| (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.
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