Education | Alberta.ca
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3400: ELECTRICAL PRINCIPLES
Level: First Period Apprenticeship, Section One
Prerequisite: ETA3900: Apprenticeship Safety
Description: Students solve trade-related mathematical problems and describe how changes in voltage, current or resistance affect the electrical circuit.
Parameters: Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources: First Period Math Applications 030102a; Current, Voltage and Resistance 030102b
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency |
| |in this course. |
COURSE ETA3400: ELECTRICAL PRINCIPLES
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|solve trade-related problems using basic | | | |
|mathematics skills | | | |
|predict how changes in the value of voltage, | | | |
|current or resistance affects the circuit | | | |
Teacher Signature Date
COURSE ETA3400: ELECTRICAL PRINCIPLES
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 recognize and use basic mathematical |I can consistently recognize |I can usually recognize and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|symbols |and use basic mathematical |use basic mathematical |recognize and use basic |recognize and use basic |evidence of this performance|
| |symbols. |symbols. |mathematical symbols. |mathematical symbols. |task. |
|1.2 add and subtract whole, decimal and |I can consistently add and |I can usually add and |I sometimes need assistance to|I often need assistance to add|I have not yet provided |
|fractional numbers |subtract whole, decimal and |subtract whole, decimal and |add and subtract whole, |and subtract whole, decimal |evidence of this performance|
| |fractional numbers. |fractional numbers. |decimal and fractional |and fractional numbers. |task. |
| | | |numbers. | | |
|1.3 multiply and divide whole, decimal |I can consistently multiply |I can usually multiply and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and fractional numbers |and divide whole, decimal and |divide whole, decimal and |multiply and divide whole, |multiply and divide whole, |evidence of this performance|
| |fractional numbers. |fractional numbers. |decimal and fractional |decimal and fractional |task. |
| | | |numbers. |numbers. | |
|1.4 state the correct sequence for |I can consistently state the |I can usually state the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|mathematical operations and solve |correct sequence for |correct sequence for |state the correct sequence for|state the correct sequence for|evidence of this performance|
|equations that use brackets |mathematical operations and |mathematical operations and |mathematical operations and |mathematical operations and |task. |
| |solve equations that use |solve equations that use |solve equations that use |solve equations that use | |
| |brackets. |brackets. |brackets. |brackets. | |
|1.5 apply the math skill required for |I can consistently apply the |I can usually apply the math |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|transposition of equations in relation to |math skill required for |skill required for |apply the math skill required |apply the math skill required |evidence of this performance|
|Ohm’s law |transposition of equations in |transposition of equations in|for transposition of equations|for transposition of equations|task. |
| |relation to Ohm’s law. |relation to Ohm’s law. |in relation to Ohm’s law. |in relation to Ohm’s law. | |
|2. predict how changes in the value of voltage, current or resistance affects the circuit |
|2.1 describe an electric current |I can consistently describe an|I can usually describe an |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |electric current. |electric current. |describe an electric current. |describe an electric current. |evidence of this performance|
| | | | | |task. |
|2.2 describe voltage |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |voltage. |voltage. |describe voltage. |describe voltage. |evidence of this performance|
| | | | | |task. |
|2.3 describe resistance and state and |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|apply Ohm’s law |resistance and state and apply|resistance and state and |describe resistance and state |describe resistance and state |evidence of this performance|
| |Ohm’s law. |apply Ohm’s law. |and apply Ohm’s law. |and apply Ohm’s law. |task. |
|Teacher feedback and assessment. | |
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3405: ELECTRICAL CONCEPTS
Level: First Period Apprenticeship
Prerequisite: ETA3900: Apprenticeship Safety
Description: Students analyze series and parallel circuits.
Parameters: Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources: Series Resistive Circuits 030102c; Parallel Resistive Circuits 030102d
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency |
| |in this course. |
ETA3405: ELECTRICAL CONCEPTS
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|connect and analyze a series resistive circuit | | | |
|connect and analyze a parallel resistive | | | |
|circuit | | | |
Teacher Signature Date
COURSE ETA3405: ELECTRICAL CONCEPTS
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 identify a series circuit |I can consistently identify a |I can usually identify a |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |series circuit. |series circuit. |identify a series circuit. |identify a series circuit. |evidence of this performance|
| | | | | |task. |
|1.2 calculate resistance in a series |I can consistently calculate |I can usually calculate |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|circuit |resistance in a series |resistance in a series |calculate resistance in a |calculate resistance in a |evidence of this performance|
| |circuit. |circuit. |series circuit. |series circuit. |task. |
|1.3 state and apply Kirchhoff’s voltage |I can consistently state and |I can usually state and apply|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|law in a series circuit |apply Kirchhoff’s voltage law |Kirchhoff’s voltage law in a |state and apply Kirchhoff’s |state and apply Kirchhoff’s |evidence of this performance|
| |in a series circuit. |series circuit. |voltage law in a series |voltage law in a series |task. |
| | | |circuit. |circuit. | |
|1.4 calculate current in a series circuit|I can consistently calculate |I can usually calculate |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |current in a series circuit. |current in a series circuit. |calculate current in a series |calculate current in a series |evidence of this performance|
| | | |circuit. |circuit. |task. |
|1.5 determine circuit values by applying |I can consistently determine |I can usually determine |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|ratio and proportion |circuit values by applying |circuit values by applying |determine circuit values by |determine circuit values by |evidence of this performance|
| |ratio and proportion. |ratio and proportion. |applying ratio and proportion.|applying ratio and proportion.|task. |
|1.6 solve series circuits using the |I can consistently solve |I can usually solve series |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|voltage divider rule |series circuits using the |circuits using the voltage |solve series circuits using |solve series circuits using |evidence of this performance|
| |voltage divider rule. |divider rule. |the voltage divider rule |the voltage divider rule. |task. |
|1.7 determine the voltage drop across |I can consistently determine |I can usually determine the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|closed-or-open components in a series |the |voltage drop across |determine the voltage drop |determine the |evidence of this performance|
|circuit |voltage drop across |closed-or-open components in |across closed-or-open |voltage drop across |task. |
| |closed-or-open components in a|a series circuit. |components in a series |closed-or-open components in a| |
| |series circuit. | |circuit. |series circuit. | |
|2. connect and analyze a parallel resistive circuit |
|2.1 describe a parallel circuit |I can consistently describe a |I can usually describe a |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |parallel circuit. |parallel circuit. |describe a parallel circuit. |describe a parallel circuit. |evidence of this performance|
| | | | | |task. |
|2.2 calculate resistance in a parallel |I can consistently calculate |I can usually calculate |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|circuit |resistance in a parallel |resistance in a parallel |calculate resistance in a |calculate resistance in a |evidence of this performance|
| |circuit. |circuit. |parallel circuit. |parallel circuit. |task. |
|2.3 state and apply Kirchhoff’s current |I can consistently state and |I can usually state and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|law to a parallel circuit |apply Kirchhoff’s current law |apply Kirchhoff’s current |state and apply Kirchhoff’s |state and apply Kirchhoff’s |evidence of this performance|
| |to a parallel circuit. |law to a parallel circuit. |current law to a parallel |current law to a parallel |task. |
| | | |circuit. |circuit. | |
|2.4 describe the effects of an open |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|circuit on a parallel circuit |the effects of an open circuit|effects of an open circuit |describe the effects of an |describe the effects of an |evidence of this performance|
| |on a parallel circuit. |on a parallel circuit. |open circuit on a parallel |open circuit on a parallel |task. |
| | | |circuit. |circuit. | |
|2.5 solve branch circuit currents using |I can consistently solve |I can usually solve branch |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|the current divider principle |branch circuit currents using |circuit currents using the |solve branch circuit currents |solve branch circuit currents |evidence of this performance|
| |the current divider principle.|current divider principle. |using the current divider |using the current divider |task. |
| | | |principle. |principle. | |
|Teacher feedback and assessment. | |
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3410: RESISTIVE CIRCUITS
Level: First Period Apprenticeship, Section One
Prerequisite: ETA3405: Electrical Concepts
Description: Students connect and analyze a series-parallel resistive circuit.
Parameters: Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources: Series-Parallel Resistive Circuits 030102e
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency |
| |in this course. |
COURSE ETA3410: RESISTIVE CIRCUITS
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|connect and analyze | | | |
|series-parallel resistive circuits | | | |
Teacher Signature Date
COURSE ETA3410: RESISTIVE CIRCUITS
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 identify resistors that are in series |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |resistors that are in series. |resistors that are in series.|identify resistors that are in|identify resistors that are in|evidence of this performance|
| | | |series. |series. |task. |
|1.2 identify resistors that are in |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|parallel |resistors that are in |resistors that are in |identify resistors that are in|identify resistors that are in|evidence of this performance|
| |parallel. |parallel. |parallel. |parallel. |task. |
|1.3 calculate the total resistance of a |I can consistently calculate |I can usually calculate the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|series-parallel circuit |the total resistance of a |total resistance of a |calculate the total resistance|calculate the total resistance|evidence of this performance|
| |series-parallel circuit. |series-parallel circuit. |of a series-parallel circuit. |of a |task. |
| | | | |series-parallel circuit. | |
|1.4 apply Kirchhoff’s current law to a |I can consistently apply |I can usually apply |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|series-parallel circuit |Kirchhoff’s current law to a |Kirchhoff’s current law to a |apply Kirchhoff’s current law |apply Kirchhoff’s current law |evidence of this performance|
| |series-parallel circuit. |series-parallel circuit. |to a series-parallel circuit. |to a |task. |
| | | | |series-parallel circuit. | |
|1.5 apply Kirchhoff’s voltage law to a |I can consistently apply |I can usually apply |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|series-parallel circuit |Kirchhoff’s voltage law to a |Kirchhoff’s voltage law to a |apply Kirchhoff’s voltage law |apply Kirchhoff’s voltage law |evidence of this performance|
| |series-parallel circuit. |series-parallel circuit. |to a series-parallel circuit. |to a |task. |
| | | | |series-parallel circuit. | |
|1.6 solve problems involving |I can consistently solve |I can usually solve problems |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|series-parallel circuits |problems involving |involving series-parallel |solve problems involving |solve problems involving |evidence of this performance|
| |series-parallel circuits. |circuits. |series-parallel circuits. |series-parallel circuits. |task. |
|Teacher feedback and assessment. | |
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3415: EDISON 3-WIRE SYSTEM
Level: First Period Apprenticeship, Section One
Prerequisite: ETA3410: Resistive Circuits
Description: Students describe an Edison 3-wire distribution system commonly found in homes and in commercial establishments.
Parameters: Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources: Edison 3-Wire Distribution Systems 030102f
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency |
| |in this course. |
COURSE ETA3415: EDISON 3-WIRE SYSTEM
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|connect and analyze an Edison 3-wire | | | |
|distribution system | | | |
Teacher Signature Date
COURSE ETA3415: EDISON 3-WIRE SYSTEM
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 identify the characteristics of an |I can consistently identify |I can usually identify the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|Edison 3-wire circuit |the characteristics of an |characteristics of an Edison |identify the characteristics |identify the characteristics |evidence of this performance|
| |Edison 3-wire circuit. |3-wire circuit. |of an Edison 3-wire circuit. |of an Edison 3-wire circuit. |task. |
|1.2 describe the properties of an Edison |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|3-wire circuit |the properties of an Edison |properties of an Edison |describe the properties of an |describe the properties of an |evidence of this performance|
| |3-wire circuit. |3-wire circuit. |Edison 3-wire circuit. |Edison 3-wire circuit. |task. |
|1.3 describe and calculate the effects of|I can consistently describe |I can usually describe and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|a high resistance or broken neutral in an |and calculate the effects of a|calculate the effects of a |describe and calculate the |describe and calculate the |evidence of this performance|
|Edison 3-wire circuit |high resistance or broken |high resistance or broken |effects of a high resistance |effects of a high resistance |task. |
| |neutral in an Edison |neutral in an Edison |or broken neutral in an Edison|or broken neutral in an Edison| |
| |3-wire circuit. |3-wire circuit. |3-wire circuit. |3-wire circuit. | |
|Teacher feedback and assessment. | |
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3420: POWER & EFFICIENCY
Level: First Period Apprenticeship
Prerequisite: ETA3405: Electrical Concepts
Description: Students calculate the efficiency of circuits and equipment.
Parameters: Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources: Work, Energy, Power and Efficiency 030102g
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency |
| |in this course. |
COURSE ETA3420: POWER & EFFICIENCY
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|state and analyze the relationship between | | | |
|work, energy, power and efficiency | | | |
Teacher Signature Date
COURSE ETA3420: POWER & EFFICIENCY
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 define mass, weight and force and |I can consistently define |I can usually define mass, |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|their units of measurement |mass, weight and force and |weight and force and their |define mass, weight and force |define mass, weight and force |evidence of this performance|
| |their units of measurement. |units of measurement. |and their units of |and their units of |task. |
| | | |measurement. |measurement. | |
|1.2 define work, energy and power and |I can consistently define |I can usually define work, |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|their units of measurement |work, energy and power and |energy and power and their |define work, energy and power |define work, energy and power |evidence of this performance|
| |their units of measurement. |units of measurement. |and their units of |and their units of |task. |
| | | |measurement. |measurement. | |
|1.3 describe electrical relationships of |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|work, energy and power |electrical relationships of |electrical relationships of |describe electrical |describe electrical |evidence of this performance|
| |work, energy and power. |work, energy and power. |relationships of work, energy |relationships of work, energy |task. |
| | | |and power. |and power. | |
|1.4 calculate efficiency, voltage drop |I can consistently calculate |I can usually calculate |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and line loss |efficiency, voltage drop and |efficiency, voltage drop and |calculate efficiency, voltage |calculate efficiency, voltage |evidence of this performance|
| |line loss. |line loss. |drop and line loss. |drop and line loss. |task. |
|Teacher feedback and assessment. | |
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3425: BATTERIES & MAGNETISM
Level: First Period Apprenticeship
Prerequisite: ETA3420: Power & Efficiency
Description: Students describe common batteries, including their care and handling and recharging precautions, and develop an understanding of magnetism and the operation of motors, generators, transformers, relays and meters.
Parameters: Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources: Methods of Producing EMF 030103a; Cells and Batteries 030103b; Magnetism & Electromagnetism 030103c; Generators 030103d
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency |
| |in this course. |
COURSE ETA3425: BATTERIES & MAGNETISM
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|identify the methods of producing electromotive| | | |
|force (EMF) | | | |
|identify the requirements for installation and | | | |
|maintenance of batteries | | | |
|state the characteristics of magnetic and | | | |
|electromagnetic materials | | | |
|explain the generation of electricity in | | | |
|alternating current (AC) and direct current | | | |
|(DC) generators | | | |
Teacher Signature Date
COURSE ETA3425: BATTERIES & MAGNETISM
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 explain the production of EMF by using|I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|chemicals |production of EMF by using |production of EMF by using |explain the production of EMF |explain the production of EMF |evidence of this performance|
| |chemicals. |chemicals. |by using chemicals. |by using chemicals. |task. |
|1.2 explain the production of EMF by using|I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|heat |production of EMF by using |production of EMF by using |explain the production of EMF |explain the production of EMF |evidence of this performance|
| |heat. |heat. |by using heat. |by using heat. |task. |
|1.3 explain the production of EMF by |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|using pressure |production of EMF by using |production of EMF by using |explain the production of EMF |explain the production of EMF |evidence of this performance|
| |pressure. |pressure. |by using pressure. |by using pressure. |task. |
|1.4 explain the production of EMF by |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|using light |production of EMF by using |production of EMF by using |explain the production of EMF |explain the production of EMF |evidence of this performance|
| |light. |light. |by using light. |by using light. |task. |
|1.5 explain the production of EMF by |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|using magnetism |production of EMF by using |production of EMF by using |explain the production of EMF |explain the production of EMF |evidence of this performance|
| |magnetism. |magnetism. |by using magnetism. |by using magnetism. |task. |
|1.6 explain the production of EMF by using|I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|electrostatics |production of EMF by using |production of EMF by using |explain the production of EMF |explain the production of EMF |evidence of this performance|
| |electrostatics. |electrostatics. |by using electrostatics. |by using electrostatics. |task. |
|2. identify the requirements for installation and maintenance of batteries |
|2.1 define the basic terminology of cells|I can consistently define the |I can usually define the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |basic terminology of cells. |basic terminology of cells. |define the basic terminology |define the basic terminology |evidence of this performance|
| | | |of cells. |of cells. |task. |
|2.2 describe the construction and |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|operation of a basic primary cell |the construction and operation|construction and operation |describe the construction and |describe the construction and |evidence of this performance|
| |of a basic primary cell. |of a basic primary cell. |operation of a basic primary |operation of a basic primary |task. |
| | | |cell. |cell. | |
|2.3 describe the construction and |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|operation of three types of lead-acid |the construction and operation|construction and operation |describe the construction and |describe the construction and |evidence of this performance|
|batteries |of three types of lead-acid |of three types of lead-acid |operation of three types of |operation of three types of |task. |
| |batteries. |batteries. |lead-acid batteries. |lead-acid batteries. | |
|2.4 describe the construction, operation |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and applications of a nickel-cadmium |the construction, operation |construction, operation and |describe the construction, |describe the construction, |evidence of this performance|
|battery |and applications of a |applications of a |operation and applications of |operation and applications of |task. |
| |nickel-cadmium battery. |nickel-cadmium battery. |a |a nickel-cadmium battery. | |
| | | |nickel-cadmium battery. | | |
|2.5 describe the construction and |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|operation of a lithium battery |the construction and operation|construction and operation |describe the construction and |describe the construction and |evidence of this performance|
| |of a lithium battery. |of a lithium battery. |operation of a lithium |operation of a lithium |task. |
| | | |battery. |battery. | |
|2.6 describe the hazards and precautions |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|to be observed when charging batteries |the hazards and precautions to|hazards and precautions to |describe the hazards and |describe the hazards and |evidence of this performance|
| |be observed when charging |be observed when charging |precautions to be observed |precautions to be observed |task. |
| |batteries. |batteries. |when charging batteries. |when charging batteries. | |
|2.7 describe the common battery |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|performance ratings |the common battery performance|common battery performance |describe the common battery |describe the common battery |evidence of this performance|
| |ratings. |ratings. |performance ratings.. |performance ratings. |task. |
|2.8 calculate the effects of battery |I can consistently calculate |I can usually calculate the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|internal resistance |the effects of battery |effects of battery internal |calculate the effects of |calculate the effects of |evidence of this performance|
| |internal resistance. |resistance. |battery internal resistance. |battery internal resistance. |task. |
|3. state the characteristics of magnetic and electromagnetic materials |
|3.1 describe the properties of magnetic |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|materials |the properties of magnetic |properties of magnetic |describe the properties of |describe the properties of |evidence of this performance|
| |materials. |materials. |magnetic materials. |magnetic materials. |task. |
|3.2 define the terminology related to |I can consistently define the |I can usually define the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|magnetism |terminology related to |terminology related to |define the terminology related|define the terminology related|evidence of this performance|
| |magnetism. |magnetism. |to magnetism. |to magnetism. |task. |
|3.3 describe electromagnetism and basic |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|design for electromagnetic devices |electromagnetism and the basic|electromagnetism and the |describe electromagnetism and |describe electromagnetism and |evidence of this performance|
| |design for electromagnetic |basic design for |the basic design for |the basic design for |task. |
| |devices. |electromagnetic devices. |electromagnetic devices. |electromagnetic devices. | |
|3.4 describe how an induced voltage is |I can consistently describe |I can usually describe how |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|generated |how and induced voltage is |and induced voltage is |describe how and induced |describe how and induced |evidence of this performance|
| |generated. |generated. |voltage is generated. |voltage is generated. |task. |
|3.5 describe the process of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|electromagnetic induction |the process of electromagnetic|process of electromagnetic |describe the process of |describe the process of |evidence of this performance|
| |induction. |induction. |electromagnetic induction. |electromagnetic induction. |task. |
|4. explain the generation of electricity in alternating current (AC) and direct current (DC) generators |
|4.1 describe the basis construction of a |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|generator |the basis construction of a |basis construction of a |describe the basis |describe the basis |evidence of this performance|
| |generator. |generator. |construction of a generator. |construction of a generator. |task. |
|4.2 describe how a generator produces a |I can consistently describe |I can usually describe how a|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|voltage, and identify the factors |how a generator produces a |generator produces a voltage|describe how a generator |describe how a generator |evidence of this performance|
|affecting its value |voltage and identify the |and identify the factors |produces a voltage and |produces a voltage and |task. |
| |factors affecting its value. |affecting its value. |identify the factors affecting|identify the factors affecting| |
| | | |its value. |its value. | |
|4.3 describe how a generator can be |I can consistently describe |I can usually describe how a|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|connected to produce AC or DC to a load |how a generator can be |generator can be connected |describe how a generator can |describe how a generator can |evidence of this performance|
| |connected to produce AC or DC |to produce AC or DC to a |be connected to produce AC or |be connected to produce AC or |task. |
| |to a load. |load. |DC to a load. |DC to a load. | |
|Teacher feedback and assessment. | |
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3430: METERS & CONNECTIONS
Level: First Period Apprenticeship
Prerequisite: ETA3420: Power & Efficiency
Description: Students describe the proper use and care of various electrical meters and describe types of conductors and how and when they are used.
Parameters: Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources: Meters 030104a; Conductors 030104b; Splicing and Terminating (Low Voltage) 030104c; Resistors 030104d
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency |
| |in this course. |
COURSE ETA3430: METERS & CONNECTIONS
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|use electrical meters to measure circuit | | | |
|properties | | | |
|identify the properties of conductors, | | | |
|semiconductors, insulators and fibre optic | | | |
|cables | | | |
|splice, tap and terminate conductors | | | |
|identify resistor types and ratings | | | |
Teacher Signature Date
COURSE ETA3430: METERS & CONNECTIONS
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 state the applications of various |I can consistently state the |I can usually state the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|meters |applications of various |applications of various |state the applications of |state the applications of |evidence of this performance|
| |meters. |meters. |various meters. |various meters. |task. |
|1.2 list the precautions that must be |I can consistently list the |I can usually list the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|observed when using each one of the meters|precautions that must be |precautions that must be |list the precautions that must|list the precautions that must|evidence of this performance|
| |observed when using each one |observed when using each one |be observed when using each |be observed when using each |task. |
| |of the meters. |of the meters. |one of the meters. |one of the meters. | |
|1.3 interpret meter readings |I can consistently interpret |I can usually interpret meter|I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |meter readings. |readings. |interpret meter readings. |interpret meter readings. |evidence of this performance|
| | | | | |task. |
|1.4 recognize the connections for various|I can consistently recognize |I can usually recognize the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|meters |the connections for various |connections for various |recognize the connections for |recognize the connections for |evidence of this performance|
| |meters. |meters. |various meters. |various meters. |task. |
|1.5 connect and demonstrate proper range |I can consistently connect and|I can usually connect and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|selection and connection of voltmeter, |demonstrate proper range |demonstrate proper range |connect and demonstrate proper|connect and demonstrate proper|evidence of this performance|
|ammeter, ohmmeter and megger |selection and connection of |selection and connection of |range selection and connection|range selection and connection|task. |
| |voltmeter, ammeter, ohmmeter |voltmeter, ammeter, ohmmeter |of voltmeter, ammeter, |of voltmeter, ammeter, | |
| |and megger. |and megger. |ohmmeter and megger. |ohmmeter and megger. | |
|2. identify the properties of conductors, semiconductors, insulators and fibre optic cables |
|2.1 state the types and forms of |I can consistently state the |I can usually state the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|conductor materials |types and forms of conductor |types and forms of conductor|state the types and forms of |state the types and forms of |evidence of this performance|
| |materials. |materials. |conductor materials. |conductor materials. |task. |
|2.2 describe the electrical properties of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|conductors, semiconductors and insulators |the electrical properties of |electrical properties of |describe the electrical |describe the electrical |evidence of this performance|
| |conductors, semiconductors and|conductors, semiconductors |properties of conductors, |properties of conductors, |task. |
| |insulators. |and insulators. |semiconductors and insulators.|semiconductors and insulators.| |
|2.3 describe the factors affecting |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|resistance |the factors affecting |factors affecting |describe the factors affecting|describe the factors affecting|evidence of this performance|
| |resistance. |resistance. |resistance. |resistance. |task. |
|2.4 determine the AWG (American Wire |I can consistently determine |I can usually determine the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|Gauge) wire size using a wire gauge |the AWG (American Wire Gauge) |AWG (American Wire Gauge) |determine the AWG (American |determine the AWG (American |evidence of this performance|
| |wire size using a wire gauge. |wire size using a wire |Wire Gauge) wire size using a |Wire Gauge) wire size using a |task. |
| | |gauge. |wire gauge. |wire gauge. | |
|2.5 calculate the |I can consistently calculate |I can usually |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|cross-sectional area and resistance of |the |calculate the |calculate the cross-sectional |calculate the |evidence of this performance|
|conductors |cross-sectional area |cross-sectional area and |area and resistance of |cross-sectional area |task. |
| |and resistance of conductors. |resistance of conductors. |conductors. |and resistance of conductors. | |
|2.6 calculate the approximate voltage drop|I can consistently calculate |I can usually calculate the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|due to conductor resistance |the approximate voltage drop |approximate voltage drop due|calculate the approximate |calculate the approximate |evidence of this performance|
| |due to conductor resistance. |to conductor resistance. |voltage drop due to conductor |voltage drop due to conductor |task. |
| | | |resistance. |resistance. | |
|2.7 state the installation methods |I can consistently state the |I can usually state the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|required for fibre optic cable |installation methods required |installation methods |state the installation methods|state the installation methods|evidence of this performance|
| |for fibre optic cable. |required for fibre optic |required for fibre optic |required for fibre optic |task. |
| | |cable. |cable. |cable. | |
|3. splice, tap and terminate conductors |
|3.1 describe four classes of terminations |I can consistently describe |I can usually describe four |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|or connections used in the electrical |four classes of terminations |classes of terminations or |describe four classes of |describe four classes of |evidence of this performance|
|trade |or connections used in the |connections used in the |terminations or connections |terminations or connections |task. |
| |electrical trade. |electrical trade. |used in the electrical trade. |used in the electrical trade. | |
|3.2 describe the proper method for |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|stripping conductors and insulating |the proper method for |proper method for stripping |describe the proper method for|describe the proper method for|evidence of this performance|
|splices |stripping conductors and |conductors and insulating |stripping conductors and |stripping conductors and |task. |
| |insulating splices. |splices. |insulating splices. |insulating splices. | |
|3.3 describe three common wire |I can consistently describe |I can usually describe three|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|connections |three common wire connections.|common wire connections. |describe three common wire |describe three common wire |evidence of this performance|
| | | |connections. |connections. |task. |
|3.4 describe the techniques used for |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|mechanical and compression splices and |the techniques used for |techniques used for |describe the techniques used |describe the techniques used |evidence of this performance|
|terminations |mechanical and compression |mechanical and compression |for mechanical and compression|for mechanical and compression|task. |
| |splices and terminations. |splices and terminations. |splices and terminations. |splices and terminations. | |
|3.5 describe the problems specific to |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|aluminum conductor splices and |the problems specific to |problems specific to |describe the problems specific|describe the problems specific|evidence of this performance|
|terminations |aluminum conductor splices and|aluminum conductor splices |to aluminum conductor splices |to aluminum conductor splices |task. |
| |terminations. |and terminations. |and terminations. |and terminations. | |
|4. identify resistor types and ratings |
|4.1 describe two categories of resistors |I can consistently describe |I can usually describe two |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and their construction |two categories of resistors |categories of resistors and |describe two categories of |describe two categories of |evidence of this performance|
| |and their construction. |their construction. |resistors and their |resistors and their |task. |
| | | |construction. |construction. | |
|4.2 describe the methods used to determine|I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|the ratings of fixed resistors |the methods used to determine |methods used to determine |describe the methods used to |describe the methods used to |evidence of this performance|
| |the ratings of fixed |the ratings of fixed |determine the ratings of fixed|determine the ratings of fixed|task. |
| |resistors. |resistors. |resistors. |resistors. | |
|4.3 determine the resistance of a |I can consistently determine |I can usually determine the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|resistor using a |the resistance of a resistor |resistance of a resistor |determine the resistance of a |determine the resistance of a |evidence of this performance|
|four-band colour code chart |using a four-band colour code |using a four-band colour |resistor using a |resistor using a four-band |task. |
| |chart. |code chart. |four-band colour code chart. |colour code chart. | |
|Teacher feedback and assessment. | |
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3435: SWITCHING CIRCUITS
Level: First Period Apprenticeship
Prerequisite: ETA3410: Resistive Circuits
ETA3430: Meters & Connections
Description: Students analyze low-voltage switching circuits.
Parameters: Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources: Switching Circuits 030104e
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency |
| |in this course. |
COURSE ETA3435: SWITCHING CIRCUITS
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|design and connect switching circuits using | | | |
|schematic and wiring diagrams | | | |
Teacher Signature Date
COURSE ETA3435: SWITCHING CIRCUITS
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 draw symbols that are commonly used in|I can consistently draw |I can usually draw symbols |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|schematic and wiring diagrams |symbols that are commonly used|that are commonly used in |draw symbols that are commonly|draw symbols that are commonly|evidence of this performance|
| |in schematic and wiring |schematic and wiring |used in schematic and wiring |used in schematic and wiring |task. |
| |diagrams. |diagrams. |diagrams. |diagrams. | |
|1.2 describe applications of various types|I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|of switches |applications of various types |applications of various types|describe applications of |describe applications of |evidence of this performance|
| |of switches |of switches. |various types of switches. |various types of switches. |task. |
|1.3 draw schematic and wiring diagrams |I can consistently draw |I can usually draw schematic |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|for typical lighting circuits |schematic and wiring diagrams |and wiring diagrams for |draw schematic and wiring |draw schematic and wiring |evidence of this performance|
| |for typical lighting circuits.|typical lighting circuits. |diagrams for typical lighting |diagrams for typical lighting |task. |
| | | |circuits. |circuits. | |
|1.4 describe how to connect a set of door |I can consistently describe |I can usually describe how to|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|chimes |how to connect a set of door |connect a set of door chimes.|describe how to connect a set |describe how to connect a set |evidence of this performance|
| |chimes. | |of door chimes. |of door chimes. |task. |
|Teacher feedback and assessment. | |
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3440: RELAYS & CONTROLS
Level: First Period Apprenticeship
Prerequisite: ETA3435: Switching Circuits
Description: Students understand the operation of relays and their control circuits and produce and interpret schematic and wiring diagrams.
Parameters: Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources: Relays and Controls 030104f
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency |
| |in this course. |
COURSE ETA3440: RELAYS & CONTROLS
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|connect and analyze relay control circuits | | | |
Teacher Signature Date
COURSE ETA3440: RELAYS & CONTROLS
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 define specific terms that are used |I can consistently define |I can usually define specific|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|when referring to control circuits |specific terms that are used |terms that are used when |define specific terms that are|define specific terms that are|evidence of this performance|
| |when referring to control |referring to control |used when referring to control|used when referring to control|task. |
| |circuits. |circuits. |circuits. |circuits. | |
|1.2 identify the parts of a relay and |I can consistently identify |I can usually identify the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|explain their function |the parts of a relay and |parts of a relay and explain |identify the parts of a relay |identify the parts of a relay |evidence of this performance|
| |explain their function. |their function. |and explain their function. |and explain their function. |task. |
|1.3 describe the operating principle of a|I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|relay |the operating principle of a |operating principle of a |describe the operating |describe the operating |evidence of this performance|
| |relay. |relay. |principle of a relay. |principle of a relay. |task. |
|1.4 draw the symbols that are used in |I can consistently draw the |I can usually draw the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|control circuits |symbols that are used in |symbols that are used in |draw the symbols that are used|draw the symbols that are used|evidence of this performance|
| |control circuits. |control circuits. |in control circuits. |in control circuits. |task. |
|1.5 draw schematic and wiring diagrams |I can consistently draw |I can usually draw schematic |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|using a relay |schematic and wiring diagrams |and wiring diagrams using a |draw schematic and wiring |draw schematic and wiring |evidence of this performance|
| |using a relay. |relay. |diagrams using a relay. |diagrams using a relay. |task. |
|Teacher feedback and assessment. | |
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3445: SWITCHES & ALARMS
Level: First Period Apprenticeship
Prerequisite: ETA3410: Resistive Circuits
ETA3440: Relays & Controls
Description: Students understand the basic concepts and operation of low-voltage switching systems and develop an understanding of how residential alarm and smoke alarm systems are installed and interconnected.
Parameters: Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources: Extra Low Voltage Switching (0 – 30 V) 030104g; Alarm Systems and Smoke Alarms 030104h
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency |
| |in this course. |
COURSE ETA3445: SWITCHES & ALARMS
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|connect and analyze | | | |
|extra-low-voltage switching circuits | | | |
|connect and analyze alarm systems and smoke | | | |
|alarms | | | |
Teacher Signature Date
COURSE ETA3445: SWITCHES & ALARMS
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 describe the basic concepts of an |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|extra-low-voltage switching system |the basic concepts of an |basic concepts of an |describe the basic concepts of|describe the basic concepts of|evidence of this performance|
| |extra-low-voltage switching |extra-low-voltage switching |an extra-low-voltage switching|an |task. |
| |system. |system. |system. |extra-low-voltage switching | |
| | | | |system. | |
|1.2 state the advantages of an |I can consistently state the |I can usually state the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|extra-low-voltage switching system |advantages of an |advantages of an |state the advantages of an |state the advantages of an |evidence of this performance|
| |extra-low-voltage switching |extra-low-voltage switching |extra-low-voltage switching |extra-low-voltage switching |task. |
| |system. |system. |system. |system. | |
|1.3 describe the operation of an |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|extra-low-voltage switching system |the operation of an |operation of an |describe the operation of an |describe the operation of an |evidence of this performance|
| |extra-low-voltage switching |extra-low-voltage switching |extra-low-voltage switching |extra-low-voltage switching |task. |
| |system. |system. |system. |system. | |
|1.4 connect and analyze |I can consistently connect and|I can usually connect and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|low-voltage circuits |analyze low-voltage circuits. |analyze |connect and analyze |connect and analyze |evidence of this performance|
| | |low-voltage circuits. |low-voltage circuits. |low-voltage circuits. |task. |
|2. connect and analyze alarm systems and smoke alarms |
|2.1 identify various types of sensing and|I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|alarm devices used in alarm systems |various types of sensing and |various types of sensing and|identify various types of |identify various types of |evidence of this performance|
| |alarm devices used in alarm |alarm devices used in alarm |sensing and alarm devices used|sensing and alarm devices used|task. |
| |systems. |systems. |in alarm systems |in alarm systems. | |
|2.2 describe the operation of a basic |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|alarm system |the operation of a basic alarm|operation of a basic alarm |describe the operation of a |describe the operation of a |evidence of this performance|
| |system. |system. |basic alarm system. |basic alarm system. |task. |
|2.3 identify the function and |I can consistently identify |I can usually identify the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|applications of smoke alarms and carbon |the function and applications |function and applications of|identify the function and |identify the function and |evidence of this performance|
|monoxide alarms |of smoke alarms and carbon |smoke alarms and carbon |applications of smoke alarms |applications of smoke alarms |task. |
| |monoxide alarms. |monoxide alarms. |and carbon monoxide alarms. |and carbon monoxide alarms. | |
|2.4 describe the operation of a basic |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|fire alarm system |the operation of a basic fire |operation of a basic fire |describe the operation of a |describe the operation of a |evidence of this performance|
| |alarm system. |alarm system. |basic fire alarm system. |basic fire alarm system. |task. |
|Teacher feedback and assessment. | |
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3450: INTRODUCTION TO CODE
Level: First Period Apprenticeship
Prerequisite: ETA3430: Meters & Connections
Description: Students develop an understanding of Part I of the Canadian Electrical Code (CEC), which provides standards for the installation of electrical equipment to ensure that buildings are provided with adequate electrical service and that the systems work properly and safely, and understand terms as they apply in the CEC.
Parameters: Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources: Introduction to Code 030105a; General Rules – Section 2 030105b; Conductor Material and Sizes – Section 4 030105c
Supporting Resources: Canadian Electrical Code, Part I, current edition; Alberta electrical STANDATA; Safety Codes Act; and the Canadian Standards Association (CSA), Part I Errata Sheet, current edition
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency |
| |in this course. |
COURSE ETA3450: INTRODUCTION TO CODE
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|recognize the purpose and organization of the | | | |
|Canadian Electric Code, Part I and the Alberta | | | |
|electrical STANDATA | | | |
|interpret the general rules in Section 2 of the| | | |
|CEC | | | |
|determine the conductors required for | | | |
|installations in Section 4 of the CEC | | | |
Teacher Signature Date
COURSE ETA3450: INTRODUCTION TO CODE
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 explain the purpose of the CEC, Part I|I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |purpose of the CEC, Part I. |purpose of the CEC, Part I. |explain the purpose of the |explain the purpose of the |evidence of this performance|
| | | |CEC, Part I. |CEC, Part I. |task. |
|1.2 describe the procedures for the |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|acceptance of the CEC by the provinces and|the procedures for the |procedures for the acceptance|describe the procedures for |describe the procedures for |evidence of this performance|
|by local authorities |acceptance of the CEC by the |of the CEC by the provinces |the acceptance of the CEC by |the acceptance of the CEC by |task. |
| |provinces and by local |and by local authorities. |the provinces and by local |the provinces and by local | |
| |authorities. | |authorities. |authorities. | |
|1.3 describe the function of the |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|electrical STANDATA |the function of the electrical|function of the electrical |describe the function of the |describe the function of the |evidence of this performance|
| |STANDATA. |STANDATA. |electrical STANDATA. |electrical STANDATA. |task. |
|1.4 describe the organizational layout of|I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|the CEC |the organizational layout of |organizational layout of the |describe the organizational |describe the organizational |evidence of this performance|
| |the CEC. |CEC. |layout of the CEC. |layout of the CEC. |task. |
|1.5 locate specific information in the |I can consistently locate |I can usually locate specific|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|CEC, using a variety of methods |specific information in the |information in the CEC, using|locate specific information in|locate specific information in|evidence of this performance|
| |CEC, using a variety of |a variety of methods. |the CEC, using a variety of |the CEC, using a variety of |task. |
| |methods. | |methods. |methods. | |
|1.6 identify those responsible for an |I can consistently identify |I can usually identify those |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|electrical installation |those responsible for an |responsible for an electrical|identify those responsible for|identify those responsible for|evidence of this performance|
| |electrical installation. |installation. |an electrical installation. |an electrical installation. |task. |
|2. interpret the general rules in Section 2 of the CEC |
|2.1 define the specific terms that apply |I can consistently define the |I can usually define the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|to the first period code program |specific terms that apply to |specific terms that apply to|define the specific terms that|define the specific terms that|evidence of this performance|
| |the first period code program.|the first period code |apply to the first period code|apply to the first period code|task. |
| | |program. |program. |program. | |
|2.2 describe the administrative rules |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |the administrative rules. |administrative rules. |describe the administrative |describe the administrative |evidence of this performance|
| | | |rules. |rules. |task. |
|2.3 describe the technical requirements |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |the technical requirements. |technical requirements. |describe the technical |describe the technical |evidence of this performance|
| | | |requirements. |requirements. |task. |
|3. determine the conductors required for installations in Section 4 of the CEC |
|3.1 define the specific terms that apply |I can consistently define the |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|to the first period code program |specific terms that apply to |define the specific terms |define the specific terms that|define the specific terms that|evidence of this performance|
| |the first period code program.|that apply to the first |apply to the first period code|apply to the first period code|task. |
| | |period code program. |program. |program. | |
|3.2 apply specific rules to determine |I can consistently apply |I can usually apply specific|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|conductor sizes, using the appropriate |specific rules to determine |rules to determine conductor|apply specific rules to |apply specific rules to |evidence of this performance|
|tables and appendices |conductor sizes, using the |sizes, using the appropriate|determine conductor sizes, |determine conductor sizes, |task. |
| |appropriate tables and |tables and appendices. |using the appropriate tables |using the appropriate tables | |
| |appendices. | |and appendices. |and appendices. | |
|3.3 determine the allowable ampacity of a|I can consistently determine |I can usually determine the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|conductor given load current and |the allowable ampacity of a |allowable ampacity of a |determine the allowable |determine the allowable |evidence of this performance|
|conditions of use |conductor given load current |conductor given load current|ampacity of a conductor given |ampacity of a conductor given |task. |
| |and conditions of use. |and conditions of use. |load current and conditions of|load current and conditions of| |
| | | |use. |use. | |
|3.4 determine the allowable ampacity of |I can consistently determine |I can usually determine the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|flexible cords and equipment wire and |the allowable ampacity of |allowable ampacity of |determine the allowable |determine the allowable |evidence of this performance|
|conditions of use |flexible cords and equipment |flexible cords and equipment|ampacity of flexible cords and|ampacity of flexible cords and|task. |
| |wire and conditions of use. |wire and conditions of use. |equipment wire and conditions |equipment wire and conditions | |
| | | |of use. |of use. | |
|3.5 identify neutral conductors and |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|determine their size |neutral conductors and |neutral conductors and |identify neutral conductors |identify neutral conductors |evidence of this performance|
| |determine their size. |determine their size. |and determine their size. |and determine their size. |task. |
|3.6 state the CEC standards for conductor |I can consistently state the |I can usually state the CEC |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|colours |CEC standards for conductor |standards for conductor |state the CEC standards for |state the CEC standards for |evidence of this performance|
| |colours. |colours. |conductor colours. |conductor colours. |task. |
|Teacher feedback and assessment. | |
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3455: CONDUCTORS & GROUNDING
Level: First Period Apprenticeship
Prerequisite: ETA3450: Introduction to Code
Description: Students determine the loading of services, feeders and branch circuits for single dwellings; describe components, installation and proper grounding of overhead and underground services to a single dwelling; and understand terms as they apply in the Canadian Electrical Code.
Parameters: Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources: Service and Grounding Requirements 030105d; Service Feeders and Branch Circuits–Section 8 030105e
Supporting Resources: Canadian Electrical Code, Part I, current edition; Alberta electrical STANDATA; Safety Codes Act; and the Canadian Standards Association (CSA), Part I Errata Sheet, current edition
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency |
| |in this course. |
COURSE ETA3455: CONDUCTORS & GROUNDING
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|determine the components, installation methods | | | |
|and proper grounding and bonding for a single | | | |
|dwelling | | | |
|determine the loading on services, feeders and | | | |
|branch circuits for single dwellings | | | |
Teacher Signature Date
COURSE ETA3455: CONDUCTORS & GROUNDING
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 define specific terms from Section 6 |I can consistently define |I can usually define specific|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|of the CEC that apply to a residential |specific terms from Section 6 |terms from Section 6 of the |define specific terms from |define specific terms from |evidence of this performance|
|occupancy |of the CEC that apply to a |CEC that apply to a |Section 6 of the CEC that |Section 6 of the CEC that |task. |
| |residential occupancy. |residential occupancy. |apply to a residential |apply to a residential | |
| | | |occupancy. |occupancy. | |
|1.2 describe the wiring methods used for |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|the installation of overhead services |the wiring methods used for |wiring methods used for the |describe the wiring methods |describe the wiring methods |evidence of this performance|
| |the installation of overhead |installation of overhead |used for the installation of |used for the installation of |task. |
| |services. |services. |overhead services. |overhead services. | |
|1.3 describe the wiring methods used for |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|the installation of underground services |the wiring methods used for |wiring methods used for the |describe the wiring methods |describe the wiring methods |evidence of this performance|
| |the installation of |installation of underground |used for the installation of |used for the installation of |task. |
| |underground services. |services. |underground services. |underground services. | |
|1.4 describe the requirements for service|I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|equipment in a single dwelling |the requirements for service |requirements for service |describe the requirements for |describe the requirements for |evidence of this performance|
| |equipment in a single |equipment in a single |service equipment in a single |service equipment in a single |task. |
| |dwelling. |dwelling. |dwelling. |dwelling. | |
|1.5 define specific terms from Section 10|I can consistently define |I can usually define specific|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|of the CEC that apply to a single dwelling|specific terms from Section 10|terms from Section 10 of the |define specific terms from |define specific terms from |evidence of this performance|
| |of the CEC that apply to a |CEC that apply to a single |Section 10 of the CEC that |Section 10 of the CEC that |task. |
| |single dwelling. |dwelling. |apply to a single dwelling. |apply to a single dwelling. | |
|1.6 determine the grounding requirements |I can consistently determine |I can usually determine the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|for a single dwelling |the grounding requirements for|grounding requirements for a |determine the grounding |determine the grounding |evidence of this performance|
| |a single dwelling. |single dwelling. |requirements for a single |requirements for a single |task. |
| | | |dwelling. |dwelling. | |
|1.7 determine the bonding requirements for|I can consistently determine |I can usually determine the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|a single dwelling |the bonding requirements for a|bonding requirements for a |determine the bonding |determine the bonding |evidence of this performance|
| |single dwelling. |single dwelling. |requirements for a single |requirements for a single |task. |
| | | |dwelling. |dwelling. | |
|2. determine the loading on services, feeders and branch circuits for single dwellings |
|2.1 determine specific terms from Section|I can consistently determine |I can usually determine |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|8 of the CEC that apply to a residential |specific terms from Section 8 |specific terms from Section |determine specific terms from |determine specific terms from |evidence of this performance|
|occupancy |of the CEC that apply to a |8 of the CEC that apply to a|Section 8 of the CEC that |Section 8 of the CEC that |task. |
| |residential occupancy. |residential occupancy. |apply to a residential |apply to a residential | |
| | | |occupancy. |occupancy. | |
|2.2 determine the minimum ampacity of |I can consistently determine |I can usually determine the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|service or feeder conductors supplying a |the minimum ampacity of |minimum ampacity of service |determine the minimum ampacity|determine the minimum ampacity|evidence of this performance|
|single dwelling |service or feeder conductors |or feeder conductors |of service or feeder |of service or feeder |task. |
| |supplying a single dwelling. |supplying a single dwelling.|conductors supplying a single |conductors supplying a single | |
| | | |dwelling. |dwelling. | |
|2.3 determine the minimum required number|I can consistently determine |I can usually determine the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|of branch circuit positions for a single |the minimum required number of|minimum required number of |determine the minimum required|determine the minimum required|evidence of this performance|
|dwelling |branch circuit positions for a|branch circuit positions for|number of branch circuit |number of branch circuit |task. |
| |single dwelling. |a single dwelling. |positions for a single |positions for a single | |
| | | |dwelling. |dwelling. | |
|2.4 determine the ampacity requirements |I can consistently determine |I can usually determine the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|for branch circuit conductors and ampere |the ampacity requirements for |ampacity requirements for |determine the ampacity |determine the ampacity |evidence of this performance|
|ratings of overcurrent devices applicable |branch circuit conductors and |branch circuit conductors |requirements for branch |requirements for branch |task. |
|to a single dwelling |ampere ratings of overcurrent |and ampere ratings of |circuit conductors and ampere |circuit conductors and ampere | |
| |devices applicable to a single|overcurrent devices |ratings of overcurrent devices|ratings of overcurrent devices| |
| |dwelling. |applicable to a single |applicable to a single |applicable to a single | |
| | |dwelling. |dwelling. |dwelling. | |
|Teacher feedback and assessment. | |
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3460: WIRING & INSTALLATION
Level: First Period Apprenticeship
Prerequisite: ETA3455: Conductors & Grounding
Description: Students determine the type of conductors that are required and how they should be installed; understand rules dealing with storage batteries, ground-fault circuit interrupters, arc-fault breakers and brand circuit requirements; and understand the rules ensuring safe installation of lighting equipment.
Parameters: Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources: Wiring Methods – Section 12 030105f; Installation of Electrical Equipment–Section 26 030105g; Installation of Lighting Equipment–Section 30 030105h
Supporting Resources: Canadian Electrical Code, Part I, current edition; Alberta electrical STANDATA; Safety Codes Act; and the Canadian Standards Association (CSA), Part I Errata Sheet, current edition
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency |
| |in this course. |
COURSE ETA3460: WIRING & INSTALLATION
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|determine installation wiring methods | | | |
|determine electrical requirements for a | | | |
|residential occupancy | | | |
|determine code requirements for lighting | | | |
|equipment | | | |
Teacher Signature Date
COURSE ETA3460: WIRING & INSTALLATION
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 define specific terms form Section 12 |I can consistently define |I can usually define specific|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|of the CEC, Part I that apply to a |specific terms from Section 12|terms from Section 12 of the |define specific terms from |define specific terms from |evidence of this performance|
|residential occupancy |of the CEC, Part I that apply |CEC, Part I that apply to a |Section 12 of the CEC, Part I |Section 12 of the CEC, Part I |task. |
| |to a residential occupancy. |residential occupancy. |that apply to a residential |that apply to a residential | |
| | | |occupancy. |occupancy. | |
|1.2 identify the General Requirements |I can consistently identify |I can usually identify the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|12-010 to 12-020 |the General Requirements |General Requirements 12-010 |identify the General |identify the General |evidence of this performance|
| |12-010 to 12-020. |to 12-020. |Requirements 12-010 to 12-020.|Requirements 12-010 to 12-020.|task. |
|1.3 identify the subsection of Conductors|I can consistently identify |I can usually identify the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|12-100 to |the subsections of Conductors |subsections of Conductors |identify the subsections of |identify the subsections of |evidence of this performance|
|12-120 |12-100 to 12-120. |12-100 to 12-120. |Conductors 12-100 to 12-120. |Conductors 12-100 to 12-120. |task. |
|1.4 describe the conditions for use of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|exposed wiring located outdoors |the conditions for use of |conditions for use of exposed|describe the conditions for |describe the conditions for |evidence of this performance|
| |exposed wiring located |wiring located outdoors. |use of exposed wiring located |use of exposed wiring located |task. |
| |outdoors. | |outdoors. |outdoors. | |
|1.5 describe the conditions for use of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|non-metallic sheathed cable |the conditions for use of |conditions for use of |describe the conditions for |describe the conditions for |evidence of this performance|
| |non-metallic sheathed cable. |non-metallic sheathed cable. |use of non-metallic sheathed |use of non-metallic sheathed |task. |
| | | |cable. |cable. | |
|1.6 describe the conditions for use of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|armoured and mineral-insulated cable |the conditions for use of |conditions for use of |describe the conditions for |describe the conditions for |evidence of this performance|
| |armoured and mineral-insulated|armoured and |use |use |task. |
| |cable. |mineral-insulated cable. |of armoured and |of armoured and | |
| | | |mineral-insulated cable. |mineral-insulated cable. | |
|1.7 describe the conditions for use of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|raceways in general |the conditions for use of |conditions for use of |describe the conditions for |describe the conditions for |evidence of this performance|
| |raceways in general. |raceways in general. |use of raceways in general. |use of raceways in general. |task. |
|1.8 describe the conditions for use of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|specific raceways |the conditions for use of |conditions for use of |describe the conditions for |describe the conditions for |evidence of this performance|
| |specific raceways. |specific raceways. |use of specific raceways. |use of specific raceways. |task. |
|1.9 describe the installation of boxes, |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|cabinets and outlets |the installation of boxes, |installation of boxes, |describe the installation of |describe the installation of |evidence of this performance|
| |cabinets and outlets. |cabinets and outlets. |boxes, cabinets and outlets. |boxes, cabinets and outlets. |task. |
|2. determine the electrical requirements for a residential occupancy |
|2.1 define specific terms from Section 26|I can consistently define |I can usually define |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|of the CEC, Part I that apply to the first|specific terms from Section 26|specific terms from Section |define specific terms from |define specific terms from |evidence of this performance|
|period code program |of the CEC, Part I that apply |26 of the CEC, Part I that |Section 26 of the CEC, Part I |Section 26 of the CEC, Part I |task. |
| |to the first period code |apply to the first period |that apply to the first period|that apply to the first period| |
| |program. |code program. |code program. |code program. | |
|2.2 apply specific rules of Section 26 |I can consistently apply |I can usually apply specific|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|that deal with the electrical installation|specific rules of Section 26 |rules of Section 26 that |apply specific rules of |apply specific rules of |evidence of this performance|
|in battery rooms |that deal with the electrical |deal with the electrical |Section 26 that deal with the |Section 26 that deal with the |task. |
| |installation in battery rooms.|installation in battery |electrical installation in |electrical installation in | |
| | |rooms. |battery rooms. |battery rooms. | |
|2.3 describe the information required |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|when selecting a receptacle for specific |the information required when |information required when |describe the information |describe the information |evidence of this performance|
|application |selecting a receptacle for |selecting a receptacle for |required when selecting a |required when selecting a |task. |
| |specific application. |specific application. |receptacle for specific |receptacle for specific | |
| | | |application. |application. | |
|2.4 determine the branch circuit |I can consistently determine |I can usually determine the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|requirements and the number and location |the branch circuit |branch circuit requirements |determine the branch circuit |determine the branch circuit |evidence of this performance|
|of receptacles required for areas (other |requirements and the number |and the number and location |requirements and the number |requirements and the number |task. |
|than kitchens) of a residential occupancy |and location of receptacles |of receptacles required for |and location of receptacles |and location of receptacles | |
|in general and, specifically, a single |required for areas (other than|areas (other than kitchens) |required for areas (other than|required for areas (other than| |
|dwelling |kitchens) of a residential |of a residential occupancy |kitchens) of a residential |kitchens) of a residential | |
| |occupancy in general and, |in general and, |occupancy in general and, |occupancy in general and, | |
| |specifically, a single |specifically, a single |specifically, a single |specifically, a single | |
| |dwelling. |dwelling. |dwelling. |dwelling. | |
|2.5 describe the operation and |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|applications of GFCIs (ground-fault |the operation and applications|operation and applications |describe the operation and |describe the operation and |evidence of this performance|
|circuit interrupters) and AFCIs (arc-fault|of GFCIs (ground-fault circuit|of GFCIs (ground-fault |applications of GFCIs |applications of GFCIs |task. |
|circuit interrupters) |interrupters) and AFCIs |circuit interrupters) and |(ground-fault circuit |(ground-fault circuit | |
| |(arc-fault circuit |AFCIs (arc-fault circuit |interrupters) and AFCIs |interrupters) and AFCIs | |
| |interrupters). |interrupters). |(arc-fault circuit |(arc-fault circuit | |
| | | |interrupters). |interrupters). | |
|2.6 determine the branch circuits |I can consistently determine |I can usually determine the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|required, the number and type of |the branch circuits required, |branch circuits required, |determine the branch circuits |determine the branch circuits |evidence of this performance|
|receptacles required and the location of |the number and type of |the number and type of |required, the number and type |required, the number and type |task. |
|each for a kitchen |receptacles required and the |receptacles required and the|of receptacles required and |of receptacles required and | |
| |location of each for a |location of each for a |the location of each for a |the location of each for a | |
| |kitchen. |kitchen. |kitchen. |kitchen. | |
|2.7 determine where the disconnecting |I can consistently determine |I can usually determine |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|means for a furnace must be installed |where the disconnecting means |where the disconnecting |determine where the |determine where the |evidence of this performance|
| |for a furnace must be |means for a furnace must be |disconnecting means for a |disconnecting means for a |task. |
| |installed. |installed. |furnace must be installed. |furnace must be installed. | |
|3. determine code requirements for lighting equipment |
|3.1 define specific terms used in the |I can consistently define |I can usually define |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|lighting industry |specific terms used in the |specific terms used in the |define specific terms used in |define specific terms used in |evidence of this performance|
| |lighting industry. |lighting industry. |the lighting industry. |the lighting industry. |task. |
|3.2 describe the different types of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|electric lighting sources |the different types of |different types of electric |describe the different types |describe the different types |evidence of this performance|
| |electric lighting sources. |lighting sources. |of electric lighting sources. |of electric lighting sources. |task. |
|3.3 define specific terms that apply to |I can consistently define |I can usually define |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|the first period code program |specific terms that apply to |specific terms that apply to|define specific terms that |define specific terms that |evidence of this performance|
| |the first period code program.|the first period code |apply to the first period code|apply to the first period code|task. |
| | |program. |program. |program. | |
|3.4 describe the general requirements for |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|interior lighting equipment |the general requirements for |general requirements for |describe the general |describe the general |evidence of this performance|
| |interior lighting equipment. |interior lighting equipment.|requirements for interior |requirements for interior |task. |
| | | |lighting equipment. |lighting equipment. | |
|3.5 describe the factors that relate to |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|the location of lighting equipment |the factors that relate to the|factors that relate to the |describe the factors that |describe the factors that |evidence of this performance|
| |location of lighting |location of lighting |relate to the location of |relate to the location of |task. |
| |equipment. |equipment. |lighting equipment. |lighting equipment. | |
|3.6 describe the factors that relate to |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|the installation of lighting equipment |the factors that relate to the|factors that relate to the |describe the factors that |describe the factors that |evidence of this performance|
| |installation of lighting |installation of lighting |relate to the installation of |relate to the installation of |task. |
| |equipment. |equipment. |lighting equipment. |lighting equipment. | |
|3.7 describe the methods of wiring various|I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|types of lighting equipment |the methods of wiring various |methods of wiring various |describe the methods of wiring|describe the methods of wiring|evidence of this performance|
| |types of lighting equipment. |types of lighting equipment.|various types of lighting |various types of lighting |task. |
| | | |equipment. |equipment. | |
|3.8 describe the bonding requirements of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|lighting equipment |the bonding requirements of |bonding requirements of |describe the bonding |describe the bonding |evidence of this performance|
| |lighting equipment. |lighting equipment. |requirements of lighting |requirements of lighting |task. |
| | | |equipment. |equipment. | |
|3.9 identify the ratings and control |I can consistently identify |I can usually identify the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|methods of lampholders |the ratings and control |ratings and control methods |identify the ratings and |identify the ratings and |evidence of this performance|
| |methods of lampholders. |of lampholders. |control methods of |control methods of |task. |
| | | |lampholders. |lampholders. | |
|Teacher feedback and assessment. | |
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3465: DIAGRAMS & DRAWINGS
Level: First Period Apprenticeship
Prerequisite: ETA3460: Wiring & Installation
Description: Students identify Class 1 and Class 2 circuits and connect and analyze control circuits that use relays.
Parameters: Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources: Class 1 and Class 2 Circuits – Section 16 030105i; Orthographic Projection and Diagrams 030105j; Drawings 030105k; Drawings Interpretation 030105l
Supporting Resources: Canadian Electrical Code, Part I, current edition; Alberta electrical STANDATA; Safety Codes Act; and the Canadian Standards Association (CSA), Part I Errata Sheet, current edition
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency |
| |in this course. |
COURSE ETA3465: DIAGRAMS & DRAWINGS
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|determine the code requirements for Class 1 and| | | |
|Class 2 circuits | | | |
|interpret orthographic projections and block, | | | |
|wiring and schematic diagrams | | | |
|interpret construction drawings | | | |
|interpret residential electrical construction | | | |
|drawings | | | |
Teacher Signature Date
COURSE ETA3465: DIAGRAMS & DRAWINGS
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 identify the terms and topics for |I can consistently identify |I can usually identify the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|Section 16 of CEC, Part I that apply to |the terms and topics for |terms and topics for Section |identify the terms and topics |identify the terms and topics |evidence of this performance|
|the first period code program |Section 16 of CEC, Part I that|16 of CEC, Part I that apply |for Section 16 of CEC, Part I |for Section 16 of CEC, Part I |task. |
| |apply to the first period code|to the first period code |that apply to the first period|that apply to the first period| |
| |program. |program. |code program. |code program. | |
|1.2 determine the requirements for Class 1|I can consistently determine |I can usually determine the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and Class 2 circuits |the requirements for Class 1 |requirements for Class 1 and |determine the requirements for|determine the requirements for|evidence of this performance|
| |and Class 2 circuits. |Class 2 circuits. |Class 1 and Class 2 circuits. |Class 1 and Class 2 circuits. |task. |
|1.3 identify the Class 2 circuits in a |I can consistently identify |I can usually identify the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|typical single dwelling |the Class 2 circuits in a |Class 2 circuits in a typical|identify the Class 2 circuits |identify the Class 2 circuits |evidence of this performance|
| |typical single dwelling. |single dwelling. |in a typical single dwelling. |in a typical single dwelling. |task. |
|2. interpret orthographic projections and block, wiring and schematic diagrams |
|2.1 describe the basic views of objects |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|using orthographic projection |the basic views of objects |basic views of objects using|describe the basic views of |describe the basic views of |evidence of this performance|
| |using orthographic projection.|orthographic projection. |objects using orthographic |objects using orthographic |task. |
| | | |projection. |projection. | |
|2.2 identify basic orthographic |I can consistently identify |I can usually identify basic|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|projections to views of a building |basic orthographic projections|orthographic projections to |identify basic orthographic |identify basic orthographic |evidence of this performance|
| |to views of a building. |views of a building. |projections to views of a |projections to views of a |task. |
| | | |building. |building. | |
|2.3 identify the lines found on a |I can consistently identify |I can usually identify the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|blueprint |the lines found on a |lines found on a blueprint. |identify the lines found on a |identify the lines found on a |evidence of this performance|
| |blueprint. | |blueprint. |blueprint. |task. |
|2.4 describe a block diagram and wiring |I can consistently describe a |I can usually describe a |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|diagram |block diagram and wiring |block diagram and wiring |describe a block diagram and |describe a block diagram and |evidence of this performance|
| |diagram. |diagram. |wiring diagram. |wiring diagram. |task. |
|2.5 interpret electrical schematic |I can consistently interpret |I can usually interpret |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|diagrams |electrical schematic diagrams.|electrical schematic |interpret electrical schematic|interpret electrical schematic|evidence of this performance|
| | |diagrams. |diagrams. |diagrams. |task. |
|3. interpret construction drawings |
|3.1 interpret dimensions from a drawing |I can consistently interpret |I can usually interpret |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |dimensions from a drawing. |dimensions from a drawing. |interpret dimensions from a |interpret dimensions from a |evidence of this performance|
| | | |drawing. |drawing. |task. |
|3.2 determine dimensions from a drawing |I can consistently determine |I can usually determine |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|using the scale |dimensions from a drawing |dimensions from a drawing |determine dimensions from a |determine dimensions from a |evidence of this performance|
| |using the scale. |using the scale. |drawing using the scale. |drawing using the scale. |task. |
|3.3 identify electrical symbols |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |electrical symbols. |electrical symbols. |identify electrical symbols. |identify electrical symbols. |evidence of this performance|
| | | | | |task. |
|3.4 identify abbreviations used on |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|drawings |abbreviations used on |abbreviations used on |identify abbreviations used on|identify abbreviations used on|evidence of this performance|
| |drawings. |drawings. |drawings. |drawings. |task. |
|3.5 interpret technical terms used on |I can consistently interpret |I can usually interpret |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|drawings |technical terms used on |technical terms used on |interpret technical terms used|interpret technical terms used|evidence of this performance|
| |drawings. |drawings. |on drawings. |on drawings. |task. |
|3.6 state the different types of drawings |I can consistently state the |I can usually state the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and their uses in a set of construction |different types of drawings |different types of drawings |state the different types of |state the different types of |evidence of this performance|
|drawings |and their uses in a set of |and their uses in a set of |drawings and their uses in a |drawings and their uses in a |task. |
| |construction drawings. |construction drawings. |set of construction drawings. |set of construction drawings. | |
|3.7 describe the disciplines and types of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|drawings used in a set of constructions |the disciplines and types of |disciplines and types of |describe the disciplines and |describe the disciplines and |evidence of this performance|
|drawings |drawings used in a set of |drawings used in a set of |types of drawings used in a |types of drawings used in a |task. |
| |constructions drawings. |constructions drawings. |set of constructions drawings.|set of constructions drawings.| |
|4. interpret residential electrical construction drawings |
|4.1 interpret information from a drawing |I can consistently interpret |I can usually interpret |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |information from a drawing. |information from a drawing. |interpret information from a |interpret information from a |evidence of this performance|
| | | |drawing. |drawing. |task. |
|4.2 interpret a drawing of an overhead |I can consistently interpret a|I can usually interpret a |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|service for a single dwelling |drawing of an overhead service|drawing of an overhead |interpret a drawing of an |interpret a drawing of an |evidence of this performance|
| |for a single dwelling. |service for a single |overhead service for a single |overhead service for a single |task. |
| | |dwelling. |dwelling. |dwelling. | |
|4.3 interpret a drawing of an underground |I can consistently interpret a|I can usually interpret a |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|service for a single dwelling |drawing of an underground |drawing of an underground |interpret a drawing of an |interpret a drawing of an |evidence of this performance|
| |service for a single dwelling.|service for a single |underground service for a |underground service for a |task. |
| | |dwelling. |single dwelling. |single dwelling. | |
|4.4 interpret a partial floor plan of a |I can consistently interpret a|I can usually interpret a |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|typical residential electrical |partial floor plan of a |partial floor plan of a |interpret a partial floor plan|interpret a partial floor plan|evidence of this performance|
|installation and do a material estimate |typical residential electrical|typical residential |of a typical residential |of a typical residential |task. |
| |installation and do a material|electrical installation and |electrical installation and do|electrical installation and do| |
| |estimate. |do a material estimate. |a material estimate. |a material estimate. | |
|4.5 calculate the main service |I can consistently calculate |I can usually calculate the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|requirements for a single dwelling |the main service requirements |main service requirements |calculate the main service |calculate the main service |evidence of this performance|
| |for a single dwelling. |for a single dwelling. |requirements for a single |requirements for a single |task. |
| | | |dwelling. |dwelling. | |
|Teacher feedback and assessment. | |
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3900: APPRENTICESHIP SAFETY
Level: First Period Apprenticeship, Section One
Prerequisite: None
Description: Students develop knowledge, skills and attitudes in the practice of workshop health and safety, communication and career planning.
Parameters: Access to a materials work centre and to instruction from an individual with specialized training in occupational health and safety (and understanding of the electrician trade) and/or an electrician.
ILM Resources: Safety Legislation, Regulations and Industry Policy in the Trades 650101a; Climbing, Lifting, Rigging and Hoisting 650101b; Hazardous Materials and Fire Protection 650101c; Electrician Apprenticeship Training Program Orientation 030101d; Electrical Safety 030101e; Communications 190101d
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency |
| |in this course. |
COURSE ETA3900: APPRENTICESHIP SAFETY
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|describe legislation, regulations and practiced| | | |
|intended to ensure a safe workplace in the | | | |
|electrician apprenticeship trade | | | |
|describe the use of personal protective | | | |
|equipment (PPE) and safe practices for | | | |
|climbing, lifting, rigging and hoisting in the | | | |
|electrician apprenticeship trade | | | |
|describe the safety practices for hazardous | | | |
|materials and fire protection in the | | | |
|electrician apprenticeship trade | | | |
|demonstrate communication skills and workshop | | | |
|safety as they pertain to occupational health | | | |
|and safety standards | | | |
|demonstrate an understanding of the electrician| | | |
|apprenticeship trade and of apprenticeship | | | |
|opportunities that exist by creating a personal| | | |
|career portfolio | | | |
|apply safe work practices for electricians | | | |
Teacher Signature Date
COURSE ETA3900: APPRENTICESHIP SAFETY
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 demonstrate the ability to apply the |I can consistently demonstrate|I can usually demonstrate the|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|Occupational Health and Safety Act, |the ability to apply the |ability to apply the |demonstrate the ability to |demonstrate the ability to |evidence of this performance|
|Regulation and Code, as well as the |Occupational Health and Safety|Occupational Health and |apply the Occupational Health |apply the Occupational Health |task. |
|changes from Bill C-45 |Act, Regulations and Code, as |Safety Act, Regulations and |and Safety Act, Regulations |and Safety Act, Regulations | |
| |well as the changes from Bill |Code, as well as the changes |and Code, as well as the |and Code, as well as the | |
| |C-45. |from Bill C-45. |changes from Bill C-45. |changes from Bill C-45. | |
|1.2 explain the core requirements |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|applicable to all industries |core requirements applicable |core requirements applicable |explain the core requirements |explain the core requirements |evidence of this performance|
| |to all industries. |to all industries. |applicable to all industries. |applicable to all industries. |task. |
|1.3 demonstrate an understanding of the 26|I can consistently demonstrate|I can usually demonstrate an |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|parts of the OHS Code requirements |an understanding of the 26 |understanding of the 26 parts|demonstrate an understanding |demonstrate an understanding |evidence of this performance|
|applicable to all industries |parts of the OHS Code |of the OHS Code requirements |of the 26 parts of the OHS |of the 26 parts of the OHS |task. |
| |requirements applicable to all|applicable to all industries.|Code requirements applicable |Code requirements applicable | |
| |industries. | |to all industries. |to all industries. | |
|1.4 demonstrate an understanding of the 12|I can consistently demonstrate|I can usually demonstrate an |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|parts of the OHS Code requirements |an understanding of the 12 |understanding of the 12 parts|demonstrate an understanding |demonstrate an understanding |evidence of this performance|
|applicable to specific industries and |parts of the OHS Code |of the OHS Code requirements |of the 12 parts of the OHS |of the 12 parts of the OHS |task. |
|activities |requirements applicable to |applicable to specific |Code requirements applicable |Code requirements applicable | |
| |specific industries and |industries and activities. |to specific industries and |to specific industries and | |
| |activities. | |activities. |activities. | |
|1.5 demonstrate an understanding of the 11|I can consistently demonstrate|I can usually demonstrate an |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|OHS Code Schedules that the Explanation |an understanding of the 11 OHS|understanding of the 11 OHS |demonstrate an understanding |demonstrate an understanding |evidence of this performance|
|Guide does not address |Code Schedules that the |Code Schedules that the |of the 11 OHS Code Schedules |of the 11 OHS Code Schedules |task. |
| |Explanation Guide does not |Explanation Guide does not |that the Explanation Guide |that the Explanation Guide | |
| |address. |address. |does not address. |does not address. | |
|1.6 explain the role of the employer and |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|employee in regard to occupational health |role of the employer and |role of the employer and |explain the role of the |explain the role of the |evidence of this performance|
|and safety legislation |employee in regard to |employee in regard to |employer and employee in |employer and employee in |task. |
| |occupational health and safety|occupational health and |regard to occupational health |regard to occupational health | |
| |legislation. |safety legislation. |and safety legislation. |and safety legislation. | |
|1.7 explain industry practices for hazard |I can consistently explain |I can usually explain |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|assessment and control procedures in four |industry practice for hazard |industry practice for hazard |explain industry practice for |explain industry practice for |evidence of this performance|
|main hazard categories |assessment and control |assessment and control |hazard assessment and control |hazard assessment and control |task. |
| |procedures in four main hazard|procedures in four main |procedures in four main hazard|procedures in four main hazard| |
| |categories. |hazard categories. |categories. |categories. | |
|1.8 identify and describe hazard |I can consistently identify |I can usually identify and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|assessment tools that both employees and |and describe hazard assessment|describe hazard assessment |identify and describe hazard |identify and describe hazard |evidence of this performance|
|employers must use in assessing and |tools that both employees and |tools that both employees and|assessment tools that both |assessment tools that both |task. |
|controlling work-site hazards |employers must use in |employers must use in |employees and employers must |employees and employers must | |
| |assessing and controlling |assessing and controlling |use in assessing and |use in assessing and | |
| |work-site hazards. |work-site hazards. |controlling work-site hazards.|controlling work-site hazards.| |
|1.9 identify and describe engineering |I can consistently identify |I can usually identify and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|controls that provide the highest level of|and describe engineering |describe engineering controls|identify and describe |identify and describe |evidence of this performance|
|work protection |controls that provide the |that provide the highest |engineering controls that |engineering controls that |task. |
| |highest level of work |level of work protection. |provide the highest level of |provide the highest level of | |
| |protection. | |work protection. |work protection. | |
|1.10 identify and describe employer |I can consistently identify |I can usually identify and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|administrative controls that limit hazards|and describe employer |describe employer |identify and describe employer|identify and describe employer|evidence of this performance|
|to the lowest level possible |administrative controls that |administrative controls that |administrative controls that |administrative controls that |task. |
| |limit hazards to the lowest |limit hazards to the lowest |limit hazards to the lowest |limit hazards to the lowest | |
| |level possible. |level possible. |level possible. |level possible. | |
|1.11 describe the responsibilities of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|employees and employers to apply emergency|the responsibilities of |responsibilities of employees|describe the responsibilities |describe the responsibilities |evidence of this performance|
|procedures |employees and employers to |and employers to apply |of employees and employers to |of employees and employers to |task. |
| |apply emergency procedures. |emergency procedures. |apply emergency procedures. |apply emergency procedures. | |
|1.12 describe positive tradesperson |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|attitudes with respect to legal |positive tradesperson |positive tradesperson |describe positive tradesperson|describe positive tradesperson|evidence of this performance|
|responsibilities for all workers |attitudes with respect to |attitudes with respect to |attitudes with respect to |attitudes with respect to |task. |
| |legal responsibilities for all|legal responsibilities for |legal responsibilities for all|legal responsibilities for all| |
| |workers. |all workers. |workers. |workers. | |
|1.13 describe the roles and |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|responsibilities of employers and |the roles and responsibilities|roles and responsibilities of|describe the roles and |describe the roles and |evidence of this performance|
|employees with respect to the selection |of employers and employees |employers and employees with |responsibilities of employers |responsibilities of employers |task. |
|and use of personal protective equipment |with respect to the selection |respect to the selection and |and employees with respect to |and employees with respect to | |
|(PPE) |and use of person protective |use of person protective |the selection and use of |the selection and use of | |
| |equipment. |equipment. |person protective equipment. |person protective equipment. | |
|2. describe the use of personal protective equipment (PPE) and safe practices for climbing, lifting, rigging and hoisting in the electrician apprenticeship trade |
|2.1 select, use and maintain specialized |I can consistently select, use|I can usually select, use |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|PPE and materials for climbing, lifting |and maintain specialized PPE |and maintain specialized PPE|select, use and maintain |select, use and maintain |evidence of this performance|
|and loading |and materials for climbing, |and materials for climbing, |specialized PPE and materials |specialized PPE and materials |task. |
| |lifting and loading. |lifting and loading. |for climbing, lifting and |for climbing, lifting and | |
| | | |loading. |loading. | |
|2.2 describe manual lifting procedures, |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|including correct body mechanics |manual lifting procedures, |manual lifting procedures, |describe manual lifting |describe manual lifting |evidence of this performance|
| |including correct body |including correct body |procedures, including correct |procedures, including correct |task. |
| |mechanics. |mechanics. |body mechanics. |body mechanics. | |
|2.3 describe rigging hardware and the safe|I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|workload |rigging hardware and the safe |rigging hardware and the |describe rigging hardware and |describe rigging hardware and |evidence of this performance|
| |workload. |safe workload. |the safe workload. |the safe workload. |task. |
|2.4 select the correct equipment for |I can consistently select the |I can usually select the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|rigging typical loads |correct equipment for rigging |correct equipment for |select the correct equipment |select the correct equipment |evidence of this performance|
| |typical loads. |rigging typical loads. |for rigging typical loads. |for rigging typical loads. |task. |
|2.5 describe hoisting and load-moving |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|procedures |hoisting and load-moving |hoisting and load-moving |describe hoisting and |describe hoisting and |evidence of this performance|
| |procedures. |procedures. |load-moving procedures. |load-moving procedures. |task. |
|2.6 explain the most commonly used sling |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|configurations to connect a load to a hook|most commonly used sling |most commonly used sling |explain the most commonly used|explain the most commonly used|evidence of this performance|
| |configurations to connect a |configurations to connect a |sling configurations to |sling configurations to |task. |
| |load to a hook. |load to a hook. |connect a load to a hook. |connect a load to a hook. | |
|2.7 demonstrate the standard movement |I can consistently demonstrate|I can usually demonstrate |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|signals a signaler is required to know to |the standard movement signals |the standard movement |demonstrate the standard |demonstrate the standard |evidence of this performance|
|signal a crane operator |a signaler is required to know|signals a signaler is |movement signals a signaler is|movement signals a signaler is|task. |
| |to signal a crane operator. |required to know to signal a|required to know to signal a |required to know to signal a | |
| | |crane operator. |crane operator. |crane operator. | |
|3. describe the safety practices for hazardous materials and fire protection in the electrician apprenticeship trade |
|3.1 describe the roles, responsibilities, |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|features and practices related to the |the roles, responsibilities, |roles, responsibilities, |describe the roles, |describe the roles, |evidence of this performance|
|Workplace Hazardous Materials Information |features and practices related|features and practices |responsibilities, features and|responsibilities, features and|task. |
|System (WHMIS) program |to the Workplace Hazardous |related to the Workplace |practices related to the |practices related to the | |
| |Materials Information System |Hazardous Materials |Workplace Hazardous Materials |Workplace Hazardous Materials | |
| |(WHMIS) program. |Information System (WHMIS) |Information System (WHMIS) |Information System (WHMIS) | |
| | |program. |program. |program. | |
|3.2 describe the three key elements of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|WHMIS |the three key elements of |three key elements of WHMIS.|describe the three key |describe the three key |evidence of this performance|
| |WHMIS. | |elements of WHMIS. |elements of WHMIS. |task. |
|3.3 describe handling, storage and |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|transportation procedures when dealing |handling, storage and |handling, storage and |describe handling, storage and|describe handling, storage and|evidence of this performance|
|with hazardous materials |transportation procedures when|transportation procedures |transportation procedures when|transportation procedures when|task. |
| |dealing with hazardous |when dealing with hazardous |dealing with hazardous |dealing with hazardous | |
| |materials. |materials. |materials. |materials. | |
|3.4 describe safe venting procedures when |I can consistently describe |I can usually describe safe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|working with hazardous materials |safe venting procedures when |venting procedures when |describe safe venting |describe safe venting |evidence of this performance|
| |working with hazardous |working with hazardous |procedures when working with |procedures when working with |task. |
| |materials. |materials. |hazardous materials. |hazardous materials. | |
|3.5 describe fire hazards, classes, |I can consistently describe |I can usually describe fire |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|procedures and equipment related to fire |fire hazards, classes, |hazards, classes, procedures|describe fire hazards, |describe fire hazards, |evidence of this performance|
|protection |procedures and equipment |and equipment related to |classes, procedures and |classes, procedures and |task. |
| |related to fire protection. |fire protection. |equipment related to fire |equipment related to fire | |
| | | |protection. |protection. | |
|4. demonstrate communication skills and workshop safety as they pertain to occupational health and safety standards |
|4.1 use various types of communication to |I can consistently use various|I can usually use various |I sometimes need assistance to|I often need assistance to use|I have not yet provided |
|provide trade-related information, |types of communication to |types of communication to |use various types of |various types of communication|evidence of this performance|
|employing standard terms for components |provide trade-related |provide trade-related |communication to provide |to provide trade-related |task. |
|and operations |information, employing |information, employing |trade-related information, |information, employing | |
| |standard terms for components |standard terms for |employing standard terms for |standard terms for components | |
| |and operations. |components and operations. |components and operations. |and operations. | |
|4.2 identify key areas of responsibility |I can consistently identify |I can usually identify key |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|that an employee has in regards to shop |key areas of responsibility |areas of responsibility that|identify key areas of |identify key areas of |evidence of this performance|
|and trade safety |that an employee has in |an employee has in regards |responsibility that an |responsibility that an |task. |
| |regards to shop and trade |to shop and trade safety. |employee has in regards to |employee has in regards to | |
| |safety. | |shop and trade safety. |shop and trade safety. | |
|4.3 explain the correct use of fire |I can consistently explain the|I can usually explain the |I sometimes need assistance |I often need assistance to |I have not yet provided |
|extinguishers and explain fire prevention |correct use of fire |correct use of fire |explain the correct use of |explain the correct use of |evidence of this performance|
|techniques |extinguishers and explain fire|extinguishers and explain |fire extinguishers and explain|fire extinguishers and explain|task. |
| |prevention techniques. |fire prevention techniques. |fire prevention techniques. |fire prevention techniques. | |
|5. demonstrate an understanding of the electrician apprenticeship trade and of apprenticeship opportunities that exist by creating a personal career portfolio |
|5.1 demonstrate an understanding of the |I can consistently demonstrate|I can usually demonstrate an|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|electrician apprenticeship trade and |an understanding of the |understanding of the |demonstrate an understanding |demonstrate an understanding |evidence of this performance|
|related job opportunities |electrician apprenticeship |electrician apprenticeship |of the electrician |of the electrician |task. |
| |trade and related job |trade and related job |apprenticeship trade and |apprenticeship trade and | |
| |opportunities. |opportunities. |related job opportunities. |related job opportunities. | |
|5.2 describe what it means to be an |I can consistently describe |I can usually describe what |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|apprentice and describe requirements for |what it means to be an |it means to be an apprentice|describe what it means to be |describe what it means to be |evidence of this performance|
|the employee and employer |apprentice and describe |and describe requirements |an apprentice and describe |an apprentice and describe |task. |
| |requirements for the employee |for the employee and |requirements for the employee |requirements for the employee | |
| |and employer. |employer. |and employer. |and employer. | |
|5.3 refine and present a personal career |I can consistently refine and |I can usually refine and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|portfolio, showing evidence of strengths |present a personal career |present a personal career |refine and present a personal |refine and present a personal |evidence of this performance|
|and competencies |portfolio, showing evidence of|portfolio, showing evidence |career portfolio, showing |career portfolio, showing |task. |
| |strengths and competencies. |of strengths and |evidence of strengths and |evidence of strengths and | |
| | |competencies. |competencies. |competencies. | |
|5.4 demonstrate knowledge of workplace |I can consistently demonstrate|I can usually demonstrate |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|requirements, rights and responsibilities |knowledge of workplace |knowledge of workplace |demonstrate knowledge of |demonstrate knowledge of |evidence of this performance|
|and relate this knowledge to personal |requirements, rights and |requirements, rights and |workplace requirements, rights|workplace requirements, rights|task. |
|career or employment expectations |responsibilities and relate |responsibilities and relate |and responsibilities and |and responsibilities and | |
| |this knowledge to personal |this knowledge to personal |relate this knowledge to |relate this knowledge to | |
| |career or employment |career or employment |personal career or employment |personal career or employment | |
| |expectations. |expectations. |expectations. |expectations. | |
|5.5 outline the educational requirements |I can consistently outline |I can usually outline |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|to move into the electrician |educational requirements to |educational requirements to |outline educational |outline educational |evidence of this performance|
|apprenticeship trade |move into the electrician |move into the electrician |requirements to move into the |requirements to move into the |task. |
| |apprenticeship trade. |apprenticeship trade. |electrician apprenticeship |electrician apprenticeship | |
| | | |trade. |trade. | |
|6. apply safe work practices for electricians |
|6.1 identify the safe work practices to |I can consistently identify |I can usually identify the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|protect from arc flash hazards |the safe work practices to |safe work practices to |identify the safe work |identify the safe work |evidence of this performance|
| |protect from flash hazards. |protect from flash hazards. |practices to protect from |practices to protect from |task. |
| | | |flash hazards. |flash hazards. | |
|6.2 identify and describe lockout |I can consistently identify |I can usually identify and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|procedures |and describe lockout |describe lockout procedures.|identify and describe lockout |identify and describe lockout |evidence of this performance|
| |procedures. | |procedures. |procedures. |task. |
|6.3 identify the use of common hand tools |I can consistently identify |I can usually identify the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and equipment related to the electrician |the use of common hand tools |use of common hand tools and|identify the use of common |identify the use of common |evidence of this performance|
|trade |and equipment related to the |equipment related to the |hand tools and equipment |hand tools and equipment |task. |
| |electrician trade. |electrician trade. |related to the electrician |related to the electrician | |
| | | |trade. |trade. | |
|6.4 describe the use of common power and |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|specialty tools related to the electrician|the use of common power and |use of common power and |describe the use of common |describe the use of common |evidence of this performance|
|trade |specialty tools related to the|specialty tools related to |power and specialty tools |power and specialty tools |task. |
| |electrician trade. |the electrician trade. |related to the electrician |related to the electrician | |
| | | |trade. |trade. | |
|Teacher feedback and assessment. | |
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