20. Terminate to the circuit protection. 
21. Turn on the circuit and test run the unit. 
22. Perform good housekeeping neatly. 

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Evidence Plan
Competency Electrical Installation and Maintenance NC II

standard:
Unit of Install electrical protective devices for
competency: distribution, power, lighting, auxiliary,
lightning protection and grounding systems
Ways in which evidence will be collected:
[tick the column]
Third party Report

Demonstration &
Observation &
Questioning
Questioning
Portfolio
Written
The evidence must show that the trainee…
 Communicate and confirm instructions for

the preparation of the work activity to ensure  
clear understanding
 Identify and check tools equipment and PPE
needed to install electrical wiring to ensure
they work correctly as intended and are safe  
to use in accordance with established
procedures*
 Obtain materials needed for work are in
 
accordance with established procedures.
 Follow safety procedures in line with job
 
requirements*
 Perform correct procedures for installation of
electrical protective devices in line with job  
requirements and PEC*
 Complete schedule of work is followed to
ensure work in an agreed time, to a quality  
standard and with a minimum waste
 Seek further instructions from a supervisor if
 
unplanned events or conditions occur
 Do on-going checks of quality of work in
accordance with instructions and  
requirements
 Follow safety procedures.  

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 Perform correct procedures for installation of
lighting fixture and auxiliaries are in line  
with job requirements*
 Follow schedule of work to ensure work is
completed in an agreed time, to a quality  
standard and with a minimum waste
 Seek further instructions from a supervisor if
 
unplanned events or conditions occur.
 Undertake on-going checks of quality of work
in accordance with instructions and  
requirements.
 Conform final checks are made to ensure the
 
work with instructions and requirements
 Notify supervisor upon completion of work  
 Appropriate, clean, check and returned tools,
equipment and any surplus resources and
 
materials to storage in accordance with
established procedures*
 Make work area is cleaned and safe  
 Interpret correctly work instructions  
 Clean worksite, tools and equipment  
 Stored surplus materials  
NOTE: *Critical aspects of competency

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TABLE OF SPECIFICATION
# of
Objectives/Content
Knowledge Comprehension Application items/
area/Topics
% of test
Types of protective
devices and its 1 1 2/4.44%
applications/
applications
Identification of
standard drawing 1 1/2.22%
based on standard
(ANSI or IEC)
Protective devices 1 1 2/4.44%

specifications
Electrical protection 1 1 2/4.44%

system components
Interpreting plans and 1 1/2.22%

details drawing.
Handling of materials, 1 1 2/4.44%

tools and equipment
DOLE Department
Order No. 13 s. 1998
Guidelines Governing 1 1/2.22%
Occupational Safety
and Health in the
Philippine Electrical
Code (PEC) requirements
regarding installation 1 1/2.22%
of electrical protection
devices
Uses of different 1 1 2/4.44%

protective devices
Interpreting plans and 1 1/2.22%

details drawing.

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Applying methods and
techniques in
installation of various
type of 1 1 2/4.44%
protective devices and
lightning
protection and grounding
systems
Performing the 1 1 2/4.44%

Installation economically.
DOLE Department
Order No. 13 s. 1998
Guidelines Governing 1 1/2.22%
Occupational Safety
and Health in the
Philippine Electrical
Code (PEC)
Requirements regarding 1 1 2 8.88%
installation of lighting
fixture and
auxiliary outlet
Types of lighting
fixtures and 1 1 1 2/4.44%
installation technique
Ratings of lighting 1 1 2/4.44%

Fixture
Interpreting plans and 1 1 2/4.44%

details
Handling of materials, 1 1/2.22%

tools and equipment
Interpreting
product technical 1 1 2/4.44%
brochure
Applying methods and

techniques in 1 1/2.22%
installation of various

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type of
lighting fixture and
auxiliary outlet
Processes, Operations,
Systems
 Maintenance of 1 1 2/4.44%
tools
 Storage of tools
Checking and conforming

procedures for 1 1/2.22%
installation based on
job requirement
Good housekeeping 1 1 2/4.44%
Skills in continuity test

or ohmmeter test of 1 1 2/4.44%
motor terminal.
Commissioning 1 1/2.22%
Skills
Documentation
and reporting 1 1 2/4.44%
skills
TOTAL 21 21 3 45/100%

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Written Test
I. True or False
Instruction: Write T if the statement is true and write F if the

statement is False. Write your answer in the space provided.
1. Department Order No. 13: Otherwise known as the Guidelines

Governing Occupational Safety and Health in the Construction
Industry.________
2. Section 5: Construction Safety and Health Program.________
3. Electrical box’s primary function is to house electrical

connections.______________
4. Luminaire is “a complete lighting unit consisting of a light

source such as a lamp or lamps, together with the parts
designed to position the light source and connect it to the power
supply.”________
5. A device is A unit of an electrical system that carries or controls

electric energy as its principle function.
6. An outlet is a point on the wiring system at which current is

taken to supply utilization equipment.______________
7. A split-wired receptacle is an official NEC definition.___________
8. The term opening is rarely used by electricians and electrical

contractor when estimating the cost of an installation.__________

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II. Matching Type
Instruction: Match column A with column B, write only the in the

space provided.
Column A Column B
1. Tools that can be easily moved a. Bending

from one place to another in
normal use._____
2. This task is done with the use b. Portable Tools / Equipment

of a hickey or conduit
bender.____
3. Equipment is needed to make c. Hydraulics

holes in building structure for
the passage of conduit and wires
in both new and old
constructions.____
4. An equipment used with a d. Drilling Equipment

pressure fluid oil to accomplish
work.______
5. Hammer and the screw drivers e. Cutting tools

are the tools under this
classification.
6. Tools under this classification f. Driving tools

are the pliers, saw and chisel.___
7. They are intended as well to g. Hammer

drive and pull out nails._____

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III. Identification
Instruction: Read each statement carefully and identify the item/s
being asked. Write your answer in the space provided.
__________1. It is a modestly priced electrical device that, when

installed in residential electrical circuits. Two-thirds of about 300
electrocutions happening each year in and around the home could
has been avoided.
__________2. Made of metal or plastic and have the capability to be

mounted to a wall or stud.
__________3. It is also known as a junction box or splice box.
__________4. It is measured in ohms. Resistance
__________5. Because of their unique characteristics, this circuit

are more widely used than any other type of circuit.
IV. Problem Solving
Instruction: Base on your gain knowledge in OHMS Law. Solve

what is ask in the problem. 5 points Each (Show your solution in
separate sheet)
1. Find the voltage drop across a 10-ohm resistor, if the current

through the resistor is 1.7 amperes.
2. Find the resistance of a resistor if the voltage drop across it is

51 volts, and the current through it is 3 amperes.
3. Four 12-ohm resistors are connected in parallel. Calculate the

total circuit resistance.
4. Four resistors are connected in parallel. The resistance values

are 4 ohms, 8 ohms, 12 ohms, and 16 ohms. Calculate the total
circuit resistance.
5. Determine the total resistance of a 10-ohm resistor and a 30-

ohm resistor connected in parallel.
6. What current is taken by a heater with a resistance of 24 ohms

when connected to a 120-volt supply?

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ANSWER KEY
I. True or False
1. T
2. T
3. T
4. T
5. T
6. T
7. F
8. F
II. Matching Type
1. b
2. a
3. d
4. c
5. f
6. e
7. g
III. Identification
1. GFCI
2. Wall boxes
3. Ceiling box
4. Resistance
5. Parallel Circuit
IV. Computation
1)17 volts 2) 17 ohms 3) Ohms 4) 1.92 ohms
5) 7.5 ohms 6) 5 amperes

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Performance Test
Specific Instruction for the Candidate
Qualification Electrical Installation and

Maintenance NC II
Unit of Competency Install Electrical Protective

Devices for Distribution, Power,
Lighting, Auxiliary, Lightning
Protection and Grounding Systems
General Instruction: Given all the tools, materials and equipment, you
should be able to install a combination of lighting and GFCI outlet within 2
hours.
Supplies/Materials:
 GFCI outlet
 Electrical tape
 Screws
 Wire nuts (connectors)
 2 pcs PVC conduit
 Circuit Breaker
 Junction Box
 Utility Box
 PVC Box Connectors
Tools and Equipment:

 Wire strippers
 Screwdrivers
 Combination Pliers
 Long Nose Pliers
 Side Cutting Pliers
Specific Instruction: Install 1 bulb controlled in two 3-way switches and 1

4 way switch in three different location.
1. Prepare all the materials needed
2. Wear appropriate PPE.
3. Install lamp receptacle, GFCI outlet, junction box, metal box, circuit

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breaker to the desired location.
4. Fasten the PVC molding to its proper location.
5. Connect the wires to where it is intended. Refer to the schematic

diagrams.
6. Mount the bulb and circuit breaker on their respective locations.
7. Connect the power and test the installation.
8. Perform good housekeeping.

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Performance Criteria Checklist
CRITERIA
YES NO
Did you….
1. Prepare all necessary tools and equipment needed? 
3. Install lamp receptacle, GFCI outlet, junction box, 
metal box, circuit breaker to the desired location?
4. Fasten the PVC molding to its proper location? 
5. Connect the wires to where it is intended. Refer to 
the schematic diagrams?
6. Mount the bulb and circuit breaker on their 
respective locations?
7. Connect the power and test the installation? 
8. Perform good housekeeping? 

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QUESTIONING TOOL
Satisfactory
Questions to probe the candidate’s underpinning knowledge
response
Extension/Reflection Questions Yes No
1. Why do employers must provide personal protective
equipment for all employees needing such equipment? 
2. Why is it that performing good housekeeping is important

after every job is accomplished? 
Safety Questions
3. What is the purpose of The Workplace Safety and Health Act? 
4. When someone get injured at work, what are the first step 
that should take?
Contingency Questions
5. In case you there is a short circuit and the circuit breaker 
doesn’t trip off, what is the move you need to do?
6. During your installation you found out that your EMT metal 
clamp doesn’t enough, how are you going to deal with it?
Job Role/Environment Questions
7. In our work sector what type of work environment do you 
prefer?
8. What is the best thing to do to eliminate hazard in the work 
place?
Rules and Regulations
9. What is the purpose of Philippine Electrical Code? 
10. How important is setting rules in a workplace? 
The candidate’s underpinning Satisfactory  Not
knowledge was: Satisfactory

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QUESTIONING TOOL WITH MODEL ANSWER
Satisfactory
Questions to probe the candidate’s underpinning knowledge
response
Extension/Reflection Questions Yes No
1. Why is it employers must provide personal protective
equipment for all employees needing such equipment? 
Ans. protect you from workplace hazards that can cause injury
or illness. 
2. Why is it that performing good housekeeping is important a

workplace? 
Ans. It is the foundation of an effective accident prevention

program. A neat, clean, and orderly workplace is a safe 
workplace.
Safety Questions
3. What is the purpose of The Workplace Safety and Health Act? 
Ans. To ensure protection and welfare of the general public in a 
workplace.
4. When someone get injured at work, what are the first step 
that should take?
Ans. Report the injury and get an accident report 
Contingency Questions
5. In case you there is a short circuit and the circuit breaker 
doesn’t trip off, what is the move you need to do?
Ans. Manually Turn Off the Breaker
6. During your installation you found out that your EMT metal 
clamp doesn’t enough, how are you going to deal with it?
Ans. Fabricate an improvise metal clamp made with scrap EMT
conduit.
Job Role/Environment Questions
7. In our work sector what type of work environment do you 
prefer?
Ans. Healthy and safety environment. 
8. What is the best thing to do to eliminate hazard in the work 
place?
Ans. By follow the safety standard
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Rules and Regulations
9. What is the purpose of Philippine Electrical Code? 
Ans. The purpose of this Code is the practical safeguarding of 
persons and property from hazards arising from the use of
electricity.
10. How important is setting rules in a workplace? 
Ans. In order to make everyone work towards one common 
objective, it is essential to have rules as they help the entity to
set equal goals that are to be achieved by the employees.
The candidate’s underpinning  Satisfactory  Not
knowledge was: Satisfactory

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Inventory of Training Resources
Resources for presenting instruction
 Print Resources As per TR As per Remarks
Inventory
CBLM 25 Complete
Book (Electrical Wiring 1 Complete
Residential by: Ray C. Mullin
Phil Simmons)
 Non Print Resources As per TR As per Remarks
Inventory
CD 1 Complete
PDF 1 complete
Resources for Skills practice of Competency #1

______________________________
 Supplies and Materials As per TR As per Remarks
Inventory
RSC/IMC 25 pcs. 5 pcs. For
Purchase
Entrance cap 5 pcs. 5 pcs. Complete
Locknut & bushing 50 pairs 50 pairs Complete
Ground Fault Current 5 pcs. 5 pcs. Complete
interrupting device (GFCI)
3/16’ x 1” Metal Screw 100 pcs. 100 pcs. Complete
Conduit strap/clamp 50 pcs. 50 pcs. Complete
Wiring boards, ¾ ft. x 4 ft. x 8 ft. 5 sets 5 sets Complete
Floor outlet 10 pcs. 2 pcs. For
Purchase
Working gloves 25 pcs. 25 pcs. Complete
Safety shoes 10 pairs 2 pairs For
Purchase
Hard hat 10 pcs. 10 pcs. Complete
Safety goggles 10 pcs. 10 pcs. Complete
Wire AWG #12, (3.5mm2) 5 boxes 5 boxes Complete
Wire AWG #14(2.0mm2) 5 boxes 5 boxes Complete
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Electrical tape 5 rolls 5 rolls Complete
Wood screw ½” x 8 1 box 1 box Complete
Receptacle surface type 25 pcs. 25 pcs. Complete
Receptacle flush type 25 pcs. 10 pcs. For
Purchase
Incandescent bulb 50 w/ 250V 25 pcs. 25 pcs. Complete
AC
Convenient outlet c.o. (grounding 25 sets 25 sets Complete
type,/flush type) 2 gang w/ plate
and cover
PVC square box, 4 x 4 10 pcs. 10 pcs. Complete
flexible conduit ½”, ¾ 25 mtrs 25 mtrs Complete
PVC conduit ½, ¾ 10 pcs. 10 pcs. Complete
Junction box PVC 25 pcs. 25 pcs. Complete
Utility box 25 pcs. 25 pcs. Complete
Connectors PVC, ½ 50 pcs 50 pcs Complete
Connectors PVC, ¾ 50 pcs 50 pcs Complete
Connectors RSC, ¾ 50 pcs 10 pcs For
Purchase
Elbow PVC ½ 20 pcs. 20 pcs. Complete
Elbow PVC ¾ 20 pcs. 20 pcs. Complete
Elbow RSC ½ 20 pcs. 5 pcs. For
Purchase
Elbow RSC ¾ 20 pcs. 5 pcs. For
Purchase
Panel board with 70 amp 5 sets 5 sets Complete
main and 4 branch ckt.
 20 amps, 2 pcs.
 15 amps, 2 pcs.
Switch (3 way with plate and 10 pcs. 10 pcs. Complete
cover)
Switch (single pole with 10 pcs. 10 pcs. Complete
plate and cover)
 Tools As per TR As per Remarks
Inventory
Spirit level 5 pcs. 5 pcs. Complete

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Hack saw 5 pcs. 5 pcs. Complete
Pipe cutter 5 pcs. 3 pcs. For
Purchase
Pipe reamer 5 pcs. 1 pcs. For
Purchase
Pipe threader 5 pcs. 0 For
Purchase
Pipe bender 5 pcs. 2 pcs. For
Purchase
Bolt cutter 5 pcs. 0 For
Purchase
Ball hammer 5 pcs. 2 pcs. For
Purchase
Electrician Pliers 25 pcs. 25 pcs. Complete
Screwdrivers set 25 pcs. 15 pcs. For
Purchase
Box Wrench 5 pcs. 0 For
Purchase
Wire splicer 5 pcs. 0 For
Purchase
Wire stripper 5 pcs. 1 pc. For
Purchase
Electrician knife 5 pcs. 1 pc. For
Purchase
Tools holster 10 pcs. 2 pcs. For
Purchase
Push-pull 0-5 mtrs 5 pcs. 5 pcs. Complete
Claw hammer 5 pcs. 5 pcs. Complete
Heat gun 1200 watts 5 pcs. 3 pc. For
Purchase
Heavy-duty soldering iron 5 pcs. 3 pc. For
Purchase
Flat file smooth 8” 5 pcs. 2 pc. For
Purchase
#16 G.I wire 5 Kgs. 5 Kgs. Complete
Whiteboard 4 x 8 x ¾ 1 pc. 1 pc. Complete
Whiteboard 4 x 4 x ¾ with movable 1 pc. 1 pc. Complete
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stand
Whiteboard marker, assorted color 1 box 1 box Complete
Push pin 1 box 1 box Complete
Pencil sharpener 1 pc. 1 pc. Complete
Pencil with eraser 25 pcs. 25 pcs. Complete
Rags 2 kgs. 2 kgs. Complete
Cleaning agent liquid 5 ltrs 1 ltrs For
Purchase
First aid kit 1 unit 1 unit Complete
Bond paper 2 reams 2 reams Complete
 Equipment As per TR As per Remarks
Inventory
Electric drill 5 units 2 units For
Purchase
Portable grinder 5 units 2 units For
Purchase
Multi-tester 5 units 2 units For
Purchase
Fire alarm system (5units detector, 1 1 set 1 set Complete
control panel)
Motion sensors 3 set 0 For
Purchase
Security equipment Access Control 1 set 0 For
Purchase
CCTV (4 cameras 1 DVR) 1 set 1 set Complete
Clamp-on meter 5 units 0 For
Purchase
Insulation Resistance Tester 1 unit 0 For
Purchase
Earth resistance tester 1 unit 0 For
Purchase
Labeling machine 1 unit 0 For
Purchase
Fire extinguisher KGS ABC 1 unit 0 For
Purchase
LCD Projector 1 unit 0 For

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Purchase
Laptop 1 unit 1 unit Complete
Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.

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Facilitate
Learning
Session

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Training Activity Matrix
Venue
Facilities/Tools Date &
Training Activity Trainee Remarks
and Equipment (Workstation/ Time
Area)
May
Prayer 6,201
Recap of Activities 9
Unfreezing All
Activities trainees 8:00-
Feedback of 8:30
Training PM
Rejoinder/Motivati
on
1. Plan and
prepare work
May
 Read Information 6,201
Sheet on Types 9
of protective
devices and its 8:30-
applications. 4:30
Answer Self- PM
Check 2.1-1
After the
 Information
activites in
Sheet on Learning
this LO,
Blueprint and CBLM Resource
Group you may
Electrical Area
1 proceed to
Symbols
the next.
Answer Self-
Check 2.1-2
 Information
Sheet on
Protective
devices
specifications
Answer Self-
Check 2.1-3

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 Read Information
Sheet on
Electrical
protection
system
components
Answer Self-
Check 2.1-4
May
Sheet on After the
CB CBLM 6,201
Reading activites in
Learning 9
electrical plans this LO,
Group 2 Resource
and blueprint you may
Area 8:30-
Answer Self- proceed to
4:30
Check 2.1-5 the next.
PM
Sheet on
Electrical tools,
materials and
Equipment
Answer Self-
Check 2.1-6
 Familiarize
Interpret plans
and details  Pen
 Paper
drawing May
 Blueprint After the
Perform Task Practical 6,201
 Task Sheet activites in
Sheet 2.1.5 Work Area 9
2.1.5 this LO,
Check Group 3
 Performance you may
performance Workstation 8:30-
Criteria proceed to
using 2 4:30
Checklist the next.
Performance PM
Criteria 2.1.5
Checklist Sheet
2.2-5
Prayer All
Recap of Trainees May
Activities 7-8,
Unfreezing 2019
Activities
Feedback of 8:00
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Training AM to
Rejoinder/ 8:30
Motivation AM
2. Install
Electrical
Protective
devices
 Read Group  CBLM

Information 1  Pen
Sheet on DOLE  Paper May
Department 7-8,
Order No. 13 s 2019
1998
Answer Self- 8:30
Check 2.2-1  CBLM Learning AM to
Resource 5:00
 Read Area AM
After the
Information
activites in
Sheet on
this LO,
Philippine
you may
Electrical Code
proceed to
(PEC) provision
the next.
for circuit
protection
Answer Self-
Check 2.2- 2
 Read
Information
Sheet on Uses
of Different
Protective
Devices
Answer Self-
Check 2.2-3
May
 Read  CBLM Learning
7-8,
Information  Pen Resource
2019
Sheet on  Paper Area
Blueprint  Blueprint After the
8:30 activites in
Reading  Task Sheet
AM to this LO,
Answer Self- Group 2.2-4
5:00 you may
Check 2.2-4 2  Performance
AM proceed to
Criteria
May 2019 Issued by:
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 Familiarize Checklist Practical the next.
Task Sheet 2.2- 2.2.4 Work Area
4 Interpret Workstation
Electrical Plan 2
Perform Task After the
Sheet 2.2-4 activites in
Check this LO,
performance you may
using proceed to
performance the next.
criteria
checklist
Learning
 Read  CBLM Resource
Information on Area
Plan and
prepare for
installing of
Fuse Panel
Self-Check 2.2-
5
 Familiarize Job  Panel Board

Sheet on Install  Circuit
load center or Breaker May
breaker panel  Screw 7-8, After the
Practical activites in
Perform Job Drivers 2019
Work Area this LO,
and Check  Screws
Group 3 you may
performance  Job Sheet 8:30
Workstation proceed to
using 2.2-5 AM to
2 the next.
Performance  Performance 5:00
Criteria Criteria AM
Checklist 2.2.5 Checklist
2.2.5

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 Familiarize Job
Sheet on
Install wire in  Wire
Receptacle  Pliers
May observation
circuit to a load  Screw
7-8, s on the
center Drivers Practical
2019 progress of
Perform Job  Screws Work Area
each
and Check  Job Sheet
8:30 trainee for
performance 2.2-6 Workstation
AM to the day will
using  Performance 2
5:00 be written
Performance Criteria
AM here
Criteria Checklist
Checklist 2.2.6 2.2.6
 Familiarize Job  Wire

Sheet on Install  Pliers
Ground Fault  Screw
Current Drivers
May
Interrupter  Screws
7-8, After the
Outlet  GFCI Practical
2019 activites in
Perform Job  Electrical Work Area
Group this LO,
and Check Tape
2 8:30 you may
performance  Job Sheet Workstation
AM to proceed to
using 2.2-7 2
5:00 the next.
Performance  Performance
AM
Criteria Criteria
Checklist 2.2.7 Checklist
2.2.7
 Read Learning
Information on Resource
Electrical tools CBLM Area
and materials
May
Self-Check 2.2- After the
7-8,
6 activites in
2019
this LO,
Group
 Familiarize Job  Paper you may
1 8:30
Sheet on  Pen proceed to
AM to
Prepare  Job Sheet Practical the next.
5:00
requisition slip 2.2-7 Work Area
AM
form  Performance
Perform Job Criteria Workstation
and Check Checklist 2
performance 2.2.7
May 2019 Issued by:
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using
Performance
Criteria
Checklist 2.2.6
Prayer
May
Recap of
9-10,
Activities
2019
Unfreezing
All
Activities
Trainees 8:00
Feedback of
AM to
Training
8:30
Rejoinder/
AM
Motivation
LO 3: Install
Lighting fixture
and auxiliary
outlet.
 Read Learning
DOLE Area
Department CBLM
Order No. 13 s.
1998
Answer Self-
Check 2.3-1
May
9-10, After the
 Read  Plan Learning
2019 activites in
Information on  Utility Box Resource
Group this LO,
PEC provision  Junction Box Area
2 8:30 you may
in installing  Pull-puss
AM to proceed to
electrical boxes Roll
5:00 the next.
Answer Self-  Marker
AM
Check 2.3-2  Screw Driver
 Screws
 Familiarize Job  Pen Practical
Sheet on Install  Job Sheet Work Area
electrical boxes 2.3-2
in wiring board  Performance Workstation
Perform Job Criteria 2
and Check Checklist
performance 2.3.2
using
Performance
Criteria
Checklist 2.3.2
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 Read
Information on
Type of wiring
devices
Answer Self-
Check 2.3-3
 Read
Information on CBLM
Types of May
After the
Lighting 9-10,
activites in
Fixtures and Learning 2019
this LO,
Installation Group Resource
you may
Techniques 3 Area 8:30
proceed to
Answer Self- AM to
the next.
Check 2.3-4 5:00
AM
 Read
Information on
Different
Ratings of
Lighting
Fixtures
Answer Self-
Check 2.3-5
 Read May After the

Information on 9-10, activites in
Different 2019 this LO,
lighting fixtures you may
symbols 8:30 proceed to
Answer Self- AM to the next.
Check 2.3-6 5:00
Learning AM
Group
 Read CBLM Resource
1
Information on Area
Different
lighting fixtures
symbols After the
Answer Self- activites in
Check 2.3-7 this LO,
you may
 Read proceed to

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Information on Learning May the next.
Types of Resource 9-10,
Manual Used in Area 2019
Construction
Sector 8:30
Answer Self- AM to
Check 2.3-8 5:00
AM
 Read
Information on CBLM Learning
Types of wiring Resource
installation and Area
lighting fixture
Answer Self-
Check 2.3-9
 CBLM
 Wire
 Familiarize Job
 Utility Box
Sheet on Install
 Elect. Tape
conduit and May
 Spotlight After the
electrical wiring 9-10,
 Pliers Practical activites in
Perform Job 2019
 Screw Work Area this LO,
and Check Group
 Screw you may
performance 2 8:30
Drivers Workstation proceed to
using AM to
 Job Sheet 2 the next.
Performance 5:00
2.3-9
Criteria AM
 Performance
Checklist 2.3.9
Criteria
Checklist
2.3.9
Prayer
May
Recap of After the
11,
Activities activites in
2019
Unfreezing All this LO,
Activities Traines you may
8:00
Feedback of s proceed to
AM to
Training the next.
8:30
Rejoinder/
AM
Motivation
LO 4: Notify May After the
completion of 11, activites in
Group
work. 2019 this LO,
3
you may
 Read CBLM 8:30 proceed to
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Information on AM to the next.
Electrical tools, 5:00
materials and AM
Equipment
Answer Self-
Check 2.4-1
 Read
Information on
Proper tool
storage
Answer Self-
Check 2.4-2 Learning
CBLM Resource
Area
 Read
Information on
Checking and
conforming
procedures for
installation
based on job
requirement
Answer Self-
Check 2.4-3
 Familiarize Job  CBLM

on Check the  Wire
Installation  Multi-tester May
Based to  Screw 15, After the
Practical
Standard and Drivers 2019 activites in
Work Area
Energize it. Group  Job Sheet this LO,
Perform Job 1 2.4-3 8:00 you may
Workstation
and Check  Performance AM to proceed to
2
performance Criteria 8:30 the next.
using Checklist AM
Performance 2.4.3
Criteria
Checklist 2.4.3
 Read May
After the
Information on Learning 15-
activites in
Proper tool Resource 17,
this LO,
storage Group Area 2019
you may
Housekeeping 2 CBLM
proceed to
for Electric 8:00
the next.
Panel and AM to
Utility Rooms 8:30
May 2019 Issued by:
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Answer Self- AM
Check 2.4-4

on Check  Wire Practical
Terminals,  Multi-tester Work Area
Check Power  Screw Workstation
and Check Drivers 2
grounding.  Job Sheet
Perform Job 2.4-4
and Check  Performance
performance Criteria
using Checklist
Performance 2.4.4
Criteria
Checklist 2.4.4
 Read Learning
Multi tester CBLM Area After the
(Volt activites in
Ohmmeter) Group this LO,
Answer Self- 3 you may
Check 2.4-5 proceed to
the next.
 Familiarize Job  CBLM Practical
on Test the  Wire Work Area
continuity of a  Multi-tester Workstation
May
circuit  Screw 2
15-
Perform Job Drivers
17,
and Check  Job Sheet
2019
performance 2.4-5
using  Performance
8:00
Performance Criteria
AM to
Criteria Checklist
8:30
Checklist 2.4.5 2.4.5
AM
 Read  CBLM Learning
Information on  Information Resource After the
Commissioning Sheet 2.4-6 Area activites in
Activities  Answer Key this LO,
Answer Self- Group 2.4-6 you may
Check 2.4-6 proceed to
1
the next.
on Test the  Wire Practical
functionality of  Multi-tester Work Area
May 2019 Issued by:
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the circuit  Drivers Workstation
Perform Job  Job Sheet 2
and Check 2.4-6
performance  Performance
using Criteria
Performance Checklist
Criteria 2.4.6
Checklist 2.4.6
 Read Learning
Making a CBLM Area
Report
Answer Self-
Check 2.4-7
May
After the
 Familiarize Job 17,
 CBLM activites in
on Make a 2019
 Paper this LO,
Work Group
 Pen you may
Completion 2 8:00
 Job Sheet proceed to
Report AM to
2.4-6 the next.
Perform Job 8:30
and Check  Performance AM
performance Criteria
using Checklist
Performance 2.4.6
Criteria
Checklist 2.4.6
Institutional May
Assessment 17- After the
Area 24, activites in
All 2019 this LO,
Institutional
Trainee Ballpen you may
Assessment
s 8:00 proceed to
AM to the next.
8:30
AM

May 2019 Issued by:
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GROUP 1
1. AGUILOR, GENARO JR. TALILI
2. AMIGO, JAYLOU HAYAHAY
3. ANTIOLA, JOHN KENNETH
4. BASTASA, VINCENT RAY DEVENOSA
5. BOYRAS, DEXTER ANTERIO
6. ARAIS, JAY LORD JAMES A.
7. BARRERA, JIAN VINCE R.
8. BELLEZAS, JAYK PAUL R.
GROUP 2
1. CHIQUITO, EDUARD P.
2. CRUSPERO, JUMAR
3. DABALOS, DAVE
4. DABALOS, JAKE GENERON MAPAL
5. DAYSABAS, JOHN LOI R.
6. BERNALES, RAYMOND M.
7. BOYRAS, JOSELITO C.
8. CABILLANES, BRYAN R.
GROUP 3
1. DESCALLA, JOSE MIGUEL G.
2. DESPE, JEREMY ALBOR
3. DEVENOSA, JENRIL MONTERON
4. DEVENOSA, MARJUN
5. GARSUTA, JONEL PORLARES
6. CAÑETE, SANDRO S.
7. COQUILLA, ERIC P.
8. DEQUIA, CHRISTIAN KYLE R.
9. GEMENTIZA, JULIUS L.

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ACHIEVEMENT CHART
ELECTRICAL INSTALLATION AND MAINTENANCE NC II
Name of Trainer: ROMMEL L. PAALISBO Date Start: May 6, 2019 Date Finish: May 24, 2019

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PROGRESS CHART
Name of Trainer: ROMMEL L. PAALISBO Date Start: May 6, 2019 Date Finish: May 24, 2019
Legend: C – Competent
NYC – Not Yet Competent

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Minutes of the Meeting
Focus Group Discussion
Date: June 10, 2019

Agenda: Competency-based Training Delivery
Present:
1. Rommel L. Paalisbo - Facilitator
2. Dexter D. Boyras
3. Edcel Lloyd A. Ponte
4. Genaro A. Aguilor
5. Robert John O. Taray
CBT Concerns Discussions Resolutions/Agreeme

nt
1. CBT Layout CBT layout was not Proper discussion must
properly discussed and be provided to trainees
emphasized for better
understanding
2. Monitoring of Attendance was Monitoring of
Attendance checked all of the time. attendance must be
But sometimes monitored well,
latecomers failed to especially to those who
sign the attendance are latecomers.
3. Utilization of work Work area was When trainees will be
area provided to trainees, transferred to another
but there were times work area, it must be
that the work area was provided with the
transferred to another proper facilities/
place and there was no resources so that
internet connection trainees can work well.
which makes it hard
for the trainees to
work.
4. Orientation 4a. CBT principles 4d. Appropriate
a. CBT were discussed by the number of CBLM must
b. Roles trainers be provided to trainees.
c. TR
4b. The trainers gave
d. CBLM
orientation on both the
e. Facilities
trainees and the
f. Evaluation system
trainer roles.
4c. TR was clearly
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introduced by the
trainer.
4d. The trainers
stressed the
importance of the
CBLM in the training,
but hard copies of
CBLM were not
sufficient to all
trainees.
5. RPL The trainers utilize

RPL by acknowledging
the certificates
obtained by the
trainees in their field
of exposures.
6. Teaching methods Self- paced method It was challenging for
and technique was utilized during the the trainees to be using
entire training. the self- paced method,
Sometimes it was hard but it was stressful due
for the trainees to time pressure.
because it was time
pressure.
7. Monitoring of All trainers monitored
learning activities the achievement chart
and the progress
a. Achievement
chart.
chart
b. Progress chart
8. Feedback The trainer possesses
positive attitudes and
were accommodating
to the trainees. They
were constructive in
giving comments.
9. Slow learners The trainers were
patient in guiding the
needs of the slow
learners.
10. Other concerns None

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Training Evaluation Report
1. Title of the Report

Competency-Based Training Evaluation
2. Executive summary
By using the Competency-Based Training approach in
facilitating learning the learners’ knowledge, skills, and attitudes
will be determined.
3. Rationale
This evaluation is conducted so that feedback can be gathered with
regards to the trainees’ readiness in installing electrical protective devices
for distribution, power, lighting, auxiliary, lightning protection and
grounding systems.
4. Objectives
The purpose of this training is to enable the trainees to gain
knowledge and skills on how to install electrical protective devices for
grounding systems.
5. Methodology
The trainees will have their own time in acting as
Residential/Commercial-Wiring Electrician in accordance to their
competency, each trainee is given 7 hours to demonstrate the critical
aspects of the competencies.
6. Results and discussion
The participants were not fully prepared in the simulation
activity due to some factors, like: less preparation time,
nervousness, and inability to keep the sequence of the activity.
Despite all those factors, the trainees were still able to perform
the activity at their best. The trainees enjoyed so much even if they
trembled a lot due to nervousness. More confidence was observed
after the activity.
7. Recommendation
Time and regular practice schedule are very important in this
particular activity so that trainees will be more prepared and can
deliver well their part.

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PRE-TEST/POST-TEST
A pre- and post – testing measures the learning you received

during the training as a result of comparing what you knew before
in a pre-test and after your training experience in a post-test.
A pre-test is administered to measure a starting point or the
amount of pre-existing knowledge on the qualification and to
indicate your learning level of the module. A post-test is given to
measure the learning as a result of your training experience and
to target any training needs to improve the qualification.
Specific instructions:
Before proceeding to read the Specific Instructions, please raise
your hand if you need the instructions translated in the vernacular.
This is a Multiple Choice type of exam. Do not turn over exam

papers until told to do so.
Write your name and the date on the Answer Form. DO NOT make
any marks in your questionnaire. If you need to write anything
down, please use the back page of your Answer Form.
Make only 50 marks on your Answer Form. DO NOT fill in any

other bubbles on your Answer Form, except questions 1-50
marking either A, B, C or D. Be sure to make your marks clear
and dark and stay within the bubble. You may use a pencil or a
black ballpen.
You will have a maximum of 60 minutes to complete the Written

Test. You will be informed when there are 15 minutes remaining.
When you are finished with the written test double check the
marks you have made on your Answer Form and then quietly
bring your questionnaire and Answer Form, to your Trainer. If you
have a question or need more papers, raise your hand and the
Trainer. Your Trainer will not give hints or answers, so please do
not ask for them.
Stop writing immediately when you’re Trainer says it is the end of
the exam.
GOOD LUCK!

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PRETEST/POST TEST QUESTIONNAIRE
II. Multiple Choice
Directions: Write the letter of your answer in your answer sheet.
1. It is the tool used to measure the amount of electric current.
A. clamp meter B. micrometer C. steel rule D. service
meter
2. It is a measuring instrument used to record the amount of electrical

consumption.
A. clamp meter B. micrometer C. steel rule D. service
meter
3. It is a tool used to measure short and long distances

A. clamp meter B. micrometer C. steel rule D. metric rule
4. It is a very useful test instrument which can easily be set as voltmeter,

ammeter and ohmmeter.
A. multi-meter B. clamp meter C. caliper D. megger
5. These are the tools which is considered as the most convenient size to
carry around.
A. steel tape B. ammeter C. straight edge D. steel rule
6. __________ environment causes paper to become brittle.

a. Extreme heat c. Open
b. Damp d. Crowded
7. Softening of the paper can be in the effect of ____________.

a. Heat c. Chemical
b. Light d. Damp environment
8. Too much __________fades inks and dyes and accelerate decomposition of

paper in which manuals are made of
a. Light c. Air

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b. Moisture d. Chemicals
9. Manuals must be stored in ____________ place.

a. In a cabinet where liquid material are stored
b. In a cabinet where tools are stored
c. In a kitchen cabinet near the store
d. In a cool, dry and vermin free cabinet
10. Which of the following can easily damage the manual?

a. Vermin c. Moisture
b. Chemical d. all of the choices
11. The three types of power tools are:

a. pneumatic, air, electric
b. pneumatic, hydraulic, electric
c. hydraulic, brake, electric
d. electric, mechanical, hydraulic
12. The following are pneumatic tools, except:

a. air hammer, impact wrenches, air jacks
b. air hose, air rackets, air jacks
c. air hammer, air racket and air hoses
d. power saw, disk grinder, socket
13. Hydraulic tools include:

a. car lifts, floor jacks, impact wrenches, air hammers
b. car lifts, portable cranes, air rackets and air jacks
c. car lifts, floor jacks, portable cranes and hydraulic presses
d. floor jacks, hydraulic presses, air hammers, rackets
14. When using a grinding wheel,

a. always wear safety goggles
b. never adjust the tool when it is working
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c. never touch the wheel when it is rotating
d. use apron
15. Electrician A says it is all right to perform activity without permission

from the teacher because he knows the procedure. Electrician B says you
should seek permission from the teacher before performing any activity.
Who is right?
a. Electrician A
b. Electrician B
c. neither A or B
d. both A and B
16. The two basic tools used in the shop are:

a. power tools and machine tools
b. hand tools and power tools
c. screwdrivers and wrenches
d. hand tools and cutting tools
17. To tighten wood screw accurately, use

a. tension wrench
b. screw driver
c. hammer
d. mallet
18. The simplest wrench used is the

a. open-end wrench
b. box wrench
c. socket
d. adjustable wrench
19. The most often used hammer in the electrical shop is the
a. claw hammer
b. plastic-tipped hammer
c. brass hammer
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d. rawhide hammer
20. American wire gauge

a. measures thickness of wire,
b. has a pair of blades.
c. is marked in inches and fractions of an inch
d. has a blade of two thickness
21. It is used to mark out or check the work for squareness.
a. Level Bar c. Plumb Bob
b. Try Square d. Chalk Line Reel
22. It is a tool used to check the horizontal and vertical alignment.
a. Screw Driver c. Level Bar
b. Try Square d. Plumb Bob
23. It is used to enclosed telephone system and connections.
a. Junction Box c. Utility Box
b. Telephone Terminal Cabinet d. Fitting
24. What do you call plastic made material used to hold convenient outlet
on walls?
a. Junction Box c. Frames
b. Utility Box d. Fitting
25. It is used for splitting conductors and splices.
a. Utility Box c. Fastening Device
b. Junction Box d. Adhesive

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26. It is used in application with intermediate to long support span.
a. Solid Bottom c. Ladder
b. Channel d. Wire Mesh
27. It features a one piece or solid bottom. It is used for installation

featuring small amounts of cable supported on short to medium span.
a. Wire Mesh c. Trough
b. Ladder d. Channel
28. It is used for light – duty application where quick installation is desired.
a. Single Rail c. Channel
b. Wire Mesh d. Solid Bottom
29. Generally used for low voltage, telecommunication and fiber optic
application.
a. Wire Mesh c. Channel
b. Ladder d. Trough
30. It is the fitting used when tray split in three separate directions?
a. L – Junction c. 4 way Junction
b. Drop d. T – Junction
31. It is the type of metal conduit which is designed to lessen or eliminate

fire hazard.
A. EMT B. RSC C. PVC D. BX

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32. It is the allowable number of quarter bends which can be done in a one
run of electrical metallic conduit.
A. 2 B.3 C. 4 D. 6
33. It is a type of fitting which is used to secure EMT to metallic boxes.
A. connector B. condulets C. adaptor D. coupling
34. It is the size of conduit which can accommodate a maximum of 10 wires

AWG # 12.
A. 3/8 B. 1/2 C. ¾ D. 1 ¼
35. It is the type of bend which make one quarter turn is a ______.
A. offset B. elbow C. saddle D. goose neck
36. It is a process of removing sharp edges or burrs left after cutting the
pipe.
A. Reaming B. Cutting C. Bending D. Installing
37. It is a type of condulet which makes conduit run turns to the right.
A. C B.LL C. LB D. LR
38. It is the tool used to thread rigid metal conduit.
A. hickey B. dies and dies stock C. reamer D. cutter
39. It is a type of condulet which has an opening at the back.
A. C B.LL C. LB D. LR

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40. It is the standard length of RMC.
A. 10 ft. B. 12 ft. C. 14 ft. D. 20 ft.
41. Neutral conductor shall be placed:
A. within the same conduit B. the other conduit
C. separate circuit D. anywhere
42. It is the minimum size of conduit which can be installed in an industrial

occupancies
A. 1/2 B.3 /4 C. 1 D. 1 ½
43. It is a type of fitting which is used to change direction
A. connector B. coupling C. adaptor D. coupling
44. It is a short length conduit or tubing which is used for the purpose of
short extension
A. connector B. coupling C. nipple D. condulets
45. It is the type of bend which is used for circuit homerun
A. offset B. elbow C. saddle D. goose neck
46. It is a device which receives and responds to a signal or stimulus.
A. switch B. sensor C. cell D. infrared
47. It is a device which is used to break or divert current flow.
A. switch B. sensor C. cell D. infrared

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48. It is the type of sensor device which use light beam which is either
broken or reflected.
A. photoelectric B. pressure C. detector D. photo transistor.
49. It is an electronic component commonly used as photo detector.
A. photoelectric B. pressure C. detector D. photo transistor
50. It is a portable security alarm system which receive signal through

movement.
A. motion detector B. photo sensor
C. signal injector D. spring biased comparator

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Answer Key
I.
1. A 26. B
2. D 27. C
3. D 28. D
4. A 29. A
5. A 30. A
6. A 31. C
7. D 32. A
8. A 33. C
9. D 34. A
10. D 35. B
11. B 36. B
12. D 37. A
13. C 38. C
14. A 39. B
15. B 40. D
16. B 41. A
17. B 42. A
18. A 43. B
19. A 44. D
20. A 45. C
21. A 46. A
22. B 47. A
23. C 48. A
24. B 49. A
25. A 50. D

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PRE- TEST, POST- TEST RESULT ANALYSIS
TRAINEES
Summary of Report
ELECTRICAL INSTALLATION & MAINTENANCE NC II training program

started on February 20, 2019 to May 05, 2019 with 25 trainees who
attended and passed the training. The objectives of the training are as
follows:
a) Perform roughing-in activities, wiring and cabling works for single-
phase distribution, power, lighting and auxiliary systems
b) Install electrical protective devices for distribution, power,
lighting, auxiliary, lightning protection and grounding systems.
c) Install wiring devices of floor and wall mounted outlets, lighting
fixtures/switches, and auxiliary outlets
To test the effectiveness of the competency-based training program, in terms

of acquisition of knowledge, a pre-test and post-test were conducted.
Average mean and t-test was used to analyze the data. The results showed
there is a significant difference between the pre-test and post-test and that
the scores have increased. There is little need to review the program to
improve the knowledge acquisition of the trainees. Stronger trainer-trainee
collaboration is encouraged especially for the slow learners who may need
help in understanding the concepts presented in the Competency-based
Learning Materials.
Rationale
The pre-test and post test was administered in order to test the acquisition
of knowledge of the trainees. This is a useful method in measuring the
“value-added” effect of the program. Likewise, this will test the effectiveness
competency-based training approach.
Objectives
a) To determine the average mean of the pre-test and post test scores of
trainees.
b) To assess if there are significant differences in the pre-test and post

test scores of the trainees.

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Methodology
Average mean and Paired t-test were used in the analysis of data. This is to
test the null hypothesis “there are no significant differences between pre-test
and post test scores”.
Total population was employed which composed of twenty-five (25) trainees
who enrolled in the 2nd batch of trainees for ELECTRICAL INSTALLATION
& MAINTENANCE NC II.
Presentation of Results and Discussion
Trainee Pre-Test Post Test

Name of Trainees
No. (50 items) (50 items)
1 Arais, Jay Lord James A. 25 35
2 Araña, Joel C. 12 36
3 Barrera, Jian Vince R. 32 48
4 Bellezas, Jayk Paul R. 21 48
5 Bernales, Raymond M. 13 49
6 Bongcayo, Rio Jay R. 15 36
7 Boyras, Joselito C. 40 49
8 Cabillanes, Bryan R. 25 45
9 Cañete, Sandro S. 28 40
10 Coquilla, Eric P. 36 47
11 Dequia, Christian Kyle R. 32 39
12 Dorupan, Angelou G. 24 38
13 Fuentes, Rolando P. 22 39
14 Gementiza, John Mark Y. 22 44
15 Gementiza, Julius L. 12 48
16 Geolagon, Dunhills 20 42
17 Jaculba, Kim L. 20 47
18 Lamban, Bernard O. 25 35
19 Ligan, Romel C. 26 32
20 Malabote, Francis T. 32 45
21 Maslog, James Kenn 25 33

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22 Mativo, Juper P. 20 30
23 Millanes, Jhords L. 18 35
24 Mortejo, Jay Lord A. 13 46
25 Nalupa, Jemuel M. 29 44
The table shows that pre-test scores ranged from 12 to 36 while the post test
scores ranged from 30 to 49 which mean an increase in the score.
Line Graph of the Pre-Test and Post Test Scores
This table presents the data of the raw scores from the pre-Test and post-
test of ELECTRICAL INSTALLATION & MAINTENANCE NC II Trainees in
their examination on ELECTRICAL INSTALLATION & MAINTENANCE NC II.
The table shows that the trainees have low scores during the pre-test and
obtained high scores during the post test. It is, therefore, assumed that the
teaching- learning was effective since there is a noticeable change of scores.
t-Test: Paired Two Sample for Means
Post Test Pre-Test
Mean 41.2 23.48
Variance 36 56.09333333
Observations 25 25

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Pearson Correlation 0.147056785
Hypothesized Mean Difference 0
df 24
t Stat 9.976069071
P(T<=t) one-tail 2.57545E-10
t Critical one-tail 1.710882067
P(T<=t) two-tail 5.15091E-10
t Critical two-tail 2.063898547
The result shows that the average mean for the Post Test is equal to 41.2
and 23.48 for the Pre-test. The t-statistics is equal to 9.976069071 and t-
critical value is 1.710882067. Since the t-statistics is greater than the t-
critical value, we fail to reject the null hypothesis.
The null hypothesis is “there are no significant differences between pre-test

and post test scores” and the alternate hypothesis is “there are significant
differences between pre-test and post scores”. Simply, the null hypothesis
means that the pre-test is equal to the post test score per trainee or the
scores of the trainees did not increase. The alternate hypothesis, on the
other hand means that the post test scores are not equal to the pre-test
scores or the scores increased.
In this case the null hypothesis is rejected. This means that there is a
significant difference between the pre-test and post test scores of the
trainees. This also implies that the training was effective in imparting
knowledge and skills and the trainees have done their job well.
Conclusion
After analyzing the results, we reject the null hypothesis and we accept the
alternate hypothesis “there are significant differences between pre-test and
post test scores”. We conclude that the scores increased after the training.

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Supervise
Work-Based
Learning

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FORM 1.1 SELF-ASSESSMENT CHECK
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
BASIC COMPETENCIES
CAN I…? YES NO
1. PARTICIPATE IN WORKPLACE COMMUNICATION?
1.1 Obtain and convey workplace information?
1.2 Participate in workplace meetings and discussions?
1.3 Complete relevant work related documents?
2. WORK IN TEAM ENVIRONMENT?
2.1 Describe team role and scope?
2.2 Identify own role and responsibility within team?
2.3 Work as a team member?
3. PRACTICE CAREER PROFESSIONALISM?
3.1 Integrate personal objectives with organizational
goals?
3.2 Set and meet work priorities?
3.3 Maintain professional growth and development?
4. PRACTICE OCCUPATIONAL HEALTH AND SAFETY
PROCEDURES?
4.1 Identify hazards and risks?
4.2 Evaluate hazards and risks?
4.3 Control hazards and risks?
4.4 Maintain OHS awareness?
COMMON COMPETENCIES
CAN I…? YES NO
1. USE HAND TOOLS?

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COMMON COMPETENCIES
CAN I…? YES NO
1.1 Plan and prepare for tasks to be undertaken?
1.2 Prepare hand tools?

1.3 Use appropriate hand tools and test equipment?
1.4 Maintain hand tools?
2. PERFORM MENSURATION AND CALCULATION?
2.1 Select measuring instruments?
2.2 Carry out measurements and calculation?
2.3 Maintain measuring instruments?
3. PREPARE AND INTERPRET TECHNICAL DRAWING?
3.1 Identify different kinds of technical drawings?
3.2 Interpret technical drawing?
3.3 Prepare/make changes to electrical/electronic
schematics and drawings?
3.4 Store technical drawings and equipment/
instruments?
4. APPLY QUALITY STANDARDS?
4.1Assess quality of received materials or components?
5.2 Assess own work?
4.3 Engage in quality improvement?
CORE COMPETENCIES
CAN I…? YES NO
WORKS FOR SINGLE-PHASE DISTRIBUTION, POWER, LIGHTING
AND AUXILIARY SYSTEMS?
1.1 Install electrical metallic /nonmetallic (PVC conduit)?
1.2 Install wire ways and cable tray?
1.3 Install auxiliary terminal cabinet and distribution
panel?
1.4 Prepare for cable pulling and installation?

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COMMON COMPETENCIES
CAN I…? YES NO
1.5 Perform wiring and cabling lay out?
1.6 Notify completion of work?
2. INSTALL ELECTRICAL PROTECTIVE DEVICES FOR
DISTRIBUTION, POWER, LIGHTING, AUXILIARY, LIGHTNING
PROTECTION AND GROUNDING SYSTEMS?
2.1 Plan and prepare work?
2.2 Install electrical protective devices?
2.3 Install lighting fixture and auxiliary outlet?
OUTLETS, LIGHTING FIXTURE/SWITCHES AND AUXILLIARY
OUTLETS ?
3.1 Select wiring devices?
3.2 Install wiring devices?
3.3 Install lighting fixture/ switches?

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Evidences/Proof of Current Competencies
Form 1.2: Evidence of Current Competencies acquired related to

Job/Occupation
Current
Proof/Evidence Means of validating
competencies
BASIC
1.1 Obtain and Form 137/138 Submitted authenticated
convey workplace copy of diploma, forms
information 137/138 and called up
1.2 Complete
authenticity.
relevant work
related documents Conducted assessment:
1.3 Participate in
Questioning
Workplace meeting
and discussion
2. Work in a Team environment
2.1 Describe team Form 137/138 Submitted authenticated
role and scope copy of diploma, forms
2.2 Identify own Diploma issuing school to verify
role and
authenticity.
responsibility
within the team Conducted assessment:
2.3 Work as a team
Questioning
member
3.1 Integrate Form 137/138 Submitted authenticated
personal objectives copy of diploma, forms
with organizational 137/138 and called up
goals Diploma issuing school to verify
authenticity.
3.2 Set and meet
work priorities Conducted assessment:
3.3 Maintain
Questioning
professional growth
and development
4. Practice Occupational Health and Safety Procedures
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4.1 Identify Form 137/138 Submitted authenticated
hazards and risks copy of diploma, forms
4.2 Evaluate Diploma issuing school to verify
hazards and risks
authenticity.
4.3 Control
hazards and risks
4.4 Maintain Questioning
Occupational
Heath and Safety
COMMON
1. USE HAND TOOLS
1.1 Plan and Form 137/138 Submitted authenticated
prepare for tasks to copy of diploma, forms
be undertaken 137/138 and called up
1.2 Prepare hand
authenticity.
tools
1.3 Use appropriate
hand tools and test
Questioning
equipment
1.4 Maintain hand
tools
2. PERFORM MENSURATION AND CALCULATION
2.1 Select Form 137/138 Submitted authenticated
measuring copy of diploma, forms
instruments 137/138 and called up
2.2 Carry out
authenticity.
measurements and
calculation Conducted assessment:
2.3 Maintain
Questioning
measuring
instruments
3. PREPARE AND INTERPRET TECHNICAL DRAWING
3.1 Identify Form 137/138 Submitted authenticated
different kinds of copy of diploma, forms
technical drawings 137/138 and called up
3.2 Interpret
authenticity.
technical drawing
3.3 Prepare/make
changes to
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electrical/electronic
schematics and
drawings
3.4 Store technical
drawings and
equipment/
instruments
4. APPLY QUALITY STANDARDS
4.1Assess quality Form 137/138 Submitted authenticated
of received copy of diploma, forms
materials or 137/138 and called up
components Diploma issuing school to verify
authenticity.
4.2 Assess own
work
4.3 Engage in Conducted assessment:
quality demonstration and Oral
improvement? Questioning

ELECTRONICS CIRCUIT
4.1 Plan and Form 137/138 Submitted authenticated
prepare for copy of diploma, forms
termination/ 137/138 and called up
connection of Diploma issuing school to verify
electrical wiring/ authenticity.
electronics circuits
4.2 Terminate/ Conducted assessment:
connect electrical demonstration and Oral
wiring/electronic Questioning
circuits
4.3 Test
termination/
connections of
electrical wiring/
electronics
circuits?
CORE
WORKS FOR SINGLE-PHASE DISTRIBUTION, POWER, LIGHTING AND
AUXILIARY SYSTEMS
1.1 Install electrical Form 137/138
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metallic Submitted authenticated
/nonmetallic (PVC copy of diploma, forms
Diploma
conduit)? 137/138 and called up
1.2 Install wire
authenticity.
ways and cable
tray
1.3 Install auxiliary Conducted assessment:
terminal cabinet demonstration and Oral
and distribution Questioning
panel
1.4 Prepare for
cable pulling and
installation?
1.5 Perform wiring
and cabling lay out
1.6 Notify
completion of work
2. INSTALL ELECTRICAL PROTECTIVE DEVICES FOR DISTRIBUTION,
POWER, LIGHTING, AUXILIARY, LIGHTNING PROTECTION AND
GROUNDING SYSTEMS
2.1 Plan and
prepare work
2.2 Install electrical
protective devices
2.3 Install lighting
fixture and
auxiliary outlet
2.4 Notify
completion of work
OUTLETS, LIGHTING FIXTURE/SWITCHES AND AUXILLIARY OUTLETS
3.1 Select wiring Form 137/138 Submitted authenticated
devices copy of diploma, forms
3.2 Install wiring Diploma issuing school to verify
devices
authenticity.
3.3 Install lighting
fixture/ switches
3.4 Notify Questioning
completion of work

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Identifying Training Gaps
From the accomplished Self-Assessment Check (Form 1.1) and the

evidences of current competencies (Form 1.2), the Trainer will be able to
identify what the training needs of the prospective trainee are.
Form 1.3 Summary of Current Competencies Versus Required

Competencies

Competency/ Learning Competencies Requirements
Outcomes
BASIC
1.1 Obtain and convey Obtain and convey
workplace workplace
1.2 Participate in workplace Obtain and convey
meetings and workplace
discussions communication
1.3 Complete relevant work 1.3 Complete relevant
related documents work related
documents
2. Work in team environment
2.1 Describe team role and Describe team role
scope and scope
2.2 Identify own role and Identify own role and
responsibility within responsibility within
team team
2.3 Work as a team member Work as a team
member
3.1 Integrate personal Integrate personal
objectives with objectives with
organizational goals organizational goals
3.2 Set and meet work Set and meet work
priorities priorities
3.3 Maintain professional Maintain professional

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growth and development growth and
development
4. Practice occupational health and safety procedures
4.1 Identify hazards and Identify hazards and
risks risks
4.2 Evaluate hazards and Evaluate hazards and
risks risks
4.3 Control hazards and Control hazards and
risks risks
4.4 Maintain OHS Maintain OHS

awareness awareness
COMMON
1. Use hand
1.1 Plan and prepare for Plan and prepare for
tasks to be undertaken tasks to be
undertaken
1.2 Prepare hand tools Prepare hand tools
1.3 Use appropriate hand Use appropriate hand
tools and test equipment tools and test
equipment
1.4 Maintain hand tools Maintain hand tools?
2. Select measuring instruments
2.1 Select measuring Select measuring
2.2 Carry out Carry out
measurements and measurements and
calculation calculation
2.3 Maintain measuring Maintain measuring
3. Prepare and interpret technical drawing

3.1 Identify different kinds Identify different
of technical drawings kinds of technical

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drawings
3.2 Interpret technical Interpret technical
drawing drawing
3.3 Prepare/make changes Prepare/make
to electrical/electronic changes to
schematics and electrical/electronic
drawings schematics and
drawings
3.4 Store technical drawings Store technical
and equipment/ drawings and
instruments equipment/
instruments
CORE
1. Perform roughing-in activities, wiring and cabling works for single-
phase distribution, power, lighting and auxiliary systems
1.1 Install electrical Install electrical
metallic /nonmetallic metallic /nonmetallic
(PVC conduit) (PVC conduit)
1.2 Install wire ways and Install wire ways and
cable tray cable tray
1.3 Install auxiliary terminal Install auxiliary
cabinet and distribution terminal cabinet and
panel distribution panel
1.4 Prepare for cable pulling Prepare for cable
and installation pulling and
installation
1.5 Perform wiring and Perform wiring and
cabling lay out cabling lay out
1.6 Notify completion of Notify completion of
work work
2. Install electrical protective devices for distribution, power, lighting,
auxiliary, lightning protection and grounding systems
2.1 Plan and prepare work Plan and prepare
work
2.2 Install Electrical Install Electrical

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2.3 Install Lighting fixture Install Lighting
and auxiliary outlet. fixture and auxiliary
outlet.
2.4Notify completion of Notify completion of
work. work.
3. Install wiring devices of floor and wall mounted outlets, lighting
fixture/switches and auxiliary outlets
3.1 Select Wiring devices Select Wiring devices
3.2 Install wiring devices Install wiring devices
3.3 Install Lighting fixture/ Install Lighting
switches fixture/ switches
3.4 Notify Completion of Notify Completion of
work work

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Form No. 1.4: Training Needs
Module
Gap Title/Module of Duration (hours)
Instruction
2.1 Plan and prepare Planning and 6
work preparing work
2.2 Install electrical Installing electrical 12
2.3 Install lighting Installing lighting 13
fixture and auxiliary fixture and auxiliary
outlet outlet
2.4 Notify completion Notifying completion 12
of work of work

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TRAINING PLAN
Qualification: ELECTRICAL INSTALLATION AND MAINTENANCE

Pre-training activities. Industry partnership is a very important aspect of
work-based training. The following pre-training activities were conducted as
part of the systematic procedures in establishing industry linkage:
1. Search for prospective industry partners
2. Send proposal letters (follow-up and visitation)
3. Set an appointment for presentation
4. Presentation
5. Conduct site visit for work-based training plan
6. Finalize the Training Plan and Memorandum of Agreement (MOA)
7. Present the Training Plan and MOA for approval
8. Placement of the trainees in the industry

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Date
Trainees’ Training Training Mode of Facilities/Tools Assessment
Staff Venue and
Requirements Activity/Task Training and Equipment Method
Time
Installing electrical  Interpret plans Intern- Leadman  PPE Alturas  Obser- Jan. 7-
protective devices and details ship -Uniform vation March
for distribution, drawing 11,
power, lighting, Wenfred -Gloves 2019
 Install load Lantaka  Oral
auxiliary, lightning center or -Mask question-
protection and breaker panel ning
grounding systems -Safety 8:00-
 Install wire in Harness 5:00
Receptacle  Return PM
circuit to a load demons-
center  Blueprint
tration
 Install Ground  Paper
Fault Current  Pen
Interrupter
 Panel Board
Outlet
 Circuit
 Prepare
Breaker
requisition slip
form  Wire
 2 Install  Screws
electrical boxes  Screw Drivers
in wiring board
 Pliers
 Install conduit
and electrical  GFCI
wiring
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 Check the  Utility Box
Installation
 Elect. Tape
Based to
Standard and  Spotlight
Energize it.  Multi-tester
 Check  Megger
Terminals,
Check Power
and Check
grounding.
 Test the
continuity of a
circuit
 Test the
functionality of
the circuit
 Make a Work
Completion
Report

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Republic of the Philippines
Department of Education
Region VII, Central Visayas
Schools Division of Bohol
BANTOLINAO NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT
MEMORANDUM OF AGREEMENT FOR WORK IMMERSION PARTNERSHIP
This Memorandum of Agreement is entered into this 11th of October, 2018 by and
between:
The BANTOLINAO NATIONAL HIGH SCHOOL, with School Identification

Number 302907 a public high school, with principal address at Bantolinao,
Antequera, Bohol, represented in this Agreement by its School Principal,
PANTALEON R. GULLE, JR., Filipino, of legal age, and hereinafter referred to as
the SCHOOL;
-and-
ALTURAS GROUP OF COMPANIES, a duly registered People’s Organization

operating under the laws of the Philippines, with principal address at CPG Avenue
Tagbilaran City, represented in this Agreement by its HRD Manager MARIA NORA
A. PAHANG, Filipino, of legal age, and hereinafter referred to as the COMPANY.
WITNESSETH:
WHEREAS, the Department of Education of the Philippines, hereinafter referred to as

“DepEd”,is the primary government instrumentality mandated to formulate,
implement, and coordinate policies, plans, programs and projects in the areas of
formal and non-formal basic education; supervise all elementary and secondary
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education institutions, including alternative learning systems, both public and private;
and provide for the establishment and maintenance of a complete, adequate, and
integrated system of basic education relevant to the goals of national development;
WHEREAS, the DepEd has introduced the K to 12 basic education reform program that
includes Senior High School, hereinafter referred to as “SHS”, with the major
objective of ensuring that graduates of basic education are ready for employment,
entrepreneurship and higher learning;
WHEREAS, the SHS curriculum can be customized at the local levels to take into
consideration the needs of local industries and the labor market;
WHEREAS, the DepEd believes that for the effective delivery of SHS instruction, there
is a need for school-industry partnerships that will provide the school the necessary
expertise and venue for practical, on-the-job, enterprise-based training for SHS
learners;
WHEREAS, the DepEd will start full implementation of SHS in School Year 2016-2017;
WHEREAS, the BANTOLINAO NATIONAL HIGH SCHOOL is among those that
will offer SHS to students in the community to carry out DepEd’s objectives for SHS
as spelled out above;
WHEREAS, to achieve this objective, the BANTOLINAO NATIONAL HIGH

SCHOOL needs to enter into a Work Immersion Partnership with the ALTURAS
GROUP OF COMPANIES;
WHEREAS, the ALTURAS GROUP OF COMPANIES operates in the area where the
School is located and has offices, facilities, project sites, and expertise that it can
make available to the School for purposes of student work immersion;
WHEREAS, the ALTURAS GROUP OF COMPANIES considers going into a work
immersion partnership with the School as part of its mission to create a positive
impact on the community, especially the young people;

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WHEREAS, the ALTURAS GROUP OF COMPANIES recognizes the need for a
work immersion environment that is safe for the students and teachers, and conducive
to learning, and has the capability to provide these;
WHEREAS, the BANTOLINAO NATIONAL HIGH SCHOOL and the ALTURAS

GROUP OF COMPANIES, hereinafter collectively referred to as “the PARTIES”,
undertake to collaborate for the successful implementation of the SHS in Antequera,
Bohol cognizant of the need for special protection of the child and with the best
interest of the SHS learner at heart;
NOW, THEREFORE, for and in consideration of the foregoing premises, the PARTIES
hereby agree as follows:
DESCRIPTION OF THE WORK IMMERSION PROGRAM
With the passage of the Enhanced Basic Education Act of 2013 or Republic Act 10533,
the DepEd was tasked to implement the K to 12 Program, essentially adding two (2)
years of specialization within the Basic Educational System;
The DepEd designed the implementation of RA 10533 within the framework of increased
community involvement in the learner’s experience;
With this premise, the DepEd, offers venues for various stakeholders to participate in the
implementation of RA 10533 and, the same offer, accepted by the PARTIES herein;
The Work Immersion Program is one of the course requirements for graduation. A SHS
student has to undergo work immersion in a business organization or establishment
with work requirements related to the specialization. Through work immersion, the
students are exposed to and are familiarized with the work-related environment
related to their field of specialization. Specifically, the students are able to:
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1. Gain relevant and practical industrial skills under the guidance of industry experts and
workers;
2. Appreciate the importance and application of the principles and theories taught in the
classroom;
3. Enhance their technical knowledge and skills;
4. Prepare them to meet the needs and challenges of employment, entrepreneurship, or

higher education after their graduation.
I. OBJECTIVES OF THE WORK IMMERSION PARTNERSHIP
The Work Immersion Partnership has the following objectives:
1. To supplement the formal curriculum of the SHS program with special inputs coming
from the ALTURAS GROUP OF COMPANIES experts and practitioners in order
to make the SHS program aligned and consistent with work standards;
2. To develop in the students of the SHS program the knowledge and skills that are
relevant to the needs of the job market in the area
3. To provide SHS students relevant learning experiences by giving them exposure to

the actual workplace setting.
4. To form Work Immersion Partnership between the BANTOLINAO NATIONAL

HIGH SCHOOL and the ALTURAS GROUP OF COMPANIES, the students,
faculty, and staff of the schools concerned will be allowed the use of and access to the
ALTURAS GROUP OF COMPANIES workplace and equipment as part of their
Work Immersion Program.

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II. RESPONSIBILITIES OF THE PARTIES
A. Joint Responsibilities
Both the BANTOLINAO NATIONAL HIGH SCHOOL and the ALTURAS GROUP
OF COMPANIES shall:
1. Create a joint working group that will prepare the action plan to operationalize the
partnership.
2. Form a joint steering committee to monitor the progress of the partnership and to
make sure that the provisions of this Memorandum of Agreement (MOA) are met.
3. Adhere to all laws, memoranda and circulars pertaining to child protection.
4. Develop the students’ Work Immersion module specifying goals and objectives,
desired outcomes of the program and how these outcomes will be achieved, also
noting the specific knowledge, skills, attitudes and competencies that the student
should acquire after completing the program.
5. Develop a Work Immersion Daily Schedule of Activities that will be followed by the
students during the whole duration of the Work Immersion inside the ALTURAS
GROUP OF COMPANIES.
6. Formulate local school work immersion policies and guidelines on selection,

placement, monitoring, and assessment of students (immersion participants), in order
to ensure that each student is assigned to an immersion partner matched to his/her
desired track, qualifications and aptitude.
B. Responsibilities of the SCHOOL
The BANTOLINAO NATIONAL HIGH SCHOOL, shall:
1. Identify and indicate the SHS track/s, strand/s, and/or specialization/s which will be
the subject of the partnership.
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2. Make the needed adjustments to contextualize the SHS subjects based on inputs
coming from the ALTURAS GROUP OF COMPANIES.
3. Designate a person who will be in charge of coordinating with the ALTURAS

GROUP OF COMPANIES and supervising the activities of the students for the
duration of the Work Immersion Program.
4. Provide insurance coverage for learners during the work immersion program.
5. Continue to exercise its Special Parental Authority under the Family Code over the
Senior High School student under immersion in the premises of the partner.
6. Monitor each student’s progress throughout the duration of the entire work immersion
program so as to make sure that the tasks assigned to each student are meaningful,
challenging, and applicable to his/her particular programs and are able to maximize
the quality of the learning experience.
7. Provide the ALTURAS GROUP OF COMPANIES an evaluation tool for the

students’ immersion performance.
8. Issue a final grade to the student upon completion of the requirements within a
prescribed period.
9. Ensure that the student will adhere to the non- disclosure policies of the ALTURAS
GROUP OF COMPANIES as agreed to by the BANTOLINAO NATIONAL
HIGH SCHOOL.
10. Provide signed Consent forms from the parents as applicable.
11. Provide the ALTURAS GROUP OF COMPANIES a Certificate of Participation in

the SHS program for whatever purpose it may serve.
12. Execute a deed of acceptance as a way of recognizing and acknowledging the

donation/s received from the ALTURAS GROUP OF COMPANIES .
13. Review, facilitate, and endorse the application of ALTURAS GROUP OF

COMPANIES to avail of tax incentives/ exemption as specified in the RA 8525
otherwise known as The Adopt-A School Act of 1998.

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C. Responsibilities of the COMPANY:
The ALTURAS GROUP OF COMPANIES shall:
1. Assign a competent Immersion Coordinator from the ALTURAS GROUP OF

COMPANIES to liaise with the School and supervise the students without prejudice
to the special parental authority of the school, its administrators and teachers for the
duration of the work immersion program so as to ensure efficient implementation of
all stages of the program.
2. Provide inputs into the curriculum through the discussions or workshops that DepEd
will organize.
3. Lend its expertise by making available its resident resource persons to provide
training to the students.
4. Allow the students to be deployed to the different sections/departments/project sites

of the ALTURAS GROUP OF COMPANIES based on the Work Immersion Daily
Schedule of Activities.
5. Agree to the required number of hours of the immersion program set under the DepEd
SHS curriculum.
6. Provide immersion opportunities for 48 students for School Year 2018-2019.
7. Provide students with an orientation about the ALTURAS GROUP OF

COMPANIES, its line of business, and the work its employees do, and expose them
to the various stakeholders of the community in which the ALTURAS GROUP OF
COMPANIES operates for the students to get a holistic understanding of its business.
8. Similarly ensure that students undergo training related to their course, and provide the
students with work or activities that are varied and applicable to their field of study.
9. Make its workplace and facilities available to students, and shall similarly take all
necessary action to ensure the safety of students within their areas of operation at all
times, which shall include, but shall not be limited to, the provision for Personal
Protective Equipment (PPE’s), if applicable. Ensure that the students will not be
exposed to hazardous materials and working environment throughout the duration of
the immersion.

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10. Evaluate students’ performance in the immersion venue by accomplishing provided
evaluation tool
11. Issue a Certificate of Completion to the student trainees upon satisfactory compliance
with all requirements of the program.
12. Execute a deed of donation in favor of DepEd for the completed Work Immersion
Partnership.
13. Submit to the Adopt-A-School Program Secretariat all pertinent documents in support
of the amount specified/ claimed for the tax exemption application of ALTURAS
GROUP OF COMPANIES.
III. EFFECTIVITY
This agreement shall hold for the duration of the 2018-2019 Academic School Year and is
renewable every year. The ALTURAS GROUP OF COMPANIES and the
BANTOLINAO NATIONAL HIGH SCHOOL shall submit their intention for
renewal of this agreement through formal notice within thirty (30) days before the
expiration of this Agreement.
The ALTURAS GROUP OF COMPANIES and the BANTOLINAO NATIONAL

HIGH SCHOOL reserve their respective rights to terminate their participation in the
agreement through formal written notice within thirty (30) days before the effectivity
of the termination. Both parties shall turnover all deliverables agreed thereto in the
Work Immersion Program. Termination shall be subject to the mutual agreement
between the parties.
A material breach of the Work Immersion Guidelines and/or this MOA shall constitute a
ground for termination of the MOA, in the whole or in part, by the aggrieved party,
without prejudice to other legal remedies.

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IV. LIABILITY
The school, its administrator and teachers exercising authority and supervision over the
Senior High School Student undergoing immersion in the premises of the partner may
be held accountable for the student’s acts.
Each party shall answer for losses and damages arising from any accident, act, or
omission directly attributable to its fault or negligence, which may cause death or
bodily injury to any persons, or loss or damage to property, by or on account of the
performance of the respective obligations by the parties pursuant to this Agreement.
Such responsibility shall continue to remain that of the responsible party’s even after
the termination of this agreement, if such losses and damages were incurred during
the effectivity of this agreement.
DepEd shall not be liable for opportunity losses of the ALTURAS GROUP OF
COMPANIES during the duration and after the termination of this agreement.
V. NON-DISCLOSURE PROVISION
It is expressly understood by DepEd and the students that all information on technology,
manufacturing process, process standards, quality assurance methodologies, quality
standards, production capabilities, raw material purchasing, marketing, finance, and
all other related documents, manuals, operational and technical matters that the
ALTURAS GROUP OF COMPANIES shall make available to them shall be used
for the sole purpose of student training. All of these matters are classified as
confidential in nature and proprietary to the ALTURAS GROUP OF COMPANIES
and thereby each student hereby undertakes to prevent transfer of such information by
any of its members to any party outside of the ALTURAS GROUP OF
COMPANIES.
VI. OWNERSHIP OF OUTPUT AND INTELLECTUAL PROPERTY
Intellectual properties developed by the student as part of his or her regular Work
Immersion duties in the ALTURAS GROUP OF COMPANIES and their
corresponding copyrights and/or patents shall belong to the ALTURAS GROUP OF
COMPANIES.

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Intellectual properties developed by the students outside of his or her regular Work
Immersion duties in the ALTURAS GROUP OF COMPANIES and their
corresponding copyrights and/or patents shall belong to the student, even the student
used the time, facilities, materials of ALTURAS GROUP OF COMPANIES, unless
otherwise stipulated in a separate agreement between the student and his or her parent
or guardian and ALTURAS GROUP OF COMPANIES.
The above provisions shall apply in proportion to the intellectual properties developed by
the student in case intellectual property is jointly developed by the student with an
employee or personnel of ALTURAS GROUP OF COMPANIES unless otherwise
stipulated in a separate agreement between the student and his or her parent or
guardian and the ALTURAS GROUP OF COMPANIES.
VI. OTHER PROVISIONS
It is expressly understood by the PARTIES that the ALTURAS GROUP OF

COMPANIES is not obliged to pay wage or salary since there is no employer-
employee relationship that exists. However, the ALTURAS GROUP OF
COMPANIES is not precluded from providing the student with any monetary or
financial assistance in the form of transportation fee, food allowance, etc.
In determining the existence of an employer-employee relationship, the following

elements are considered: (1) the power to hire; (2) the payment of wages; (3) the
power to dismiss, and (4) the power to control the employee’s conduct, with the
control test generally assuming primacy in the overall consideration.
No employer-employee relationship exists between the student and the partner in work
immersion if all the following criteria are met:
1. The training, even though it includes actual operation of the employer’s facilities, is
similar to training provided in an educational program;
2. The training is for the benefit of the student;
3. The student does not displace regular employees, and works under close supervision;
4. The students are not entitled to a job at the conclusion of the training period and are
free to take jobs elsewhere in the same field;

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5. Any clinical training is performed under the supervision and direction of people who
are knowledgeable and experienced in the activity;
6. The training is general, and qualifies the student to work in any similar business. It is
not designed specifically for a job with the employer that offers the program;
7. The screening process for the immersion program is not the same as for employment,
and does not appear to be for that purpose. The screening only uses criteria relevant
for admission to an independent educational program; and
8. Advertisements, posting, or solicitations for the program clearly discuss education or

training, rather than employment, although employers may indicate that qualified
graduates may be considered for employment.
This agreement may be revised, amended or modified only through a written instrument
duly executed and signed by all parties.
FOR THE SCHOOL: FOR THE COMPANY:
PANTALEON R. GULLE, JR. MARIA NORA A. PAHANG

School Principal HRD Manager, Alturas Group of Companies
WITNESSED BY:
JANE MARY GRACE R. OCON ROMMEL L. PAALISBO

SST-III, SHS Focal Person SST- I, Work Immersion Teacher
APPROVED BY:
NIMFA D. BONGO, Ed. D., CESO V

Schools Division Superintendent

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ACKNOWLEDGMENT
Republic of the Philippines )
Province of Bohol )
Municipality of Antequera ) S.S.
BEFORE ME, a Notary Public in and for the municipality named above, personally
appeared the following who have showed to me their respective competent evidence
of identities bearing the following information:
Name Current Issued ID No. Issuing Authority
PANTALEON R. GULLE, JR. __________________ __________________
MARIA NORA A. PAHANG __________________ __________________
They are identified by me through the above mentioned identification documents to be

the same persons who presented the foregoing instrument, signed the same in my
presence and acknowledged to meet the same are their free act and voluntary deed.
This instrument refers to the Memorandum of Agreement between Bantolinao National
High School and Alturas Group of Companies for its Work Immersion Partnership as
part in the implementation of the Work Immersion Program of the Department of
Education. Such Instrument
consisting of 9 pages, including the page on which this Acknowledgment is written has
been signed by the parties and their witnesses on Each and every page thereof and
sealed with my notarial seal.
WITNESS MY HAND AND SEAL this ________ day of __________, 2018 at
______________________________________, Philippines.
Doc. No.____________
Page No.____________
Book No.___________
Series of 2018

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Technical Education and Skills Development Authority Instructions:
BANTOLINAO NATIONAL HIGH SCHOOL This Trainees’ Record Book (TRB) is intended to
serve as record of all accomplishment/task/activities while
undergoing training in the industry. It will eventually
TRAINEE’S RECORD BOOK become evidence that can be submitted for portfolio
assessment and for whatever purpose it will serve you. It is
therefore important that all its contents are viably entered
by both the trainees and instructor.
The Trainees’ Record Book contains all the required
competencies in your chosen qualification. All you have to
do is to fill in the column “Task Required” and “Date
Accomplished” with all the activities in accordance with the
Trainee’s No.09208467135 training program and to be taken up in the school and
with the guidance of the instructor. The instructor will
likewise indicate his/her remarks on the “Instructors
DEXTER BOYRAS Remarks” column regarding the outcome of the task
NAME accomplished by the trainees. Be sure that the trainee will
ELECTRICAL INSTALLATION AND MAINTENANCE personally accomplish the task and confirmed by the
instructor.
QUALIFICATION
It is of great importance that the content should be
written legibly on ink. Avoid any corrections or erasures
TRAINING DURATION:196 HOURS and maintain the cleanliness of this record.
This will be collected by your trainer and submit the
same to the Vocational Instruction Supervisor (VIS) and
ROMMEL L. PAALISBO shall form part of the permanent trainee’s document on
TRAINER file.
THANK YOU!
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NOTES:
_______________________________________________________
______________________________________________________
__________________________________________________________
____________________________________________________
__________________________________________________________
____________________________________________________
_______________________________________________________
__________________________________________________________
____________________________________________________
_______________________________________________________
__________________________________________________________
__________________________________________________________
_________________________________________________
_______________________________________________________
_______________________________________________________

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Unit of Competency: 1. PERFORM ROUGHING-IN, WIRING AND CABLING WORKS FOR SINGLE-PHASE DISTRIBUTION,
POWER, LIGHTING AND AUXILIARY SYSTEMS
Learning Outcome Task/ Activity Required Date Accomplished Instructors Remarks
1. Install electrical  Correct drawings are February 10-15, 2019 Mr. Boyras has performed
metallic /nonmetallic interpreted based on job well in Installing electrical
(PVC requirements metallic /nonmetallic
conduit) (PVC conduit). He bended
the conduit well. He
 Correct quantities of always wears proper PPE
every time he is on the
conduit, fittings and field. However, he still
accessories are determined need to practice more on
using the hickey bender.
as per job requirements
 Tools and equipment are

selected as per job
requirements
 Conduit is assembled

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ensuring that fittings are fully
inserted and tightened as per
job requirements
 Conduit is bent with bends

not exceeding 90° as per job
requirements
 Conduit couplings and

elbows are installed as per
job requirements
 Conduit is threaded in line

with job requirements
 Safety procedures are

followed in line with standard
operating procedures (SOPs)
2. Install wire
ways and
 Correct drawings are February 10-15, 2019 He has shown good skills
cable tray following the standard of
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interpreted to determine job installing wire
ways and
requirements
cable tray. He learns
quickly while observing
 Correct quantities of their senior electricians.
materials are selected as per He always observed
proper use of PPE as
job requirements
instructed in our Pre-
immersion session. But
 Tools and equipment are still he must familiarize
selected as per job the new materials that
are used in the company.
requirements
 Wire ways and cable trays

are installed as per job
requirements.

followed in line with SOPs
3. Install auxiliary  Correct drawings are February 10-15, 2019 In the first time it was
Terminal cabinet and hard for him. Because the
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distribution panel interpreted to determine job unit he practiced in
school in not the same as
requirements
the unit as the company.
But as the work go
 Correct quantities of through he learned from
the seniors quickly.
materials are selected as per
job requirements

selected as per job
requirements
 Auxiliary main distribution

frame is installed as per job
requirements

followed in line with SOPs
4. Prepare for cable pulling  Necessary tools, equipment, February 17-25, 2019 Cable pulling is not new
And installation for him because they are
materials and personal
used to do this kind of job

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protective equipment (PPE) in school many times. He
performed the job easily.
are prepared in line with job
requirements.
 Cable pulling & installation

requirements and constraints
from plan and site inspection
are identified as per job
requirements.
 Cable lay out & installation

equipment is set up in
accordance with
5. Perform wiring  Safety procedures are February 17-25, 2019 He showed confidence in
and cabling lay out followed based on safety his work and
communicate well to the
regulations PPE are identified seniors during wiring
and selected in line with and cabling lay out. He
always wear the
safety requirements appropriate PPE in the
job. He follow his seniors
and help them
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 Tools, equipment, pulling accomplished the job.
compound and safety
requirements are identified
and obtained for the lay out
and installation.
 Pulling materials is properly

installed and tensioned to
required specifications
 Cable is secured
permanently to support
structure in accordance with
standard installation
procedures
 Bending radius and loops

tolerance is observed for
cable materials at all times
 Schedule of wire cutting lists

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is followed based on
estimates, quantity and sizes
to avoid wastage.
 Further instructions are

sought if unplanned events or
conditions occur
 Checking of quality of work

Is done in accordance with
instructions and
requirements.
6. Notify completion of work  Final checks are made to February 24-29, 2019 He final checked the all
ensure that work conforms the things that need to
checked as per job
with instructions and job requirements. He used
requirements variety of tools to ensure
the safety and
functionality of the
 Supervisor is notified upon circuit.
completion of work He demonstrate 5s after
the job are accomplished.
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 Tools, equipment and any However he still need to
have appropriate
surplus resources and
knowledge in storing the
materials are, where materials.
appropriate, cleaned,
checked and returned to
storage in accordance with
established procedures
 Work area is cleaned up and

made safe according to
OHSA regulations
__________________ ____________________
Trainee’s Signature Trainer’s Signature

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Unit of Competency: 2. INSTALL ELECTRICAL PROTECTIVE DEVICES FOR DISTRIBUTION, POWER, LIGHTING,
AUXILIARY, LIGHTNING PROTECTION AND GROUNDING SYSTEMS
1. Plan and  Instructions for the February 24-29, 2019 He already knows how to
prepare work preparation of the work activity read the real plan as per
are communicated and job requirements. Mr.
Boyras prepared the
confirmed of ensure clear
appropriate PPE,
understanding materials that are needed
in the job.
 Tools, equipment and PPE

needed to install electrical
wiring are identified, checked
to ensure they work correctly
as intended and are safe to
use in accordance with

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 Materials needed for
work are obtained in
accordance with established
procedures.
2. Install electrical protective  Safety procedures are February 24-29, 2019
devices followed in line with job
He found this task easy
requirements for him to complete
because he is used to
install circuit breakers
 Correct procedures for and GFCI outlet during
installation of electrical his school days.
protective devices are
performed in line with job
requirements and PEC
 Schedule of work is followed

to ensure work is completed
in an agreed time, to a quality
standard and with a minimum
waste

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sought from a supervisor if
unplanned events or
conditions occur
 On-going checks of quality of

work are done in accordance
with instructions and
requirements
3. Install lighting  Safety procedures are February 24-29, 2019 He is uses to install
fixture and Followed lighting fixture in school
auxiliary that is why he feel
outlet.
comfortable of the job.
 Correct procedures for But it took him longer to
installation of lighting fixture install the CCTV because
and auxiliaries are performed it need and extra care so
that the camera will
in line with job requirements
never be damage.

in an agreed time, to a quality
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standard and with a minimum
waste

unplanned events or
conditions occur.
 On-going checks of quality of

work are undertaken in
accordance with instructions
and requirements.
4. Notify completion of  Final checks are made to February 24-29, 2019 He notified the supervisor
work. ensure the work conforms during completion of
work. He final checked
with instructions and the all the things that
requirements need to checked as per
job requirements. He
used variety of tools to
 Supervisor is notified upon ensure the safety and
functionality of the
completion of work
circuit.
He uses measuring

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 Tools, equipment and any instruments accurately.
materials are, where
appropriate, cleaned, checked
and returned to storage in
accordance with established
procedures
 Work area is cleaned and

made safe
__________________ ____________________

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Unit of Competency: 3. INSTALL WIRING DEVICES OF FLOOR AND WALL MOUNTED OUTLETS, LIGHTING
FIXTURE/SWITCHES AND AUXILLIARY OUTLETS

1. Select wiring devices  Drawings are read and February 24-29, 2019 My Boyras read the plan
interpreted to determine job accurately. Prepared the
correct PPE, tools and
requirements equipment. But he still
needs to know how to
estimate.
 Correct type and quantity of
wiring devices and
consumable items are
identified in line with job
requirements

selected in line with job
requirements
 Correct PPE are identified

and selected in line with
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safety requirements
2. Install wiring devices  Safety procedures are February 24-29, 2019 He find this task easy for
followed based on safety him to complete together
with his co-trainees.
regulations
 Correct procedures for

installation of wiring
devices are performed in
line with job requirements

based on agreed time,
quality standard and
minimum wastage

sought if unplanned
events or conditions occur
 On-going checking of quality
of work is done in
accordance with instructions
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and requirements.
3. Install lighting fixture/  Safety procedures are February 24-29, 2019 He asked to his seniors
switches Followed whenever there is a
lighting outlet that he
never meet before.
 Correct procedures for Specially in Alturas they
usually used modern
installation of lighting lighting outlet.
fixtures/switches are
performed in line with job
requirements

in an agreed time, to a
quality standard and with a
minimum waste

unplanned events or

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conditions occur
 On-going checks of
quality of work are undertaken
in accordance with
instructions and requirements
4. Notify completion of work  Final checks are made to February 24-29, 2019 He final checked to
ensure that work conforms ensure that work
conforms with
with instructions and to instructions and to
requirements requirements.
He take notes whenever
he find new learning and
 Supervisor is notified upon new materials they used
completion of work in every tasks.
 Tools, equipment and any

materials are, where
appropriate, cleaned,
checked and returned to
storage in accordance with

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 Work area is cleaned and
made safe
__________________ ____________________

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TRAINEE’S PROGRESS SHEET
Name : Dexter Boyras Trainer : Rommel L. Paalisbo

Electrical Installation and Nominal
Qualification : : 44 hours
Maintenance NC II Duration
Training Date Date Trainee’s Supervisor’s
Units of Competency Training Activity Rating
Duration Started Finished Initial Initial
Install electrical  Instructions for 8 hours Feb. 24, Feb. 24, C DB WL
protective devices for the preparation of the 2019 2019
distribution, power, work activity are
lighting, auxiliary,
communicated and
lightning protection
and grounding confirmed of ensure
systems. clear understanding
 Tools, equipment
and PPE needed to
install electrical wiring
are identified, checked
to ensure they work
correctly as intended
and are safe to use in
accordance with
 Materials needed
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for work are obtained in
accordance with
established procedures.
 Safety procedures 16 hours Feb. 25- Feb. 25- C DB WL

are followed in line with 26, 2019 26, 2019
job requirements
 Correct
procedures for
installation of electrical
protective devices are
performed in line with
job requirements and
PEC
 Further
instructions are sought
from a supervisor if
unplanned events or
conditions occur
 On-going checks
of quality of work are
done in accordance
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with instructions and
requirements
 Safety procedures 16 hours Feb. 27- Feb. 27- C DB WL

are Followed 28, 2019 28, 2019
 Schedule of work
is followed to ensure
work is completed in an
agreed time, to a quality
standard and with a
minimum waste
 On-going checks
of quality of work are
undertaken in
accordance with
instructions and
requirements.
4 hours Feb. 25- Feb. 29, C DB WL

 Final checks are 26, 2019 2019
made to ensure the
work conforms with
instructions and
requirements

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 Supervisor is
notified upon
completion of work
 Tools, equipment
and any surplus
resources and materials
are, where appropriate,
cleaned, checked and
returned to storage in
accordance with
 Work area is
cleaned and made safe
Total 44 hours
Note: The trainee and the supervisor must have a copy of this form. Schedule of work is followed to ensure work is completed in an
agreed time, to a quality standard and with a minimum waste For purposes of analysis, you may require industry supervisors to
give a numerical rating for the performance of your trainees. Please take note however that in TESDA, we do not use numerical ratings

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Training Session Evaluation
Instructions:
This post-training evaluation instrument is intended to measure how
satisfactorily your trainer has done his job during the whole duration of
your training. Please give your honest rating by checking on the
corresponding cell of your response. Your answers will be treated with
utmost confidentiality.
TRAINER/INSTRUCTOR
1 2 3 4 5
Name of Trainer: ROMMEL L. PAALISBO
1. Orients trainees about CBT, the use of CBLM
√
and the evaluation system
2. Discusses clearly the unit of competencies and
outcomes to be attained at the start of every √
module
3. Exhibits mastery of the subject/course he is
√
teaching
4. Motivates and elicits active participation from
√
the students or trainees
5. Keeps records of evidence/s of competency
√
attainment of each student/trainees
6. Instill value of safety and orderliness in the
√
classrooms and workshops
7. Instills the value of teamwork and positive
√
work values
8. Instills good grooming √
9. Instills value of time √
10. Quality of voice while teaching √
11. Clarity of language/dialect used in teaching √
12. Provides extra attention to trainees and
√
students with specific learning needs.
13. Attends classes regularly and promptly √
14. Shows energy and enthusiasm while teaching √
15. Maximizes use of training supplies and
√
materials
16. Dresses appropriately √
17. Shows empathy √
18. Demonstrates self-control √

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This post-training evaluation instrument is intended to measure how
satisfactorily your trainer prepared and facilitated your training. Please give
your honest rating by checking on the corresponding cell of your response.
Your answers will be treated with utmost confidentiality.
Use the following rating scales:
5 - Outstanding
4 - Very Good/Very Satisfactory
3 – Good/Adequate
2 – Fair/Satisfactory
1 – Poor/Unsatisfactory
PREPARATION 1 2 3 4 5
1. Workshop layout conforms with the components
of a CBT workshop
2. Number of CBLM is sufficient
3. Objectives of every training session is well
explained
4. Expected activities/outputs are clarified
DESIGN AND DELIVERY 1 2 3 4 5
1. Course contents are sufficient to attain
objectives
2. CBLM are logically organized and presented
3. Information Sheet are comprehensive in
providing the required knowledge
4. Examples, illustrations and demonstrations help
you learn
5. Practice exercises like Task/Job Sheets are
sufficient to learn required skills
6. Valuable knowledge are learned through the
contents of the course
7. Training Methodologies are effective
8. Assessment Methods and evaluation system are
suitable for the trainees and the competency
9. Recording of achievements and competencies
acquired is prompt and comprehensive
10. Feedback about the performance of learners are
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given immediately
TRAINING FACILITIES/RESOURCES 1 2 3 4 5
1. Training Resources are adequate
2. Training Venue is conducive and appropriate
3. Equipment, supplies, and materials are
sufficient
4. Equipment, Supplies and Materials are suitable
and appropriate
5. Promptness in providing Supplies and Materials
SUPPORT STAFF 1 2 3 4 5
1. Support Staff are accommodating
Comments/Suggestions:
Mr. Paalisbo as a trainer is competent enough to conduct this training
which gives us the opportunity to enhance and improve our ability to
perform skills in our area of specialization. He also taught as to be
independent specially in doing our task. His experienced in the field of
Electricity also help us to done our job in time. He encourages us to
explore more ideas beyond the four walls of teaching basic education
where we learn the concept of competency based training program.

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SUPERVISED INDUSTRY TRAINING OR ON-THE-JOB
TRAINING EVALUATION FORM
Dear Trainees:
The following questionnaire is designed to evaluate the effectiveness of
the Supervised Industry Training (SIT) or On-the-Job Training (OJT) you
had with the Industry Partner of Bantolinao National High School. Please
check (√) the appropriate box corresponding to your rating for each
question asked. The results of this evaluation shall serve as a basis for
improving the design and management of the SIT in SICAT to maximize
the benefits of the said Program. Thank you for your cooperation.
Use the following rating scales:
5 - Outstanding
4 - Very Good/Very Satisfactory
3 – Good/Adequate
2 – Fair/Satisfactory
1 – Poor/Unsatisfactory
Item RATING
Question
No.
INSTITUTIONAL EVALUATION 1 2 3 4 5 N/A
Has Bantolinao National High
School conducted an orientation
1 about the SIT/OJT program, the
requirements and preparations
needed and its expectations?
School provided the necessary
assistance such as referrals or
2 recommendations in finding the
company for your OJT?

School showed coordination with
3 ALTURAS GROUP OF COMPANIES
in the design and supervision of
your SIT/OJT?
Has your in-school training
adequate to undertake ALTURAS
4 GROUP OF COMPANIES
assignment and its challenges?
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Has BANTOLINAO NATIONAL
5 HIGH SCHOOL monitored your
progress in the Industry?
Has the supervision been effective
in achieving your OJT objectives
6 and providing feedbacks when
necessary?
Did BANTOLINAO NATIONAL
HIGH SCHOOL conduct
7 assessment of your SIT/OJT
program upon completion?
Were you provided with the results
of the ALTURAS GROUP OF
8 COMPANIES and BANTOLINAO
NATIONAL HIGH SCHOOL
assessment of your OJT?
Of our 1 year of work immersion in this establishment, we are very
confident that our trainee’s knowledge and skills will improve and
develop through actual observation, actual practice and experiences
together with the expert’s actual mentoring that can be utilize for
their future job when they are out of our school.
Item RATING
Question
No.
INDUSTRY PARTNER 1 2 3 4 5 N/A
Was ALTURAS GROUP OF
COMPANIES appropriate for your
1 type of training required and/or
desired?
Has ALTURAS GROUP OF
COMPANIES designed the training
2 to meet your objectives and
expectations?
COMPANIES showed coordination
3 with BANTOLINAO NATIONAL
HIGH SCHOOL in the design and
supervision of the SIT/OJT?
COMPANIES and its staff
4 welcomed you and treated you
with respect and understanding?

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COMPANIES facilitated the
training, including the provision of
5 the necessary resources such as
facilities and equipment needed to
achieve your OJT objectives?
6 COMPANIES assigned a supervisor
to oversee your work or training?
Was the supervisor effective in
supervising you through regular
7 meetings, consultations and
advise?
Has the training provided you with
the necessary technical and
8 administrative exposure of real
world problems and practices?
Has the training program allowed
you to develop self-confidence,
9 self-motivation and positive
attitude towards work?
Has the experience improved your
10 personal skills and human
relations?
Are you satisfied with your training
11 in the industry?
We are very privileged that they accepted our desire to send our
trainees to their establishment as part of the work immersion
program because they have been known to be one of the best
training areas of the Electrical Installation and Maintenance
industry consistently for many years. We are so thankful and
satisfied of the results as far as our trainee is concerned.
Signature: _______Qualification: Electrical Installation and Maintenance NC II

Printed Name: Dexter Boyras Supervisor: Wenfred Lantaka
Host Industry Partner: Instructor:
Alturas Group of Companies Rommel L. Paalisbo
Period of Training: February 7, 2019 – February 28, 2019

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Program Evaluation Interpretation and Analysis
How to compute the average or the mean:
1. Add the points per item per rater
2. Divide the sum by the total number of raters
Example:
RATER Rating for Rating for

Item 1 Item 2
Rater A 3
Rater B 4
Rater C 5
Rater D 2
Rater E 4
Total points = 18
Number of Raters = 5
Computing for the Average or Mean

Total Points
Average =
Number of Rater
18
Average = ______________
5
Average = 3.6
Range:
0.00 - 1.49 = Poor/Unsatisfactory
1.50 – 2.49 = Fair/ Adequate
2.50 – 3.49 = Good/Satisfactory
3.50 – 4.49 = Very Good/Very Satisfactory
4.50 – 5.00 = Outstanding

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Rater A
X
of a CBT workshop
2. Number of CBLM is sufficient X
X
explained
4. Expected activities/outputs are clarified X
Rater B
X
of a CBT workshop
X
explained
Rater C
X
of a CBT workshop
X
explained
Rater D
X
of a CBT workshop
X
explained
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Rater E
X
of a CBT workshop
X
explained
Summary of Ratings
RATER Rating for Rating for Rating for Rating for

Item 1 Item 2 Item 3 Item 4
Rater A 4 4 4 4
Rater B 4 4 4 4
Rater C 5 5 4 5
Rater D 5 5 4 5
Rater E 4 4 4 4
TOTAL 22 22 20 22
Average Rating
PREPARATION Average
1. Workshop layout conforms with the
4.4
components of a CBT workshop
2. Number of CBLM is sufficient 4.4
3. Objectives of every training session is
4
well explained
4. Expected activities/outputs are clarified 4.4
General Average 4.3
Range:
0.00 - 1.49 = Poor/Unsatisfactory
1.50 – 2.49 = Fair/ Adequate
2.50 – 3.49 = Good/Satisfactory
3.50 – 4.49 = Very Good/Very Satisfactory
4.50 – 5.00 = Outstanding

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General Interpretation:
Based on the results, the supervised-industry training was very good/very

satisfactory having attained a 4.3 average on the preparation aspect. It is
evident that the program was well-prepared and that the trainees were
equipped with the necessary information and guidance on how to go about
with the program.
Recommendation/s:
Though it is clear that the preparation was done well, there is still a room
for improvement especially on the aspects that were not outstanding. I is
still recommended that the institution through the trainer conduct further
enhancement on how to prepare the trainees for on-the-job training. It may
also be good to review the methodologies of the preparation and institute
some changes in order to achieve an outstanding rating.

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Maintain
Training
Facilities

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WORKSHOP LAYOUT

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OPERATIONAL PROCEDURE
Equipment Portable Angle Grinder
Type
Equipment PG061414
Code
Location Practical Work Area
Operation Procedure:
1. Put on safety gear like

goggles, long sleeves, and
full-face protection. One of
the main dangers of an angle
grinder is flying debris,
including pieces breaking off
of the tool's attachments.
Protect yourself with safety
gear so you don't catch a
piece in your eye. Safety
goggles are good, but a full
face shield is better. Also,
protect your arms and hands
with work gloves and long
sleeves.
2. Support the tool with both

hands. Grasp the handle with 1
hand. If your tool has a dead-
man switch, hold onto that with
this hand. A deadman's switch
is one you must continually
hold in place while the tool is
on for it to work. Use your
other hand to hold the weight of
the tool.

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3. Let the grinder come to full
speed before applying it to the
surface. Hit the power button to
turn it on. Whether you're
cutting, grinding, or sanding,
allow it to come up to speed to
help you keep your actions
smooth and consistent. For
instance, if you're cutting
through metal or other
materials, you'll get a better cut
if the cutting disc is at full
speed first.
4. Move the angle grinder

around constantly when
sanding or cleaning. Don't keep
the tool in one place when
sanding, as you could end up
with gouges. For a smoother
finish, move in a rotating
motion over the surface. If
you're trying to smooth or clean
one particular area, don't hold
it in place; just move it around
and over the area until it's to
your satisfaction.
5. Apply the tool with light

pressure when cutting or
grinding. Let the tool do the
work for you. In fact, just hold
the grinder on the object, and
the rotation will cut or grind for
you. If you press down too
hard, you could cause the tool
to yank on the piece you're
working on, which in turn
could make the tool kick. When
a tool kicks, it could lead to
injuries.

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6. Use the correct angle for the
wheel attachment. For sanding,
apply the tool at a 5°-10° angle
to the work surface.[16] For
grinding, try a 15°-30° angle;
make sure you're using the flat
part of the wheel when using
this attachment.
7. Keep the guard on no matter

what you do. The guard may
get in the way on some
projects, but don't take it off. It
provides some protection from
flying debris if the wheel or
attachment shatters. It's much
better for the guard to take the
hit then your torso or arms!
8. Check the grinder has

stopped spinning completely
before putting it down. If the
wheel is still spinning at all, it
can move around on the
surface you set it on. Apply the
braking system if yours has one
to make sure it's stopped.
Otherwise, just wait for it to
come to a full stop.
9. Unplug the tool when you're

not using it. You don't want the
tool to come on accidentally,
and turning it off is not enough.
Unplug it from the wall so
there's no chance it could come
on and harm you or someone
else.

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OPERATIONAL PROCEDURE CHECKLIST
YES NO
Did you….
1. Put on safety gear like goggles, long sleeves,
and full-face protection?
2. Support the tool with both hands?
3. Let the grinder come to full speed before
applying it to the surface?
4. Move the angle grinder around constantly when
sanding or cleaning?
5. Apply the tool with light pressure when cutting
or grinding?
6. Use the correct angle for the wheel attachment?
7. Keep the guard on no matter what you do?
8. Check the grinder has stopped spinning
completely before putting it down.?
9. Unplug the tool when you're not using it?

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HOUSEKEEPING SCHEDULE
Working
Electrical Installation
Qualification Station/Bldg Station/Electrical
and Maintenance NC II Shop
Area/Section Practical Work Area
In-Charge Dexter Boyras
ACTIVITIES Schedule for the 2nd Semester, 2018

Responsible
Daily Every Weekly Every Month Remarks
Person other 15th ly
Day Day
1. Clean and check welding Trainees 30
equipment/ accessories minutes
from dust and oil; dry and before
properly laid-out/ Group 1
training
secured/stable
session
2. Clean and free welding Trainees After
booths and welding training
positioners from dust/rust session
/gums, used Mig wire Group 2
stubs and metal scraps
3. Clean and arrange working Trainees After
tables according to floor training
plan/lay-out; check session
stability Group 3
4. Clean and check floor, Trainees Every

walls, windows, ceilings Friday
• graffiti/dust/rust after
training
• cobwebs and
outdated/unnecessary Group 1
objects/items
• obstructions
• any used
materials/scraps
(slugs, stubs) spilled
liquid
• open cracks (floor)
5. Clean and check work shop Trainees Every
ventilation and Friday
illumination by dusting after
lamps/bulbs, replacing
training
non-functional lamps and
keeping exhaust clean
6. Clean and check computer Trainees Every
set -monitor, CPU, 15
keyboards, mouse – free, minutes
unnecessary markings, Group 1
dust; cables and plugs are Before
in order; well-arranged; all training
items functional

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7. Clean, inspect air All Trainees Every
conditioning equipment:
First
• keep screen and filter Friday
free from dust/rust of the
• Check selector knobs if month
in normal positions and
are functional
• Check if drainage is OK
8. Clean, check and maintain Trainees Every
Tool Room Friday
• Free of dust, not damp after
training
• Tools in appropriate
positions/locations Group 3
• With visible
labels/signage
• Logbook and forms are
complete, in order and
updated
• Lights, ventilation – OK
9. Clean and check Rest Room Trainees
• Urinals, bowls, wash
basins, walls and
partitions are free from
stains, dirt, oils, graffiti
Group 2
and unnecessary
objects;
• Ceilings free from
cobwebs and dangling
items After
• Floor is kept dry; no training
broken tiles or session
protruding objects
• Equipped with dipper
and pails; properly
located after use
• Water systems is
functional: no
dripping/damaged
faucets or pipes
• Drainage system is
working, no water-
clogged areas
• No offensive odor
• Lights /Ventilation –
OK
10. Clean and check wash Trainees After
area: training
• Walls/Floors- –free session
from oils, molds,
broken tiles, gums,
Group 2
stains or graffiti
• Drainage system is
functional
• Water system
functional; no dripping

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faucets or leaking pipes
• Free from unnecessary
objects (mops, rags)
11. Clean and maintain work Trainees

shop surroundings by
sweeping/ removing fallen
leaves, branches, debris Group 1
and other refuse,
impounded water, clearing
pathways of obstructions
12. Disposal of waste Trainees
materials
(Follow waste segregation Group 3
system)

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WORKSHOP HOUSEKEEPING INSPECTION CHECKLIST
Practical
Area/Section In-charge Dexter A. Boyras
Work Area
DAILY TASK YES NO
Wipe the working tables and chairs, must be free from dirt
and dust
Clean the wiring board and erase the markings on it.
Clean and arrange working tables according to floor plan/lay-
out; check stability
Clean and check CCTV set -monitor, mouse
Clean and check Rest Room
Dispose waste materials
WEEKLY TASK YES NO
Clean and check floor, walls, windows, ceilings
Clean and check work shop ventilation and illumination.
Wipe the wall fans, and ceiling fans.
Clean, check and maintain Tool Room
Clean and maintain training area surroundings by sweeping/
removing fallen leaves, branches, debris and other refuse,
impounded water, clearing pathways of obstructions
MONTHLY TASK YES NO
Inspect circuit breaker and test the GFCI outlets
REMARKS: Need to replace new rags from comfort room
Inspected by: Edcel Lloyd Ponte Date: September 20, 2018

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EQUIPMENT MAINTENANCE SCHEDULE
EQUIPMENT TYPE Portable Angle Grinder
EQUIPMENT CODE PG061414
LOCATION Practical Work Area
Schedule for the Month of September 2018
MANPOWER Daily Every Weekly Every Monthly Remarks
ACTIVITIES Other 15th
Day Day
1. Check panel board, and Trainees Done

circuit breakers’ before and
electrical connections, after every
cables and outlets
use
 Clean and kept dry
 Parts are well-
secured/attached
 Properly labeled
2. Before Each Use: Trainees Done
 Always inspect the before and
tool before use, and after every
ensure it is in top use
condition.
 Ensure all air vents
are clear, use
compressed air to
clean the tool where
possible.
 Check the power
cable to ensure it is
sound and not
damaged in any
way.
3. After every 50 hours of Trainees Done
use the motors’ carbon before and
brushes need to be after every
checked and renewed if
use
necessary. You will
need a cross head
screwdriver and a small
flat head screwdriver.
The brushes are
changed as follows :
 Unscrew the casing

screw (A) and pull the
casing away from the
body by sliding casing
down the power lead
to give access to
motor brushes.
 Remove the brush
assembly by
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unclipping with a flat
head screwdriver.
 If the brush is worn
(less than 6mm
remains, see (C)) then
replace the brush
assembly by clipping
a new one into place
(D). Replace the
casing and secure
with the casing screw
taking care not to
damage the lead.

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EQUIPMENT MAINTENANCE INSPECTION CHECKLIST
Equipment Type : Portable Angle Grinder
Property Code/Number : PG061414
Location : Practical Work Area
YES NO INSPECTION ITEMS
1. Are panel board, and circuit breakers’ electrical
connections, cables and outlets in proper connection?
2. Are all air vents are clear, use compressed air to clean the
tool where possible?
3. Is the power cable not damaged in any way?
4. Is the grinding wheel or cutting disc is perfectly sound and
free from cracks or damage in any way.
5. Did you checked the carbon brushes and renewed after 50
hours of work?
6. Did you replace the grinding disc regularly?
Remarks: The Portable Angle Grinder is in good condition and its well
functioning.
Inspected by: Edcel Lloyd Ponte Date: September 23, 2018

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WASTE SEGREGATION LIST
Qualification Electrical Installation and Maintenance
NC II
In-Charge Genaro T. Aguilor
WASTE SEGREGATION METHOD
General/Accumulated Wastes
Recycle Compose Dispose
Used PVC
Used EMT (Electrical Metallic
Tubing)
Used Wire
Used CPC (corrugated plastic
conduit)
Used Electrical Tape
Defective Multi-meter
Defective Soldering Iron
Defective PVC cutter
Broke Hacksaw Blade
Outdated records/waste papers
Broken glass
Non-functional projector
Broken tables and chairs
Defective ceiling fan
Outdated records/waste papers

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TAG OUT INDEX CARD
Description
Date Type
Log Serial (System components, test
Issued (Danger/Caution)
reference, etc.)
CAUTION:
July Gear shaft or key
PG061414
17,2018 broken Portable Angle Grinder

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WORK REQUEST
Unit Description:
PG061414 Portable Angle Grinder
Observation/s: Date Reported: June 20, 2018
Motor runs but disc does not turn Reported by: Daryl O. Salada
Activity: Replace Gear shaft Date completed: August 17,2018
Spare parts used: Signature:
Gear shaft (Watchman) Roger G. Pagod
Breakdown / Repair Report

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Property ID Number PG061414
Property Name Portable Angle Grinder
Location Practical Work Area/EIM Shop
Findings Recommendation
Gear Shaft is Broken Replace Gear Shaft
Inspected by: Reported to:
Alfredo O. Sevilla Mr. Arnold T. Gentallan
Date: August 17,2018 Date: August 17,2018
Assigned to: Received assignment:

Rommel L. Paalisbo
Date: September 11,2018 Date: September 11,2018
Subsequent Action Taken: Recommendation:

Replace Gear Shaft Replace Gear Shaft
By Technician: Reported to:
Alfredo O. Sevilla Mr. Arnold T. Gentallan
Date: October 5,2018 Date: October 5,2018

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SALVAGE REPORT
AREA / SECTION Practical Work Area

Troubleshooting and Repair Area
IN-CHARGE Rommel L. Paalisbo
FACILITY TYPE PART ID RECOMMENDATION
Test Probe Use as a back-up test
probe of the functioning
multi-meter.

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EQUIPMENT RECORD WITH CODE
AND PICTURE
No. Location Eqpt. Qty Title Descrip- Picture

tion
#
1 Practical MT07 4 Multi- Analog
Work Area 2017 meter
(Sanwa)
2 Practical PG061 6 Portable Makita

Work Area 414 Angle 1.6 horse
Grinder power
3 Practical ED06 6 Electric With

Work Area 2017 Drill hammer
and two
direction
s spin.

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INSPECTION REPORT A
Property ID No. PG061414
Property Name Portable Angle Grinder
Location Practical Work Area
Findings: Recommendation:
Functional Can be used for training purposes
Inspected by: Reported to:
Dexter A. Boyras Rommel L. Paalisbo
Date October 15, 2018 Date October 15, 2018

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INSPECTION REPORT B
In-charge Rommel L. Paalisbo
PROGRESS/
FACILITY TYPE INCIDENT ACTION TAKEN
REMARKS
Portable Angle Gear shaft or key Sent for Repaired
Grinder technical repair
broken
Multi-meter Circuit Board is Salvage the test Replace with new
(Sanwa) Damaged probe recycle the unit.
damage multi-
meter for realia
presentation.
Practical Work Over-used Requested to Replace with new

Area carbon brush purchase carbon carbon brush
brush

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UTILIZE
ELECTRONIC
MEDIA

May 2019 Issued by:
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Revision #

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Sector : ELECTRICAL & ELECTRONICS SECTOR

Qualification Title: ELECTRICAL INSTALLATION & MAINTENANCE

Unit of Competency: Install electrical protective devices for

Date Developed: Document No.

Language, literacy Average grade in: Average grade in:

Cultural and Ethnicity/culture:

Education & Highest Educational Attainment:

Special courses None

Learning styles a. Visual - The visual learner takes mental

c. Auditory- a learner who has the ability to

INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

4.4 Maintain OHS awareness? 

Date Developed: Document No.

Date Developed: Document No.

3. INSTALL WIRING DEVICES OF FLOOR AND WALL MOUNTED

Date Developed: Document No.

Form 1.2: Evidence of Current Competencies acquired related to

4. Practice Occupational Health and Safety Procedures

Date Developed: Document No.

3. PREPARE AND INTERPRET TECHNICAL DRAWING

Date Developed: Document No.

Date Developed: Document No.

Date Developed: Document No.

From the accomplished Self-Assessment Check (Form 1.1) and the

Form 1.3 Summary of Current Competencies Versus Required

Required Units of Current Training Gaps/

Date Developed: Document No.

4.4 Maintain OHS Maintain OHS

Date Developed: Document No.

3. Prepare and interpret technical drawing

Date Developed: Document No.

Form No. 1.4: Training Needs

Training Needs Module Title/

Date Developed: Document No.

Sector : ELECTRICAL & ELECTRONICS

Date Developed: Document No. 09773085826

Date Developed: Document No. 09773085826

Date Developed: Document No. 09773085826

Date Developed: Document No. 09773085826

Date Developed: Document No. 09773085826

Date Developed: Document No. 09773085826

Date Developed: Document No. 09773085826

Demonstration Familiarize Job Perform Job Check Multi- 1 hr.

Demonstration Familiarize Job Perform Job Check Multi- 1 hr.

Date Developed: Document No. 09773085826

Demonstration Familiarize Task Perform Task Check Multi- 1 hr.

Date Developed: Document No. 09773085826

Sector: ELECTRICAL & ELECTRONICS

Date Developed: Document No. 1234

The core unit of competency, "Install electrical protective devices for

The module, Installing electrical protective devices for distribution,

In this module, you are required to go through a series of learning

The goal of this module is the development of practical skills. You

This will be the source of information for you to acquire knowledge

You will be given plenty of opportunity to ask questions and practice

Date Developed: Document No. 1234

 Read Information Sheet, perform Task Sheet, Job Sheet or Operation

You must pass the Institutional Competency Assessment for this

Date Developed: Document No. 1234

Performance Criteria Checklist

Self Check Answer Key

Learning Outcome Summary

In our efforts to standardize CBLM, the

Date Developed: Document No. 1234