Professional Documents
Culture Documents
Department of Education
PUBLIC TECHNICAL -VOCATIONAL
HIGH SCHOOLS
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
ii
Program/Course
Unit of Competency
Module Title
CONSUMER ELECTRONIC
SERVICING NC II
USE BASIC ELECTRONIC HAND
TOOLS
Using Basic Electronics Hand Tools
INTRODUCTION
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
iii
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.
iv
Program/Course
Unit of Competency
Module Title
CONSUMER ELECTRONIC
SERVICING NC II
USE HAND TOOLS
USING HAND TOOLS
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.
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.
Splicing Tools
Long Nose. It is used for holding, bending and stretching the
lead of electronic component or connecting wire.
Notch
Boring Tools
12 Volt Mini-Drill. It is used to bore or drill holes in the printed
circuit board (pcb).
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.
10
Magnifying Glass
-
11
Descriptive Grade
10
Excellent
7-9
Very good
Good
3-5
Fair
2-0
Poor
12
Desoldering Sucker
For soldering metal
Soldering Stand
Long Nose Pliers
For drilling small hole
13
Descriptive Grade
10
Excellent
7-9
Very good
Good
3-5
Fair
2-0
Poor
14
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?
Descriptive Grade
Excellent
Very good
Good
1-2
Fair
Poor
15
Program/Course
Unit of Competency
Module Title
16
17
18
Item
no.
A
B
C
Flat File
Score
Descriptive Grade
96-100
Excellent
86-95
Very good
81-85
Good
75-80
Fair
70-74
Poor
19
Score
Descriptive Grade
96-100
Excellent
86-95
Very good
81-85
Good
75-80
Fair
70-74
Poor
20
Score
Descriptive Grade
96-100
Excellent
86-95
Very good
81-85
Good
75-80
Fair
70-74
Poor
21
22
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.
23
9. Avoid overhead work. Use a ladder to reduce the need for outstretched
arms.
24
10.
11.
25
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.
26
2.
3.
4.
5.
Excellent
Very good
Good
1-2
Fair
Poor
27
Program/Course
Unit of Competency
Module Title
CONSUMER ELECTRONIC
SERVICING NCII
USE BASIC ELECTRONIC HAND
TOOLS
USING BASIC ELECTRONIC HAND
TOOLS
28
29
30
Storing
Laboratory Tools
Rating
6
7
8
10 Score
Driving Tools
Soldering Tools
Splicing Tools
Boring Tools
Cutting Tools
Auxiliary Tools
Total Score / _____
6 = Final Rating
Descriptive Grade
10
Excellence
9-7
Very good
6-4
Good
3-1
Fair
Poor
31
ASSESSMENT PLAN
Title of Module
Questioning
Observation
Written
Unit of competency:
Portfolio
Competency standard:
Demonstration
Evidence Checklist
Prepared
by:
Checked
by:
Date:
Date:
32
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
in accordance with
Yes
No
Feedback to candidate:
Assessor signature:
Date:
33
identify electronics
applications.
Yes
No
34
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.
Yes
No
N/A
Not Satisfactory
35
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:
36
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.
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.
Yes
No
N/A
37
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
b
e
c
i
f
6.
7.
8.
9.
10.
a
h
k
d or j
l
38
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:
Contextual Teacher:
Facilitators:
Dr. Edward dela Rosa
TEC-VOC Task Force
Encoders:
39
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:
40
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
Contextual Teacher:
Mrs. Daisy Carousel P. Cervantes
Don Alejandro Roses Sr. Science-Technology High School
Facilitators:
Dr. Edward dela Rosa
TEC-VOC Task Force
41
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:
Contextual Teacher:
English
GMA, Cavite
o Mrs. Charlie I. Soriano
Teacher I, Don Alejandro Roces Sr. Science-Technology HS
Quezon City
42
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
Mrs. Lenalyn Manzano
Teacher I, E A. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila
Facilitators:
Contextual Teacher:
English
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
Mrs. Lenalyn Manzano
Teacher I, E A. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila
Facilitators:
44
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
Program/Course
Unit of Competency
Module Title
INTRODUCTION:
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:
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.
Program/Course
Unit of Competency
Module
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 Activities
1.
Special Instructions
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
MAJOR
MINOR
DIVISION DIVISION
2
0.2
10
1
50
5
200
20
ACV SCALE
10
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.
11
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.
TYPE
RULER
Wood
Plastic
Steel
LENGTH/
DIAMETER
12
24
36
MANUFACTURER
PHILIPPINES
CHINA
JAPAN & USA
12
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
13
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.
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
15
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
Specification
16
Program/Course
Unit of Competency
Module Title
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.
17
Learning Outcome 2:
Learning Activities
1.
Special Instructions
18
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)
=
=
=
=
=
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
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
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
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
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
20
22
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.
24
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.
25
26
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.
27
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.
28
29
30
Date:
31
32
2.
3.
4.
5.
Special Instructions
33
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.
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.
36
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 .
37
ASSESSMENT PLAN
Note: The table below shows how you will be assessed in each
criteria.
Written
Work Sample
Demonstration
Third Party
Report
Questionnaire
Assessment Criteria
Observation
Assessment Methods
1.
Note: While you are working in your projects in other modules, you will
be assessed on how you perform mensuration and calculation.
38
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
159.5X129X41.5mm/approx.320g
One copy of instruction manual, Hand strap
Function, full scale value and accuracy
11.
12.
13.
14.
15.
O.914 meter
2.54 centimeter
0.394 in.
3.28 feet
0.305 meter
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
40
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:
Contextual Teacher:
Facilitators:
Encoders:
41
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:
42
Contextual Teacher:
English
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
Mrs. Lenalyn Manzano
Teacher I, E A. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila
Facilitators:
43
./
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
Program/Course:
Unit of Competency:
Module Title:
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.
Program/Course:
Unit of Competency:
Module Title:
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
Special Instruction
Fixed
Variable
Fixed Resistors
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
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.
1/8W
1/4W
1/2W
1W
2W
Digit
0
Multiplier
1
Brown
Red
Orange
Yellow
Green
Blue
Violet
1
2
3
4
5
6
7
10
100
1000
10000
100000
1000000
10000000
Gray
100000000
White
Gold
1000000000
0.1
Silver
No Color
0.01
Tolerance
+
+
+
+
&
&
&
&
1%
2%
3&
4%
+ & - 5%
+ & - 10%
+ & - 20%
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.
10
Symbols of Capacitor
OR
Fixed
Variable
Polarized
Mica
Ceramic
Disk
Electrolytic
Mica
Air Capacitor
Ganged
Air
Capacit
or
11
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.
12
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
A = Anode
K = Cathode
Junction
P+++++
++++++
+++
------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
Junction
P+
++
++
-N
----
By applying DC voltage
to the
(the two terminals), negative to the
Figure
No.electrodes
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
13
Junction
P+
++
++
N---
Junction
14
2. Rectifier Diode. It is used for low frequency range mostly for power
supply.
4,
Light Emitting Diode (LED). It is used for light indictor mostly for
running light effects.
15
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.
16
2. Semiconductor Transistor
17
TRANSISTOR
18
Give at least five (5) electronic components and give its types
and function
19
Program/Course:
Unit of Competency:
Module Title:
20
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 2: Interpret electronic diagram.
Learning Activities
Special Instruction
21
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.
22
23
24
25
26
28
RESISTOR
2.______________________________________
DIODE
3.______________________________________
CAPACITOR
4._____________________________________
TRANSISTOR
5.______________________________________
IC
29
1.
2.
3.
5.
4.
30
Program/Course:
Unit of
Competency:
Module Title:
31
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 2: Interpret electronic diagram.
Learning Activities
Special Instruction
32
WIRING DIAGRAM
SCHEMATIC DIAGRAM
PICTORIAL DIAGRAM
BLOCK DIAGRAM
33
34
1. _____________________________
2._____________________________
3.______________________________
4.________________________________
35
1. Wiring Diagram
2. Schematic Diagram
3. Pictorial Diagram
4. Block Diagram
36
Program/Course:
Unit of Competency:
Module Title:
37
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 4: Store electronic diagrams based on established
[policies.
Learning Activities
Special Instruction
38
39
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.
40
41
42
ASSESSMENT PLAN
Direction: Put a check on designated box if you perform the following criteria
YES
NO
Prepared by:
Date:
Checked by:
Date:
43
Observation Checklist
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..
identify electronic
functions
identify electronic
requirements
identify
electronic
components
components
diagram
symbols
based
according
and
on
their
to
job
equivalent
Yes
No
Feedback to student
Teachers signature:
Date:
44
all
the
specs
Yes
No
45
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
to show if evidence is
demonstrated
Yes
No
N/A
Not Satisfactory
46
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.
Yes
No
Comments:
Students
signature:
Date:
Teachers
signature:
Date:
47
PERFORMANCE TEST
Student Name
Date
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.
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.
PERFORMANCE STANDARDS
For acceptable achievement, check YES, for unachieved
skill, check NO and for a skill displayed inappropriately,
Check N/A
Yes
No
N/
A
48
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:
Contextual Teacher:
Mrs. Daisy Carousel P. Cervantes
Don Alejandro Roses Sr. Science-Technology High School
Facilitators:
Dr. Edward dela Rosa
TEC-VOC Task Force
Encoders:
Mrs. Rosario D. Briones
Mr. Mhariel L. Echano
Mr. Jason O. Villena
Funding: Department of Education
46
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:
Contextual Teacher:
English
Mathematics
Mrs. Analiza Rosa P. Librada
Teacher I,-Mathematics Coordinator, San Pedro Relocation Center Natl. HS
San Pedro, Laguna
47
Science
Mrs. Gemma G. Vallarta
Teacher III Science Coordinator, San Pedro Relocation Center Natl. HS
San Pedro, Laguna
Facilitators:
Encoders:
Marisol E. Saldivar
48
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
Program/Course:
Unit of Competency:
Module Title:
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
ii
TECHNICAL TERMS
iii
Program/Course:
Unit of Competency:
Module Title:
LEARNING EXPERIENCES/ACTIVITIES
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.
Special Instructions
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.
Circuit Symbol
Function of Component
Wire
Wires joined
Power Supplies/Source
Component
Circuit Symbol
Function of Component
Cell
Battery
DC supply
AC supply
Fuse
Transformer
Earth
(Ground)
Circuit Symbol
Function of Component
Lamp (lighting)
Lamp (indicator)
Heater
Motor
Bell
Buzzer
Inductor
(Coil, Solenoid)
Switches
Component
Circuit Symbol
Function of Component
Push Switch
(push-to-make)
Push-to-Break
Switch
On-Off Switch
(SPST)
2-way Switch
(SPDT)
Dual On-Off
Switch
(DPST)
CONTROLLING
source
CONSUMING
Connecting device
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
SYMBOLS
1.
2.
3.
4.
5.
10
Wire
Cell
Battery
Fuse
Transformer
Lamp
Motor
Bell
Buzzer
Inductor
Component
Schematic Symbol
1
2
3
4
5
6
7
8
9
10
Circuit Symbol
Function of Component
To pass current very easily from one part of a
circuit to another.
Wire
Wires joined
Power Supplies/Source
Component
Circuit Symbol
Function of Component
Cell
Battery
DC supply
AC supply
Fuse
Transformer
Earth
(Ground)
Circuit Symbol
Function of Component
Lamp (lighting)
Lamp (indicator)
Heater
Motor
Bell
Buzzer
Inductor
(Coil, Solenoid)
Switches
Component
Push Switch
(push-tomake)
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.
Push-to-Break
Switch
On-Off Switch
(SPST)
13
2-way Switch
(SPDT)
Dual On-Off
Switch
(DPST)
PRACTICAL CIRCUIT
14
Program/Course:
Unit of Competency:
Module Title:
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
15
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.
Special Instructions
16
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.
17
Fixture
Joint
Knotted
Tap Joint
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.
18
Tap splice
Western
Union or
Lineman
splice
19
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. _______________________
7. _______________________
8. _______________________
9. _______________________
10. ______________________
20
6. Tap joints
7. Knotted tap joints
8. Western Union or Lineman splice
9. Staggering Splices
10. Fixture Joint
21
22
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:
23
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.
24
25
Types of Circuits
Open circuit. It is a type of circuit were the flow of current is cut off.
26
27
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.
28
29
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?
30
Program/Course:
Unit of Competency:
Module Title:
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
31
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 3: Test a simple electrical and electronics circuit.
Learning Activities
1.
Special Instructions
32
Tools
Wire Stripper
Side Cutter
Pliers
Soldering iron
Descriptions
Drawing
33
VOM/
Multitester
34
Damage Analysis
Circuit Damage
35
YES
NO
36
Observation Checklist
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
Yes
No
Feedback to student:
Teacher signature:
Date:
37
check
electronic
components
specifications and tasks.
according
according
to
to
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:
to show if evidence is
demonstrated
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
Yes
No
Comments:
Students
signature:
Date:
Teachers
signature:
Date:
40
PERFORMANCE TEST
Students Name
Date
Competency:
Directions:
CALL TEACHER, ask
teacher to assess your
performance in the
following critical task
and performance criteria
below
Test Attempt
1st
2nd
3rd
OVERALL EVALUATION
Level
Achieved
PERFORMANCE LEVELS
PERFORMANCE STANDARDS
For acceptable achievement, all items should receive a
"Yes" or "N/A" response.
Yes
No
N/A
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
COMPONENT PARTS
Module No. 5 Module Title: Applying Quality Standards
TABLE OF CONTENTS
Page
Program/Course:
Unit of Competency:
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:
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
Program/Course:
Unit of Competency:
Module Title:
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
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 1: Assess quality of received electronic components.
Learning Activities
Special Instruction
Electronic
Components
Resistor
Capacitor
Diode
Transistor
SCR
TRIAC
Standard
Specification
Quantity of
receive
Electronic
components
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.
5W/1
3W/330
1/4W 1k
20pcs.
20pcs.
20pcs.
1W/390k
20pcs.
1/2W 1M
20pcs.
22uf/50v
4.7uf/16v
13pf/25v
1.5uf/25v
20pcs.
20pcs.
20pcs.
20pcs.
1pc.
shorted
19pcs.
20pcs.
20pcs.
20pcs.
IN5396(500v
rectifier)
IN5223( 2.7 volts)
IN4742(12volts)
IN4001(1A 50v)
20pcs.
2pcs.
open
18pcs.
1pc.
1pc.
shorted
shorted
20pcs.
19pcs.
19pcs.
2N2925(npn.2w/25v)
2SC9014(.625w/50v)
S8050(npn 25v/1A)
2SA1015(pnp 50v)
20pcs.
20pcs.
20pcs.
20pcs.
1pc.
1pc.
open
shorted
1pc
shorted
S4020L(20A/400v)
S2050J(50A/200v)
S1065P(65A/100v)
20pcs.
20pcs.
20pcs.
1pc
shorted
19pcs.
20pcs.
20pcs.
Q401E3(1A/400v)
Q4008L4(8A/400v)
Q6025P(25A/600v)
Q2015L5(15A/200v)
Q2016L5(12A/250v)
20pcs.
20pcs.
20pcs.
20pcs.
20pcs.
1pc
open
19pcs.
20pcs.
20pcs.
20pcs.
20pcs.
20pcs.
20pcs.
20pcs.
19pcs.
19pcs.
20pcs.
19pcs.
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.
Standard
Specification
Quantity of
the received
Electronic
components
good
Resistor
Capacitor
Diode
Transistor
SCR
TRIAC
10
YES
NO
Quality
standard
electronic
components
are
11
Program/Course:
Unit of Competency:
Module Title:
References
1.
2.
3.
12
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 2: Assess own work.
Learning Activities
Special Instruction
13
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.
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
PDCA cycle
Plan:
Do:
Check:
Act:
Capacitor
Plan:
Do:
Check:
Act:
18
Resistor
Qty.
25pcs
Date:
Using the
PDCA
cycle
Recommendation
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.
1 open resistor
needs to be
changed to a
new one from
the supplier.
1 resistor needs
to be changed.
19
Capacitor
Causes of
defects
Plan:
1 shorted
capacitor
1 pc.
Shorted
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.
3 diodes need to
be replaced with
a new from the
supplier/ready to
scrap
Check:
Use
multitester
Act:
Need to
replace
20
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
Assess Quality
Standards
30pcs.
Using
the
PDCA
Cycle
Recommendation
Remarks
Good Faulty
Resistor
Date:
Cause
of
Defects
Plan:
Do:
Check:
Act:
Capacitor
30pcs.
Plan:
Do:
Check:
Act:
22
Transistor 30pcs.
Plan:
Do:
Check:
Act:
Diode
30pcs.
Plan:
Do:
Check:
Act:
23
Program/Course:
Unit of Competency:
Module Title:
24
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 3: Engage in quality improvement
Learning Activities
Special Instruction
25
GROUP 2
LEADER: MARK
MEMBER
RUBIN
SARAH
BERT
NICK
NINO
GROUP 3
LEADER: ZALDY
MEMBER
TOTO
TATA
RICK
REMAR
SHERWIN
MEMBER
PAQUITO
DENCIO
BADJAO
TUKLES
POLOY
GROUP 4
LEADER:
RONNEL
MEMBER
RITCHIE
RAYVIC
RAYMUND
RODNEY
RANDOLF
Group
no.
Assessing group
quality standards
in checking
electronic
components
RESISTOR
good
Using
Recommendation
PDCA cycle
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
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.
N/A
N/A
N/A
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.
27
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
Group
no.
Assessing group
quality standards
in checking
electronic
components
Using
PDCA
cycle
Recommendation
Remarks
CAPACITOR
good
1
Need
improvement
Plan:
Check:
Do:
Act:
Plan:
Do:
Check:
Act:
Plan:
Check:
Do:
Check:
Plan:
Do:
Check:
Act:
28
Yes
No
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
Yes
No
Feedback to student
Teachers signature:
Date:
30
ASSESSMENT PLAN
Evidence Checklist
Written
Portfolio
Title of Module
Demonstratio
n
Third party
Report
Unit of competency:
Questioning
Observation
Competency
standard:
in
the
process
31
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:
to show if evidence is
demonstrated
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
Yes
No
Comments:
Students
signature:
Date:
Teachers
signature:
Date:
34
PERFORMANCE TEST
Students Name
Date
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.
Test Attempt
2nd
3rd
OVERALL EVALUATION
Level
Achieved
PERFORMANCE LEVELS
PERFORMANCE STANDARDS
For acceptable achievement, all items should receive a
"Yes" or "N/A" response.
Yes
No
N/A
35
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
Contextual Teacher:
Mrs. Daisy Carousel P. Cervantes
Don Alejandro Roses Sr. Science-Technology High School
Facilitators:
Encoders:
36
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:
Contextual Teacher:
English
Mathematics
37
Science
Mrs. Gemma G. Vallarta
Teacher III Science Coordinator, San Pedro Relocation Center Natl. HS
San Pedro, Laguna
Facilitators:
Encoders:
Marisol E. Saldivar
38