EDUC.

121 – INTRODUCTION TO INDUSTRIAL ARTS

Module 1

I N T R O D U C T I O N:

BACKGROUND

Industrial Arts Rationale

Industrial Arts education provides lifelong learning patterns for living and working effectively in a changing
technological environment. Participants in Industrial Arts programming work activity in a hands-on
environment with technological tools, materials and processes to transform concepts and ideas into goods
and services. Problems like ideas, and concepts are explored from the research/investigation stage ot
product construction and ultimately to final teaching and assessment /evaluation of the goods produced.
Because of the changing nature of society and the workplace , the practical skills and knowledge developed
in Industrial Arts education re relevant to many other areas of life.

Education needs to be about developing foundation skills , Industrial Arts provides students the opportunity
to work independently ad co-operatively as they apply decision-making , problem solving and critical
thinking skills to problems and/or issues. Additional skills such as inferring, synthesizing, analyzing, and
evaluating, as well as complete range of communication skills including listening, speaking, representing,
viewing, reading, and writing are part of Industrial Arts classrooms. These learning environments offer
challenging stimulating, and enjoyable activities that motivate people.

Curricular Foundations

The need to make curricula more responsive to the needs of the students and the community has resulted
in significant changes. The emphasis in Industrial Arts courses on problem solving, teamwork skills,
creative design and diverse learning styles is reflected in the new framework. The shift from previous
curricula structures to the new framework involves the following major changes:

_______________________________________________________________
Former Guidelines New Frameworks
_______________________________________________________________
1. Goals and Objectives 1. Student Learning Outcomes
2. Focus on teacher inputs 2. Focus on how students learn, and on integrated
components to learning
3. Teaching concept separately 3. Themes and concepts
4. Layers of learning 4. Spirals of learning
5. Linear, lock-step sequential 5. Thinking and problem-solving
Outline of content skills.
6. Passive participation 6. Active participation

Industrial Arts programming teaches students to apply knowledge and skills from other subject areas as
they learn new skills to analyze problems, design solutions, and create products

This documents builds on recent education research, including

 The restructuring of educational objectives as General Learning Outcomes
 Brained-based research which has led to theory on multiple intelligences, learning styles
 Authentic assessment
 School-to-work transition skills

Vision

Learning Environment

Industrial Arts students are immersed in a holistic learning environment that prepares them to adapt to a
society which the workplace is rapidly changing with advancing technology and blurred career lines.
Industrial Arts students gain a unique, meaningful, and practical experience while learning in a facility that
relates to out-of-school experiences. They gain as variety of life and employability skills while working with
hands-on applications
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Lifelong Skills

The Industrial Arts experiences and environment leads to the development of life and employability skills.
Students gain technological literacy and an array of life skills. They learn to

 Manipulate materials and tools

 Interact with processes
 Define, analyze and solve problems
 Design and create products
 Work safely
 manage time
 manage information
 work on themes
 communicate
 observe and record data
 show initiative
 be responsible
 be adaptable

Integration of Experience

Industrial Arts facilities provides the venue for the integration of learning experiences for students.
Students gain a new depth of understanding because of the integration of knowledge and skills in
 a practical setting. Industrial Arts courses integrate as blend of knowledge in the physical and
biological sciences, social sciences, and the arts and humanities, with activities that incorporate the
four modalities of learning (kinesthetic, tactile, visual, and auditory.

This integration can occur naturally for the learner, or it may happen through a teacher-directed connection
with other subject areas – a process which the Industrial Arts learning environment innately encourages.
This serves to add relevance to the student’s overall learning experience.

Active Learner

A student of Industrial Arts is an active learner in an activity-focused course that demands thinking and
doing.
The student will
 take an active role regulating and planning specific activities to fulfill the learning outcomes.
 participate in activities from design and development , through production and evaluation
of activities.
 Practice and execute the necessary skills in applying production skills
 use combinations of intellectual , physical, and multiple sensory skills
 participate as a member of a team
 transfer and adapt previous learned knowledge, skills, and attitude.

Teacher’s Role

The Teacher’s Role is to

 be a facilitator and a co-learner

 act as a role model
 plan and manage themes and concepts
 provides opportunities for students to develop their skills and knowledge
 be prepared to venture with students into unpredictable situations where
, together, solutions to technological problems will be pursued.

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Lessons from History: Industrial Arts/Technology Education

The Founding of Industrial Arts

The Vocational Act of United Sates was enacted during the development of a new conception f industry
Education at Columbia University Teachers College. Teachers College faculty members Bosner and Mosman
(1923) employed the term “manual training” to identify the prevailing interpretation of industrial education
In in the 1920s. In Industrial Arts for Elementary they listed the components of manual training to which
they Obje
Investigation of the courses proposed and taught in our schools leads one to note these prominent inadequa-
cies in manual [Link] of relationship of the work to life. The sequence of the models was in terms of

tool [Link] to provide the individuality of the child. Each must conform to the system.
Lack of motivation. The work was all prescribe in a fixed course.
Placing the emphasis upon the product as the objective, rather than upon the growth of the child.
Bonser and Mossman, along with the Teachers College Dean Russell, and many others of the college,
Developed a comprehensive system of industrial education which although never implemented on a
Large scale, has been the theoretical basis of industrial education in the U.S for most of the years (Foster,
1994, 1995).

To this day many of the philosophical problems in industrial education stem from internal disagreement
as to whether the field is general or vocational. One side of the debate has historically been represented
by William E. Warner’s American Industrial Arts Association. The AIAA (now the ITEA) has always been
non-vocational. Meanwhile the National Association of Industrial and Technical Teacher Education (NAITTE)
and the Technology Education Division of the American Vocational Association (AVA-TED) are smaller groups
representing a comprehensive conception of industrial education.

But by the time their work was being widely published, interest in manual training was giving way to a new
Educational trend.

Progressive education

The Progressive Education Association was founded in 1916, and for the next “15 or 20 years…the
dominant interest (in American education) was to release the individual capacities of children in the
child-centered school. (Butts, 1995,p.571).”Learning by doing,” Butts went on to say, “became the
watchword” (p. 574).

As made clear by Bonser and Mossman (1923), industrial arts was a product of the progressive movement.
even without the benefit of much hindsight, educational historians of the 1920s declared industrial arts—
social industrial education—to be an old idea, one which had been popular in Europe in the sixteenth.
seventeenth, and eighteenth centuries (Anderson, 1926). In other words, it has been as recurring trend
in Western education for hundreds of years, and a trend which had been never taken hold. As afore-
mentioned, despite what many of its historians have suggested, industrial arts was no an outgrowth of
manual training, which at the time was at the height of its popularity. Quite to the contrary, it was a reaction
against manual training. This relationship provides a microcosm of the interaction between the two major
rationales for public education in the first quarter of the twentieth century-the social-efficiency and
student-centered theories.

Although many proponents of vocational education today and in the past favored education for and about
work on the basis of good it would do for individual students, the initial success of
Vocational education in securing federal funding was largely due to the benefits it promised society and
business. To be sure, it provided industry with better trained workers. This “social efficiency” rationale for
vocational education was hotly debated in the years preceding the passage of Vocational Education Act of
1917 (McPherson, 1978. Since that time much debate has focused on whether the social-efficiency
argument was advocated by the field’s leaders.

Although it has not always presented as such, progressive may be viewed as a reaction to the social-
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efficiency function of the schools. Progressive emphasized (some would say overemphasized) treating each
student ass an individual. Politically, progressive education, popular between the two world wars, could have
not come at a more been viewed as left-of-center. Now the tide had turned.

“The spokesmen for educational tradition and for classical learning” Bramfeld, noted at mid-century, “against
whom Dewey and his lieutenants took the offensive in the earlier years of our century, have themselves
begun a counter offensive” (1950, p. 178. But by the time Bramfeld wrote these words, progressive
education had fallen out of favor in American education. The Cold War, the launch of Sputnik in 1957, the
red scare, and the like had contributed to a political climate in which progressive education was unlikely to
prosper.

By the 1950s, even the Soviet Union’s official media outlets had “increasingly and sometimes insultingly
opposed Dewey’s views and the kind of education for which he (stood)” (Bramfeld, 1950, p. 179).
Progressivism in American education was dead-at least for a while.

American Education Later in the Twentieth Centuries

The post-world-war 11 era

The years following world-War 11 may have been the strongest for Industrial Arts. This may seem odd in
Light of the earlier portrayal of Industrial Arts as having been the product of progressive education. Certainly
the 1950s ere not a time for progressive education. But practice, Industrial Arts had never really been
progressive (Volk, 1995). The superficially similar manual training, popular in schools in 1910s and 1920s
exerted sufficient gravity on the new field of industrial arts that little more than the latter’s name remained
(Petrina & Volk, 1995s;

The Industrial education of the 1950s was probably rarely accused of being unpatriotic o otherwise
philosophically unacceptable. The fact, insofar as it promoted American industry and self-efficiency, fit the
political landscape well. Despite this, it was not essential to the curriculum, and by the time the National
Defense Education, the original legislative reaction to Sputnik, was signed, Industrial Ats was not viewed ass
playing a vital part in pressing the American way of life

Educational trends during the 1960’s and 1970’s. Unfortunately for this already decreasing enrolment
trends, Industrial arts remained conservative when more liberal conception of education (Button &
Provenzo, 1989) came to the fore in the 1960’s and 1970’s

Our public schools, as mirrors of our society, have played a significant role in creating the conditions that
have led to the waste of talent and ability and to the subsequent loss of dignity and self-worth on the part of
millions of our citizens. (Hickerson, 1966, p. 1).

In the Philippines, Industrial Arts was introduced during the American regime in 1900s when a group of first
American educators, the Thomasites included in the school curriculum specifically in Grade six. For a while,
Industrial Arts program was not given emphasis in our educational system. To the effect that our elementary
students have insufficient knowledge of using basic handtools which are indispensable in our households.
With the advent of k to 12 in our educational system there is now a paradigm shift in giving focus
not only in academic but also in skills training for lifelong learning

The roots of the movements of this time period. Including competency-based education, open-access
schooling, child-centered activity, career education, and the like, amy be found in the progressive era; to be
sure, some of these movements are popular once again in the mid-1990s. In the mid-1960s, social concern
also resurfaced in education. Goodlad (1979}, for example, discussed how, in the spring of 1986, social
events not directly related to education inspired him to ponder the education for which he is known: what
are schools for?

Self-Check:

Reflect on the following topics:

1. What do you think are the reasons why our educational authorities have given due importance of
integrating Industrial Arts program in our school curriculum.
2. Define Industrial Arts.
3. Cite some influences of the Progressive education in in the development of Industrial Arts
4. Compare the status of Industrial Arts program before and during the advent of K to 12.
 (4)
Module 2 THE INDUSTRIAL ARTS PROGRAM

Industrial Arts as an area of instruction in practical arts deals with the study of materials, processes, and products
of industry and manufacture. The intention is to acquaint the learners with the tools of industry used to changing
materials to meet the physical needs of the community.

Industrial Arts offers opportunities in the areas of appreciation and consumption, recreation and production.
Students, therefore, grow in awareness of the functional role of the industries in the growth and development of the
country. They also increase their abilities to plan and construct material goods as well as to participate productively
in community activities.

The areas of instruction which characterize industrial arts are woodworking, electricity, automotive, metalwork,
ceramics, drafting and graphic arts, and home industries.

Objectives

Industrial Arts aims to develop in the students desirable skills, knowledge and attitudes that will unable them to
participate actively in productive activities and to enhance their economic and social contributions to the country.
Hence, industrials arts provides opportunities to:

1. Develop an understanding on the role of industry in national development - the organization, materials,
processes and products.

2. Develop skills and desirable habits in the area of creative constructive work.

3. Develop an appreciation of craftsmanship in industrial products and he ability to use wisely such products.

4. Develop desirable personal as well as social relationships.

Instructional units

The following is a list of the sub-areas and their corresponding units as contained in this guide.
This will provide an overview of the possible context for an industrial arts program.

Woodworking Metalwork

1. Bench Processes 1. Metals in Industry

2. Wood finishing 2. Planning and Laying Out Processes
3. Caning 3. Bench Metal Process (Cutting)
4. Elementary Building Construction 4. Bench Metal Process (Filling)
5. Materials and Supplies in Sheet Metals
Electricity 6. Sheet Metal Hand Processing
1. Nature and Forms of Electricity
2. Magnetism and Electro-magnetism Graphic Arts
3. Basic Electrical Circuits and Measurement
4. The Cell and its Connections 1. Ditto Stenciling
5. Household Wiring 2. Silk Screen Printing
6. Lighting and Heating 3. Block Printing
7. Basic Communication System 4. Hand Bookbinding

Drafting Home Industries

1. Lettering 1. Bamboo Craft
2. Techniques of Freehand Line Drawing 2. Basketry
3. Orthographic and Pictorial Sketching 3. Rattan Craft
4. Drawing Instrument and the Geometric 4. Coconut Shell Craft
 Construction 5. Sea Shell Craft
5. Working Drawings 6. Fiber Craft (page 5)
7. Flower Craft
8. Recycling
9. Leather Craft
10. Horn and Bone Craft

Automotive Ceramics

1. The Automotive Industry 1. Ceramic Materials and Products

2. The Automotive Shop 2. Ceramic Tools and Equipment
3. The Automotive Vehicle 3. Ceramic Processes
4. The Automotive Engine
5. Chassis Units
6. Body, Frame and Accessories

INSTRUCTION IN INDUSTRIAL ARTS

This part of the guide presents the major areas of study related to industry along with content which are
applicable for developing an understanding of these areas. The material is intended to be suggestive and must be
considered as a general framework (not the course of study) from which an appropriate industrial arts education
program can be evolved.

The skills, related concepts and values which have been outlined indicate the many possibilities in the
development of individual school programs. The learning activities after each unit likewise, denote the kind of
experiences that my be adapted by the school for the attainment of the desired outcomes.

It is, therefore, expected that the schools will adapt the content in the manner suggested in the introduction to
this guide, and to provide additional experiences to meet the needs of the learners.

WOODWORKING

This course is designed to provide the students with a variety of basic handtool, skills and special application to
wood products and construction in the home. Opportunity is provided for the students to construct useful wooden
article using common handtools and simple finishes to explore the fields of furniture making and building
construction and to experience canning house frame construction, concrete work and plumbing. The activities are
prefaced by instruction in making a working drawing which should provide the beginning student knowledge and
technique in the planning of any construction project.

Objectives

1. Acquire knowledge and ability to handle common woodwork tools and materials.
2. Form habit of following orderly procedure in planning and laying out woodworking projects.
3. Acquire basic skills in woodwork.
4. Observe safety practices and good work habits.
5. Develop cooperative spirit in group work.

Contents

Unit 1 - Bench Processes

This is designed too acquaint the students with the common handtools in woodwork and develop
skills through the construction of simple projects that are useful in the home. It includes instruction in making a
working drawing to establish in each student the habit of orderly procedure in planning and laying out.
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Objectives

1. Gain knowledge and skills in planning and laying out woodwork projects.
2. Gain skills in handling woodworking tools, materials, and equipment
3. Perform skillfully fundamental tool processes.
4. Observe safety and orderly work procedure
5. Work cooperatively with others.

Unit 1 - Bench Processes

Skills/Abilities Related Concepts/Information Habits/Attitudes

[Link] a plan for a wood- a. Advantage of planning a. Recognize the importance of
working project planning before undertaking
b. Drafting procedures, lettering any project or activity.
a. Draw a dimensional sketch and alphabet of lines
b. Make a bill of materials for b. Accomplish forms accurately
a job. c. Board measures, description
and cost of other materials
c. Outline a working procedure
for constructing an article d. Planning is logical sequence a. Form the attitude of sharing
tools & materials with others.
[Link] facility in using the bench a. Bench and accessories
And its various accessories. b. Habit of cleaning work station
(1) Bench hooks after use.
(2) Bench stoppers
(3) Bench tray, planks
(4) Bench vises
(5) Niter box
(6) Mallet

3. Perform fundamental tool a. Different kinds of tools in a. Form the habits of using tools
Processes. woodworking properly

b. Care and maintenance of

tools and equipment

a. Measure and lay outlines c. Measuring and marking tools

on stock.
(1) Rules (4) Dividers
(2) Squares (5) Compasses
(3) Marking (6) Awls
Gauges

d. History and the origin of

devices and tools.

b. Cut stock to dimensions a. Tooth-cutting tools – saws, b. Form the habit of cleaning
files. tools after use.

(1) Kinds and sizes of saws,

Files, files and heir uses.
(2) Parts of a saw, files

c. Plane stock to dimension. f. Edge-cutting tools – planes,

chisels, spokeshaves ( Page 7)
(1) Plane flat surfaces (1) Types of planes, parts and
(2) Shape and smooth Uses
 curves (2) Types of chisels, parts,
Uses and sizes.
(3) Types of spokeshaves,
Parts, uses and sizes

c. Bore/drill holes. g. Boring tools – bits, braces,

hand drills

(1) Kinds of wood bits, parts,

Uses and care
(2) Kinds of bit braces, parts,
Sizes, care & maintenances
(3) Kinds of hand drills, parts,
Care and maintenance

4. Make wood cuts and joints a. Description and uses of

common wood cuts and joints Form the habit of making quality
wood cuts and joints.
b. Procedure for making
(1) Bevel, chamfer, rabbet,
Dado, and groove
(2) Rabbet joint, dado joint,
Miter joint, others

5. Make glue spread and a. Kinds of wood glues, Appreciate the use of wood
assemble parts with clamps. characteristics and uses. fasteners and clamps for
assembly work.
b. Holding tools - clamps,
Hand screws
(1) Types, sizes and parts
Of clamps and hand screw.
(2) Use and care of clamps
(3) advantages of various type
of clamps
(4) Procedure for gluing and
Clamping.

6. Fasten stock with nails/screws a. Kinds of metal fasteners,

or bolts. materials, sizes and procedure
for using each
(1) Nails
(2) Wood screws
(3) Bolts
7. Carve low relief carving a. Kinds of woodcarvings and Find pleasure in making surface
their uses. Decorations on wood with
b. Carving tools – firmer, skew, carving tools.
gouge, flute, v-tool and
grounder.
c. Procedure for making low
relief carving

Suggested Activities
1. Demonstration/prepare the following:
a. How to make a working drawing
b. How to make out a complete bill
of materials.
c. How to make a layout

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Unit 2 - Woodfinishing

This unit deals with the study of common tools, materials and processes in wood finishing.
It covers surface preparation, kinds of stains, fillers, and wood finfishes. It includes the characteristics ands
application of different finishing materials.

Objectives

1. Realize the importance of wood finishing

2. Identify common wood finishing tools and materials.
3. Acquire skills in finishing wood projects
4. Observe economy in the use of finishing materials.

Skills/Abilities Related Concepts/Information Habits/Attitudes

1. Identify common wood- a. Tools used in woodfinishing, Awareness of the proper use and
Finishing selection, uses and care care of woodfinfishing tools and
materials
(1) Brushes
(2) Scrapers and putty knife
(3) Coated abrasives (sand-
paper))
(4) Spray unit
2. Identify wood finishing
a. Common finishing materials
Materials.
(1) Stains – water, spirit oil
(2) Fillers - paste, liquid
(3) Thinners – turpentine,
Linseed oil, alcohol
(4)Shellac – Orange, white
(5) Lacquer- glass, semi-glass
(6) Varnish – spar, floor, flat,
color, short oil
(7) Paint – interior, exterior
(8) Others
3. Prepare wood surface for a. Things to consider in surface
finishing preparation

(1) Holes, cracks, other

openings
(2) Dents, oil or grease spots
(3) Direction of grain
(4) Others

4. Prepare and apply wood a. Kinds of woos stains – purpose.

stains. selection, plication, compo-
sition, characteristics and
uses.
5. Prepare and apply wood a. Criteria for selecting wood
fillers. fillers
6. Prepare and apply wood a. Common types of finishes – Appreciate the aesthetic effect of
finishes Characteristics and uses A good finish
b. How to select finishes for a
particular job
c. Procedures for applying
finishing materials

Unit 3 - Canning
 This unit deals with the process of weaving rattan or plastic strands on furniture frames. The study of this
process is included in the exploratory course of woodworking to introduce the students to furniture
Construction. It includes the preparation of frames, kinds and uses of caning tools, caning materials and basic
operations. Emphasis will be on the basic processes in caning with the use of rattan strands.
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Objectives
1. Identify caning tools and materials.
2. Gain skills in preparing caning frames.
3. Perform basic operations in caning.
4. Observe proper use and care of caning tools and materials.

Skills/Abilities Related Concepts/Information Habits/Attitudes

1. Select and prepare caning a. Kinds of caning tools and Interest in the process of caning
Tools and materials their uses.
a. Select tools c. Brad awl
b. Sharpen/recondition d. Scissors/knife
some tools e. Spoon
c. Select proper size strand f. Needle
for the job g. Mesh gauge
d. Soak rattan strand in h. Peg
Water. b. Kinds of caning materials,
their characteristics and sizes
(1) Rattan Splints
(2) Plastic cane
2. Make the frame
(3) Plastic Cord or Twine
a. Make plan of frame a. Preparation of caning
b. Lay out measurements frames Value the importance of a properly
and cut parts of frame (1) Shape and size of Prepared frame for caning
to size. frame
c. Lay out and cut joints. (2) Characteristic of wood Appreciate beauty and comfort
d. Assemble the parts for caning frames provided by caned products.
e. Lay out holes location (4) Sizes and distances of
f. Bore /drill holes holes
g. Countersink holes (4) Methods of laying out
h. Sand the frame holes for caning

3. Perform basic caning a. Procedure for hand cane Observe an orderly caning
operations. weaving procedure
a. Place first lengthwise strand
b. Place first crosswise strand b. Steps in joining strands Habit of arranging and cleaning
c. Place second length- Work station after working.
wise strand
d. Weave second cross-
wise strand (over-one-
under-one)
e. Weave first diagonal
strand (cross-over-two-
under-two
f. Weave second diagonal
strands Z(over-three-under-
three)
g. Place the binder

Unit 4 – Elementary Building Construction

This unit deals with the study of basic elements of house framework, concrete work and plumbing. I covers the
structural parts of a house common construction tools and materials for work and plumbing. Career opportunities in
the wood and building trades are also included.
Objectives:
1. Identify the principal parts of a house framework.
2. Acquire skills in mixing, pouring and curing concrete.
3. Manifest teamwork when working with others
 4. Acquire skills in minor repairs in plumbing
5. Develop insights into various job possibilities in wood and building trades.
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Skills/Abilities Related Concepts/Information Habits/Attitudes
1. Identify and describe the a. Building structural parts. Awareness of the different jobs
Structural parts of a house a carpenter does in constructing a
(1) Foundations – parts and
house.
Uses.
(2) Posts – uses
(3) House Framework –
their principal parts
and uses
floor frame
wall frame
partition frame
roof frame
Ceiling frame
2. Use tools and materials for a. Selecting tools and materials Appreciate the role of concrete
Concrete work. for concrete work. work in building construction.
a. Prepare form (1) Tools for concrete work
b. Select concrete proportion, Their uses and care
c. Measure concrete work (2) Materials
aggregate. (a) Cement (Portland)
d. Nix aggregate with cement (b) Aggregates
e. Pour and spread concrete Sand (fine)
cement Gravel (coarse)
f. Cure concrete. Water
(3) Proportions for concrete
Mixtures
(4) Methods of mixing aggre-
gates with cement
(5) Procedure for pouring,
Spreading and tamping
Concrete measure.
(6) Methods of curing
concrete
(a) Splashing water
(b) Covering with moist
Sand
(c) Ponding
Be aware of the responsibility
3. Make minor repairs on b. Different plumbing materials, Of up-keeping plumbing tools,
Worn-our fixtures kinds, uses, sizes Fixtures and fittings
(1) Pipes – supply pipes
service pipes, drainage
Pipes, waste pipes and
Soil pipes.
(2) Fixtures
(a) Faucets
(b) Shower
(c) Lavatories
(d) Urinals
(e) Waster closets
c. Fittings
(1) Couplings
(2) Elbows
(3) Tees
(4) Reducers
(5) Nuts
d. Procedure for repairing
(1) Leaking faucets
 (2) Clogged sinks
(3) Others
11
a. Duties, responsibilities,
4. Identify job opportunities in competitions, pay, and
a. Awareness of the various job
Wood and building trades benefits of trade occupations
opportunities in wood and
(1) Carpenter building trades.
(2) Wood Carver
b. Develop interest in wood and
(3) Wood turner
trades.
(4) Furniture and cabinet
Maker c. Attention to rules and principles
(5) Upholsterer learned in writing composition.
(6) Wood finisher

Suggested Activities:
1. Class discussion on:
a. What are the parts and functions of framework
b. What are the common tools and materials for building construction particularly on concrete work and
plumbing.
c. What are the different Concrete mixtures
d. What are the Career opportunities in wood and building trades
e. Sketch a framework of a house with proper labels of parts.

ELECTRICITY

Electricity is increasingly gaining the support of the government today. This is because electricity as a
powerful source of energy, can greatly enhance our socio-economic development. There are attempts on the part of
the government to extend this form of energy to the remote barangays, if possible, in order that more and more
people can share in this benefits derived from this serviceable skills invisible force. As, indeed, it is invisible,
electricity has been, in many ways, somewhat of an enigma to the average person.

This exploratory course aims to develop insights and appreciation of the phenomenon of electricity and the
role it plays in modern living. The students are expected to acquire ability to wire simple electrical circuits using low
voltages; gain understanding of the flow of currents in these circuits and the function of fuses, insulators and
conductors in electrical circuits; gain basic knowledge of magnetism and its uses; develop skill in the use of handtools
and material for simple electrical construction or repair; and the ability to work safely around electricity.

Class discussion, demonstrations, experiments and use of teaching are suggested to be used
extensively for the enrichment of the course. There are suggestions also for students to construct simple electrical
projects and make minor repairs of home appliances for their practical experience.

Objectives

1. Provide general knowledge pertaining to the principles underlying electrical phenomena.

2. Assist students to become more intelligent in their selection, care, and use of electricity and
electric materials
3. Develop understanding of the procedures and techniques used in simple electrical repairs.
4. Teach safety practices that are necessary when using and working with electricity.

Contents

Unit 1 – Natures and Forms of electricity

In this unit these students will be given opportunity to distinguish between static and current electricity
through simple experiments. Student will be made also in the various sources of electricity and how these are
utilized to generate power. Field trips and group activities are stressed.

Objectives

1. Perform basic experiments on the nature of electricity

2. Understand the nature and the uses of electricity.
 3. Value the important role played by electricity in modern livings.

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Skills/Abilities Related Concepts/Information Habits/Attitudes
1. Recognized the difference a. Static electricity and its a. Appreciate the contributions of
between static electricity and characteristics such great men as Franklin and
dynamic electricity . Volta to the advancement of
b. Dynamic electricity and its Electricity.
characteristics.
b. awareness that all matter is
c. Concepts: electrons, protons, made of atoms containing
atoms, uncharged state positive different arrangements of
negative. positive and negative charges of
electricity.
2. Identify various uses of a. Importance of electricity to a. Realize that electricity is a boon
electricity in daily living. mankind. to people who are fortunate to
have this.

3. Recognize different sources of a. Source of electricity Appreciate the efforts of the

electricity. -Solar government toward rural
-Mechanical electrification.
-Chemical
b. The rural electrification
program of the government.
4. Produce static electricity. a. How to make charges to static a. Observe safety precautions in
electricity. the use of the electroscope and
galvanometer
5. Test the presence of the a. Instruments use to detect static a. Contribute willingly to group
following: and small amount of electricity. activity.

a. static Electricity with an (1) Electroscope b. Maintain an critical attitude

electroscope. (2) Galvanometer toward performance of simple
experiments.
b. Moving charges or current with
galvanometer.

Suggested Activities

1. Prepare a scrapbook containing the pictures of great men who have made significant contributions in the field of
electricity. Indicate the specific contributions of each.

2. Collect clippings of illustrations and pictures of different electrical home appliances and devices depicting the
different effects of the electricity.

References

Groneman, I. Feirer. General Industrial Education. 5th Edition, McGraw-Hill Company,

New York: 1956.
Rollain, Philip. Exploring Electricity and Electronics. Delaware, Publishing Mountain Avenue,
New York: 12205, p. 6.
The Engineering Staff of Howaqrd W. Sams and Co,, Basic Electricity. The Bobbs-Merrill Co.,
Inc..,, Indianapolis, New York: p. 1

Unit 2 – Household Wiring

This unit introduces the students to some basic principles of household wiring. It includes
Study of insulators and conductors, electrical wires and NEC requirements in installations.

It provides opportunity for the students to gain skill in simple wiring in the home applying
Principles learned. Safety measures are stressed.
Objectives

1. Understand the term “conductor” and “insulator” as used in electricity. 13

2. Identify different sizes of electric wires and electrical fixtures.

3. Gain knowledge and skills on how to wire simple electrical circuits.
4. Gain skills in simple wiring installations.

Skills/Abilities Related concepts/Information Habits/Attitudes

1. Identify various kinds of a. meaning of a “conductor” a. Intelligent approach to critical

Electrical conductors b. Good and poor conductors or emergency situations,
c. Types of conductor such as:

2. Identify various kinds of a. Meaning of “insulator” (1) A thunderstorm

insulators b. Materials used as insulators (2) When one has grounded
c. Types of insulators and their An electric wire, etc.
uses
3. Determine the different sizes a. Types of electrical wires-
of electric wires with the use stranded and solid
of an electric wire gauge.
b. How to use a wire gauge
c. standard sizes electrical copper
wire – gauge 4/0-40
4. Follow accurately the
a. Requirements of a good splice
procedures in splicing and joining
b. Types of splices and joints;
electrical wires.
Western Union
Pigtail
Ordinary tap, etc. a. Habit of using tools properly
a. Principles of wire connections
5. Gain skill in simple wiring. b. Value the importance of
b. NEC requirements working good splices and joints
a. Installing a switch or socket
c. Dangers of faulty wiring
b. Wiring an extension cord
c. Repairing or replacing d. Selections and uses of proper
switches, outlets, etc. tools, such as pliers, gauge,
a. Observe safety precautions
screw drivers, etc.
when working with electricity
e. Different kinds of electrical b. Awareness of the importance
fixtures – switches connections of a thorough periodic
inspection of the household
wiring system.

Suggested Activities

1. Draw or cut out pictures of sample wire splices and joints properly labeled.
2. Prepare sample of different kinds of insulators properly labeled thru drawing or picture cut-outs.

References:
Ferry and Schafebook. Fundamental Jobs in Electricity, New York: McGraw-Hill Book Company, Inc., 1952.
Schuller, Albert A. Electric wiring. New York: McGraw-Hill Co., 1952
( page 14)