Electronics III

2010 Secondary Education Curriculum Career Pathways in Technology and Livelihood Education Industrial Arts - Electronics Technology III
Career Pathways Technology and Livelihood Education INDUSTRIAL ARTS ELECTRONICS TECHNOLOGY III
General Standard: The learner demonstrates understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment and market as well as the process/production and delivery of quality services in Electronics Technology III (Digital Electronics, AM/FM Radio Receivers, Audio/Video Operations)
Career Pathways Technology and Livelihood Education INDUSTRIAL ARTS ELECTRONICS TECHNOLOGY III
1
General Standard: The learner demonstrates understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment and market as well as the process/production and delivery of quality services in Electronics Technology III (Digital Electronics, AM/FM Radio Receivers, Audio/Video Operations)
Quarter 1: Digital Electronics Circuits Analysis and Operation
Topic: Personal Entrepreneurial Competencies (PECs) STAGE 1
Timeframe: 6 days
Content Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) as sound system/Background Music (BGM) provider. Essential Understanding: Aligning ones PECs with PECs of successful practitioner/entrepreneur helps ensure success in chosen career. Learners will know: Personal Entrepreneurial Competencies (PECs) Characteristics Attributes Lifestyles Skills Traits Successful entrepreneurs/practitioners in a province
Performance Standard: The learner independently prepares a suitable activity plan that aligns his/her PECs with the PECs of successful practitioner/entrepreneur in digital electronics. Essential Question: How does one ensure success in a chosen entrepreneurial career as sound system/background music (BGM) provider
Learners will be able to: Assess their Pecs vis--vis: Characteristics Attributes Lifestyles Skills Traits Compare their PECs with that of the entrepreneur/practitioner Align development areas based on the results of PECs assessment Make a plan of action on how to improve their development areas and further enhance their areas of strengths.
STAGE 2 Product or Performance Task: Plan of action that addresses personal strengths and weaknesses areas of development based on ones Evidence at the level of Understanding Performance The learners should be able to Assessment of the personal plan of action demonstrate understanding of based on the following criteria: the production of working
3
PECs, and strengths needing further enhancement
plans by covering at least three Comprehensiveness: (3) of the six (6) facets of Strength and development areas understanding: are identified and prioritized; Appropriate strategies are selected; Describe your PECs focusing on Relevant resources are strengths and developmental employed/considered; and areas as sound Alternative course of actions are system/background music reflected (BGM) provider. Criteria: Feasibility Comprehensiveness Cost-effective and realistic (Should include Time-bound; Characteristics, Attributes, Actions/activities are focused on etc) goals Clarity Conciseness Compare your PECs with those of a successful practitioner/entrepreneur. Criteria: Objectivity Credibility Conclusiveness Apply ones PECs in pursuing a chosen entrepreneurial activity. How will you use your PECs in choosing an entrepreneurial activity to pursue? Criteria: Efficiency/effectiveness
4
Level of competence Level of confidence Express your thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur/practitioner. Criteria: Comprehensiveness Relevance Objective Express your feelings if you are an entrepreneur who finds difficulty in coping with the PECs of a chosen career. Criteria: Objective Persuasive Sensible Assess your level of competence in coping with the PECs of a successful practitioner/entrepreneur in the field electronics. Criteria: Objective Insightful Conclusive STAGE 3
5
Teaching/Learning sequence: Individuals possess different Personal Entrepreneurial Competencies (PECs). These include characteristics, attributes, lifestyles, skills, or traits that make a person different from others. When one possesses these attributes, he/she may become ready to face the challenges of starting a business. Hence, the learners shall: 1. EXPLORE As part of initial activities, learners shall be given an overview of the Personal Entrepreneurial Competencies (PECs) that include characteristics, attributes, lifestyles, skills, or traits. They are given learning activities and their learning will be assessed accordingly. In this stage, diagnosis of their basic knowledge of PECs shall form part of the prerequisites. 1. Ask learners to name people in the province who are successful in their business/career. Why are they successful? __________________________________________________________________________________________________________ If you were _____ (name one successful business man in the province) what do you think are his/her characteristics? __________________________________________________________________________________________________________ Do you wish to be like him/her? _________________________________________________________________________________________________________ Explain to learners the importance of assessing their PECs. Guide learners in assessing their PECs on the following: Character Attribute Lifestyle Skills Traits
KNOWLEDGE AND SKILLS
TALENTS AND INTERESTS
Think about these: Assessing your personal character traits which are your knowledge, skills, talents and interest will give you an idea of what you wanted to become someday. Assessing your trends and preference would speak of your personality. Assessing the things or incidents which irritate you most would describe your tolerance as a person. How about doing this: Based on the assessment of your character traits and the trends and irritants which surround you, try to generate an entrepreneurial activity which you would likely pursue in the near future.
TRENDS
IRRITANTS
MY BUSINESS OPPORTUNITY
1. Ask learners to thoughtfully study and understand the meanings of PECs as described in the preceding page; 2. Let them objectively assess themselves by indicating a check (/) mark in either strengths and/or development areas column; 3. Have them interpret the results by counting the total number of check marks in each of the columns; 4. Ask learners to work in groups. Let them compare and/or validate their own interpretation. Challenge each group to prepare a presentation that describes their groups profile. . Assist learners in analyzing and interpreting the results of the assessment of their PECs. Ask EQ below to draw out their initial understanding on how entrepreneurs succeed in their chosen career. How does one ensure success in a chosen entrepreneurial career as sound system/background music (BGM) provider? Encourage learners to participate in the activity. (Teacher may distribute meta cards for learners to write their answers. When done, these may be posted on the wall to be processed. Devote quality time revisit the same during the FIRMING-UP). 2. FIRM-UP Varied learning experiences shall be introduced to help learners challenge initial notion on PECs, examine/assess prior knowledge, and begin to discover the merits of tentative ideas in answering the EQ; make their understanding of PECs thorough by validating what experts say about success that many aspiring and budding entrepreneurs share their insights that there should be a combination of skills and traits to succeed; equip them with skills and knowledge to maximize chances of success; and undergo differentiated instruction to address their unique strengths and needs.
Attachment A: Important Entrepreneurial Traits

The following are the fundamental characteristics of an entrepreneur:
1. Hard working: If you are determined to run your own business, you must concentrate on your work either as a producer or a seller. The success of your business depends on how much time and effort you will spend on it.
8
2. Confident: You must have a strong faith in your ability despite the problems that you will encounter along the way. 3. Future-Oriented: Once a person enters in a line of business, you must understand that you are in a non-stop contract that an entrepreneur should understand. It may take several years to build up a business to a reasonable standard. The goal for most successful business people is to build a secure job and stable income for themselves based on their own ability. 4. Profit-Oriented: When you enter into the world of business, obviously, you are looking for income because you know that this will be your bread and butter not only for you but also for your family. Therefore, you must see to it the business can generate income. Another plan of action is to expand your own business through the use of your generated income. 5. Goal-Oriented: An entrepreneur is forward looking. You have an advanced preparation for your business. You set a long-term goal for the activities that are needed, an extensive preparation for the production process and procedures that you need to go through to acquire, human and non-human resources. Everything in your business will have to be set clearly, organized, and planned depending on the goal you want to achieve. 6. Persistent: Differences in opinion and judgment. Your opponent can be a part of the rejection on what you intend to do for your endeavor. As an entrepreneur, you must be firm, strong-willed, and stick or follow your own belief. 7. Copes with Failure: Learn from your mistakes. As an entrepreneur, you must learn how to deal with the frustrations and failures instead, turn these into productive learning experiences. 8. Responds to Feedback or Open to Feedback: You must be concerned to know how well you are doing and keep
track of your performance. You must obtain useful feedback and advice from others.
9
9. Takes the Initiative: A successful entrepreneur takes the initiative. You must put yourself in a position where you personally are responsible for the failure or success of your business. 10. Willing to Listen: Take time to listen to the advice, suggestions, and recommendations of fellow entrepreneurs. It will help your business grow. 11. Sets Own Standards: This involves developing and using logical, step-by-step plans to reach the goals, or offering evaluation alternatives, monitoring progress, and switching to successful strategies for the goal you want to achieve. To be a successful entrepreneur you must take into consideration that sales and production depend on your own standards. 12. Copes with Uncertainty: Pursue your vision to be a successful entrepreneur; you should know how to handle unusual events that may happen in the business which include problems in managing the workers, problems on the delivery of goods and services, and the problems on demand and production. You must be patient in dealing with these uncertainties. 13. Committed: You should know that in your business, personal needs, attachment to your friends, families and relatives are set aside. You must separate the money for your business from the amount that you need to spend for personal obligations and lifestyles. 14. Builds on Strengths: to build your business. 15. Reliable and has Integrity: An entrepreneur must build a good reputation, possess the courage to do the right thing,
10
Successful business people base their work on strengths. Use your manual skills, knowledge in
creating products or services, knowledge in trade and industry, ability to make and use of a wide network of contacts
do what you say, walk your talk, be loyal, and be fair in dealing with the subordinates and costumers. 16. Risk-Taker: Risks cannot be anticipated. When misfortunes happen, consider these as challenges and work them out and set good alternatives. Risks may result to loss of your business or even bankruptcy. In order to firm up learners understanding, they may be asked to work individually or in groups in collecting information about how entrepreneurs/practitioners succeed in their chosen careers. Some suggested activities are the following: interview with successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. Analyze (in the form of a chart, Venn diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs in the following aspects: characteristics, traits, attributes, lifestyles, skills. Reflect/rethink their understanding of how entrepreneurs succeed in their chosen field. Refer learners to their answers posted on the wall. Process learners learning and check it against EU. Check learners understanding of processes and skills. When there are misconceptions revealed in the assessment for learning having administered, administer appropriate interventions as remedy to the learning gap. Assess learners understanding on the importance of assessing ones PECs by asking How are you going to use your PECs in choosing an entrepreneurial activity to pursue?
3. DEEPEN Learners shall be engaged in processing and making meanings out of the information having studied, as they reflect, revisit, revise and rethink their ideas; express their understandings and engage in meaningful self evaluation; and undergo in-depth study of PECs. When they are able to polish these characteristics, they could easily shape the definition of success.
11
Plan of action on PECs that need to be developed Personal Entrepreneurial Competencies of an Entrepreneur My Personal Entrepreneurial Competencies Strength Needs to be developed
Hardworking Self-confident Builds for the future Profit-oriented Goal-oriented Persistent

Copes with failure Responds to feedback Demonstrates initiative Willing to listen Sets own standards Copes with uncertainty Committed Builds on strengths Reliable and has integrity Risk-taker TOTAL
Have learners align their PECs with those of a successful entrepreneur of their choice.
12
Reflect on their development areas as well as their areas of strength. Ask how they would improve further their areas of strength. Ask learners to express the EU. Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs).
Plan of action on PECs that need to be developed My PECs that need to be developed 1. 2. 3. 1. 2. 1. 2. Activities to align PECs with that of a successful entrepreneur
Resources needed
Time Frame
1. Creative
2. Organized 3. Competent 4. Persistent
1. 2.
4.
TRANSFER
This phase challenges learners to organize their learning experiences on the practical applications such as in alignment and execution of their plan of action on how to further intensify areas of strength. Likewise, they too, are challenged to transfer their learning in a new setting or specifically when a demand for such PECs is called for. By doing such, they could honestly say that they have the right personality type at this point in time. Have learners prepare a plan of action that addresses their areas of development based on their PECs analysis matrix.
13
Ask learners to make a plan of action on how strong PECs can be further improved. Assess learners plans of action based on the criteria provided in Stage 2 (Assessment at the level of performance). 5. Ask learners to thoughtfully study and understand the meanings of PECs as described in the preceding page; 6. Let them objectively assess themselves by indicating a check (/) mark in either strengths and/or development areas column; 7. Have them interpret the results by counting the total number of check marks in each of the columns; 8. Ask learners to work in groups. Let them compare and/or validate their own interpretation. Challenge each group to prepare a presentation that describes their groups profile.
Plan of Action on how to improve and align ones PECs My strong PECs Activities to further improve PECs 1. 2. 3. Resources needed Time Frame
1. Resourceful
2. Observant
1. 2. 3. 1. 2.
3. Committed 4. Persistent
1. 2.
Instructions: 1. Let learners use the suggested matrices above to indicate their plan of actions on the two areas: (a) PECs that need to be developed; and (b) PECs that are already strong. (Note: The above matrix has few examples. Please tell
14
learners not to copy the examples indicated therein); 2. Challenge them to supply information in all of the columns to indicate their plans, activities, resources needed, and time frame to attain the desired level of PECs; 3. Ask volunteers to present before the class the results of this activity. 4. Conduct a short processing by highlighting the importance of these matrices to their lives as future entrepreneurs. Remind learners that the same would keep track of their plans and timelines of activities that will ensure a holistic development of ones PECs.
Quarter 1 Digital Electronic Circuits Analysis and Operation
Topic: Environment and Market
Timeframe: 14 days
STAGE 1 Content Standard: Performance Standard: The learner demonstrates understanding of environment and market that relates with career choice in Digital electronic circuit The learner independently determines a good business assembly, analysis and operation. idea based on the analysis of the environment and market in ones province for the Production of Working Plans Essential Understanding: Essential Question: A successful business venture starts with the generation of a good How does one generate a good business idea? business idea. Learners will know: Learners will be able to: Environment and Market Conduct SWOT analysis Consumers needs and wants Seek and seize business opportunity Industry that relates with a career choice Product/service that satisfies the needs and wants of customers
15
STAGE 2 Product or Performance Task: Formulation of a business idea based on the analysis of the environment and market from ones province. Evidence at the level of Understanding Performance Explain what is revealed when one Assessment of the formulated analyzes the environment and market in a business idea based on the certain province. following criteria: Criteria: profitability / feasibility Thorough practicality Insightful responsiveness to customers Objective needs innovativeness Interpret the information revealed in the data analysis of the environment and market in ones province. Criteria: Conclusive Insightful Objective Propose a method for generating business ideas based on the needs and wants of the target market in ones province. Criteria: Practicality Appropriateness Effectiveness See from the perspectives of buyers and sellers the importance of ones environment and market in finding a feasible business idea. Criteria:
16
Insightful Objective Conclusive Assume roles performed by entrepreneurs when they try to excel over a competition on the same type of business in a certain province. Criteria: Responsiveness Appropriateness Effectiveness Deepen ones understanding of the importance of SWOT analysis prior to deciding an entrepreneurial activity to be pursued. Criteria: Insightfulness Appropriateness Effectiveness
STAGE 3 Environment and Market Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met by existing
17
business establishments may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. 1. EXPLORE As part of initial activities, learners shall be given an overview of topics on environment and market, what they are expected to learn and how their learning will be assessed. In this stage, diagnosis of their basic knowledge of the sociopolitical conditions in community, the needs and wants of the target market, business opportunities that they might be seized for possible business venture shall serve as prerequisites of the lesson. Guide learners in assessing their prior knowledge on environment and market as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. Have learners assess their provinces environment and market to determine the existing industries, needs and wants of target market with the use of the following: Survey questionnaire; Sample Questionnaire 1. Have you experienced conducting a community mapping activity? 2. How many shops and stores offering products and services related to digital electronic timer exist in your area? Interview guide; Sample Interview Guide How were you able to acquire skills in digital electronic timer used in sound system? Why did you venture in this type of product/service? When and how did you start your business? What difficulties and challenges did you encounter along the way? How were you able to sustain your business? Are you happy with how your business is doing? Checklist, etc. Sample Customer Checklist I patronize this store/ shop because of the following: Location of the store/ shop
18
Quality of products/ service Amenities of the shop/ store Affordability of the price/ service fee SWOT analysis Sample SWOT Analysis of a Business Idea Is your product or idea unique? Does it serve a customer needs or wants? Have you defined the competitive advantage your product or service offers? Do you know what your product or service will cost you? Have you defined the image you want your product or service to have in the market place? Can your competitors easily copy your product or service? Have you located supplies who will sell you what you need at a reasonable price?
Ask EQs to draw out their understanding of environment and market in generating business ideas. Consider student responses as tentative EUs that they need to explore further. How does one generate a good business idea that relates with digital electronic timers? Sample Summative assessment (Checking for knowledge) Today, I have learned about Environment and Market and its implication in generating a feasible business idea and they are as follows: ______________________________________________________________________________ ______________________________________________________________________________
Encourage learners to work in group to come up with tentative answers to the question posted. (Teacher may distribute meta cards for learners to write their answers. When done, these may be posted on the wall to be processed. Devote quality time revisit the same during the FIRMING-UP).
19
2. FIRM-UP Varied learning experiences shall be introduced to help learners challenge their misconceptions on the importance of environment and market in seizing a potential business opportunity, examine/assess prior knowledge, and begin to discover the merits of tentative ideas in answering the EQ; make their understanding of the needs and wants of market and industries in aid of predicting their chances of success; and undergo differentiated instruction to address their diverse strengths and needs.
Lead learners in analyzing the assessment conducted on the environment and market in a certain province. Assist learners in conducting a community mapping to identify business establishments or industries in a province. Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activity such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market. Encourage learners to reflect/rethink their understanding of how entrepreneurs succeed in seizing a potential business venture. Process learners learning of processes and acquisition of skills. Ask learners to do supplementary reading and other compensatory activity to support the information presented. Administer assessment for learning to gauge whether there are misconceptions revealed. Administer appropriate interventions whenever necessary as a remediation activity to the learning gap. Sample Summative Assessment (Checking for Process and Skills) o Are there issues and concerns about assessing a business idea that you want to discuss further? o Is opportunity seeking and seizing essential in finding a feasible business idea? Why? o Is SWOT Analysis effective in seizing a feasible business idea? Why?
20
3. DEEPEN Learners shall be engaged in processing and making meanings out of the information having studied, as they reflect, revisit, revise and rethink their ideas; express their understandings and engage in meaningful self evaluation; and undergo in-depth study of how to seize a business venture that will manufacture, render or deliver products and services to ultimately meet the discriminating needs and wants of the markets.
Ask learners to interview seasoned entrepreneur to gather salient information on the manner he/she was able to seize a business opportunity. Compare whether the information collected during the interview will complement/harmonize with their skill in formulating business ideas. Assess the students level of understanding by administering an assessment of learning. (Note: Refer to the assessment in Stage 2). Check learners understanding to determine whether they are: still far from the desired level of understanding/ already close to the desired level of understanding/ beyond the targeted level. Consider an intervention and appropriate compensatory activity/practical exercises to help learners who are still struggling to achieve the desired level of understanding. Sample Summative Assessment ( Checking for Essential Understanding) Explain what is revealed when one analyzes the environment and market in a certain province. Interpret the information revealed in the data analysis of the environment and market in ones province. Propose a method for generating business ideas based on the needs and wants of the target market in ones province. See from the perspectives of buyers and sellers the importance of ones environment and marketin finding a feasible business idea. Assume roles performed by entrepreneurs when they try to excel over a competition on the same type of
21
business in a certain province. Deepen ones understanding of the importance of SWOT analysis prior to deciding an entrepreneurial activity to be pursued.
4. TRANSFER This phase challenges learners to organize their learning experiences on the practical applications of KSAs in seixing a business idea as answer to market demand. Likewise, they are challenged to transfer their learning in a new setting or when a demand for such competency are called for. By doing such, chances of success can be predicted. Ask learners to formulate business ideas as a result of the SWOT analysis of environment and market for the Production of Working Plans. Assess learners business ideas based on the criteria provided in Stage 2. (Assessment at the Level of Performance). Sample Performance Test (Checking for Transfer) Directions: Challenge learners ability to generate a business idea. Ask them to study the sample vic inity map of a community with a population of one thousand people. The OCESTH Empire, a housing project will be constructed along Gen Aguinaldo Hi -Way, its main road, where the commercial establishments are situated. This housing project as the brochure announces, targets young couples with two kids. 1. Ask learners to answer questions below that may lead to the generation of a probable business. The answers to these questions will serve as bases in formulating their own business ideas. a. Who do you think are your target consumers/markets? b. Where is the most ideal location to situate your business? c. Which products or services would appeal to your target consumers/markets? d. Can you say that you have seized the most feasible business opportunity?
22
2. Request learners to generate business ideas based on the answers to the given questions. Assess the merits of their business idea based on the suggested criteria: profitability / feasibility practicality responsiveness to customers needs innovativeness Formulate a business idea based on the analysis of: Personal Entrepreneurial Competencies PECs) Environment and Market - Product/service analysis - Customer analysis Describe your business idea here: ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________
23
24
Quarter 1: Digital Electronic Circuits Analysis, and Operation
Time Frame: 40 Days Topic: Digital Electronic Circuits Analysis, Assembly and 2010 Secondary Education Curriculum Career Pathways in Technology and Livelihood Education Operation Industrial Arts - Electronics Technology III Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of concepts and The learner independently assembles, calibrates, and services underlying principles of process and delivery in producing and electronic digital timers based on market demands. rendering efficient servicing jobs of quality and marketable electronic digital timers circuits. Essential Understanding(s): Assuring the quality of assembled electronic digital timers with different circuit designs ensures that will competitiveness and marketability. Learners will know: Electronic Digital Timer Assembly Components and Materials - Resistors - Inductors - LED - Capacitors - Transformer - Neon light - Transistors - Wires - AC plug - ICs - Case - Diodes - PCB - Fuse - Potentiometers -bread board Tools and instruments needed in assembling, operating and servicing electronic digital timer. - Proper uses of tools and instruments. - Proper care and maintenance Assembly and Wiring Techniques - Location of components - Mounting of components - Wires and wiring techniques - Wire routing and connecting practices - Wire harness - Inspection and testing - Soldering -- Techniques in good soldering -- Desoldering techniques Electronic digital timer assembly - Inspection and testing Essential Question(s): 1. How does one assure quality, competitive and marketable electronic digital timers? Learners will be able to do: Practice proper care and safety measures in using tools and instruments Use appropriate or prescribe tools and instruments for the jobs. Read and interpret digital electronic circuit. Check all components before mounting on PCB. Assemble simple digital circuit using breadboard to check the functionality before using PCB for permanent connection. Place and mount all components on PCB in their proper location. Observe proper polarity of polarized components and take note of proper orientation of semiconductor devices. Make wiring connections by applying the correct wiring techniques in routing wire runs and proper connecting practices and wire harness consideration. Solder connections using the techniques in good soldering. Resolver connections to correct improper connections applying the steps in desoldering techniques, if necessary.
25
Packaging and Labeling Costing Marketing Journalizing
Repair and maintain electronic digital timer applying the systematic order of assembling procedures. Provide appropriate product and label. Compute for unit cost. Prepare effective marketing strategy. Keep accurate business transaction.
Stage 2 Product or Performance Task: Evidence at the level of understanding Producing quality and marketable Learners should be able to articulate and electronic digital timer and providing manifest at three (3) of the six (6) facets efficient and effective servicing jobs in the of understanding maintenance and repair of such devices. Explain the importance of following the steps in assembling electronic digital timer with the necessary precautionary measures to produce high quality, marketable and functional electronic digital timer. Criteria: - Correctness of information - Organization of information - Clarity of account - Accuracy Make an account of the development of digital timers from the basic design to the
Evidence at the level of performance Assessment of the performance of a sound system/Background Music (BGM) provider in assembling electronic digital timer based on its existing schematic diagram with the following criteria: Accuracy Workmanship Time management Quality of work
26
more advanced and complicated digital timers used as timing device, display and monitoring device used in home entertainment, industry and many more. Criteria: - Accuracy of information - Insightful interpretation - Evidence of efforts Perform Digital electronic timer assembly. Criteria: - Accuracy - Effectiveness - Level of competence - Level of confidence - Attitude/behavior Share your views on the design and performance of digital electronic timer as used in paging and background music system. Criteria: -sequence of thoughts - Diversity ( range of ideas presented ) - Relevance ( significance ) - Plausibility ( believable) Express your feelings when the assembled digital electronic timer cannot produce the expected display output. Criteria: - Openness - Perceptiveness - Sensitivity
27
Self asses your level of competence and level of confidence in assembling digital electronic timers. Criteria: - Depth of learning experience - Reflectiveness - Objectivity Stage 3 Teaching-Learning Sequence: In the field of electronics, digital electronics is one of the most interesting topic. In this area, the whole topic will be literally focused only with two digits, namely One (1) and Zero (O). Where 1 corresponds to ON, or HIGH. While O corresponds to OFF, or LOW. In digital computers. Nowadays, practically, all the field in electronics have already adopted the advancement of digital technology. Even audio, radio communication, and information technology has adopted the advances of digital technology. In digital electronics, constructed projects will be very useful to the students. It can be used at their homes such as the electronic digital timer. They could utilize it to their television unit to monitor or time the usage of their television sets. In assembling and servicing electronic digital timer, it is a requirement that the operation of the circuit and functions of components be clearly understood to ensure quality production, maintenance and servicing. When the learner possesses these competencies, the learner may become ready to face the challenges for future employment or business venture. Hence the learner shall: In this phase, learners are expected to take the pre-test, orient with the following; CP-TLE Frame Work Electronics Technology III Quarter I, content standard, performance standard and expectation at the end of the quarter. Guide learners in assessing their prior knowledge about designing, producing, rendering efficient digital electronic timer using either of the following: Paper and pencil test
28
ELECTRONICS III - Sample Diagnostic Test Direction: Check () Yes on the items that you are familiar, and No for those that you are not.
YES 1. Do you know the process/steps in assembling an electronic digital timer to be used in sound system/Background Music (BGM)? 2. Do you know the circuit configuration of an electronic digital timer? 3. Have you experienced assembling an electronic digital timer? 4. Have you experienced analyzing and servicing an electronic digital timer? 5. Can you enumerate the safety practices in working at electronic workshop? Total score RATING SCALE: 4 -5 YES You are familiar 2 -3 YES Almost familiar 0 -1 YES Not familiar Name of Student:________________________________________ Year & Section: ______________
NO
Remarks
Name of Teacher: _______________________________________
Final Rating: _________________
29
Performance test
Attachment B: Sample Performance Checklist Name of Student: __________________________________________ Year & Section: ___________________
Activity: Assembly of Electronic Digital Timer for sound system/Background music system (BGM). Direction: Put a check () under Yes on the item/s that you can perform independently, and check () under No on the item/s you feel needs further discussion.
Performance Task 1. Can you place and mount all the electronic components of an electronic digital timer in their proper locations? 2. Can you solder all the components and wirings of an electronic digital timer properly? 3. Can you make wiring connections by applying proper wiring practices from the circuit going to the panel in compliance with the universal standards in wire harnessing? 4. Can you repair and maintain an electronic digital timer? 5. Can you practice and apply all the proper care and safety measures in using tools and equipments? Total Score RATING SCALE: 0 -1 - YES - Cant perform the task 2 -3 - YES - Needs little assistance 4 -5 YES - Can perform the task independently
Yes
No
Remarks
Name of Teacher: __________________
Check list
30
Check list (See Customers Checklist)
Electronics III : Sample Costumers Checklist
CUSTOMERs CHECKLIST
Name: ______________________________ Year & Section: ______________________ Directions: Check reasons for patronizing services.
SERVICE
Date: __________________________ Teacher: ________________________
PRODUCT
Location of shops
location of store
Quality of service offered
quality of working plans
Amenities offered
trendy design
Latest trends/techniques
product innovation
31
Note to the Teacher: The pre assessment result will tell you about the learners readiness to engage in the new lesson. This will also determine your lessons entry point as well as it will give you an idea on how to plan for the proceeding learning activ ities. 1. Explore Orient learners on the CP-TLE standards in electronic digital timer assembly, and analysis for the first quarter. Content standard - The learner demonstrates understanding of concepts and underlying principles of process and delivery in electronic digital timer Assembly and analysis. Performance standard - The learner produces quality and marketable electronic digital timer and provides efficient digital timer servicing. Essential question - Why does one assure the quality of assembled electronic digital timer and efficient digital timer servicing? Assessment - At the level of understanding using the six (6) facets of understanding Explaining Interpreting Applying Showing empathy Sharing perspective Revealing self-knowledge - At the level of performance using performance rubrics based of the following criteria: Workmanship Use of appropriate tools and materials Observance of shop work procedures and safety measures Housekeeping and maintenance Time management Quality of work Have learners observe an electronic service shop in the municipality engaged in assembling and servicing quality and marketable electronic digital timer with different designs and variety of actual applications. Provide a list of things to be observed. - types electronic digital timer being assembled and serviced
32
availability of instruments and equipment used attitude of workers quality control of products being assembled and serviced quantity of products produced and serviced Processing the observations made during the shop visit by: Drawing initial understanding by asking initial questions such as: Why one needs to assure the quality and marketability of those assembled and serviced electronic digital timer? How are standards of quality applied in the assembly and service of quality and marketable electronic digital timer? Unlock difficulties and misconception by asking leading questions. Reflect on the importance of quality assurance in assembling and servicing quality electronic digital timer. Guide the learners in understanding the concepts and underlying principles of process and delivery in electronic digital timer assembly and servicing. Assist learners in applying the procedures in assembling and servicing electronic digital timer and show samples of different type of electronic digital timer. Facilitate learners through the checklist to verbalize their understanding of the following concepts: - Assembling electronic digital timer. - Servicing (maintenance, troubleshooting, and repair electronic digital timer). - Process and delivery - Product and performance Guide learners in viewing pictures/video presentations of the different electronic tools and instruments, and materials in the production of quality and marketable electronic digital timer.
33
Sample CHECKLIST of MATERIALS IN ELECTRONIC DIGITAL TIMER
Name: _____________________________________ Year & Section: _____________________________
Date: _______________________ Teacher: ____________________
Directions: After viewing pictures/video presentations in the production of working plans, put a check mark () of the different materials, electronic instruments, equipment, and computer software below which you observed was used in the production of working plans. - cutter blade - bond paper - Soldering iron - drawing pencil
templates photo copier block diagrams -
electronic parts adobe photo shop computer -
multi meter pliers printer
PCB wires diagrams
Assist learners in raising issues and concerns related to the operation of a quality sound system. Appropriateness of the materials used What I know about ___________________? Accuracy of the required data. What I want to learn about _____________? Work values. What I understand about_______________? Quality of output.. What I can do in relation to ____________?
Have learners raise issues and concern related to the production and servicing of quality electronic digital timer in conjunction with electronic circuits. - Appropriateness of components and materials used proper placements of components, correct polarity, and proper orientation of semiconductor devices and correctness of wiring connections.
34
- Choice of tools, instruments, and materials - Features of techniques used in assembly and troubleshooting. Guide learners in assembling at least three digital circuits: Count up timer, Countdown timer, and sequential running lights with timer. NOTE TO THE TEACHER: If in case you have found out that the learners are not yet ready to proceed to the firm up stage, you have to provide exploratory activities which would bridge learning gaps.
2. Firm Up Have learners explain the procedures and techniques in the production and service of quality digital electronic timer. Have learners analyze proper assembly and systematic servicing procedures of digital electronic timer. Have learners view PowerPoint /video presentation on how electronic shops operate in producing and servicing quality digital electronic timer. The video presentation should detail the step-by-step procedure in assembling, testing and servicing electronic digital timer Process learners critical views on the video presentation; guide questions may be given to focus learners understanding. Advise learners to interview electronic technicians on the importance of the following factors in the production and service of quality digital electronic timer.
35
Sample Interview Questionnaire
As a successful sound system/Background Music (BGM) provider, and entrepreneur, we would like to request you to please answer the following questions.
1. How did you acquire your skills in assembling electronic digital timers used in sound system/Background Music (BGM)? _________________________________________________________________________________ 2. As an entrepreneur, how much was your initial capital? ____________________________________________________________________________________ 3. How did you start your business? _____________________________________________________________________________________ 4. How long have you been a sound system/Background Music (BGM) provider? _____________________________________________________________________________________ 5. How do you assure the marketability and profitability of your products and services? ______________________________________________________________________________________ Name of Entrepreneur: ______________________________________ Business Name: ___________________________________________ Business Address: _________________________________________ Contact Number: _________________________________________ Appropriateness of components and materials used, proper placements of components and correctness of wiring connections - Choice of tools, instruments, and materials - Proper handling and maintenance of electronic tools, instruments, and economic way of using materials. Have learners prepare an interview guide to focus the discussion on the aforementioned factors. Have learners check their understanding using formative assessment on the concepts of the procedures and techniques in the production and service of electronic digital timer.
36
ELECTRONICS III
: Sample Formative Test
A guide in making questions to learners after every lesson presented to check the percentage of comprehensive attainment. The number of items would depend on the level of lesson presented.
A. KNOWLEDGE (Remembering the previously learned materials, tools, and processes) Example: What is the best wattage rating of a soldering iron to be used in electronic bench works? a. 30 watts b. 40 watts c. 60 watts d. 100 watts B. COMPREHENSION (Identification of electronic components, materials, tools and processes.) Example: An electronic device that process the command of a circuit and a combination of various components in a single package. a). resistor b). Transistor c). integrated circuit (IC) d). Capacitor C. APPLICATION (Using information in concrete or near situation) Example: One of the components of a complete sound system has malfunctioned, what is the primary component to be checked in order to troubleshoot the problem? a). speaker b). Power supply b). microphone d). Plug D. ANALYSIS (Breaking down materials into its parts.) Example: A sound system is composed of different system in order to facilitate good sound output, such system includes the speaker system, amplifier, mixer and a). audio source (input) b). Antenna
37
Have learners perform processes involved in the production and service of quality electronic digital timer.
Sample Performance Sheet Performance Test: Setting Up and Operating a digital timer for sound system/ background music (BGM) Directions: Set up and operate a digital sound system/background (BGM) using the materials and devices below: Please be guided by the given procedure. Your final performance will be rated using the performance scoring rubrics. Signal sources of input devices - DVD player, - MP3 player, - Computer, - Video camera, - Microphones - Radio tuners Signal processing devices - Power amplifiers - Tone Controls - Audio mixer - Equalizer Output devices - Speaker system - LCD projector/TV monitor - Earphones - Headphones
38
Materials and accessories - Microphone cables - Microphone jacks (PL 55) - Microphone stand - RCA jacks - Baby plug Reminders: 1. 2. 3. 4. Determine the size of the venue where to install the sound system/background (BGM) to be provided. List down all the materials needed in setting up the sound system/(BGM). Make a working plan the different devices of the sound system/background music (BGM) be placed. Check all the needed materials and accessories to be used in sound system/background music (BGM)
3.
5. Test all materials and devices of the sound system/background music (BGM) system before making any connection. 6. Place all devices in their respective location as indicated in the working plan. 7. Make all connections in the multi-media system by applying the correct wiring techniques in routing wire runs and proper connecting practices and wire harness considerations. 8. Check the wiring connections of the wired sound system/background music (BGM) before applying power. 9. Test the sound system/background music (BGM) music for normal operation. 10. Adjust the controls of the devices in the sound system/background music (BGM) for maximum performance. 11. Be sure that the sound system/background music (BGM) is properly ventilated during its operation.
39
Packaging and Labeling Costing Marketing Note to the teacher: If in case you have found out that the learners are not yet ready to proceed to the deepen stage, you have to make some reinforcement to link learning gaps. 3. Deepen Invite successful electronic technicians to talk about their best practices. Encourage learners to ask questions about how these technicians managed to become experts in this field of technology. Encourage learners to observe/work with successful electronic technicians in the municipality. Have learners construct a low cost project on digital electronic timer and make dc voltage measurements at different test points of the circuit that will serve as reference in troubleshooting the circuit.
40
Sample of Project Plan
Carlos P. Garcia High School Pandacan, Manila Name of Student_______________________________ Year & Section_________________________ Date Began______________________ Date Finished____________________
DIGITAL ELECTRONIC TIMER (Name of the Project)
Purpose of the Project: 1. Be used at home to automatically switch off electronic appliances. 2. Test the components to used in assembling digital electronic timer. 3. Be familiar with the tools used in constructing digital electronic timer. A. Plan & Sketches (Working Drawing)
41
B. Bill of Materials: Quantity Unit Description Unit Cost Total Cost
Grand Total Php: C. Order of Operation: 1. Make a project plan. 2. Prepare tools and materials needed. 3. Test the components to be used. 4. Design, cut, etch, drill, and varnish the PCB. 5. Mount and solder the components in the PCB. 6. Make the necessary connections, wirings. 7. Test the project and pass. D. Tools Needed: 1. Soldering iron 2. Desoldering tool 3. Pliers
42
4. Screwdrivers 5. Cutter blade 6. Drill press E. Comments and suggestions: _______________________________________________________________________________________________ _______________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________
FINAL RATING: ____________________________________
Teachers Signature: _________________________________ Have learners track their progress using an accomplishment record. Assess learners understanding of the procedures and techniques in the production and service of quality digital electronic timer through performance test. Have the learners conduct research through the internet on the latest models of digital timers and modern techniques of assembly and servicing. Assess learners level of performance using the criteria in Stage 2- Level of Understanding.
43
Assessment for the Level of Understanding Name: _____________________________________ Year & Section: _____________________________ Date: ____________________________ Teacher: _________________________
Directions: Below is the tool for assessing the Level of Understanding in producing working plans. Assess yourself using the given criteria below. Explanation 1. Explaining the importance and purpose of setting up, operating, and maintaining multi-media system in the community. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Performance Level and Description VS S Poor 4 3 2
Criteria Clarity of content Sequence of thought: a. inductive b. deductive Delivery/presentation Total:
E 5
NI 1
Remarks
Interpretation 2. Interpreting steps in setting up, operating, and maintaining the multi-media system to validate its maximum performance. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
44
Criteria Completeness of notations and specifications of materials and devices Accuracy of the factors to be considered Sequence of thought: a. inductive b. deductive Delivery/presentation Total:
E 5
Performance Level and Description VS S Poor 4 3 2
NI 1
Remarks
Application 3. Demonstrating how multi-media are set up, operated, and maintained based on the wiring and pictorial diagrams. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Performance Level and Description VS S Poor 4 3 2
Criteria Sequence of thought: a. inductive b. deductive Clarity of content Delivery/Presentation Total:
E 5
NI 1
Remarks
45
Perspective 4. How would multi-media rentals and installations affect the services and its target market? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Performance Level and Description VS S Poor 4 3 2
E 5 Clarity of content Completeness of the required data Sequence of thought: a. inductive b. deductive Delivery/Presentation Total:
NI 1
Remarks
Empathy 5. Expressing your feelings when an assistant electronic technician is not able to provide the needed service prescribed in the job order. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Performance Level and Description VS S Poor 4 3 2
Criteria Clarity of content Work attitude/behavior Delivery/Presentation Total:
E 5
NI 1
Remarks
46
Self-Knowledge 6. Assessing you level of competence and confidence in providing quality and marketable services in multi-media operation and maintenance. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Performance Level and Description VS S Poor 4 3 2
Criteria Clarity of content Work attitude/behavior Time management Delivery/Presentation Total: Rating Scales: Score 30 29 28 27 26 25 24 23 22 21
E 5
NI 1
Remarks
Grade 100 99 97 96 94 93 91 90 88 87
Score 20 19 18 17 16 15 14 13 12 11
Grade 85 84 82 81 80 78 77 76 75 71
Score 10 9 8 7 6 5 4 3 2 1 0
Grade 70 69 67 66 64 63 61 60 58 57 55
47
Note: Refer to the Rating Scales when giving grades in the assessment of the learners Level of Understanding Legend: E Excellent VS Very Satisfactory S Satisfactory NI Needs Improvement 4. Transfer Have learners produce and service quality and marketable electronic digital timer. Have learners put up a display/exhibition of various electronic digital timers. - Learner-made electronic digital timer with innovation. - Commercially available electronic digital timer - Electronic digital timer used as timing device for home appliance. Encourage learners to join electronic digital timer circuits skills competition. Have learners market their products/services in the municipality. Assess learners level of performance using the criteria in Stage 2 Level of Performance. Have learners innovate attractive labels and product package. Have learners calculate the actual cost of production and labor cost in servicing jobs. Have learners develop and validate marketing strategies appropriate for target market. - Have learners plan for a possible business venture using the GRASPS Task Design Prompts as guide - Goal - Role - Audience (Target clients/customers) - Situation - Product, Performance and Purpose - Standards and Criteria for Success
48
ELECTRONICS III
Sample GRASPS Model GRASPS Model GOAL Your task is to The goal is to The problem or challenge is to designed You have been asked to ROLE Your job is to AUDIENCE The target clients/ customer are the SITUATION The challenge involves dealing with PRODUCT, PERFORMANCE and PURPOSE You will create an In order to
STANDARDS AND CRITERIA FOR SUCCES Your product must meet the following standards
: provide electronic digital timer for sound system/Background Music (BGM) : produce quality electronic digital timer for sound system/Background Music (BGM) : have the electronic digital timer for sound ystem/Background Music (BGM) function efficiently as : set up the electronic digital timer for sound system/Background Music (BGM) in the establishment
: assemble, operate, and service the electronic digital timer for sound system/Background Music (BGM)
: electronic enthusiasts, establishment owners, entrepreneurs
: prospective buyers, business partners
: electronic digital timer for sound system/Background Music (BGM) kit or project : be sold to establishment owners,e lectronic shops, electronic enthusiasts
: quality, durability, leak free and cost efficient (scoring rubrics for products and performance)
49
Products Scoring Rubrics Name: ___________________________ Year & Section: ____________________ Date: _______________________ Teacher: ____________________
Directions: Below is the tool for assessing the finished products/services in the production of working plans. Assess yourself using the criteria listed and rating scales are listed below for grading purposes.
Dimension Accuracy in wiring connections
Expert Wiring the sound system/background (BGM) is accurately done 10 pts. Wire runs and wire 10 pts.
Practitioner
Apprentice
Novice The sound system/background music (BGM) fails to operate because of wrong connections 4 pts. Inaccurate measurements 4 pts. Project/tasks is incomplete and does not meet standards; limited application of knowledge and skills evident 4 pts. Little evidence of safety practices is observed 2 pts. Completion of tasks more than a day late 2 pts.
50
One to two wirings in the Some wirings in the signal source is not sound system/background accurately done (BGM) are not accurately 8 pts. done 6 pts. Most measurements performed were inaccurate 6 pts. Project/tasks does not meet the standard; inconsistent application of knowledge and skills evident 6 pts. Makes conscious effort in observing safety practices while working 3 pts. Tasks completed a day late 3 pts.
Accuracy of wire runs and wire harness. Application of the procedures
Most measurements performed were accurate 8 pts. Project/task exceeds the Project/tasks meets the standards; thorough and standards; application of effective application of essential knowledge and knowledge and skills is skills is evident evident 10 pts. 8 pts. Observe safety practices at all times while working 5 pts. Tasks completed ahead of time 5 pts. Observe safety practices at times while working 4 pts. Tasks completed just on time 4 pts.
Work values - Safe work habits
- Time Management
Resources (Web sites, Software, etc.) 1. Internet www.wikipedia.com 2. Interactive/Animated CD 3. Video presentation on CDs Materials/Equipment Needed: 1. Pre-post assessment questionnaire in Electronic Digital Timer Assembly, Checklist and Troubleshooting. 2. Books on Assembly and Servicing Electronic digital timer 3. Collection of different Electronic Diagrams of electronic digital timer. 4. Diagrams of different appliances with digital timers. 5. Actual electronic components, materials. 6. Latest innovations of digital timer available in the market.
Writer
: Roland L. Dela Cruz
Specialist : Helen N. Flora Consultant: Lauro Z. de Guzman Ed.D Language Editor: Nedia E. Lagustan
51

Electronics III

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Electronics III

Uploaded by

Copyright:

Available Formats

2010 Secondary Education Curriculum Career Pathways in Technology and Livelihood Education Industrial Arts - Electronics Technology III

Quarter 1: Digital Electronics Circuits Analysis and Operation

Topic: Personal Entrepreneurial Competencies (PECs) STAGE 1

PECs, and strengths needing further enhancement

KNOWLEDGE AND SKILLS

TALENTS AND INTERESTS

Attachment A: Important Entrepreneurial Traits

Hardworking Self-confident Builds for the future Profit-oriented Goal-oriented Persistent

2. Organized 3. Competent 4. Persistent

Quarter 1 Digital Electronic Circuits Analysis and Operation

Topic: Environment and Market

Quarter 1: Digital Electronic Circuits Analysis, and Operation

Packaging and Labeling Costing Marketing Journalizing

Name of Teacher: _______________________________________

Final Rating: _________________

Name of Teacher: __________________

Check list (See Customers Checklist)

Electronics III : Sample Costumers Checklist

Date: __________________________ Teacher: ________________________

Quality of service offered

quality of working plans

Sample CHECKLIST of MATERIALS IN ELECTRONIC DIGITAL TIMER

Name: _____________________________________ Year & Section: _____________________________

Date: _______________________ Teacher: ____________________

templates photo copier block diagrams -

electronic parts adobe photo shop computer -

multi meter pliers printer

PCB wires diagrams

Sample Interview Questionnaire

: Sample Formative Test

Sample of Project Plan

DIGITAL ELECTRONIC TIMER (Name of the Project)

B. Bill of Materials: Quantity Unit Description Unit Cost Total Cost

FINAL RATING: ____________________________________

Criteria Clarity of content Sequence of thought: a. inductive b. deductive Delivery/presentation Total:

Performance Level and Description VS S Poor 4 3 2

Criteria Sequence of thought: a. inductive b. deductive Clarity of content Delivery/Presentation Total:

Criteria Clarity of content Work attitude/behavior Delivery/Presentation Total:

: electronic enthusiasts, establishment owners, entrepreneurs

: prospective buyers, business partners

Dimension Accuracy in wiring connections

Accuracy of wire runs and wire harness. Application of the procedures

Work values - Safe work habits

: Roland L. Dela Cruz

You might also like

Date: __ Teacher:

Name: _________ Year & Section: _

Date: ___ Teacher: