SECTION 130.58. Electrical Technology II (Two Credits), Adopted 2015

(a) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisite: Electrical Technology I. Recommended prerequisite: Principles of Architecture or Principles of Construction. Students shall be awarded two credits for successful completion of this course.

(b) Introduction.

(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

(2) The Architecture and Construction Career Cluster focuses on designing, planning, managing, building, and maintaining the built environment.

(3) In Electrical Technology II, students will gain advanced knowledge and skills needed to enter the workforce as an electrician, a building maintenance technician, or a supervisor; prepare for a postsecondary degree in a specified field of construction or construction management; or pursue an approved apprenticeship program. Students will acquire knowledge and skills in safety, electrical theory, tools, codes, installation of electrical equipment, alternating current and direct current motors, conductor installation, installation of electrical services, and electric lighting installation.

(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

(A) identify job opportunities with their accompanying job duties such as electrician, building maintenance technician, manager, and electrical engineer; and

(B) research careers along with the education, job skills, and experience required to achieve a career goal.

(2) The student knows the issues associated with electrical hazards found on a jobsite. The student is expected to:

(A) demonstrate safe working procedures in a construction environment;

(B) explain the purpose of the Occupational Safety and Health Administration (OSHA) and how it promotes safety on the job;

(C) identify electrical hazards and how to avoid or minimize them in the workplace; and

(D) explain safety issues concerning lockout and tagout procedures, personal protection using assured grounding and isolation programs, confined space entry, respiratory protection, and fall protection.

(3) The student gains knowledge of alternating current and direct current motors with specific attention being given to main parts, circuits, and connections. The student is expected to:

(A) define terms such as ampacity, branch circuit, circuit breaker, controller, duty, full-load amps, ground fault circuit interrupter, interrupting rating, motor circuit switch, thermal protector, National Electrical Manufacturers Association design letter, non-automatic, overcurrent, overload, rated full-load speed, rated horsepower, remote control circuit, service factor, and thermal cutout;

(B) describe the various types of motor enclosures;

(C) describe how the rated voltage of a motor differs from the system voltage;

(D) describe the basic construction and components of a three-phase squirrel cage induction motor;

(E) explain the relationships among speed, frequency, and the number of poles in a three-phase induction motor;

(F) describe how torque is developed in an induction motor;

(G) explain how and why torque varies with rotor reactance and slip;

(H) define percent slip and speed regulation;

(I) explain how the direction of a three-phase motor is reversed;

(J) describe the component parts and operating characteristics of a three-phase wound-rotor induction motor;

(K) define torque, starting current, and armature reaction as they apply to direct current motors;

(L) explain how the direction of rotation of a direct current motor is changed;

(M) describe the design and characteristics of direct current shunt, series, and compound motors;

(N) describe dual-voltage motors and their applications;

(O) describe the methods for determining various motor connections; and

(P) describe general motor protection requirements as delineated by the National Electrical Code.

(4) The student learns the purpose for grounding and bonding electrical systems. The student is expected to:

(A) explain the purpose of grounding and the scope of the National Electrical Code;

(B) distinguish between a short circuit and a ground fault;

(C) define the National Electrical Code ground-related terms;

(D) distinguish between system grounding and equipment grounding;

(E) use the National Electrical Code to size the grounding electrode conductor for various alternating current systems;

(F) explain the National Electrical Code requirements for the installation and physical protection of grounding electrode conductors;

(G) explain the function of the grounding electrode system and determine which grounding electrodes must be used;

(H) define electrodes and explain the resistance requirements for electrodes using the National Electrical Code;

(I) use the National Electrical Code to size the equipment grounding conductor for raceways and equipment;

(J) explain the function of the main bonding jumper and system bonding jumpers in the grounding system and size the bonding jumpers for various applications;

(K) size the main bonding jumper for a service using multiple service disconnecting means;

(L) explain the National Electrical Code requirements for bonding of enclosures and equipment;

(M) explain effective grounding and its importance in clearing ground faults and short circuits;

(N) explain the purposes of the grounded conductor neutral in operation of overcurrent devices;

(O) explain the National Electrical Code requirements for grounding separately derived systems, including transformers and generators;

(P) explain the National Electrical Code requirements for grounding at more than one building; and

(Q) explain the National Electrical Code grounding requirements for systems over 600 volts.

(5) The student properly bends all sizes of conduit up to six inches. The student is expected to:

(A) describe the process of conduit bending using power tools;

(B) identify all parts of popular electric and hydraulic benders;

(C) avoid excessive waste when working with conduit systems;

(D) bend offsets, kicks, saddles, and segmented and parallel bends;

(E) explain the requirements for the National Electrical Code for bending conduit;

(F) compute the radius, degrees in bend, developed length, and gain for conduit up to six inches; and

(G) explain how to correct damaged conduit and modify existing bends.

(6) The student learns to select and size outlet boxes, pull boxes, and junction boxes. The student is expected to:

(A) describe the different types of nonmetallic and metallic boxes;

(B) calculate the required box size for any number and size of conductors;

(C) explain the National Electrical Code regulations for volume required per conductor in outlet boxes;

(D) locate, install, and support boxes of all types;

(E) describe the National Electrical Code regulations governing pull and junction boxes;

(F) explain the radius rule when installing conductors in pull boxes;

(G) understand the National Electrical Code requirements for boxes supporting lighting fixtures;

(H) describe the purpose of conduit bodies and Type FS boxes;

(I) install the different types of fittings used in conjunction with boxes;

(J) describe the installation rules for boxes and fittings in hazardous areas;

(K) explain how boxes and fittings are selected and installed; and

(L) describe the various types of box supports.

(7) The student knows transportation, storage, and setup of cable reels, methods of rigging, and procedures to complete cable pulls in raceways and cable trays. The student is expected to:

(A) describe the various methods of installing conductors in conduit;

(B) plan and set up for a cable pull;

(C) describe how cable reels are transported to the pulling site;

(D) set up reel stands and spindles for a wire-pulling installation;

(E) explain how mandrels, swabs, and brushes are used to prepare conduit for conductors;

(F) install a pull line for a cable-pulling operation;

(G) explain the operation of power fish tape systems;

(H) prepare the ends of conductors for pulling;

(I) describe the types of cable pullers;

(J) describe the process of high-force cable pulling;

(K) explain how to support conductors in vertical conduit runs;

(L) describe the installation of cables in cable trays;

(M) explain the importance of communication during a cable-pulling operation; and

(N) calculate the probable stress or tension in cable pulls.

(8) The student installs cable trays and modifies cable trays and cable. The student is expected to:

(A) describe the components that make up a cable tray assembly;

(B) explain the methods used to hang and secure a cable tray;

(C) describe how cable enters and exits cable trays;

(D) select the proper cable tray fitting for the situation;

(E) explain the National Electrical Manufacturers Association standards for cable tray installations;

(F) explain the National Electrical Code requirements for cable tray installations;

(G) select the required fittings to ensure equipment grounding continuity in cable tray systems;

(H) interpret electrical working drawings showing cable tray fittings;

(I) size a cable tray for the number and type of conductors contained in the system;

(J) select rollers and sheaves for pulling cable in specific cable tray situations; and

(K) designate the required locations of rollers and sheaves for a specific cable pull.

(9) The student knows the methods of terminating and splicing conductors of all types and sizes and the preparation and taping of conductors. The student is expected to:

(A) describe how to make a good conductor termination;

(B) prepare cable ends for terminations and splices;

(C) install lugs and connectors onto conductors;

(D) train cable at termination points;

(E) explain the role of the National Electrical Code in making cable terminations and splices;

(F) explain why mechanical stress should be avoided at cable termination points;

(G) describe the importance of using proper bolt torque when bolting lugs onto bus bars;

(H) describe crimping techniques;

(I) select the proper lug or connector for the job;

(J) describe splicing techniques; and

(K) explain how to use hand and power crimping tools.

(10) The student installs single- and three-phase services, including metering equipment. The student is expected to:

(A) describe various types of electric services for commercial and industrial installations;

(B) read electrical drawings and diagrams describing service installation;

(C) calculate and select service-entrance equipment;

(D) explain the role of the National Electrical Code in service installations;

(E) install main disconnect switches, panel boards, and overcurrent protection devices;

(F) identify the circuit loads, number of circuits required, and installation requirements for distribution panels;

(G) explain the types and purposes of service grounding;

(H) explain the purpose and required locations of ground fault circuit interrupters;

(I) describe single-phase service connections; and

(J) describe both wye-phase and delta-connected three-phase services.

(11) The student knows the practical application of fuses and circuit breakers. The student is expected to:

(A) explain the necessity of overcurrent protection devices in electrical circuits;

(B) define the terms associated with fuses and circuit breakers;

(C) describe the operation of a circuit breaker;

(D) select the most suitable overcurrent device for the application;

(E) describe the operation of single-element and time-delay fuses;

(F) explain how ground fault circuit interrupters can save lives;

(G) calculate short circuit currents; and

(H) describe troubleshooting and maintenance techniques for overcurrent devices.

(12) The student knows the practical applications of contactors and relays. The student is expected to:

(A) describe the operating principles of contactors and relays;

(B) select contactors and relays for use in specific electrical systems;

(C) explain how mechanical contactors operate;

(D) explain how solid-state contactors operate;

(E) install contactors and relays according to National Electrical Code requirements;

(F) select and install contactors and relays for lighting control;

(G) describe how overload relays operate;

(H) connect a simple control circuit; and

(I) test control circuits.

(13) The student learns the basic principles of human vision and the characteristics of light. The student is expected to:

(A) explain how the human eye works;

(B) describe the characteristics of light;

(C) recognize the different kinds of lamps and explain the advantages and disadvantages of each type, including incandescent, halogen, fluorescent, and high-intensity discharge;

(D) select and install lamps into lighting fixtures; and

(E) recognize and install various types of lighting fixtures, including surface mounted, recessed, suspended, and track-mounted units.

Source Note: The provisions of this §130.58 adopted to be effective August 28, 2017, 40 TexReg 9123