| (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
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