load calculations – feeders and services module 26401-08...

*Located in the back of this module. **Located in the Test Booklet.

SAFETY CONSIDERATIONSEnsure that the trainees are equipped with appropriate personal protective equipment.

ADDITIONAL RESOURCESThis module is intended to present thorough resources for task training. The following reference work issuggested for both instructors and motivated trainees interested in further study. This is optional mater-ial for continued education rather than for task training.

National Electrical Code® Handbook, Latest Edition. Quincy, MA: National Fire Protection Association.

Overhead projector and screenTransparenciesBlank acetate sheetsTransparency pensWhiteboard/chalkboard

Markers/chalkPencils and scratch paperTrade Terms Quiz*Module Examinations**

Load Calculations – Feeders and ServicesAnnotated Instructor’s Guide

MODULE OVERVIEWThis module describes basic calculation procedures and calculations for commercial and residentialapplications.

PREREQUISITESPrior to training with this module, it is recommended that the trainee shall have successfully completedCore Curriculum; Electrical Level One; Electrical Level Two; and Electrical Level Three.

OBJECTIVESUpon completion of this module, the trainee will be able to do the following:

1. Size feeders and services in accordance with National Electrical Code® (NEC®) requirements.2. Calculate loads and ampacities for single-phase and three-phase feeders.3. Apply derating factors to size feeders.4. Size feeder overcurrent protection devices (circuit breakers and fuses) for noncontinuous duty and

continuous duty loads.5. Apply tap rules.6. Calculate loads for various residential and commercial applications.7. Calculate loads for schools and other institutional projects.8. Perform feeder and service calculations for farms.9. Calculate the power and supply feeders for marinas and boatyards.

10. Calculate electric motor loads on feeders.

PERFORMANCE TASKSThis is a knowledge-based module. There are no Performance Tasks.

MATERIALS AND EQUIPMENT LIST

Module 26401-08

TEACHING TIME FOR THIS MODULEAn outline for use in developing your lesson plan is presented below. Note that each Roman numeral inthe outline equates to one session of instruction. Each session has a suggested time period of 21⁄2 hours.This includes 10 minutes at the beginning of each session for administrative tasks and one 10-minutebreak during the session. Approximately 20 hours are suggested to cover Load Calculations – Feeders andServices. You will need to adjust the time required for hands-on activity and testing based on your classsize and resources.

Topic Planned Time

Sessions I and II. Introduction and Basic Calculation ProceduresA. Introduction _____________B. Basic Calculation Procedures _____________

1. Load Calculations – Basic Considerations _____________2. Conductor Adjustments _____________3. Calculating Feeder Ampacity _____________4. Tap Rules _____________5. Applying Demand Factors _____________6. Lighting Loads _____________7. Basic Steps for Load Calculations _____________

Sessions III through V. Load Calculations for a Minimum Size Service and Commercial OccupancyCalculations

A. Load Calculations for a Minimum Size Service _____________1. Minimum Service Ratings _____________2. Sizing Neutral Conductors _____________3. Multi-Family Calculations _____________

B. Commercial Occupancy Calculations _____________1. Commercial and Industrial Load Calculations _____________2. Retail Stores with Show Windows _____________3. Office Buildings _____________

Session VI. Restaurants, Optional Calculation for New Restaurants, Services for Hotels and Motels,and Optional Calculations for Schools

A. Restaurants _____________B. Optional Calculation for New Restaurants _____________C. Services for Hotels and Motels _____________D. Optional Calculations for Schools _____________

Session VII. Shore Power Circuits for Marinas and Boatyards, Farm Load Calculations, and Motorsand Motor Circuits

A. Shore Power Circuits for Marinas and Boatyards _____________B. Farm Load Calculations _____________C. Motors and Motor Circuits _____________

Session VIII. Review and Module ExaminationA. Review _____________B. Module Examination _____________

1. Trainees must score 70 percent or higher to receive recognition from the NCCER.

2. Record the testing results on Craft Training Report Form 200, and submit the results to the Training Program Sponsor.

*Located in the Test Booklet.


ADDITIONAL RESOURCESThis module is intended to present thorough resources for task training. The following reference worksare suggested for both instructors and motivated trainees interested in further study. These are optionalmaterials for continued education rather than for task training.

National Electrical Code® Handbook, Latest Edition. Quincy, MA: National Fire Protection Association.Standard for Health Care Facilities (NFPA 99), Latest Edition. Quincy, MA: National Fire Protection

Association.

Overhead projector and screenTransparenciesBlank acetate sheetsTransparency pens

Whiteboard/chalkboardMarkers/chalkPencils and scratch paperModule Examinations*

Health Care FacilitiesAnnotated Instructor’s Guide

MODULE OVERVIEWThis module describes the required backup power and special communication systems and wiringdevices necessary for health care facilities.

PREREQUISITESPrior to training with this module, it is recommended that the trainee shall have successfully completedCore Curriculum; Electrical Level One; Electrical Level Two; Electrical Level Three; and Electrical Level Four,Module 26401-08.


1. List the types of electrical distribution systems used in the medical industry.2. Describe the categories and branch portions of the distribution circuits.3. List the items allowed in the life safety branch and critical branch.4. Describe the ground fault protection required to ensure a safe environment.5. List the required wiring methods in a health care facility.6. Explain the application of special wiring devices in critical care locations.7. Describe the requirements for the installation of specialty equipment.8. Describe the applications of isolated power systems.



Module 26402-08

TEACHING TIME FOR THIS MODULEAn outline for use in developing your lesson plan is presented below. Note that each Roman numeral inthe outline equates to one session of instruction. Each session has a suggested time period of 21⁄2 hours.This includes 10 minutes at the beginning of each session for administrative tasks and one 10-minutebreak during the session. Approximately 10 hours are suggested to cover Health Care Facilities. You willneed to adjust the time required for hands-on activity and testing based on your class size and resources.

Topic Planned Time

Session I. Introduction, Essential Electrical System Types, and Electrical Distribution SystemsA. Introduction _____________B. Essential Electrical System Types _____________

1. Type 1 EES _____________2. Type 2 EES _____________3. Type 3 EES _____________

C. Electrical Distribution Systems _____________1. Double-Ended System Arrangement _____________2. Alternate Power Source Arrangement _____________3. Ground Fault Protection _____________4. Additional Distribution System Grounding and Bonding Requirements _____________

Session II. Wiring and DevicesA. Wiring and Devices _____________

1. Hospital-Grade Receptacles _____________2. General Care Areas _____________3. Critical Care Areas _____________4. Grounding of Receptacles and Fixed Electric Equipment _____________5. Inhalation Anesthetizing Locations _____________6. Low-Voltage Equipment and Instruments _____________7. X-Ray Installations _____________

Session III. Communication, Signaling, Data, and Fire Alarm Systems and Isolated Power SystemsA. Communication, Signaling, Data, and Fire Alarm Systems _____________B. Isolated Power Systems _____________

1. Installation of Isolated Power Systems _____________2. Line Isolation Monitors _____________

Session IV. Review and Module ExaminationA. Review _____________B. Module Examination _____________






Liquid-Cooled Generator Sets Application Manual, Latest Edition. Minneapolis, MN: Cummins Onan.National Electrical Code® Handbook, Latest Edition. Quincy, MA: National Fire Protection Association.OT III Transfer Switches Application Manual, Latest Edition. Minneapolis, MN: Cummins Onan.

Overhead projector and screenTransparenciesBlank acetate sheetsTransparency pensWhiteboard/chalkboardMarkers/chalkPencils and scratch paper

Appropriate personal protective equipmentEngine-driven AC generatorTransfer switchesStorage batteriesTools to perform resistance and capacity checks on

batteriesModule Examinations*

Standby and Emergency SystemsAnnotated Instructor’s Guide

MODULE OVERVIEWThis module explains the NEC® installation requirements for electric generators and storage.

PREREQUISITESPrior to training with this module, it is recommended that the trainee shall have successfully completedCore Curriculum; Electrical Level One; Electrical Level Two; and Electrical Level Three, Modules 26401-08 and26402-08.


1. Explain the basic differences between emergency systems, legally required standby systems, andoptional standby systems.

2. Describe the operating principles of an engine-driven standby AC generator.3. Describe the different types and characteristics of standby and emergency generators.4. Recognize and describe the operating principles of both automatic and manual transfer switches.5. Recognize the different types of storage batteries used in emergency and standby systems and explain

how batteries charge and discharge.6. For selected types of batteries, describe their characteristics, applications, maintenance, and testing.7. Recognize double-conversion and single-conversion types of uninterruptible power supplies (UPSs)

and describe how they operate.8. Describe the National Electrical Code® (NEC®) requirements that pertain to the installation of standby

and emergency power systems.



Module 26403-08

TEACHING TIME FOR THIS MODULEAn outline for use in developing your lesson plan is presented below. Note that each Roman numeral inthe outline equates to one session of instruction. Each session has a suggested time period of 21⁄2 hours.This includes 10 minutes at the beginning of each session for administrative tasks and one 10-minutebreak during the session. Approximately 10 hours are suggested to cover Standby and Emergency Systems.You will need to adjust the time required for hands-on activity and testing based on your class size andresources.

Topic Planned Time

Session I. Introduction and Emergency and Standby Power System ComponentsA. Introduction _____________B. Emergency and Standby Power System Components _____________

1. Engine-Driven Generator Sets _____________2. Transfer Switches _____________3. Automatic Sequential Paralleling Emergency/Standby System _____________

Session II. Storage Batteries and Static Uninterruptible Power SupplyA. Storage Batteries _____________

1. Lead-Acid Batteries _____________2. Nickel Cadmium Batteries _____________3. Battery Maintenance _____________4. Battery and Battery Charger Operation _____________

B. Static Uninterruptible Power Supply _____________1. Double-Conversion UPS Systems _____________2. Single-Conversion UPS Sytems _____________

Session III. NEC® Requirements for Emergency Systems and Emergency System Circuits for Lightand Power

A. NEC® Requirements for Emergency Systems _____________1. Legally Required Standby Systems _____________2. Sources of Power _____________

B. Emergency System Circuits for Light and Power _____________1. Health Care Facilities _____________2. Battery-Powered Emergency Lighting _____________3. Emergency Lighting Units _____________4. Places of Assembly _____________







National Electrical Code® Handbook, Latest Edition. Quincy, MA: National Fire Protection Association.Solid-State Fundamentals for Electricians, Gary Rockis. Homewood, IL: American Technical Publishers,

1993.

Overhead projector and screenTransparenciesBlank acetate sheetsTransparency pensWhiteboard/chalkboardMarkers/chalkPencils and scratch paperAppropriate personal protective equipment

Various diodesLight-emitting diodes (LEDs)TransistorsSilicon-controlled rectifiers (SCRs)Schematic drawingsTrade Terms Quiz*Module Examinations**

Basic Electronic TheoryAnnotated Instructor’s Guide

MODULE OVERVIEWThis module explains the function and operation of basic electronic devices, including semiconductors,diodes, rectifiers, and transistors.

PREREQUISITESPrior to training with this module, it is recommended that the trainee shall have successfully completedCore Curriculum; Electrical Level One; Electrical Level Two; Electrical Level Three; and Electrical Level Four,Modules 26401-08 through 26403-08.


1. Identify electronic system components.2. Describe the electrical characteristics of solid-state devices.3. Describe the basic materials that make up solid-state devices.4. Describe and identify the various types of transistors and explain how they operate.5. Interpret electronic schematic diagrams.6. Describe and connect diodes.7. Describe and connect light-emitting diodes (LEDs).8. Describe how to connect silicon-controlled rectifiers (SCRs).9. Identify the leads of various solid-state devices.

PERFORMANCE TASKSUnder the supervision of the instructor, the trainee should be able to do the following:

1. Test a transistor to determine whether it is an NPN or PNP.2. Identify the cathode on three different styles of SCRs, using the shape or markings for identification.


Module 26404-08

TEACHING TIME FOR THIS MODULEAn outline for use in developing your lesson plan is presented below. Note that each Roman numeral inthe outline equates to one session of instruction. Each session has a suggested time period of 21⁄2 hours.This includes 10 minutes at the beginning of each session for administrative tasks and one 10-minutebreak during the session. Approximately 10 hours are suggested to cover Basic Electronic Theory. You willneed to adjust the time required for hands-on activity and testing based on your class size and resources.Because laboratories often correspond to Performance Tasks, the proficiency of the trainees may be notedduring these exercises for Performance Testing purposes.

Topic Planned Time

Session I. Introduction; Electricity Under Magnification; Semiconductor FundamentalsA. Introduction _____________B. Electricity Under Magnification _____________C. Semiconductor Fundamentals _____________

1. Conductors _____________2. Insulators _____________3. Semiconductors _____________

Session II. Diodes; Light-Emitting Diodes; TransistorsA. Diodes _____________

1. Rectifiers _____________2. Diode Identification _____________

B. Light-Emitting Diodes _____________C. Transistors _____________

1. NPN Transistors _____________2. PNP Transistors _____________3. Identifying Transistor Leads _____________4. Field-Effect Transistors _____________

D. Laboratory _____________Have the trainees practice testing a transistor to determine whether it is an NPN or PNP. This laboratory corresponds to Performance Task 1.

Session III. Silicon-Controlled Rectifiers; Diacs; TriacsA. Silicon-Controlled Rectifiers _____________B. Diacs _____________C. Triacs _____________D. Laboratory _____________

Have the trainees practice identifying the cathode on three different styles of SCRs, using the shape or markings for identification. This laboratory corresponds to Performance Task 2.




C. Performance Testing _____________1. Trainees must perform each task to the satisfaction of the instructor to

receive recognition from NCCER. If applicable, proficiency noted during laboratory exercises can be used to satisfy the Performance Testing requirements.




Overhead projector and screenTransparenciesBlank acetate sheetsTransparency pensWhiteboard/chalkboardMarkers/chalkPencils and scratch paperAppropriate personal protective equipmentIf possible, provide samples of:

Automatic detectorsFixed-temperature heat detectorsCombination heat detectorsPhotoelectric smoke detectorsIonization smoke detectors

Projected beam smoke detectorsDuct detectorsCloud chamber smoke detectorsSemiconductor heat detectorsFusible line-type heat detectorsUltraviolet and infrared flame detectorsWater flow detectorsUV and IR flame detectorsPhotoelectric beam smoke detectorsSpot detectors

Tools used to connect fire alarm systemsTrade Terms Quiz*Module Examinations**Performance Profile Sheets**

Fire Alarm SystemsAnnotated Instructor’s Guide

MODULE OVERVIEWThis module covers fire alarm control units, Digital Alarm Communicator Systems (DACS), installationwiring for alarm initiating and notification devices, and alarm system maintenance.



1. Define the unique terminology associated with fire alarm systems.2. Describe the relationship between fire alarm systems and life safety.3. Explain the role that various codes and standards play in both commercial and residential fire alarm

applications.4. Describe the characteristics and functions of various fire alarm system components.5. Identify the different types of circuitry that connect fire alarm system components.6. Describe the theory behind conventional, addressable, and analog fire alarm systems and explain how

these systems function.


1. Connect selected fire alarm system(s).


Module 26405-08


Certified Alarm Technician Level 1, Latest Edition. Silver Spring, MD: National Burglar and Fire AlarmAssociation.

Practical Fire Alarm Course, Latest Edition. Silver Spring, MD: National Burglar and Fire Alarm Associ-ation.

Understanding Alarm Systems, Latest Edition. Silver Spring, MD: National Burglar and Fire Alarm Asso-ciation.

TEACHING TIME FOR THIS MODULEAn outline for use in developing your lesson plan is presented below. Note that each Roman numeral inthe outline equates to one session of instruction. Each session has a suggested time period of 21⁄2 hours.This includes 10 minutes at the beginning of each session for administrative tasks and one 10-minutebreak during the session. Approximately 15 hours are suggested to cover Fire Alarm Systems. You willneed to adjust the time required for hands-on activity and testing based on your class size and resources.Because laboratories often correspond to Performance Tasks, the proficiency of the trainees may be notedduring these exercises for Performance Testing purposes.

Topic Planned Time

Session I. Introduction; Codes and Standards; Fire Alarm Systems Overview; Fire Alarm SystemEquipment

A. Introduction _____________B. Codes and Standards _____________

1. The National Fire Protection Association _____________C. Fire Alarm Systems Overview _____________

1. Conventional Hardwired Systems _____________2. Multiplex Systems _____________3. Addressable and Analog Addressable Systems _____________

D. Fire Alarm System Equipment _____________

Session II. Fire Alarm Initiating DevicesA. Fire Alarm Initiating Devices _____________

1. Conventional versus Addressable Commercial Detectors _____________2. Automatic Detectors _____________3. Heat Detectors _____________4. Smoke Detectors _____________5. Other Types of Detectors _____________6. Manual (Pull Station) Fire Detection Devices _____________7. Auto-Mechanical Fire Detection Equipment _____________

Session III. Control Panels; FACP Primary and Secondary Power; Notification AppliancesA. Control Panels _____________

1. User Control Points _____________2. FACP Initiating Circuits _____________3. Types of FACP Alarm Outputs _____________4. FACP Listings _____________

B. FACP Primary and Secondary Power _____________C. Notification Appliances _____________

1. Visual Notification Devices _____________2. Audible Notification Devices _____________3. Voice Evacuation Systems _____________4. Signal Considerations _____________

Session IV. Communications and Monitoring; General Installation GuidelinesA. Communications and Monitoring _____________

1. Monitoring Options _____________2. Digital Communicators _____________3. Cellular Backup _____________

B. General Installation Guidelines _____________1. General Wiring Requirements _____________2. Workmanship _____________3. Access to Equipment _____________4. Fire Alarm Circuit Identification _____________5. Power-Limited Circuits in Raceways _____________6. Mounting of Detectors _____________7. Outdoor Wiring _____________8. Fire Seals _____________9. Wiring in Air Handling Spaces _____________

10. Wiring in Hazardous Locations _____________11. Remote Control Signaling Circuits _____________12. Cables Running Floor to Floor _____________13. Cables Running in Raceways _____________14. Cable Spacing _____________15. Elevator Shafts _____________16. Terminal Wiring Methods _____________17. Conventional Initiation Device Circuits _____________18. Notification Appliance Circuits _____________19. Primary Power Requirements _____________20. Secondary Power Requirements _____________

Session V. Total Premises Fire Alarm System Installation Guidelines; Fire Alarm-Related Systemsand Installation Guidelines; Troubleshooting

A. Total Premises Fire Alarm System Installation Guidelines _____________1. Manual Fire Alarm Box (Pull Station) Installation _____________2. Flame Detector Installation _____________3. Smoke Chamber Definition, Smoke Spread Phenomena, and Stratification

Phenomena _____________4. General Precautions for Detector Installation _____________5. Spot Detector Installations on Flat, Smooth Ceilings _____________6. Photoelectric Beam Smoke Detector Installations on Flat, Smooth Ceilings _____________7. Spot Detector Installations on Irregular Ceilings _____________8. Notification Appliance Installation _____________9. Fire Alarm Control Panel Installation Guidelines _____________

B. Fire Alarm-Related Systems and Installation Guidelines _____________1. Ancillary Control Relay Installation Guidelines _____________2. Duct Smoke Detectors _____________3. Elevator Recall _____________4. Special Door Locking Arrangements _____________5. Suppression System Supervision _____________6. Supervision of Suppression Systems _____________

C. Troubleshooting _____________1. Alarm System Troubleshooting Guidelines _____________2. Addressable System Troubleshooting Guidelines _____________

D. Laboratory _____________Have the trainees practice connecting selected fire alarm systems. This laboratory corresponds to Performance Task 1.

Session VI. Review; TestingA. Review _____________B. Module Examination _____________










Copy of the latest edition of the National ElectricalCode®

Conductors for making transformer connectionsConnectors and related hand tools for making

transformer connectionsBuck-and-boost transformer selection chartsVarious types of specialty transformers

Buck-and-boost transformersPotential (voltage) and current transformersClamp-on ammeterMultimeterModule Examinations*Performance Profile Sheets*

Specialty TransformersAnnotated Instructor’s Guide

MODULE OVERVIEWThis module covers various types of transformers and their applications, as well as information on select-ing, sizing, and installing them.



1. Identify three-phase transformer connections.2. Identify specialty transformer applications.3. Size and select buck-and-boost transformers.4. Calculate and install overcurrent protection for specialty transformers.5. Ground specialty transformers in accordance with National Electrical Code® (NEC®) requirements.6. Calculate transformer derating to account for the effects of harmonics.


1. Identify various specialty transformers.2. Using a clamp-on ammeter, demonstrate the principles of a current transformer. Identify the primary

winding, then calculate and measure the effects of increasing the number of turns (loops) in the pri-mary winding.

3. Connect a buck-and-boost transformer to a single-phase circuit so that it will first be in the boost mode,and then in the buck mode. Record the voltage increase and decrease for each configuration.


Module 26406-08

TEACHING TIME FOR THIS MODULEAn outline for use in developing your lesson plan is presented below. Note that each Roman numeral inthe outline equates to one session of instruction. Each session has a suggested time period of 21⁄2 hours.This includes 10 minutes at the beginning of each session for administrative tasks and one 10-minutebreak during the session. Approximately 10 hours are suggested to cover Specialty Transformers. You willneed to adjust the time required for hands-on activity and testing based on your class size and resources.Because laboratories often correspond to Performance Tasks, the proficiency of the trainees may be notedduring these exercises for Performance Testing purposes.

Topic Planned Time

Session I. Introduction; Specialty TransformersA. Introduction _____________

1. Types of Transformers _____________2. Internal Connections in Three-Phase Transformers _____________

B. Specialty Transformers _____________1. Transformers with Multiple Secondaries _____________2. Autotransformers _____________3. Constant-Current Transformers _____________4. Control Transformers _____________5. Series Transformers _____________6. Step-Voltage Regulators _____________7. Other Specialty Transformers _____________

C. Laboratory _____________Have the trainees practice identifying various specialty transformers. This laboratory corresponds to Performance Task 1.

Session II. Instrument Transformers; Sizing Buck-and-Boost TransformersA. Instrument Transformers _____________

1. Current Transformers _____________2. Potential Transformers _____________

B. Laboratory _____________Have the trainees practice using a clamp-on ammeter to demonstrate the principles of a current transformer. Have them identify the primary winding, then calculate and measure the effects of increasing the number of turns (loops) in the primary winding. This laboratory corresponds to Performance Task 2.

C. Sizing Buck-and-Boost Transformers _____________D. Laboratory _____________

Have the trainees practice connecting a buck-and-boost transformer to a single-phase circuit so that it will first be in the boost mode, and then in the buck mode. Have them record the voltage increase and decrease for each configuration. This laboratory corresponds to Performance Task 3.

Session III. HarmonicsA. Harmonics _____________

1. Defining the Problem _____________2. Office Buildings and Plants _____________3. Survey the Situation _____________4. Solving the Problem _____________

Session IV. Review; TestingA. Review _____________B. Module Examination _____________








Overhead projector and screenTransparenciesBlank acetate sheetsTransparency pensWhiteboard/chalkboardMarkers/chalkPencils and scratch paperAppropriate personal protective equipmentHeat sinksNon-programmable solid-state overload relays

(SSOLRs)

Programmable solid-state overload relays(SSOLRs)

Programmable overload relaysTiming relaysPneumatic timing relayDashpot timing relaySolid-state plug-in timing relaysGood and faulty contactsTrade Terms Quiz*Module Examinations**Performance Profile Sheets**

Advanced ControlsAnnotated Instructor’s Guide

MODULE OVERVIEWThis module explains applications and operating principles of solid-state controls, reduced-voltagestarters, and adjustable frequency drives, as well as troubleshooting procedures.



1. Select and install solid-state relays for specific applications in motor control circuits.2. Install non-programmable/programmable motor circuit protectors (solid-state overload relays) in

accordance with the manufacturer’s instructions.3. Select and install electromechanical and solid-state timing relays for specific applications in motor cir-

cuits.4. Recognize the different types of reduced-voltage starting motor controllers and describe their operat-

ing principles.5. Connect and program adjustable frequency drives to control a motor in accordance with the manufac-

turer’s instructions.6. Demonstrate and/or describe the special precautions used when handling and working with solid-

state motor controls.7. Recognize common types of motor braking and explain the operating principles of motor brakes.8. Perform preventive maintenance and troubleshooting tasks in motor control circuits.


1. Identify and connect various control devices.


Module 26407-08


Adjustable Frequency Drives, Application Guide, Latest Edition. Milwaukee, WI: Cutler-Hammer.Consulting Application Guide, Distribution and Control, Latest Edition. Pittsburgh, PA: Cutler-Hammer.Electrical Motor Controls, Gary Rockis and Glen A. Mazur. Homewood, IL: American Technical Publish-

ers, Inc., 1997.National Electrical Code® Handbook, Latest Edition. Quincy, MA: National Fire Protection Association.NFPA 70B Recommended Practice for Electrical Equipment Maintenance. Quincy, MA: National Fire Protec-

tion Association, 1998.

TEACHING TIME FOR THIS MODULEAn outline for use in developing your lesson plan is presented below. Note that each Roman numeral inthe outline equates to one session of instruction. Each session has a suggested time period of 21⁄2 hours.This includes 10 minutes at the beginning of each session for administrative tasks and one 10-minutebreak during the session. Approximately 20 hours are suggested to cover Advanced Controls. You will needto adjust the time required for hands-on activity and testing based on your class size and resources.Because laboratories often correspond to Performance Tasks, the proficiency of the trainees may be notedduring these exercises for Performance Testing purposes.

Topic Planned Time

Session I. Introduction; Solid-State RelaysA. Introduction _____________B. Solid-State Relays _____________

1. Solid-State Relay Operation _____________2. Comparison of Electromechanical Relays to Solid-State Relays _____________3. Two-Wire and Three-Wire SSR Control _____________4. Connecting SSRs to Achieve Multiple Outputs _____________5. SSR Temperature Considerations _____________6. Solid-State Relay Overvoltage and Overcurrent Protection _____________

Session II. Solid-State Protective Relays; Timing RelaysA. Solid-State Protective Relays _____________

1. Non-Programmable Solid-State Overload Relays _____________2. Programmable Solid-State Overload Relays _____________

B. Timing Relays _____________1. Pneumatic Timing Relays _____________2. Dashpot Timing Relays _____________3. Solid-State Timing Relays _____________4. Timing Relay Applications _____________

Session III. Reduced-Voltage Starting Motor ControlA. Reduced-Voltage Starting Motor Control _____________

1. Autotransformer Reduced-Voltage Starting Motor Control _____________2. Part-Winding, Reduced-Voltage Starting Motor Control _____________3. Wye-Delta, Reduced-Voltage Starting Motor Control _____________4. Solid-State, Reduced-Voltage Starting Motor Control _____________5. Selection of Reduced-Voltage Controllers _____________

Session IV. Adjustable Frequency DrivesA. Adjustable Frequency Drives _____________

1. Basic Adjustable Frequency Drive Operation _____________2. AFD Parameters That Can Be Programmed or Monitored _____________3. Classifications and Nameplate Markings for AFDs _____________4. Types of Adjustable Speed Loads _____________5. AFD Selection Considerations _____________

Session V. LaboratoryA. Laboratory _____________

Have the trainees practice identifying and connecting various control devices. This laboratory corresponds to Performance Task 1.

Session VI. Motor Braking Methods; Precautions When Working with Solid-State ControlsA. Motor Braking Methods _____________

1. Dynamic Braking (DC Electric Braking) of an AC Motor _____________2. Dynamic Braking (AC Drives) _____________3. Electromechanical Braking _____________

B. Precautions When Working with Solid-State Controls _____________

Session VII. Motor Control Maintenance; Motor Control TroubleshootingA. Motor Control Maintenance _____________

1. Preventive Maintenance Tasks _____________B. Motor Control Troubleshooting _____________

1. Customer Interface _____________2. Physical Examination of the System _____________3. Basic System Analysis _____________4. Use of Manufacturer’s Troubleshooting Aids _____________5. Troubleshooting Motor Control Circuits and Components _____________6. Electrical Troubleshooting Procedures Common to All Motor Control

Circuits _____________

Session VIII. Review; TestingA. Review _____________B. Module Examination _____________








Overhead projector and screenTransparenciesBlank acetate sheetsTransparency pensWhiteboard/chalkboardMarkers/chalkPencils and scratch paper

Appropriate personal protective equipmentThermostats used in residential, commercial, and

industrial applicationsTrade Terms Quiz*Module Examinations**Performance Profile Sheets**

HVAC ControlsAnnotated Instructor’s Guide

MODULE OVERVIEWThis module provides a basic overview of HVAC systems and their controls, and stresses electrical trou-bleshooting and NEC® requirements.



1. Identify the major mechanical components common to all HVAC systems.2. Explain the function of a thermostat in an HVAC system.3. Describe different types of thermostats and explain how they are used.4. Demonstrate the correct installation and adjustment of a thermostat using proper siting and wiring

techniques.5. Explain the basic principles applicable to all control systems.6. Identify the various types of electromechanical and electronic HVAC controls, and explain their func-

tion and operation.7. State the National Electrical Code® (NEC®) requirements applicable to HVAC controls.


1. Identify various types of thermostats and explain their operation and uses.2. Install a conventional 24V bimetal thermostat and hook it up using the standard coding system for

thermostat wiring.3. Check and adjust a thermostat, including the heat anticipator setting and indicator adjustment.


Module 26408-08


Modern Refrigeration and Air Conditioning, A. D. Althouse, C. H. Turnquist, A. F. Bracciano. Tinley Park,IL: The Goodheart-Willcox Company, Inc., 2000.

Remote-Mounted Thermostats, Latest Edition. Syracuse, NY: Carrier Corporation.

TEACHING TIME FOR THIS MODULEAn outline for use in developing your lesson plan is presented below. Note that each Roman numeral inthe outline equates to one session of instruction. Each session has a suggested time period of 21⁄2 hours.This includes 10 minutes at the beginning of each session for administrative tasks and one 10-minutebreak during the session. Approximately 15 hours are suggested to cover HVAC Controls. You will needto adjust the time required for hands-on activity and testing based on your class size and resources.Because laboratories often correspond to Performance Tasks, the proficiency of the trainees may be notedduring these exercises for Performance Testing purposes.

Topic Planned Time

Session I. Introduction; Heating; Ventilation; Air ConditioningA. Introduction _____________B. Heating _____________C. Ventilation _____________D. Air Conditioning _____________

1. System Components _____________2. Refrigeration Cycle _____________3. Heat Pumps _____________

Session II. ThermostatsA. Thermostats _____________

1. Principles of Operation _____________2. Heating-Only Thermostats _____________3. Cooling-Only Thermostats _____________4. Heating-Cooling Thermostats _____________5. Heating-Cooling Automatic Changeover Thermostats _____________6. Multi-Stage Thermostats _____________7. Programmable Thermostats _____________8. Line-Voltage Thermostats _____________9. Thermostat Installation _____________

Session III. LaboratoriesA. Laboratory _____________

Have the trainees practice identifying various types of thermostats and explain their operation and uses. This laboratory corresponds to Performance Task 1.

B. Laboratory _____________Have the trainees practice installing a conventional 24V bimetal thermostat and hook it up using the standard coding system for thermostat wiring. This laboratory corresponds to Performance Task 2.

C. Laboratory _____________Have the trainees practice checking and adjusting a thermostat, including the heat anticipator setting and indicator adjustment. This laboratory corresponds to Performance Task 3.

Session IV. HVAC Control Systems; HVAC Digital Control SystemsA. HVAC Control Systems _____________

1. Motor Speed Controls _____________2. Lockout Control Circuit _____________3. Time Delay Relays _____________4. Compressor Short-Cycle Timer _____________5. Control Circuit Safety Switches _____________6. Furnace Controls _____________7. Heat Pump Defrost Controls _____________

B. HVAC Digital Control Systems _____________1. Direct Digital Control _____________2. Controlling Devices _____________3. Example of a Digital Control System _____________

Session V. Control Circuit Review; NEC® Requirements; TroubleshootingA. Control Circuit Review _____________B. NEC® Requirements _____________

1. NEC® Requirements for HVAC Controls _____________2. NEC® Requirements for Compressors _____________3. NEC® Requirements for Room Air Conditioners _____________4. NEC® Requirements for Electric Baseboard Heaters _____________5. NEC® Requirements for Electric Space Heating Cables _____________

C. Troubleshooting _____________

Session VI. Review and TestingA. Review _____________B. Module Examination _____________







Overhead projector and screenTransparenciesBlank acetate sheetsTransparency pensWhiteboard/chalkboardMarkers/chalkPencils and scratch paperAppropriate personal protective equipmentSelf-regulating cablesPower-limiting cablesMineral-insulated cables

Manufacturer’s application/design guidesComponents used in pipeline heat tracing systemsComponents used in roof, gutter, and downspout

de-icing systemsComponents used in snow-melting and anti-icing

systemsElectric heating mats and cablesTV with DVD or VHS player (optional)Trade Terms Quiz*Module Examinations**Performance Profile Sheets**

Heat Tracing and Freeze ProtectionAnnotated Instructor’s Guide

MODULE OVERVIEWThis module covers various heat tracing systems along with their applications and installation require-ments.



1. Identify and describe the purpose of electric heat tracing equipment used with pipelines and vessels.2. Select, size, and install electric heat tracing equipment on selected pipelines and vessels in accordance

with the manufacturer’s instructions and National Electrical Code® (NEC®) requirements.3. Identify and describe the purpose of electric heating equipment used with roof, gutter, and down-

spout de-icing systems.4. Select, size, and install selected roof, gutter, and downspout de-icing systems in accordance with the

manufacturer’s instructions and NEC® requirements.5. Identify and describe the purpose of electric heating equipment used with snow-melting and anti-

icing systems.6. Select, size, and install selected snow-melting and anti-icing systems in accordance with the manu-

facturer’s instructions and NEC® requirements.7. Identify and describe the purpose of electric heat tracing equipment used with domestic hot-water

temperature maintenance systems.8. Select, size, and install selected electric heat traced domestic hot-water systems in accordance with

the manufacturer’s instructions and NEC® requirements.9. Identify and describe the purpose of electric floor heating/warming systems.

10. Select, size, and install selected electric floor heating/warming systems in accordance with the man-ufacturer’s instructions and NEC® requirements.


1. Prepare and connect heat tracing cable in a power connection box or splice box.


Module 26409-08



American Electrician’s Handbook, Terrell Croft and Wilfred I. Summers. New York, NY: McGraw-Hill,1996.


TEACHING TIME FOR THIS MODULEAn outline for use in developing your lesson plan is presented below. Note that each Roman numeral inthe outline equates to one session of instruction. Each session has a suggested time period of 21⁄2 hours.This includes 10 minutes at the beginning of each session for administrative tasks and one 10-minutebreak during the session. Approximately 10 hours are suggested to cover Heat Tracing and Freeze Protec-tion. You will need to adjust the time required for hands-on activity and testing based on your class sizeand resources. Because laboratories often correspond to Performance Tasks, the proficiency of the traineesmay be noted during these exercises for Performance Testing purposes.

Topic Planned Time

Session I. Introduction; Pipeline Heat Tracing Applications; Pipeline Electric Heat Tracing Systems;Equipment Selection and Installation for Pipe Heat Tracing Systems

A. Introduction _____________B. Pipeline Heat Tracing Applications _____________C. Pipeline Electric Heat Tracing Systems _____________

1. Heat Tracing System Power Distribution _____________2. Heat Tracing System Cables _____________3. Heat Tracing System Control _____________4. Heat Tracing System Monitoring _____________5. Typical Heat Tracing System Operation _____________

D. Equipment Selection and Installation for Pipe Heat Tracing Systems _____________1. Installation Guidelines _____________

Session II. Roof, Gutter, and Downspout De-Icing Systems; Component Selection and Installationfor Roof, Gutter, and Downspout De-Icing Systems; Snow-Melting and Anti-Icing Systems;Component Selection and Installation for Snow-Melting and Anti-Icing Systems

A. Roof, Gutter, and Downspout De-Icing Systems _____________B. Component Selection and Installation for Roof, Gutter, and Downspout

De-Icing Systems _____________1. Installation Guidelines _____________

C. Snow-Melting and Anti-Icing Systems _____________D. Component Selection and Installation for Snow-Melting and Anti-Icing Systems _____________

1. Installation Guidelines _____________

Session III. Domestic Hot-Water Temperature Maintenance Systems; Component Selection andInstallation for Domestic Hot-Water Temperature Maintenance Systems; Floor Heating andWarming Systems; Component Selection and Installation for Floor Heating Systems

A. Domestic Hot-Water Temperature Maintenance Systems _____________B. Component Selection and Installation for Domestic Hot-Water Temperature

Maintenance Systems _____________1. Installation _____________2. NEC® Requirements _____________

C. Floor Heating and Warming Systems _____________D. Component Selection and Installation for Floor Heating Systems _____________

1. NEC® Requirements _____________E. Laboratory _____________

Have the trainees practice preparing and connecting heat tracing cable in a power connection box or splice box. This laboratory corresponds to Performance Task 1.











Overhead projector and screenTransparenciesBlank acetate sheetsTransparency pensWhiteboard/chalkboardMarkers/chalk

Pencils and scratch paperAppropriate personal protective equipmentVarious couplingsMotors and megohmmeters for insulation resis-

tance testingModule Examinations*

Motor Operation and MaintenanceAnnotated Instructor’s Guide

MODULE OVERVIEWThis module covers basic motor operation and maintenance.



1. Recognize the factors related to motor reliability and life span.2. Measure motor winding insulation resistance and compensate for temperature.3. Identify motors needing replacement.



Module 26410-08

TEACHING TIME FOR THIS MODULEAn outline for use in developing your lesson plan is presented below. Note that each Roman numeral inthe outline equates to one session of instruction. Each session has a suggested time period of 21⁄2 hours.This includes 10 minutes at the beginning of each session for administrative tasks and one 10-minutebreak during the session. Approximately 10 hours are suggested to cover Motor Operation and Mainte-nance. You will need to adjust the time required for hands-on activity and testing based on your class sizeand resources.

Topic Planned Time

Session I. Introduction; Squirrel Cage Motors; Motor MaintenanceA. Introduction _____________

1. Usual Service Conditions _____________2. Unusual Service Conditions _____________3. Effects of Overloading and Single-Phasing _____________4. Insulation Systems _____________

B. Squirrel Cage Motors _____________1. Starting Configurations _____________2. Typical Squirrel Cage Motor Winding Failures _____________

C. Motor Maintenance _____________1. Tools for Maintenance and Troubleshooting _____________2. Basic Care and Maintenance _____________3. Periodic Predictive Testing _____________

Session II. Motor Bearing Maintenance; Motor Insulation TestingA. Motor Bearing Maintenance _____________

1. Frequency of Lubrication _____________2. Lubrication Procedure _____________3. Checking Bearings _____________

B. Motor Insulation Testing _____________1. Insulation Resistance Tests _____________2. Determining the Polarization Index _____________3. Insulation Testing Considerations _____________

Session III. Receiving and Storing Motors; Troubleshooting Motors; Motor Installation andCommissioning Guidelines

A. Receiving and Storing Motors _____________B. Troubleshooting Motors _____________

1. Insulation Testing _____________2. Grounded Coils _____________3. Water-Damaged Motors _____________

C. Laboratory _____________Have the trainees practice performing an insulation resistance test.

D. Motor Installation and Commissioning Guidelines _____________1. Alignment _____________2. Endplay Adjustment _____________3. First-Time Startup _____________4. Coupled Startup _____________5. Doweling _____________




American Electrician’s Handbook, Terrell Croft and Wilfred I. Summers. New York, NY: McGraw-Hill,1996.


Overhead projector and screenTransparenciesBlank acetate sheetsTransparency pensWhiteboard/chalkboardMarkers/chalkPencils and scratch paperAppropriate personal protective equipmentCommon types of medium-voltage cableInline tape splicing kitsVarious types of tape applied for primary

insulation

Manufactured termination and splice kitsQuick inline splicing kitPhotos of terminations/cables that have been

damaged by flashover and/or trackingInsulators used with medium-voltage

terminationsTrade Terms Quiz*Module Examinations**Performance Profile Sheets**

Medium-Voltage Terminations/SplicesAnnotated Instructor’s Guide

MODULE OVERVIEWThis module offers an overview of the NEC ® and cable manufacturers’ requirements for medium-voltage terminations and splices.



1. Select the proper materials and tools for medium-voltage terminations and splices.2. Prepare medium-voltage cable for terminations and splices.3. Complete cable assemblies using terminations and splices.4. Inspect and test medium-voltage terminations and splices.


1. Prepare a cable and complete a splice or stress cone.


Module 26411-08

TEACHING TIME FOR THIS MODULEAn outline for use in developing your lesson plan is presented below. Note that each Roman numeral inthe outline equates to one session of instruction. Each session has a suggested time period of 21⁄2 hours.This includes 10 minutes at the beginning of each session for administrative tasks and one 10-minutebreak during the session. Approximately 10 hours are suggested to cover Medium-VoltageTerminations/Splices. You will need to adjust the time required for hands-on activity and testing based onyour class size and resources. Because laboratories often correspond to Performance Tasks, the profi-ciency of the trainees may be noted during these exercises for Performance Testing purposes.

Topic Planned Time

Session I. Introduction; Medium-Voltage Power Cable; Splicing IA. Introduction _____________

1. Straight Splices _____________B. Medium-Voltage Power Cable _____________

1. Medium-Voltage Cable Components _____________2. Strand Shielding _____________3. Insulation _____________4. Insulation Shield System _____________5. Jacket _____________

C. Splicing _____________1. Splicing Steps _____________2. Inline Tape Splices _____________

Session II. Splicing IIA. Splicing _____________

1. Tee Tape Splice _____________2. Manufactured Termination and Splice Kits _____________3. Quick Inline Splicing Kits _____________4. Paper-Insulated Cable Splices _____________

B. Laboratory _____________Have the trainees practice preparing a cable and completing a splice or stress cone. This laboratory corresponds to Performance Task 1.

Session III. Terminations; High-Potential (Hi-Pot) TestingA. Terminations _____________

1. Stress Control _____________2. Sealing to the External Environment _____________

B. High-Potential (Hi-Pot) Testing _____________1. Method of Application _____________2. Selective Guard Circuits _____________3. Connections _____________4. Selective Guard Service Connections _____________5. Corona Guard Ring and Guard Shield _____________6. Detailed Operating Procedure _____________7. Go/No-Go Testing _____________8. Insulation Resistance Measurements _____________

Special LocationsAnnotated Instructor’s Guide

MODULE OVERVIEWThis module covers the National Electrical Code® (NEC ®) requirements for special occupancies orinstallations.



1. Identify and select equipment, enclosures, devices, and wiring methods approved by the currentNEC® for the following special occupancies or installations:• Places of assembly• Theaters• Carnivals, circuses, and fairs• Agricultural buildings• Marinas and boatyards• Temporary wiring• Office partitions• Swimming pools, fountains, hot tubs, and similar installations• Natural and manmade bodies of water

2. Comply with NEC ® requirements regarding equipotential planes as they refer to bonding andgrounding in water-related installations.

3. Determine electrical datum planes in water-related installations.



Module 26412-08





Overhead projector and screenTransparenciesBlank acetate sheetsTransparency pensWhiteboard/chalkboard

Markers/chalkPencils and scratch paperAppropriate personal protective equipmentTrade Terms Quiz*Module Examinations**

TEACHING TIME FOR THIS MODULEAn outline for use in developing your lesson plan is presented below. Note that each Roman numeral inthe outline equates to one session of instruction. Each session has a suggested time period of 21⁄2 hours.This includes 10 minutes at the beginning of each session for administrative tasks and one 10-minutebreak during the session. Approximately 20 hours are suggested to cover Special Locations. You will needto adjust the time required for hands-on activity and testing based on your class size and resources.

Topic Planned Time

Session I. Introduction; Assembly Occupancies; Theaters and Similar LocationsA. Introduction _____________B. Assembly Occupancies _____________

1. Wiring Methods in Assembly Occupancies _____________2. Finish Ratings _____________

C. Theaters and Similar Locations _____________1. Wiring Methods in Theaters, Audience Areas, and Similar Locations _____________2. Fixed Stage Switchboards _____________3. Wiring Methods for Fixed Equipment (Other Than Switchboards) _____________4. On-Stage Portable Switchboards _____________5. Dressing Rooms _____________

Session II. Carnivals, Circuses, Fairs, and Similar Events; Agricultural BuildingsA. Carnivals, Circuses, Fairs, and Similar Events _____________

1. Overhead Conductor Clearances _____________2. Power Sources _____________3. Wiring Methods–Cords, Cables, and Connectors _____________4. Wiring Methods–Rides, Tents, and Concessions _____________5. Grounding and Bonding _____________

B. Agricultural Buildings _____________1. Wiring Methods _____________2. Motors and Luminaires _____________3. Electrical Supply from a Distribution Point _____________4. Equipotential Planes _____________

Session III. Marinas and BoatyardsA. Marinas and Boatyards _____________

1. General Requirements for Devices, Equipment, and Enclosures _____________2. Service and Feeder Conductor Load Calculations _____________3. Wiring Methods _____________4. Grounding _____________5. Disconnecting Means for Shore Power _____________6. Receptacles _____________7. Hazardous Locations in and Around Marinas and Boatyards _____________

Session IV. Temporary Installations; Wired PartitionsA. Temporary Installations _____________

1. Feeder and Branch Circuit Conductors _____________2. Receptacles _____________3. Temporary Lighting _____________4. Wiring and Equipment Greater Than 600V _____________5. Ground Fault Protection _____________6. Assured Equipment Grounding Conductor Program _____________

B. Wired Partitions _____________

Sessions V and VI. Swimming Pools, Fountains, Hot Tubs, and Similar InstallationsA. Swimming Pools, Fountains, Hot Tubs, and Similar Installations _____________

1. General Wiring Requirements _____________2. Permanently Installed Pools _____________3. Storable Pools _____________4. Spas and Hot Tubs _____________5. Fountains _____________6. Therapeutic Pools and Tubs _____________7. Hydromassage Bathtubs _____________

Session VII. Natural and Manmade Bodies of WaterA. Natural and Manmade Bodies of Water _____________

1. Electrical Datum Plane _____________2. Location of Equipment and Enclosures _____________3. GFCI Protection, Grounding, and Bonding _____________4. Equipotential Planes _____________

Session VIII. Review; TestingA. Review _____________B. Module Examination _____________



Introductory Skills for the Crew LeaderAnnotated Instructor’s Guide

MODULE OVERVIEWThis module introduces the basic leadership skills a crew leader needs in order to supervise a crew.




Module 26413-08




National Association of Women in Construction (NAWIC), www.nawic.orgNational Institute of Occupational Safety and Health (NIOSH), www.cdc.gov/nioshNational Safety Council, www.nsc.orgOccupational Safety and Health Administration (OSHA), www.osha.govSociety for Human Resources Management (SHRM), www.shrm.orgUnited States Department of Labor, www.dol.gov

Overhead projector and screenTransparenciesBlank acetate sheetsTransparency pensWhiteboard/chalkboardMarkers/chalk

Pencils and scratch paperAppropriate personal protective equipmentOSHA log booksSample MSDSsModule Examinations*

TEACHING TIME FOR THIS MODULEAn outline for use in developing your lesson plan is presented below. Note that each Roman numeral inthe outline equates to one session of instruction. Each session has a suggested time period of 21⁄2 hours.This includes 10 minutes at the beginning of each session for administrative tasks and one 10-minutebreak during the session. Approximately 16 hours are suggested to cover Introductory Skills for the CrewLeader. You will need to adjust the time required for hands-on activity and testing based on your class sizeand resources.

Topic Planned Time

Session I. Orientation to the Job; Leadership Skills IA. Growth and Economics of the Construction Industry _____________

1. Changing Values of Workers _____________B. The Construction Industry Today _____________

1. Training _____________2. Impact of Developing Technology _____________

C. Gender and Cultural Issues _____________1. Communication Styles of Men and Women _____________2. Language Barriers _____________3. Cultural Differences _____________4. Sexual Harassment _____________5. Gender and Minority Discrimination _____________

D. The Construction Organization _____________1. Division of Responsibility _____________2. Authority and Responsibility _____________3. Job Descriptions _____________4. Policies and Procedures _____________

E. Introduction to Supervision _____________F. The Shift in Work Activities _____________G. Becoming a Leader _____________

1. Characteristics of Leaders _____________2. Functions of a Leader _____________3. Leadership Styles _____________4. Ethics in Leadership _____________

H. Communication _____________1. Verbal Communication _____________2. Non-Verbal Communication _____________3. Written or Visual Communication _____________4. Communication Issues _____________

I. Motivation _____________1. Employee Motivators _____________2. Motivating Employees _____________

Session II. Leadership Skills II; Safety ObjectivesA. Team Building _____________

1. Successful Teams _____________2. Building Successful Teams _____________

B. Getting the Job Done _____________1. Delegating Responsibilities _____________2. Implementing Policies and Procedures _____________

C. Problem Solving and Decision Making _____________1. Problem Solving vs. Decision Making _____________2. Types of Decisions _____________3. Formal Problem-Solving Techniques _____________4. Special Leadership Problems _____________

D. Safety Overview _____________1. Accident Statistics _____________

E. Costs of Accidents _____________1. Insured Costs _____________2. Uninsured Costs _____________

F. Safety Regulations _____________1. Workplace Inspections _____________2. Penalties for Violations _____________

G. Safety Responsibilities _____________1. Safety Program _____________2. Safety Policies and Procedures _____________3. Hazard Identification and Assessment _____________4. Safety Information and Training _____________5. Safety Record Systems _____________6. Accident Investigation Procedures _____________

H. Supervisor Involvement in Safety _____________1. Safety Meetings _____________2. Inspections _____________3. First Aid _____________4. Fire Protection and Prevention _____________5. Substance Abuse _____________6. Accident Investigations _____________

I. Promoting Safety _____________1. Meetings _____________2. Contests _____________3. Recognition and Awards _____________4. Publicity _____________

Sessions III and IV. Project Control; Review; TestingA. Project Control Overview _____________

1. Construction Projects _____________B. Project Delivery Systems _____________

1. General Contracting _____________2. Design-Build _____________3. Construction Management _____________

C. Planning _____________1. Why Plan? _____________

D. Stages of Planning _____________1. Pre-Construction Planning _____________2. Construction Planning _____________

E. The Planning Process _____________1. Establishing a Goal _____________2. Identifying the Work to Be Done _____________3. Determining Tasks _____________4. Communicating Responsibilities _____________5. Follow-Up _____________

F. Planning Resources _____________1. Planning Materials _____________2. Planning Equipment _____________3. Planning Tools _____________4. Planning Labor _____________

G. Ways to Plan _____________H Estimating _____________

1. The Estimating Process _____________I. Scheduling _____________

1. The Scheduling Process _____________2. Bar Charts _____________3. Network Schedule _____________4. Short-Interval Production Scheduling _____________5. Updating a Schedule _____________

J. Cost Awareness and Control _____________1. Categories of Costs _____________2. Field Reporting System _____________3. Supervisor’s Role in Cost Control _____________

K. Resource Control _____________1. Control _____________2. Materials Control _____________3. Equipment Control _____________4. Tools Control _____________5. Labor Control _____________

L. Production and Productivity _____________M. Review _____________N. Module Examination _____________



load calculations – feeders and services module 26401-08...

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