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Building & Construction · course plan

⚠ Pending professional review

This course plan, its lessons and its assessments has not yet been verified by a licensed professional engineer or master tradesperson or by a certification or approval body. It is a study draft and may contain errors. Do not use it as instructions for work on a job site or on live equipment. Always follow your instructor, your supervising professional, and current official references and regulations.

VoTechWorks program approval and accreditation are still in progress. Credentials are issued only by the certifying bodies named in each program, after their own exams.

Electrical

10 courses · 2,700 clock hours · 12–18 mo full-time. Grading is competency-based: each course requires the written exam, a competent skills demonstration with zero safety faults, a signed log, and a passed safety audit; percentage weights only rank performance above the competency floor.

~~$29,905~~ COMPLIMENTARYprogram tuition

10courses

91lessons

2,700hours

35assessments

Development progressPlanCourses, lessons and assessments written for this tradeLessons91 of 91 lesson pages writtenPractice720 practice questionsResources117 reference entries (study list)Review90 lesson pages reviewed by a licensed professional

Study now: 91 lesson pages are open (lesson titles below are links).

BLD-ELEC05-01 Universal core

Universal Core: Safety, Trade Math, Communication & Career Readiness for Electricians

148 hr · ~~$1,185~~ COMPLIMENTARY

This foundational course equips adult learners entering the electrical trade with the safety knowledge, mathematical skills, technical literacy, and professional habits required before touching live systems or entering a job site. Learners complete OSHA 10 construction outreach training, first aid/CPR, and the trade-specific math and communication skills that underpin every subsequent electrical course. Successful completion is a prerequisite for all hands-on electrical coursework in this program.

Outcomes

Demonstrate OSHA 10 construction safety principles by correctly identifying and controlling common electrical and construction site hazards, achieving a passing score on the OSHA 10 outreach course assessment.
Perform trade math calculations—including fractions, decimals, percentages, area, volume, and basic algebraic expressions—accurately enough to support load calculations, conduit bending, and material takeoffs introduced in later courses.
Read and interpret electrical trade documents including simple schematics, specification sheets, material lists, and safety data sheets at a level sufficient to follow job-site instructions independently.
Apply lockout/tagout (LOTO) procedures and select correct personal protective equipment (PPE) for simulated electrical work scenarios without prompting.
Use digital tools—job-site apps, e-mail, time-tracking software, and the NCCER Registry portal—to manage credentials, communicate professionally, and document work.
Articulate a personal career pathway in the electrical trade, identifying the role of NCCER credentials and state licensure in advancing from apprentice to journeyman.

Course text

How the course runs. 7 blocks: Electrical Trade Orientation: Hazards, PPE, and OSHA 10 Construction Safety; Lockout/Tagout, First Aid, and Emergency Response; Trade Math I: Whole Numbers, Fractions, Decimals, and Measurement; Trade Math II: Percentages, Ratios, Basic Algebra, and Electrical Formulas; Technical Reading: Schematics, Specifications, Safety Data Sheets, and Trade Documents; Digital Tools, Professional Communication, and NCCER Registry; Career Pathways in the Electrical Trade: Credentials, Licensure, and Professionalism.

What competent looks like. Demonstrate OSHA 10 construction safety principles by correctly identifying and controlling common electrical and construction site hazards, achieving a passing score on the OSHA 10 outreach course assessment. Perform trade math calculations—including fractions, decimals, percentages, area, volume, and basic algebraic expressions—accurately enough to support load calculations, conduit bending, and material takeoffs introduced in later courses. Read and interpret electrical trade documents including simple schematics, specification sheets, material lists, and safety data sheets at a level sufficient to follow job-site instructions independently. Apply lockout/tagout (LOTO) procedures and select correct personal protective equipment (PPE) for simulated electrical work scenarios without prompting. Use digital tools—job-site apps, e-mail, time-tracking software, and the NCCER Registry portal—to manage credentials, communicate professionally, and document work. Articulate a personal career pathway in the electrical trade, identifying the role of NCCER credentials and state licensure in advancing from apprentice to journeyman.

Lessons · 7 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Electrical Trade Orientation: Hazards, PPE, and OSHA 10 Construction Safety	30	theory	Learners will complete OSHA 10 Construction outreach training and correctly identify the leading hazards on electrical job sites—struck-by, caught-in, falls, and electrocution—and the controls that mitigate each.	Work through all OSHA 10 Construction modules delivered by an authorized OSHA outreach trainer, including electrical hazards (1926 Subpart K), fall protection, and struck-by hazards; answer all module quizzes before the final card exam. In small groups, examine photographs of real electrical job-site conditions, categorize each hazard using the hierarchy of controls (elimination → PPE), and present findings to the class with justification. Complete a written job hazard analysis (JHA) for a fictitious residential rough-in scenario, listing tools, tasks, potential hazards, and selected controls in the standard JHA table format.	OSHA 10 Construction student materials (authorized trainer packet), OSHA 29 CFR 1926 Subpart K reference, job-site hazard photographs, blank JHA forms, class-set PPE samples (hard hat Class E, safety glasses ANSI Z87.1, Class 00 rubber gloves, leather protectors, voltage-rated footwear)	Learners must pass the OSHA 10 Construction final assessment at the level required by the authorized trainer program to receive the OSHA 10 card; additionally, the JHA must correctly identify at least four hazards and assign an appropriate control for each — both items must be satisfactory to advance.
2	Lockout/Tagout, First Aid, and Emergency Response	16	demo	Learners will demonstrate a complete six-step OSHA-compliant lockout/tagout procedure on a training panel and perform hands-only CPR and AED use to the standard required for a nationally recognized CPR/AED/First Aid certification.	Instructor demonstrates LOTO on a dedicated training disconnect panel; learners then perform the full sequence—notify, shut down, isolate, apply lock and tag, release stored energy, verify zero energy—on the same panel while a peer evaluates each step against a printed checklist. Learners rotate through a CPR/AED/First Aid station: perform 2-minute cycles of hands-only CPR on a manikin, use an AED trainer on a second manikin, and bandage a simulated laceration; a certified instructor scores each learner using the certification provider's skills sheet. Role-play an electrical emergency: one learner acts as a victim of shock, another calls 9-1-1 using a script (location, nature of injury, number of victims), a third initiates LOTO before any contact, and a fourth begins CPR — then the group debriefs what went right and what would have endangered the rescuer.	LOTO training panel with hasp, locks, and tags (non-energized training unit), OSHA 29 CFR 1910.147 reference card, CPR manikins (at least one per four learners), AED trainer unit, first aid kit (bandages, gloves, face shields), CPR/First Aid certification provider student workbook	Learners must complete every step of the LOTO skills checklist without prompting and without skipping any step (100% completion required, as any missed step is a life-safety failure); CPR/First Aid certification skills test must be passed at the certifying organization's published standard.
3	Trade Math I: Whole Numbers, Fractions, Decimals, and Measurement	20	theory	Learners will solve electrical trade problems involving whole-number arithmetic, fractions, decimals, unit conversion, and ruler/tape-measure reading with at least 80% accuracy on a timed written assessment.	Use a 25-foot tape measure and a folding rule to measure and record ten classroom dimensions to the nearest 1/16 inch, then convert each to decimal feet and inches, comparing results with a partner to identify and correct errors. Complete a worksheet of 20 trade-contextualized problems—dividing a 250-foot wire run into equal segments, calculating leftover conduit from a standard length, converting between inches and millimeters for metric fixtures—showing all work in the space provided. Play a collaborative 'material takeoff relay': each team receives a simple one-line room sketch and a price list; teams calculate total linear feet of conduit, number of boxes, and total material cost using fractions and decimals, racing to a correct answer verified by the instructor.	25-foot tape measure and 6-foot folding rule (one each per learner), scientific calculator, NCCER Core Curriculum textbook (current edition) math chapters, instructor-prepared worksheets, pencils and graph paper	Timed 20-question written quiz; learners must score 80% or higher to advance; learners scoring below 80% receive targeted tutoring and one retake within the same week.
4	Trade Math II: Percentages, Ratios, Basic Algebra, and Electrical Formulas	20	theory	Learners will apply Ohm's Law (V = IR), the power formula (P = IV), and percentage-based calculations to solve entry-level electrical problems with at least 80% accuracy.	Work through an Ohm's Law formula wheel activity: given any two of voltage, current, and resistance, solve for the third in 15 progressively harder problems, then check answers with a partner using a published answer key. Solve a set of real-world percentage problems common to the trade—voltage drop expressed as a percentage of source voltage, load as a percentage of panel capacity, derating factors—and discuss how each links to National Electrical Code (NEC) requirements that will be studied in Course 3. Use a free graphing calculator app (Desmos or equivalent) to graph a linear relationship between voltage and current for a fixed resistance, labeling axes with proper units and writing one sentence interpreting the slope in plain language.	Scientific calculator, Ohm's Law wheel reference card, instructor-prepared problem sets, smartphones or tablets with Desmos app installed, NCCER Core Curriculum textbook math and electrical theory chapters	Timed 20-question written quiz covering percentages, ratios, Ohm's Law, and power formula; learners must score 80% or higher; one tutored retake available within the week.
5	Technical Reading: Schematics, Specifications, Safety Data Sheets, and Trade Documents	22	theory	Learners will correctly interpret a single-line electrical diagram, a section of a manufacturer specification sheet, and an OSHA-format Safety Data Sheet (SDS), demonstrating comprehension by answering written questions about each document with at least 80% accuracy.	Given a simple residential one-line diagram, learners trace circuits with a colored pencil, identify panel designations, circuit numbers, breaker sizes, and load labels, then answer ten interpretation questions in writing. Read an SDS for a common electrical trade chemical (wire-pulling lubricant or conduit cement), locate the sections on health hazards, first aid measures, PPE requirements, and disposal, and complete a structured SDS summary form. In pairs, decode a short extract from a construction specification (Division 26 Electrical) identifying the scope, referenced standards, and submittals required, then explain in their own words what an electrician would be required to do before starting work.	Sample residential one-line diagram (instructor-prepared, one per learner), colored pencils, printed SDS for wire-pulling lubricant or conduit cement, printed Division 26 specification extract, structured summary forms, NCCER Core Curriculum textbook technical reading chapter	Written comprehension quiz on all three document types (20 questions total); learners must answer 80% correctly; any learner who cannot locate critical SDS safety information is flagged for remediation before progressing.
6	Digital Tools, Professional Communication, and NCCER Registry	20	lab	Learners will send a properly formatted professional e-mail, create a personal account in the NCCER Registry, and demonstrate use of at least two digital job-site tools, producing a short written summary of each tool's purpose in the electrical trade.	Each learner creates or accesses a NCCER Registry account at nccer.org, verifies their profile information is correct, and screenshots the credential-tracking page; the instructor confirms all accounts are active and learner names match enrollment records. Using a provided scenario ('You missed a day of class and need to request the makeup assignment'), learners draft and send a professional e-mail to the instructor following a provided rubric covering subject line, greeting, clear body, and closing — instructor replies with written feedback within 24 hours. Explore two digital job-site tools chosen from: a punch-list/inspection app (e.g., Procore mobile demo or equivalent free trial), a digital multimeter Bluetooth companion app, or a conduit bending calculator app; write a 150-word comparison explaining what each tool does and when an electrician would use it.	Computers or tablets with internet access, NCCER Registry website, school e-mail accounts, instructor-provided e-mail rubric, smartphones with app store access, instructor-prepared digital tool exploration guide	Active NCCER Registry account screenshot submitted; e-mail scored using the rubric — must meet all five rubric criteria to pass; written tool summary must be at least 150 words and accurately describe both tools to earn credit.
7	Career Pathways in the Electrical Trade: Credentials, Licensure, and Professionalism	20	theory	Learners will construct a written personal career plan identifying the steps from current enrollment through NCCER Level 4, OSHA 10, state journeyman licensure, and potential advancement, demonstrating understanding of how each credential is earned and why each matters to employers.	Research the state journeyman electrician license requirements using the state licensing board's official website; complete a fact sheet recording required apprenticeship hours, exam body, exam format (where publicly stated), and renewal cycle, then compare findings with a partner from the same state. Invite a licensed journeyman electrician or electrical contractor (in person or by video) to speak for 20-30 minutes on their own career path; learners prepare three written questions in advance and submit a one-page reflection afterward summarizing what they learned about professionalism and the value of credentials. Draft a personal career timeline poster or digital slide: starting from Day 1 of this program, map out target completion dates for each NCCER level, OSHA 10 card, CPR certification renewal, externship, state exam eligibility, and first journeyman license application; share with the class in a two-minute presentation.	State licensing board website access, computers or tablets, blank career timeline template (instructor-provided), poster board or PowerPoint/Google Slides, NCCER program brochure, guest speaker or pre-recorded video	Career plan document scored on a four-criterion rubric (accuracy of credential requirements, logical sequencing, personal goal specificity, professional writing quality); learners must score 3 out of 4 or higher on each criterion to pass.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
OSHA 10 Construction Outreach Final Assessment	Written exam	25%	Pass at the level required by the authorized OSHA outreach trainer's program to receive the official OSHA 10 Construction wallet card; the card itself is the evidence of passing.	Administered by the OSHA-authorized outreach trainer at the conclusion of the OSHA 10 module sequence, this assessment covers all required construction safety topics including electrical hazards, fall protection, and struck-by hazards. Learners who do not pass must complete remediation with the trainer and retake before receiving credit for the lesson. Accuracy · Safety · Communication · Professionalism
Trade Math and Technical Reading Cumulative Written Exam	Written exam	25%	Score of 80% or higher (32 out of 40 questions); one retake is permitted after a documented tutoring session.	A 40-question timed written exam covering whole numbers, fractions, decimals, percentages, Ohm's Law, the power formula, unit conversions, and interpretation of a one-line diagram and SDS excerpt — all contextualized to realistic electrical trade scenarios. This exam maps to NCCER Core Curriculum academic skill areas assessed in the NCCER Level 1 written test. Accuracy · Safety · Communication · Professionalism
Professional Readiness Portfolio and Career Plan	Project	25%	All four required artifacts submitted and each scoring 3 out of 4 or higher on the program rubric: (1) NCCER Registry account screenshot, (2) professional e-mail, (3) digital tool summary, (4) written career plan with credential pathway.	Learners assemble a portfolio demonstrating digital literacy, professional communication, and career planning competence; artifacts are collected across Lessons 6 and 7 and submitted together at the end of the course. This project mirrors the documentation habits expected throughout the externship and the full program. Accuracy · Safety · Communication · Professionalism
Safety and Professionalism Oral Defense	Oral / panel	25%	Learner must answer at least four of five questions correctly and demonstrate LOTO procedure without any missed steps; a missed step in LOTO results in an automatic retake of that component.	In a 10-minute individual session with the instructor, the learner draws three random scenario cards (e.g., 'You arrive on site and find a panel door open with exposed bus bars — what do you do?') and answers two additional questions about their personal career plan, defending their reasoning in plain spoken language. This oral format mirrors the type of safety questioning used by supervisors and inspectors on real job sites. Accuracy · Safety · Communication · Professionalism

BLD-ELEC05-02 Trade course

DC/AC Electrical Theory

268 hr · ~~$3,700~~ COMPLIMENTARY

This course builds the foundational electrical theory required for every subsequent trade course and for the NCCER Electrical Level 1 written exam. Students master direct-current and alternating-current principles, circuit analysis, magnetism, and the behavior of resistive, inductive, and capacitive loads. All theory is grounded in practical measurements taken with hand tools and test instruments used daily on construction jobsites.

Outcomes

Calculate voltage, current, resistance, and power in series, parallel, and series-parallel DC circuits using Ohm's Law and Kirchhoff's Laws to within ±5% of the correct value.
Explain the generation, waveform characteristics, and phase relationships of single-phase and three-phase AC, including RMS values, frequency, and peak voltage.
Analyze resistive, inductive, and capacitive AC circuits to determine impedance, reactance, power factor, and true vs. apparent power.
Use a digital multimeter, clamp-on ammeter, and oscilloscope correctly and safely to measure DC and AC quantities, recording results in a calibrated lab log.
Apply electrical safety practices—including shock-hazard awareness, PPE selection, and lockout/tagout procedures—to every laboratory activity without prompting.
Interpret schematic diagrams, wiring diagrams, and component datasheets to predict and verify circuit behavior on a standard breadboard or terminal-strip trainer.

Course text

How the course runs. 12 blocks: Electrical Safety Fundamentals for the Lab; Atomic Structure, Charge, and Electron Flow; Voltage, Current, Resistance, and Ohm's Law; Series DC Circuits; Parallel and Series-Parallel DC Circuits; Magnetism and Electromagnetic Induction; AC Waveforms, Frequency, and RMS Values; Inductance, Inductive Reactance, and RL Circuits; Capacitance, Capacitive Reactance, and RC Circuits; RLC Circuits, Resonance, and Power Factor; Three-Phase AC Systems; Circuit Troubleshooting, Schematic Reading, and Review.

What competent looks like. Calculate voltage, current, resistance, and power in series, parallel, and series-parallel DC circuits using Ohm's Law and Kirchhoff's Laws to within ±5% of the correct value. Explain the generation, waveform characteristics, and phase relationships of single-phase and three-phase AC, including RMS values, frequency, and peak voltage. Analyze resistive, inductive, and capacitive AC circuits to determine impedance, reactance, power factor, and true vs. apparent power. Use a digital multimeter, clamp-on ammeter, and oscilloscope correctly and safely to measure DC and AC quantities, recording results in a calibrated lab log. Apply electrical safety practices—including shock-hazard awareness, PPE selection, and lockout/tagout procedures—to every laboratory activity without prompting. Interpret schematic diagrams, wiring diagrams, and component datasheets to predict and verify circuit behavior on a standard breadboard or terminal-strip trainer.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Electrical Safety Fundamentals for the Lab	16	theory	Students will state the physiological effects of electrical current on the human body, select correct PPE for voltage levels encountered in lab work, and demonstrate the lockout/tagout sequence before touching any energized trainer.	Instructor-led lecture and video on current-versus-body-resistance injury thresholds, shock-current ranges, and cardiac-fibrillation risk; students complete a note-taking guide. PPE selection exercise: given six scenario cards (120 V trainer, 480 V panel demo, capacitor discharge), students match each to the correct glove class, safety glasses rating, and arc-flash boundary and defend choices to the class. Hands-on LOTO drill: each student locks and tags the lab trainer panel, verifies absence of voltage with a meter, and signs the group logsheet before the instructor re-energizes.	NCCER Electrical Level 1 module on electrical safety; OSHA 29 CFR 1910.333 reference sheet; Class 00 and Class 0 insulating gloves; voltage-rated safety glasses; personal padlocks and tags; digital multimeter (Fluke 117 or equivalent)	Written safety quiz (20 questions, multiple-choice and short-answer): 80% or higher required to proceed to any energized lab work. LOTO checklist signed off by instructor with zero steps skipped.
2	Atomic Structure, Charge, and Electron Flow	18	theory	Students will explain how atomic structure determines electrical conductivity, define conventional vs. electron current flow, and differentiate conductors, insulators, and semiconductors using standard definitions.	Diagram-labeling activity: students draw Bohr models of copper, rubber (carbon), and silicon atoms, annotating valence electrons and predicting conductivity from the model. Think-pair-share discussion comparing conventional current direction to actual electron movement, resolving why both conventions appear in trade references. Sorting exercise: given 20 material sample cards, students classify each as conductor, semiconductor, or insulator and rank conductors by resistivity from a provided table.	NCCER Electrical Level 1 textbook, Chapter on atomic structure; periodic-table reference card; whiteboard and colored markers; printed Bohr-model worksheets	Exit-ticket quiz (10 items, matching and fill-in): 80% correct. Instructor checks that every student's Bohr model for copper is accurate before the lesson ends.
3	Voltage, Current, Resistance, and Ohm's Law	22	lab	Students will apply Ohm's Law (V = IR) to calculate an unknown quantity when two are known, then verify each calculation by measuring a resistive circuit built on a terminal-strip trainer to within ±5%.	Lecture and worked examples: instructor solves six progressively harder Ohm's Law problems on the board; students solve six matching problems independently and compare answers. Lab build: students construct four separate single-resistor circuits on terminal-strip trainers with values chosen to produce measurable, safe voltages; they predict V, I, and R before measuring and record results in a structured lab log table. Error analysis: students calculate percent error for each measurement, identify whether deviation is within meter tolerance, and write one sentence explaining any out-of-tolerance result.	Terminal-strip trainers; resistor assortment (1/4 W carbon film, various values); DC regulated bench power supply (0–30 V); digital multimeter; jumper leads; lab log notebooks; NCCER Level 1 textbook	All four circuits measured with results within ±5% of calculated values; lab log entries complete and signed by instructor. Students who exceed ±5% on any circuit must rebuild and re-measure before advancing.
4	Series DC Circuits	22	lab	Students will apply Kirchhoff's Voltage Law to verify that voltage drops around a series circuit sum to the source voltage, and calculate total resistance and individual voltage drops for circuits with up to five resistors.	Guided problem set: students solve eight series-circuit problems (finding total resistance, branch voltages, and total current) with the NCCER Level 1 reference formula sheet available. Lab build and measure: students construct a five-resistor series circuit, measure voltage across each resistor and across the source, then confirm KVL by summing measured drops and comparing to source voltage. Open-circuit fault insertion: instructor opens one connection without telling the student; student uses the DMM to locate the fault and documents the diagnostic procedure step-by-step in the lab log.	Terminal-strip trainers; resistor assortment; DC bench power supply; digital multimeter; jumper leads; lab log; NCCER Electrical Level 1 textbook	Calculated vs. measured values within ±5%; KVL verified on measurement sheet; fault located correctly and diagnostic steps documented. Score below standard requires a second build-and-measure attempt.
5	Parallel and Series-Parallel DC Circuits	24	lab	Students will apply Kirchhoff's Current Law and the reciprocal-resistance formula to calculate total resistance, branch currents, and node voltages in parallel and series-parallel circuits, then verify results by measurement.	Whiteboard relay: teams of two alternate solving steps of a complex series-parallel problem on the board, with the class correcting errors; instructor facilitates and resolves disputes. Lab build: students construct a three-branch parallel circuit and a combined series-parallel circuit, recording predicted and measured values for all branch currents and node voltages in the lab log. Current-summation check: students verify KCL at each node by measuring each branch current with a clamp-on ammeter and confirming that branch currents sum to total current within meter tolerance.	Terminal-strip trainers; resistor assortment; DC bench power supply; digital multimeter; clamp-on ammeter (Fluke 323 or equivalent); lab log; NCCER Level 1 textbook	Completed lab log table with ±5% accuracy on all calculated vs. measured values; KCL verified at every node and signed off by instructor. Incomplete or inaccurate logs must be corrected and resubmitted within one class session.
6	Magnetism and Electromagnetic Induction	20	demo	Students will explain how a changing magnetic field induces a voltage in a conductor, describe the relationship between the number of turns, core material, and induced EMF, and identify the principle underlying transformer and generator operation.	Instructor demonstration: move a permanent magnet through a coil connected to an analog galvanometer; students sketch flux lines, note needle deflection direction with approach vs. withdrawal, and record observations. Transformer turns-ratio demonstration: instructor connects a step-down transformer to a 120 V source (primary) and measures secondary voltage; students calculate expected secondary voltage from the marked turns ratio and compare to measured value. Concept-mapping activity: individually, students create a one-page diagram linking the terms magnetic flux, Faraday's Law, Lenz's Law, EMF, transformer, and generator with arrows and one-sentence explanations of each link.	Permanent bar magnets; demonstration solenoid coils (various turn counts); analog galvanometer; small step-down demonstration transformer; AC variac; digital multimeter; concept-map template; NCCER Level 1 textbook	Concept map graded against an instructor rubric: all six terms present, all relationships correctly explained, 80% of connection statements accurate. Transformer voltage calculation within ±5% of measured value.
7	AC Waveforms, Frequency, and RMS Values	24	lab	Students will use an oscilloscope to measure peak voltage, period, and frequency of an AC waveform and convert between peak, peak-to-peak, and RMS values using standard formulas.	Oscilloscope orientation lab: instructor demonstrates probe calibration, time-base and voltage-division settings; students practice adjusting controls on a function-generator sine wave until a stable, two-cycle display is achieved. Measurement lab: students set the function generator to three different frequencies and amplitudes; for each, they read peak voltage and period from the oscilloscope screen and record in the lab log, then calculate RMS and frequency. Verification with DMM: students measure the same signals with a true-RMS digital multimeter and compare DMM-displayed RMS to their oscilloscope-calculated RMS, explaining any discrepancy in a written paragraph in the lab log.	Dual-trace oscilloscope (analog or digital storage); function generator; true-RMS digital multimeter; BNC-to-banana adapters; probe leads; lab log; NCCER Level 1 textbook; RMS conversion formula card	All six RMS calculations (three frequencies × two methods) within ±5% of each other; oscilloscope screenshots or sketches accurate and labeled; written explanation present and coherent. Instructor signs lab log.
8	Inductance, Inductive Reactance, and RL Circuits	24	lab	Students will calculate inductive reactance (XL = 2πfL) for a given inductor at two frequencies, measure the resulting impedance with a meter, and explain why voltage leads current by 90° in a pure inductor.	Worked-example lecture: instructor solves XL and total impedance for three RL series circuits at 60 Hz, then students solve three similar problems independently. Lab measurement: students build an RL series circuit using a known inductor value, apply 60 Hz AC from a bench transformer, measure voltage across R and across L with a true-RMS DMM, and calculate impedance; they repeat at a second frequency using the function generator. Phase-lag demonstration: using the dual-trace oscilloscope, students connect one probe across the resistor (proportional to current) and one across the source; they sketch both waveforms, label phase difference, and confirm current lags voltage in the lab log.	Known-value air-core inductors; resistors; AC bench power supply and/or function generator; dual-trace oscilloscope; true-RMS DMM; breadboard or terminal-strip trainer; lab log; NCCER Level 1 and Level 2 textbooks	Calculated XL vs. measured impedance within ±10% (inductor tolerance is wider than resistor); phase-lag sketch present and labeled correctly; lab log signed by instructor. Students with errors >10% must repeat the measurement with instructor guidance.
9	Capacitance, Capacitive Reactance, and RC Circuits	22	lab	Students will calculate capacitive reactance (XC = 1/2πfC), explain why current leads voltage in a capacitor, and measure the time constant (τ = RC) of a charging circuit using an oscilloscope.	Lecture and problem set: students calculate XC for three capacitor values at two frequencies each, confirming that higher frequency reduces XC — opposite of inductive behavior. Charge/discharge lab: students build an RC circuit, apply a square wave from the function generator, and use the oscilloscope to capture the exponential charge curve; they measure the time to reach approximately 63% of source voltage and compare to the calculated τ. AC RC circuit measurement: students switch to a sine-wave source, measure voltage across C and across R, calculate XC from measurements, and compare to the formula value; they sketch the phasor diagram showing current leading voltage and label it in the lab log.	Electrolytic and film capacitors (various values); resistors; function generator; dual-trace oscilloscope; true-RMS DMM; breadboard; lab log; NCCER Level 1 textbook; capacitor safety data (discharge warning for electrolytics)	Measured τ within ±15% of calculated value (capacitor tolerance accepted); XC comparison within ±10%; phasor diagram correctly labeled; lab log complete and signed. Students must demonstrate safe capacitor discharge procedure before handling electrolytics.
10	RLC Circuits, Resonance, and Power Factor	24	lab	Students will calculate impedance, power factor, true power, reactive power, and apparent power for a series RLC circuit at a given frequency, then verify results by measurement and identify the resonant frequency.	Instructor-led derivation of the power triangle (P, Q, S) and power factor formula; students solve four increasingly complex RLC problems using a scientific calculator. Lab build: students assemble a series RLC circuit, measure voltage and current at three frequencies (below, at, and above resonance), calculate impedance and power factor at each, and record in the lab log; they identify minimum impedance (resonance) from the data table. Power-factor correction discussion and demo: instructor adds a capacitor in parallel with an inductive load and students re-measure current to observe reduction, connecting the concept to real utility billing and motor loads seen on jobsites.	Resistors, inductors, and capacitors; AC bench power supply and function generator; true-RMS DMM; clamp-on ammeter; breadboard or trainer; scientific calculator; lab log; NCCER Level 1 and Level 2 textbooks; power-triangle reference card	Calculated vs. measured impedance within ±10%; power factor correct in sign and magnitude; resonant frequency identified and within ±15% of formula value; lab log complete and signed by instructor.
11	Three-Phase AC Systems	30	theory	Students will calculate line and phase voltages and currents for wye and delta configurations, explain why three-phase power is used in commercial and industrial construction, and read a three-phase phasor diagram correctly.	Lecture with animated phasor diagrams: instructor explains 120° phase separation, wye vs. delta connections, and the √3 relationship between line and phase quantities; students complete a guided-notes worksheet. Calculation practice: students solve eight problems involving wye and delta systems — converting between line voltage and phase voltage, calculating line current from load impedance, and finding total three-phase power. Wye and delta comparison chart: students create a reference table (line voltage, phase voltage, line current, phase current, neutral conductor presence) for both configurations and present findings to a partner for peer correction.	NCCER Electrical Level 2 textbook (three-phase chapter); animated phasor-diagram video; three-phase phasor-diagram printed worksheet; scientific calculator; whiteboard	Eight-problem calculation set scored by instructor: 7 of 8 correct required. Reference table checked for accuracy on all entries; peer-correction sheet reviewed by instructor.
12	Circuit Troubleshooting, Schematic Reading, and Review	22	practice	Students will trace current paths on unfamiliar DC and AC schematics, isolate an instructor-inserted fault in a multi-component circuit using a systematic half-split or voltage-drop method, and document the procedure in a written fault report.	Schematic-reading drill: students receive five printed schematics of increasing complexity (series, parallel, series-parallel, RL, and RC circuits) and trace the correct current path on each in colored pencil, labeling voltage and current at each node. Fault-finding competition: each bench group receives a trainer with one hidden fault (open resistor, shorted capacitor, or broken jumper); groups race to locate and document the fault using only a DMM and a structured diagnostic worksheet; winning group explains method to class. Written review and self-assessment: students complete 30-question mixed practice exam covering all lesson topics (Ohm's Law, series/parallel, AC waveforms, XL, XC, RLC, power factor, three-phase); they grade their own work and flag topics needing review before the final knowledge exam.	Printed schematic packets; terminal-strip trainers with pre-inserted faults; digital multimeter; diagnostic-worksheet template; 30-question practice exam printout; NCCER Level 1 and Level 2 textbooks	All five schematics traced without errors (instructor spot-checks); fault located and documented with correct diagnostic steps on the worksheet; practice exam self-scored and submitted — score below 70% requires targeted review session before final exam.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
DC/AC Theory Knowledge Exam	Written exam	25%	75% correct (NCCER standard passing threshold for written module exams)	A 50-question written exam covering atomic structure, Ohm's Law, Kirchhoff's Laws, series and parallel DC circuits, AC waveform characteristics, RMS values, inductance, capacitance, RLC circuits, power factor, and three-phase systems — mapped directly to NCCER Electrical Level 1 and Level 2 module exam content areas. Questions are multiple-choice and short-answer; students have up to two attempts, with mandatory remediation between attempts. Standard met · Safety · Time · Quality/finish · Documentation
Circuit Build and Measurement Skills Demonstration	Skills demonstration	45%	All five circuits built correctly with measurements within ±5% of calculated values; LOTO and PPE procedures followed without prompting — any safety violation is an automatic fail	Students receive a printed schematic packet with five circuits (one series DC, one parallel DC, one series-parallel DC, one RL AC, and one RC AC) and 45 minutes to build, measure, and record results for each on a structured score sheet. The evaluating instructor observes the entire demonstration, checking tool use, meter technique, and PPE compliance, then signs off on the completed measurement sheet. Standard met · Safety · Time · Quality/finish · Documentation
Cumulative Lab Log Portfolio	Log	15%	All 12 lesson lab logs submitted, complete, legible, and signed; at least 10 of 12 logs with measurement accuracy within stated tolerances; no unsanctioned corrections (corrections must be single-lined and initialed)	Students maintain a bound lab log throughout the course in which they record pre-lab predictions, raw measurements, calculated values, percent-error analyses, phasor diagrams, oscilloscope sketches, and fault-diagnosis narratives for every lab and demo lesson. The portfolio is collected at the end of the course, reviewed against the lesson rubric, and returned with instructor comments; it serves as a professional documentation sample for the NCCER portfolio requirement. Standard met · Safety · Time · Quality/finish · Documentation
Electrical Safety and PPE Compliance Check	Safety audit	15%	100% on every required safety step — no partial credit; any missed step requires immediate remediation and a full re-check before the student may continue lab work	Conducted twice — once at the end of Lesson 1 and once unannounced during Lesson 9 or 10 — the instructor uses a standardized 15-item checklist to observe each student performing LOTO on a lab trainer, selecting and donning correct PPE, verifying absence of voltage, and demonstrating safe capacitor-discharge procedure. The checklist maps to OSHA 10 Construction safety topics and NCCER Electrical Level 1 safety module objectives. Standard met · Safety · Time · Quality/finish · Documentation

BLD-ELEC05-03 Trade course

National Electrical Code (NEC) Application for Building & Construction

268 hr · ~~$3,700~~ COMPLIMENTARY

This course develops the ability to locate, interpret, and apply the National Electrical Code (NEC) to residential, commercial, and industrial electrical installations. Students work directly from the current adopted edition of the NEC, learning article structure, definitions, wiring methods, protection requirements, and load calculations used daily on the job. Lesson content maps directly to NCCER Electrical Level 1–4 core knowledge areas and supports the electrical theory and code sections tested on state journeyman licensing exams.

Outcomes

Navigate the NEC article and section structure to locate any requirement within 3 minutes using the index and table of contents.
Apply NEC Chapter 1 definitions, Chapter 2 wiring design rules, and Chapter 3 wiring method requirements to plan a code-compliant installation.
Calculate branch-circuit, feeder, and service loads for a residential or small commercial occupancy using NEC Article 220 and standard load tables.
Select and size conductors, overcurrent protective devices, conduit fill, and grounding/bonding components in accordance with applicable NEC tables and articles.
Identify GFCI, AFCI, and equipment-grounding requirements for required locations under the NEC and explain the safety rationale for each.
Read a set of electrical drawings and panel schedule, verify compliance with the NEC, and document any code deficiencies in writing.

Course text

How the course runs. 12 blocks: How the NEC Is Organized: Purpose, Scope, and Navigation; NEC Article 100 — Definitions That Drive Compliance; Chapters 1 and 2 — General Requirements and Wiring Design; Article 220 — Load Calculations for Residential Occupancies; Article 220 — Load Calculations for Small Commercial Occupancies; Chapter 3 — Wiring Methods: Cable Assemblies and Raceways; NEC Table 310 — Conductor Ampacity and Sizing; Overcurrent Protection — Articles 240 and 230; Grounding, Bonding, and Equipment Protection — Articles 250 and Related; GFCI, AFCI, and Special Protection Requirements; Reading Electrical Drawings and Panel Schedules for Code Compliance; Code Compliance Review: Integrated Case Study and Mock Inspection.

What competent looks like. Navigate the NEC article and section structure to locate any requirement within 3 minutes using the index and table of contents. Apply NEC Chapter 1 definitions, Chapter 2 wiring design rules, and Chapter 3 wiring method requirements to plan a code-compliant installation. Calculate branch-circuit, feeder, and service loads for a residential or small commercial occupancy using NEC Article 220 and standard load tables. Select and size conductors, overcurrent protective devices, conduit fill, and grounding/bonding components in accordance with applicable NEC tables and articles. Identify GFCI, AFCI, and equipment-grounding requirements for required locations under the NEC and explain the safety rationale for each. Read a set of electrical drawings and panel schedule, verify compliance with the NEC, and document any code deficiencies in writing.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	How the NEC Is Organized: Purpose, Scope, and Navigation	18	theory	Students will locate any NEC requirement by using the code's chapter structure, article numbering system, index, and informational annexes.	Instructor-led walkthrough: open a physical or digital copy of the NEC and identify the chapter structure (Chapters 1–9), the Annexes, and the difference between mandatory rules and informational notes; students annotate a chapter map in their notebooks. Timed scavenger hunt: each student receives a list of 20 code situations (e.g., 'What is the required clearance above a residential electric range?') and races to find the correct section and paragraph using the index alone. Group debrief: teams compare answers, resolve discrepancies by reading the actual code text aloud, and record the correct article/section references in a running NEC reference log they will use all semester.	Current adopted edition of the NFPA 70 (NEC) — one copy per student; NEC Quick-Card reference guide; highlighters and tabs; laptops or tablets with NFPA LiNK or equivalent digital code access	Timed navigation quiz: student finds 10 assigned code sections in under 15 minutes and states the mandatory requirement in plain language for each; 80% correct (8/10) to pass.
2	NEC Article 100 — Definitions That Drive Compliance	20	theory	Students will correctly define and distinguish the NEC Article 100 terms that appear most frequently in journeyman exam questions and field inspections.	Concept mapping: working in pairs, students create a visual diagram linking related Article 100 terms (e.g., 'branch circuit' → 'multiwire branch circuit' → 'identified conductor') and give a real-world example for each term. Case-study analysis: instructor presents five field photos of actual installations; students apply Article 100 definitions to classify each wiring element (service entrance, feeder, branch circuit, utilization equipment, etc.) and justify their answer in writing. Flashcard drill and peer quiz: students build a 40-card deck of key Article 100 definitions using index cards or a free flashcard app, then quiz each other in rotating pairs with a score sheet.	NEC (current edition), Article 100; NCCER Electrical Level 1 module on electrical safety and theory; field photos of residential and commercial panels; index cards or digital flashcard app	Written definition quiz covering 20 Article 100 terms selected from the journeyman exam blueprint; student must score 80% or higher to proceed.
3	Chapters 1 and 2 — General Requirements and Wiring Design	22	theory	Students will apply NEC Articles 110, 200, 210, and 215 rules on working clearances, conductor identification, branch-circuit ratings, and feeder requirements to evaluate sample installation plans.	Clearance measurement exercise: using a taped-out simulated panel area in the classroom, students measure and mark the NEC-required working space dimensions (depth, width, and height) in front of a mock panelboard and compare their measurements to Article 110 requirements. Conductor identification lab: instructor presents lengths of cable and individual conductors in various colors; students identify each by Article 200/210 rules (grounded conductor white/gray, equipment grounding conductor green/bare, ungrounded conductor other colors) and tag them correctly. Branch-circuit planning worksheet: given a simple house floor plan, students assign appliances and lighting to branch circuits, select the correct rating (15 A, 20 A, 30 A, 50 A) under Article 210, and document their reasoning referencing specific code sections.	NEC Articles 110, 200, 210, 215; tape measure; chalk or painter's tape for mock panel area; assorted scrap wire and cable in multiple colors; residential floor plan handout; NCCER Electrical Level 2 wiring methods module	Completed branch-circuit planning worksheet reviewed by instructor; student must correctly rate and identify all circuits and cite the correct NEC article/section for each decision; 80% of items correct to pass.
4	Article 220 — Load Calculations for Residential Occupancies	26	theory	Students will complete a full Article 220 residential load calculation — general lighting, small appliance circuits, laundry, and major appliances — to size a service entrance correctly.	Step-by-step instructor demonstration: using a provided single-family dwelling floor plan and appliance list, instructor works through the standard (non-optional) calculation method line by line on the whiteboard while students follow along and complete their own copy simultaneously. Optional method comparison: students repeat the calculation for the same dwelling using the optional method (Article 220 Part IV) and compare the resulting service size with the standard method result, then write a brief paragraph explaining why the results differ. Group calculation contest: teams receive a new dwelling with different square footage and appliance loads and race to produce the correct service size; teams present results and defend their math to the class.	NEC Article 220 and associated tables; scientific calculator; load calculation worksheets (instructor-prepared); sample residential floor plans with appliance schedules; NCCER Electrical Level 2 load calculation section	Individual load calculation exam: student completes a full standard-method residential load calculation from a provided dwelling description; must arrive at the correct service size (within one standard service amperage step) and cite the correct table or section for every demand factor applied; 80% of calculation steps correct to pass.
5	Article 220 — Load Calculations for Small Commercial Occupancies	22	theory	Students will calculate the computed load for a small commercial occupancy (retail or office) using NEC Article 220 part III demand factors and size the service or feeder accordingly.	Annotated worked example: instructor distributes a commercial occupancy problem (1,800 sq ft retail store with listed equipment) already solved but with blank demand-factor cells; students fill in each step, then compare against the answer key and identify any errors. Panel schedule exercise: students receive a completed commercial panel schedule and back-calculate the total computed load, verifying that the panel's rated ampacity is adequate under Article 220. Peer review: students exchange completed commercial calculations, check each other's work against the NEC, and write one specific correction or confirmation citing the code section.	NEC Article 220 Part III and associated tables; commercial panel schedule handout; scientific calculator; NCCER Electrical Level 3 commercial wiring module; graph paper for panel schedule sketching	Graded commercial load calculation problem completed individually in class; correct service/feeder size with all demand factors applied and cited; 80% of steps correct to pass.
6	Chapter 3 — Wiring Methods: Cable Assemblies and Raceways	24	demo	Students will identify the permitted uses, prohibited uses, and installation requirements for the most common NEC Chapter 3 wiring methods — NM cable, AC cable, MC cable, EMT, rigid PVC, and RMC — by reading the applicable articles.	Wiring method show-and-tell: instructor displays samples of each wiring method (NM-B, AC, MC, EMT, PVC, RMC) and reads aloud the 'Uses Permitted' and 'Uses Not Permitted' sections from each article; students annotate a comparison table with permitted locations, bending radius, and support spacing requirements. Code-hunt challenge: students receive 12 installation scenario cards (e.g., 'exterior wet location, direct burial,' 'attic of a wood-frame dwelling,' 'inside a commercial kitchen') and must identify one or more acceptable wiring methods for each using Chapter 3 articles alone. Conduit-fill warm-up (using NEC Annex C tables): given a conduit type, trade size, and a mixed conductor set, students look up the maximum number of conductors permitted, preparing them for the next conduit-bending course.	NEC Chapter 3 articles (e.g., 320, 330, 334, 342, 344, 352, 358); physical samples of each wiring method; NEC Annex C tables; installation scenario cards (instructor-prepared); NCCER Electrical Level 2 wiring methods module	Wiring method identification quiz: 15 scenario questions; student must identify a compliant wiring method and cite the article; 80% (12/15) correct to pass.
7	NEC Table 310 — Conductor Ampacity and Sizing	22	lab	Students will select the correct conductor size, insulation type, and ampacity correction/adjustment factors from NEC Table 310 and associated notes for a given circuit load and installation condition.	Table navigation drill: instructor calls out a combination of conductor material (copper/aluminum), insulation type (THWN-2, XHHW-2, etc.), and temperature rating; students race to find the ampacity from the correct column of Table 310.12 or 310.15(B) and record it. Correction and adjustment factor worksheet: students work through six problems applying ambient-temperature correction factors and conduit-fill adjustment factors to derate an ampacity; they compare their final value to the circuit's computed load to determine minimum wire gauge. Conductor sizing lab: given five branch-circuit and feeder scenarios with specified loads, installation methods, and ambient temperatures, students select the minimum conductor size and insulation type and record the NEC table reference used for each decision.	NEC Article 310 and Tables 310.12, 310.15, and associated correction/adjustment factor tables; scientific calculator; conductor sizing worksheets; assorted conductor samples labeled by AWG and insulation type	Conductor sizing lab sheet: all five scenarios graded; correct AWG, insulation type, and table references required for each; 80% of scenarios fully correct to pass.
8	Overcurrent Protection — Articles 240 and 230	22	theory	Students will select the correct overcurrent protective device (fuse or circuit breaker) type, ampere rating, and interrupting rating for a given circuit, and identify NEC requirements for service entrance overcurrent protection.	Device show-and-tell: instructor displays standard cartridge fuses, plug fuses, time-delay fuses, standard breakers, HACR breakers, and GFCI/AFCI breakers; students match each device to its Article 240 application using a provided reference sheet. Next-higher rating rule practice: for six circuits where the calculated load does not correspond to a standard fuse or breaker size, students apply Article 240.4 to determine whether the next-higher standard rating is permitted or not and justify their answer in writing. Service entrance sizing problem: using a previously completed residential load calculation, students work through Article 230 to select the service-entrance conductor, the main disconnect, and the service overcurrent device, documenting each step with a code citation.	NEC Articles 230 and 240; physical samples of fuses and circuit breakers (various types); load calculation from Lesson 4; NCCER Electrical Level 2 overcurrent protection section	Written quiz: 10 OCPd selection problems; student must choose the correct device type, standard ampere rating, and cite the applicable NEC section; 80% correct (8/10) to pass.
9	Grounding, Bonding, and Equipment Protection — Articles 250 and Related	26	lab	Students will distinguish between grounding and bonding, identify NEC Article 250 requirements for grounding electrode systems, equipment grounding conductors, and main bonding jumpers, and verify compliance on a sample service installation.	Grounding vs. bonding concept map: students build a diagram distinguishing the grounding electrode system (earth connection), the grounded conductor (neutral), the equipment grounding conductor (fault path), and the bonding jumper; each element is labeled with its Article 250 section reference. Grounding electrode system identification lab: instructor sets up a mock service entrance with labeled components (ground rod, water pipe electrode, concrete-encased electrode, panel, neutral bar, ground bar, bonding jumper); students physically trace each conductor and identify it by Article 250 designation on a worksheet. Compliance inspection exercise: students receive a photograph or diagram of a service installation with five intentional Article 250 violations; they identify each violation, cite the specific code section violated, and write a brief correction for each.	NEC Article 250; mock service entrance setup (instructor-built or commercial training board) with labeled grounding components; grounding electrode conductor sizing table (NEC Table 250.66); equipment grounding conductor sizing table (NEC Table 250.122); inspection photo handout with embedded violations	Compliance inspection worksheet: all five violations identified with correct code citations and corrections written; student must identify at least 4 of 5 violations with correct citations to pass.
10	GFCI, AFCI, and Special Protection Requirements	20	demo	Students will identify every NEC-required GFCI and AFCI location in a residential occupancy and explain the protection technology that makes each device effective.	Code-hunting exercise: using the current NEC, students compile a complete list of GFCI-required locations (Articles 210.8 and 590.6) and AFCI-required locations (Article 210.12) for a single-family dwelling, then build a color-coded floor plan marking each required location. Device testing demo: instructor uses a GFCI outlet tester and a dedicated AFCI circuit breaker tester to demonstrate proper device operation and failure detection; students observe and record the test procedure steps and pass/fail indicators. Troubleshooting scenarios: students receive three scenario cards describing a tripping or non-functional GFCI or AFCI device; they apply NEC requirements and device operating principles to diagnose a likely cause and propose a code-compliant remedy.	NEC Articles 210.8 and 210.12; GFCI receptacles and GFCI breakers (samples); AFCI breakers (samples); GFCI outlet tester; residential floor plan handout; colored pencils or markers; NCCER Electrical Level 2 branch-circuit protection section	Color-coded floor plan reviewed by instructor: all NEC-required GFCI and AFCI locations correctly marked with article citations; no missed required locations and no false positives; 80% of required locations correct to pass.
11	Reading Electrical Drawings and Panel Schedules for Code Compliance	24	practice	Students will interpret a set of residential or light-commercial electrical drawings and a panel schedule, verify that the design meets NEC requirements, and document deficiencies in a written inspection report.	Symbol legend drill: instructor distributes a standard electrical drawing symbol legend; students match 25 symbols to their descriptions (duplex receptacle, GFCI receptacle, single-pole switch, 3-way switch, smoke detector, panel, etc.) without reference materials. Drawing review exercise: working from a provided full set of residential electrical drawings (floor plan, riser diagram, panel schedule), students trace each circuit from the panel to the outlet, verify conductor size and OCPD rating match, and check that GFCI and AFCI requirements are met for every location shown. Written inspection report: each student writes a short deficiency report (minimum five findings) citing the drawing sheet, the specific violation, and the NEC article/section that is not met; they also note any items that are compliant and explain why.	Full set of residential electrical drawings (instructor-prepared or from a public domain plan set); current NEC; NCCER Electrical Level 2 and 3 print reading sections; inspection report template; pencils and rulers	Inspection report graded for accuracy: student must identify at least 4 of the 6 seeded deficiencies with correct NEC citations and present one additional compliant item with explanation; 80% of seeded deficiencies found to pass.
12	Code Compliance Review: Integrated Case Study and Mock Inspection	22	practice	Students will apply all NEC content from the course to evaluate a complete residential installation case study — including load calculation, conductor sizing, OCPD selection, grounding, and protection device placement — and defend their findings in a structured oral review.	Integrated case study: each student receives a new, unseen residential installation package (floor plan, appliance schedule, panel schedule, and wiring method notes) and independently produces a load calculation, conductor and OCPD selections, a grounding electrode system checklist, and a GFCI/AFCI location map, citing the NEC for every decision. Peer inspection: students exchange completed case study packages, check each other's code citations against the NEC, and return a written peer-review sheet identifying any errors or missing citations. Oral defense: in groups of three, each student presents their case study findings for 10 minutes while the other two students and the instructor ask follow-up questions about specific code sections; the instructor uses a structured rubric to score each defense.	Integrated case study packet (instructor-prepared, unseen by students); current NEC; scientific calculator; peer review rubric; oral defense scoring rubric; all previously used reference tables	Oral defense rubric score: student must correctly cite NEC articles for at least 80% of decisions challenged during questioning and demonstrate the ability to look up any challenged section in the NEC in real time; 80% rubric score to pass.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
NEC Written Knowledge Examination	Written exam	25%	80% (40 of 50 questions correct)	A 50-question closed-book written exam covering NEC navigation, Article 100 definitions, load calculation principles, conductor sizing, OCPD selection, grounding and bonding, and GFCI/AFCI requirements; questions are drawn from NCCER Electrical Level 1–4 knowledge check items and representative state journeyman exam topics. Students may use a physical copy of the NEC (tabbed, highlighted, but not pre-answered) to reflect real open-book licensing exam conditions. Standard met · Safety · Time · Quality/finish · Documentation
Code Application Skills Demonstration	Skills demonstration	45%	Instructor rates all five tasks as Satisfactory; any Unsatisfactory rating requires a single retake of that task within one week	The student is given an unseen residential installation scenario and must complete five tasks in sequence — NEC navigation to a specified requirement, load calculation, conductor and OCPD sizing, identification of all required GFCI/AFCI locations, and identification of a grounding electrode conductor size — with all answers cited to the correct NEC section. The instructor observes the process and scores each task on a Satisfactory/Unsatisfactory rubric. Standard met · Safety · Time · Quality/finish · Documentation
NEC Reference Log (Lab Log)	Log	15%	Log is complete for all 12 lessons (no missing entries), at least 80% of cited section numbers verified as accurate by instructor review	Students maintain a cumulative NEC reference log throughout the course, recording for every lesson the code situations encountered, the article and section that applies, the mandatory rule in plain language, and a sketch or note illustrating the real-world application. The log is collected at the end of the course and reviewed for completeness, accuracy of citations, and quality of plain-language summaries. Standard met · Safety · Time · Quality/finish · Documentation
Electrical Safety and Code Safety Check	Safety audit	15%	All critical safety items scored Compliant; any Non-Compliant item is an automatic failure requiring immediate remediation before the student may continue practical work	The instructor conducts a structured safety observation during the lab lessons (Lessons 7 and 9 in particular), using a checklist that covers: correct use of PPE when handling energized or recently energized equipment; proper lockout/tagout procedure acknowledgment when working on the mock service setup; correct identification of shock hazard zones around the simulated service entrance; and accurate verbal identification of the NEC's intent behind GFCI, AFCI, and grounding requirements as life-safety measures. The check is pass/fail on each line item. Standard met · Safety · Time · Quality/finish · Documentation

BLD-ELEC05-04 Trade course

Conduit Bending: Rigid, IMC, and EMT Systems for Building Wiring

268 hr · ~~$3,700~~ COMPLIMENTARY

Students master the layout, measurement, and hand-bending of electrical metallic tubing (EMT), intermediate metal conduit (IMC), and rigid metal conduit (RMC) using manual and mechanical benders, applying trade math and NEC installation requirements throughout. Emphasis is placed on producing code-compliant conduit runs with accurate offsets, saddles, back-to-back bends, and stub-ups in realistic residential and commercial framing scenarios. Safe work practices, proper PPE, and OSHA requirements govern every lab session.

Outcomes

Calculate and lay out accurate 90-degree stubs, offsets, saddles, and back-to-back bends using developed-length formulas and the multiplier method for EMT, IMC, and RMC.
Operate hand benders, mechanical (Chicago-type) benders, and hydraulic benders safely and correctly to produce bends within industry-accepted tolerances.
Apply relevant NEC requirements governing conduit fill, bend radius, number of bends per run, and support spacing when designing and installing conduit systems.
Read and interpret construction drawings, riser diagrams, and conduit schedules to plan and execute a complete multi-conduit run with correct terminations.
Demonstrate lockout/tagout procedures, proper PPE selection, and safe material-handling practices for conduit installation work on active construction sites.
Produce accurate field sketches and conduit schedules documenting a completed conduit system, consistent with documentation practices required by NCCER Electrical curriculum.

Course text

How the course runs. 12 blocks: Conduit Types, Properties, and NEC Installation Requirements; Trade Math for Bending: Developed Length, Multipliers, and Shrink; Safety and OSHA Requirements for Conduit Work; Hand Bender Fundamentals: 90-Degree Stub-Ups in EMT; Offsets: Calculation, Layout, and Hand Bending; Back-to-Back Bends and Four-Point Saddles; Mechanical and Hydraulic Benders: IMC and RMC; Conduit Threading, Reaming, and Coupling Assembly for RMC; Reading Conduit Drawings, Schedules, and Riser Diagrams; Conduit Support, Strapping, and Penetration Sealing; Wire Pulling Through Conduit Systems; Conduit System Integration: Full-Run Design, Bend, Install, and Document.

What competent looks like. Calculate and lay out accurate 90-degree stubs, offsets, saddles, and back-to-back bends using developed-length formulas and the multiplier method for EMT, IMC, and RMC. Operate hand benders, mechanical (Chicago-type) benders, and hydraulic benders safely and correctly to produce bends within industry-accepted tolerances. Apply relevant NEC requirements governing conduit fill, bend radius, number of bends per run, and support spacing when designing and installing conduit systems. Read and interpret construction drawings, riser diagrams, and conduit schedules to plan and execute a complete multi-conduit run with correct terminations. Demonstrate lockout/tagout procedures, proper PPE selection, and safe material-handling practices for conduit installation work on active construction sites. Produce accurate field sketches and conduit schedules documenting a completed conduit system, consistent with documentation practices required by NCCER Electrical curriculum.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Conduit Types, Properties, and NEC Installation Requirements	16	theory	Students identify EMT, IMC, RMC, PVC, and FMC by physical characteristics, list NEC requirements for trade size selection, conduit fill, bend count, and support spacing, and match conduit type to occupancy and environment.	Examine a physical sample board of all five conduit types; measure OD and ID with a caliper; record in a comparison table and annotate differences in wall thickness and allowed applications. Use NEC Annex C fill tables to solve five conduit-fill problems: given wire type, AWG, and conductor count, determine minimum trade size of EMT and RMC. Complete a matching worksheet that pairs conduit type to environment (wet, hazardous, concrete-encased, exposed outdoor) and justify each choice citing the applicable NEC article.	Sample conduit section board (EMT, IMC, RMC, PVC, FMC in ½″–2″ trade sizes), dial calipers, current NFPA 70 NEC codebook, NEC Annex C fill-table worksheets, NCCER Electrical Level 1 & 2 modules on raceways	10-question written quiz on conduit types and NEC fill/support rules; 80% or higher to pass.
2	Trade Math for Bending: Developed Length, Multipliers, and Shrink	24	theory	Students apply trigonometry-based multipliers, shrink constants, and developed-length formulas to calculate cutting lengths and bend marks for stubs, offsets, and saddles before touching a bender.	Solve a 12-problem set using the standard multiplier table (e.g., 1.414 for 45°, 2.0 for 30°) to find the distance between bend marks for offsets of varying rise heights in EMT. Derive the gain (developed length saved at a 90° bend) for ½″, ¾″, and 1″ EMT by measuring bent samples against calculated predictions; record actual vs. predicted and calculate percent error. Given a site sketch with obstacles at specified heights and horizontal distances, calculate all cut lengths, shrink deductions, and mark positions for a three-bend saddle in pairs, then compare answers before cutting.	Scientific calculators, multiplier and shrink-constant reference card (NCCER), graph paper, tape measures, sample bent EMT pieces, whiteboard for instructor demonstration	Math problem set graded by instructor; all 12 problems must be set up correctly with final answer within ±1/8″ of the accepted solution; 80% score to pass.
3	Safety and OSHA Requirements for Conduit Work	16	theory	Students identify all OSHA and site safety requirements specific to conduit installation—PPE, lockout/tagout, manual material handling, elevated work, and struck-by hazards—and correctly demonstrate a LOTO procedure before beginning any lab.	Walk through a simulated conduit-work jobsite (classroom mock-up with obstacles, a panel, and overhead obstructions); identify and document at least ten safety hazards using an OSHA hazard-identification checklist. Perform a step-by-step LOTO demonstration on a deenergized panel mock-up: apply lock, verify absence of voltage with a non-contact tester, hang tag, attempt restart, and document on a LOTO permit form. Role-play the pre-task safety briefing for a conduit pull requiring a ladder, conduit threading machine, and reamer: assign PPE requirements (safety glasses, gloves, steel-toed boots, hard hat) and tool inspection steps for each task.	OSHA 10 Construction outreach reference cards, LOTO station mock-up with hasp and locks, non-contact voltage tester, LOTO permit forms, PPE samples (glasses, gloves, hard hat, boots), instructor-developed hazard-identification checklist	LOTO procedure performed in correct sequence with zero steps skipped; all PPE correctly identified for each sub-task; any missed critical safety step requires repeat demonstration before proceeding to lab sessions.
4	Hand Bender Fundamentals: 90-Degree Stub-Ups in EMT	28	lab	Students use a hand bender to produce a 90-degree stub-up in ½″ and ¾″ EMT that lands within ±¼″ of a specified finished stub height with no kinks, flattening, or dog-legs.	Instructor demonstrates the arrow, star, and teardrop marks on the Klein and Ideal hand benders; students locate marks on their own benders, measure the factory-stamped take-up values, and record them in a bending log. Each student marks and bends four stub-ups per trade size (½″ and ¾″ EMT) to a specified 10″ finished stub height, measures result, records error, adjusts technique, and rebends until two consecutive bends meet tolerance. Pairs inspect each other's bends using a combination square to check 90° accuracy and a tape measure for stub height; defective bends are cut off and re-bent to reinforce correct technique.	Klein and Ideal hand benders (½″ and ¾″ sets), ½″ and ¾″ EMT stock (pre-cut 10-foot sticks), tape measures, combination squares, pipe cutters, de-burring reamers, safety glasses, leather gloves, student bending logs	Final stub-up graded by instructor: 90° ± 2°, stub height within ±¼″ of target, no visible kinks or flattening; two passing bends per trade size required to advance.
5	Offsets: Calculation, Layout, and Hand Bending	28	lab	Students calculate shrink and mark positions, then hand-bend accurate two-bend offsets in ½″ and ¾″ EMT at 22½°, 30°, and 45° to clear obstacles of specified heights without introducing twists or dog-legs.	Using the multiplier method, students calculate and record in their bending logs the mark-to-mark distance and shrink for three obstacle heights (2″, 4″, and 6″) at each of the three bend angles before touching the bender. Students bend a 4″ offset at 30° in ¾″ EMT, measure both the offset height and the parallelism of the two legs with a torpedo level, and compare measured shrink to calculated shrink; discrepancies are discussed as a group. Students assemble a short conduit run through a plywood panel with two pre-drilled holes at different heights; the conduit must pass cleanly through both holes using a calculated offset, demonstrating real-world application.	Hand benders, ½″ and ¾″ EMT, tape measures, torpedo levels, combination squares, pre-drilled plywood offset-practice panel, multiplier reference cards, bending logs, pipe cutters, reamers	Offset height within ±¼″, legs parallel within 2° per torpedo level, no visible twist; instructor measures all three dimensions; must pass two of three offset sizes to advance.
6	Back-to-Back Bends and Four-Point Saddles	24	lab	Students lay out and bend accurate back-to-back 90-degree bends and four-point saddles in ¾″ EMT to bridge a round obstacle, with each segment length within ±¼″ of the design dimension.	Instructor demonstrates back-to-back bending using a conduit with two pre-marked bend points; students measure the resulting straight section between heels and compare to the intended center-to-center distance, discussing the effect of gain. Students calculate and mark a four-point saddle over a 2″ round pipe crossing: compute center mark, outer marks using 22½° multipliers, and shrink; bend in sequence and test fit over a actual 2″ pipe clamped to the bench. Timed accuracy drill: students complete a back-to-back bend to a given 8″ center-to-center dimension; fastest time with passing accuracy earns recognition; all students must eventually meet the accuracy standard.	Hand benders, ¾″ EMT, tape measures, 2″ pipe obstacle clamped to workbench, combination squares, bending logs, markers, pipe cutters, reamers, safety glasses	Back-to-back center-to-center within ±¼″; four-point saddle seats flush on round pipe with less than 1/8″ gap at any contact point; instructor verifies both; one passing attempt of each type required.
7	Mechanical and Hydraulic Benders: IMC and RMC	28	demo	Students safely set up and operate a mechanical (Chicago-type) bender and a hydraulic bender to produce 90-degree bends and offsets in 1″ IMC and 1″ RMC within accepted tolerances.	Instructor demonstrates pre-operation inspection of the mechanical bender (shoe condition, follow bar, pipe hook, bending table levelness) and hydraulic bender (fluid level, ram seal, shoe fit); students complete a written inspection checklist before first use. Students produce three 90-degree bends in 1″ IMC on the mechanical bender to a 12″ stub height; measure each for stub height (±¼″) and 90° accuracy (±2°); log results and identify any tendency to overbend or underbend. Students bend a 6″ offset at 30° in 1″ RMC on the hydraulic bender; calculate mark-to-mark distance before bending, then measure finished offset height and parallelism; compare required force to EMT and discuss why RMC requires hydraulic power.	Mechanical (Chicago-type) bender with 1″ shoe set, hydraulic bender with 1″ die, 1″ IMC and RMC stock, tape measures, combination squares, torpedo levels, inspection checklists, bending logs, PPE (safety glasses, gloves, steel-toed boots)	Pre-operation inspection checklist completed with zero critical items missed; 90° stub within ±¼″ height and ±2° angle; offset within ±¼″ height; instructor signs off bending log after observing each student operate both machines.
8	Conduit Threading, Reaming, and Coupling Assembly for RMC	20	lab	Students cut, ream, thread, and couple rigid metal conduit using a threading machine and hand dies, producing NPT threads that engage a coupling fully without cross-threading or insufficient thread engagement.	Students cut 1″ RMC to length with a pipe cutter, ream the cut end with a reamer to remove all burrs, then apply cutting oil and thread with a hand die; inspect threads with a coupling test-fit and by counting exposed thread count. Students operate a power threading machine under instructor supervision: secure conduit in chuck, select correct die head, apply cutting oil, advance die, and verify thread quality with a ring gauge or coupling engagement check. Students assemble a short 1″ RMC nipple-and-coupling run of three sections; apply pipe joint compound only to male threads; tighten by hand then with a pipe wrench to full engagement; check for alignment and absence of leaks (simulated with water in a wet-location scenario discussion).	1″ RMC stock, pipe cutters, reamer, hand die set (1″ NPT), power threading machine with 1″ die head, cutting oil, pipe wrenches, ring gauges or coupling samples, pipe joint compound, safety glasses, gloves, face shield for threading machine	Threads engage coupling at least 3 full threads with hand pressure; coupling can be run to full engagement with wrench without cross-threading; instructor checks each threaded end; any stripped or inadequate threads must be re-cut on a new section.
9	Reading Conduit Drawings, Schedules, and Riser Diagrams	20	theory	Students interpret a full set of electrical construction drawings including a floor plan, conduit schedule, and riser diagram to extract conduit type, trade size, routing, and support requirements needed to plan a real installation.	Students receive a two-page reduced-scale commercial electrical floor plan; using a scale rule, they identify and list every conduit run shown, record trade size, type, and routing notes in a conduit schedule template. Students interpret a three-story riser diagram showing feeders and branch circuits; they answer ten questions about conduit types, sizes, and floor penetration details, citing the drawing reference for each answer. In pairs, students mark up a blank floor plan to route three conduit runs—avoiding structural members shown on architectural drawings—then justify routing choices in a brief written explanation.	Sample commercial electrical drawings (floor plan, riser, conduit schedule), architectural drawing set for coordination reference, architectural scale rules, conduit schedule templates, pencils, current NEC codebook	Conduit schedule completed with correct type, size, and routing for all runs (checked against answer key); minimum 80% accuracy; drawing mark-up reviewed by instructor for code-compliant routing.
10	Conduit Support, Strapping, and Penetration Sealing	20	lab	Students install EMT and RMC conduit runs on a framed wall mock-up using correct straps, hangers, and support spacing per NEC requirements, and properly seal conduit penetrations through a fire-rated assembly.	Students install a 10-foot horizontal EMT run on a framed wall mock-up, placing one-hole straps at NEC-required intervals; instructor calls out a random support-spacing question mid-installation to check knowledge without looking at notes. Students drill a penetration through a simulated fire-rated wall mock-up, pass conduit through, and apply listed firestop putty or intumescent sleeve per manufacturer instructions; discuss the code requirement that no opening remain around the conduit. Students attach conduit to unistrut with conduit clamps and threaded rod hangers in an overhead run; use a torpedo level to verify level; torque hardware to hand-tight plus wrench snug and verify no movement when loaded with gentle downward force.	Metal stud framed wall mock-up, ½″ and ¾″ EMT and 1″ RMC, one-hole and two-hole straps, unistrut channel, conduit clamps, threaded rod hangers, nuts and bolts, drill with bits, listed firestop putty, torpedo level, tape measure, NEC codebook, PPE	Supports placed within NEC-required spacing (no unsupported span exceeds the code maximum for each conduit type and size); penetration sealed with zero visible gap; instructor measures all span distances and inspects seal; any violation must be corrected.
11	Wire Pulling Through Conduit Systems	24	lab	Students calculate conductor fill, pull string through a completed multi-bend conduit run, and hand-pull THWN conductors without damaging insulation, using pulling lubricant and documenting pull tension observations.	Before pulling, students calculate percent fill for the specified conductor set in the installed conduit trade size using NEC Annex C; confirm fill is within the 40% limit and document in their bending log. Students fish a pull string through a pre-assembled conduit system with at least two 90° bends and one offset; attach conductors with a pulling grip or tape wrap; apply listed wire-pulling lubricant; pull conductors hand-over-hand to the far end without stopping. Students inspect pulled conductors for insulation damage by running a clean cloth along the length and examining for discoloration or abrasion; document observations and discuss causes and prevention of conductor damage during pulls.	Completed conduit run assemblies from prior labs (EMT, ¾″), pull string, pulling grip or electrical tape, THWN 12 AWG conductors, listed wire-pulling lubricant, NEC Annex C fill tables, clean cloths, bending logs, pipe putty for open conduit ends	Fill calculation verified correct by instructor before pulling begins; conductors pulled completely through without damage; cloth inspection reveals no discoloration or torn insulation; student documents pull in bending log with instructor initials.
12	Conduit System Integration: Full-Run Design, Bend, Install, and Document	20	practice	Students independently design, calculate, bend, install, and document a complete conduit system—including at least one 90° stub, one offset, and one saddle—connecting two panel locations on a full-size mock-up wall, producing a conduit schedule and as-built sketch.	Each student receives a design brief specifying start point, end point, two obstacle heights, and conductor count; they independently calculate all developed lengths, shrink, and cut lists before touching any material, submitting calculations for instructor review. Students execute the full installation on the mock-up wall: cut, bend, ream, strap, and terminate all conduit sections, then pull conductors and verify fill; instructor observes and may not assist except for safety issues. After installation, students produce a neat as-built sketch (plan view and elevation) and a completed conduit schedule listing trade size, type, number of conductors, and support locations; present the completed package to the class in a 5-minute stand-up explanation.	Full-size mock-up wall with panel knockout locations, hand benders, EMT and IMC stock, pipe cutters, reamers, straps, drill, conductors, pull string, lubricant, tape measure, combination square, graph paper, ruler, NEC codebook, bending log	All bends within ±¼″ of design dimensions; conduit schedule accurate and complete; as-built sketch legible and dimensionally consistent with installed run; 5-minute stand-up explanation addresses all instructor questions; instructor uses a 10-point rubric with 80% required to pass.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Conduit Bending Theory and Code Written Exam	Written exam	25%	80% or higher (32 of 40 questions correct)	A 40-question closed-book exam covering conduit types and applications, NEC fill and support requirements, multiplier and developed-length math, threading standards, and conduit-drawing interpretation, aligned to NCCER Electrical Level 2 knowledge areas on raceways and conduit bending. Standard met · Safety · Time · Quality/finish · Documentation
Practical Bending Skills Demonstration	Skills demonstration	45%	All four bends must meet dimensional tolerance; any single failing bend requires one remedial attempt before a second evaluation	Each student produces four bends—a 90° stub-up in ¾″ EMT, a 30° offset in ¾″ EMT, a four-point saddle in ¾″ EMT, and a 90° bend in 1″ IMC on the mechanical bender—evaluated by the instructor against a dimensional rubric (stub height ±¼″, angle ±2°, no kinks or dog-legs), directly matching NCCER Electrical Level 2 performance task requirements. Standard met · Safety · Time · Quality/finish · Documentation
Bending and Installation Lab Log	Log	15%	Log accepted when all 12 lesson entries are present, all calculations are shown with correct units, and instructor initials appear on each entry; incomplete or uncorrected entries are returned for revision before passing	Students maintain a running bending log throughout the course recording all pre-bend calculations, measured results, percent errors, NEC references used, and reflections on technique corrections; the complete log is submitted at course end and reviewed for accuracy, completeness, and evidence of learning from errors. Standard met · Safety · Time · Quality/finish · Documentation
Safety and LOTO Compliance Check	Safety audit	15%	100% on all critical safety steps; any missed critical step is an automatic fail requiring full repeat of the safety demonstration before the student may continue lab work	Instructor observes each student perform a complete lockout/tagout sequence on the panel mock-up, verify absence of voltage with a non-contact tester, don correct PPE for a conduit-cutting task, and state the NEC or OSHA requirement for one randomly selected safety scenario; this check is administered before the Practical Bending Skills Demonstration and must be passed first. Standard met · Safety · Time · Quality/finish · Documentation

BLD-ELEC05-05 Trade course

Residential and Commercial Wiring

268 hr · ~~$3,700~~ COMPLIMENTARY

Students apply NEC-compliant wiring methods to both residential and light-commercial installations, from rough-in through finish trim, using cable assemblies, conduit systems, and device wiring. Emphasis is placed on box fill calculations, circuit layout, load calculations, and safe work practices consistent with OSHA 10 standards. This course bridges code knowledge and conduit skills learned previously into complete, inspectable electrical systems.

Outcomes

Plan and execute a complete residential branch-circuit rough-in, including proper box placement, cable routing, and stapling intervals per NEC Article 334 requirements.
Wire and trim out receptacles, switches, GFCI and AFCI devices, luminaires, and panels in residential and light-commercial occupancies to NEC standards.
Perform service-entrance and panel load calculations for a single-family dwelling using NEC Article 220 methods.
Install branch circuits and feeders in a light-commercial occupancy using EMT conduit, including proper support, connections, and wire fill per NEC Chapter 3.
Identify and correct common wiring deficiencies that cause failed rough-in and final inspections.
Demonstrate safe working procedures—including lockout/tagout, appropriate PPE, and first-aid awareness—throughout all wiring tasks.

Course text

How the course runs. 12 blocks: Residential Wiring Systems Overview and Job-Site Safety Review; Reading Residential Electrical Plans and Specifications; NEC Branch-Circuit Requirements and Box Fill Calculations; Residential Rough-In: Cable Installation with NM-B Cable; Device Wiring: Receptacles, Switches, GFCI, and AFCI Devices; Luminaire Installation: Recessed, Surface, and Ceiling Fan Boxes; Residential Service Entrance and Panel Load Calculations; Panel Wiring: Circuit Breaker Installation and Panel Schedule; Light-Commercial Wiring: EMT Branch Circuits and Feeders; Commercial Device Wiring: 20-Amp Commercial-Grade Devices, Exit and Emergency Lighting; Wiring Deficiencies, Troubleshooting, and Inspection Readiness; Integrated Wiring Project: Plan, Build, and Inspect a Complete Rough-In and Trim-Out.

What competent looks like. Plan and execute a complete residential branch-circuit rough-in, including proper box placement, cable routing, and stapling intervals per NEC Article 334 requirements. Wire and trim out receptacles, switches, GFCI and AFCI devices, luminaires, and panels in residential and light-commercial occupancies to NEC standards. Perform service-entrance and panel load calculations for a single-family dwelling using NEC Article 220 methods. Install branch circuits and feeders in a light-commercial occupancy using EMT conduit, including proper support, connections, and wire fill per NEC Chapter 3. Identify and correct common wiring deficiencies that cause failed rough-in and final inspections. Demonstrate safe working procedures—including lockout/tagout, appropriate PPE, and first-aid awareness—throughout all wiring tasks.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Residential Wiring Systems Overview and Job-Site Safety Review	14.5	theory	Students will describe the components of a residential wiring system and apply OSHA 10 and site-specific safety rules—including PPE selection, lockout/tagout, and fall protection—to residential wiring tasks.	Instructor-led walkthrough of a sample set of residential electrical drawings: service entrance, panel schedule, branch-circuit layout, and detail sheets; students annotate their own copies identifying each circuit type. Small-group case-study review of three common residential electrical accidents (arc flash, contact with energized conductors, fall from ladder) drawn from OSHA fatality summaries; groups identify the violated standard and the corrective control. Written scenario exercise: given a framed wall section, students list required PPE, identify LOTO steps if a temporary power panel is present, and sketch the cord-and-plug safety check sequence for power tools.	Sample residential electrical plan set, OSHA 29 CFR 1926 Subpart K summary card, NFPA 70 (NEC) current edition, NCCER Electrical Level 1–2 trainee guides, PPE samples (safety glasses, gloves, hard hat, GFCI-protected extension cord), whiteboard	10-question written quiz covering system components, PPE selection, and LOTO steps; passing score 70%.
2	Reading Residential Electrical Plans and Specifications	16	theory	Students will interpret a complete set of residential electrical drawings and specifications to identify circuit quantities, panel schedules, device locations, and wiring notes.	Instructor demonstration: read a residential one-line diagram aloud, tracing power from the utility transformer through the meter, main breaker, and each branch circuit; students follow on their own print sets. Students complete a takeoff worksheet—counting receptacle, switch, and lighting outlets by room; calculating linear footage of cable runs from scaled floor plan; and listing circuit breaker sizes from the panel schedule. Pair exercise: one student reads spec notes aloud while the partner marks corresponding details on the plan; partners swap and repeat; instructor circulates and corrects misreadings.	Full-size residential electrical plan set (minimum 1,500 sq ft house), architectural scale ruler, highlighters, NEC current edition, NCCER Electrical Level 2 trainee guide, takeoff worksheet	Completed takeoff worksheet checked against instructor answer key; all quantities within ±5% and all circuit breaker sizes correct for 100% pass.
3	NEC Branch-Circuit Requirements and Box Fill Calculations	20	theory	Students will apply NEC Articles 210 and 314 to determine required circuit quantities, receptacle placement rules, and box fill for residential and light-commercial branch circuits.	Instructor works through NEC Article 210 outlet spacing requirements for dwelling units, projecting each code section; students highlight requirements for kitchen small-appliance, bathroom, garage, outdoor, and general-purpose circuits on a handout. Students solve a set of eight box fill problems of increasing complexity—single-gang device boxes through 4-square boxes with multiple conductors, clamps, and devices—using NEC Table 314.16(A) and (B). Lab exercise: students select actual plastic and metal boxes from a sample kit, measure wire fill using NEC tables, and justify box choice for a given wiring scenario in writing.	NEC current edition (Articles 210, 314), sample assortment of electrical boxes (single-gang, double-gang, 4-inch square, old-work), conductors (12 AWG and 14 AWG scrap), box fill calculation worksheet, calculator	Eight-problem box fill quiz; all eight answers correct using correct NEC table references for 100% pass (any error triggers remediation and retest).
4	Residential Rough-In: Cable Installation with NM-B Cable	25	lab	Students will rough-in branch circuits in a framed wall mock-up using NM-B cable, meeting NEC stapling, bending, and protection requirements and passing a simulated rough-in inspection checklist.	Instructor demonstration on a full-height framed wall: drilling holes in studs at required heights, feeding NM-B cable, stapling within required distances of boxes and at intervals required by code, and installing nail plates where required. Each student rough-ins a three-circuit segment (general lighting, kitchen small-appliance, and bathroom GFCI circuit) in their assigned wall section, documenting hole locations and staple intervals on a rough-in log. Peer inspection using the instructor-provided rough-in checklist (modeled on typical municipal inspection items); each student marks pass/fail for each item on their partner's work and signs the checklist.	Framed wall mock-ups (2×4 stud, 8 ft), NM-B cable 14/2, 12/2, and 12/3, plastic boxes (new-work), hammer, drill with spade bits, cable staples, nail plates, tape measure, NEC current edition, rough-in inspection checklist	Rough-in inspection checklist: all items must pass (no stapling violations, correct hole depths, nail plates installed, cable secured within required distance of boxes); any failed item requires correction before sign-off.
5	Device Wiring: Receptacles, Switches, GFCI, and AFCI Devices	21.5	lab	Students will correctly wire standard receptacles, single-pole and three-way switches, GFCI receptacles, and AFCI breakers and verify device operation with a plug-in tester and multimeter.	Instructor demonstration board: wiring a GFCI receptacle with line and load terminals labeled, a three-way switch pair with traveler conductors color-coded, and a dual-function AFCI/GFCI breaker installed in a panel section. Students complete eight wiring stations on a device board: duplex receptacle (standard), duplex receptacle (backstab vs. screw-terminal comparison), GFCI receptacle (line-side only), GFCI receptacle with protected load, single-pole switch, three-way switch pair, four-way switch middle-of-run, and AFCI breaker. After energizing each station under instructor supervision, students test with a plug-in circuit tester and multimeter, record readings in their lab log, and press the TEST button on GFCI devices to confirm trip and reset.	Device wiring boards (pre-drilled plywood panels with boxes), duplex receptacles, GFCI receptacles, AFCI breakers, single-pole and three-way switches, 14/2 and 14/3 NM-B, plug-in circuit tester, digital multimeter, NEC current edition, NCCER Electrical Level 2 trainee guide	All eight wiring stations verified with plug-in tester showing correct polarity and ground, GFCI trips on TEST, AFCI breaker installs without nuisance trip; lab log entries show correct multimeter readings (120 V ±5%). All stations must pass.
6	Luminaire Installation: Recessed, Surface, and Ceiling Fan Boxes	18	demo	Students will install recessed IC-rated fixtures, surface-mounted luminaires, and ceiling-fan-rated boxes in compliance with NEC Articles 410 and 314, including correct support and wiring connections.	Instructor demonstration: selecting an IC-rated vs. non-IC recessed housing based on insulation contact, installing a fan-rated box with brace bar between joists, and making fixture wire connections with approved wire connectors—narrating code references throughout. Students install one recessed housing, one surface luminaire, and one ceiling-fan-rated box on a ceiling mock-up, writing the NEC section that governs each decision in their lab log. Inspection rotation: instructor and students use a checklist to verify box ratings, wire connector integrity, luminaire trim clearance from combustibles, and correct switch-leg wiring.	Ceiling mock-up (framed joist section), IC-rated and non-IC recessed housings, ceiling-fan-rated adjustable brace bar, surface-mount luminaire, wire connectors, 14/2 NM-B, NEC current edition (Articles 314, 410), luminaire installation checklist	Instructor checklist: correct box rating for application, all connections secure (pull test—no loosening), luminaire trim installed flush; all three items pass required for sign-off.
7	Residential Service Entrance and Panel Load Calculations	23.5	theory	Students will perform a standard method load calculation for a single-family dwelling per NEC Article 220 and select a service size to serve that load.	Instructor-led worked example: calculate the general lighting load, small-appliance and laundry circuits, fixed appliance loads, heating and cooling load (larger of the two), electric range using demand factors, and dryer load for a sample 1,800 sq ft house; sum to derive minimum service ampacity. Students complete a parallel load calculation for a different sample house (instructor-supplied data sheet) independently, showing every NEC table and section used at each step. Class debrief: instructor projects common student errors (omitting demand factors, using wrong table for ranges) and students self-check and correct their worksheets.	NEC current edition (Article 220, Tables 220.12, 220.42, 220.55, 220.82), load calculation worksheet, calculator, sample house data sheet, NCCER Electrical Level 3 trainee guide	Completed load calculation worksheet: final ampacity within ±5% of instructor answer key and correct service size selected; any arithmetic error that changes the service size requires full remediation and retest.
8	Panel Wiring: Circuit Breaker Installation and Panel Schedule	20	lab	Students will land branch-circuit conductors in a residential load center, install breakers of specified sizes and types, and complete an accurate panel schedule matching the circuit layout.	Instructor demonstration on a dead (de-energized, LOTO applied) 200-amp residential load center: landing a neutral and equipment grounding conductor, seating a single-pole breaker, seating a double-pole breaker, and routing conductors neatly with plastic cable ties. Each student, working on an identical dead load center with LOTO locks applied, lands eight branch circuits (mix of 15 A single-pole, 20 A single-pole, and 30 A double-pole) per a wiring diagram provided by the instructor. Students complete a blank panel schedule form identifying each circuit number, breaker size, wire gauge, and load served; instructor compares schedule to actual panel wiring.	200-amp residential load centers (one per student or pair), assorted breakers (15 A, 20 A single-pole; 30 A double-pole), conductors (14 AWG, 12 AWG, 10 AWG), LOTO locks and tags, plastic cable ties, panel schedule form, torque screwdriver, NEC current edition, NCCER Electrical Level 2 trainee guide	All conductors landed at correct breaker size and torqued to manufacturer specification; panel schedule matches wiring with no errors; LOTO procedure followed throughout (observed by instructor). Any untorqued connection or LOTO violation = immediate stop and full remediation.
9	Light-Commercial Wiring: EMT Branch Circuits and Feeders	32.5	lab	Students will install a light-commercial branch-circuit and feeder system in EMT conduit—including supports, couplings, connectors, and wire pulling—meeting NEC Chapter 3 and Article 358 requirements.	Students lay out and install a 20-foot EMT run (horizontal and one 90-degree offset to a panel knockout) on a commercial mock-up wall, applying support spacing per NEC Article 358, making up threadless fittings, and verifying continuity of the equipment grounding path with a multimeter. Wire-pulling exercise: students calculate fill for a specified conductor set using NEC Chapter 9 tables, apply wire-pulling lubricant, and pull conductors through the installed EMT using a hand fish tape—two students pulling, one feeding. Inspection using a light-commercial rough-in checklist: support spacing measured with tape, conduit body and box fill verified, conductor insulation checked visually for damage from pulling.	EMT conduit (½-inch and ¾-inch), threadless couplings and connectors, EMT straps and hangers, fish tape, wire-pulling lubricant, THWN-2 conductors (12 AWG), commercial panel mock-up, NEC current edition (Article 358, Chapter 9 tables), digital multimeter, commercial rough-in checklist	Light-commercial rough-in checklist: supports within required spacing, all fittings tight, ground continuity <1 ohm end-to-end on multimeter, no insulation damage visible; all items pass required for sign-off.
10	Commercial Device Wiring: 20-Amp Commercial-Grade Devices, Exit and Emergency Lighting	20	lab	Students will wire 20-amp commercial-grade receptacles, exit signs with battery backup, and emergency lighting units correctly and verify operation per manufacturer instructions.	Instructor demonstration: difference between residential and commercial-grade receptacle construction, wiring a self-testing exit sign (normal power and battery backup leads), and wiring a remote emergency lighting head to a transfer relay—calling out NEC Article 700 requirements for emergency systems. Students wire two commercial duplex receptacles (screw-terminal only, no backstab), one exit sign with battery backup, and one emergency lighting unit on their lab board; instructor verifies connections before energizing. Function test: instructor cuts power to simulate outage; students observe and record transfer time for emergency units and battery backup illumination on exit signs in their lab log.	Commercial-grade 20-amp duplex receptacles, exit sign with battery backup, emergency lighting unit, 12/2 THWN-2, junction boxes, digital multimeter, NEC current edition (Articles 406, 700), lab log forms	All devices operate correctly under normal power; emergency units illuminate within required time after power interruption (per manufacturer specification); lab log entries complete. Any wiring error must be corrected and retested before sign-off.
11	Wiring Deficiencies, Troubleshooting, and Inspection Readiness	18	practice	Students will identify, diagnose, and correct a minimum of eight NEC-code and workmanship deficiencies planted in a residential/commercial mock-up wiring installation.	Instructor presents a mock-up with 10 planted deficiencies (examples: missing staple, wrong-size breaker, reversed polarity on receptacle, missing nail plate, overfilled box, backstab connection on 20-amp circuit, unsecured cable at panel knockout, missing bushing on EMT, open splice outside a box, non-IC fixture in insulated ceiling); students tour the mock-up and individually list every deficiency they find. Each student corrects all deficiencies they identified, documenting the NEC section violated and the correction made on a deficiency log form. Class debrief: instructor reveals all 10 planted deficiencies and the governing NEC section for each; students self-score their detection rate and correction accuracy.	Pre-wired deficiency mock-up, deficiency log form, NEC current edition, hand tools, digital multimeter, plug-in circuit tester, inspection checklist	Students must correctly identify and document at least 8 of 10 deficiencies with correct NEC citation, and physically correct all identified deficiencies; fewer than 8 requires remediation.
12	Integrated Wiring Project: Plan, Build, and Inspect a Complete Rough-In and Trim-Out	39	lab	Students will independently plan, rough-in, trim out, and submit for mock inspection a complete wiring installation—including panel, branch circuits, devices, and luminaires—for a supplied residential/light-commercial floor plan, demonstrating integrated mastery of all course skills.	Given a supplied floor plan, students produce a circuit layout drawing, panel schedule, box fill calculation sheet, and load calculation before touching any materials; instructor reviews and approves the plan package before rough-in begins. Students execute rough-in (cable or EMT as applicable to each area, box mounting, panel landing) and trim-out (devices, luminaires, panel cover and directory) on their assigned mock-up section over multiple lab sessions, maintaining a daily work log. Final mock inspection: a second instructor or industry guest acts as the inspector using a standard residential/commercial electrical inspection checklist; students must answer questions about their installation (citing NEC sections) and correct any noted deficiencies on the spot.	Assigned floor plan and panel schedule template, full tool kit (drills, fish tape, conduit benders, hand tools), NM-B and EMT materials, load center, breakers, devices, luminaires, NEC current edition, box fill and load calculation worksheets, daily work log, inspection checklist	Mock inspection checklist: zero unresolved deficiencies after corrections; plan package complete and accurate (load calc within ±5%, all box fills correct); daily work log complete; inspector sign-off required to pass.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Written Knowledge Exam: NEC Requirements and Wiring Theory	Written exam	25%	70% or higher	A 60-question multiple-choice exam drawn from NEC Articles 210, 220, 314, 334, 358, 406, and 410, covering branch-circuit requirements, box fill, load calculations, cable and conduit wiring methods, device ratings, and luminaire installation rules. Questions are aligned with NCCER Electrical Levels 2 and 3 module exam content areas and State Journeyman Electrician exam topic domains. Standard met · Safety · Time · Quality/finish · Documentation
Skills Demonstration: Device Wiring and Panel Landing	Skills demonstration	45%	All required tasks completed correctly with no unresolved errors; LOTO procedure followed throughout	The student wires a GFCI receptacle, a three-way switch pair, and an AFCI breaker on a dead panel section within a set time limit, with LOTO applied and verified before any panel work begins; the instructor uses a standardized task checklist and a plug-in circuit tester to verify correct polarity, ground, GFCI trip function, and torque on all breaker and neutral/ground connections. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log Portfolio	Log	15%	All 12 lesson entries present; at least 10 of 12 entries rated Satisfactory or above on the rubric	Students maintain a running lab log throughout the course documenting materials used, NEC sections applied, measurements and test readings recorded, and any deficiencies found and corrected in each lab or practice session; entries are evaluated on completeness, accuracy of NEC citations, and legibility using a four-level rubric (Excellent, Satisfactory, Needs Revision, Unsatisfactory). Standard met · Safety · Time · Quality/finish · Documentation
Safety Compliance Check	Safety audit	15%	Zero critical safety violations across all observed sessions; 100% on final PPE and LOTO checklist	The instructor records any safety violation observed during labs and practice sessions throughout the course using an incident log; at course end, the student completes a live PPE selection and LOTO demonstration on a de-energized panel with the instructor scoring each step on a binary pass/fail checklist—any single critical violation (working on energized conductors without authorization, missing LOTO lock, no eye protection when drilling) during the course requires an immediate safety conference and documented remediation plan before the student may continue. Standard met · Safety · Time · Quality/finish · Documentation

BLD-ELEC05-06 Trade course

Motors & Controls

268 hr · ~~$3,700~~ COMPLIMENTARY

Students learn to select, install, wire, and troubleshoot single-phase and three-phase AC motors along with the motor control circuits—contactors, starters, relays, and variable-frequency drives—that govern them in commercial and industrial settings. Instruction follows NEC Article 430 requirements and NCCER Electrical Level 2 and Level 3 motor and controls content. Emphasis is placed on safe lockout/tagout practice, proper PPE selection for energized work, and systematic troubleshooting using schematics and ladder logic.

Outcomes

Identify, connect, and verify the operation of single-phase and three-phase AC motors in accordance with nameplate data and NEC Article 430.
Read and draw motor control schematic and wiring diagrams, including ladder logic for two-wire, three-wire, and reversing starter circuits.
Select and size motor branch-circuit conductors, overcurrent protection, and disconnecting means using NEC Article 430 tables.
Install and wire magnetic contactors, motor starters, overload relays, push-button stations, and pilot devices following manufacturer specifications and applicable code.
Program and commission a variable-frequency drive for a basic speed-control application and interpret drive fault codes.
Apply lockout/tagout procedures and appropriate PPE before any work on motor or control circuits and document each step in a written LOTO record.

Course text

How the course runs. 12 blocks: Motor Theory and Nameplate Data; LOTO and Electrical Safety for Motor Work; NEC Article 430 — Sizing and Code Compliance; Schematic and Wiring Diagram Reading; Contactors, Starters, and Overload Relays — Installation Lab; Reversing Starters and Interlocking; Pilot Devices and Control Circuits; Reduced-Voltage and Soft-Start Methods; Variable-Frequency Drive (VFD) — Principles and Parameter Setting; VFD Installation, Wiring, and Fault Diagnosis; Motor Troubleshooting Methods; Integrated Motors & Controls Project.

What competent looks like. Identify, connect, and verify the operation of single-phase and three-phase AC motors in accordance with nameplate data and NEC Article 430. Read and draw motor control schematic and wiring diagrams, including ladder logic for two-wire, three-wire, and reversing starter circuits. Select and size motor branch-circuit conductors, overcurrent protection, and disconnecting means using NEC Article 430 tables. Install and wire magnetic contactors, motor starters, overload relays, push-button stations, and pilot devices following manufacturer specifications and applicable code. Program and commission a variable-frequency drive for a basic speed-control application and interpret drive fault codes. Apply lockout/tagout procedures and appropriate PPE before any work on motor or control circuits and document each step in a written LOTO record.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Motor Theory and Nameplate Data	17	theory	Students interpret AC motor nameplate data—voltage, FLA, service factor, insulation class, and NEMA frame—to determine correct application and NEC sizing requirements.	Lecture and guided notes on AC motor operating principles: rotating magnetic field, slip, torque curves, and power factor for squirrel-cage induction motors. Nameplate analysis exercise: students receive five different motor nameplates and complete a worksheet calculating branch-circuit conductor size, overload setting, and disconnect rating from NEC Article 430 tables. Small-group comparison of single-phase (split-phase, capacitor-start, capacitor-run) and three-phase motor types using cutaway models and manufacturer data sheets.	NCCER Electrical Level 2 and Level 3 modules on motors; current NEC codebook (Article 430); assorted motor nameplates or laminated facsimiles; NEC Table 430.52 and Table 430.250 handouts; dry-erase boards	Nameplate worksheet scored against answer key; student must correctly size conductors, overcurrent protection, and disconnect for at least 4 of 5 motors (80%) to pass.
2	LOTO and Electrical Safety for Motor Work	18.5	demo	Students demonstrate a complete NFPA 70E- and OSHA 29 CFR 1910.147-compliant lockout/tagout sequence on a de-energized motor control panel before any hands-on motor wiring begins.	Instructor demonstrates the full six-step LOTO procedure on a training panel: notify, isolate, apply lock and tag, release stored energy, verify zero energy state with a tested meter. Each student performs the LOTO sequence on the training panel while an instructor observes and records a step-by-step checklist; errors are corrected immediately and the sequence is repeated. PPE selection drill: students match arc-flash PPE category (gloves, face shield, FR clothing) to given voltage and available fault current scenarios using an NFPA 70E PPE category table.	Training motor control panel with lockable disconnect; personal locks and tags (one per student); calibrated non-contact voltage tester; clamp-type ammeter; NFPA 70E current edition reference; OSHA 29 CFR 1910.147 summary card; arc-flash PPE set (Class 00 gloves, face shield, FR shirt and pants)	Instructor-observed LOTO checklist: all six steps performed in correct order with zero omissions; any missed step = immediate repeat; must pass before progressing to wiring labs.
3	NEC Article 430 — Sizing and Code Compliance	20.5	theory	Students apply NEC Article 430 to calculate branch-circuit conductor ampacity, select overcurrent protection devices, and size disconnecting means for a given motor load.	Guided code-book navigation: instructor walks through Article 430 part by part; students tab and annotate their codebooks for branch circuits (Part II), motor controllers (Part VII), and disconnects (Part IX). Sizing problems set: students work individually through eight written problems covering single-phase 120/240 V and three-phase 208/480 V motors, selecting wire gauge, breaker or fuse rating, and disconnect ampere rating. Pair review: partners exchange completed problem sets and verify answers against NEC tables, then discuss discrepancies with the class.	Current NEC codebook; NCCER Electrical Level 2 Motors module; NEC Tables 430.52, 430.248, 430.250, 430.52 (condensed handout); scientific calculators	Eight-problem quiz scored by instructor; minimum 80% (7 of 8 correct) required; students who score below 80% complete an alternate problem set with instructor coaching before the next lesson.
4	Schematic and Wiring Diagram Reading	18.5	theory	Students trace current flow through ladder-logic schematic diagrams and translate them into wiring diagrams for two-wire and three-wire motor control circuits.	Lecture on diagram conventions: power rail numbering, contact symbols (NO, NC), coil symbols, and the difference between schematic (ladder) and wiring diagrams; students copy key symbols into a personal reference card. Diagram tracing exercise: students use colored pencils to trace energized and de-energized current paths through a printed two-wire (maintained contact) and a three-wire (momentary start-stop with holding contact) circuit. Translation task: students receive a ladder schematic for a reversing starter and redraw it as a point-to-point wiring diagram showing terminal numbers on a contactor and push-button station.	Printed schematic packets; NCCER Electrical Level 2 motor controls module; colored pencils; blank wiring diagram templates; Allen-Bradley or similar catalog for contactor terminal identification	Diagram translation reviewed by instructor; student must correctly identify all current paths and produce a wiring diagram with no crossed-polarity or missing connections (100% accuracy on safety-critical connections; 80% overall).
5	Contactors, Starters, and Overload Relays — Installation Lab	24	lab	Students wire a full-voltage magnetic starter with a thermal overload relay to a three-phase motor using a provided schematic, then verify correct operation and overload trip.	Hands-on wiring: students mount a NEMA-size magnetic starter in a training enclosure, terminate three-phase power conductors to the contactor line terminals and load terminals to the motor leads per the schematic. Control circuit wiring: students wire a 120 V control transformer, start-stop push-button station, and holding contact on the contactor, following the three-wire ladder diagram. Functional test: instructor energizes the circuit; students verify motor starts and runs, then manually trip the overload relay, observe and reset, and record motor FLA with a clamp meter versus overload relay trip setting.	NEMA size-1 magnetic starter with integral overload relay; 120 V control transformer; start-stop push-button station; three-phase training motor (fractional or 1 HP); training panel board; insulated screwdrivers; wire strippers; 14 AWG THHN wire; clamp ammeter; multimeter; ladder diagram handout	Instructor inspects wiring for correct terminal connections, conductor routing, and secure terminations before energizing (100% safety check); functional test: motor starts and stops on command and overload trips within one attempt; any wiring fault must be corrected and retested.
6	Reversing Starters and Interlocking	22.5	lab	Students wire a forward-reverse motor starter circuit with both mechanical and electrical interlocks to prevent simultaneous closure of forward and reverse contactors.	Instructor demonstration of contactor mechanical interlock installation and explanation of why simultaneous closure creates a phase-to-phase short circuit. Students wire a reversing starter circuit from a provided schematic, including forward and reverse push buttons with a stop button, auxiliary NO and NC contacts for electrical interlocking, and verify interlock action before energizing. Operational test with instructor present: students demonstrate forward run, stop, reverse run, and confirm the interlock prevents direct reversal without stopping; record observations in lab log.	Two NEMA-size 1 contactors with mechanically interlocked mounting kit; overload relay; forward-reverse-stop push-button station; three-phase training motor; training panel; wiring materials; multimeter; reversing starter schematic	Pre-energization continuity check by instructor (zero tolerance for missing interlock wiring); operational test: all three functions demonstrated correctly; lab log entry complete with diagram sketch and test data — pass requires all functions correct.
7	Pilot Devices and Control Circuits	18.5	demo	Students connect and test a variety of pilot devices—limit switches, pressure switches, float switches, and photoelectric sensors—as discrete inputs that control a motor starter coil.	Instructor demonstrates wiring each pilot device type into a control circuit, explaining NO vs. NC contact selection based on the application (e.g., normally open float switch for pump motor). Students rotate through four stations (one device type each), wiring the pilot device into a control circuit trainer and verifying correct motor start/stop response by actuating the device. Application matching exercise: students receive five real-world motor control scenarios and select the correct pilot device type and contact configuration, justifying their choice in writing.	Control circuit trainers (one per station); limit switch; pressure switch (pneumatic simulator); float switch; photoelectric sensor and reflector; NCCER Electrical Level 2 motor controls module; wiring materials; multimeters	Instructor observes each station; motor must respond correctly to pilot device actuation; application matching exercise scored at 80% minimum (4 of 5 correct).
8	Reduced-Voltage and Soft-Start Methods	17	theory	Students explain the purpose of reduced-voltage starting, describe star-delta and part-winding starter operation, and identify the conditions under which a solid-state soft starter is selected.	Lecture comparing across-the-line, star-delta (wye-delta), autotransformer, part-winding, and solid-state soft-start methods with respect to starting current, torque, cost, and application. Video analysis: students watch manufacturer training videos on star-delta and soft-start operation, then complete a comparison chart of starting current reduction and torque characteristics. Scenario-based selection activity: given five application descriptions (e.g., large compressor on a limited-capacity utility service), student groups select and defend the appropriate starting method.	NCCER Electrical Level 3 motor controls module; manufacturer soft-starter and star-delta technical documentation; comparison chart worksheet; projector for video; calculators	Comparison chart and scenario defense reviewed; student must correctly identify the starting method and provide a valid technical reason for all five scenarios (100%) to pass; minor calculation errors acceptable if reasoning is sound.
9	Variable-Frequency Drive (VFD) — Principles and Parameter Setting	26	demo	Students program a variable-frequency drive with basic parameters—motor nameplate data, acceleration/deceleration ramps, minimum and maximum frequency—and run a motor through a defined speed profile.	Instructor-led teardown of a sample VFD: identifies rectifier, DC bus, inverter section, and control board; explains how pulse-width modulation creates variable-frequency output. Students work in pairs to enter motor nameplate parameters into a training VFD using the keypad, set accel ramp to 10 seconds and decel ramp to 15 seconds, and verify parameter entry against a printed parameter checklist. Speed profile test: students command the motor to run at 30 Hz, 45 Hz, and 60 Hz using the keypad; measure and record shaft RPM with a tachometer and output frequency on the drive display, then compare to calculated synchronous speed.	Training VFD (1–2 HP, suitable for 208–240 V three-phase training motor); three-phase training motor; parameter checklist handout; tachometer; clamp ammeter; manufacturer VFD programming manual; NCCER Electrical Level 3 motor controls module	Parameter checklist signed off by instructor; speed profile test: measured RPM within 5% of calculated value at each frequency; all three speeds verified — pass requires all three within tolerance.
10	VFD Installation, Wiring, and Fault Diagnosis	24	lab	Students install and wire a variable-frequency drive in a training enclosure per the manufacturer's wiring diagram and NEC requirements, then diagnose and clear three simulated drive faults.	Students mount a VFD in a training enclosure, route and terminate input power wiring (with disconnect and fusing per NEC), motor output wiring in a separate conduit from control wiring, and a remote keypad/speed potentiometer. Instructor introduces three faults sequentially (overcurrent, overvoltage, and communication loss) by adjusting training conditions; students interpret the drive fault code display, consult the fault code table in the manual, and take corrective action. Students document each fault: code displayed, probable cause identified, corrective action taken, and drive response after reset — entries made in the lab log.	Training VFD with remote keypad option; three-phase training motor; training enclosure; conduit and fittings; THHN wire; disconnect switch; fuses; speed potentiometer; manufacturer fault code reference; lab log forms; multimeter	Wiring inspected by instructor before energizing (all input/output conductor separation requirements met — zero tolerance error); all three faults correctly identified and cleared with documented lab log entries; pass requires correct fault diagnosis and corrective action on all three faults.
11	Motor Troubleshooting Methods	30	practice	Students use a systematic, meter-based troubleshooting process to locate and document faults in motor windings and control circuits within 20 minutes per scenario.	Instructor presents a five-step troubleshooting model (observe, isolate power and LOTO, test motor windings with ohmmeter and megohmmeter, test control circuit with voltmeter following the ladder, verify repair); students record the model in their lab log. Students rotate through six pre-faulted motor/control trainer stations: open winding, grounded winding, open overload contact, welded contactor contact, broken control wire, and miswired interlock; each student documents fault found, test performed, and repair made. Timed competency round: each student receives one randomly selected faulted station, applies LOTO, diagnoses, and reports root cause and repair to instructor within 20 minutes.	Six pre-faulted motor/control training stations; digital multimeter; 500 V megohmmeter; clamp ammeter; LOTO kit; personal PPE; troubleshooting procedure card; lab log forms	Timed competency round: correct fault identified and repair described within 20 minutes with LOTO applied throughout — pass requires correct diagnosis and no LOTO violations; LOTO violation = automatic fail and repeat.
12	Integrated Motors & Controls Project	31.5	lab	Students design, wire, test, and document a complete motor control system—full-voltage reversing starter with pilot device and VFD speed control—from a project specification sheet, then present their work.	Students receive a project specification requiring: a three-phase motor controlled by a reversing magnetic starter for jog/forward/reverse functions AND a VFD-controlled speed ramp triggered by a pilot device; students draft a bill of materials, schematic, and wiring diagram before touching hardware. Students build, wire, and commission the full system on an assigned training panel, performing LOTO before any wiring changes; instructor signs off on pre-energization inspection before each energization. Students prepare a one-page written summary documenting NEC sizing calculations, LOTO procedure used, test results (measured vs. expected values), and any faults encountered with corrective actions; oral defense with instructor Q&A (10 minutes).	Reversing contactor set; overload relay; VFD; three-phase training motor; pilot device of student choice; push-button station; training enclosure and panel; complete wiring materials; NEC codebook; multimeter; clamp ammeter; tachometer; project specification sheet; documentation template	Pre-energization wiring inspection by instructor (100% pass required before energizing); all specified functions operate correctly on first or second attempt; written summary and oral defense scored on a rubric (NEC calculations correct, diagram accurate, test data recorded, safety steps described) — minimum 80% on rubric to pass.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Motors & Controls Written Exam	Written exam	25%	80% (40 of 50 questions correct)	A 50-question written exam covering motor theory, nameplate interpretation, NEC Article 430 sizing, schematic diagram reading, starter types, VFD operation, and troubleshooting principles, aligned to NCCER Electrical Level 2 and Level 3 motor and controls module objectives. Questions are multiple-choice and short-answer; students may use a tabbed NEC codebook. Standard met · Safety · Time · Quality/finish · Documentation
Practical Skills Demonstration	Skills demonstration	45%	All critical safety steps (LOTO, PPE, pre-energization inspection) completed without error; all specified circuit functions correct on first or second attempt; any LOTO violation = automatic fail	The instructor assigns each student a novel motor control wiring task—chosen from among two-wire control, three-wire reversing, or VFD-with-pilot-device configurations—not used in regular labs; the student reads the schematic, performs LOTO, wires the circuit, and demonstrates correct operation under observation, mirroring the NCCER performance profile for motor controls. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log Portfolio	Log	15%	80% of scored entries rated Satisfactory or above on the rubric; all LOTO records present	Students submit a complete lab log containing entries from every lab and practice session, including schematic sketches, measured data, LOTO procedure records, fault diagnosis notes, and the integrated project documentation; entries are evaluated for accuracy of data, completeness of LOTO documentation, and clear technical writing using a four-criterion rubric. Standard met · Safety · Time · Quality/finish · Documentation
LOTO and Electrical Safety Check	Safety audit	15%	Zero critical errors (a critical error is any step that would expose a worker to stored energy); must pass before lab work in any session	At two unannounced points during the course, the instructor evaluates each student performing a LOTO sequence on a training panel using a standardized, step-by-step observation checklist aligned to OSHA 29 CFR 1910.147 and NFPA 70E; any critical error stops the evaluation, the student is retrained, and the check is repeated within two class days. Standard met · Safety · Time · Quality/finish · Documentation

BLD-ELEC05-07 Trade course

Programmable Logic Controller (PLC) Introduction for Electricians

267 hr · ~~$3,685~~ COMPLIMENTARY

This course introduces learners to the fundamentals of programmable logic controllers as used in industrial and commercial electrical systems, covering hardware identification, ladder logic programming, I/O wiring, and basic troubleshooting. Students connect PLC theory to real control panel wiring, building on the motor and control knowledge from the prior course. Lessons map to NCCER Electrical Level 3 instrumentation and control content areas and reinforce OSHA electrical safety practices required for the OSHA 10 credential.

Outcomes

Identify PLC hardware components—CPU, power supply, input/output modules, and communication ports—and explain the function of each in a control system.
Wire discrete input and output devices to a PLC trainer safely, following lockout/tagout procedures and applicable NEC requirements for control wiring.
Write, enter, and test basic ladder logic programs containing contacts, coils, timers, and counters using industry-standard programming software.
Interpret PLC status indicators and use online monitoring to locate and correct wiring faults and logic errors in a simulated control circuit.
Read and create simple PLC I/O wiring diagrams and program documentation that meet professional drawing standards.
Describe industrial network basics and explain how PLCs communicate with operator interfaces and other field devices in a plant environment.

Course text

How the course runs. 12 blocks: Introduction to Automated Control Systems and PLC History; PLC Hardware: Power Supplies, CPUs, and Chassis; Electrical Safety for PLC Work: LOTO, PPE, and Control Voltage Hazards; PLC I/O Modules: Discrete and Analog Signals; Wiring Field Devices to PLC Inputs and Outputs; Ladder Logic Fundamentals: Contacts, Coils, and Program Scan; Programming Software: Entering, Downloading, and Monitoring a Program; Timers and Counters in Ladder Logic; PLC Troubleshooting: Fault Codes, I/O Diagnostics, and Online Tools; Reading and Creating PLC I/O Wiring Diagrams and Program Documentation; Industrial Networking Basics: How PLCs Communicate; Integrated PLC Project: Design, Wire, Program, Test, and Document a Control Circuit.

What competent looks like. Identify PLC hardware components—CPU, power supply, input/output modules, and communication ports—and explain the function of each in a control system. Wire discrete input and output devices to a PLC trainer safely, following lockout/tagout procedures and applicable NEC requirements for control wiring. Write, enter, and test basic ladder logic programs containing contacts, coils, timers, and counters using industry-standard programming software. Interpret PLC status indicators and use online monitoring to locate and correct wiring faults and logic errors in a simulated control circuit. Read and create simple PLC I/O wiring diagrams and program documentation that meet professional drawing standards. Describe industrial network basics and explain how PLCs communicate with operator interfaces and other field devices in a plant environment.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Introduction to Automated Control Systems and PLC History	15	theory	Students will explain the role of PLCs in modern industrial control, contrast relay-based and PLC-based control, and identify the major PLC families used in US industry.	Instructor-led lecture and slide presentation tracing control system evolution from relay panels to microprocessor-based PLCs, with photos of real panels from each era. Small-group comparison activity: given a relay schematic and its equivalent PLC ladder diagram for the same motor starter circuit, students list three advantages of each approach and present findings to the class. Individual written response: describe a specific application in commercial building or industrial construction where a PLC would be chosen over a simple relay panel, citing at least two technical reasons.	Whiteboard, projector, NCCER Electrical Level 3 module on instrumentation and control, manufacturer overview literature (Allen-Bradley/Rockwell, Siemens, AutomationDirect), sample relay panel photo set	Exit quiz of 10 multiple-choice questions on PLC history, hardware families, and advantages over relay control; pass mark 70%.
2	PLC Hardware: Power Supplies, CPUs, and Chassis	20.5	demo	Students will identify and describe the function of every major hardware component on a rack-mounted PLC system, including CPU indicators and power supply ratings.	Instructor demonstrates a powered-down PLC trainer, removing and re-seating modules while narrating each component's role; students follow along with a labeled hardware identification worksheet. Students work in pairs to locate the CPU status LEDs, document the meaning of each indicator light using the manufacturer datasheet, and complete a hardware ID form. Timed hardware labeling exercise: each student receives a blank PLC rack diagram and must correctly label all components—CPU, power supply, I/O modules, backplane, and communication port—within ten minutes, then self-check against the answer key.	PLC trainer stations (rack-mounted fixed or modular PLC, e.g., Allen-Bradley MicroLogix or CompactLogix or equivalent), manufacturer hardware installation manuals, hardware ID worksheets, datasheets for CPU and power supply modules	Completed and correctly labeled hardware diagram (all components accurately identified); instructor spot-checks each student's form; 100% of major components must be correctly identified to pass.
3	Electrical Safety for PLC Work: LOTO, PPE, and Control Voltage Hazards	16.5	theory	Students will apply OSHA lockout/tagout procedures and select correct PPE for de-energizing and re-energizing a PLC control panel before any wiring or maintenance task.	Instructor reviews OSHA 29 CFR 1910.147 control of hazardous energy requirements as they apply to control panels; students annotate a printed LOTO procedure template for the classroom PLC trainer. Role-play exercise: one student acts as the authorized employee performing LOTO on the trainer while a second student acts as the affected employee; instructor and class critique each step against the written procedure. PPE selection activity: given five different PLC wiring scenarios with different voltage levels and panel conditions, students select the correct glove class, eye protection, and flash boundary from an OSHA/NFPA 70E reference card, and justify each choice in writing.	OSHA 29 CFR 1910.147 summary card, NFPA 70E arc flash reference table (current edition), lockout hasps and tags, PLC trainer panel, PPE samples (safety glasses, insulated gloves Class 00/0, voltage-rated screwdrivers)	Students must score 80% or higher on a 10-question written safety quiz AND demonstrate the complete LOTO sequence on the trainer with zero procedural errors observed by the instructor before any hands-on wiring lab begins.
4	PLC I/O Modules: Discrete and Analog Signals	20.5	demo	Students will distinguish between discrete and analog I/O modules, read an I/O wiring diagram, and explain how field device signals are converted to values the CPU can process.	Instructor demonstrates a discrete 24 VDC input module and an analog 4–20 mA input module side by side, showing how each terminal is used and how the CPU reads the resulting data value; students take structured notes on a comparison chart. Hands-on signal tracing: students use a multimeter to measure voltage at each terminal of a wired discrete I/O module while the instructor toggles field devices on and off; students record measured values versus expected values. Analog signal simulation: students use a bench-top current source to inject a 4 mA, 12 mA, and 20 mA signal into an analog input channel and read the scaled value displayed in the PLC programming software, recording results in their lab notebooks.	PLC trainer stations with discrete and analog I/O modules, 24 VDC power supply, bench-top current source or signal simulator, digital multimeters, I/O wiring diagrams, lab notebooks	Completed signal-tracing worksheet with measured values and explanations; instructor verifies analog scaling readings match expected percentage of span within ±5%; pass requires all discrete readings correct and analog readings within tolerance.
5	Wiring Field Devices to PLC Inputs and Outputs	26	lab	Students will safely wire a set of discrete field devices—push buttons, a limit switch, and a pilot light—to the correct terminals on a PLC I/O module using an instructor-supplied wiring diagram.	Pre-lab: students perform the written LOTO procedure for the trainer, then verify absence of voltage with a calibrated voltage tester before beginning any wiring work. Wiring task: following the supplied I/O wiring diagram, students wire a normally open push button and a normally closed limit switch to two discrete input channels, and wire a 24 VDC pilot light to a discrete output channel, using appropriate wire gauge, ferrules, and terminal labeling as specified in the diagram. Post-wiring inspection: students swap stations with a partner and perform a point-to-point continuity check of the partner's wiring against the diagram; discrepancies are written up on a punch list and the original student corrects all items before instructor sign-off.	PLC trainer stations, 22–18 AWG control wire (multiple colors), wire ferrules and crimping tool, wire labels, terminal screwdrivers, digital multimeter, continuity tester, push buttons, limit switch, 24 VDC pilot light, I/O wiring diagram handouts, lockout/tagout equipment	Instructor performs a final point-to-point wiring inspection and powers up the circuit; all three field devices must function correctly on first power-up with no reversed polarity or missed connections; any wiring error that could damage equipment requires full correction and re-inspection before a pass is recorded.
6	Ladder Logic Fundamentals: Contacts, Coils, and Program Scan	22.5	theory	Students will explain how the PLC program scan works and write basic ladder logic rungs using normally open contacts, normally closed contacts, and output coils to satisfy a given control narrative.	Instructor explains the PLC scan cycle (input scan, program scan, output scan) using a step-by-step animation or whiteboard diagram; students answer three comprehension questions after each phase is explained. Students read a plain-language control narrative for a two-push-button motor start/stop circuit and individually draw the corresponding ladder diagram on paper before seeing the instructor's solution, then compare and discuss differences. Pair activity: one student reads aloud a second, more complex control narrative (including a seal-in contact) while the partner draws the ladder diagram; roles then reverse for a third narrative; both diagrams are turned in for instructor review.	Whiteboard or projector with scan cycle animation, NCCER Electrical Level 3 PLC module, blank ladder diagram worksheets, pencils, answer key for instructor use	Students complete a five-rung ladder diagram drawing exercise from written narratives; pass mark is 80% of rungs logically correct as judged by the instructor against the answer key.
7	Programming Software: Entering, Downloading, and Monitoring a Program	26	lab	Students will use industry-standard PLC programming software to enter a ladder logic program, download it to the PLC, and use online monitoring to verify correct operation of each rung.	Guided walkthrough: instructor demonstrates the full workflow—creating a new project, configuring the controller type, entering a three-rung ladder program, establishing communication, downloading the program, and switching to Run mode—while students follow along on individual workstation computers. Independent entry task: students enter a five-rung start/stop program from a printed ladder diagram into the software without instructor assistance, resolve any communication errors using the troubleshooting reference card, download, and switch the PLC to Run mode. Online monitoring exercise: students toggle physical push buttons wired to the input module and observe contact status changes in the online view; they document which contacts change state and what the output coil does for each of four button-press scenarios in their lab notebooks.	Computer workstations with PLC programming software installed (e.g., Studio 5000 Logix Designer, RSLogix Micro, or equivalent free/educational version), PLC trainer stations with USB/Ethernet communication cables, printed ladder diagram exercise sheets, lab notebooks, troubleshooting reference card	Student's five-rung program must download without errors and all outputs must respond correctly to input conditions during a live demonstration to the instructor; any rung that fails to operate as specified must be corrected before a pass is awarded.
8	Timers and Counters in Ladder Logic	22.5	lab	Students will configure and program TON timer and CTU counter instructions to control the sequence and count of output events in a PLC application.	Instructor demonstrates a TON (timer on-delay) instruction on the projector, explaining preset, accumulated value, enable bit, and done bit; students annotate a printed timer instruction reference sheet and answer four prediction questions before the instructor reveals the program output. Lab exercise: students add a TON timer to their existing start/stop program so that pressing the start button causes the output to energize after a five-second delay; they set the preset, download, and test by timing the actual delay with a stopwatch, recording results. Counter exercise: students program a CTU counter to count the number of times the start button is pressed and illuminate a second output (indicator light) when the count reaches five; they test, reset the counter using a reset input, and document the rung logic and results in their lab notebooks.	Computer workstations with PLC programming software, PLC trainer stations, stopwatch or phone timer, printed timer/counter instruction reference sheets, lab notebooks	Both the timer and counter programs are tested live by the instructor; timer delay must be within ±0.5 seconds of the programmed preset and the counter output must activate at the correct count; lab notebook entries must be complete; pass requires both functions operating correctly.
9	PLC Troubleshooting: Fault Codes, I/O Diagnostics, and Online Tools	22.5	lab	Students will use PLC fault tables, I/O status indicators, and software online monitoring to diagnose and correct instructor-introduced wiring faults and logic errors within a defined time limit.	Instructor introduces five common PLC faults (open input wire, shorted output, wrong address in rung, missing seal-in contact, and CPU communication loss) by showing fault code screens and I/O indicator patterns; students fill in a fault symptom/cause/remedy reference card. Fault-finding lab: instructor pre-wires three concealed faults into a trainer station (one wiring fault, one logic error, one wrong address); students must locate and correct all three faults within 30 minutes using only their multimeter, the online software view, and their reference card—no instructor hints. After correction, students write a brief fault report for each issue: symptom observed, diagnostic step taken, root cause identified, and corrective action performed; reports are turned in as part of the lab log.	PLC trainer stations with instructor-introduced faults, digital multimeters, computer workstations with programming software, fault symptom/cause/remedy reference card (student-created in activity 1), lab notebooks	All three faults must be correctly identified and corrected with the system operating normally; fault report must accurately describe each fault and the corrective action; pass requires all three faults resolved and complete written reports.
10	Reading and Creating PLC I/O Wiring Diagrams and Program Documentation	18.5	theory	Students will interpret a multi-page PLC control drawing set and produce a correctly formatted one-page I/O wiring diagram and address table for a simple control application.	Instructor distributes a real-world (or realistic) PLC panel drawing set including a title block, I/O wiring diagram, terminal strip schedule, and address table; students answer a guided reading worksheet identifying each device, its address, and its function. Students create an original I/O wiring diagram for a three-device application (one push button, one float switch as inputs; one contactor as output) using pencil and ruler or a free drafting tool, following NEMA and industry conventions for symbol use and labeling. Peer review: students exchange drawings and check each other's work against a documentation checklist (title block complete, addresses labeled, wire numbers assigned, symbols correct); written comments are provided and original student corrects any items flagged.	Sample PLC control drawing set (multi-page, printed), blank drafting paper or computer with CAD or drawing software, NEMA symbol reference chart, documentation checklist handout, ruler, pencils	Student-created I/O wiring diagram is evaluated against the documentation checklist; all required elements (title block, correct symbols, addresses, wire labels) must be present and accurate; pass mark is 80% of checklist items correct with no safety-critical labeling errors.
11	Industrial Networking Basics: How PLCs Communicate	13	theory	Students will describe the purpose and basic operation of common industrial networks used with PLCs—including EtherNet/IP and DeviceNet—and explain how an operator interface panel exchanges data with a PLC.	Instructor-led presentation on the industrial network hierarchy (field level, control level, information level) with examples of where each network type is used in a real plant or large commercial building automation system; students label a blank network hierarchy diagram. Show-and-tell with physical hardware: instructor displays an Ethernet switch, a DeviceNet cable, and a simple HMI operator panel connected to the training PLC; students observe a tag value change on the HMI when a push button is pressed on the trainer, then answer four questions explaining the data path. Group research and report: small groups are assigned one network type (EtherNet/IP, DeviceNet, Modbus, or Profibus); using manufacturer documentation provided by the instructor, each group prepares a three-minute verbal summary of their network's speed, topology, and typical use case, presented to the class.	Projector, blank network hierarchy diagram worksheet, industrial Ethernet switch, DeviceNet cable sample, HMI operator panel connected to PLC trainer, manufacturer network overview documents, whiteboard	Students complete a 10-question written quiz on network types, hierarchy, and HMI data exchange; pass mark 70%; students unable to pass on the first attempt receive a review session and one re-attempt.
12	Integrated PLC Project: Design, Wire, Program, Test, and Document a Control Circuit	43.5	lab	Students will independently design, wire, program, test, and document a complete PLC-controlled circuit that meets a written control narrative, demonstrating integration of all course skills.	Design phase (10 hours): each student receives a unique control narrative (e.g., a pump that starts on a float switch, runs for a timed interval, counts cycles, and alarms after ten cycles); students produce a full documentation package—I/O list, address table, wiring diagram, and commented ladder logic printout—before touching any hardware. Build and program phase (22 hours): students wire their field devices to the trainer I/O module, enter their ladder logic into the programming software, download the program, and perform systematic testing against each requirement in the narrative, recording all test results in their lab notebooks. Demonstration and defense (15 hours total across all student demonstrations, approximately 30 minutes per student): each student demonstrates their circuit operating correctly, explains any design changes made during testing, answers instructor questions about one rung's logic and one wiring decision, and submits the complete documentation package for grading.	PLC trainer stations, full set of control wiring components (push buttons, switches, pilot lights, contactor coil), computer workstations with programming software, lockout/tagout equipment, digital multimeters, lab notebooks, drafting materials or CAD software, grading rubric	Circuit must satisfy all requirements in the control narrative during the live demonstration; documentation package must include all required elements; graded on a rubric covering wiring quality, program correctness, documentation completeness, and ability to explain design decisions; pass mark is 75% overall with no safety violations; any LOTO procedure error results in an automatic fail and must be remediated before re-demonstration.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
PLC Theory Knowledge Exam	Written exam	25%	70% or higher on a 50-question written exam	A 50-question multiple-choice and short-answer exam covering PLC hardware identification, scan cycle operation, ladder logic instruction types (contacts, coils, timers, counters), I/O signal types, industrial network basics, and OSHA electrical safety principles; questions are drawn from NCCER Electrical Level 3 PLC module content areas to prepare students for the NCCER credential assessment. Standard met · Safety · Time · Quality/finish · Documentation
Practical Skills Demonstration	Skills demonstration	45%	All critical tasks completed correctly with zero LOTO violations; rubric score of 75% or higher	Each student is given a written control narrative and must perform the complete LOTO procedure on a trainer, wire three specified field devices to the I/O module, enter and download a ladder logic program meeting the narrative, and demonstrate correct system operation to the instructor within a set time limit; rubric evaluates wiring quality, program accuracy, and professional documentation. Standard met · Safety · Time · Quality/finish · Documentation
Lab Notebook and Documentation Log	Log	15%	80% or higher on the lab log rubric; all 12 lessons must have entries	Students maintain a running lab notebook throughout the course capturing signal measurements, test results, fault diagnoses, timer and counter settings, and the integrated project documentation package (I/O list, address table, wiring diagram, commented program printout); the log is evaluated for completeness, accuracy of recorded data, and clarity of written explanations. Standard met · Safety · Time · Quality/finish · Documentation
Electrical Safety and LOTO Compliance Check	Safety audit	15%	100% of critical safety steps performed correctly with no errors; any critical error requires immediate remediation and a second full evaluation	The instructor conducts a direct observation safety evaluation at the start of the wiring lab unit and again during the integrated project demonstration, verifying that the student correctly performs all steps of the written lockout/tagout procedure, selects and dons appropriate PPE, and verifies absence of voltage before touching any conductors; this evaluation is a prerequisite gate for continued hands-on participation and maps to OSHA 10 control-of-hazardous-energy competencies. Standard met · Safety · Time · Quality/finish · Documentation

BLD-ELEC05-08 Capstone

Electrical Capstone Project: Integrated Wiring and Systems Build

324 hr · ~~$3,240~~ COMPLIMENTARY

Students design, install, and commission a full-scale residential/light-commercial electrical mock-up that integrates all prior coursework: NEC-compliant circuit layouts, conduit systems, motor controls, and a PLC-driven branch circuit. The project culminates in a documented inspection package and a formal defense before a panel of licensed electricians and an NCCER-credentialed instructor. Successful completion demonstrates job-entry readiness across NCCER Electrical Levels 1–4 competency areas and reinforces the safety culture required for OSHA 10 compliance.

Outcomes

Design a NEC-compliant single-family/light-commercial electrical system from a set of architectural drawings, including load calculations, panel schedule, and circuit layout.
Fabricate and install EMT and rigid conduit runs—including offsets, saddles, and box connections—that meet dimensional tolerances specified in NCCER Electrical Level 2 performance profiles.
Wire, test, and document a motor control circuit incorporating a magnetic starter, overload relay, and a basic PLC input/output sequence that operates to design intent.
Complete a project documentation package—including as-built drawings, inspection checklist, and test-record forms—that meets journeyman-level worksite documentation standards.
Apply OSHA General Industry and Construction standards throughout the project, demonstrating correct lockout/tagout procedures and appropriate PPE selection for each task phase.
Defend design decisions, code references, and troubleshooting methodology before a review panel, communicating at the level expected of a journeyman candidate.

Course text

How the course runs. 4 blocks: Project Design and NEC Compliance Planning; Conduit Fabrication, Rough-In, and Box Installation; Panelboard Wiring, Motor Control Circuit, and PLC Integration; Final Inspection, Documentation, and Project Defense Preparation.

What competent looks like. Design a NEC-compliant single-family/light-commercial electrical system from a set of architectural drawings, including load calculations, panel schedule, and circuit layout. Fabricate and install EMT and rigid conduit runs—including offsets, saddles, and box connections—that meet dimensional tolerances specified in NCCER Electrical Level 2 performance profiles. Wire, test, and document a motor control circuit incorporating a magnetic starter, overload relay, and a basic PLC input/output sequence that operates to design intent. Complete a project documentation package—including as-built drawings, inspection checklist, and test-record forms—that meets journeyman-level worksite documentation standards. Apply OSHA General Industry and Construction standards throughout the project, demonstrating correct lockout/tagout procedures and appropriate PPE selection for each task phase. Defend design decisions, code references, and troubleshooting methodology before a review panel, communicating at the level expected of a journeyman candidate.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Project Design and NEC Compliance Planning	60	theory	Given a set of architectural floor plans and a load schedule, the student will produce a complete electrical design package—including a panel schedule, circuit directory, conduit-fill calculations, and a written NEC code-reference log—that a licensed electrician would accept for permit submission.	Students receive a two-story 1,800 sq-ft residential/light-commercial floor plan and independently perform a branch-circuit load calculation, identifying required general-purpose, small-appliance, laundry, and dedicated circuits in accordance with NEC Article 220; instructor reviews calculations using a structured rubric before students proceed. Using their load calculations, students draft a single-line diagram and panel schedule (bus rating, breaker sizes, wire gauges, conduit sizes) and annotate each entry with the governing NEC article or table; peers cross-check each other's code citations using a provided NEC copy and reconcile discrepancies in a facilitated code-search exercise. Students produce a conduit-routing plan on graph paper or CAD software, calculate conduit fill for each run per NEC Chapter 9 tables, and write a material take-off list; the instructor conducts a 15-minute design review with each student, requiring the student to justify at least five code decisions verbally before the plan is approved for fabrication.	Current edition NEC codebook, architectural floor plan sets (instructor-prepared), engineering calculator, graph paper or CAD workstation, panel-schedule template, conduit-fill tables (NEC Chapter 9 and Annex C), NCCER Electrical Level 1–3 modules for reference	Instructor approves the design package using a 20-point rubric: load calculation accuracy (±5% tolerance), correct wire and breaker sizing, valid conduit-fill percentages, accurate panel schedule, and at least 15 correct NEC citations. Students must score 16/20 (80%) to advance to fabrication.
2	Conduit Fabrication, Rough-In, and Box Installation	96	lab	Students will fabricate and install a complete conduit system—including at least two stub-ups, one three-bend saddle, one offset, and all required junction and device boxes—on the program's full-scale wall-frame mockup, achieving dimensional accuracy within ±1/4 inch and full NEC support-spacing compliance.	Following their approved conduit-routing plan, students lay out box locations on the stud-wall mockup using chalk line, level, and tape measure; they install all metallic outlet, switch, and junction boxes at NEC-required heights and secure them to studs, then verify support spacing and box-fill calculations before calling for instructor sign-off on the rough-in layout. Students hand-bend EMT conduit using a hand bender (1/2-inch and 3/4-inch), fabricating each bend type required by their design—stub-up, back-to-back, offset, and three-bend saddle—recording arrow, reference, and gain marks on a bend log sheet; the instructor measures every finished bend with a conduit level and tape, and any bend outside tolerance must be re-fabricated before installation. Students pull NM cable and THWN conductors through installed conduit, terminate conductors at boxes using correct stripping length and approved connectors, verify conductor color-coding, and install covers; the group then performs a continuity check and megger insulation test on each circuit, logging resistance readings on the project test-record form.	EMT conduit (1/2-inch and 3/4-inch), rigid conduit sections, hand benders, conduit level, tape measure, chalk line, torpedo level, cable staples, NM cable, THWN conductors (12 AWG and 10 AWG), wire strippers, fish tape, conduit reamer, metallic device and junction boxes, box connectors and locknuts, megohmmeter, continuity tester, PPE (safety glasses, work gloves, hard hat), NCCER Electrical Level 2 module, NEC codebook	Instructor uses a pass/fail field inspection checklist (modeled on a municipal rough-in inspection): all boxes at correct height (±1/4 inch), conduit support spacing within NEC limits, conduit fill within allowed percentage, all conductors color-coded correctly, continuity confirmed on every circuit, insulation resistance ≥1 MΩ. Students must pass all checklist items; any failure item must be corrected and re-inspected before proceeding.
3	Panelboard Wiring, Motor Control Circuit, and PLC Integration	108	lab	Students will wire a residential/light-commercial panelboard from a completed rough-in, then build and commission a motor control circuit—incorporating a magnetic starter, overload relay, and a PLC input/output sequence—that starts, stops, and protects a three-phase motor load according to the design ladder diagram.	With the main breaker locked out and verified de-energized (full LOTO procedure documented on the project LOTO log), students land all branch-circuit conductors and the grounding electrode system on the panelboard, torque terminations to manufacturer specs using a calibrated torque screwdriver, install breakers per the approved panel schedule, and complete the panel directory label; the instructor verifies the LOTO log, torque marks, and panel schedule accuracy before authorizing energization. On the motor-control training board, students wire a magnetic starter with a three-wire control circuit (momentary start/stop pushbuttons, auxiliary contact for hold-in), set the overload relay to the motor nameplate full-load ampere rating, and test the circuit through five start/stop cycles while monitoring voltage, current with a clamp meter, and overload trip function; students record all readings on the motor-control test form. Students connect the PLC (trainer unit) to the motor control circuit—mapping one digital input (start pushbutton) and one digital output (starter coil) in the PLC program—upload the ladder logic, and demonstrate that the PLC sequence controls the motor through at least three documented cycles; students annotate the PLC printout with rung-by-rung explanations and attach it to the project documentation package.	Residential panelboard (training unit, 120/240 V single-phase, 100 A or 200 A), THWN conductors (various gauges), torque screwdriver (calibrated), LOTO kit (lockout hasp, tags, padlocks), clamp meter, multimeter, three-phase motor-control training board, magnetic starter, overload relay, momentary pushbutton station, PLC trainer unit with ladder-logic software, motor nameplate data sheet, motor-control test record form, NEC codebook, NCCER Electrical Levels 3–4 modules, PPE (safety glasses, arc-flash face shield rated for the task, insulated gloves, hard hat)	Two-part competency check: (1) Panelboard—instructor verifies torque marks on all terminals, correct LOTO documentation, proper grounding, and matching panel schedule before energizing; (2) Motor/PLC—student must demonstrate correct start/stop operation, successful overload-relay trip test, and accurate PLC documentation. Both parts scored on a 10-point rubric each; student must score ≥8/10 on each part to pass.
4	Final Inspection, Documentation, and Project Defense Preparation	60	practice	Students will compile a complete project documentation package—as-built drawings, inspection checklist, test records, LOTO log, and a written reflection—and rehearse a 20-minute defense presentation in which they explain design decisions, code references, and troubleshooting steps to a mock review panel.	Students update their original floor-plan drawings to reflect as-built conditions (any field changes from the approved plan), produce a final circuit directory and panel schedule matching the installed system, and organize all test records, bend logs, and LOTO logs into a bound project binder following the instructor's documentation guide; the instructor reviews binders for completeness using a 15-item checklist before defense scheduling. Students write a 2–3 page technical reflection describing one significant problem encountered during the build (e.g., conduit interference, a miswired control rung, or a failed insulation test), the troubleshooting process used to identify the root cause, the NEC or NCCER standard consulted, and the corrective action taken; drafts are peer-reviewed for clarity and accuracy, then revised before inclusion in the binder. Students deliver a 20-minute rehearsal defense to a peer panel acting as journeyman electricians, presenting their design rationale, demonstrating their installed system, and answering impromptu questions about code compliance and safety; peers provide written feedback using the panel's evaluation rubric, and students use that feedback to refine their presentation before the formal defense.	Completed project binder (all prior documents), as-built drawing set, NEC codebook, NCCER Electrical Levels 1–4 modules, presentation slides or poster board, project defense evaluation rubric, peer-review feedback forms, word processor or drafting tools	Documentation binder must pass all 15 items on the completeness checklist (100% required; missing items must be corrected before defense). Technical reflection scored on a 10-point rubric (accuracy of troubleshooting narrative, correct code/standard citation, professional writing); 8/10 required. Rehearsal peer panel must confirm the student is defense-ready using a simple ready/not-ready determination before the formal defense is scheduled.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Integrated Electrical Build — Final Project Inspection	Project	60%	Student must pass all items on the formal inspection checklist (modeled on NEC-based rough-in and final inspection criteria) with zero uncorrected deficiencies; any deficiency must be corrected within 48 hours and re-inspected. Panelboard, conduit, motor control, and PLC subsystems are each scored on a 10-point rubric; an overall score of 32/40 (80%) is required.	A licensed electrician (or NCCER-credentialed instructor acting as inspector) conducts a formal inspection of the student's completed wall-frame mockup system—conduit runs, boxes, panelboard, motor control station, and PLC interface—using a structured inspection checklist drawn from NEC requirements and NCCER Level 1–4 performance profiles. This assessment verifies that the student can produce installation work of journeyman quality across all trade systems addressed in the program. Meets specification · Within estimate · Workmanship · Safety · Documentation
Project Documentation Portfolio	Portfolio	20%	Portfolio must be complete (all 15 checklist items present) and earn a combined score of at least 80% across the rubrics for the design package (16/20), as-built drawings and records (8/10), and technical reflection (8/10).	The student submits a bound project binder containing the original approved design package, as-built drawings, panel schedule, circuit directory, bend logs, test records, LOTO log, and a 2–3 page technical reflection on a problem encountered and resolved during the build. The portfolio is evaluated for technical accuracy, NEC code citation correctness, completeness, and professional presentation—mirroring the documentation a journeyman would submit on a permitted job. Completeness · Organization · Evidence quality
Project Defense — Panel Oral Examination	Oral / panel	20%	Student must score at least 24/30 (80%) on the panel's oral evaluation rubric; rubric domains are: explanation of design decisions and NEC compliance (10 pts), demonstration and explanation of installed systems (10 pts), and professional communication and response to questions (10 pts). A score below 24 requires a second defense within one week.	The student presents the completed project to a panel of at least two evaluators (a licensed electrician and an NCCER-credentialed instructor) in a 20-minute defense: five minutes of prepared presentation, ten minutes of live system demonstration, and five minutes of panel questions. Questions may cover any topic from the full project—design rationale, code references, safety procedures, troubleshooting decisions, and motor or PLC logic—to confirm that the student understands and owns every aspect of the work. Explains decisions · Answers technical questions · Professional communication

BLD-ELEC05-09 Externship / clinical

Externship / Worksite Placement

486 hr · ~~$1,945~~ COMPLIMENTARY

Students complete a minimum of 486 supervised hours with a licensed electrical contractor, applying classroom knowledge to live commercial or residential jobsites under the direct oversight of a journeyman or master electrician. Work experience is documented through structured field logs, employer evaluations, and a mid-placement check-in with program faculty. This externship satisfies the practical hours component supporting NCCER Electrical L1–4 portfolio documentation and provides verified field experience required by most state journeyman licensure applications.

Outcomes

Perform assigned electrical rough-in, trim-out, and service tasks safely and correctly under journeyman supervision on a live jobsite.
Apply NEC code requirements, conduit bending techniques, and wiring methods learned in prior coursework to actual field conditions.
Demonstrate consistent compliance with OSHA 10 hazard recognition, lockout/tagout, and required PPE protocols throughout every shift.
Maintain accurate, daily field logs that record tasks performed, hours worked, tools and materials used, and code references applied.
Receive a satisfactory or above rating from the site supervisor on all competency dimensions of the employer evaluation form at the final review.
Identify at least one area of professional growth observed during the placement and articulate a plan for continued skill development.

Course text

How the course runs. 4 blocks: Externship Orientation and Jobsite Entry Readiness; Supervised Field Work — Phase 1: Rough-In and Infrastructure; Supervised Field Work — Phase 2: Trim-Out, Device Installation, and Testing; Final Employer Evaluation, Faculty Site Visit, and Externship Closeout.

What competent looks like. Perform assigned electrical rough-in, trim-out, and service tasks safely and correctly under journeyman supervision on a live jobsite. Apply NEC code requirements, conduit bending techniques, and wiring methods learned in prior coursework to actual field conditions. Demonstrate consistent compliance with OSHA 10 hazard recognition, lockout/tagout, and required PPE protocols throughout every shift. Maintain accurate, daily field logs that record tasks performed, hours worked, tools and materials used, and code references applied. Receive a satisfactory or above rating from the site supervisor on all competency dimensions of the employer evaluation form at the final review. Identify at least one area of professional growth observed during the placement and articulate a plan for continued skill development.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Externship Orientation and Jobsite Entry Readiness	16	field	Students will complete all pre-placement requirements — site safety orientation, employer paperwork, PPE inspection, and a faculty site-visit briefing — so that they are legally and physically ready to work on day one.	Attend the employer's mandatory site safety orientation and sign all required documentation; photograph and submit proof to the program coordinator. Complete a personal PPE checklist (hard hat, safety glasses, voltage-rated gloves, arc-flash rated clothing where required, steel-toed boots) verified by the supervising journeyman before the first working shift. Meet with the program faculty coordinator and site supervisor together to review the externship learning agreement, daily log format, evaluation rubric, and emergency contact procedures.	Externship learning agreement, employer site-safety orientation materials, OSHA 10 card (carried on person), personal PPE kit, program field-log booklet, faculty site-visit checklist	All pre-placement documents signed and submitted to faculty; PPE checklist signed by supervising journeyman; student present and on time for joint faculty–supervisor kickoff meeting. Pass = 100% of required documents submitted within the first scheduled shift week.
2	Supervised Field Work — Phase 1: Rough-In and Infrastructure	180	field	Students will assist journeyman electricians with conduit installation, wire pulling, box setting, panel rough-in, and grounding tasks, producing work that meets NEC requirements and passes site inspection.	Install EMT and rigid conduit runs using offsets, saddle bends, and 90-degree bends learned in the conduit-bending course; have each run verified by the supervising journeyman before securing. Pull wire through installed conduit, label conductors according to site drawings, and terminate at junction and device boxes under direct journeyman supervision. Complete daily field-log entries each workday recording the specific tasks performed, NEC articles referenced or observed applied, tools used, and any safety incidents or near-misses.	Conduit benders (hand and mechanical), fish tape, wire-pulling lubricant, EMT and rigid conduit, wire and cable per site spec, voltage tester, digital multimeter, site drawings, NEC code book, field-log booklet	Journeyman initials each daily log entry confirming task completion and acceptable quality; at least 90% of entries completed without omissions. Any work rejected by inspection must be documented, corrected, and re-verified. Pass = journeyman sign-off on every logged workday with no more than two corrective re-dos per 30-hour block.
3	Supervised Field Work — Phase 2: Trim-Out, Device Installation, and Testing	250	field	Students will install devices, luminaires, panels, and service equipment; perform continuity and voltage testing; and support the electrician of record through inspection readiness, demonstrating safe and code-compliant work habits throughout.	Install receptacles, switches, GFCI and AFCI devices, luminaires, and breakers following site drawings; use a non-contact voltage tester to verify circuits are de-energized (LOTO applied) before terminating, then verify correct voltage after energization. Participate in panel scheduling: label circuit breakers, verify load calculations match the schedule, and assist with final torque of lugs to manufacturer specification using a calibrated torque screwdriver. Accompany the journeyman during the AHJ rough-in or final inspection when permitted; document inspection outcome, any corrections noted, and how deficiencies were resolved in the field log.	Torque screwdriver/driver, non-contact voltage tester, digital multimeter, AFCI/GFCI testers, luminaire mounting hardware, panel schedules and site drawings, NEC code book, LOTO kit, field-log booklet	Journeyman evaluates trim-out quality using the program employer evaluation rubric at the midpoint (approximately hour 125 of this phase) and again at the end; student must score Satisfactory or above on workmanship, safety compliance, and professional conduct at both checks. Pass = Satisfactory or above on all rubric dimensions at the final employer mid-point evaluation.
4	Final Employer Evaluation, Faculty Site Visit, and Externship Closeout	40	field	Students will complete the externship with a documented final employer performance evaluation, a faculty-conducted site visit or structured debrief, and a compiled and submitted field-log portfolio that verifies all required hours and competencies.	Supervisor completes the program's final employer evaluation form rating the student on safety compliance, technical skill, communication, punctuality, and professional conduct; student and supervisor sign and date the form. Faculty coordinator conducts a site visit or, where site access is restricted, a structured video or in-person debrief with the student using a structured protocol that confirms hours, tasks performed, and any issues encountered. Student assembles the complete field-log portfolio — all daily logs, employer mid-point evaluation, final employer evaluation, and a one-page written self-reflection identifying growth areas and next steps — and submits to the program coordinator.	Employer evaluation form (final), faculty site-visit or debrief protocol, complete field-log booklet, self-reflection template, program hour-verification form	Final employer evaluation form completed and signed; all 486 hours verified by employer signature and daily log totals; faculty debrief or site-visit protocol completed; self-reflection submitted. Pass = final employer evaluation rating of Satisfactory or above on all dimensions AND verified total hours of 486 or more.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Final Employer Skills Demonstration Evaluation	Skills demonstration	70%	Satisfactory or above on every rated dimension of the employer evaluation rubric (safety compliance, technical workmanship, use of tools and instruments, code awareness, communication, and professional conduct); no dimension rated Unsatisfactory.	The supervising journeyman or master electrician completes the program's standardized employer evaluation form at the conclusion of the externship, rating the student across all competency dimensions based on direct observation across the full placement. A copy is signed by both parties and submitted to the program coordinator as a required credential for course completion. Competency · Safety · Attendance · Conduct · Initiative
Field Log Portfolio	Log	30%	486 or more verified hours documented with daily entries; journeyman or supervisor initials on each entry; all required sections complete (tasks, tools, code references, safety observations); self-reflection submitted; no more than three entries missing any single required field.	The student submits the complete bound or digital field-log portfolio containing every daily log entry, both employer evaluation forms (midpoint and final), the faculty debrief record, and a one-page self-reflection. The portfolio is reviewed by the faculty coordinator against the program's log checklist; it serves as the primary hour-verification document for both NCCER registry submissions and state journeyman licensure applications that require documented field experience. Complete · Verified

BLD-ELEC05-10 Exam prep

Certification Exam Preparation: NCCER Electrical, OSHA 10, and Journeyman Licensure

135 hr · ~~$1,350~~ COMPLIMENTARY

This course systematically reviews every major content domain tested on the NCCER Electrical Level 1–4 assessments, the OSHA 10-Hour Outreach card requirements, and the state journeyman electrician licensing examination, using spaced repetition, timed practice questions, and full-length mock exams. Learners identify personal knowledge gaps from prior coursework, drill targeted remediation on weak domains, and demonstrate exam-ready competence under realistic timed and proctored conditions. The course also covers exam registration logistics, fee structures, acceptable identification, and retake policies for each credential so learners are administratively prepared on test day.

Outcomes

Correctly answer at least 75 percent of NCCER Electrical Level 1–4 knowledge-check questions across all four module groups on a timed practice exam.
Demonstrate understanding of all OSHA 10 core topic areas—including hazard recognition, fall protection, electrical safety, and PPE selection—sufficient to earn the OSHA 10 completion card through an authorized trainer.
Apply NEC code lookup and calculation skills (load calculations, wire sizing, overcurrent protection, grounding) at the speed and accuracy required by the state journeyman licensing examination.
Develop and execute a personalized remediation plan that targets individually diagnosed weak domains across all three credential areas.
Complete two full-length timed mock licensing exams under proctored conditions, scoring at or above the passing threshold established by the state licensing board.
Explain the registration process, required documentation, testing-center rules, and retake policies for the NCCER registry, OSHA 10 outreach, and state journeyman license.

Course text

How the course runs. 4 blocks: Diagnostic Assessment and Personalized Study Planning; Domain-by-Domain Content Review: NCCER Levels 1–4 and OSHA 10; Targeted Calculation Lab: NEC Load Calculations, Conductor Sizing, and Motor Branch Circuits; Full-Length Proctored Mock Certification Exams and Final Debrief.

What competent looks like. Correctly answer at least 75 percent of NCCER Electrical Level 1–4 knowledge-check questions across all four module groups on a timed practice exam. Demonstrate understanding of all OSHA 10 core topic areas—including hazard recognition, fall protection, electrical safety, and PPE selection—sufficient to earn the OSHA 10 completion card through an authorized trainer. Apply NEC code lookup and calculation skills (load calculations, wire sizing, overcurrent protection, grounding) at the speed and accuracy required by the state journeyman licensing examination. Develop and execute a personalized remediation plan that targets individually diagnosed weak domains across all three credential areas. Complete two full-length timed mock licensing exams under proctored conditions, scoring at or above the passing threshold established by the state licensing board. Explain the registration process, required documentation, testing-center rules, and retake policies for the NCCER registry, OSHA 10 outreach, and state journeyman license.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Diagnostic Assessment and Personalized Study Planning	15	theory	Learners will complete a scored diagnostic covering all NCCER Electrical Level 1–4 content domains, OSHA 10 topic areas, and journeyman exam calculation types, then produce a written remediation plan that ranks their three weakest domains and schedules targeted study sessions.	Sit a 120-question timed diagnostic exam drawn proportionally from NCCER L1–4 module groups, NEC calculation scenarios, and OSHA 10 topic clusters; score is recorded by domain sub-category. Use a provided gap-analysis worksheet to map each incorrect answer to its corresponding NCCER module, NEC article range, or OSHA standard topic, then rank domains by error rate. Write a two-page personalized study plan with specific lesson numbers, reference pages in the NCCER Electrical Trainee Guide and NEC codebook, and scheduled hours per domain for the remainder of the course.	Diagnostic exam packet (instructor-compiled from released NCCER sample questions and journeyman practice banks), NCCER Electrical Trainee Guides Levels 1–4, current edition NEC codebook, gap-analysis worksheet, pencils, calculator (non-programmable, per exam rules)	Learner submits a complete gap-analysis worksheet with domain error rates calculated and a written study plan; competence is confirmed when the instructor verifies that all diagnostic errors are mapped to a specific reference and a realistic study schedule is documented — pass requires submission of both documents with no unmapped domains.
2	Domain-by-Domain Content Review: NCCER Levels 1–4 and OSHA 10	45	theory	Learners will review all four NCCER Electrical craft-knowledge domain groups (electrical theory, wiring methods and materials, motors and controls, and systems and equipment) plus all OSHA 10 required topic areas, answering targeted practice question sets after each domain to confirm retention at or above 75 percent.	Rotate through ten structured review sessions (approximately 4.5 hours each) covering: DC/AC theory fundamentals; wiring methods, raceways, and conductors; NEC load calculations and overcurrent protection; grounding and bonding; motors, motor controls, and PLCs; residential and commercial service installation; OSHA 10 focus areas including fall protection, electrical hazards (NFPA 70E awareness), struck-by and caught-in hazards, PPE selection, and hazard communication (GHS/SDS). After each domain session, complete a 25-question timed domain quiz; any domain scoring below 75 percent triggers a 30-minute peer-study or instructor-led re-teach before the group advances. Participate in a code-book speed drill: instructor reads a calculation scenario aloud, learners locate the relevant NEC table or article and write the answer within the time limit set for the licensing exam, then compare and discuss answers as a group.	NCCER Electrical Trainee Guides Levels 1–4, current edition NEC codebook with index tabs, OSHA 10 outreach topic outline, domain quiz packets, non-programmable scientific calculator, whiteboard, projector for worked examples	Score on each 25-question domain quiz is recorded; learners must achieve at least 75 percent on every domain quiz before the course advances to mock exams — any learner below threshold completes instructor-directed remediation on that domain and takes an alternate 25-question quiz, with both scores logged.
3	Targeted Calculation Lab: NEC Load Calculations, Conductor Sizing, and Motor Branch Circuits	35	lab	Learners will solve a set of twenty-five multi-step calculation problems representative of those appearing on state journeyman licensing exams — including service load calculations, branch-circuit sizing, voltage-drop calculations, motor branch-circuit and overload protection sizing, and conduit fill — achieving a minimum accuracy of 75 percent under timed exam conditions.	Work individually through a twenty-five-problem calculation packet mirroring the format, complexity, and NEC article range typical of journeyman licensing exams; the packet is completed within a fixed time limit matching the per-question pace of the actual state exam. After time is called, participate in a whole-class solution walkthrough in which the instructor solves each problem on the whiteboard, citing the specific NEC table or section used, so learners can identify and correct procedural errors rather than just wrong answers. Repeat the exercise with an alternate twenty-five-problem set on a separate day; learners who scored below 75 percent on the first set receive a one-on-one instructor session targeting their specific error pattern (e.g., mis-reading Table 310 conductor ampacity, applying the wrong demand factor, or using the incorrect motor FLA column) before attempting the second set.	Current edition NEC codebook, Ugly's Electrical Reference (current edition) for quick-lookup cross-check, non-programmable scientific calculator, timed calculation problem packets (instructor-compiled), answer key with NEC citations, pencils, scratch paper	Each calculation packet is scored by the instructor; learners must reach 75 percent or higher on at least one of the two timed packets — scoring and error categories are logged on the gap-analysis tracking sheet to inform the final mock exam review.
4	Full-Length Proctored Mock Certification Exams and Final Debrief	40	practice	Learners will complete two separate full-length proctored mock exams — one modeled on the NCCER Electrical Level 1–4 summative assessment format and one modeled on a state journeyman licensing exam — under conditions that replicate actual testing environments, then participate in a scored debrief that confirms readiness and finalizes exam registration plans.	Sit Mock Exam 1 (NCCER-format): a timed, closed-book multiple-choice exam covering all four NCCER Electrical level domains; the room is proctored with phones removed, only an approved calculator and the NEC codebook permitted (as allowed by actual NCCER testing rules), and the same per-question time allocation as the real assessment. Sit Mock Exam 2 (Journeyman licensing-format): a timed, open-NEC-codebook multiple-choice exam structured to reflect the topic weighting and time constraints typical of state journeyman licensing exams, administered on a separate day to simulate the stamina required on test day. Attend a mandatory final debrief session in which the instructor returns scored exams with domain breakdowns, each learner reviews remaining weak areas using the original gap-analysis log, and the group discusses exam-day logistics: acceptable photo ID, approved calculator models, NEC edition accepted by the testing center, what to do if the exam is failed, and how to register for OSHA 10 with an authorized outreach trainer.	Mock Exam 1 packet (NCCER-format, instructor-compiled from NCCER sample question pools), Mock Exam 2 packet (journeyman-format, instructor-compiled from state practice exam banks), current edition NEC codebook, non-programmable scientific calculator, individual domain score report forms, exam registration handout listing NCCER accredited sponsor contact, state licensing board website, and local OSHA 10 authorized trainers	Each learner must score at or above 75 percent on at least one of the two mock exams to receive a course completion certificate — scores on both exams and all prior domain quizzes are compiled into a readiness report that the instructor reviews with each learner individually before signing off.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Full-Length Proctored Mock Certification Exam Suite	Mock certification exam	100%	A score of 75 percent or higher on at least one of the two full-length proctored mock exams (NCCER-format or journeyman licensing-format), combined with documented completion of domain quizzes and the calculation lab at or above 75 percent in each area, is required to pass the course and receive the completion certificate.	This mock_cert assessment consists of two separate full-length, timed, proctored exams administered under conditions that replicate actual NCCER and state journeyman licensing testing environments, including approved materials only and strict time limits. Results are analyzed by domain and compiled into an individual readiness report that documents the learner's preparedness for each of the three target credentials — NCCER Electrical Level 1–4, OSHA 10, and State Journeyman Electrician — and guides final registration decisions. Score · Time management

Program completion

External credential: NCCER Electrical L1-4; OSHA 10; State Journeyman Electrician

Students sit the NCCER Electrical Level 1–4 craft assessments administered through an NCCER Accredited Training Sponsor, the OSHA 10-Hour Construction Industry Outreach course delivered by an OSHA-authorized trainer, and their state journeyman electrician licensing examination administered by the applicable state electrical licensing board. Pass standard: Credential issued by the body.

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