Electronics Y2

Republic of the Philippines Department of Education PUBLIC TECHNICAL -VOCATIONAL HIGH SCHOOLS
Unit of Competency: USE BASIC ELECTRONIC HAND TOOLS Module No. 1 Module Title: USING BASIC ELECTRONIC HAND TOOLS
TABLE OF CONTENTS
How to Use this Module ..........................................................................ii Introduction .......................................................................................... iii Technical Terms .................................................................................... iv Learning Outcome 1: Identify Functional Basic Electronic Hand Tools. ............................................................................................1 Learning Experiences/Activities ....................................................2 Activity Sheet 1.1 ........................................................................10 Activitiy Sheet 1.1 .......................................................................12 Activity Sheet 1.2 ........................................................................13 Activity Sheet 1.3 ........................................................................15 Self-Check Sheet 1.3 ...................................................................15 Learning Outcome 2: Use Appropriate Basic Electronic Hand Tools Based on the Safety Requirements ............................16 Learning Experiences/Activities ..................................................17 Activity Sheet 2.1 ........................................................................18 Operation Sheet 2.1 ....................................................................19 Operation Sheet 2.2 ....................................................................20 Operation Sheet 2.3 ....................................................................21 Information Sheet 2.1 .................................................................22 Activity Sheet 2.2 ........................................................................27 Learning Outcome 3: Maintain Basic Electronic Hand Tools .................28 Learning Experiences/Activities ..................................................29 Activity Sheet 3.1 ........................................................................30 Operation Sheet 3.1 ....................................................................31 Teacher Check Sheet 3.1 .............................................................31 Assessment Plan ..................................................................................32 Observation and Questioning Checklist .......................................34 Demonstration ............................................................................35 Written Report ............................................................................36 Performance Test ..................................................................................37 Answer Keys .........................................................................................38 Acknowledgment ..................................................................................39
HOW TO USE THIS MODULE

Welcome to the Module Using Basic Electronic Hand Tools. This module contains training materials and activities for you to complete. The unit of competency Use Basic Electronic Hand Tools contains the knowledge, skills and desirable attitudes required for a Consumer Electronic Servicing required to obtain the National Certificate (NC) level II. You are required to go through a series of learning activities in order to complete each of the learning outcomes of the module. In each learning outcome there are Information Sheets, Job Sheets, Assignment Sheets, and Activity Sheets. Follow these activities on your own and answer the Self-Check at the end of each learning activity. If you have questions, dont hesitate to ask your facilitator for assistance. Recognition of Prior Learning (RPL) You may already have some basic knowledge and skills covered in this module because you have been working for sometime; or already completed training in this area. If you can demonstrate to your teacher in a particular skill, talk to him/her about having them formally recognized so you dont have to do the same training again. If you have a qualification or Certificate of Competency from previous trainings, show it to him/her. If the skills you acquired are consistent with and relevant to this module, they become part of the evidence you can present for RPL. If you are not sure about your competence skills, discuss this with your teacher. After completing this module ask your teacher to assess your competence. Result of your assessment will be recorded in your competency profile. All the learning activities are designed for you to complete at your own pace. Inside this module you will find the activities for you to complete and followed by relevant information sheets for each learning outcome. Each learning outcome may have more than one learning activity. This module is prepared to help you achieve the required competency, in receiving and relaying information. This will be the source of information that will enable you to acquire the knowledge and skills in using basic electronic hand tools independently at your own pace or with minimum supervision or help from your teacher.
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Program/Course Unit of Competency Module Title

INTRODUCTION
CONSUMER ELECTRONIC SERVICING NC II USE BASIC ELECTRONIC HAND TOOLS Using Basic Electronics Hand Tools
This module contains information and suggested learning activities on Using Basic Electronic Hand Tools. It includes instructions and procedure on how to use basic electronic hand tools. This module consists of three (3) learning outcomes. Each learning outcome contains learning activities supported by instruction sheets. Before you perform the instructions, read the information sheets and answer the self-check and activities provided to ascertain to yourself and your instructor that you have acquired the knowledge necessary to perform the skill portion of the particular learning outcome. Upon completing this module, report to your instructor for assessment to check your achievement of knowledge and skills requirements of this module. If you pass the assessment, you will be given a certificate of completion. SUMMARY OF LEARNING OUTCOMES Upon completion of the module, you should be able to: LO1. identify functional basic electronics hand tools; LO2. use appropriate basic electronics hand tools based on the safety requirements; and LO3. maintain basic electronics hand tools. PREREQUISITE None
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TECHNICAL TERMS
Active State. It is a condition of a semiconductor device that is working. Alternating Current. It is an electric current that is continually varying in value and reversing its direction of flow at regular interval. Anode. It is a positive electrode of semiconductor device. Biasing Current. It is a current supply needed by the semiconductor in order to work properly. Capacitance. It is a property that exits whenever two conductors are separated by insulating material, permitting the storage of electricity. Capacitor. It is a component designed intentionally to have a definite amount of capacitance. Cathode. It is a negative electrode of semi-conductor devices. Circuit. It is an arrangement of one or more complete paths of electron flow. Conductor. It is a wire, cable, or other body or medium that is suitable for carrying electric current. Couple. This is to connect two circuits so signals are transferred from one to the other. Current. It is the rate of transfer of electricity from one point to another. Cut-off State. It is a condition of a semiconductor device that is not working. DC Milli-Ammeter. It is an instrument that measures the amount of direct current flow in a component or circuit. Desoldering. It is a process of unsoldering unwanted parts or components in the circuit with the support of soldering tool. Dielectric Material. It is a material that serves as insulator with poor electric conductivity. Direct Current. It is an electric current that flows in one direction.
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Discrete Components. They are separated components. Junction. It is a hybrid of an electronic circuit enclosed in a single package having an output that varies directly proportional to the input. Ohmmeter. It is an instrument that measures the amount of resistance in certain component or circuits. PCB. It is a Printed Circuit Board or (PCB) which is actually printed wiring boards that have components inserted into the hole and soldered to form its circuit connection. Quiescent Point. It is the least amount of operating current of semi conductor in order to work properly. Resistance. It is the opposition that a component or material offers to the flow current. Resistor. It is a component designed intentionally to have a definite amount of resistance. Soldering. It is a process of joining two metals caused by heat Soldering Technique. It is a right process in which the solder (lead) is being applied in a connection or in the printed circuit board. Splicing. It is defined as a joint that connect two lengths of conductor. Voltage. It is the electrical pressure that exist between two points and capable of producing a flow of current when a close circuit is connected between the points. Voltmeter. It is an instrument that measures the amount of electromotive force in a component or circuit.
CONSUMER ELECTRONIC SERVICING NC II USE HAND TOOLS USING HAND TOOLS
Learning Outcome 1: Identify functional basic electronic hand tools. ASSESSMENT CRITERIA 1. Basic electronic hand tools are identified according to their applications. 2. Basic electronic hand tools are specified according to job requirements. 3. Functions of electronic hand tools are identified and explained. REFERENCES: Buban, Peter andSchmitt, Marshall. Technical Electricity and Electronics, New York: Mc Graw-Hill: 1972. Grob, Bernard. Basic Electronics, 4th Edition; New York: Mc GrawHill Company: 1977 Grob, Bernard. Electronics Circuits and Application; McGraw-Hill Company, USA: 1982 Markus, John. Electronics Dictionary, 4th Edition; New York: McGraw-Hill Company: 1945
LEARNING EXPERIENCE/ACTIVITIES
Learning Outcome 1: Choose functional basic electronic hand tools Learning Activities Special Instruction 1. Read the Information Sheet 1.1 on identifying and classifying the different hand tools used in Consumer Electronics Servicing. 2. Answer the Self-Check to determine how much you have learned. 3. Compare your answers with the answer key on the last page of this module. 4. If you have missed some of the questions, go over the information sheet again. 5. If you have any question or if you need clarification on the information, ask the assistance from your teacher or from your classmate who has finished this learning outcome (LO). 6. If you have answered all the questions, you may proceed to the next learning outcome (LO). Try to answer the Self-Check without looking at the answer key.
INFORMATION SHEET 1.1

Classification of Hand Tools Basic Electronic Hand Tools Driving of Tools Screwdriver. It is a device specifically designed to insert and tighten or to loosen and remove screws. A screwdriver comprises a head or tip which engages with a screw, a mechanism to apply torque by rotating the tip and some way to position and support the screwdriver. A typical hand screwdriver comprises an approximately cylindrical handle of a size and shape to be held by a human hand and an axial shaft fixed to the handle, the tip of which is shaped to fit a particular type of screw. The handle and shaft allow the screwdriver to be positioned and supported when rotated to apply torque. Handle Head or Tip
Flat Screwdriver. It is used to drive or fasten negative slotted screws.
o Phillips Screwdriver. It is used to drive or fasten positive slotted screws. It is a screwdriver that could take greater torque and can provide tighter fastenings.
Hex (Allen Wrench). It is used to drive or fasten hexagonal screws. The head has a hexagonal hole turned by an allen key. An Allen key is a hexagonal shaped wrench bent in letter-L. The Allen key was invented by an American, Gilbert F. Heublein,
Precision Screwdriver Set. It is a set of small screw drivers composed of slotted and Philips screwdrivers.
Soldering Tools Soldering Iron. It is a device used for applying heat to melt solder in attaching two metal parts. A soldering iron is composed of a heated metal tip and an insulated handle. Heating is often achieved electrically, by passing a current, supplied through an electrical cord, through a heating element. For electrical work, wires are usually soldered to printed circuit boards, other wires, or small terminals. A low-power iron (1530 Watts) is suitable for this work.
Some soldering irons have interchangeable tips for different types of work. Fine round or chisel tips are typically used for electronics work. A new tip needs to be coated, heated, and then covered with solder before its first use. This procedure is called "tinning". The tinning forms a liquid layer which facilitates the transfer of heat to the work piece. A dirty tip does not transfer heat well. The tip needs to be kept coated with a shiny layer of solder by occasional wiping and applying solder directly to the tip. - Soldering Tool Stand. It is a place of the soldering iron to keep them away from flammable materials. The stand often also comes with a sponge and flux pot for cleaning the tip.
- Desoldering tool. It is used for the removal of solder and components from a circuit when troubleshooting, repair purposes and to save components. Electronic components are often mounted on a circuit board and it is usually desirable to avoid damaging the circuit board, surrounding components, and the component being removed.
Splicing Tools Long Nose. It is used for holding, bending and stretching the lead of electronic component or connecting wire.
Side Cutter. It is a wire-cutting plier, though they are not used to grab or turn anything, but are used to cut wire.
Wire Stripper. It is a pair of opposing blades much like scissors or wire cutters. The addition of a center notch makes it easier to cut the insulation without cutting the wire. This type of wire stripper is used by rotating it around the insulation while applying pressure in order to make a cut around the insulation. Since the insulation is not bonded with the wire, it will be pulled easily at the end.
Notch
Boring Tools
12 Volt Mini-Drill. It is used to bore or drill holes in the printed circuit board (pcb).
Portable Electric Drill. It is used for boring hole/s in the plastic chassis or metal chassis with the used of drill bits.
Metal File. It is a hand tool used to shape metals by grinding. A file series of sharp, parallel ridges or teeth. Most files have a narrow, pointed tang at one end to which a handle can be fitted. Flat Files. They are parallel in width and tapered in thickness. They are used for flat surfaces and edges. Half Round Files. They are tapers in width and thickness, coming to a point, and are narrower than a standard half round which are used for filing inside of rings. Round Files. They are also called rat-tail files gradually tapered and are used for many tasks that require a round tool, such as enlarging round holes or cutting a scalloped edge.
Narrow Pointed Tang Round File Flat File Half Round File
Cutting Tools
Utility Knife. It is a common tool used in cutting various trades and crafts for a variety of purposes.
Hacksaws. They are saws for cutting metal. Some of them have pistol grips which keep the hacksaw firm and easy to grip. The small hand-held hacksaws are consist of a metal arch with a handle that fits around a narrow, rigid blade. The blade has many small saw teeth along one side. It can either be attached such that the teeth face away from the handle, resulting in sawing action by pushing, or be attached such that the teeth face toward the handle, resulting in sawing action by pulling. On the push stroke, the arch will bend a little, releasing the tension on the blade. The blade is normally quite brittle; so extra care is needed to be taken to prevent brittle fracture of the blade.
Pistol Grip
Blade
Handle
Auxiliary Tools
Ball-peen Hammer It is a type of hammer used in metalworking. The ball-peen hammer remains useful for many tasks such as tapping punches and chisels. The original function of the hammer was to "peen" riveted or welded material so that it will exhibit the same elastic behavior as the surrounding material. Specifically, striking the metal imparts a stress at the point of impact which results in strain-hardening of that area. Strain hardening raises the elastic limit of a material into the plastic range without affecting its ultimate strength. A strain-hardened material will not deform under the same low stresses as a non-hardened material. Most metals can be "worked" by such methods until they lose all of their ductile characteristics and become strong but brittle.
Magnifying Glass It is a convex lens which is used to produce a magnified image of an object. The lens is usually mounted in a frame with a handle (see image). Roger Bacon is the original inventor of the magnifying glass. A magnifying glass works by creating a magnified virtual image of an object behind the lens. The distance between the lens and the object must be shorter than the focal length of the lens for this to occur. Otherwise, the image appears smaller and inverted, and can be used to project images onto surfaces. The framed lens may be mounted on a stand, keeping the lens at the right distance from the table, and therefore at the right distance from the object on the table. The latter applies if the object is small and also if the height is adjustable. Some magnifying glasses are foldable with built-in light
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Magnifying Glass -
Paint Brush. It is made of bristles set in handle used for cleaning dirty parts of a circuit or an object.
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ACTIVITY SHEET 1.1

Classification of Basic Electronic Hand Tools Instruction : 1. Without looking at the Information Sheet 1-1, answer the written test on Self-Check 1.1. 2. After finishing your test, you can compare your answers with the Answer Key 1.1. 3. You must get a score of 7 - 9 to have the rating of Very Good and pass the Self-Check based on the Assessment Criteria 1.2. .
SELF-CHECK SHEET 1.1
Direction: On a separate piece of paper, classify the different kinds of hand tools according to their specifications in a Consumer Electronic Servicing. 1. Desoldering Tools 2. Wire Stripper 3. Diagonal Cutting pliers 4. Long Nose Pliers 5. Mini Drill 6. Magnifying Glass 7. Soldering Stand 8. Flat Screw Driver 9. Soldering Iron 10. Portable Electric Drill
Assessment Criteria 1.1

Score 10 7-9 6 3-5 2-0 Descriptive Grade Excellent Very good Good Fair Poor
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ACTIVITY SHEET 1.2

Identification of Hand Tools and its Function Instruction : 1. Without looking at the your Information Sheet 1.1, answer the oral test in the Self-Check 1.2. 2. After finishing your test, you can compare your answers with the Answer Key 1.2. 3. You must get at least the score of 7 - 9 to have the rating of Very Good and pass the Self-Check based on the Assessment Criteria 1.2.

Direction: Match the different hand tools with their actual pictures. Write the letter on a separate sheet. 1. 2. 3. 4. 5. Desoldering Sucker For soldering metal Soldering Stand Long Nose Pliers For drilling small hole 6. Portable Electric Drill 7. For cutting metal 8. For cutting wires 9. Wire Splicer 10. Magnifying Glass
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Score 10 7-9 6 3-5 2-0 Descriptive Grade Excellent Very good Good Fair Poor
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ACTIVITY SHEET 1.3

Specifying Basic Electronic Hand Tools Instructions: 1 Without looking at the Information sheet 1.1, answer orally the written questions regarding the specifications of hand tools. 2. You must get at least the score of 4 to have the rating of Very Good and pass the Self-Check 1.3 based on Assessment Criteria 1.3
SELF-CHECK 1.3
Direction: Answer briefly the questions below 1. Why do you think a low-power soldering iron is suitable for electronic work? 2. Why do you think is it best to use in electronics a magnifying glass that is foldable with built-in light? 3. Why do you think is it best to use the right size of the Philips screwdriver? 4. Why do you think is it best to use the right size of a drill bit in boring a hole in the metal? 5. Why do you think is it best for a soldering iron to have its soldering stand?

Score 5 4 3 1-2 0
Descriptive Grade Excellent Very good Good Fair Poor
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CONSUMER ELECTRONIC SERVICING NCII USE BASIC ELECTRONIC HAND TOOLS USING BASIC ELECTRONIC HAND TOOLS
Learning Outcome 2: Use appropriate basic electronics hand tools based on safety requirements. ASSESSMENT CRITERIA 1. Electronics tools are chosen in accordance with job requirements. 2. Electronics tools are used in accordance with the manufacturers manual. 3. Safety procedures in using electronic hand tools are practiced. REFERENCES Buban, Peter andSchmitt, Marshall. Technical Electricity And Electronics, New York: Mc Graw-Hill :1972. Grob, Bernard. Basic Electronics, 4th Edition; New York: Mc GrawHill Company: 1977 Grob, Bernard. Electronics Circuits and Application; McGraw-Hill Company, USA: 1982 Markus, John. Electronics Dictionary, 4th Edition; New York: McGraw-Hill Company: 1945
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LEARNING EXPERIENCE / ACTIVITIES

Learning Outcome 2: Use appropriate electronic hand tools based on the safety requirements Learning Activities Special Instructions 1. Read procedures on the operation sheets of hand tools. Activity Sheets 2.1. Perform the activity with 2. Do the Operation Sheets 2.1, the supervision of the 2.2, and 2.3. your teacher a. File b. Hacksaw c. Soldering Iron 3. Refer to the Assessment Criteria 2.1, 2.2, and 2.3. 4. Read the Information Sheet 2.1 on safety requirements with the use of personal protective equipment. 5. Answer the self-check to determine how much you have learned. 6. Compare your answer with the answer key on the last pages of this module. 7. If you have missed some of the questions, go over the information sheet again. 8. If you have any questions or you need clarification on the information, ask assistance from your teacher or from your classmate who have finished this learning outcome (LO). 9. If you have answered all the questions and finished all the laboratory activities, you may proceed to the next learning outcome (LO).
Try to answer the self-check without looking at the answer key.
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ACTIVITY SHEET 2.1

Use of Appropriate Electronic Hand Tools based on safety requirements Instruction : 1. Do the following operation sheet: a. Flat File - Operation Sheet 2.1 b. Hacksaw Operation Sheet 2.2 c. Soldering Tools - Operation Sheet 2.3 2. You must get a score of 7 - 9 to have the rating of Very Good and pass the Teacher-Check 2-1 based on the Assessment Criteria 2.1.
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OPERATION SHEET 2.1

Use of Appropriate Electronic Hand Tools Based on Safety Requirements Procedure in using a flat file 1. Position the metal file near the edges of the object (metal) you want to smoothen. 2. Hold the handle of the file steadily. 3. Lay the file sideways on the object work, and carefully push or pull it across the work. 4. Continue on pushing or pulling it across the work until you attain the desired smoothness of the surface.
TEACHER-CHECK SHEET 2.1

Direction: The teacher will prepare an actual laboratory activity regarding filling a flat metal bar. Filling A Metal Bar 70 75 80 85 90 95 100
Item no. A B C
Flat File
Score
Proper use of tool - 50% Quality of work - 40% Speed 10% Grade

Score 96-100 86-95 81-85 75-80 70-74 Descriptive Grade Excellent Very good Good Fair Poor
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OPERATION SHEET 2.2

Use of Appropriate Hand Tools Based on Safety Requirements Procedure in using a hacksaw 1. Position the hacksaw blade near the object (metal) where you want to cut it. Mark a straight line where hacksaw blade will pass. 2. Hold the steadily the handle steadily. 3. Lay the saw teeth along the surface of the object work and carefully push or pulling it across the work. 4. Continue on pushing or pulling it across the work until you attain a complete cut of the metal.

Direction: The teacher will prepare an actual laboratory activity on cutting a metal bar. Item no. A B C Cutting A Metal Bar Hacksaw 70 75 80 85 90 95 100 Proper use of tool - 50% Quality of work - 40% Speed 10% Grade Score

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OPERATION SHEET 2.3

Use of Appropriate Electronic Hand Tools Based on Safety Requirements Procedure in using a soldering iron 1. Preparing the soldering iron: a. Place the soldering iron on the stand before plugging it. b. Wait a few minutes for the soldering iron to attain its operating temperature of about 4000C. c. Wipe the tip of the soldering iron on the wet damp sponge. d. Melt a little solder (soldering lead 60/40) on the tip of the iron. e. Wipe again the tip of the soldering iron on the wet damp sponge. 2. Soldering technique: a. Hold the soldering iron like a pen near the base of the handle. b. Touch the soldering iron onto the joint to be made. c. Feed a little solder onto the joint. d. Remove the solder, then the soldering iron while keeping the joint still. e. Inspect the joint closely. It should look shiny with a volcano shape.

Use of Appropriate Electronic Hand Tools Based on Safety Requirements Direction: The teacher will prepare an actual laboratory activity regarding soldering techniques. Item no. A B C Cutting A Metal Bar Soldering Tool 70 75 80 85 90 95 100 Proper use of tool - 50% Quality of work - 40% Speed 10% Grade Score

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Safety Requirements with the Use of Personal Protective Equipment Hand Tool Design, Selection, and Setup 1. Weight. Use the lightest weight tool possible to avoid injury. Excessively heavy tools should be equipped with the use of mechanical support and attached hoses should be supported. Support and equip tools with the use of mechanical support so you don't need to hold them continuously while working. If a mechanical support cannot be provided, the workstation should be designed so you can put the tool down or rest in a holster when it is not in use.
2. Balance. Additional force is required to use a badly balanced tool. The tool's center of gravity should be close to the body, to the handles, and in line with the center of the hands holding the tool. Also, the weight of an unsupported hose can unbalance a tool.
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3. Torque Control. High torque requires a lot of force to keep the tool from rotating out of your hand. Torque settings should be set to the minimum required by job specifications, especially for in-line and pistol-shaped tools.
4. Grip. Tool handles should allow stable and efficient grip. The handle should be cylindrical or oval in shape, with a diameter of between 1.25 and 1.75 inches. Tool handles should contact as much of the hand and fingers as possible. Grips should be made of non-slip compressible and non-conductive material. However, if the task requires fine manipulations, a small handle and a precision grip are preferred. Handles should not press on the base of the palm. Use tools with long handles or handles which are large and rounded enough to distribute the force over a large area of the palm. Avoid form-fitting handles (handles with finger grooves), since they may not fit the hand size of every user. Handles should be kept clean of slippery grease, oil, or sweat.
5. Span. For two-handled manual tools, like scissors, the open span should be about 4 inches and the closed span should be about 1.5 inches.
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6. Spring-loaded handles. A spring-loaded mechanism saves muscular effort and reduces mechanical stress on the backs and sides of fingers for such tools as scissors, pliers, and other manual cutting and gripping tools which have to be opened and closed repeatedly during use.
7. Choose the right tool shape. Pistol-shaped tools should be used on a vertical surface or on a horizontal surface below waist height. Bend the tool, not the wrist. 8. Avoid bending over your work.
9. Avoid overhead work. Use a ladder to reduce the need for outstretched arms.
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10.
Keep the elbows close to the body.
11.
Tilt the work surface instead of the wrist.
12. Stand with your weight evenly distributed between feet. When standing for long periods of time, rest one foot on a sturdy .
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13. Sit up straight so the chair offers good back support. Adjust the chair back so that it will support the natural curve of the lower back. Adjust the seat height to allow thighs to be in parallel to the floor.
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ACTIVITY SHEET 2.2

Safety Requirements with the Use of Personal Protective Equipment Instruction : 1. Without looking at Information Sheet 2.1, answer the written test on the safety requirements in using hand tools and test equipment in theSelf-Check 2.1. 2. After finishing your test, you can compare your answer with the Answer Key 2.1. 3. You must get at least a score of 7 - 9 to have a rating of Very Good and pass the Self-check based on Assessment Criteria 2.1.

Direction: Write the safety requirement indicated in each number on a separate sheet of paper. 1. 2.
3.
4.
5.

Score Descriptive Grade 5 4 3 1-2 0 Excellent Very good Good Fair Poor
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CONSUMER ELECTRONIC SERVICING NCII USE BASIC ELECTRONIC HAND TOOLS USING BASIC ELECTRONIC HAND TOOLS
Learning Outcome 3: Maintain basic electronic hand tools ASSESSMENT CRITERIA 1. Routine maintenance of electronic hand tools is practiced. 2. Electronic hand tools are kept safely in a designated location. REFERENCES Buban, Peter andSchmitt, Marshall. Technical Electricity And Electronics, New York: Mc Graw-Hill 1972. Grob, Bernard. Basic Electronics, 4th Edition; New York: Mc GrawHill Company: 1977 Grob, Bernard. Electronics Circuits and Application; McGraw-Hill Company, USA: 1982 Markus, John. Electronics Dictionary, 4th Edition; New York: McGraw-Hill Company: 1945
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LEARNING EXPERIENCE / ACTIVITIES

Learning Outcome 3: Maintain basic electronic hand tools Learning Activities Special Instruction 1. Read the procedure on the Operational Sheets of hand tools in Activity Sheets 3.1. 2. Do the Operational Sheet 3.1 on maintaining and storing of hand tools. 3. Refer to the Assessment criteria 3.1. 4. If you have finished all the laboratory activities, you may proceed to the next module. Perform the activity with the observation of the teacher.
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ACTIVITY SHEET 3.1

Maintaining and Storing of Basic Electronic Hand Tools Instruction : 1. Follow your teacher on how to maintain and store the basic electronic hand tools properly. The students will be grouped into five (5) and to be tested in the procedure in maintaining and storing basic electronic hand tools. 2. After finishing each laboratory activity, your teacher will rate you. 3. You must at least get a score of 7-9 to have a rating of Very Good, for this laboratory activity. An assessment criteria will guide your teacher.
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OPERATION SHEET 3.1

Maintaining and Storing of Basic Electronic Hand Tools Procedure in maintaining and storing of hand tools 1. Provide a safety cabinet for all the hand tools and assign a specific area for each tool. 2. Tools should be cleaned before returning them to the tool rack. 3. Damage hand tools should be repaired. 4. Apply oil on all moving parts if possible. 5. Cover the sharp parts of the tools with a cork when not in use.

Maintain Basic Electronic Hand Tools Direction: The teacher will rate each group. Item No. 1 2 3 4 5 6 Storing Laboratory Tools Driving Tools Soldering Tools Splicing Tools Boring Tools Cutting Tools Auxiliary Tools Total Score / _____ 6 = Final Rating 1 2 3 4 5 Rating 6 7 8 9 10 Score

Score 10 9-7 6-4 3-1 0 Descriptive Grade Excellence Very good Good Fair Poor
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ASSESSMENT PLAN
Evidence Checklist
Competency standard: Unit of competency: Title of Module Consumer Electronic Servicing NC II
Use Basic Electronic Hand Tools Using Basic Electronics Hand Tools
Third party Report
Ways in which evidence will be collected: [tick the column] Questioning Observation
Demonstration
Portfolio
The evidence must show that the student can
identify the basic electronic hand tools in accordance with their applications. Specify electronic hand tools according to job requirements. Identify functions of electronic hand tools. choose electronic hand tools in accordance with the job requirements. use electronic hand tools in accordance with the manufacturers manual. practice safety procedures in using electronic hand tools. report defective electronic hand tools to appropriate personnel. practice routine maintenance of electronic hand tools according to manufacturers standard operating procedures, principles and techniques. keep safely electronic hand tools in a designated location per manufacturers specifications or standard operating procedure. Date: Date:
Prepared by: Checked by:
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Written
Observation Checklist
Candidates name: Assessors name: Assessment Center: Competency standards: Unit of competency: Instructions for the assessor: 1. Observe the candidate Using hand tools 2. Describe the assessment activity and the date on which it was undertaken. 3. Place a tick in the box to show that the candidate completed each aspect of the activity to the standard expected in the enterprise. 4. Complete the feedback sections of the form. Date of observation Description of assessment activity Location of assessment activity The student can identify electronic hand tools according to their applications. specify electronic hand tools according to job requirements. use electronic hand tools manufacturers manual. in accordance with
If yes, tick the box
choose electronics tools in accordance with the job requirements. practice safety procedures in using electronic hand tools.
practice routine maintenance of tools according to manufacturers standard operating procedures, principles and technology. Did the candidates overall performance meet the standard? Feedback to candidate: Assessor signature:
Yes
No
Date:
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Observation and Questioning Checklist

Candidates name: Assessors name: Assessment Center Competency standards Unit of competency: Instructions for the assessor: 1. Observe the candidate use/identify functional hand tools. 2. Describe the assessment activity and the date on which it was undertaken. 3. Place a tick in the box to show that the candidate completed each aspect of the activity to the standard expected in the enterprise. 4. Ask the candidate a selection of the questions from the attached list to confirm his/her underpinning knowledge 5. Place a tick in the box to show that the candidate answered the questions correctly. 6. Complete the feedback sections of the form. Date of observation Description of assessment activity Location of assessment activity The student can.. identify electronics applications. hand tools according to their
If yes, tick the box
specify electronic hand tools according to the job requirements. identify the functions of basic electronics hand tools. use basic electronic hand tools in accordance with the manufacturers manual. choose electronic hand tools in accordance with the job requirements. practice safety procedure in using electronic hand tools practice routine maintenance electronic hand tools according to the manufacturers standard operating procedure, principles and technology. Yes No
Did the candidates overall performance meet the standard?
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Demonstration
Candidates name: Assessors name: Unit of competency: Competency standards: Date of assessment: Time of assessment: Instructions for demonstration Given the necessary materials you must be able to : Use appropriate electronic hand tools to a given task or application.
Various electronics hand tools Set of screw drivers Set of pliers Puncher Files Hacksaw Soldering iron Desoldering tool Ball hammer Wrenches Wire stripper
to show if evidence is demonstrated
During the demonstration of skills, did the student able to... choose electronic hand tools in accordance with manufacturers manual? practice safety procedures in using electronics hand tools? use electronic hand tools according to the job Requirements? practice safety procedure in using basic electronic hand tools? identify electronic hand tools according to the job requirements practice routine maintenance of electronic hand tools to the manufacturers standard operating procedure? The candidates demonstration was: Satisfactory
Yes
No
N/A
Not Satisfactory
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Written Report Candidates name: Assessors name: Assessment Center Competency standards Unit of competency: Task: Your task is to: Maintain hand tool Submission date: Use the checklist below as a basis for judging whether the candidates report meets the required competency standards. The candidates report can. If yes, tick the box practice routine maintenance of tools. operate procedures, principles and technologies keep tools safely in a designated location based on manufacturers specification Overall did the candidates report meet the Yes No standard? Comments: Candidates signature: Assessors signature:
Date: Date:
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PERFORMANCE TEST
Learner's Name Competency: Directions: Ask your teacher to assess your performance in the following critical task and performance criteria below You will be rated based on the overall evaluation on the right side. Date Test Attempt 1st 2nd 3rd OVERALL EVALUATION Level PERFORMANCE LEVELS Achieved 4 - Can perform this skill without supervision and with initiative and adaptability to problem situations. 3 - Can perform this skill satisfactorily without assistance or supervision. 2 - Can perform this skill satisfactorily but requires some assistance and/or supervision. 1 - Can perform parts of this skill satisfactorily, but requires considerable assistance and/or supervision. The teacher will initial the level achieved. Yes No N/A
PERFORMANCE STANDARDS For acceptable achievement, all items should receive a "Yes" or "N/A" response. Work station for the use of electronic hand tools were cleaned in line with the manufacturers standards. Necessary electronic hand tools and Personal Protective Equipment were prepared in accordance with their application or use. Service manuals and information about electronics hand tools were acquired. Electronics hand tools are used in accordance with the manufacturers manual. Routine maintenance of electronics hand tools is practiced. Tools are kept safely in a designated location per manufacturers specification.
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ANSWER KEYS
Answer Key of Self-Check 1.1 1 Soldering Tool 2. Splicing Tool 3. Splicing Tool 4. Splicing Tool 5. Boring Tool 6. Auxiliary Tool 7. Soldering Tool 8. Splicing Tool 9. Soldering Tool 10. Boring Tools
Answer Key of Self-Check 1.2 1. 2. 3. 4. 5. b e c i f 6. 7. 8. 9. 10. a h k d or j l
Answer Key of Self-Check 1.3 1. It is suitable for electronic work because if we exceed its maximum temperature, it can cause the printed circuit board to break or for an electronic component to damage. 2. It is best because it is flexible to use in observing all sides of the circuit and you are guided by the bright light. 3. It is best to use the right size of the Philips screw driver because this will prevent the screw to loosen its thread. 4. It is best to use the right size of the drill bit in boring a hole because undersize drilled hole will be drilled again (This will prolong the work activity) while too much size of the drilled hole will cause a wastage of the material. 5. Soldering stand keeps the soldering iron from flammable materials and sometime we accidentally touch it by our skin and results to an injury. Answer Key of Self-Check 2.1
1) 2) 3) 4) 5)
Avoid bending over your work Use a ladder to reduce the need for outstretched arms Sit up straight so the chair offers good back support. Stand with weight evenly distributed between feet Torque settings should be set to the minimum level as required by the job specifications
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ACKNOWLEDGMENT
Copyright Department of Education 2008 First Published JUNE 2008 This module is based on the Competency-Based CurriculumContextual Learning Matrix (CBC-CLM) and finalized on the Instructional Modules Finalization Development Workshop conducted at the Development Academy of the Philippines, Tagaytay City on May 6 -10, 2008 This learning instrument was developed by the following personnel: Technology Teachers: Mr. Vic P. Diola Group Leader
Bauan Technical High School
Dr. Gilbert M. Castor

Don Alejandro Roses Sr. Science-Technology High School
Mr. Eddielou L. Dayao

Sanchez Mira School of Arts and Trade
Mr. Rufo G. Malla

E. Rodriguez Vocational High School
Mr. Sherwin P. Medrano

San. Pedro Relocation Center National High School
Mr. Remar C. Pinsoy

Baguio National School of Arts and Trade
Contextual Teacher: Mrs. Daisy Carousel P. Cervantes

Facilitators: Dr. Edward dela Rosa TEC-VOC Task Force Dr. Corazon L. Echano TEC-VOC Task Force
Encoders: Mrs. Rosario D. Briones Mr. Mhariel L. Echano
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Mr. Jason O. Villena
Funding: Department of Education
ACKNOWLEDGMENT
Copyright Department of Education 2009 First Published JUNE 2008 This module is based on the Competency-Based CurriculumContextual Learning Matrix (CBC-CLM) refined during the Writeshop on the Refinement and Enrichment of Competency-Based Curriculum and Contextual Learning Matrix of ARTS abd TRADES Specializations at Marikina Hotel, Marikina City on April 20 25, 2009. This learning instrument was refined and enriched by the following educators: Technology Teachers: Mr. Victorino P. Diola Group Leader
TVE Coordinator, Bauan Technical High School Bauan, Batangas
Mr. Reynaldo C. Cunanan

Head Teacher VI, E. A. Rodriguez Vocational High School Nagtahan, Sampaloc, Manila
Mrs. Gigi C. Corpuz

Teacher III, Malvar National High School Malvar, Batangas
Mr. Ismael G. Gallardo

Teacher I, Community Vocational High School Masipit, Calapan City, Oriental Mindoro
Mr. Rufo G. Malla

Teacher II, E. A. Rodriguez Vocational High School Nagtahan, Sampaloc, Manila
Mr. George B. Fuazo

Teacher II, Gen. Mariano Alvarez Technical High School GMA, Cavite
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ACKNOWLEDGMENT


Mr. Rufo G. Malla


Mr. Remar C. Pinsoy


Facilitators: Dr. Edward dela Rosa TEC-VOC Task Force Dr. Corazon L. Echano TEC-VOC Task Force Encoders: Mrs. Rosario D. Briones Mr. Mhariel L. Echano Mr. Jason O. Villena
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ACKNOWLEDGMENT

Mrs. Gigi C. Corpuz


Mr. Rufo G. Malla

Mr. George B. Fuazo

Contextual Teacher: English Mrs. Teresita P. Tanael

Teacher III, Gen. Mariano Alvarez Technical High School
GMA, Cavite o Mrs. Charlie I. Soriano Teacher I, Don Alejandro Roces Sr. Science-Technology HS Quezon City
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Mathematics o Mrs. Analiza Rosa P. Librada Teacher I,-Mathematics Coordinator, San Pedro Relocation Center Natl. HS San Pedro, Laguna Science o Mrs. Gemma G. Vallarta Teacher III Science Coordinator, San Pedro Relocation Center Natl. HS San Pedro, Laguna o Mrs. Lenalyn Manzano Teacher I, E A. Rodriguez Vocational High School Nagtahan, Sampaloc, Manila
Facilitators: Dr. Corazon L. Echano TEC-VOC Task Force Dr. Victorio N. Medrano TEC-VOC Task Force
o Dr. Orlando E. Manuel TEC-VOC Task Force Encoders: o Marisol E. Saldivar

GMA, Cavite o Mrs. Charlie I. Soriano Teacher I, Don Alejandro Roces Sr. Science-Technology HS Quezon City Mathematics o Mrs. Analiza Rosa P. Librada Teacher I,-Mathematics Coordinator, San Pedro Relocation Center Natl. HS 43
Science o Mrs. Gemma G. Vallarta Teacher III Science Coordinator, San Pedro Relocation Center Natl. HS San Pedro, Laguna o Mrs. Lenalyn Manzano Teacher I, E A. Rodriguez Vocational High School Nagtahan, Sampaloc, Manila
San Pedro, Laguna
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Unit of Competency: PERFORMING MENSURATION AND CALCULATION Module No. 2 Module Title: PERFORMING MENSURATION AND CALCULATION
TABLE OF CONTENTS
Page How to Use this Module ..........................................................................3 Introduction ...........................................................................................4 Technical Terms .....................................................................................5 Learning Outcome 1: Select Measuring Instruments ...............................6 Learning Experience.7 Information Sheet 1.1 ...................................................................8 Self-Check 1.1 ............................................................................14 Learning Outcome 2: Carry out Measurement and Calculation .............17 Learning Experience .18 Information Sheet 2.1 .................................................................19 Job Sheet 2.1 ..............................................................................21 Performance Test 2.1 ..................................................................26 o Observation Checklist 2.1 ..................................................30 o Questioning Checklist 2.1 ..................................................31 Learning Outcomes 3 Maintain Measuring Instruments ........................32 Learning Experience .33 Information Sheet 3.1 .................................................................34 Self Check 3.1 .............................................................................36 Assessment Plan ..................................................................................38 Answer Keys .........................................................................................39 Acknowledgment .................................................................................41

Welcome to the Module Performing Mensuration and Calculation. This module contains training materials and activities for you to complete. The unit of competency Perform Mensuration and Calculation contains the knowledge, skills and attitudes required for Consumer Electronic Servicing required to obtain the National Certificate (NC) level II. You are required to go through a series of learning activities in order to complete each of the learning outcomes of the module. In each learning outcome there are Information Sheets and Activity Sheets. Do these activities on your own and answer the Self-Check at the end of each learning activity. If you have questions, dont hesitate to ask your teacher for assistance. Recognition of Prior Learning (RPL) You have already some basic knowledge and skills covered in this module because you have been working for some time; as you have already completed training in this area. If you can demonstrate competence to your teacher in a particular skill, talk to your teacher so you dont have to undergo the same training again. If you have a qualification or Certificate of Competency from previous trainings show it to him/her. If the skills you acquired are consistent with and relevant to this module, they become part of the evidence. You can present these for RPL. If you are not sure about your competence skills, discuss this with your teacher. After completing this module, ask your teacher to assess your competence. Result of your assessment will be recorded in your competency profile. All the learning activities are designed for you to complete at your own pace. In this module, you will find the activities for you to complete and relevant information sheets for each learning outcome. Each learning outcome may have more than one learning activity. This module is prepared to help you achieve the required competency, in receiving and relaying information. This will be the source of information that will enable you to acquire the knowledge and skills in Performing Mensuration and Calculation independently at your own pace with minimum supervision from your teacher. 3
Program/Course Unit of Competency Module Title INTRODUCTION:
CONSUMER ELECTRONIC SERVICING NC II PERFORM MENSURATION AND CALCULATION PERFORMING MENSURATION AND CALCULATION
This module contains information and suggested learning activities in Performing Mensuration and Calculation. It covers the knowledge, skills and attitudes required to perform mensuration and calculation in electronics. This module consists of three (3) learning outcomes. Each learning outcome contains learning activities supported by instructional sheets. Before you perform the instructions, read the information sheets and answer the self-check and activities provided to ascertain to yourself and your teacher that you have acquired the knowledge necessary to perform the skill portion of the particular learning outcome. Upon completing this module, report to your teacher for assessment to check your achievement of the knowledge and skills required in this module. If you pass the assessment, you will be given a certificate of completion. SUMMARY OF LEARNING OUTCOMES: Upon completion of the module, you should be able to: LO1. select measuring instruments; LO2. carry out measurements and calculation; and LO3. maintain measuring instruments.
TECHNICAL TERMS
AC/DC. It is an equipment that operates on either an AC or DC power source. Alternating Current. It is an Electric current that rises to a maximum in one direction which falls back to zero and then rises to a maximum in the opposite direction Ampere . It is a unit of electrical current. Circuit. It is a system of conductors and devices in which current can exist. Current. It is a result of electrons in motion. Diode. It is a two terminal device that conduct current more easily in only one direction. Direct Current. It is a type of current that the movement of electrons is in one direction. EMF. It is electromotive force. Kilo. It is a prefix with a mathematical equivalent of one thousand times. Load Resistance. It is the basic part electric circuit where power is dissipated in the form of heat. Mega. It is a prefix with mathematical equivalent of one million times. Micro. It is a prefix with a mathematical equivalent of one millionth part. Milli. It is a prefix with a mathematical equivalent of one thousandth part. Ohm. It is a unit of electrical resistance. Power. It is the rate of doing work or the rate at which energy is used. Resistance. It is the property of a material that opposes the movement of electrons. Transformer. It is an inductor with two or more windings Volt. It is the unit of an electrical pressure. Voltage. It is an electrical pressure that moves the electrons in wire. Voltage Drop. It is the voltage across a component caused by the resistance and the current through.
Watt. It is the unit of an electric power.
Program/Course Unit of Competency Module
CONSUMER ELECTRONIC MECHANIC NCII PERFORM MENSURATION AND CALCULATION PERFORMING MENSURATION AND CALCULATION
Learning Outcome 1: Select measuring instruments.
Assessment Criteria: 1. Uses of measuring tools are explained. 2. The scale of measuring instrument is interpreted. 3. Measuring instruments are specified per job requirements.
Learning Outcome 1: Select measuring instruments.
Learning Activities 1. Read the Information Sheet No. 1.1 on identifying the different measuring tools and instruments. 2. Do the Self-Check 1.1 to check your knowledge on the different measuring tools and instruments. 3. Compare your answers with the Answer Key. 4. If you were not able to answer all the questions correctly, go over again the Information Sheet. 5. If you have now perfected answering the Self-Check 1.1, you can proceed to the next learning outcome.
Special Instructions You can ask assistance from your teacher to show you and explain further the topic you dont understands well. Try to answer the Self-Check without looking at the Information Sheet.

Identifying the different measuring tools and instruments COMMONLY USED MEASURING TOOLS AND INSTRUMENTS The following are the most commonly used measuring instruments in consumer electronic servicing. Component Function of Each Component A steel rule is used in geometry, technical drawing and engineering/ building to measure distances and/or to rule straight lines. Analog multimeters are sometimes referred to as "volt-ohm-meters", abbreviated as VOM and it is an electronic measuring instrument that combines several functions in one unit. They are traditionally harder to be used because you must select the type and range of voltage you are testing. Find proper scale on the meter face and the estimate the voltage as the needle swings into action.
Digital multimeters are usually referred to as "digital-multi-meters" abbreviated as DMM. This displays the voltage in clear numerals and with a greater precision than most analog meters.
READING THE SCALE OF LINEAR MEASURING INSTRUMENTS There are two systems of linear measurement used in electronic drawings. They are the English and Metric. The English system uses inches while the Metric system uses millimeter and centimeter. In the English system, an inch is graduated in 16th, 8th, 4th, and 2nd. There are 16/16, 8/8, 4/4, 2/2 in 1 inch. There are 12 inches in 1 foot. In the Metric system, the centimeter is graduated in millimeter. There are 10 millimeters in 1 centimeter. There are 100 centimeters in 1 meter. 8
How to read the Linear Measurements in the English System
The first graduation is 1/16; the second is 1/8; the third is 3/16; next graduation is followed by 5/16, 3/8, 7/16, 1/2, 9/16, 5/8, 11/16, 3/4, 13/16, 7/8, 15/16, and 1 inch. After 1 inch, the graduation is written as 1 and 1/16, 1 and 5/8, and etc. How to read the Linear Measurements in the Metric System
The first graduation is 1 millimeter or 1mm. For every graduation, the equivalent is 1 millimeter. After 1 centimeter or 1cm., it is written as 1.2 cm., 1.8cm., and etc. In terms of meter, 1 meter and 10 centimeters is written as 1.10m. READING THE SCALE OF VOM Ohmmeter Ranges x1 ohm x10 ohms x1k ohms x10k ohms x100k ohms Minor divisions and their equivalents Minor Equivalent Divisions 0-2 0.2 2-10 0.5 10-20 1 20-50 2 50-100 5 100-500 20
How to read the scale The needle of the meter points at ten. If the range is set to x1 ohm, multiply 10 by 1 which is equivalent to 10 ohms. If the reading is 10, the equivalent of one minor division from 10 - 20 is 1. So, 10x1 = 10 ohms. AC Voltage Scale RANGE 10 50 250 1000 ACV SCALE MAJOR MINOR DIVISION DIVISION 2 0.2 10 1 50 5 200 20
Figure 2. ACVoltage Scale How to read the measured voltage After selecting the desired range which is 250 and connecting the two test prods to the AC outlet, the pointer stops at point in the ACV scale. Read it from left to right. For example, it stopped at 43, multiply it by the equivalent which is 5. The ACV measurement is 215 volts AC. Example: 43 x 5 = 215 volts Where: 43 is the point to which the pointer stopped and 5 is the equivalent of each minor division.
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DC Voltage Scale DCV SCALE RANGE 0.1 0.25 2.5 10 50 250 1000 MAJOR MINOR DIVISION DIVISION 0.02 0.002 0.05 0.005 0.5 0.05 2 0.2 10 1 50 5 200 20
DCV Scale How to read the measured voltage After selecting the desired range and connecting the two test prods to the designated test points, the pointer stops at a point in the scale. If the pointer stops at minor division 15 and the range used is x50, multiply 15 by 1, so the reading is 15 volts DC. Example: 15 x 1 = 15 volts Where 15 is the minor division to which the pointer stopped at 1 is the equivalent of one minor division if the range is 50V DC.
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DC mA Voltage Scale DC mA SCALE RANGE MAJOR MINOR DIVISION DIVISION 50 uA 10 1 2.5 mA .5 .05 25 mA 5 0.5 0.25 A 0.05 .005
Figure 4. DC mA Scale How to read the DC mA scale After selecting the desired range and connecting the two test prods to the designated test point, the pointer stops at a point in the scale. If the pointer stopped at minor division 6 and the range used is 2.5, multiply 6 by .05 so the reading is .3 mA. Example: 6 x .05 = 0.3 mA Where: 6 is the minor division to which the pointer stopped .05 is the equivalent of one minor division using 2.5 range.
SPECIFYING THE MEASURING TOOLS AND INSTRUMENTS TOOLS RULER TYPE Wood Plastic Steel LENGTH/ DIAMETER 12 24 36 MANUFACTURER PHILIPPINES CHINA JAPAN & USA
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General Specification (VOM) Items Drop shock proof Circuit protection Internal battery Internal fuse Standard calibration temp. and humidity range Operating temperature and humidity range Withstand voltage Dimensions and weight Accessories Measurement Range and Accuracy Specification Taut-band structure is adopted in the meter section. The meter section is designed to withstand shock. The circuit if protected by fuse even when voltage of a to AC 230V is impressed on each range for 5 seconds. R6 (IEC) or UM-3 1.5V x2 0.5A/250V 5.2 mm diaX20mm 232C 45~75% RH 0~40C, 80% RH max., no condensation 3k V AC (1 min.) between input terminal and case 159.5X129X41.5mm/approx.320g One copy of instruction manual, Hand strap Function, full scale value and accuracy
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SELF-CHECK 1.1 Measuring Tool

General Direction: Write your answers on another sheet of paper. Do not write anything in this module I. Indicate the scale value that corresponds to the given number. a. Read the graduated scale of a ruler using the illustrated questions below.
b. Read the marked minor divisions in the ohmmeter scale and compute the resistance using the indicated range in each number.
The Ohmmeter Scale 1. 2. 3. 4. 5. x1 x10 x1k x10k x1 6. x10 7. x1k 8. x10k 9. x10 10. x1k 14
c. Read the marked minor division in the ACV scale and compute the ACV reading using the indicated range in each number.
ACV Scale 1. 2. 3. 4. 5. 10V AC 50V AC 250V AC 1000V AC 10V AC 6. 50V AC 7. 250V AC 8. 1000V AC 9. 50V AC 10. 250V AC
d. Read the marked division in the DCV scale and compute the reading using the indicated range.
DCV Scale 1. 2. 3. 4. 5. 0.1V DC 0.25V DC 2.5V DC 10V DC 50V DC 6. 250V DC 7. 1000V DC 8. 2.5V DC 9. 10V DC 10. 50V DC
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e. Read the marked division in the DCV Scale and compute the reading using the indicated range.
DC mA Scale 1. 2. 3. 4. 5. 50 uA 2.5 mA 25 mA 0.25 A 50 uA 6. 2.5 mA 7. 25 mA 8. 0.25 A 9. 25 mA 10. 2.5 mA
III. How do you specify a (VOM) Multi-tester? Items Specification
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CONSUMER ELECTRONIC MECHANIC NCII PERFORM MENSURATION AND CALCULATION PERFORMING MENSURATION AND CALCULATION Carry out measurements and calculations.
Learning Outcome 2:
ASSESSMENT CRITERIA: 1. Calculations needed to complete task are performed. 2. Calculations involving conversion of units are interpreted. 3. Measurements are read based on the specific range setting of the tools. 4. Accurate measurements are obtained for a job.
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Learning Outcome 2:
Carry out measurements and calculations.
Learning Activities Read the Information Sheet No. 2.1 on measurement and calculation. 2. Do the Self-Check No. 2.1 to check your knowledge on the different measurements and calculations. 3. Compare your answers with the Answer Key. 4. If you were not able to answer all the questions, go over again the Information Sheet No. 2.1. 5. If you have answered all the questions, read Information Sheet No. 2.2 on the Mathematical Calculation. 6. Do the Self-Check No. 2.2 to check your knowledge on the different mathematical computations. 7. Compare your answers with the Answer Key. 8. If you were not able to answer all the questions, go over again the Information Sheet 2.2. 9. If you have answered all the questions, perform the Job Sheet 2.1 on Calibration, Procedure and Technique for accurate measurements. 10. Do the Performance Test to evaluate your skills on calibration, procedure and technique for accurate measurements. 11. If you were not able to get some of the items in the Performance Checklist, go over again to the Job Sheet. 12. If you did get all the items in
the Performance Checklist, you can proceed to the next learning outcome.
Special Instructions You can ask the assistance from your teacher to show you and explain to you further the topic you cannot understand well. Try to answer the Self-Check without looking at the Information Sheet
1.
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MEASUREMENT AND CALCULATION A. COMMON MATHEMATICAL PREFIXES COMMON MATHEMATICAL PREFIXES PREFIX SYMBOL MATHEMATICAL EQUIVALENT Exa E 1018 or (1 000 000 000 000 000 000) Peta P 1015 or (1 000 000 000 000 000) Tera T 1012 or (1 000 000 000 000) Giga G 109 or (1 000 000 000) Mega M 106 or (1 000 000) Kilo K 103 or (1 000) Hecto H 102 or (100) Deka Da 101 or (10) Deci d 10-1 or (0.1) Centi c 10-2 or (0.01) Milli m 10-3 or (0.001) Micro u 10-6 or (0. 000 001) Nano n 10-9 or (0. 000 000 001) Pico P 1012 or (0. 000 000 000 001) Femto F 1015 or (0. 000 000 000 000 001) Atto A 1018 or (0. 000 000 000 000 000 001) Example: 1. CONVERSION OF MULTIPLES INTO STANDARDS UNITS 1. 2. 3. 4. 5. 4 GHz (x 1, 000, 000, 000) 10 Mega Ohms (X 1,000,000) 27 KV (X 1,000) 50 KW (X 1,000) 0.5 KA (X 1,000) = = = = = 4, 000, 000, 000 Hz 10, 000, 000 27, 000 V 50, 000 W 500 A
2. CONVERSION OF STANDARD UNIT INTO MULTIPLE UNITS 1. 2. 3. 4. 5. 3,300 10,000, 000 Hz 3,580, 000 Hz 100,000, 000 W 12,000 V ( ( ( ( ( 1,000) 1,000,000) 1,000,000) 1,000,000) 1000) = = = = = 3.3 K 10MHz 3.58 MHz 100 MW 12 kV
3. CONVERSION OF SUB-MULTIPLES INTO STANDARD UNITS 1. 2. 3. 4. 5. 5,000 mV 400 A 750 mW 68, 000 F 40 mH ( ( ( ( ( 1,000) 1,000,000) 1,000) 1,000,000) 1,000) = = = = = 5V 0.0004 A 0.0.75 W 0. 068 F 0.04 H 19
4. CONVERSION OF STANDARD UNITS INTO SUB MULTIPLES UNITS 1. 2. 3. 4. 5. 0.000050 V 0.0004 A 0.00020 A 0.12 H 0.175 W (X (X (X (X (X 1,000) 1,000,000) 1,000) 1,000,000) 1000) = = = = = 0.050 mV 400 A 200 A 120,000 H 175 mW
5. CONVERSION OF SUB-MULTIPLES UNITS TO ANOTHER SUBMULTIPLE UNITS 1. 2. 3. 4. 5. 0.18 mA 40.000 A 10 Pf 0.00047 f 0.68 mH (X 1000) ( 1000) ( 1000,000) (X 1,000,000) (X 1000) = = = = = 180 A 40 mA 0.00001 f 470 Pf 680 H
6. CONVERSION OF UNITS (ENGLISH TO METRIC AND VISE-VERSA) Length 1. 1 mile = 1.61 kilometers 2. 1 yard = 0.914 meter 3. 1 foot = 0.305 meter 4. 1 inch = 2.54 centimeters 5. 1 kilometer = .62 mile 6. 1 meter = 1.09 yard 7. 1 meter = 3.28 feet 8. 1 centimeter = 0.394 in Volume 1. 1 gallon = 3.79 liters 2. 1 quart = 0.946 liter 3. 1 liter = 0.264 gallon 4. 1 liter = 1.06 quarts Weight 1. 1 pound = 0.454 kilogram 2. 1 ounce = 28.35 grams 3. 1 kilogram = 2.2 pounds 4. 1 gram = 0.0353 ounce
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JOB SHEET 2.1

CALIBRATION, PROCEDURE AND TECHNIQUES FOR ACCURATE MEASUREMENTS A. CALIBRATING THE VOLT- OHM -MILLIAMMETER 1. Examine the front panel of the VOM assigned to you. Locate the function switch. This will be a multifunction switch with several positions for measuring VOLTS, OHMS, & AMPS. 2. Jacks are located on the front panel for insertion of the test lead into the jack marked Common , or maybe just -. 3. Insert the red test lead into the jack marked VOLTS/OHMS or simply +. These leads will be used for connecting to circuitry and/or components. 4. Examine the meter face. There should be several scales with numbers on them. (Note: There is usually one scale for resistance located at the top of the meter face and several scales for AC and DC voltages located below the resistance scale. 5. There may also be a front panel switch for selecting polarity and type of voltage measurement. This will be labeled DC, +DC, and AC If your VOM has this type of switch, place it in the + DC position. 6. On the meter face, there will be a screwdriver adjustment for zeroing the meter movement. Locate this adjustment and adjust the meter movement to zero at left side of the meter. 7. Place meter function switch on lowest OHMS position (usually Rx1). Touch both test leads together, and observe movement of needle. It should move to right side of scale. Adjust for zero on right side using the Zero Ohms adjust on meter. 8. When finished, move the function switch to the highest voltage setting. This will preserve the batteries in the meter as well as protect against accidental damage to the meter if the next technician forgets to change the function switch setting. B. USING THE DIGITAL MULTIMETER 1. Examine the front panel of the digital multimeter assigned to you. Locate the function switch or switches. This is the switch that selects whether VOLTS, OHMS, or AMPS are to be read on the meter face. (Note: Many DMMs have several other functions, such as transistor or diode testing, capacitor testing, frequency counting, etc. We will focus on the VOLTS< OHMS and AMPS in this section). 2. Familiarize the selections available in VOLTS, OHMS and AMPS. 3. Insert the black test lead into the jack labeled COMMON - on the front panel. Some meters simply call this jack - or Common. 4. Insert the red test lead into the VOLTS/OHMS jack to lowest resistance setting. Some meters simply call this test jack +. 5. Rotate the function switch to lowest resistance reading. 6. Connect test leads together and observed reading on the meter face. 21
C. MEASURING RESISTANCE WITH THE VOLT OHM MILLIAMMETER 1. Insert the banana plug end of the black test lead into the meters front panel jack labeled Common. On some meters this jack is simply labeled -. 2. Insert the banana plug end of the red test lead into the front panel jack labeled +. On some meters this jack is labeled Volts/Ohms. 3. Observe the position of the meter pointer. The pointer should be exactly aligned with the Infinity symbol on the left side of the meter face. (Note: this will correspond to the 0 reading on any of the voltage scales.) The Infinity symbol looks like a number eight laying on its side. 4. If the pointer is not aligned properly, adjust the mechanical zero with s small screw driver. Be careful not to force the adjustment beyond its limits, or to be rough in performing the adjustment. The meter movement could be damaged. 5. Place the function switch on the lowest resistance scale. On most VOMs this will be RX1. This simply means R times 1, or, in other words the numbers on the resistance scale are to be read directly. On most meters the Ohms scale will be the top scale. Zero is to the extreme right on this scale, and infinity is to the extreme left. 6. Connect the red lead to the black lead. 7. Observe the reading on the VOM meter face. It should be near zero, on the RIGHT side of the meter face. If the reading of zero Ohms using the Ohms Adjust or Zero Ohms Adjust on the front panel of the meter. 8. Place the meter lead across the leads of the 47 ohm resistor in your standard parts kit. 9. Repeat step 8 for the 10 ohm resistor. 10. Repeat step 8 for the 150 ohm resistor. 11. Place the meter in a higher scale that will allow you to read a 1 Ohm resistor 12. Repeat steps 6 and 7 to zero the meter on the new scale. 13. Repeat steps 8 and 9 for the 1 kilo ohm, 4.7 kilo ohm, and 10 kilo ohm resistors. 14. Repeat this procedure for the 22 kilo ohm, 47 kilo ohm, 150 kilo ohm, 2.2 mega ohm, and 4.7 mega ohm resistors, changing scale as a appropriate to obtain the best readings (Note: The best accuracy on the VOM resistance scales will be in the lowest half of the meter face the right side of the meter face.
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D. MEASURING RESISTANCE USING DIGITAL MULTIMETER 1. Insert the banana plug end of the black test lead into the meters panel jack, labeled Common. 2. Insert the banana plug end of the red test lead into the front panel jack labeled +. 3. Place the function switch on the lowest resistance scale. 4. Connect the red lead to the black lead. 5. Observe the reading on the DMM meter face. It should be near zero. If it is not, check your set up. Some DMMs include a Zero Adjust at the front panel. Most do not, choosing instead to set the meter for zero internally. If no problem is found (dead battery, blown fuse, defective meter lead, etc.), notify the teacher. Most DMM will read a few tenths of an ohm of resistance. This simply represents the resistance of the test leads, and should be considered zero for your meter. 6. Place the meter leads across the leads of the 47 ohm resistor in your standards parts kit. Refer to the resistor color code to aid in identifying each resistor. 7. Repeat steps 6 and 7 for the 10 ohm resistor. 8. Repeat steps 6 and 7 for the 150 ohm resistor. 9. Place the meter on a higher scale that will allow you to read a 1 kilo ohm resistor. 10. Repeat step 5 to zero the meter on the new scale. 11. Repeat steps 6 and 7 for the 1 kilo ohm, 4.7 kilo ohm, and 10m kilo ohm resistor. 12. Repeat this procedure for the 22 kilo ohm, 47 kilo ohm, 150 kilo ohm, 2.2 mega ohm and 4.7 mega ohm resistors, changing scales as appropriate to obtain the best readings. E. MEASURING DC CURRENT WITH VOLT-OHM-MILLIAMETER 1. Insert the banana plug end of the black test lead into the meters front panel jack labeled Common. 2. Insert the banana plug and of the red test lead into the front panel jack labeled +. 3. Observe the position of the meter pointer. The pointer should be exactly aligned with the 0 on the left side of the meter face. If the meter has a mirrored meter face, align the needle (pointer) with its image in the mirror for best accuracy. 4. If the pointer is not aligned properly, adjust the mechanical zero with a small screw driver. Be careful not to damage the meter face cover or the small plastic screw. Do not force the adjustment beyond its limit. 5. Calculate the value of current that will flow in the circuit depicted and schematic one and record it. Place the function switch on a high enough scale to measure calculated current. 6. Connect the circuit showed in the schematic 1. Connect the red lead to the bottom end of the 100 ohm resistor in schematic 1. and the black lead to - end of the battery. 23
7. Observe the reading on the VOM meter face. Record the reading. 8. Repeat steps 5, 6 and 7 for schematic 2. 9. Repeat procedure for schematic 3 F. MEASURING DC CURRENT WITH DIGITAL MULTIMETER 1. Insert the banana plug end of the black test lead into the meters front panel jack labeled Common. 2. Insert the banana plug end of the red test lead into the front panel jack labeled AMPS or mA. 3. Calculate the value of current that will flow in the circuit depicted in schematic 1. Place the function switch on a high enough scale to measure calculated current. 4. Connect the circuit shown in schematic 1. Connect the read lead to the bottom end of the 100 ohm resistor in schematic 1, and the black lead to - end of the battery. 5. Observe the reading on the DMM meter face. 6. Repeat steps 3, 4 and 5 for schematic 2. G. VOLTAGE MEASUREMENTS WITH THE VOM 1. Insert the banana plug in of the black test into the meters from panel jack labeled Common. On some meters, this jack maybe labeled -. 2. Insert the banana plug in of the red test lead into the front panel jack labeled +. On some meters this jack maybe labeled Volts/Ohms. 3. Observe the position of the meter pointer. The pointer should be exactly aligned with the 0 on the left side of the meter face. 4. If the pointer is not aligned properly, adjust the mechanical zero with a small screw driver. Be certain to use care with this adjustment, since this is rather an easily damaged part. 5. Place the function switch on a high enough scale to measure 1.5 volts. This varies from meter to meter, and will depend on the make and model of your meter. 6. Connect the red lead to + and of the D battery and the black lead to - and of the battery. 7. Observe the reading of the VOM meter face. Record the reading. 8. Repeat the procedure for the C cell and record the results in the blanks indicated. 9. Place the function switch on a high enough scale to allow a reading of at least 9 volts. 10. Repeat the procedure for the transistor radio battery, and record the results in the blanks indicated. H. VOLTAGE MEASUREMENTS WITH A DIGITAL MULTIMETER 1. Insert the black test lead of the digital multimeter into the common - test jack.
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2. Insert the banana plug end of the red test lead into the front panel jack labeled +. 3. Place the function switch on a high enough scale to measure 1.5 volts. 4. Connect the red lead to + end of the D battery and black lead - end of the battery. Reversing the test leads will result in a - reading on the meter. 5. Observe the reading on the DMM meter face. 6. Repeat steps 6 and 7 for the C cell. 7. Place the function switch on a scale that will allow reading of at least 9 volts, if the presence scale will not handle 9 volts. 8. Measure the voltage across the terminals of the 9 volt battery.
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PERFORMANCE TEST 2.1

PROCEDURE: Given a ruler and protractor, measure the length, width, height and distance of a hole from edge to center and the opening of angle as indicated in the drawing below. Use both the English and Metric system. Write your answers in another sheet of paper. A. Reading Linear Measurements
B. Measuring the Resistance of Resistors PROCEDURE: Given 5 assorted carbon resistors and a multi-tester, measure the resistance of each resistor. Steps: 1. Set the pointer of the tester to infinity using zero connector. 2. Turn the selector knob to the desired range in the ohmmeter for easy and accurate reading. 3. Shorten the two test prods and adjust the pointer to zero ohm using the zero ohm adjuster. 4. Connect one test prod to one terminal lead of the resistor. 5. Connect the other test prod to one terminal of the resistor. Note: Connection in step 5 must be touched by bare hands. The body resistance is always included in the measurement especially in high resistance resistor. 6. Read the measurement in the ohmmeter scale and multiply it with the equivalent of the minor division. After computing, record the reading in a separate sheet of paper. First Resistor Second Resistor Third Resistor Fourth Resistor Fifth Resistor
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C. Measuring AC Voltage PROCEDURE: Given an AC voltmeter and power transformer, with multiple output, measure the AC voltage at the different test points using the diagram below as a guide. Record the measurement in another sheet of paper. 1. Set the pointer of the tester to infinity using the zero connector. This is only done if the pointer of the tester is not at infinity. 2. Turn the selector knob to the desired range in the ACV for easy and accurate reading. The desired range must be always higher than the voltage to be measured to avoid damage in the tester. This means that if the voltage to be measured is about 6 volts, the range must be 10 V AC. 3. Connect the two test prods of the tester to the designated test points. Do not hold the metal part of the test prods to avoid electrocution or shock. 4. Read the measurement in the ACV scale and multiply it by the equivalent of the minor division. Record the measurement on another sheet of paper.
D. Measuring DC Voltage PROCEDURE: Given a DC voltmeter and an AC-DC converter, measure the DC voltage at the designated test points. Record the measurements on another sheet of paper. 1. Check if the pointer is set at infinity. If not, set it to infinity first by using the zero corrector. 2. Turn the selector knob to the desired range. Note: The desired range must be always higher than the expected voltage. 3. Connect the negative test prod (black) to the negative (ground) of the circuit and the positive test prod (red) to the designated test points as labeled in the circuit.
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4. Read the measurement in the DCV scale. Disconnect the test prods. Multiply the reading in the minor division by the equivalent of the minor division. 5. Record the measurements on another sheet of paper.
E. Measuring DC mA Current PROCEDURE: Given a DC mA (multi-tester) and a simple electronic circuit, measure the DC mA at the designated test points using the attached schematic diagram as a guide. Record the reading on another sheet of paper. 1. Check if the pointer is set at infinity. If not, set it to infinity by using zero corrector. 2. Turn the selector knob to the desired range in the DC mA. 3. To measure the collector current of the circuit, connect the negative test prods to point A and the positive test prods to point B. 4. Read the measurement in the DCV scale. Disconnect the test prods. 5. Multiply the reading by the equivalent of the minor division. 6. Record the measurement in the attached record sheet. 7. To measure the total current in the circuit, connect the negative test prod to point C and the positive test prod to point D. 8. Read the measurement in the DCV scale. Disconnect the test prods. Multiply the reading in the minor division by the equivalent of the minor division. 9. Record the measurement on another sheet of paper.
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OBSERVATION CHECKLIST FOR PERFORMANCE TEST 2.1

Students name: Teachers name: Name of School: Competency standards Unit of competency: Instructions for the Teachers: 1. Observe the Student in performing mensuration and calculation. 2. Describe the assessment activity and the date when it was undertaken 3. Place a tick in the box to show that the student has completed each aspect of the activity to the standard expected in the enterprise. 4. Complete the feedback sections of the form. Date of observation Description of assessment activity Location of assessment activity The student can Tick measure length, width, height of an ACDC converter case measure the opening of angles measure diameter of hole and the distance from center to the edge observe proper use of linear measuring tools and instruments select the appropriate range of the ohmmeter when measuring resistance make resistance measurements with analog/digital ohmmeter read accurately the resistance values of the given resistors observe the safety precaution when measuring resistance select the appropriate range of the Ac voltmeter when measuring AC voltage make AC voltage measurements with analog/digital AC voltmeter read accurately the AC voltage values select the appropriate range of the DC voltmeter when measuring DC voltage make DC voltage measurements with analog/digital DC voltmeter read accurately the DC voltage values observe the concept of polarity with reference to DC voltage measurement select the appropriate range of a DC milliammeter when measuring DC current make DC current measurements with analog/digital DC milliammeter read accurately the DC current values in milliampere/microampere observe the concept of polarity with reference to DC current measurements follow safety tips when measuring DC current Yes No Did the students overall performance meet the standard? Teachers Feedback: Teachers signature: Date:
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QUESTIONING CHECKLIST FOR PERFORMANCE TEST 2.1

Students name: Teachers name: Name of School Competency standards Unit of competency: Instructions for the Teachers: 1. Observe the Student (insert description of activity being observed) 2. Describe the assessment activity and the date on which it was undertaken 3. Place a tick in the box to show that the Student completed each aspect of the activity to the standard expected in the enterprise 4. Ask the Student a selection of the questions from the attached list to confirm his/her underpinning knowledge 5. Place a tick in the box to show that the Student answered the questions correctly. 6. Complete the feedback sections of the form Date of observation Description of assessment activity Location of assessment activity Do you Tick adjust the zero ohm control before measuring resistance? take safety precaution and measures when measuring resistance? not touch the conductive part of the test probes when the ohmmeter is set to RX1K or RX10K? adjust the zero corrector before measuring voltage and current with an analog VOM? avoid physical contact to the conductive parts of the test probes when measuring AC line voltage? take precaution when measuring voltage? find it possible to cut any of the lines in the circuit when measuring current? take precautions and measures when measuring DC current? connect a DC milliammeter into the circuit? Yes No Did the Students overall performance meet the standard? Feedback to Student: Teacher signature: Date:
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CONSUMER ELECTRONIC MECHANIC NCII Program/Course Unit of Competency PERFORM MENSURATION AND CALCULATION Module PERFORM MENSURATION AND CALCULATION Learning Outcome 3: Maintain measuring instruments. Assessment Criteria: 1. Measuring instruments are handled properly. 2. Measuring instruments are cleaned before and after they are used. 3. Proper storage of instruments is undertaken according to manufacturers specifications and standard operating procedures.
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Learning Outcome 3: Maintain measuring instruments Learning Activities 1. Read Information Sheet 3.1 on proper handling, cleaning and storing measuring instruments. Do Self-Check 3.1 to check your knowledge on proper handling, cleaning and storing measuring instruments. Compare your answers to the Answer Key. If you were not able to answer all the questions correctly, go over again the Information Sheet. If you have answered all the questions, you can proceed to the next module. Special Instructions You can ask the assistance of your teacher to show you and explain further the topic you dont understand. Try to answer the Self-Check without looking at the Information Sheet.
2.
3. 4.
5.
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PROPER HANDLING OF MEASURING INSTRUMENT To ensure that the meter is used safely, follow all the safety and operating instructions. 1. Never use meter on the electric circuit that exceeds 3k VA. 2. Pay extra attention when measuring the voltage of AC30 Vrms (42.5V peak) or DC60V or more to avoid injury. 3. Never apply an input signals exceeding the maximum rating input value. 4. Never use meter for measuring the line connected with equipment (i.e. motors) that generates induced or surge voltage since it may exceed the maximum allowable voltage. 5. Never use meter if the meter or test leads are damaged o broken. 6. Never use uncased meter 7. Be sure to use a fuse of the special rating or type. Never use a substitute of the fuse or never make a short circuit of the fuse. 8. Always keep your fingers behind the finger guards on the probe when making measurements. 9. Be sure to disconnect the test pins from the circuit when changing the function or range. 10. Before starting the measurements, make sure that the function and range are properly set in accordance with the measurement. 11. Never use meter with wet hands or in a damp environment. 12. Never use test leads other than the specified test leads. 13. Never open the tester case except when replacing batteries or fuses. Do not attempt any alteration of original specifications. 14. To ensure safety and maintain accuracy, calibrate and check the meter at least once a year. 15. It is a good idea to set the ammeter to the highest scale, until it can be verified that the current is small enough to be safely read on a lower scale; then reduce range to obtain reading. 16. Although the voltages you will be measuring have a very low voltage, you are building habits to be used later with high voltage circuitry. Do not allow your fingers to come in contact with the metal probes on the meter. 17. Even though the output of the DC power supply is below 50 volts, you are developing safety habits that you will use with higher, more dangerous voltages. Exercise caution in taking voltage measurements to prevent from electrecution. 18. Even though the voltage across the resistors is very low, observe all safety precautions for higher voltage circuits. Remember that you are developing habits with low voltage circuits that you will use with higher voltage circuits. 19. Be absolutely certain before energizing the power supply, that the ammeter is connected in series with the circuit to be tested. Ammeters should never be connected in parallel with a component. To do so will cause the component to be short circuited through the 34
20. 21.
22. 23.
24. 25. 26.
ammeter, and may damage the meter or circuit, or the power supply. If you have any doubt, ask your teacher. The ohmmeter is never used in a circuit with power applied. To do so can damage the meter. Remember that the ohmmeter should never be used in a circuit that has power applied to it. Always turn off the power supply and disconnect the leads from the circuit before measuring the resistance in the circuit. Always discharge a capacitor before handling it or before troubleshooting the circuit it is installed in. A transformer is an inductive device. As with all such devices, high transient voltages can be generated by the transformer when it is turned off. This is sometimes referred to as kick-back. Meters should be set to high ranges or removed before powering the down the circuit. Be cautious of transient (kick-back) voltages generated by this circuit while turning off. Meters should never be removed or set to high ranges while doing so. Be cautious of transient (kick-back) voltages that may be generated by the coil when empowering down the circuit. Meters should be set to high ranges before turning off this circuit. Capacitors are capable of storing voltages for long periods of time after being removed from the source. Make sure capacitors are discharged before handling.
REPLACING THE FUSE If an overload above lighting voltage (about 100V) is applied to DCA, and ranges, the fuse is blown to protect the circuit. 1. Loosen the screws fixing the rear case and remove it. 2. Pull the fuse out of holder on the circuit board and replace it. 3. Put back the rear case where it was and tighten the screws. 4. Check and see whether or not indications of respective ranges are normal (check other parts for any failures). CLEANING PRECAUTIONS 1. The measuring instrument cover is treated with antistatic coating. Do not wipe it hard or clean it with volatile solvent. Use a soft brush to remove dust. 2. Clean the measuring instrument before and after using. PROPER STORAGE 1. Avoid giving the tester any exercise shock or vibration by loading it on the motorbike and the like. 2. Keep off dust and moisture from the tester. 3. Do not leave the tester for a long time in places of a high temperature (higher than 55C) a high humidity (higher than 80%), and dew condensation. 35
SELF-CHECK 3.1
General Direction: Write your answer on another sheet of paper. I. Directions: Write true if the statement is correct and false if the statement is wrong. 1. Do not reverse the leads (polarity) on the analog meter because you may bend the pointer and cause it to be inaccurate. 2. Be careful to observe polarity when measuring DC. 3. Be certain the function switch is properly set (i.e. DC, AC, volts, amperes, milliamperes, resistance). 4. When measuring an unknown voltage, always start at the highest range available on the meter. Lower the range until the meter reading is approximately in the center of the scale. 5. Always connect voltmeters in parallel with the potential difference being measured. 6. Multimeters should be stored in the highest DC range when not in use. This is a safety precaution to protect the meter. If someone tries to measure voltage while the range switch is set too low or on a resistance range, the meter will be damaged. 7. Use the proper function, range and polarity to protect the meter. 8. Never connect an ammeter into a circuit when the power switch is on. 9. Always be certain that the ammeter is inserted in series. 10. Be certain that the range is high enough for the current being measured. If the current to be measured is unknown, start at the highest range and work down until the meter reads approximately in the center of the range. 11. Observe proper polarity when measuring DC, especially when using an analog meter. 12. Turn the power off when measuring resistance. 13. Reset the range switch to the highest voltage range when you have finished making resistance measurements. 14. Never measure resistance with the power on. 15. The measuring instrument cover is treated with antistatic coating. Do not wipe it hard or clean it with volatile solvent. Use a soft brush to remove dust. 16. Clean the measuring instrument before and after using. 17. Avoid giving the tester any exercise shock or vibration by loading it on the motorbike and the like. 18. Keep off dust and moisture from the tester. 19. Do not leave the tester for a long time in places of high temperature (higher than 55C) high humidity (higher than 80%), and dew condensation. 20. Replace the same voltage and current ratings of fuse, when replacing .burned-out or defective fuse of measuring instrument.
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II. Direction: Select the item that will complete the statement or will answer the question. Write your answers on another sheet of paper. 1. In order to measure current an ammeter must be connected : a. across a switch c. across a source or a load. b. directly into a circuit d. None of the above 2. To measure voltage a voltmeter must be connected: a. across a source or load c. directly into a circuit b. across a switch d. None of the above 3. Before installing an ammeter into a circuit it is necessary first to: a. check to see if the ammeter can withstand the current. b. de-energize the circuit c. refer to the schematic to see where the ammeter is to be installed. d. all of the above 4. Proper way of cleaning measuring instrument should be: a. Once a month c. After using b. Before using d. Before and after 5. The best way to clean measuring instrument is to: a. Use a soft brush to remove dust b. Use dampen cloth with plain water c. Use dampen cloth with cleaning solvent d. Use dampen cloth with volatile solvent or cleaning solution 6. The proper way of storing measuring instrument is to: a. Keep off dust and moisture from the measuring instrument b. Place the measuring instrument to an area near the strong magnetic fields c. Store the measuring instrument to an area susceptible to corrosion and dirt d. Place the measuring instrument to an area with extreme heat or temperature 7. The best way to store measuring instrument is to: a. avoid giving it any excessive shock or vibration by loading it on the motorbike and the like. b. place it in an area with strong magnetic fields. c. store it in an area with corrosion and dirt d. store it in an area with extreme heat or temperature. 8. Safety measure in storing measuring instrument: a. Do not leave it for a long time in places of high temperature. b. Place it in an area near the strong magnetic fields. c. Store it in an area susceptible to corrosion and dirt. d. Place it in an area with extreme heat or temperature. 9. When measuring unknown AC voltage, set the meter to: a. rx10k c. 1000V DC b. 1000V AC d. highest DC milliammeter range. 10. When measuring unknown DC voltage, set the meter to the highest: a. ohmmeter range. c. DC range. b. AC range. d. AC/DC milliammeter range .
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ASSESSMENT PLAN
Note: The table below shows how you will be assessed in each criteria. Assessment Methods Demonstration Questionnaire Work Sample Observation Third Party Report
Assessment Criteria
Object or component to be measured is identified according to the procedure. 2. Correct specifications are obtained from relevant source. 3. Measuring tools are selected in line with the job requirements. 4. Appropriate measuring instrument is selected to achieve required outcome 5. Accurate measurements are obtained for the job requirements. 6. Calculation needed to complete work tasks are performed using the four basic processes of addition (+), subtraction (-), multiplication (X), and division (/) . 7. Calculations involving fractions, percentages, and mixed numbers are used to complete workplace tasks. 8. Numerical computation is checked and corrected for accuracy . 9. Instruments are read to the limit of accuracy of the tool. 10. Measuring instruments are handled without damage 11. Measuring instruments are cleaned before and after they are used. 12. Proper storage of instruments is undertaken according to the manufacturers specifications and to the standard operating procedures.
1.
Note: While you are working in your projects in other modules, you will be assessed on how you perform mensuration and calculation.
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ANSWER KEY
ANSWER KEY TO SELF-CHECK 1.1 I. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 1/8__ ___ 1___ 1 7/8_ 2 3/8_ 3____ 3 __ 4 3/8_ 4 7/8_ 5 5/8__ 2mm or 0.2cm 5mm or 0.5cm 18mm or 1.8cm 31mm or 3.1cm 45mm or 4.5cm 79mm or 7.9cm 83mm or 8.3cm 99mm or 9.9cm 126mm or 12.6cm 149 mm or 14.9 cm OHMMETER SCALE 1. 15 Ohms 2. 220 Ohms 3. 10,000 Ohms 4. 10,000 Ohms 5. 46 Ohms 6. 65 Ohms 7. No Answer 8. 1,200,000 Ohms 9. 240 Ohms 10. 2,500 Ohms
AC VOLTMETER SCALE 1. 7.2V 6. 14V 2. 24V 7. 240V 3. 330V 8. 360V 4. 580V 9. 1V 5. 2.6V 10. 165V DC VOLTMETER SCALE 1. 0.082V 6. 230V 2. 0.105V 7. 720V 3. 1.6V 8. 0.8V 1. 9.8v 9. 5.6V 2. 12V 10. 8V DC MILLIAMMETER SCALE 1. 41 mA 6. 2.3 mA 2. 1.05 mA 7. 18 mA 3. 16 mA 8. 0.08 A 4. 0.245 A 9. 14 mA 5. 12 mA 10. 4 mA
II. Items Drop shock proof Circuit protection Specification Taut-band structure is adopted in the meter section. The meter section is designed to withstand shock. The circuit protected by fuse even when voltage of a to AC 230V is impressed on each range for 5 seconds. R6 (IEC) or UM-3 1.5V x2 0.5A/250V 5.2 mm diaX20mm 232C 45~75% RH
Internal battery Internal fuse Standard calibration temp. and humidity range Operating temperature 0~40C, 80% RH max., no condensation and humidity range 3k V AC (1 min.) between input terminal and Withstand voltage case 39
Dimensions and weight Accessories Measurement Range and Accuracy I. 1. 0.000047 2. 0.00002785 3. 0.0015A 4. 0.002576A 5. 0.000079A 6. 1.861V 7. 1,710W 8. 1,632,000? 9. 4,750? 10. 1,000?
159.5X129X41.5mm/approx.320g One copy of instruction manual, Hand strap Function, full scale value and accuracy
ANSWER KEY TO SELF - CHECK 2.1 11. 12. 13. 14. 15. O.914 meter 2.54 centimeter 0.394 in. 3.28 feet 0.305 meter
ANSWER KEY TO SELF-CHECK 3.1 I 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE TRUE II 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. A A B D A A A A B C
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ACKNOWLEDGMENT


Mr. Rufo G. Malla


Mr. Remar C. Pinsoy


Facilitators: Dr. Edward dela Rosa TEC-VOC Task Force Dr. Corazon L. Echano TEC-VOC Task Force
Encoders:
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Mrs. Rosario D. Briones Mr. Mhariel L. Echano Mr. Jason O. Villena
ACKNOWLEDGMENT

Mrs. Gigi C. Corpuz


Mr. Rufo G. Malla

Mr. George B. Fuazo

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GMA, Cavite o Mrs. Charlie I. Soriano Teacher I, Don Alejandro Roces Sr. Science-Technology HS Quezon City Mathematics o Mrs. Analiza Rosa P. Librada Teacher I,-Mathematics Coordinator, San Pedro Relocation Center Natl. HS San Pedro, Laguna Science o Mrs. Gemma G. Vallarta Teacher III Science Coordinator, San Pedro Relocation Center Natl. HS San Pedro, Laguna o Mrs. Lenalyn Manzano Teacher I, E A. Rodriguez Vocational High School Nagtahan, Sampaloc, Manila
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Unit of Competency: PREPARE AND INTERPRET TECHNICAL DRAWING USED IN ELECTRONICS Module Title: Preparing and Interpreting Module No. 3 Technical Drawing Used in Electronics
TABLE OF CONTENTS
Page How to Use this Module .................................................................................. 1 Introduction .................................................................................................... 2 Technical Terms .............................................................................................. 3 Learning Outcome 1: Identify Electronics Components. ................................... 4 Learning Experiences/Activities ............................................................. 5 Information Sheet 1.1 ............................................................................ 6 Self - Check 1.1 ................................................................................... 19
Learning Outcome 2: Interpret Electronic Diagrams ............................ 20

Learning Experiences/Activities ........................................................... 21 Information Sheet 2.1 .......................................................................... 22 Self - Check 2.2 ................................................................................... 29 Self - Check Key 2.2............................................................................. 30 Learning Outcome 3: Prepare Electronic Diagrams. ...................................... 31 Learning Experiences/Activities ........................................................... 32 Information Sheet 3.1 .......................................................................... 33 Information Sheet 3.2 .......................................................................... 34 Self - Check 3.1 .................................................................................. 35 Self Check Key 3.1 ............................................................................ 36 Learning Outcome 4: Store Electronic Diagrams According to Established Policies ...................................................................................... 37 Learning Experiences/Activities ...38 Information Sheet 4.1 .......................................................................... 39 Operation Sheet 4.1 ............................................................................. 40 Self - Check 4.1 ................................................................................... 41 Self Check Key 4.1 ............................................................................ 42 Assessment Plan ........................................................................................... 43 Observation and Questioning Checklist ......................................................... 45 Demonstration .............................................................................................. 46 Written Report .............................................................................................. 47 Performance test ........................................................................................... 48 Acknowledgement . 49

Welcome to the Module Preparing and Interpreting Technical Drawing Used in Electronics. This module contains training materials and activities for you to complete. The unit of competency Prepare and Interpret Technical Drawing Used in Electronic contains the knowledge, skills and desirable attitudes required for Consumer Electronics Servicing required to obtain the National Certificate (NC) level II. You are required to go through a series of learning activities in order to complete each of the learning outcomes of the module. In each learning outcome there are Information Sheets, Job Sheets, and Operation Sheets . Do these activities on your own and answer the Self-Check at the end of each learning activity. If you have questions, dont hesitate to ask your teacher for assistance. Recognition of Prior Learning (RPL) You have already some basic knowledge and skills covered in this module because you have been working for some time; and already completed training in this area. If you can demonstrate competence to your teacher in a particular skill, talk to your teacher so you dont have to undergo the same training again. If you have a qualification or Certificate of Competency from previous trainings show it to him/her. If the skills you acquired are consistent with and relevant to this module, they become part of the evidence. You can present these for RPL. If you are not sure about your competence skills, discuss this with your teacher. After completing this module, ask your teacher to assess your competence. Result of your assessment will be recorded in your competency profile. All the learning activities are designed for you to complete at your own pace. In this module, you will find the activities for you to complete and relevant information sheets for each learning outcome. Each learning outcome may have more than one learning activity. This module is prepared to help you achieve the required competency, in receiving and relaying information. This will be the source of information that will enable you to acquire the knowledge and skills in Prepare and Interpret Technical Drawing Used in Electronics independently at your own pace with minimum supervision from your teacher.
Program/Course: Unit of Competency: Module Title:
CONSUMER ELECTRONIC SERVICING NC II PREPARE AND INTERPRET TECHNICAL DRAWING PREPARING AND INTERPRETING TECHNICAL DRAWING USED IN ELECTRONICS
INTRODUCTION: This module contains information and suggested learning activities on Preparing and Interpreting Technical Drawing Used in Electronics. It covers the knowledge, skills and attitudes required to Prepare and Interpret Technical Drawing Used in Electronic . Completion of this module will help you better understand the succeeding module on terminating and connecting electrical wiring in electronic circuits. This module consists of four (4) learning outcomes. Each learning outcome contains learning activities supported by instructional sheets. Before you perform the instructions, read the information sheets and answer the self-check and activities provided to ascertain to yourself and your teacher that you have acquired the knowledge necessary to perform the skill portion of the particular learning outcome. Upon completing this module, report to your teacher for assessment to check your achievement of knowledge and skills requirements of this module. If you pass the assessment, you will be given a certificate of completion. SUMMARY OF LEARNING OUTCOMES: Upon completion of the module, you should be able to: LO1 identify electronic components; LO2 interpret electronic diagrams; LO3 prepare electronic diagrams; and LO4 store electronic diagrams based on established policies. ASSESSMENT CRITERIA: Refer to the assessment criteria of learning outcomes 1-4 of this module. PREREQUISITES: Performing mensuration and calculation
TECHNICAL TERMS
Anode. The positive electrode or terminal of a device. The P material of a diode. Cathode. The negative terminal electrode of a device. The N terminal in a junction diode. Color Code. Set of colors used to indicate value of a component. Diode. A two terminal device that conducts only in one direction. Light Emitting Diode. A semiconductor diode that converts electric energy into electromagnetic radiation at a visible and near infrared frequencies when its PN junction is forward biased. Output. Terminal at which a component, circuit or piece of equipment delivers current, voltage or power. Primary coil. First winding of a transformer that is connected to the source as opposed to secondary which is a winding connected to a load. Resistor. Component made of material that opposes the flow of current and therefore has some value of resistance. Schematic Diagram. Illustration of an electrical or electronic circuit with the components represented by their symbols.
CONSUMER ELECTRONIC SERVICING NC II PREPARE AND INTERPRET TECHNICAL DRAWING USED IN ELECTRONICS Preparing and Interpreting Technical Drawing used in Electronics
Learning Outcome1: Identify electronic components. Assessment Criteria 1. Electronic components are classified based on their specification. 2. Electronic components are identified based on their functions.
References 1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics; Andes Mountain Printers: 2004 2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.: 2003
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 1: Identify electronic components. Learning Activities 1. Read the attached Information Sheet 1.1 2. Answer the self check 1.1 to determine how much you have learned. 3. Compare your answer with the answer key in the last page of this module. 4. If you missed some of the question, go back again to information sheet 1 5. If you have answered the question, you are ready to proceed to learning outcome 2 Try to answer the Self-Check without looking at the information sheet. Special Instruction
INFORMATION SHEET 1.1 Types and function of electronic components Resistor A resistor is a device with a known value of resistance. Its main function is to reduce voltage and to limit the flow of current in a circuit. This resistance is actually the opposition that a component or material offers to the flow of current. Resistance may or may not be useful in circuit/s. When too much current passes through a conductor, ( solid, liquid, gas through which electrons pass easily) the resistance of the conductor may cause it to become hot. This, in turn, can create a fire hazard or cause the conductor to burn out. In this case, it is not desirable. In other cases, when it is placed intentionally in the circuit, it performs its specific task. Symbol of Resistor
Fixed Fixed Resistors
Variable
It is a single value resistance, that remains the same under the normal condition. The two common kinds of fixed resistors are the film resistor and wire-wound resistor.
Film Resistor
Wire-wound Resistor
Variable Resistor Variable resistors are used when it is necessary to change the amount of resistance in a circuit. There are two common variable resistors: the potentiometer and the rheostat. Generally a potentiometer is generally has carbon resistive element while the rheostat is generally made of resistance wire.
Three Terminals
Carbon Composition Resistor
Wire Wound Resistor
Both devices have a sliding arm that brings into contact with the resistance element. In most variable resistors, The arm is attached to the shaft that can be adjusted Element changes.
A potentiometer is commonly used as control device. It can be used to vary the value of voltage applied to a certain circuit such as in the amplifier, television, and different kinds of meter circuit.
Resistor Power Rating Power rating of resistors changes with their sizes, the bigger the resistor the greater the wattages and the smaller the resistor the lesser the wattage. Different sizes of resistors are shown below which are drawn to the exact proportion.
1/8W
1/4W
1/2W
1W
2W
RESISTOR COLOR CODING CHART Colors Black Brown Red Orange Yellow Green Blue Violet Gray White Gold Silver No Color Digit 0 1 2 3 4 5 6 7 8 9 Multiplier 1 10 100 1000 10000 100000 1000000 10000000 100000000 1000000000 0.1 0.01 + & - 5% + & - 10% + & - 20% + + + + Tolerance & & & & 1% 2% 3& 4%
Note: The unit Resistance is ohm - 999 and below K- 1,000 ( kilo ohms ) M- 1,000,000 ( Mega Ohms ) The wattage rating of the resistor will identify the size of the resistor. The higher the wattage the bigger the size and the lower the wattage means the smaller the size. EXAMPLE: A resistor with the following colors: RED-GREEN-BROWN-GOLD First color ( red ) 2 Second color ( green ) 5 Multiplier ( brown ) x 10 Tolerance ( gold ) + & - 5 % To interpret: *2 and 5 will be placed near its other; 25 * then 25 will be multiplied by 10: 25 x 10 = 250 To Compute for the value of the tolerance in reference with the Upper limit and lower limit: + and Tolerance color is gold which is equivalent to + and 5% Then we convert 5% to decimal number which is .05 ( 5/100) Calculating: 250 x .05 = 12.5 Determining the upper limit which is + 5%: 250 + 12.5 = 262.5 And the lower limit is; 250 12.5 = 237.5
And finally a resistor with the colors red, green, brown and gold Has this value 250 that can be up to 262.5 or can be as low 237.5 and can still be considered in good Condition.
Capacitor A capacitor is a device that consists essentially of two conducting surfaces separated by a dielectric material like air, paper, mica, ceramic, glass, or mylar. It makes it possible to store electric energy. Electrons are detained within a capacitor. This, in effect, is stored electricity. It is known as electrical potential or an electrostatic field. Electrostatic field hold electrons. When the increase of electrons becomes great enough, the electrical potentials are now ready to be discharged. The component is designed intentionally to have a definite amount of capacitance. This capacitance is a property that exists whenever insulating material permits the storage of electricity. It is measured in Farad (F) micro Farad (uF), nano Farad (nF), and picoFarad (pF).
Characteristics of Capacitor: 1. It can store electric charge even though the voltage source is already disconnected. 2. It can discharge electrical voltages.
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Symbols of Capacitor
OR
Fixed
Variable
Polarized
Common Types of Fixed Capacitor
Mica
Ceramic Disk
Electrolytic
Common Types of Variable Capacitor
Mica Air Capacitor Ganged Air Capacit or Ganged Air Capacitor
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Capacitor Application 1. 2. 3. 4. 5. 6. 7. 8. 9. Blocking Coupling and Decoupling Bypassing Frequency Discrimination Timing Transient Voltage Suppression Energy Storage Arc Suppression Power Factor Correction Capacitors uses number coding to for its value except for the electrolytic capacitor in which the values are printed on a much larger body. It includes the capacitance, the working voltage and a sign indicating the polarity. THE NUMBER CODING OF A CAPACITOR The number coding of a capacitor particularly the ceramic and the mylar type can be interpreted in this manner: The number coding is as follow: 103 The value can be interpreted by writing the first two numbers like 10 then the last number means the number of zeros corresponding the numeral. In this case it is 000. So it will be 10000 and the unit is picoFarad (pF). The value now will be 10,000pF and can be converted into the unit of microfarad ( mF ) by dividing the value by 1,000,000. Therefore 10000/1000000 .01 and the unit now becomes mF. CAPACITOR TROUBLES Capacitor also displays open and short characteristics. The procedure in checking this trouble is the same as that in other components or devices. However, since capacitor can store electrical energy, it is possible that leakage may occur during its operation. Remember 1. Capacitance is the capability of an electrical device to store electrical energy for a short period of time so it may be used as a filter in a power supply. 2. A capacitor blocks the flow of DC and allows AC
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Semiconductor Diode It is a semiconductor device that contains two-electrode p-n junction. This diode is made of N-material and P-material (Positive and Negative devices) that are joined in a single package.
Symbol
A K
A = Anode K = Cathode
Junction
A
P+++++ ++++++ +++
K
------N------------
Note:
Observe closely the positive, the negative materials and the barrier (junction) size when it is at rest. Operation Of Diode A. Reverse-Biased
P+ ++ ++ -N ----
Junction
By applying DC voltage to the electrodes (the two terminals), negative to the Figure No. 59 P-materials and positive to the N-materials, causes the attraction. In this operation the diode is not conducting because of the polarity applied to it. This
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operation is called reverse-biased. The barrier is so large that the resistance becomes greater. The diode becomes an insulator. B. Forward-Biased
Junction
P+ ++ ++ N---
By applying DC voltage to the electrodes, negative to the N-materials and positive to the P-materials, causes the repulsion. Pushing the N-materials and the P-materials to the junction, causing it to become thin.
Junction
Because the barrier is so thin, it collapses, releasing the electrons to flow. In this operation the diode is conducting because of the polarity applied to it. This operation is called forward-biased. When barrier is thin, so the resistance become lesser. (The diode becomes a conductor, because we apply the right bias causing it to be in active state.)
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Active State It is the triggering voltage supply of all semiconductors. 0.7V for silicon diode 0.3V for germanium diode (crystal)
Types of Diode, their symbol and their Uses 1. Signal Diode. It is used for high frequency range mostly for radio.
2. Rectifier Diode. It is used for low frequency range mostly for power supply.
3. Zener Diode. It is used for reference voltage mostly for regulators reference.
4,
Light Emitting Diode (LED). It is used for light indictor mostly for running light effects.
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Semiconductor It is a material which resists between the insulator and the conductor. The resistance is often changed by light, heat, or magnetic field. The particular characteristic of the semiconductor materials depend on its atomic structure, (It is the number and arrangement of electron) which allow their conductivity to be increased by adding impurity elements (It is the adding of foreign electrons, ions, or holes), the process is called doping. Doping is the intensified number of electron charges, ion charges, or hole charges that can be moved by an external supply voltage. For example when the amount of free electron (It is a result of a single loose electron that acquires energy and collides with the other planetary electrons that causes them to break away from the attraction of the nucleus and becomes free.) is increased, the doped semiconductor is N-type or negative; and when it is decreased the amount of free electron forms the P-type or positive. The Discovery of Semiconductor Devices The semiconductor was discovered in late 1873 when a certain rod or wire called selenium was used and it changes its electrical resistance when it was struck by light. Next in 1906 the first semiconductor crystal detector was invented. It consisted of a piece of crystalline galena and was used in a tune circuit and earphone that would permit reception of radio signal. Therefore, the first solidstate radio receiver, called the crystal set was invented. The achievement of the said device was short-lived, because of the invention of vacuum tube in 1920 that put the further studies into halt. Throughout, the vacuum tubes are more reliable because of the ability to amplify the detector output signal. Bardeen and Brattain invented the first transistor in 1947 and Bell laboratory produced the first successful transistor in 1948.
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Samples of Semiconductor Components 1. Semiconductor Diode
2. Semiconductor Transistor
3. Integrated Circuit I.C
Self Check # 3-1-1
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TRANSISTOR
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SELF CHECK 1.1

TYPES AND FUNCTION OF ELECTRONIC COMPONENTS
DIRECTION:
Give at least five (5) electronic components and give its types
and function
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CONSUMER ELECTRONIC SERVICING NC II PREPARE AND INTERPRET TECHNICAL DRAWING USED IN ELECTRONICS. PREPARING AND INTERPRETING TECHNICAL DRAWING USED IN ELECTRONICS
Learning Outcome2: Interpret electronic diagram. Assessment Criteria 1. The electronic diagrams are identified according to the job requirements. 2. The equivalent components of the electronic symbols are identified. 3. The connection of the electronic symbols in a circuit is identified. References 1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics; Andes Mountain Printers: 2004 2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.: 2003
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Learning Outcome 2: Interpret electronic diagram. Learning Activities 1. Read the attached Information Sheet 2.1 2. Answer Self-Check 2.1 3. Compare your answer with the model answer. 4. If you missed some of the questions, go back again to information sheet 2.1. 5. If you have answered the questions, you are ready to proceed to learning outcome 3. Try to answer the Self-Check without looking at the information sheet. Special Instruction
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Information Sheet 2.1

Kinds of electronic diagram
Pictorial diagram. It shows the pictures of the actual components and wiring connections although it does not provide the exact size of components. It shows exact shape in proportion to the actual one.
Pictorial Diagram of a Regulated Power Supply Block Diagram. This form uses block rectangles or triangles to represent components, group of components or units of equivalent. Block diagrams are particularly used to represent internal components of an integrated circuit.
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Schematic diagram. It shows the components used in their interconnection. Each graphic symbol is also accompanied with a reference designation to distinguish it from other similar symbols. It does not illustrate the physical size, shape or chassis location of the component parts and devices.
Wiring diagram. It shows wiring connection in a simplified, easy to follow manner. It may show either internal or external connections or both and is usually drawn as simple as possible to trace out the connection of a circuit. The components of the circuit are identified by name or are represented by means of pictorial illustrations that do not follow any well-defined standard form.
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Electronic Symbols
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25
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Electronics Acronyms and Abbreviations AF Audio Frequency AFC - Automatic Frequency Control AGC Automatic Gain Control AM Amplitude Modulation BW Bandwidth CCTV Closed Circuit Television CD Compact Disc CMOS Complementary Metal Oxide Semiconductor CPU Central Processing Unit CRT Cathode Ray Tube DIP Dual-In-Line Package DPDT- Double Pole Double Throw DVD Digital Video Disc FCC Federal Communication Commission FET Field Effect Transistor FM Frequency Modulation Ge Germanium IC Integrated Circuit IF Intermediate Frequency J-FET Junction Field Effect Transistor LCD Liquid Crystal Display LED Light Emitting Diode MOS Metal Oxide Semiconductor MOSFET Metal Oxide Silicon Field Effect Transistor MSI Medium Scale Integration PC Personal Computer PCB Printed Circuit Board OP AMP Operational Amplifier RAM Random Access Memory ROM Read Only Memory SIP Single In- line Package SSI Small Scale Integration TRF Tuned Radio Frequency
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VHF Very High Frequency VLF Very Low Fequency VOM- Volt Ohm Milli Ammeter VT Vacuum Tube VCR Video Cassette Recorder VU Volume Unit
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SELF CHECK 2-2 Direction: Draw the schematic symbol of each of the components given below. SCHEMATIC SYMBOL 1.______________________________________
RESISTOR
2.______________________________________
DIODE
3.______________________________________
CAPACITOR
4._____________________________________
TRANSISTOR
5.______________________________________ IC
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SELF CHECK KEY 2.2 Electronic symbols
1.
3.
5.
2.
4.
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CONSUMER ELECTRONIC SERVICING NC II PREPARE AND INTERPRET TECHNICAL DRAWING USED IN ELECTRONICS PREPARING AND INTERPRETING TECHNICAL DRAWING USED IN ELECTRONICS
Learning Outcome 3: Prepare electronic diagrams. Assessment Criteria 1. The symbols used are appropriate to the electronic components. 2. Electronic diagrams are drawn based on the requirements of the job. 3. The diagrams drawn provide all the specifications required by the job. References 1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics; Andes Mountain Printers: 2004 2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.: 2003
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Learning Outcome 2: Interpret electronic diagram. Learning Activities 1. Read the attached Information Sheet 3.1 2. Read the attached Information Sheet 3.2. 3. Answer the Self Check 3.1. 4. Compare your answer to the Self Check Key 3.1. 5. If you missed some of the question, go back again to Information Sheet 3.1. 6. If you have answered the question, you are ready to proceed to learning outcome 4. Try to answer the Self-Check without looking at the information sheet. Special Instruction
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Standard Diagrams in Electronics
WIRING DIAGRAM
PICTORIAL DIAGRAM
SCHEMATIC DIAGRAM
BLOCK DIAGRAM
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Guidelines in Drawing Diagrams Recommended practices to be used in the application of symbols to a circuit diagram are listed below. These practices are adapted from the United States of America Standard Institute publication, Graphic Symbols for Electrical and Electronic diagrams. 1. The position of a symbol on a diagram does not affect its meaning. 2. The weight of a line used in drawing does not affect its meaning. In some cases a heavier line may be used to emphasize a particular symbol. 3. A given symbol may be drawn in any size that is suitable for use in any particular symbol. 4. If necessary for contrast, some symbols may be drawn smaller or larger than the other symbols on a diagram. 5. In general, a connecting line should be brought to a symbol either vertically or horizontally, but a connecting line brought to a symbol at an angle has no particular significance unless noted otherwise. 6. The arrowhead symbol may be open () or closed () unless otherwise. 7. The standard symbol for a terminal ( 0 ) may be added to any symbol but when this is done, the terminal symbol should not be considered a part of the symbol itself.
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SELF CHECK 3.1 Standard Diagrams in Electronics
1. _____________________________
2._____________________________
3.______________________________
4.________________________________
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SELF-CHECK KEY 3.1 Standard Diagrams in Electronics
1. Wiring Diagram 2. Schematic Diagram 3. Pictorial Diagram 4. Block Diagram
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CONSUMER ELECTRONIC SERVICING NC II PREPARE AND INTERPRET TECHNICAL DRAWING USED IN ELECTRONICS PREPARING AND INTERPRETING TECHNICAL DRAWING USED IN ELECTRONICS
Learning Outcome 4: Store electronic diagrams according to established policies Assessment Criteria 1. Electronic diagrams are recorded and an inventory is prepared. 2. Proper storage of diagram is undertaken. References 1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics; Andes Mountain Printers: 2004 2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.: 2003
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Learning Outcome 4: Store electronic diagrams based on established [policies. Learning Activities 1. Read the attached Information Sheet 4.1. 2. Answer the Self-Check 4.1. 3. Compare your answer to the model answers. 4. If you missed some of the question, go back again to the Information Sheet 4.1. 5. If you have answered the questions, you are ready to proceed to another module. Try to answer the Self-Check without looking at the information sheet. Special Instruction
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INFORMATION SHEET 4.1 Recording of electronic diagrams

What is an electronic diagram records management? Electronic diagram record management is efficient in recording stored systems. The key to electronic diagram record management is to be able to support and to avoid any damage on a diagram for the future purposes. Application of Electronic Diagram Records follow these stages: 1. Identify various schematic diagram needs for the existing lesson. 2. Maintain currently active records in primary storage, on line or immediately available. 3. Migrate semi-active or in active records to less expensive, slower storage media. 4. Identify records that are eligible for disposition or deletion, erasure, or transfer to other location. Creating Electronic Diagram Record systems Electronic diagram record keeping systems must have accurately documented policies, assigned responsibilities, and formal methodologies for the shop management. Electronic diagram record-keeping system must meet the following criteria: 1. Consistent. Record diagram keeping systems must process information in a manner that assures that the diagrams they create are credible. 2. Complete. Content structure, and context generated by the service manual. 3. Accurate. Quality controlled at input to ensure the information in the electronic diagram record system correctly reflects what was given by the service manual. 4. Preserved. Records must continue to reflect content, structure, and context within any system by which the records are retained any time, where it is being used.
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OPERATION SHEET 4.1 Proper Storage of Electronic Diagram 1. Download the schematic diagram to your laptop/personal computer for storage purposes.
2. Transfer the edited schematic diagram from the laptop to the cd disk for storage purposes.
3. Copy the edited schematic diagram from the laptop to the USB for storage purposes.
4. All the schematic diagram and service manual are placed inside the exclusive cabinet of the shop.
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SELF CHECK 4.1 Recording of Electronics Diagram Directions: Answer the following questions below. 1-5.) What is an electronic diagram record management?
6-10) Give at least 3 criteria for electronic diagram record management.
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SELF CHECK KEY 4.1 Recording of Electronics Diagram 1-5.) What is electronic diagram records management? Electronic record diagram management is efficient in record-storing systems. The key to electronic diagram record management is to be able to support and to avoid any damage on a diagram for the future purposes.
6. Consistent. Record diagram keeping systems must process information in a manner that assures that the diagrams they create are credible. 7. Complete. Is a content structure, and context generated by the service manual. 8. Accurate. Quality controlled at input to ensure the information in the electronic diagram record system correctly reflects what was given by the service manual. 9-10.Preserved. Records must continue to reflect content, structure, and context within any system by which the records are retained any time, where its being used.
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ASSESSMENT PLAN
Direction: Put a check on designated box if you perform the following criteria
YES
NO
Electronic components are specified according to their jobs. Electronic components are identified based on their functions. Electronic components which do not conformed to the quality standard are identified and marked for disposal Electronic diagram are identified according to job requirements. The equivalent components of the electronic symbols are identified. The connection of the electronic symbols in a circuit is identified The symbols used are appropriate to the electronic components. Electronic diagrams are drawn based on the requirements of the job. The diagrams drawn provide all the specifications required by the job. Electronic diagrams are recorded and an inventory is prepared. Proper storage of diagram is undertaken.
Prepared by: Checked by:
Date: Date:
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Students name: Teachers name: Name of School Competency standards Unit of competency: Instructions for the teacher: 1. Observe the student in preparing and interpreting technica drawing used in electronics. 2. Describe the assessment activity and the date on which it was undertaken. 3. Place a tick in the box to show that the student completed each aspect of the activity to the standard expected in the enterprise. 4. Complete the feedback sections of the form. Date of observation Description of assessment activity Location of assessment activity The Student can.. Specify electronic components according to their jobs. identify electronic functions components based on their If yes, tick the box
identify and mark for disposal electronic components which do not conform to quality standard identify electronic requirements identify electronic components diagram symbols according and to job
equivalent
identify the connection of the symbols in a circuit. Use symbols appropriate for electronic components D.raw electronic diagrams based on the requirements of the job. Draw diagrams that provides all the specs required by the job. Record electronic diagrams and prepare an inventory Undertake proper storage of diagram. Yes No
Did the student overall performance meet the standard? Feedback to student Teachers signature:
Date:
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Students name: Teachers name: Assessment Center Competency standards Unit of competency: Instructions for the teacher: 1. Observe the student in preparing and interpreting technica drawing used in electronics. 2. Describe the assessment activity and the date on which it was undertaken. 3. Place a tick in the box to show that the student has completed each aspect of the activity to the standard expected in the enterprise. 4. Ask the student a selection of the questions from the attached list to confirm his/her underpinning knowledge 5. Place a tick in the box to show that the student has answered the questions correctly. 6. Complete the feedback sections of the form. Date of observation Description of assessment activity Location of assessment activity The student can.. If yes, tick the box specify electronics components according to their functions. identify electronic diagrams according to job requirements use symbols appropriate for electronic components. draw electronic diagrams based on the requirements of the job. identify the connection of the electronic symbols in the circuit. draw diagrams that provide required by the job. all the specs
undertake proper storage of diagrams. Yes No
Did the students overall performance meet the standard?
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Demonstration
Students name: Teachers name: Unit of competency: Competency standards: Date of assessment: Time of assessment: Instructions for demonstration Given the necessary materials the trainee/student must be able to: prepare electronic diagrams Materials and equipment: Instruments: Materials: Drawing Board Drawing Paper Ruler Actual Electronic Components HB Pencil
During the demonstration of skills, did the student: Identify electronic components according to their function? Interpret electronic diagrams? Prepare electronic diagrams with complete specs? Store electronic diagrams based on established policies? The students demonstration was: Satisfactory
Yes
No
N/A
Not Satisfactory
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Written report
Students name: Teachers name: Assessment Center Competency standards Unit of competency: Task: Your task is to: Prepare and interpret an electronic diagram Submission date: Use the checklist below as a basis for judging whether the students report meets the required competency standards. The students report can. Identify electronic components based specified jobs. Interpret electronic diagrams based on the requirements of the job. Prepare electronic diagrams with complete specs. Use symbols appropriate for electronic components. Record diagrams and prepare an inventory. Undertake proper storage of electronic diagrams. Yes No If yes, tick the box
Overall did the students report meet the standard? Comments:
Students signature: Teachers signature:
Date: Date:
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PERFORMANCE TEST
Student Name Competency: Date Test Attempt 1st 2nd 3rd OVERALL EVALUATION
Level Achiev ed PERFORMANCE LEVELS 4 - Can perform this skill without direct supervision and with initiative and adaptability to problem situations. 3 - Can perform this skill satisfactorily without direct assistance or supervision. 2 - Can perform this skill satisfactorily but requires some assistance and/or supervision. 1 - Can perform parts of this skill satisfactorily, but requires considerable assistance and/or supervision. Instructor will put his/her initial level achieved.
Directions: Ask your teacher to assess your performance in the following critical task and performance criteria below You will be rated based on the overall evaluation on the right side.
PERFORMANCE STANDARDS For acceptable achievement, check YES, for unachieved skill, check NO and for a skill displayed inappropriately, Check N/A
Electronic components were identified based on their functions. Appropriate symbols were used with the electronics components. Electronic diagrams were identified according to job requirements. Electronic diagrams were prepared based on the requirements of the job. Diagrams that provide complete specs were drawn as required by the job. Electronic diagrams were recorded and an inventory was prepared. Proper storage of the diagram was undertaken.
Yes
No
N/ A
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ACKNOWLEDGMENT
Copyright Department of Education 2008 First Published JUNE 2008 This module is based on the Competency-Based Curriculum-Contextual Learning Matrix (CBC-CLM) and finalized on the Instructional Modules Finalization Development Workshop conducted at the Development Academy of the Philippines, Tagaytay City on May 6 -10, 2008 This learning instrument was developed by the following personnel: Technology Teachers: Mr. Vic P. Diola Group Leader


Mr. Rufo G. Malla


Mr. Remar C. Pinsoy


Facilitators: Dr. Edward dela Rosa

TEC-VOC Task Force
Dr. Corazon L. Echano

TEC-VOC Task Force
Encoders: Mrs. Rosario D. Briones Mr. Mhariel L. Echano Mr. Jason O. Villena Funding: Department of Education
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ACKNOWLEDGMENT
Copyright Department of Education 2009 First Published JUNE 2008 This module is based on the Competency-Based Curriculum-Contextual Learning Matrix (CBC-CLM) refined during the Writeshop on the Refinement and Enrichment of Competency-Based Curriculum and Contextual Learning Matrix of ARTS abd TRADES Specializations at Marikina Hotel, Marikina City on April 20 25, 2009. This learning instrument was refined and enriched by the following educators: Technology Teachers: Mr. Victorino P. Diola Group Leader

Mrs. Gigi C. Corpuz


Mr. Rufo G. Malla

Mr. George B. Fuazo


Teacher III, Gen. Mariano Alvarez Technical High School GMA, Cavite
Mrs. Charlie I. Soriano

Teacher I, Don Alejandro Roces Sr. Science-Technology HS Quezon City
Mathematics Mrs. Analiza Rosa P. Librada

Teacher I,-Mathematics Coordinator, San Pedro Relocation Center Natl. HS San Pedro, Laguna
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Science Mrs. Gemma G. Vallarta

Teacher III Science Coordinator, San Pedro Relocation Center Natl. HS San Pedro, Laguna
Mrs. Lenalyn Manzano

Teacher I, E A. Rodriguez Vocational High School Nagtahan, Sampaloc, Manila
Facilitators: Dr. Corazon L. Echano

TEC-VOC Task Force
Dr. Victorio N. Medrano

TEC-VOC Task Force
Dr. Orlando E. Manuel

TEC-VOC Task Force
Encoders: Marisol E. Saldivar
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Republic of the Philippines Department of Education PUBLIC TECHNICAL - VOCATIONAL HIGH SCHOOLS
Unit of Competency: TERMINATE AND CONNECT ELECTRICAL Module No 4
WIRING AND ELECTRONIC CIRCUIT. Module Title: Terminating and Connecting an Electronic Circuit
TABLE OF CONTENTS
Page How to Use this Module ................................................................................... i Introduction .................................................................................................... ii Technical Terms ............................................................................................. iii Learning Outcome 1 Design a Simple Circuit in Electronics ............................ 1 Learning Experiences/Activities ............................................................. 2 Information Sheet 1.1 ............................................................................ 3 Self-Check 1.1 ....................................................................................... 8 Answer key 1.1 .................................................................................... 10 Activity Sheet 1.1 ................................................................................. 11 Activity Sheet Key 1.1 .......................................................................... 12 Learning outcome 2 Terminate and Connect a Simple Circuit in Electronics15 Learning Experiences/Activities ........................................................... 16 Information Sheet 2.1 .......................................................................... 17 Self-Check 2.1 ..................................................................................... 20 Operation Sheet 2.1 ............................................................................. 21 Job Sheet 2.1 ...................................................................................... 30 Learning Outcome 331 Learning Experiences/Activities ........................................................... 33 Information Sheet 2.1 .......................................................................... 34 Job Sheet 1 ......................................................................................... 35 Observation List ............................................................................................ 36 Observation and Questioning Checklist ......................................................... 37 Demonstration .............................................................................................. 38 Written Report .............................................................................................. 39 Performance Test .......................................................................................... 40

Welcome to the Module Terminating and Connecting Electrical circuit and Electronic Circuit. This module contains training materials and activities for you to complete. The unit of competency Terminate and Connect Electrical Wiring and Electronic Circuit contains the knowledge, skills and attitudes required for Consumer Electronics Servicing required to obtain the National Certificate (NC) level II. You are required to go through a series of learning activities in order to complete each of the learning outcomes of the module. In each learning outcome there are Information Sheets, Job Sheets, Operation Sheets and Activity Sheets. Do these activities on your own and answer the Self-Check at the end of each learning activity. If you have questions, dont hesitate to ask your teacher for assistance. Recognition of Prior Learning (RPL) You have already some basic knowledge and skills covered in this module because you have been working for some time; and already completed training in this area. If you can demonstrate competence to your teacher in a particular skill, talk to your teacher so you dont have to undergo the same training again. If you have a qualification or Certificate of Competency from previous trainings show it to him/her. If the skills you acquired are consistent with and relevant to this module, they become part of the evidence. You can present these for RPL. If you are not sure about your competence skills, discuss this with your teacher. After completing this module, ask your teacher to assess your competence. Result of your assessment will be recorded in your competency profile. All the learning activities are designed for you to complete at your own pace. In this module, you will find the activities for you to complete and relevant information sheets for each learning outcome. Each learning outcome may have more than one learning activity. This module is prepared to help you achieve the required competency, in receiving and relaying information. This will be the source of information that will enable you to acquire the knowledge and skills in Terminating and Connecting an Electronic Circuit independently at your own pace with minimum supervision from your teacher.
CONSUMER ELECTRONIC SERVICING NC II TERMINATE AND CONNECT ELECTRICAL WIRING AND ELECTRONIC CIRCUIT TERMINATING AND CONNECTING AN ELECTRICAL WIRING AND ELECTRONIC CIRCUIT
INTRODUCTION: This module contains information and suggested learning activities on Terminating and Connecting Electrical Wiring and Electronic Circuit. It covers the knowledge, skills and attitudes required to terminate and connect electrical wiring and electronic circuit. This module consists of three (3) learning outcomes. Each learning outcome contains learning activities supported by instructional sheets. Before you perform the instructions, read the information sheets and answer the self-check and activities provided to ascertain to yourself and your teacher that you have acquired the knowledge necessary to perform the skill portion of the particular learning outcome. Upon completing this module, report to your teacher for an assessment to check your achievement of knowledge and skill required in this module. If you pass the assessment, you will be given a certificate of completion. SUMMARY OF LEARNING OUTCOMES: Upon completion of the module, you should be able to: LO1 design a simple circuit in Electronics; LO2 terminate and connect a simple circuit in Electronics; and LO3 test a simple circuit in Electronics. ASSESSMENT CRITERIA: Refer to the assessment criteria of learning outcomes 1-3 of this module. PREREQUISITES: None
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TECHNICAL TERMS
AC Power Supply. It is an equipment that delivers an AC Voltage. AC Voltage. It is a voltage in which the polarity alternates. Alternating Current. An electric current that rises to a maximum in one direction, falls back to zero and then rises to a maximum in the opposite direction and then repeats itself. DC Power Supply. It is any source of DC power for electrical equipment. Fuse. It is a protective device in the current path that melts or breaks when current exceeds a predetermined maximum value. Leakage. A small undesirable flow of current through an insulator or dielectric Power Supply. It is an electrical equipment used to deliver either AC or DC voltage. Regulated Power Supply. A power supply that maintains a constant output voltage under changing load condition. Resistor. It is a component made of material that opposes the flow of current and therefore has some value of resistance Schematic Diagram. An Illustration of an electrical or electronic circuit with the components represented by their symbol. Switch. It is electrical device having two states, ON (closed) or OFF (open). Test. It is compose of sequence of operations intended to verify the correct operation or malfunctioning of a piece of equipment or system. . Schematic Diagram. An illustration of an electrical or electronic circuit with the components represented by their symbols. Volt-Ohm-Meter. It is known as a multitester. A test equipment used to check AC, DC voltages, current in a circuit and resistance of any components out of the circuit.
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CONSUMER ELECTRONIC SERVICING NC II TERMINATE AND CONNECT ELECTRICAL WIRING AND ELECTRONIC CIRCUIT TERMINATING AND CONNECTING ELECTRICAL WIRING AND ELECTRONIC CIRCUIT
Learning Outcome 1: Make a simple electrical circuit. Assessment Criteria: 1. A simple circuit is made based on the required specifications. 2. Appropriate electrical symbols are used. 3. The specification of electronic components are indicated. References: 1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics; Andes Mountain Printers: 2004 2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.: 2003 3. www.google.com 4. www.yahoo.com
Learning Outcome 1: Make a simple electrical circuit. Learning Activities 1. Read the Information Sheet 1.1 on Component of a simple circuit. 2. Answer Self Check 1.1. 3. Compares your answers with the model answers. 4. Perform Activity sheet 1.1. 5. Compare with Self Check 6. If you missed some of the questions, go back again to Information Sheet 1.1 and Activity Sheet 1.1. 7. If you have answered the questions, you are ready to proceed to Learning Outcome 2. Special Instructions
Try to answer all the self check materials without looking at the information sheet.

Components of a Simple Circuit A Simple circuit contains the minimum things needed to have a functioning electric circuit. A simple circuit requires the following: AC/DC source Equipment that will operate on either an AC or DC power source Battery a DC voltage source containing two or more cells that convert chemical energy to electrical energy. Cell- Single unit which is used to convert chemical energy into a DC electrical voltage. FUSE Once you design a simple circuit on electronics, it is important to include a fuse in the primary or secondary of a transformer. Fuse is a safety device used to protect an electrical circuit from the effect of excessive current. Its essential component is usually a strip of metal that will melt at a given temperature. A fuse is so designed that the strip of metal can easily be placed in the electric circuit. If the current in the circuit exceed a predetermined value, the fusible metal will melt and thus break, or open the circuit. A fuse is usually rated in Amperes, which represent the maximum continues current it could handle without blowing. The most popular type of fuse in Electronics is 3AG type. This code describes the case size and material with the G indicates a glass materials and A indicates that intended for automotive application. A 3AG fuse measures approximately 32mm x 6mm. Wires and Cable A wire is a single slender rod or filament of drawn metal. This definition restricts the term to what would ordinarily be understood as solid wire. The word slender is used because the length of a wire is usually large when compared to its diameter. If a wire is covered with insulation, It is an insulated wire. Although the term wire properly refers to the metal, it is also includes the insulation. A conductor is a wire suitable for carrying an electric current.
A stranded conductor is a conductor composed of a group of wire or of any combination of group of wires. The wires in a stranded conductor are usually twisted together and not insulated from each other. A cable is either a stranded conductor (single-conductor cable) or a combination of conductors insulated from one another (multipleconductor cable). The term cable is a general one and usually applies only to the large sizes of conductor. A small cable is more often called a stranded wire or cored (such as that used for an iron or a lamp cord). Cables may be bare or insulated. Insulated cables may be sheathed (covered) with lead, or protective armor. Switch and its function Switch is a device used to break an electric current or transfer it to another conductor. Switches are commonly used to open or close a circuit. Close is ON position, while open is OFF position. Normally, switch is installed in series with the line carrying current from the power source to the load. A switch is a mechanical device used to connect and disconnect a circuit at will. Switches cover a wide range of types, from subminiature up to industrial plant switching megawatts of power on high voltage distribution lines. Switch is a manually operated device capable of making, breaking, or changing the connection in an electronics or electrical circuit. A switch connected in series with one of the connecting wires of simple circuit affords a means of controlling the current in the circuit. Switched function o When the switch is closed, the electron finds an interrupted path in the circuit. o Open is the OFF position of the switch, while close is the ON position. o When the switch is opened, the current delivered by the power supply is normally insufficient to jump the switch gap in the form of an arc and the electron flow in the circuit is blocked.
Load is a source drives a load. Whatever component or piece or piece of equipment is connected to a source and draws current from a source is a load on that source. The following are examples but not limited to: Bulb Appliances
ELECTRONIC SCHEMATIC SYMBOLS
Wires and connections Component Wire Circuit Symbol Function of Component To pass current very easily from one part of a circuit to another. A 'blob' should be drawn where wires are connected (joined), but it is sometimes omitted. Wires connected at 'crossroads' should be staggered slightly to form two T-junctions, as shown on the right. In complex diagrams it is often necessary to draw wires crossing even though they are not connected. I prefer the 'bridge' symbol shown on the right because the simple crossing on the left may be misread as a joint where you have forgotten to add a 'blob'! Circuit Symbol Function of Component It supplies electrical energy. The larger terminal (on the left) is positive (+). A single cell is often called a battery, but strictly a battery is two or more cells joined together. It supplies electrical energy. A battery is more than one cell. The larger terminal (on the left) is positive (+). It supplies electrical energy. DC = Direct Current, always flowing in one direction. It supplies electrical energy. AC = Alternating Current, continually changing direction. A safety device which will 'blow' (melt) if the current flowing through it exceeds a specified value.
Wires joined
Wires not joined
Power Supplies/Source Component
Cell
Battery
DC supply
AC supply
Fuse
Transformer
Two coils of wire linked by an iron core. Transformers are used to step up (increase) and step down (decrease) AC voltages. Energy is transferred between the coils by the magnetic field in the core. There is no electrical connection between the coils. A connection to earth. For many electronic circuits this is the 0V (zero volts) of the power supply, but for mains electricity and some radio circuits it really means the earth. It is also known as ground. Circuit Symbol Function of Component A transducer which converts electrical energy to light. This symbol is used for a lamp providing illumination, for example a car headlamp or torch bulb. A transducer which converts electrical energy to light. This symbol is used for a lamp which is an indicator, for example a warning light on a car dashboard. A transducer which converts electrical energy to heat. A transducer which converts electrical energy to kinetic energy (motion). A transducer which converts electrical energy to sound.
Earth (Ground)
Output Devices/Loads: Lamps, Heater, Motor Component
Lamp (lighting)
Lamp (indicator)
Heater Motor
Bell
Buzzer
A transducer which converts electrical energy to sound. A coil of wire which creates a magnetic field when current passes through it. It may have an iron core inside the coil. It can be used as a transducer converting electrical energy to mechanical energy by pulling on something.
Inductor (Coil, Solenoid)
Switches Component Push Switch (push-to-make) Push-to-Break Switch On-Off Switch (SPST) Circuit Symbol Function of Component A push switch allows current to flow only when the button is pressed. This is the switch used to operate a doorbell. This type of push switch is normally closed (on); it is open (off) only when the button is pressed. SPST = Single Pole, Single Throw. An on-off switch allows current to flow only when it is in the closed (on) position. SPDT = Single Pole, Double Throw. A 2-way changeover switch directs the flow of current to one of two routes according to its position. Some SPDT switches have a central off position and are described as 'on-off-on'. DPST = Double Pole, Single Throw. A dual on-off switch is often used to switch mains electricity because it can isolate both the live and neutral connections.
2-way Switch (SPDT)
Dual On-Off Switch (DPST)
PARTS OF A SIMPLE CIRCUIT A simple circuit contains the minimum things needed to have a functioning electric circuit Source is a device used to supply AC or DC voltage Load is any device that consumes voltage, whatever component or piece of equipment that is connected to a source and draws current from a source is a load on that source. Control or switch is any device having two states, on (closed) or off (open). Ideally having zero impedance when closed and infinite impedance when open. Protecting device is a component used to open the circuit when current exceeds a predetermined maximum value. Conductor is a material that conducts electric current very well and used to connect a complete path for current.
CONTROLLING
source
CONSUMING
Connecting device
Procedure in Making a Simple Circuit.
(insert a figure of simple complete circuit)
1. Prepare all the tools and materials needed. 2. By using schematic symbol, make a simple circuit with the following : a. load b. source c. conductor d. control 3. Make sure that the circuit has the following requirements: a. A source of electrical potential difference or voltage. b. A conductive path which would allow for the movement of charges. c. An electrical resistance which is loosely defined as any object that uses electricity to do work. 4. Test the designed circuit by comparing it with the sample circuit produced by your teacher.
SELF-CHECK 1.1
A. Fill in the blank with term referred by each of the following. ________________1.Interconnection of components which provides an electrical path between two or more components. ________________2. A type of circuit in which the flow of current is cut off. ________________3. A circuit in which the components are connected from end to end so that the current has only one path to follow through the circuit. ________________4. A circuit where there is more than one path for the current to flow through. ________________5. A device used to supply AC or DC voltage. ________________6. Any device having two states, ON or OFF. ________________7. A safety device used to protect an electrical circuit from the effect of excessive current. ________________8. Wire suitable for carrying an electrical current. ________________9. Components or pieces of equipment connected to a source which draws current from a source. _______________10. A DC voltage source containing two or more cells that convert chemical energy to electrical energy. B. Complete the table below: Identify each of these symbols: COMPONENTS 1. 2. SYMBOLS
3. 4.
5.
ANSWER KEY TO SELF CHECK 1-1

A. 1. Circuit 2. Open circuit 3. Series circuit 4. Parallel circuit 5. Source 6. Controlling device 7. Fuse 8. Conductor 9. Load 10. BATTERY B. 1. Cell 2. Fuse 3. Lamp 4. Wire not joined 5. Switch (SPST)
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ACTIVITY SHEET 1.1

Electronics Circuit Procedure: A. Choose 10 actual components from the circuit provided by your teacher. Actual component are the following but not limited to: Wire Cell Battery Fuse Transformer Lamp Motor Bell Buzzer Inductor
2. Identify the schematic symbols of your chosen components. 3. Write your answers on the chart provided below. No. 1 2 3 4 5 6 7 8 9 10 Component Schematic Symbol
B. By using of the different components, design a simple circuit with the following part: Source Load Conductor Control
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KEY TO CORRECTION FOR ACTIVITY SHEET 1.1 Electronics Circuit ELECTRONIC SCHEMATIC SYMBOLS
Wires and connections Component

Wire
Circuit Symbol
Function of Component
To pass current very easily from one part of a circuit to another. A 'blob' should be drawn where wires are connected (joined), but it is sometimes omitted. Wires connected at 'crossroads' should be staggered slightly to form two T-junctions, as shown on the right. In complex diagrams it is often necessary to draw wires crossing even though they are not connected. I preferred the 'bridge' symbol shown on the right because the simple crossing on the left may be misread as a join where you have forgotten to add a 'blob'!
Wires joined
Wires not joined
Power Supplies/Source Component

Cell
Circuit Symbol
Function of Component
It supplies electrical energy. The larger terminal (on the left) is positive (+). A single cell is often called a battery, but strictly a battery is two or more cells joined together. It supplies electrical energy. A battery is more than one cell. The larger terminal (on the left) is positive (+). It supplies electrical energy. DC = Direct Current, always flowing in one direction. It supplies electrical energy. AC = Alternating Current, continually changing direction. A safety device which will 'blow' (melt) if the current flowing through it exceeds a specified value. Two coils of wire linked by an iron core. Transformers are used to step up (increase) and step down (decrease) AC voltages. Energy is transferred between the coils by the magnetic field in the core. There is no electrical connection between the coils. A connection to earth. For many electronic circuits this is the 0V (zero volts) of the power supply, but for mains electricity and some radio circuits it really means the earth. It is also known as ground. 12
Battery
DC supply
AC supply
Fuse
Transformer
Earth (Ground)
Output Devices/Loads: Lamps, Heater, Motor, etc. Component Circuit Symbol Function of Component A transducer which converts electrical energy to light. This symbol is used for a lamp providing illumination, for example a car headlamp or torch bulb. A transducer which converts electrical energy to light. This symbol is used for a lamp which is an indicator, for example a warning light on a car dashboard. A transducer which converts electrical energy to heat. A transducer which converts electrical energy to kinetic energy (motion). A transducer which converts electrical energy to sound.
Lamp (lighting)
Lamp (indicator)
Heater Motor
Bell
Buzzer
A transducer which converts electrical energy to sound. A coil of wire which creates a magnetic field when current passes through it. It may have an iron core inside the coil. It can be used as a transducer converting electrical energy to mechanical energy by pulling on something. Circuit Symbol Function of Component A push switch allows current to flow only when the button is pressed. This is the switch used to operate a doorbell. This type of push switch is normally closed (on), it is open (off) only when the button is pressed. SPST = Single Pole, Single Throw. An on-off switch allows current to flow only when it is in the closed (on) position.
Inductor (Coil, Solenoid)
Switches Component Push Switch (push-tomake) Push-to-Break Switch On-Off Switch (SPST)
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2-way Switch (SPDT)
SPDT = Single Pole, Double Throw. A 2-way changeover switch which directs the flow of current to one of two routes according to its position. Some SPDT switches have a central off position and are described as 'onoff-on'. DPST = Double Pole, Single Throw. A dual on-off switch which is often used to switch mains electricity because it can isolate both the live and neutral connections.
Dual On-Off Switch (DPST)
5. Compare your answer with the sample circuit:
PRACTICAL CIRCUIT
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CONSUMER ELECTRONIC SERVICING NC II TERMINATE AND CONNECT ELECTRICAL WIRING AND ELECTRONIC CIRCUIT TERMINATING AND CONNECTING ELECTRICAL WIRING AND ELECTRONIC CIRCUIT
Learning Outcome 2: Prepare and connect a simple circuit in Electronics
Assessment Criteria: 1. Personal Protective Equipment and Occupational Health and Safety Policies are observed in accordance with the industry standards. 2. Correct method in connection is used according to the specification requirements and safety policies. 3. Correct sequence of operation is followed according to the job specifications. 4. Electronic components are checked according to the specification and task/s.
References 1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics; Andes Mountain Printers: 2004 2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.: 2003 3. www.google.com
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LEARNING EXPERIENCES/ACTIVITIES Learning Outcome 2: Prepare and connect a simple circuit in electronics. Learning Activities 1. Read the Information Sheet 2.1 on preparing a simple circuit. 2. Answer Self Check 2.1. 3. Compare your answers with answer Key # 2.1 4. If you missed some of the questions, go back again to Information sheet#2.1. 5. Perform Operation sheet 2.1 on circuit analysis. 6. Perform Job Sheet 2.1 on preparing and connecting a simple circuit. 7. If you have answered the questions, and performed the job, you are ready to proceed to Learning Outcome 2. Special Instructions
Try to answer all the SelfCheck materials without looking at the Information Sheet.
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Prepare a Simple Circuit Personal Protective Equipment Goggles Gloves ESD
Harnessing wires If it is necessary to replace the length of wire, use the same diameter or larger wire (smaller gauge number). Duplicate the length of the original wire as closely as possible. Follow the wire color coding whenever possible. Strip the wire insulation about 20mm from both ends. Inspect the wire after the insulation has been stripped, to check for damage or discoloration. Clean the ends of the wires with a wire cleaner or rosin flux. Slip the proper diameter and length of heat-shrink tubing on to one wire. Twist the wires together or mesh the wires together and crimp on a splice clip. Solder the splice with rosin-core solder. Solder should flow into the wires. Pull on the wires lightly to ensure the splice is properly soldered and tightened. Apply dielectric grease over the repair area. Slide heat shrinks tubing over the splice and applies that heat to tighten the tubing around the splice, or tightly wrap the splice with the proper electrical tape.
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Splices and Joints
Fixture Joint
The fixture joint is used to connect a small-diameter wire, such as in a lighting fixture, to a larger diameter wire used in a branch circuit. Like the rattail joint, the fixture joint will not stand much strain. All the splices discussed up to this point are known as <emphasis type="u">butted</emphasis> splices. Each is made by joining the free ends of the conductors together. Sometimes however, it is necessary to join a branch conductor to a continuous wire called the main wire. Such a junction is called a tap joint.
Knotted Tap Joint
Rattail Joint
A splice that is used in a junction box for connecting branch circuits is the rattail joint
Staggering Splices
Joining small multiconductor cables often presents a problem. Each conductor must be spliced and taped. If the splices are directly opposite each other, the overall size of the joint becomes large and bulky. A smoother and less bulky joint can be made by staggering the splices.
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Tap splice
It is used where you want to join a second wire to a conductor.
Western Union or Lineman splice
The wrapping pattern is designed to cause the termination to tighten as the conductors pull against each other. This type of splice is more suited to solid, rather than stranded conductors, and is fairly difficult to complete. The Western Union splice joins small, solid conductors.
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SELF-CHECK 2.1
A. Fill in the blanks with what is being asked by the following items: ___________________1. (1-3) Examples of PPE used in connecting a circuit ___________________2. ___________________3. ___________________4. (4-5)Important things to remember in harnessing wires ___________________5. B. Complete the table below by Identifying the following wire joints: JOINTS 6. _______________________ PICTORIAL DESCRIPTION OFJOINTS
7. _______________________
8. _______________________
9. _______________________
10. ______________________
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KEY TO SELF-CHECK 2.1

1. Goggles 2. Gloves 3. ESD 4-5.
If its necessary to replace the length of wire, use the same diameter or larger wire (smaller gauge number). Duplicate the length of the original wire as closely as possible. Follow the wire color coding whenever possible. Strip the wire insulation about 20mm from both ends. Inspect the wire after the insulation has been stripped, to check for damage or discoloration. Clean the ends of the wires with wire cleaner or rosin flux. Slip the proper diameter and length of heat-shrink tubing on to one wire. Twist the wires together, or mesh the wires together and crimp on a splice clip. Solder the splice with rosin-core solder. Solder should flow into the wires. Pull on the wires lightly to ensure the splice is properly soldered and tightened. Apply dielectric grease over the repair area. Slide heat shrink tubing over the splice and apply that heat to tighten the tubing around the splice, or Tightly wrap the splice with the proper electrical tape.
6. Tap joints 7. Knotted tap joints 8. Western Union or Lineman splice 9. Staggering Splices 10. Fixture Joint
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OPERATION SHEET 2.1

Circuit Analysis INSTRUCTION This is the simplest complete circuit. a battery and an incandescent lamp. Connect the lamp to the battery as shown in the illustration below, and the lamp will light. Assuming the battery and lamp are both in good condition and both are matched to one another in terms of voltage. If there is a "break" (discontinuity) anywhere in the circuit, the lamp fails to light. It does not matter where such a break occurs! Many students assume that since electrons leave the negative (-) side of the battery and continue through the circuit to the positive (+) side, that the wire connecting. The negative terminal of the battery to the lamp is more important in circuit operation than the other wire providing a return path for electrons back to the battery. This is not true!
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Using your multimeter set to the appropriate "DC volt" range, measure voltage across the battery, across the lamp, and across each jumper wire. Familiarize yourself with the normal voltages in a functioning circuit. Now, "break" the circuit at one point and re-measure the voltage between the same sets of points, additionally measuring voltage across the break like this:
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What voltages measure the same as before? What voltages are different since introducing the break? How much voltage is manifest, or dropped across the break? What is the polarity of the voltage drop across the break, as indicated by the meter? Re-connect the jumper wire to the lamp, and break the circuit in another place. Measure all voltage "drops" again, familiarizing yourself with the voltages of an "open" circuit. Construct the same circuit on a breadboard, taking care to place the lamp and wires into the breadboard in such a way that continuity will be maintained.
Experiment with different configurations on the breadboard, plugging the lamp into different holes. If you encounter a situation where the lamp refuses to light up and the connecting wires are getting warm, you probably have a situation known as a short circuit, where a lowerresistance path than the lamp bypasses current around the lamp, preventing enough voltage from being dropped across the lamp to light it up. Here is an example of a short circuit made on a breadboard:
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Here is an example of an accidental short circuit of the type typically made by students unfamiliar with breadboard usage:
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Here no "shorting" wire is present on the breadboard, yet there is a short circuit occurs and the lamp doesnt light. Based on your understanding of breadboard hole connections, can you determine where the "short" is found in this circuit? Short circuits are generally to be avoided as they result in very high rates of electron flow causing wires to heat up and battery power sources to deplete. If the power source is substantial enough, a short circuit may cause heat of explosive proportions to manifest, causing equipment damage and hazard to nearby personnel. This is what happens when a tree limb "shorts" across wires on a power line: the limb -- being composed of wet wood -- acts as a lowresistance path to electric current, resulting in heat and sparks. You may also build the battery/lamp circuit on a terminal strip: a length of insulating material with metal bars and screws to attach wires and component terminals to. Here is an example of how this circuit might be constructed on a terminal strip:
CIRCUIT AND CONNECTION Circuit is interconnection of components to provide an electrical path between two or more components.
Types of Circuits Open circuit. It is a type of circuit were the flow of current is cut off.
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Closed circuit. It is a circuit that is having a complete path for current flow.
Grounded circuit. It is a circuit that is having an intentional or accidental connection between line 1 and line 2.
Short circuit which is also is a low resistance connection between two points in a circuit typically causing excessive current.
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Kinds of Circuits Series circuit Circuit in which the components are connected end to end so that current has only one path to follow through to the circuit. Containing only one path for current flow, the current leaves the voltage source, and must travel through a single path to return to the other side of the voltage source. Series circuit may have only one or several loads in it, but there is still only one path for current flow. Laws of series circuit Three basic laws that describe the behavior of a series circuit 1. The individual resistance in a series circuit adds up to the total circuit resistance. 2. The current has the same value at any point within a series circuit. 3. The individual voltage across the load in a series circuit add up to the total voltage applied to that circuit.
Parallel circuit A parallel circuit is a circuit which shows that there is more than one path for the current to flow through. Laws of parallel circuit The three laws stated briefly are: 1. The total voltage of a parallel circuit is the same across each branch of that circuit. 2. The total current in a parallel circuit is equal to the sum of the individual branch current.
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3. The total resistance in a parallel circuit is always less approximately equal to the value of the smallest resistive branch.
Series Parallel circuit This circuit consist of a number of minor circuit that are connected in series while other parts of the circuit are connected in parallel or a series-parallel circuit which comprise a series connection of a number of multiple circuit.
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JOB SHEET 2.1

Prepare and Connect a simple Circuit Materials dry cell stranded wire, 2-meter long flashlight bulb (about a 3 volt rating) Doing the activity 1. Look at your battery. What differences are there between the two ends? 2. Which end is positive (+) and which is negative (-)? 3. Take your battery, light bulb, and one strip of aluminum foil and try to connect them so that the bulb would light. Try as many different ways of connecting them as you can. 4. Draw your arrangement and mark the ones that worked. Reflecting Which circuit that youve drawncaused the light bulb to light? Why do you think did the other circuit did not cause the bulb to light up? Is there current flowing through the battery? Applying What do you think will happen when one bulb in a string of a Christmas light is defective?
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CONSUMER ELECTRONIC SERVICING NC II TERMINATE AND CONNECT ELECTRICAL WIRING AND ELECTRONIC CIRCUIT TERMINATING AND CONNECTING ELECTRONIC CIRCUIT
Learning Outcome 3: Test a simple electrical and electronics circuit. Assessment Criteria 1. Wiring / Circuit is checked in accordance with the circuit design. 2. Circuits are tested using the appropriate tools.
References 1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics; Andes Mountain Printers: 2004 2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.: 2003
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LEARNING EXPERIENCES/ACTIVITIES Learning Outcome 3: Test a simple electrical and electronics circuit. Learning Activities 1. Read the Information Sheet 3.1 on Tools in Testing Circuit. Try to answer all the self check materials without looking at the information sheet. Special Instructions
2. Perform Job sheet 3.1 on Checking/Testing Procedure in Testing a Simple Circuit. Then proceed to its Checklist.
3. Then proceed to its Checklist on the next page. 4. If you have passed the final assessment, you are qualified to go to the next module.
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INFORMATION SHEET 3.1 Tools in Testing Circuit
Tools
Descriptions A simple manual wire stripper is a pair of opposing blades much like scissors or wire cutters. The addition of a center notch makes it easier to cut the insulation without cutting the wire. This type of wire stripper is used by rotating it around the insulation while applying pressure in order to make a cut around the insulation. Since the insulation is not bonded to the wire, it then pulls easily off the end. This is the most versatile type of wire stripper. Make smooth cuts in all kinds of wire.
Drawing
Wire Stripper
Side Cutter Pliers
Soldering iron
A device used for applying heat to melt solder for attaching two metal parts.
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VOM/ Multitester
Multi tester can measure various electric values. Such as the measurement of the resistor value, the measurement of the voltage, the measurement of the current, the confirmation of the polarity of the light emitting diode etc. This tool is necessary for electronic circuit making.
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JOB SHEET 3.1

Checking / Testing Procedure in Testing a Simple Circuit A. Damage Analysis Wire and Connector Damage Inspect wires, terminals and connections for these conditions: Bent or broken terminals or connectors Exposed wires or terminals Cut or pinched insulation Swollen, discolored, melted, or scorched insulation Cracked connector housing, or other insulator Loose connection Missing seals or connector locks Moisture inside connectors Wire terminals not secured in the connectors Circuit Damage Blown fuse, burned, or tripped circuit breaker High resistance or no connectivity Faulty load Failed voltage drop test Improper continuity between circuits Failed diagnostic test procedure
Inspection of Wire Repairs No exposed wire or damaged insulation Proper operation of the repaired circuit Proper application of shrinks tubing or electrical tape Splices at least 40mm away from other splices, harness, branches, or connections. Proper ground connection Properly installed seals or connectors locks Proper application of petroleum jelly or dielectric grease.
35
CHECKLIST FOR JOB SHEET 3.1

Checking/Testing Procedure in Testing a Simple Circuit Identify each of the following by checking under the appropriate column.
The student was able to:
YES Design a circuit based on the required specification. Use appropriate electrical symbols Indicate the specifications of electronic components. Observe Personal Protective Equipment & Occupational Health and Safety Policies in connection with electronic circuit based on the industry standards. Use correct method in connection according to the specification requirements and safety policies Follow correct sequence of operation according to job specifications. Check electronic components according to the specifications and task/s. Check wiring/ circuit in accordance with the circuit design. Test a circuit using the appropriate tools.
NO
36
Student name: Teachers name: Name of School Competency standards Unit of competency: Instructions for the teacher: 1. Observe the student design a simple circuit in electronics. 2. Describe the assessment activity and the date on which it was undertaken. 3. Place a tick in the box to show that the student completed each aspect of the activity to the standard expected in the enterprise. 4. Complete the feedback sections of the form. Date of observation Description of assessment activity Location of assessment activity The student can design a circuit based on the required specification. use appropriate electrical symbol. indicate electronic component specification. Yes No If yes, tick the box
Did the students overall performance meet the standard? Feedback to student: Teacher signature:
Date:
37

Student name: Teachers name: Name of School Competency standards Unit of competency: Instructions for the teacher: 1. Observe the student Prepare and connect a simple circuit in Electronics 2. Describe the assessment activity and the date on which it was undertaken. 3. Place a tick in the box to show that the students completed each aspect of the activity to the standard expected in the enterprise. 4. Ask the student a selection of the questions from the attached list to confirm his/her underpinning knowledge 5. Place a tick in the box to show that the students answered the questions correctly. 6. Complete the feedback sections of the form. Date of observation Description of assessment activity Location of assessment activity The student can observe PPE and HSP according to industry standard. use correct method of connection specification requirements and safety. according to If yes, tick the box
follow correct sequence operation according to job specifications. check electronic components specifications and tasks. according to
Did the students overall performance meet the standard?
Yes
No
38
Demonstration
Students name: Teachers name: Unit of Competency: Competency Standards: Date of assessment: Time of assessment: Instructions for demonstration Given the necessary materials the trainee/student must be able to:
Materials and equipment: Dry cell Stranded wire, 2 meter long Flashlight bulb, 3 volts rating
During the demonstration of skills, did the Student: Observe PPE and HSP according to industry standard? Use correct method of connection according to specification requirements and safety? Follow correct sequence of operation according to job specifications? Check electronic components according to specifications and tasks? The students demonstration was: Satisfactory
Yes
No
N/A
Not Satisfactory
39
Written report
Students name: Teachers name: Assessment Center Competency Standards Unit of Competency: Task: Your task is to: Test a simple circuit in Electronics Submission date: Use the checklist below as a basis for judging whether the students report meets the required competency standards. The students report can check wiring/ circuit in accordance with the circuit design. test the circuit using the appropriate tools. observe safety in testing simple circuit in electronics. fill in appropriate form completely and correctly. identify proper method of sealing packed products. label correctly packed products. Yes No If yes, tick the box
Did the students report meet the standard? Comments:
Date: Date:
40
PERFORMANCE TEST
Students Name Competency: Date Test Attempt 1st 2nd 3rd OVERALL EVALUATION
Level Achieved PERFORMANCE LEVELS
Directions: CALL TEACHER, ask teacher to assess your performance in the following critical task and performance criteria below You will be rated based on the overall evaluation on the right side.
4 - Can perform this skill without supervision and with initiative and adaptability to problem situations. 3 - Can perform this skill satisfactorily without assistance or supervision. 2 - Can perform this skill satisfactorily but requires some assistance and/or supervision. 1 - Can perform parts of this skill satisfactorily, but requires considerable assistance and/or supervision. Teacher will initial level achieved.
PERFORMANCE STANDARDS For acceptable achievement, all items should receive a "Yes" or "N/A" response.
Make a simple circuit based on the required specifications.
Yes
No
N/A
Use appropriate electrical symbols. Indicate specification of electronic symbols. Observe PPE and HSP according to industry standard. Use correct method of connection according to specification requirements and safety. Follow correct sequence operation according to job specifications. Check electronic components according to specifications and tasks
41
ACKNOWLEDGMENT
Copyright Department of Education 2008 First Published JUNE 2008 This module was based on the Competency-Based Curriculum-Contextual Learning Matrix (CBC-CLM) and finalized on the Instructional Modules Finalization Development Workshop Conducted at the Development Academy of the Philippines, Tagaytay City, on May 6-10, 2008 This learning instrument was developed by the following personnel: Technology Teachers: Mr. Victorino P. Diola Bauan Technical high School Dr. Gilbert M. Castor Don Alejandro Roces Sr. Science Tech. Mr. Eddielou L. Dayao Sanchez Mira School of Arts and Trades Contextual Teachers Mr. Rufo G. Malla E. Rodriguez Vicational High School Mr. Sherwin P. Medrano San Pedro Relocation Center National High School Mr. Remar C. Pinsoy Baguio National School of Arts and Trades Contextual Teacher Mrs. Daisy Carousel P. Cervantes English Don Alejandro Roces Sr. Science Tech. Facilitator: Dr. Edward M. De la Rosa Dr. Corazon L. Echano Tech-Voc Task Force Encoders: Mr. Mhariel L. Echano Mrs. Rosario D. Briones Mr. Jason O. Villena Funding: Department of Education
Unit of Competency: APPLY QUALITY STANDARD ON ELECTRONIC
COMPONENT PARTS Module No. 5 Module Title: Applying Quality Standards
TABLE OF CONTENTS
Page
How to Use this Module ................................................................................... i Introduction .................................................................................................... ii Technical Terms ............................................................................................. iii Learning Outcome 1: Assess quality of received electronics components ................................................................... 1 Learning Experiences/Activities ............................................................. 2 Information Sheet 1.1 ............................................................................ 3 Operation Sheet 1.1 ............................................................................... 4 Job Sheet 1.1 ........................................................................................ 9 Checklist for Job Sheet 1.1 .................................................................. 11 Learning Experiences/Activities ........................................................... 13 Information Sheet 2.1 .......................................................................... 14 Self-Check 2.1 ..................................................................................... 18 Operation Sheet 2.1 ............................................................................. 19 Job Sheet 2.1 ...................................................................................... 22 Learning Experiences/Activities ........................................................... 25 Operation Sheet 3.1 ............................................................................. 26 Job Sheet 3.1 ...................................................................................... 28 Checklist for Job Sheet 3.1 .................................................................. 29
Learning outcome 2: Assess own work12
Learning Outcome 3: Engaging in quality improvements .24
Assessment Plan ........................................................................................... 31 Observation and Questioning Checklist ......................................................... 32 Demonstration .............................................................................................. 33 Written Report .............................................................................................. 34 Performance Test .......................................................................................... 35 Acknowledgement ..36

Welcome to the Module APPLYING QUALITY STANDARDS ON ELECTRONIC COMPONENT PARTS. This module contains training materials and activities for you to complete. The unit of competency APPLY QUALITY STANDARDS ON ELECTRONIC COMPONENT PARTS contains the knowledge, skills and desirable attitudes required for Consumer Electronics Servicing required to obtain the National Certificate (NC) level II. You are required to go through a series of learning activities in order to complete each of the learning outcomes of the module. In each learning outcome there are Information Sheets, Job Sheets, and Operation Sheets. Do these activities on your own and answer the Self-Check at the end of each learning activity. If you have questions, dont hesitate to ask your teacher for assistance. Recognition of Prior Learning (RPL) You have already some basic knowledge and skills covered in this module because you have been working for some time; or already completed training in this area. If you can demonstrate competence to your teacher in a particular skill, talk to your teacher so you dont have to undergo the same training again. If you have a qualification or Certificate of Competency from previous trainings show it to him/her. If the skills you acquired are consistent with and relevant to this module, they become part of the evidence. You can present these for RPL. If you are not sure about your competence skills, discuss this with your teacher. After completing this module, ask your teacher to assess your competence. Result of your assessment will be recorded in your competency profile. All the learning activities are designed for you to complete at your own pace. In this module, you will find the activities for you to complete and relevant information sheets for each learning outcome. Each learning outcome may have more than one learning activity. This module is prepared to help you achieve the required competency, in receiving and relaying information. This will be the source of information that will enable you to acquire the knowledge and skills in Applying quality standards independently at your own pace with minimum supervision from your teacher.
Program/Course: Unit of Competency:
CONSUMER ELECTRONIC SERVICING NC II APPLY QUALITY STANDARDS ON ELECTRONIC COMPONENT PARTS APPLYING QUALITY STANDARDS
Module Title:
INTRODUCTION This module contains information and suggested learning activities on APPLYING QUALITY STANDARDS ON ELECTRONIC COMPONENT PARTS. It covers the knowledge, skills and attitudes required to apply quality standards. Completion of this module will help you better understand the succeeding module. This module consists of three (3) learning outcomes. Each learning outcome contains learning activities supported by instructional sheets. Before you perform the instructions, read the information sheets and answer the self-check and activities provided to ascertain to yourself and your teacher that you have acquired the knowledge necessary to perform the skill portion of the particular learning outcome. Upon completing this module, report to your teacher for an assessment to check your achievement of knowledge and skills required of this module. If you pass the assessment, you will be given a certificate of completion. SUMMARY OF LEARNING OUTCOMES Upon completion of the module, you should be able to: LO1. assess quality of received electronic components; LO2. assess own work; and LO3. engage in quality improvements.
PREREQUISITES:

Using Hand Tools Preparing and Interpreting Technical Drawing Used in Electronics.
ii
TECHNICAL TERMS
Quality Standards. They are set of exact specifications to become patterns of actions. Injury. It is a damage or harm caused to the structure or function of the body caused by an outside agent or force, which may be physical or chemical. Insulation. It is a material that resists the flow of electric current Overhead. It is the change of angular position of two observations of a single object relative to each other as seen by an observer caused by the motion of the observer. Potential Differences. In physics, it is the potential difference between two points. It is the amount of work that would need to be done on an electric charge to move it from one point to the other again. Solder. It is an alloy used to join two metals together below their melting point. Torque. In physics, it is a vector that measures the tendency of a force to rotate an object about some axis (center). Voltage. It is also called electric or electrical tension) it is the difference of electrical potential between two points of an electrical or electronic circuit, expressed in volts. Voltage Drop. It is the reduction in voltage in an electrical circuit between the source and load. Switch. It is an electrical device having two states, ON (closed) or OFF (open). Test. It is a sequence of operations intended to verify the correct operation or malfunctioning of a piece of equipment or system.
iii
APPLY QUALITY STANDARDS ON ELECTRONIC COMPONENT PARTS APPLYING QUALITY STANDARDS ON ELECTRONIC QUALITY PARTS
Module Title:
Learning Outcome 1: Assess quality of received electronic components. Assessment Criteria 1. Quality of the electronic components is checked according to the specifications. 2. Quality standards on electronic components are separated from sub-standard electronic components. 3. Electronic components, which do not conform to quality standard are identified and marked for disposal.
References: 1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics; Andes Mountain Printers: 2004 2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.: 2003
3. Pagarigan, Marconi and Bandi, Sharif. Practical Electronics Solid State
Servicing, Quapo, Manila: Electrolab Corporation, 1986 4. Staff of Electronic Enthusiasts, Project & Circuits Volume 1, Manila: 1982
Learning Outcome 1: Assess quality of received electronic components. Learning Activities 1. Read the attached Information Sheet 1.1 on quality inspection procedure: 2. Read the operation sheet 1.1 3. Fill out the job sheet 1.1 4. If you have any questions or you need clarification on the information, ask assistance from your teacher or from your advanced classmate who have finished this learning outcome (LO). 5. If you have answered all the questions correctly, you can proceed to learning outcome 2. Try to answer the Self-Check 1.1 without looking at the information sheet. Special Instruction

Quality Inspection Procedure
Electronic Components
Standard Specification
Quantity of receive Electronic components 20pcs. 20pcs. 20pcs. 20pcs. 20pcs. 20pcs. 20pcs. 20pcs. 20pcs. 20pcs. 20pcs. 20pcs. 20pcs. 20pcs. 20pcs. 20pcs. 20pcs. 20pcs. 20pcs. 20pcs. 20pcs. 20pcs. 20pcs. 20pcs. 20pcs.
Quality of receive electronic component Faulty Remarks good 3pcs. open 17pcs. 1pc. open 19pcs. 2pcs. Change 18pcs. value 2pcs. Change 17pcs. value 1pc. open 1pc. open 19pcs. 1pc. shorted 19pcs. 20pcs. 20pcs. 20pcs. 18pcs. 20pcs. 19pcs. 19pcs. 19pcs. 19pcs. 20pcs. 19pcs. 19pcs. 20pcs. 20pcs. 19pcs. 20pcs. 20pcs. 20pcs. 20pcs.
Resistor
5W/1 3W/330 1/4W 1k 1W/390k 1/2W 1M
Capacitor
22uf/50v 4.7uf/16v 13pf/25v 1.5uf/25v IN5396(500v rectifier) IN5223( 2.7 volts) IN4742(12volts) IN4001(1A 50v) 2N2925(npn.2w/25v) 2SC9014(.625w/50v) S8050(npn 25v/1A) 2SA1015(pnp 50v) S4020L(20A/400v) S2050J(50A/200v) S1065P(65A/100v) Q401E3(1A/400v) Q4008L4(8A/400v) Q6025P(25A/600v) Q2015L5(15A/200v) Q2016L5(12A/250v)
Diode
2pcs. 1pc. 1pc. 1pc. 1pc. 1pc 1pc
open shorted shorted open shorted shorted shorted
Transistor
SCR
TRIAC
1pc
open
OPERATION SHEET 1.1

Identification and Isolation of Faulty Electronic Components PROPER HANDLING OF TEST PROBE IN ISOLATING FAULTY AND GOOD ELECTRONIC COMPONENTS
Testing Resistor Good Resistor The meter reading should be closed to the rated value of the resistor depending on the tolerance of the resistor. Defective Resistor The tester pointer does not deflect at all. The resistor is OPEN. The resistance reading has a big difference to the resistor rated value. The resistor has change value.
Testing Capacitor Good Capacitor The tester pointer deflects and then move back to its initial position.
Open Capacitor The tester pointer does not deflect at all. Shorted Capacitor The tester pointer rests on the 0 ohm scale, reverse and forward bias test.
Leaky Capacitor The tester pointer deflects toward the right position but does not return to its initial position or remains stationary.
Testing Diode Open Diode The tester pointer does not deflect even the prove is reversed.
Shorted Diode The resistance reading deflects and measures the same in both directions.
Testing Transistor Open Transistor The tester pointer does not deflect in the base to emitter or base to collector .
Shorted Transistor Two terminals of the transistor read the same resistance in both direction.
Testing SCR Proper testing of a good SCR as shown in the figure below. NOTE: Setting for the multitester is X1 Ohm.
Testing Triac Proper testing of TRIAC are shown in the figure below. NOTE: Setting for the multitester is X1 Ohm.
JOB SHEET 1.1
JOB SHEET 1.1

Quality Inspection procedure Directions: With the use of assorted electronic components (20 pcs for each kind), fill-out the table below and isolate the faulty electronic components with the use of a multitester. NOTE: Write your answers in a separate sheet of paper. Do not write anything in this module. Electronic Components Standard Specification Quantity of the received Electronic components Quality of the Received Electronic Component Faulty Remarks Resistor good
Capacitor
Diode
Transistor
SCR
TRIAC
10

Quality Inspection Procedure Direction: Put a check in the designated box if you performed the following criteria. CRITERIA
Quality of the electronic components are checked according to the specifications.
YES
NO
Quality
standard
electronic
components
are
isolated from sub-standard electronic components.
Electronic component which do not conform to the quality standards are identified and are reported to the responsible personnel.
Results of diagnosis and testing are documented.
11
CONSUMER ELECTRONIC SERVICING NC II APPLY QUALITY STANDARDS ON ELECTRONIC COMPONENT PARTS APPLYING QUALITY STANDARDS ON ELECTRONIC COMPONENT PARTS
Learning Outcome 2: Assess own work. Assessment Criteria 1. 2. 3. 4. The quality standard set by the organization is followed. Completed work is checked against the organizational work procedures on tools. Information of the quality of the performance is recorded in accordance with the organizational quality procedures. Deviations from the specified quality standard and their causes are reported in accordance with the organizational work procedure.
References
1.
Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics; Andes Mountain Printers: 2004 Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.: 2003 www. PDCA CYCLE., Walter Shewhart in 1930s and later adopted by W. Edwards Deming.
2.
3.
12
LEARNING EXPERIENCES/ACTIVITIES Learning Outcome 2: Assess own work. Learning Activities 1. Read the Information Sheet 2.1 on the PDCA cycle. 2. Answer Self -Check 2.1. Try to answer all the Self Check materials without looking at the information sheet. Special Instruction
3. Compare your answer with the model answer. Key on the last page of this module.
4. Read operation sheet 2.2.
5. If you missed some of the questions, go back again to Information Sheet 2.1. 6. If you have answered the questions correctly, you can proceed to the Learning Outcome 3.
13

The PDCA cycle USE The PDCA cycle is designed to be used as a dynamic model. The completion of one turn of the cycle flows from the beginning of the next. Following in the spirit of continuous quality improvement, the process can be realized and a new test of change can begin. This continual cycle of change is represented by the ramp of improvement. Using what you learn in one PDCA, you can begin another more complex trial.
Plan. It is a change or a test, aimed at improvement. In this phase, analyze what you intend to improve, looking for areas that hold opportunities for change. The first step is to choose areas that offer the most return for the effort you put in-the biggest bang for your buck. Do. It is to carry out the change or test (preferably on a small scale). Implement the change you decided on in the plan phase. Check or Study the results. The basic questions are: What was learned? What went wrong? This is a crucial step in the PDCA cycle. After you have implemented the change for a short time, you must determine how well it is working. Is it really leading to improvement in the way you had hoped? You must decide on several measures with which you can monitor the level of improvement. Run Charts can be helpful with this measuring instruments.
14
Act. It is to adopt the change, abandon it, or run through the cycle again. After planning a change, implementing and then monitoring it, you must decide whether it is worth continuing that particular change. If it consumed too much of your time, was difficult to adhere to, or even led to no improvement, you may consider aborting the change and planning a new one. However, if the change ads to a desirable improvement or outcome, you may consider expanding the trial to a different area, or slightly increasing your complexity. This sends you back into the Plan phase and can be the beginning of the ramp of improvement. Example 1: The Student with Poor Grades in NCII Examination Robert is a graduate student in a vocational high school who has just taken his first set of examinations and is very unhappy with the results.
What is he trying to accomplish? Robert knows that he needs to improve his studying skills in order to gain a better understanding of the material. How will he know that a change is an improvement? Robert considers the most important measure of his study skills to be his NCII holder. However, he does not want to risk another examination period just to find out that his skills are still not good. He decides that a better way to measure improvement is by taking old exams for the NCII. What changes can he make that will result to improvement? Robert thinks that he has spent too little time studying. He feels that the best way to improve his study skills is by having an ample time.
Cycle 1 Plan: Robert decides to add an additional thirty hours per week to his already busy schedule. He resolves that he must socialize less, get up earlier, and stay up later. At the end of the week he will take an old exam to see how he is progressing. Do. By the end of the week, Robert finds that he was able to add only fifteen hours of studying. When he takes the exam he is dismayed to find that he does no better. Check: The fifteen extra hours of studying has made Robert feel fatigued. In addition, he finds that his ability to concentrate during those hours is rather limited. He has not exercised all week and has not seen any of his friends. This forced isolation is discouraging him. Act: Robert knows that there must be another way. He needs to design a better, more efficient way to study that will allow his time to exercise and socialize.
15
Cycle 2 Plan: Robert contacts all his technical/technology school friends whom he knows are doing well yet still have time for outside lives. Many of these friends have similar advice that Robert thinks he can use. Based on his findings, he decides to always attend lectures and go to some repair shop to rewrite his class notes in a format he can understand and based on what the professor/instructor has emphasized, and to use the assigned text only as a reference. Do: Robert returns to his original schedule of studying. However, instead of spending a majority of her time poring over the text, he rewrites and studies his notes. He goes to the text only when he does not understand his notes. When Robert takes one of the old exams, he finds that he has done better, but he still sees room for improvement. Check: Robert now realizes that he has been spending too much time reading unimportant information in the required text. He knows that his new approach works much better, yet he still feels that he needs more studying time. He is unsure what to do, because he doesn't want to take away from his social and physically active life. Act: Robert decides to continue with his new studying approach while attempting to find time in his busy day to study more. Cycle 3 Plan.: In his search for more time to study, Robert realizes that there are many places that he can combine exercising and socializing with studying. First, he decides to study his rewritten notes while he is exercising on the repair shop. Next, he intends to spend part of his socializing time studying with his friends. Do: Robert's friends are excited about studying together, and their sessions turn into a fun and helpful use of everyone's time. Robert has found that he enjoys studying while he exercises. In fact, he discovers that he remains on the repair shop longer when he's reading over his notes. When Robert takes his exams this week, he is happy to find that his grades are significantly higher. Check: Robert now knows that studying does not mean being locked up in his room reading hundreds of pages of text. He realizes that he can gain a lot by studying in different environments while focusing on the most important points.
16
Act: Robert chooses to continue with the changes he has made in his studying habits. What Robert initially thought would be an improvement turned out to only discourage his further. Many people who are in Robert's place do not take the time to study their changes and continue them even though they lead down a disheartening path. By using the PDCA cycle, Robert was able to see that his initial change did not work and that he had to find one that would better suit him. With perseverance and the willingness to learn, Robert was able to turn a negative outcome into a positive improvement experience.
17
SELF-CHECK 2.1
THE PDCA CYCLE Directions: Write a simple case study in assessing your own work on receiving electronic components by applying the PDCA cycle. NOTE: You can ask your English teacher for some tips. Problem: Assessing own work in receiving electronic components by applying the PDCA cycle. ELECTRONIC COMPONENTS Resistor Plan: PDCA cycle
Do:
Check:
Act:
Capacitor
Plan:
Do:
Check:
Act:
18
OPERATION SHEET 2.2

Accessory Ones Work Using the PDCA Cycle Name: ________________________ ____________________ Address: _____________________ _______________________________ Electronic Components receive Qty. 25pcs Assess Quality standards Remarks Causes of Good Faulty defects 23pcs. 2pcs. 1 pc. change value. 1 pc. Open resistance Date:
Using the PDCA cycle Plan: 1 change value resistor, needs alternative Do: Create some alternative ways Check: Use multitester for the tolerable value of the resistor which got change value Act: Get an actual resistor to be added to the resistor which got change value.
Recommendation
Resistor
1 open resistor needs to be changed to a new one from the supplier. 1 resistor needs to be changed.
19
Capacitor
25pcs. 24pcs. 1 pc.
Causes of defects 1 pc. Shorted
Plan: 1 shorted capacitor Do: Create alternative ways.
1 capacitor needs to be changed with a new one from the supplier/ready to scrap
Check: Use 1 capacitor needs multitester. to be changed to a new one from the supplier/ Act: Need to replaced.
Diode
25pcs. 22pcs.
3pcs.
2 shorted 1 open
Plan: 2 shorted 1 open. Do: Create alternative ways. Check: Use multitester Act: Need to replace
3 diodes need to be replaced with a new from the supplier/ready to scrap
20
Transistor 25pcs. 24pcs.
1pc.
1 transistor open
Plan: 1 open Do: Create alternative way Check: use multitester Act: Need to be replaced
Need to be replaced/ready to scrap
21
JOB SHEET 2.2

Accessory Ones Work Using the PDCA cycle Direction: Fill out the table below based on this task: Isolate the faulty and good electronic components. Make them your own PDCA cycle and recommendations to improve the quality standards of assessing your own work. (30pcs. each kind) Name: ________________________ ____________________ Address: _____________________ _______________________________ Electronic Components Received Qty. Date:
Assess Quality Standards Remarks Good Faulty Cause of Defects
Using the PDCA Cycle
Recommendation
Resistor
30pcs.
Plan: Do: Check: Act:
Capacitor
30pcs.
22
Transistor 30pcs.
Diode
30pcs.
23
CONSUMER ELECTRONIC SERVICING NC II APPLY QUALITY STANDARDS ON ELECTRONIC COMPONENT PARTS APPLYING QUALITY STANDARDS ON ELECTRONIC COMPONENT PARTS
Module Title:
Learning Outcome 3: Engage in quality improvement. Assessment Criteria: 1. 2. 3. 4. Existing organizational work procedures are assessed. Process improvement procedures are applied and implemented. Information on quality of organizational performance is recorded. Deviation from specified quality standards and their causes are reported. 5. Improvement in work procedures is recommended. References 1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics; Andes Mountain Printers: 2004 2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.: 2003 3. www. PDCA CYCLE., Walter Shewhart in 1930s and later adopted by W. Edwards
Deming.
24
Learning Outcome 3: Engage in quality improvement Learning Activities Special Instruction
1. Do the Operation Sheet 3.1 on Organizational Work. Improvement Report Using the PDCA Cycle. Perform the Job Sheet 3.1 2. Work on the Job Sheet 3.1 and then do its checklist afterwards.
3. If you were able to perform properly what is in the assessment criteria, then you can move on to the next module.
25
OPERATION SHEET 3.1

Organizational Work Improvement Report Using the PDCA Cycle GROUP 1 LEADER: JOSE MEMBER RUBIN SARAH BERT NICK NINO GROUP 2 LEADER: MARK MEMBER TOTO TATA RICK REMAR SHERWIN GROUP 3 LEADER: ZALDY MEMBER PAQUITO DENCIO BADJAO TUKLES POLOY GROUP 4 LEADER: RONNEL MEMBER RITCHIE RAYVIC RAYMUND RODNEY RANDOLF
PROBLEM: All groups are performing in checking quality standards in a Resistor. Received electronic component RESISTOR good Assessing group quality standards in checking electronic components Remarks Need improvement Plan: The group intends to improve in testing components Do: Review all notes in checking components Check: Less in knowledge about isolating faults from the good ones Using Recommendation PDCA cycle
Group no.
Re-checking the components
26
Act: Practice always testing components to isolate the faults from the good ones and get good remarks in evaluating group quality standards. All faulty/defective components must be returned to the supplier for improvement purposes. All faulty/defective components must be returned to the supplier for more improvement purposes. All faulty/defective components must be returned to the supplier for more improvement purposes.
N/A
N/A
N/A
27
JOB SHEET 3.1

Organizational Work Improvement Report Using The PDCA Cycle GROUP 1 LEADER: GROUP 2 LEADER: GROUP 3 LEADER: GROUP 4 LEADER:
Direction: Group yourselves into 4 and answer the table below. PROBLEM: All groups are performing in checking quality standards of a Capacitor and then make a PDCA cycle if there is something to improve. Received electronic component Assessing group quality standards in checking electronic components Remarks CAPACITOR good 1 Need improvement Plan: Check: Do: Act: Plan: Do: Check: Act: Plan: Check: Do: Check: Plan: Do: Check: Act: Using PDCA cycle Recommendation
Group no.
28

Directions: Below is a checklist of performance for the Organizational Work Improvement Report using the PDCA Cycle. Identify each by checking under the appropriate column. Assessment Criteria Yes No
1. Existing organizational work procedures are assessed. 2. Process improvement procedure are observed and applied. 3. Information on quality of organizational performance is recorded. 4. Deviations from specified quality standards and their causes are reported. 5. Improvement in work procedures is recommended.
29
Students name: Teachers name: Name of School Competency standards Unit of competency: Instructions for the teacher 1. Observe the student assess the quality of the received electronic components]. 2. Describe the assessment activity and the date on which it was undertaken. 3. Place a tick in the box to show that the candidate completed each aspect of the activity to the standard expected in the enterprise. 4. Complete the feedback sections of the form. Date of observation Description of assessment activity Location of assessment activity The student can Check the quality of the electronic components according to the specifications. Separate the quality electronic components from the substandard ones. Identify the electronic components which do not conform to the quality standard and mark for disposal. Flow the quality standard set by the manufacturers manual. If yes, tick the box
Did the students overall performance meet the standard? Feedback to student Teachers signature:
Yes
No
Date:
30
ASSESSMENT PLAN
Evidence Checklist
Competency standard: Unit of competency: Title of Module CONSUMER ELECTRONIC SERVICING NC II APPLY QUALITY STANDARDS ON ELECTRONIC COMPONENT PARTS APPLYING QUALITY STANDARDS Demonstratio n Observation Questioning Third party Report
Portfolio 31
The evidence must show that the students can: 1. Check quality of the electronic components according to specification. 2. Isolate quality standard for electronic components from sub-standard electronic components. 3. Report electronic components, according to the specifications, to the responsible personnel. 4. Identify the quality standard set by the organization. 5. Check completed work in accordance with the organizational work procedures on tools. 6. Record information of the quality of the performance in accordance with the organizational quality procedures. 7. Report deviations from specified quality standard and their causes in accordance with the organizational work procedure. 8. Assess existing organizational work procedures. 9. Apply and participate improvement procedure. in the process
10. Record information on quality of organizational performance. 11. Report deviation from specified quality standards and their causes. 12. Recommend improvement in work procedures.
Written
Ways in which evidence will be collected: [tick the column]

Students name: Teachers name: Assessment Center Competency standards Unit of competency: Instructions for the teacher 1. Observe the student assessing quality of received electronic components]. 2. Describe the assessment activity and the date on which it was undertaken. 3. Place a tick in the box to show that the candidate completed each aspect of the activity to the standard expected in the enterprise. 4. Ask the candidate a selection of the questions from the attached list to confirm his/her underpinning knowledge 5. Place a tick in the box to show that the candidate answered the questions correctly. 6. Complete the feedback sections of the form. Date of observation Description of assessment activity Location of assessment activity The student can. check the quality of electronic components according to the specifications. separate electronic components aligned with quality standard from substandard electronic components. Identify electronic components which do not conform to the quality standard and mark for disposal. If yes, tick the box
Did the student overall performance meet the standard?
Yes
No
32
Demonstration
Students name: Teachers name: Unit of competency: Competency standards: Date of assessment: Time of assessment: Instructions for demonstration Given the necessary materials the student must be able to:
Materials and equipment: Electronic components Multi tester
During the demonstration of skills, did the student: *follow the quality standard set by the organization. *check the completed work against the organizational work procedure. *record the information of the quality of the performance in accordance with the organizational quality procedure. *report any deviation from the specified quality standard and their causes in accordance with the organizational procedure. The students demonstration was: Satisfactory
Yes
No
N/A
Not Satisfactory
33
Written report
Students name: Teachers name: Name of School Competency standards Unit of competency: Task: Your task is to: Apply quality standards Submission date: Use the checklist below as a basis for judging whether the students report meets the required competency standards. The students report can check quality of electronic components in accordance with the specification. isolate quality standard electronic components from the substandard. report electronic components not according to specifications to responsible personnel. identify quality standards set by the organization. record information of the quality of the performance in accordance with the organizational quality procedures. assess existing organizational work procedures. Yes No Comments: If yes, tick the box
Overall did the students report meet the standard?
Date: Date:
34
PERFORMANCE TEST
Students Name Competency: 1st Directions: Ask your teacher to assess your performance in the following critical task and performance criteria below. You will be rated based on the overall evaluation on the right side.
Level Achieved
Date Test Attempt 2nd 3rd
OVERALL EVALUATION
PERFORMANCE LEVELS
4 - Can perform this skill without supervision and with initiative and adaptability to problem situations. 3 - Can perform this skill satisfactorily without assistance or supervision. 2 - Can perform this skill satisfactorily but requires some assistance and/or supervision. 1 - Can perform parts of this skill satisfactorily, but requires considerable assistance and/or supervision. Teacher will put his/her initial to level achieved.
PERFORMANCE STANDARDS For acceptable achievement, all items should receive a "Yes" or "N/A" response. *Check quality of the electronic components according to specifications. *Separate the quality electronic components from the substandard components. *Check the completed works against the organizational work procedure. *Follow the quality standard set by the organization. *Apply and implement existing organizational procedure. *Identify electronic components which do not conform to the quality standard and mark for disposal. *Assess the existing organizational work procedure. *Recommend improvement in work procedure.
Yes
No
N/A
35
ACKNOWLEDGMENT


Mr. Rufo G. Malla


Mr. Remar C. Pinsoy


Facilitators:
Dr. Edward dela Rosa
TEC-VOC Task Force
Dr. Corazon L. Echano

TEC-VOC Task Force
Encoders: Mrs. Rosario D. Briones Mr. Mhariel L. Echano Mr. Jason O. Villena
36
ACKNOWLEDGMENT

Mrs. Gigi C. Corpuz


Mr. Rufo G. Malla

Mr. George B. Fuazo


Teacher III, Gen. Mariano Alvarez Technical High School GMA, Cavite
Mrs. Charlie I. Soriano

Teacher I, Don Alejandro Roces Sr. Science-Technology HS Quezon City
Mathematics
37
Mrs. Analiza Rosa P. Librada

Teacher I,-Mathematics Coordinator, San Pedro Relocation Center Natl. HS San Pedro, Laguna
Science Mrs. Gemma G. Vallarta

Teacher III Science Coordinator, San Pedro Relocation Center Natl. HS San Pedro, Laguna
Mrs. Lenalyn Manzano

Teacher I, E A. Rodriguez Vocational High School Nagtahan, Sampaloc, Manila
Facilitators: Dr. Corazon L. Echano

TEC-VOC Task Force
Dr. Victorio N. Medrano

TEC-VOC Task Force
Dr. Orlando E. Manuel

TEC-VOC Task Force
Encoders: Marisol E. Saldivar
38

Electronics Y2

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Republic of the Philippines Department of Education PUBLIC TECHNICAL -VOCATIONAL HIGH SCHOOLS

HOW TO USE THIS MODULE

Program/Course Unit of Competency Module Title

Program/Course Unit of Competency Module Title

CONSUMER ELECTRONIC SERVICING NC II USE HAND TOOLS USING HAND TOOLS

INFORMATION SHEET 1.1

Flat Screwdriver. It is used to drive or fasten negative slotted screws.

ACTIVITY SHEET 1.1

SELF-CHECK SHEET 1.1

Assessment Criteria 1.1

ACTIVITY SHEET 1.2

SELF-CHECK SHEET 1.2

Assessment Criteria 1.2

ACTIVITY SHEET 1.3

Assessment Criteria 1.3

Descriptive Grade Excellent Very good Good Fair Poor

Program/Course Unit of Competency Module Title

LEARNING EXPERIENCE / ACTIVITIES

Try to answer the self-check without looking at the answer key.

ACTIVITY SHEET 2.1

OPERATION SHEET 2.1

TEACHER-CHECK SHEET 2.1

Assessment Criteria 2.1

OPERATION SHEET 2.2

TEACHER-CHECK SHEET 2.2

Assessment Criteria 2.2

OPERATION SHEET 2.3

TEACHER-CHECK SHEET 2.3

Assessment Criteria 2.3

INFORMATION SHEET 2.1

Keep the elbows close to the body.

Tilt the work surface instead of the wrist.

ACTIVITY SHEET 2.2

SELF-CHECK SHEET 2.2

Assessment Criteria 2.2

Program/Course Unit of Competency Module Title

LEARNING EXPERIENCE / ACTIVITIES

ACTIVITY SHEET 3.1

OPERATION SHEET 3.1

TEACHER-CHECK SHEET 3.1

Assessment Criteria 3.1

The evidence must show that the student can

Prepared by: Checked by:

If yes, tick the box

Observation and Questioning Checklist

If yes, tick the box

Did the candidates overall performance meet the standard?

Answer Key of Self-Check 1.2 1. 2. 3. 4. 5. b e c i f 6. 7. 8. 9. 10. a h k d or j l

Dr. Gilbert M. Castor

Mr. Eddielou L. Dayao

Mr. Rufo G. Malla

Mr. Sherwin P. Medrano

Mr. Remar C. Pinsoy

Contextual Teacher: Mrs. Daisy Carousel P. Cervantes

Encoders: Mrs. Rosario D. Briones Mr. Mhariel L. Echano

Mr. Jason O. Villena

Funding: Department of Education

Mr. Reynaldo C. Cunanan

Mrs. Gigi C. Corpuz

Mr. Ismael G. Gallardo