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Republic of the Philippines

Department of Education
PUBLIC TECHNICAL -VOCATIONAL
HIGH SCHOOLS

Unit of Competency:

Module No:

ASSEMBLE AND DISASSEMBLE CONSUMER


ELECTRONIC PRODUCTS AND SYSTEM
Module Title:

ASSEMBLING AC-DC POWER SUPPLY

TABLE OF CONTENTS
Page
How to Use this Module ................................................................................... i
Introduction .................................................................................................... ii
Technical Terms ............................................................................................. iii
Learning Outcome 1: Identify he parts and electronic components
of AC-DC power supply ................................... 1
Information Sheet 1.1 ............................................................................ 3
Self-Check 1.1 ..................................................................................... 11
Self-Check Key 1.1............................................................................... 12
Self-Check 1.2 ..................................................................................... 13
Self-Check Key 1.2.............................................................................. .14
Learning Outcome 2: Assembling AC-DC power supply.....16
Information Sheet 2.1...........18
Self-Check 2.1...20
Self-Check Key 2.1...21
Operation Sheet 2.1.22
Performance Check 2.1..25
Information sheet 2.2.....26
Job Sheet 2.1.....27
Assessment Checklist 2.1.....31
Operation Sheet 2.3.33
Scoring Rubrics for Operation Sheet 2.3........36
Job Sheet 2.2.37
Assessment Checklist for Job Sheet 2.2..40
Assessment Plan...41
Observation Checklist.42
Observation and Questioning Checklist...43
Demonstration Checklist...44
Written Report...45
Performance Test..46
References .47
Acknowledgment .48

HOW TO USE THIS MODULE


Welcome to the Module Assembling AC-DC Power Supply. This module
contains training materials and activities for you to complete.
The unit of competency Assemble and Disassemble Consumer Electronic
Products and Systems contains the knowledge, skills and desirable attitudes
required for Consumer Electronic Servicing to obtain the National Certificate
(NC) level II.
You are required to go through a series of learning activities in order to
complete each of the learning outcomes of the module. In each learning
outcome, there are Information Sheets, Job Sheets and Operation Sheets.
Do these activities on your own and answer the Self-Check at the end of each
learning activity.
If you have any question, dont hesitate to ask your teacher for an
assistance.
Recognition of Prior Learning (RPL)
You have already some basic knowledge and skills covered in this module
because you have been working for some time; or have already completed
training in this area.
If you can demonstrate competence to your teacher in a particular skill, talk
to your teacher so you dont have to undergo the same training again. If you
have a qualification or Certificate of Competency from previous trainings show it
to him/her. If the skills you acquired are relevant to this module, they become
part of the evidence. You can present these for RPL. If you are not sure about
your competence skills, discuss this with your teacher.
After completing this module, ask your teacher to assess your competence.
Result of your assessment will be recorded in your competency profile. All the
learning activities are designed for you to complete at your own pace.
In this module, you will find the activities for you to complete and relevant
information sheets for each learning outcome. Each learning outcome may have
more than one learning activity.
This module is prepared to help you achieve the required competency, in
receiving and relaying information. This will be the source of information that
will enable you to acquire the knowledge and skills in Assembling and
Disassembling Consumer Electronic Products and Systems and
independently at your own pace with minimum supervision from your teacher.

Program/Course:

CONSUMER ELECTRONIC SERVICING NC II

Unit of Competency:

ASSEMBLE AND DISASSEMBLE CONSUMER


ELECTRONIC PRODUCTS AND SYSTEMS

Module Title:

ASSEMBLING AC-DC POWER SUPPLY

INTRODUCTION:
This module contains information and suggested learning activities on
Assembling AC-DC Power Supply.
It covers the knowledge, skills and
desirable attitudes required in assembling consumer electronic products and
systems.
This module consists of two (2) 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 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. identify the parts and electronic components of AC-DC power supply;
and
LO2. assemble AC-DC power supply to the printed circuit board.
ASSESSMENT CRITERIA:
Refer to the assessment criteria of learning outcomes 1-2 of this module.
PREREQUISITE:

Using hand tools


Performing mensuration and calculation
Preparing and interpreting Technical Drawing used in Electronics
Applying Quality Standards

ii

TECHNICAL TERMS
AC/DC. An equipment that operates on either an AC or DC power source.
Anode. The positive electrode of a device. The P material of a diode.
Bridge Rectifier. A circuit using four diodes that provides full wave rectification. Converts AC voltage to pulsating DC voltage.
Calibration. To adjust the correct value of a reading by comparison with the
Standard.
Color Code. Set of colors used to indicate value of a component.
Full Wave Rectifier. The rectifier that makes use of full AC wave in both
Both positive and negative half cycles.
Half Wave Rectifier. A diode rectifier that converts AC to pulsating DC by
eliminating either the negative or positive alternation of
each input AC cycle.
Leakage. A small undesirable flow of current through an insulator.
Output. A terminal at which a component, circuit or piece of equipment
delivers current, voltage, or power.
Primary winding. The first winding of a transformer. Winding that is
connected to the source as opposed to secondary which is
a winding connected to the load.
Printed Circuit Board. An insulating board containing conductive parts for
Circuit connections.
Regulated Power Supply. A power supply where the output voltage is not
affected by its loading factor.
Schematic Diagram. An illustration of an electrical or electronic circuit with
the components represented by symbols.
Secondary Winding. An output winding of a transformer that is connected
to the load.
Short Circuit. A very low resistance between two points in a circuit causing
excessive current.

iii

Program/Course:

CONSUMER ELECTRONIC SERVICING NC II

Unit of Competency:

ASSEMBLE AND DISASSEMBLE CONSUMER


ELECTRONIC PRODUCTS AND SYSTEM

Module Title:

ASSEMBLING AC-DC POWER SUPPLY

Learning Outcome 1: Identify the parts and the electronic components of an


AC-DC power supply.

Assessment Criteria
1. The types of AC-DC power supply are enumerated.
2. The parts of an AC-DC power supply are identified.
3. The electronic components needed in assembling AC-DC power supply
are listed and acquired.

LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 1: Identify the parts and electronic components of an
AC-DC power supply.
Learning Activities
1. Read the attached Information
Sheet 1.1 on AC-DC Power
supply.
a. Types of AC-DC Power
Supply
b. Parts of AC-DC Power
Supply

Special Instruction

Try to answer the Self-Check 1.1


without looking at the
information sheet.

c. Electronic Components
and Symbols used in ACDC Power Supply

INFORMATION SHEET 1.1


AC-DC Power Supply
A power supply is the heart
of all electronics equipment. It
converts AC input power line to
DC output voltage. It is the one
that supplies the desired voltage
or current in a circuit. Without it,
all of the electronic equipment
will not function properly or will
be a dead set.

AC-DC Power Supply

TYPES OF AC-DC POWER SUPPLY


A basic power supply consists of three basic stages: the power
transformer stage, rectifier stage, and filter stage. An additional stage is
sometimes added if there is a need for regulation. This stage is called regulator.

AC
Outp
ut

Transformer
Stage

Rectifier
Stage

Filter
Stage

Block Diagram of AC-DC Power Supply

DC
Outp
ut

1. Half-Wave Rectifier Circuit


One rectifier diode D1

and one load resistor RL are needed to

conduct one alteration in every cycle of small AC input.

Schematic Diagram of A Half-Wave Rectifier

2. Full-Wave Center-Tapped Rectifier Circuit


Using this type of circuit, youll need a center-tapped transformer,
two rectifier diodes and a load resistor (RL). Each of the diode supplies
one-half the DC load current.

Schematic Diagram of A Full-Wave Center Tapped Rectifier circuit

3. Full-Wave Bridge Type Rectifier Circuit

Schematic Diagram of A Full-Wave Power Supply


The previous circuit illustration uses four rectifier diodes D1 D2 D3 D4
and a load resistor (RL). Bridge circuit makes it possible to remove the centertapped transformer. Among the types of power supply this circuit can deliver
a higher current range to the load because all of cycles are consumed by the
four diodes.
The operation of this rectifier circuit is different from the half-wave and
full-wave center tapped. The conduction of AC voltage starts from Line-A going
to the Line-B.
First Conduction
The negative half-cycle will be going to conduct to the cathode of diode
D1, thru the RL and going to conduct to the cathode of diode D4 then Line-B. In
this case D1 and D4 are conducting.

First Conduction in a Full Wave Power Supply

Second Conduction
The positive half-cycle will be going to conduct to the anode of diode D2,
thru the RL and going to conduct to the anode of diode D3 then Line-B. In this
case D2 and D3 are conducting.

Second Conduction in a Full Wave Power Supply


Characteristics of a Full Bridge Type Power Supply
a. Expensive
b. Needs a lower value of capacitance
c. Needs four rectifier diodes
Filter Stage
The filtering stage is one of the stages of the power supply which filters
the pulsating DC. Output of rectifier stage and make it a pure DC voltages. The
main function of the filter circuit is to increase the DC output and to smoothen
the pulsating DC.

Insufficient filtering
This can cause distortion.

Rectifier
Stage

Filter
Stage

(+)
(-)

Filter Stage

Basic Methods of Filtering


1. Simple Capacitor in Parallel
You can parallel as many electrolytic capacitors as you want. This will
increase the amount of capacitance causing good filtering effects to DC
output. This is used for high current applications. The only disadvantage is
that it will occupy a bigger space.

Placing additional
capacitor in the
output.
Filter Circuit

2. Filter with RC Circuit


This circuit is actually a resistor in series with the positive line together with 2
bypass capacitor C1 & C2. It is good in lowering the DC voltage output.

Placing a resistor in series


with the positive line can
cause voltage drop.

Filter with RC Circuit

3. Filter with Inductor


This circuit has a good filtering effect to the pulsating DC output of the
rectifier. It uses minimal value of capacitance and it is good in low current
and high current application. The only disadvantage is that the inductor
in series with the positive line takes up big space in mounting it in the
PC.

Filter with Inductor


External Parts of AC-DC Power Supply
The external parts of an AC-DC power
supply are as follows:

Front Pane. It contains the power


switch, voltage selector switch, and
the power indicator.

Front Panel

Rear Panel. It contains the fuse and


the AC line cord.

Rear Panel

Internal Parts of AC-DC Power Supply


The internal parts of the AC-DC Power Supply are shown in the figure below.

Internal Parts of an AC-DC Power Supply


Parts of AC-DC Power Supply
Components Description
Alligator
Clip

A special type of connector used to connect the power supply to


the electronic gadget.

Capacitor

A capacitor acts as the filter. The one that removes ripples from
the output of the rectifier circuit. The type of capacitor used in
this purpose is the electrolytic capacitor.

Case and
Cover

It serves as the housing of an AC-DC power supply.

Diode

A device which only allows current to flow in only one direction.

Fuse

A protective device used to prevent the circuit from short circuit


or damage

LED
A transducer which converts electrical energy to light.
Light Emittin
g Diode
Line cord

A type of cord used to connect the unit to the voltage source.

On-Off
switch

Used to switch on and off the circuit.

Printed
Circuit
Board

PCB a conductive pattern formed on one or both sides of an

Resistor

A resistor restricts the flow of current (eg. to limit the current

insulating base by etching, plating or stamping.

passing through an LED). A resistor is used with a capacitor in


a timing circuit.
Some publications still use the old resistor symbol.
Rotary
Switch

A switch that is operated by a rotating shaft.

Transformer A component that consist of two or more coils which are


coupled together by magnetic induction.

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SELF-CHECK 1.1
AC-DC Power Supply
GENERAL DIRECTION: Write all your answers in separate sheets of paper.
Do not write anything in this module.
Direction: Answer the following questions below.
1. How many stages do basic power supplies have?
2. What component do we need to use in a simple basic filtering stage?
3. Why is a bridge type rectifier the most expensive type rectifier stage?
4. What stage of the power supply step-down the high AC voltage to lower AC
voltage?
5. What stage of the power supply converts small AC voltage to pulsating DC
voltage?
6. How many basic methods of filtering do the filtering stages have?
7. How many types of rectifier circuits do basic power supplies have?
8. What stage of the power supply smoothens the pulsating DC into pure DC
output voltages?
9. How many diodes full-wave center tapped power supplies have?
10. Why is a half-wave rectifier the cheapest type rectifier stage?

11

SELF-CHECK KEY 1.1


AC-DC Power Supply

1. Three
2. Filter Capacitor / Electrolytic Capacitor
3. It uses four rectifier diodes
4. Transformer stage
5. Rectifier stage
6. Three
7. Three
8. Filter Stage
9. Two
10. It uses one diode

12

SELF-CHECK 1.2
Assembling AC-DC Power Supply
I. Direction: Fill in the blank with the names of the parts indicated in the
diagram. (1-9). Write the answer in your test notebook.
_________2.
__________1.
_________3.

_______4.

________7.
_________8.

________5.
________6.

_________9.
__________10. Based on the given circuit, what type of power supply is this?

II. Direction: Draw the schematic diagram of the following circuit:


a. Half-wave power supply

b. Full-wave conventional

c. Full-wave bridge type

13

SELF-CHECK KEY 1.2


I.
1. Transformer
2. AC plug
3. LED
4. Rotary Switch knob
5. Alligator Clip
6. Rubber Grommet
7. Rotary Switch
8. Printed Circuit Board
9. Fuse Holder
10. Full-wave Bridge Type Power Supply
II.

a. Half-wave power supply

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b. Full-wave conventional

Primary
Windings

c. Full-wave bridge type

15

Program/Course

CONSUMER ELECTRONIC SERVICING NC II

Unit of Competency

ASSEMBLE AND DISASEMBLE CONSUMER


ELECTRONIC PRODUCTS AND SYSTEMS

Module Title

ASSEMBLING AC-DC POWER SUPPLY

Learning Outcome 2: Assemble AC-DC power supply to the printed circuit


board.
Assessment Criteria
1. Printed Circuit Board design and etching for AC-DC power supply are
prepared.
2. Electronic components are mounted and soldered at the appropriate
location on the Printed Circuit Board.
3. All auxiliary components, including the transformer are interconnected to
the Printed Circuit Board.
4. Assembled AC-DC power supply is tested and defects are corrected.

16

LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 2: Assemble AC-DC power supply to the
Printed Circuit Board.
Learning Activities
1. Read the attached Information
Sheet 2.1 about the Preparation of
PCB of an AC-DC Power Supply.
2. Answer the Self-Check 2.1.
3. Compare your answers with the
Self Check Key 2.1.
4. If you missed some of the
questions, go over the Information
Sheet again.

Special Instructions

Try to answer the Self-Check 2.1


without looking at the
information sheet.
Mount and solder components in
the PCB.
Connect all the auxiliary
components of an AC-DC Power
Supply.

5. Read the attached Operation Sheet


2.1 on mounting and soldering
electronic components.

Power on the AC-DC power


supply.

6. Read the Information Sheet 2.2


on:

Mount and solder electronic


components.

a. Interconnecting all auxiliary


components

Prepare and design the Printed


Circuit Board.

Test voltage.

b. Components including the


transformer interconnecting
all auxiliary Electronic
Components and Symbols of
AC-DC Power Supply
7. Perform the Job Sheet 2.1.
8. Do the assessment check list 2.1
and 2.2.
9. Read the Information sheet 2.3.
10. Perform the Job sheet 2.2.

Refer to the teachers


Assessment Check list 2.1 and
2.2.
Refer to the teachers
Assessment Check list 2.3.
Refer to the teachers
Assessment Check list 2.4.

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INFORMATION SHEET 2.1


Designing and Etching

PCB of AC-DC Power Supply

A printed circuit board (PCB) has components inserted into the hole and
soldered to form its circuit connection. Its main purpose is to reduce the space
and to troubleshoot easily when problem arises.
The printed circuit board (PCB) has conductors that are thin strip of copper,
usually bonded to a baseboard called substrate. There are two very common
substrate materials used in printed circuit, the phenolic and epoxy plastic.

Copper

Substrate

on

Printed Circuit Board

Printed Circuit Board Etching is where the excess copper is removed to leave
the individual tracks or traces as they are sometimes called. Buckets, bubble
tanks, and spray machines are tools to do different ways of etching but most
firms currently use high pressure conveyors spray equipment. Spray etching is
fast Ammoniacal etching solutions when sprayed can etch 55 microns of copper
a minute. Less than 40 seconds to etch a standard 1 oz, 35 micron circuit
board.

Printed Circuit Board Etching


Many different chemical solutions can be used to etch circuit boards
ranging from slow controlled speed etches used for surface preparation to the
faster etches used for etching the tracks. Some are best used in horizontal spray
process equipment while others are best used in tanks. Enchants for PTH work
have to be selective and be non aggressive to tin / tin lead plating, which is
used as the etch resists. Copper etching is normally exothermic where high

18

speed etching is carried out solution cooling is normally required. This is


normally done by placing titanium water cooling coils into the enchant. Almost
all etching solutions liberate toxic corrosive fumes. Extraction is highly
recommended. All enchants are corrosive and toxic mainly due to the high metal
content. P.P.E. Personal Protection Equipment must always be used. Spent
solutions should always be disposed properly and not to be spilled down local
drains where they can pollute local sewage works and rivers.
Manufacturing of Printed Circuits in the Copper Clad Board
In PCB designing, we should not focus only on the size of the pathways
linking to the other component, but also on the types, kinds, and characteristics
of component. Here are the other design factors needed:
1. PCB size and shape. The PCB must be big enough for the entire
component to be mounted where it is anticipated.
2. Position of the Terminal. Input, output and supply voltage if possible
should be placed near the border for easier way during troubleshooting
or minor repair.
3. High Temperature Dissipation. Too much heat is the number one
problem of all components. Bigger space is needed so that heat sink
can be provided to the component. This will protect the component
from burning up.
4. Accessibility of Components. This component that is adjustable or
variable (example: potentiometer, trimmer resistor or capacitor) should
be placed near the border to make the troubleshooting or minor repair
easier.
5. Space for Bolt and Nut. The designer should place an allowance for
mounting the PCB with bolt and nut in securing the entire board to
the chassis.
6. Different Types of Circuit Should be Grouped according to its
Application. This will enhance the circuit operation and will prevent it
from distortion generated by other circuit. This is the reason why the
circuit of the power supply is far from the audio circuit.

19

SELF-CHECK 2.1
Designing and Preparing PCB of AC-DC Power Supply

Direction: Identify the following items.

1.

A board that is open with electronic components is mounted and


soldered.

2.

A conductor where the components terminal lead is soldered.

3.

It consists of a thin copper layer which is firmly bonded to an insulating


base material. It is sometimes called as a component side.

4 -5. The two types of substrate materials used in a present circuit.

20

SELF-CHECK KEY 2.1


Designing and Preparing PCB of AC-DC Power Supply

1.

PCB

2.

Substrate

3.

Copper foil side

4.

Epoxy

5.

Phenolic

Note: If you got all the answers right, that is an excellent mark. But if you
missed one or more, go back to the questions and study them more
closely before you proceed to the next lesson .

21

OPERATION SHEET 2.1


Designing and Preparing PCB of AC-DC Power Supply
Direction: Given the resources needed, perform the procedure in
designing and preparing a PCB of AC-DC Power Supply.
Conditions
The following resources are needed:
- Electronic tools and equipment
Soldering Iron
Desoldering tool
Screwdriver (Flat / and Philip)
Wire stripper / Utility knife
Pliers
Diagonal cutter
long nose plier
High grade magnifying glass with lamp
Cleaning brush
Soldering lead
Cleaning agent
Wires
Stranded
Solid
Pre-design Printed Circuit Boards (PCB)
Mini drill with drill bit ) with adaptor (+12VDC supply)
Sand paper
Metal polish or eraser
Ruler
AC-DC power supply kit (1.5 12 volts variable power supply)
Analog multi tester (voltmeter / VOM)
Procedure in Preparing the Layout Diagram in the PCB
1. Prepare the schematic diagram of the circuit.

Circuit Schematic Diagram

22

2. Arrange the component circuit in a graphing paper to show/illustrate


the same design factor in PCB lay outing. Note: Actual size of the
component should be adapted for component arrangement and
mounting.
Capacitor
Four
Diodes

ccc

Resistor
Led

AC
Input
DC
Output
Hole for
Bolt & Nut

PCB Layout

3. Interconnect each component by copying the connection in the


schematic diagram.

Schematic Diagram
4. Double-check the connection.
5. Trace the designed PCB by using a carbon paper and mark it on the
copper side of the clad board.
6. And use a high point permanent marker for marking. Do the marking
three times and be careful not to shorten each line marking.

23

Characteristics of Good PCB Design 4Cs


1. Clean. It should be clean so that the representation of the schematic
diagram is easy to mark and troubleshoot the PCB.
2. Compressed. Reducing the size for space saving in chassis.
3. Creative in Design. There is a pattern or image when it is created.
4. Consistency in Component. The components should be well arranged
in group.

24

PERFORMANCE CHECK 2.1


Designing and Preparing PCB of AC-DC Power Supply
Direction: Answer the following by putting a check mark in the appropriate
box.
Did you:

YES

NO

1. Prepare the schematic diagram of the circuit?


2. Arrange the components in the circuit in graphic paper to
follow the design factor in PCB layout?
3. Interconnect each component?
4. Trace the design?
5. Produce a good characteristics PCB design (clean,
compressed, creative and consistent with the component
size?

5 Yes Remarks
Excellent

3 Yes Remarks
Satisfactory

4 Yes Remarks
Very Satisfactory

1-2 Yes Remarks


Needs Improvement

Students Signature______________________

Date

______________

Teachers Signature______________________

Date

_________________

25

INFORMATION SHEET 2.2

Printed Circuit Board Etching


It is the removal of unwanted portion or layer of conductive materials
(that is copper) bonded to an insulating base called substrate. By using a
chemical reaction to the copper called ferric chloride, it liquefies the uncovered
surfaces of the designed copper clad board that creates a PCB.
Cover Surface
Copper Conductor

Printed Circuit Board

Substrate

Cover Surface
Copper
Conductor

Printed Circuit Board

Substrate

Tools and Materials Needed In PCB Etching


1. Designed PCB
2. A bottle of the Ferric Chloride. (The quantity of bottle will depend upon
the area of the PCB).
3. Plastic Basin. It is the medium of ferric chloride
4. Popsicle sticks (2 pieces). It is used for hauling the designed PCB.
5. Old newspaper. It is placed under the plastic basin for the prevention of
accidental spill of chemical over the table.
6. Apron
7. Piece of Cloth
8. Plastic Varnish 1 bottle
9. Lacquer Thinner
10. Surgical Gloves
11. Knife or Cutter
JOB SHEET 2.1

26

Printed Circuit Board Etching


Direction: Given the resources needed, perform the procedure in PCB Etching
to produce a PCB.
Conditions
The following resources are needed:
Electronic tools and equipment
Soldering Iron
Desoldering tool
Screwdriver (Flat / and Philip)
Wire stripper / Utility knife
Pliers
Diagonal cutter
long nose plier
- High grade magnifying glass with lamp
- Cleaning brush
- Soldering lead 60/40
- Cleaning agent
- Wires
Stranded
Solid
- Pre-design Printed Circuit Board (PCB)
- Mini drill with drill bit ( .9mm and 3mm ) with adaptor
(+12VDC supply)
- PCB copper foil cleaning agent ( metal polish/Eraser )
- Pencil
- Ruler
- AC-DC power supply kit (1.5 12 volts variable power supply)
- Analog multi tester (voltmeter / VOM)
-

Steps in PCB Etching


1. Prepare the necessary tools and materials needed in PCB etching.
2. Wear your apron and surgical gloves in order to prevent accidental splash
of the solution on your clothes or on your skin.

27

3. Pour the ferric chloride in the plastic basin.

Ferric

Chloride
Plastic
Basin
4. Etch the PCB by immersing it in a basin filled with ferric chloride until
the uncovered part of the copper clad is totally etched.

Immerse PCB in
plastic basin filled
with ferric chloride

5. After 10 - 15 minutes, check the PCB if all the parts needed to be removed
are totally etched (using the two popsicle sticks in hauling). If not yet,
return it into the plastic basin filled with ferric chloride. After 3 5
minutes check it again.
6. Haul the PCB from the plastic basin and wash it in a free flowing water to
remove the remaining residue in the PCB.
PCB
basin

28

7. With a clean and dry piece of cloth, wipe the wet PCB.
8. Pour a little amount of lacquer thinner on a clean dry piece of cloth and
wipe the markings of the permanent marker pen in the copper clad. (Note:
In doing this, you should wear your surgical gloves.)
9. Aided by bright light, inspect the PCB for possible hairline break or short.
If there is a hairline path between the copper conductors, cut it by a knife
or cutter. And if there is a break between the copper conductors, solder it.

PCB

light

Designed

10.

Apply plastic varnish to the newly etched PCB to prevent corrosion

or rust, and let it dry before touching it.

29

Techniques to correct PCB Hairline Break or Short


A.

Hairline Break.

It is an open copper foil in the Printed Circuit Board.

Most of the time this is due to improper PCB designing or etching. To


eliminate the hairline break, just place a hook up wire and solder it.

Hairline Break
B.

Hairline Short in the PCB Conductor. It arises if the printed circuit


board designing or etching is done improperly. To eliminate the
hairline short, you should cut it with a knife.

Hairline Short

Hairline Short in the PCB Conductor

30

ASSESSMENT CHECKLIST 2.1


PCB Etching
Direction: Encircle the number which will show how competent you have
applied the skill using the criteria below. Compute for the total result.

Criteria

Points

Final

Workmanship
Use of Tools
Use Personal Protective
Equipment
SPEED
House Keeping
Finished Design
Total

Assessment Criteria 2.1


Score

Descriptive Grade

96-100

Excellent

86-95

Very good

81-85

Good

75-80

Fair

70-74

Poor

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ASSESSMENT GUIDE FOR JOB SHEET 2.1


Direction: Encircle the number which shows how competent you have applied
the skills according to the criteria given below.

The evidence shows that you have performed

Points

the following:

Final
Score

1. Prepared Printed Circuit Board design and


etch AC-DC power supply .
2. Mounted and soldered electronic components
at the appropriate location on the Printed
Circuit Board.
3. Interconnected all auxiliary components
including the transformer on the Printed
Circuit Board.
TOTAL

Rating System 2.1


Score

Descriptive Grade

15

Excellent

12-14

Very good

10-11

Good

7-9

Fair

6 and below

Reread the information sheet


2.2 on PCB Etching

32

OPERATION SHEET 2.3

Boring
Direction: Given the resources needed, perform the procedure in
designing and preparing a PCB of AC-DC power supply.
Conditions

Tools and Materials


- Mini Drill
- PCB
- Piece of wood
- Drill bit
- Varnish

Procedure

Mini Drill Setup


1. Loosen the chuck by using a long metal tool and change the drill
bit. This is done in a counter clockwise movement.

Drill Bit

Long Metal
Tool
Mini Drill

2. Insert the drill bit 1mm diameter in size and attach it to the chuck
of the unit.

33

3. Turn the long metal tool clockwise to tighten the jaw of the unit.
Be sure that the drill bit is well secured on the chuck.
4. Before inserting the 12 volts adaptor, you should turn off the unit.
5. Test the rotation of the unit if it is well aligned. If not, align it
following the steps no. 1 and 2.

How to Use a Mini Drill?


To control the unit, hold the mini - drill at the lower part and firmly
position your arm. Then with the mini drill held perpendicularly to your
work surface, lightly press downward to the holes to be drilled in the PCB
but be sure that the PCB has a piece of wood under it to avoid damaging
the table. With practice, you will be able to get the procedure correctly.

Mini Drill
PCB

Piece of Wood

34

Boring Procedure
1.

Prepare all the materials needed.


- Mini drill
-

Designed PCB

2. Mark where the holes are to be drilled.


3. Using the mini drill, bore hole perpendicularly to the surface of the
PCB.
4. Clean the surface of the PCB and look for open line or short circuit.
5. Apply varnish on the clad surface to prevent it from corrosion.

35

SCORING RUBRICS FOR OPERATION SHEET 2.3


Boring
Note: You should read the following before and after performing the process.
Workmanship 55%
1. Tools were properly used according to its function.
2. PPE was observed completely while working.
3. Proper tools were used and PPE were observed while working.
Speed 5%
Finished task before time frame
Finished task within the time frame
Finished task 15 minutes after the time frame
Finished task 30 minutes after the time frame
Finished task 31 minutes and more
Housekeeping 5%
1. The whole area was cleaned after the assembly
2. The whole area was dirty after the assembly
Finished Design 35%
Finished design based from the given
schematic diagram
Finished design was correct but with access copper
clad on the finished design
Finished design was correct but with cut on the line
Finished design was with shorted line that will cause
a short circuit
Finished design was incorrect

25
25
5
5
4
3
2
1
5
1
35
30
25
10
2

Total 100%

Rating System
Score in Percent
Descriptive Grade
95% - 100%
Outstanding
80% - 94%
Very Satisfactory
75% - 79%
Satisfactory
74% and below
Needs Improvement
Note: If you got 74 and below, you need to go over the procedures and
ask
assistance from your classmates who passed this activity or from your
teacher.

36

JOB SHEET 2.2


Mounting and Soldering AC-DC Power Supply Project
Direction: Using the given tools, supplies and materials, mount the electronic
components to the PCB and perform soldering procedure to
assemble an AC-DC power supply project.
Conditions
o

Supplies and Materials


-

Designed PCB
Soldering Lead, 60/40
AC cord with plug
Toggle Switch (on/off)
Fuse and fuse holder (1A)
Selector switch 2 poles 6 positions
4 pcs. Rectifier diode
Electrolytic capacitor 3,300 uF/25V
Jumbo LED with holder
Transformer, Primary voltage 0-220 volts; Secondary voltage
(0V, 3V, 4.5V, 6V, 9V, 12V; current rating 750mA)

Tools and Equipment


- Long nose pliers
- Soldering iron

Simple Power Supply Project


In all the basic electronic theories, power supply assembling is the most
common application needed by the students. In this project, they will be
able to apply all the knowledge they have learned since the very start of
their lessons. This project will enable them to practice the five
characteristics of a good assembler. These are the planning, assembling,
testing, troubleshooting and appreciating the work.

37

Schematic Diagram of a Multi-Volts Unregulated Power Supply

Auxiliary Components of Power Supply


There are some minor components needed to be familiarized with
and their uses. These are the AC plug with cord, power switch, fuse
holder and fuse, selector switch, selector knob, indicator lamp and
alligator clips.

AC Plug with Cord is used for connecting the 220V input voltage of
the power supply.

Power Switch is used to control the flow of 220VAC to the power


supply by turning off or on.

Fuse Holder & Fuse is used to protect the unit from any sudden short
from the load or too much rising of power from the line source.

Selector Switch is used to select the output voltage of the power


supply from 3V to 12V DC

Selector Knob is a plastic holder of the selector switch.

Indicator Lamp is used to show if there is a presence of power in the


circuit.
Neon Lamp is for 220V AC monitoring lamp.
Led is for output monitoring lamp

Alligator Clips are used to connect the two-line output to the load.
Red clip for positive.
Black clip for negative

38

Sample Components Placement Guide


Four
Diodes

ccCapacitor

Resistor

Led
AC
Input

DC
Output

Hole for
Bolt & Nut

Top View of PCB Layout

PCB LAYOUT
Procedure:
1. Prepare all the materials needed.
2. Clean the terminals of the components to be soldered and the PCB copper
side.
3. Mount the components in the PCB.
4. Solder components.
5. Cut the excess terminals of the component.
6. Test the circuit using the multi-tester.

39

ASSESSMENT CHECKLIST FOR JOB SHEET 2.2


Mounting and Soldering AC-DC Power Supply Project
Direction: Encircle the number which will show how competent you have
applied the skill using the criteria given below. Compute for the total result.

Criteria

Points

Final

Workmanship
Use of Tools
Use PPE
SPEED
House Keeping
Finished Design
Total

Assessment Criteria 2.3


Score

Descriptive Grade

96-100

Excellent

86-95

Very good

81-85

Good

75-80

Fair

70-74

Poor

40

ASSESSMENT PLAN

Title of Module

ASSEMBLING AC-DC POWER SUPPLY

Observation

Ways on how evidences will be collected


[tick the column]

The evidence shows that the student can

identify types of power supply

identify parts of AC-DC power supply

identify electronic components needed in


assembling AC- DC power supply

prepare, design and etch printed circuit board


of an AC-DC power supply.

mount and solder electronic components at the


appropriate location on the printed circuit
board.

interconnect the PCB with all the auxiliary


components.

securely mount all the components at the


chassis

correct all defects of an AC-DC power supply .

Did the students overall performance meet the standard?


Prepared by:

Date:

Checked by:

Date:

Yes

Portfolio

ASSEMBLE AND DISASSEMBLE CONSUMER


ELECTRONIC PRODUCTS AND SYSTEMS

Demonstration

Unit of competency

Third party Report

CONSUMER ELECTRONIC SERVICING NC II

Oral Questioning

Competency standard

Written

Evidence Checklist

No

41

OBSERVATION CHECKLIST
Students name:
Teachers name:
Name of School
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the student in Assembling AC-DC power supply
2. Describe the assessment activity and the dates when it will be undertaken
3. Place a tick in the box to show that the student has completed each aspect of
the activity according 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 has:

Identified types of power supply

Identified parts of AC-DC power supply

Known the electronic components in assembling AC-DC


power supply.

Prepared, designed and etched printed circuit board of


an AC-DC power supply.

Mounted and soldered electronic components at the


appropriate location on the printed circuit board.

Interconnected the PCB with all auxiliary components.

Securely mounted all components at the chassis.

Corrected all defects of an AC-DC power supply.

Did the students overall performance meet the


standard?

If yes, tick the box

Yes

No

Teachers Feedback
Teachers signature

Date:

42

OBSERVATION AND QUESTIONING CHECKLIST


Students name
Teachers name
Name of School
Competency
standards
Unit of
competency
Instructions for the teacher:
1. Observe the candidate in Assembling AC-DC power supply
2. Describe the assessment activity and the date when it will be undertaken.
3. Place a tick in the box to show that the student has completed each aspect of
the activity according to the standard expected in the enterprise.
4. Ask the student based on the questions in the list to confirm his/her
underpinning knowledge
5. Place a tick in the box to show that the student has answered the questions
correctly.
6. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student has

Identified types of power supply.

Identified parts of AC-DC power supply

Known electronic components needed in assembling ACDC power supply.

Prepared, designed, and etched Printed Circuit Board of


an AC-DC power supply.

Mounted and soldered electronic components at the


appropriate location on the printed circuit board.

Interconnected the PCB with all the auxiliary


components.

Securely mounted all the components at the chassis.

Corrected all defects of an AC-DC power supply

If yes, tick the box

Yes

No

Did the students overall performance meet the


standard?

43

DEMONSTRATION
Students name:
Teachers name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials the trainee/student must be able to:

Materials and equipment:

to show if the skill has


demonstrated

During the demonstration of skills, did the


student:

Yes

No

N/A

Identify types of power supply?

Identify parts of AC-DC power supply?

Know the electronic components needed in


assembling AC-DC power supply?

Prepare, design and etch printed circuit board of


an AC-DC power supply?

Mount and solder electronic components at the


appropriate location on the printed circuit
board?

Interconnect the PCB to all the auxiliary


components?

Securely mount all components at the chassis?

Correct all defects of an AC-DC power supply ?

The students demonstration was:


Satisfactory

Not Satisfactory

44

WRITTEN REPORT
Students name:
Teachers name:
Name of School
Competency
standards
Unit of
competency:
Task:
Your task is to:
Assemble AC-DC power supply
Submission date:
Use the checklist below as the basis for judging whether the students
report has met the required competency standards.
The students report states that

The types of power supply were identified.

The parts of AC-DC power supply were identified.

The electronic components needed in assembling AC-DC


power supply were identified.

The printed circuit board of an AC DC power supply


was prepared, designed and etched.

The electronic components mounted and soldered at the


appropriate location on the printed circuit board.

The PCB was interconnected to all auxiliary components.

All the components were securely mounted at the


chassis.

All defects of an AC-DC power supply were connected.

Generally, did the students report meet the


standard?

If yes, tick the box

Yes

No

Comments:

Students
signature:

Date:

Teachers
signature:

Date:

45

PERFORMANCE TEST
Student's Name

Date

Competency:

Directions:
Ask your teacher to
assess your
performance in the
following critical tasks
using the performance
criteria below.
You will be rated based
on the overall evaluation
at the right side.

Test Attempt
1st
2nd
3rd
OVERALL EVALUATION
Level
Achieved

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.
Teacher will put initial at level achieved.

PERFORMANCE STANDARDS
For acceptable achievement, all items should receive a
"Yes" or "N/A" response.

Yes

No

N/A

Types of power supply were identified.

Parts of AC-DC power supply were identified.

Electronic components needed in assembling AC-DC power


supply were identified.

Printed Circuit Board of an AC DC power supply was prepared,


designed and etched.

Electronic components were mounted and soldered at the

Appropriate location on the Printed Circuit Board

The PCB was interconnected with all the auxiliary components.

All components were securely mounted at the chassis.

All defects of an AC-DC power supply were corrected.

46

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

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 Finalization Workshop
conducted at the Development Academy of the Philippines, Tagaytay City on
May 6 -10, 2008
This learning instrument was developed by the following personnel:
Technology Teachers:

Mr. Vic P. Diola Group Leader


Bauan Technical High School

Dr. Gilbert M. Castor


Don Alejandro Roces Sr. Science-Technology High School

Mr. Eddielou L. Dayao


Sanchez Mira School of Arts and Trades

Mr. Rufo G. Malla


Eulogio Rodriguez Vocational High School

Mr. Sherwin P. Medrano


San Pedro Relocation Center National High School

Mr. Remar C. Pinsoy


Baguio National School of Arts and Trades

Contextual Teacher:
Mrs. Daisy Carousel P. Cervantes
Don Alejandro Roces Sr. Science-Technology High School

Facilitators:

Dr. Edward M. Dela Rosa

Dr. Corazon L. Echano


TEC-VOC Task Force

Encoders:

Mrs. Rosario D. Briones


Mr. Mhariel L. Echano
Mr. Jason O. Villena

Funding: Department of Education

ACKNOWLEDGEMENT
Copyright: Department of Education 2009
This module is based on 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 and 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 ( Electronics )
VICTORINO P. DIOLA Group Leader
TVE Coordinator, Bauan Technical High School
Bauan, Batangas
GIGI C. CORPUZ
Teacher III, Malvar National High School
Malvar, Batangas
ISMAEL G. GALLARDO
Teacher I, Community Vocational High School
Masipit, Calapan City, Oriental Mindoro
REYNALDO C. CUNANAN
Head Teacher VI, EARIST Voc. High School
Nagtahan, Sampaloc, Manila
GEORGE B. FUASO
Teacher II, Gen. Mariano Alvarez Technical High School
GMA, Cavite
RUFO G. MALLA
Teacher II, EARIST Voc. High School
Nagtaha, Sampaloc, Manila
Contextual Teachers:
English
TERESITA P. TANAEL
Teacher III, Gen. Mariano Alvarez High School
GMA, Cavite
CHARLIE I. SORIANO
Teacher I, Don Alejandro Roces, Sr. Science-Technology H.S.

Mathematics
ANALISA ROSA P. LIBRADA
Teacher I, Mathematics Coordinator
San Pedro Relocation Center National High School
San Pedro, Laguna
Science
GEMMA G. VALLARTA
Teacher III, Science Coordinator
San Pedro Relocation Center National High School
San Pedro, Laguna

LENALYN N. MANZANO
Teacher I, Physics
E. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila
Facilitators:
Dr. CORAZON L. ECHANO
Tech-Voc Task Force
Dr. VICTORIO N. MEDRANO
Tech-Voc Task Force
Dr. ORLANDO E. MANUEL
Tech-Voc Task Force
Encoder:
MARISOL E. SALDIVAR
Teacher I, Sta. Lucia High School
Pasig City

Republic of the Philippines


Department of Education
PUBLIC TECHNICAL -VOCATIONAL
HIGH SCHOOLS

Unit of Competency:

MAINTAIN AND REPAIR ELECTRONICALLYCONTROLLED DOMESTIC APPLIANCES

Module No. 2

MAINTAINING AND REPAIRING AN ELECTRIC FAN

Table of Content
How to Use this Module ................................................................................... 2
Introduction ..................................................................................................... 3
Technical Terms ............................................................................................... 4
Learning Outcome 1:
Identify the parts and functions of an electric fan ............................................. 6

Learning Experience / Activities ..7


Information Sheet 1.1 ............................................................................. 8

Student-Check 1.1................................................................................ 11

Answer Key 1.1 ..................................................................................... 12

Learning Outcome 2:
Diagnose an electric fan and troubleshoot the defects found........................... 13

Learning Experience / Activities ...14


Operation Sheet 2.1 .............................................................................. 15

Performance Test 2.1 ............................................................................ 23

Student Write-up A ........................................................................... 23

Student Write-up A .24


Learning Outcome 3:

Maintain and repair an electric fan................................................................. 25

Learning Experience/Activity ..26


Information Sheet 3.1 ........................................................................... 27

Student Check 3.1 ............................................................................... 31

Student Check Key 3.1 ......................................................................... 32

Job Sheet 3.1 ....................................................................................... 33

Performance Test ........................................................................................... 35


Assessment Plan ............................................................................................ 36
Observation Checklist for Performance test .................................................... 37
Questionnaire Checklist ................................................................................ 38
Observation Checklist 3.1 39
Questioning Checklist 40
Acknowledgement.42

HOW TO USE THIS MODULE


Welcome to the Module Maintaining And Repairing An Electric Fan.
This module contains training materials and activities for you to complete.
The unit of competency Maintain & Repair Electronically-Controlled
Domestic Appliances contains the knowledge, skills and attitudes required for
Consumer Electronics Servicing required to obtain the National Certificate
(NC) level II.
You are required to go through a series of learning activities in order to
complete each of the learning outcomes of the module. In each learning outcome
there are Information Sheets and Activity Sheets. Do these activities on your
own and answer the Self-Check at the end of each learning activity.
If you have questions, dont hesitate to ask your teacher for assistance.
Recognition of Prior Learning (RPL)
You have already some basic knowledge and skills covered in this module
because you have been working for some time; and have already completed
training in this area.
If you can demonstrate competence to your teacher in a particular skill, talk
to him/her so you dont have to undergo the same training again. If you have a
qualification or Certificate of Competency from previous trainings show it to
him/her. If the skills you acquired are consistent with and relevant to this
module, they become part of the evidence. You can present these for RPL. If you
are not sure about your competence skills, discuss this with your teacher.
After completing this module, ask your teacher to assess your competence.
Result of your assessment will be recorded in your competency profile. All the
learning activities are designed for you to complete at your own pace.
In this module, you will find the activities for you to complete and relevant
information sheets for each learning outcome. Each learning outcome may have
more than one learning activity.
This module is prepared to help you achieve the required competency, in
receiving and relaying information. This will be the source of information that
will enable you to acquire the knowledge and skills in Maintaining and
Repairing an Electric Fan independently at your own pace with minimum
supervision from your teacher.

Program/Course:

CONSUMER ELECTRONIC SERVICING NC II

Unit of Competency:

MAINTAIN AND REPAIR ELECTRONICALLYCONTROLLED DOMESTIC APPLIANCES

Module Title:

MAINTAINING AND REPAIRING AN ELECTRIC FAN

INTRODUCTION:
This module contains information and suggested learning activities in
maintaining and repairing an electric fan. It covers the knowledge, skills and
attitudes required to maintain and repair an electric fan.
Completion of this module will help you better understand the succeeding
module on maintaining and repairing electronically-controlled domestic
appliances.
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 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 the parts and functions of an electric fan;

LO2. diagnose and troubleshoot an electric fan; and

LO3. maintain and repair an electric fan.

TECHNICAL TERMS
AC Motor. It converts AC electrical energy into mechanical energy producing a
mechanical rotary action that performs some kind of work.
Antistatic. It is a container which resists generation of triboelectric charge
(frictionally generated ) as the device is inserted into, removed from
, or allowed to slide around it.
Bushing. It is a sleeve protecting a conductor where it passes through a hole in
motor.
Capacitor. It is a device used to boost the voltage to a motor. Running
capacitors are used in the starting winding to increase the running
torque of the motor. Starting capacitors are used in the starting
winding to increase the starting torque of the motor.
Capacitor for Start Motor. It is a low reactance non-polar electrolytic capacitor
connected in series with the start winding.
Motor. It is a rotating electric machine which changes applied electrical energy
or power into mechanical output energy or power.
Rotor. It is the part of an electric motor that turns or rotates.
Run Winding. It is the winding in an electric motor provides the power for
turning the rotor during operation. It has the larger wire of the two
windings. The main winding of the motor is comparatively low
resistance and high inductance.
Rectifier. It is a diode circuit that converts AC to pulsating DC.
Resistor. It is a component made of material that opposes the flow of current
and therefore has some value of resistance.
Rotary Switch. It is an electromechanical device that has a rotating shaft
connected to one terminal capable of making, breaking a connection
to one or more other terminals.
Shaft. It is the part of a rotor that carries other rotating members and that is
supported by bearings in which it can rotate.
Start Winding. It is the auxiliary winding of the motor with comparatively high
resistance and lower inductance.
Stator. It is the stationary part of the motor which the field windings are
placed.

System Control Microprocessor. It is an integrated circuit that can recognize


and respond to commands from the operator by monitoring the DC
voltages at the output terminals.
Schematic Diagram. It is an illustration of an electrical or electronic circuit
with the components represented by their symbol.
Short Circuit. It is also called as short. It is low resistance connection between
two points in a circuit typically causing excessive current.
Solder. It is a metallic alloy used to join two metal surfaces.
Soldering. It is a process of joining two metallic surfaces to make an electrical
contact by melting solder (tin and lead) across them.
Substrate. It is a mechanical insulating support upon which a device is
fabricated.
Switch. It is an electrical device having two states, ON (closed) or OFF (open).
Thermal cutout. It is an over current device that contains a heater element in
addition to and affecting a renewable fusible member which opens
the circuit. It is not designed to interrupt short-circuit currents.
Transformer. It is an inductor with two or more windings.
Troubleshooting. It is a systematic approach to locate the cause of a fault in
an electronic circuit or system.
Winding. It is an assembly of coils designed to act in consort to produce a
magnetic flux field or to link a flux field.

Program/Course

CONSUMER ELECTRONIC MECHANIC NCII

Unit of
Competency

MAINTAIN AND REPAIR ELECTRONICALLYCONTROLLED DOMESTIC APPLIANCES

Module Title

MAINTAINING AND REPAIRING AN ELECTRIC FAN

Learning Outcome 1: Identify the parts and functions of an electric fan.


Assessment Criteria:
1. The operation of an electric fan is explained.
2. The parts of an electric fan are identified.
3. The functions of its parts are explained.

LEARNING EXPERIENCE / ACTIVITIES


Learning Outcome 1 : Identify the functions of the parts of an
electric fan.
Learning Activities
Special Instructions
Read the Information Sheet
You can ask assistance from
1.1 on Operation of an electric
your teacher to show you and
fan, parts and its functions.
explain to you further by the
topics you dont understand
Do the Self-Check No. 1.1 to
well.
check your knowledge on the
Operation of an electric fan,
Try to answer the Self-Check
parts and its functions.
without looking at the
Information Sheet.
Check your answers using the
Answer Key.
If you were not able to answer
all the questions, go over again
to the Information Sheet.
If you have answered all the
questions, you can proceed to
the next learning outcome.

INFORMATION SHEET 1.1


Operation of an Electric Fan, Parts and Functions
OPERATION OF AN ELECTRIC FAN
Electric Fan is an air moving machine used to cool with an AC Motor connected
to the 60 Hz power source which converts electrical energy to mechanical energy
in order to generate a moving air. It is a power driven machine capable of
providing high air flow parallel to the axis of the motor shaft where an axially
mounted impeller or fan blade agitates the air. The air velocity/delivery of the
electric fan is controlled by a mechanical speed selector switch for old models
and electronically controlled speed selector switch for new models. Timer is also
included for fully automatic operations.
PARTS OF AN ELECTRIC FAN

Front Guard.

It is a protective metal mesh wire used to prevent the


fan blade from any physical contact with foreign
objects.

Guard Mark.

It is a logo of the manufacturer of the electric fan which


is mounted at the center of the front guard.

Switch Box .

It is a panel board for the controls of the electric fan.

Inner Pipe.

It is a metal tube inserted into the outer tube intended


for the proper height adjustment of the electric fan.

Outer Pipe.

It is a metal tube attached to the base stand of the


Electric fan.

Base Stand.

It is the bottom or lowest part of the electric fan where


it stands on as a foundation.

Blade.

It is a propeller made out of plastic or metal


attached to the motor shaft and agitates air when
the motor rotates.

Remote Control. It is a transmitter device used to control the electric


fan
from a distance.

Block Diagram of Electronically-Controlled Electric Fan (ECEF)

Power Controller. It is a circuit that controls the amount of power


Supplied to the motor.

Sensor

Manual Control.

Non-polarized Capacitor. A low reactance non-polar capacitor


connected in series with the start winding of an
electric fan.

Timer.

It is used to switch on or switch off automatically


with predetermined time.

Comparator.

It is a processing circuit that accepts the input


input signal coming from remote control, manual
switch or timer switch. This circuit provides the
triggering voltage to the power controller.

AC Motor.

AC Plug.

It is the input receiver that detects input signal


coming from remote control.
It is a push button switch that controls manually
operation of the electric fan.

It is rotating electric machine which changes applied


electrical energy or power into mechanical output
energy or power.
It is a connector intended for connecting to the main
source 220 V.

10

SELF-CHECK 1.1
Direction: Label the different blocks that resemble an electronicallycontrolled electric fan. Write your answer in piece of paper. Do not
write anything in this module.
I

II

11

ANSWER KEY TO SELF-CHECK 1.1


I
1. Blade
2. Front Guard
3. Switch Box
4. Inner pipe
5. Base stand
II
1. Comparator
2. Power Controller
3. AC Motor
4. Sensor
5. Manual Switch

12

Program/Course

CONSUMER ELECTRONIC MECHANIC NCII

Unit of Competency

MAINTAIN AND REPAIR ELECTRONICALLYCONTROLLED DOMESTIC APPLIANCES

Module Title

MAINTAINING AND REPAIRING AN ELECTRIC FAN

Learning Outcome 2: Diagnose an electric fan and troubleshoot the defects


found.
ASSESSMENT CRITERIA:
1. Pre-testing

procedure

is

followed

in

accordance

with

the

manufacturers manual.
2. System defects/fault symptoms are identified using appropriate tools
and equipment.
3. Identified defects and faults are explained to the responsible person.
4. Results of diagnosis and testing are documented.
5. Troubleshooting is performed in accordance with the service manual.

13

LEARNING EXPERIENCE / ACTIVITIES


Learning Outcome 2
Diagnose an electric fan and troubleshoot the defects found.
Learning Activities
Special Instruction
Perform the Operation Sheet 2.1
You can ask assistance from
on procedure and technique in
your teacher to show you and
pre-testing and troubleshooting
explain to you further the topic/s
an electric fan.
you dont understand well.
Do the Performance Test to test
your skills on procedure and
technique in pre-testing and
troubleshooting an electric fan.

Try to perform the Performance


Test within the time allotment.

Refer to your Performance


Output to the Observation and
Questioning Checklist.
If you missed some of the items
in the Observation and
Questioning Checklist, go over
again to the Operation Sheet.
If you did get all the items in the
Observation and Questioning
Checklist, you can proceed to the
next learning outcome.

14

OPERATION SHEET 2.1


Procedure and Techniques In Pre-Testing An ElectronicallyControlled Electric Fan (ECEF)
PROCEDURE IN PERFORMING PRE-TESTING OF AN ELECTRIC FAN
1. Determine what the problem really is.
a. Ask questions to the owner/operator of the electric fan to identify
the problem to you.
b. Ask for the detail about the problem and how long it has been
happening.
2. Be sure that you understand how the electric fan is going to be operated.
a. If you have worked on it before, check it out to see if it still operates
in the same way.
b. Try to determine the last time it has been modified/repaired prior
to you.
c. Review the operating manual if you are not familiar with the model
of the electric fan.
d. Review the service manual for the unit prior to any testing.
3. Perform closer inspection into the suspected defective parts or
components.
a. Prepare the tools needed and remove the cover ready for inspection.
b. Apply careful physical inspection of the suspected
parts/components.
c. Look for burned and broken components.
d. Inspect for loose connections or broken wires.
e. Modify

15

TECHNIQUES IN PERFORMING PRE-TESTING OF AN ELECTRIC FAN


1. Conduct a prompt diagnosis of the trouble symptom and repair the
defective set in the shortest possible time. Do not troubleshoot an electric
fan unless you have determined what the fault is. Locate the fault from
the mechanical section or electrical circuit section.
2. Wear cotton gloves while troubleshooting to avoid the electrical shock.
Also note that, especially in tropical countries, sweat on hands may
cause accident.
3. When troubleshooting in the electrical circuit section, never remove a
component for testing. Before doing this, first measure the voltage. If the
reading is abnormal, analyze the circuit and check which component may
be causing the trouble and should be tested.
4. Discharge large capacitors by connecting a jumper wire across their two
conducting terminals.
5. If the trouble symptom is caused by aging components, the defective
component is usually one of them. But in some cases, especially in highpower-handling circuits, a defective component may cause other
components to malfunction.
6. Know the usual defects of components. For example, capacitors usually
become leaky, shorted or open. Resistor increase their resistance when
they become defective. Semi-conductors such as transistors usually
become open or shorted.
7. When troubleshooting integrated circuits (ICs) in the electrical circuit
section of an electric fan, do not remove the IC from the PCB just simply
suspecting that it is defective. To help you diagnose the function of the IC,
secure a circuit diagram from the manufacturer. It will be even better if
you have available diagram showing the internal connection of the IC.
8. Always be careful about the polarity of the components when replacing
them. Electrolytic capacitors used in transistors or integrated circuits
have only low voltages.
9. Do not remove components from the PCB. Every component has a specific
function in the circuit. Always analyze the specific function of every
component in the circuit.
10. Dont replace an opened fuse or burned resistor unless, you have
corrected the trouble or have detected.
11. Always suspect a faulty contact on mechanical switch circuit rather
than defective electronic components.
12. When replacing the resistor (SCR/TRIAC), the replacement should have
the same current rating.
13. Use needle-pointed probes for better contact and to avoid short circuiting
nearby components.
14. When measuring resistance in the circuit, make sure that the power is
not being supplied on the circuit, and that stored charges in capacitors
are properly discharged. Failure to do so can damage the volt-ohmmilliameter (VOM) and the circuit due to the low resistance of the
ohmmeter.

16

15. The functions and the characteristics of the VOM should be wisely used.
16. While using a VOM for in-circuit resistance measurement, always
exchange the setting of positive and negative probes. Take the higher
meter reading with the approximate resistance.
17. Use soldering irons with the proper power rating to prevent the
components and the circuit board from being overheated and damaged.
The soldering iron tips should be cleaned and preferably slim. Soldering
guns are not recommended for beginners, since it is difficult to keep their
temperature constant.
18. Use proper tools and soldering aids when troubleshooting printed circuit
boards. Ground the soldering iron to avoid damaging ICs and transistors.
19. Dry solder joints are hard to detect. However, when they are found or
suspected, remove the components from the PCB; then file or clean the
leads and solder the joints back. Reheating dry joints with a new
soldering lead is another remedy. When re-soldering, make sure you do
not overheat the components. Overheating the PCB may cause the copper
layer on it to warp and peel off.
20. Select a soldering iron with the rating appropriate for the particular
application.

17

TROUBLESHOOTING PROCEDURE
A. MECHANICAL FAULTS
PROBLEM/SYMPTOMS
1. Doesnt rotate
2. Cant rotate
automatically.
3. Rotation is slow.

CHECKS TO MADE
A. Check the bent shaft.
B. Verify if the shaft is
seized.
A. Check if the motor is
binding up.
A. Check if the shaft is
slightly bent.
B. Check for an oiling and
dirt build up.
C. Verify if oil is sufficient.

4. Noisy operation.

A. Check for any worn


bearing.
B. Check for a loose guard
mark .
C. Check loose guard fitter.
D. Check for an
improperly balanced blade
or broken blade.

5. No oscillation or
unsteady oscillation.

E. Check for a loose


spinner
F. Check if there is too
much front to back play in
the motor shaft.
G. Check for an oil and dirt
build up.
H. Check if oil is sufficient.
I. Check for any improper
mounting of the front
and/or rear guard.
J. Check if there are loose
screws.
K. Check for rotor rubbing
against housing insulation
or wiring.
A. Check for a broken,
stripped or bent part in the
clutch or knee joint
system.

SYSTEM
DEFECTS/FAULTS
Defective rotor
Defective rotor and end
belts
Defective motor
Defective rotor
Defective rotor
Inadequate lubricant
with accumulated dirt
Poor lubrication
Defective yoke or motor
metal cover
Loose guard mark screw
Untighten guard mark
fitter
Effective fan blade

Untighten spinner
Worn out shaft washers
Poor lubrication with
accumulated dirt
Inadequate lubricant
Misaligned front and
rear guards
Untighten screws
Misaligned and dirt
build-up in the rotor
Defective clutch
assembly or knee joint
system

18

6. Imperfect oscillation
(clutch lever system).

7. Unsteady oscillation.

8. Unsteady or
imperfect vertical
movement.

B. Check for a slippage or


wear of worm wheel.
C. Check for a
disengagement of clutch
cover.
D. Check for a disengaged
oscillating rod set screw.
E. Check for a broken
oscillating rod pin.
F. Check for a disengaged
and loose gear set screw.
G. Check for a bent
oscillating rod.
H. Check for a disengaged
and loose clutch ball.
I. Check for a bent yoke
(frame) shaft.
J. Check for a worn rotor
shaft worm.
A. Check for a tight
operation of oscillation
switch.
B. Check for an excessively
high outer wire position.
C. Check for a loosen outer
wire set screw.
A. Check for a worm wheel.
B. Check for an excessive
thrust.
C. Check for a bent yoke
(frame) shaft.
D. Check for a loosen
oscillating rod set pin.
E. Check for a loosen
oscillating rod screw.
F. Check for an excessive
oscillating rod bore.
G. Check for a worm gear
shaft metal.
H. Check for a disengaged
gear set screws.
I. Check for an excessive
gear thrust
A. Check for a clogging of
free stop bushing.

Defective worm wheel


Untighten clutch cover
Untighten oscillating rod
set screw
Defective knee joint
upper part assembly
Untighten gear set screw
Defective oscillating rod
Defective clutch shaft
Defective yoke shaft
Defective rotor
Defective oscillating
switch
Misaligned fitting in the
high outlet wire position
Untighten outlet wire set
screw
Defective worm gear
Misaligned thrust
Defective shaft
Untighten set pin and
calk pin
Untighten rod set screws
calk screws
Defective oscillating rod
Defective cover
Untighten gear set
screws
Misaligned thrust
Misaligned bushing

19

B. ELECTRICAL FAULTS
PROBLEM/SYMPTOMS
1. Doesnt rotate

2. Starts to rotate only


by manual turning of
the shaft.

CHECKS TO MADE
A. Check for an open
stator
B. Check for an open AC
cord or wiring
C. Check for an open AC
line fuse
D. Check for an open
thermal cut-off (inside the
motor)
E. Check for an open
speed selector switch
F. Check for a defective
system control
A. Check for a shorted
capacitor
B. Check for an open
start winding

SYSTEM
DEFECTS/FAULTS
Defective stator
Defective wiring/AC cord
Defective fuse
Defective thermal cut-off
Defective
switch/electronic system
control
Defective module(system
control)
Defective capacitor
Defective stator

TOOLS AND EQUIPMENT NEEDED IN TROUBLESHOOTING


1.
2.
3.
4.
5.
6.

Mechanical Pliers
Long nose pliers
Side-cutting pliers
Set of Philip Screw Drivers
Set of standard Screw driver
Volt-Ohm milliammeter

POSSIBLE FAULTS AND CORRESPONDING REMEDIES


TROUBLE

Doesnt Rotate
Rotation

POSSIBLE
FAULTS
Bent shaft
Open switch
Shaft is seized
Open stator

Starts to rotate
only by
manual turning

Open AC cord or
wiring
Start winding is
open

CORRESPONDING
REMEDIES
Replace the motor
assembly.
Replace the switch,
Replace rotor and end
bell.
Replace the motor
assembly.
Repair or replace the
defective component.
Repair the lead wire to
winding or replace
stator.

20

of the shaft.

Rotation is
slow

Noise

Noisy

Shorted capacitor
Motor is binding
up
Bent shaft
Oil and dirt
buildup
Lack of oil
Worn bearing
Loose guard mark
Loose guard fitter
Imbalanced or
broken blade
Loose spinner

Oscillation No oscillation
or Unsteady
oscillation

Too much front to


back play in the
motor shaft
Oil and dirt
buildup
Lack of oil
Improper mounting
of the front and/or
rear guard
Loose screws
Rotor rubbing
against housing
insulation or
wiring
Broken, stripped or
bent part in clutch
or knee joint
system

Replace the capacitor.


Replace the motor
assembly.
Clean and lubricate.
Lubricate
Replace the yoke or its
cover.
Fasten the guard
mark screw.
Tighten the guard
filter.
Replace the blade.
Tighten the loosen
spinner.
Adjust by adding
shaft washers.
Clean and lubricate.
Lubricate the screws.
Re adjust the
screws.
Tighten the screw.
Disassemble, clean
and adjust the rotor if
necessary.
Inspect, repair and
replace parts if
necessary.

Note 1: If the shaft of model C30TK is bent, replace the rotor.


2: If the stator of model C30TK is opened, replace the stator.
3: Experience has shown that tapping the end bells and motor housing
with a wooden or plastic mallet will free up motors of this design. If this
step fails to free up the motor replace it.
4: Replace the motor assembly.

21

TROUBLE

Automatic
oscillation
system

Non-oscillation

POSSIBLE
FAULTS
Slippage or wear of
the worn wheel
Disengagement of
the clutch cover
Disengaged rod set
screw
Broken rod set pin
Disengaged and
loose gear set
screw
Bent rod
Disengaged and
loose clutch ball
Bent yoke (frame)
shaft
Poor gear rotation

Imperfect
oscillation (clutch
lever system)

Unsteady
oscillation

Height

Unsteady or

Worn rotor shaft


worm
Tight operation of
oscillation switch
Excessively high
outer-wire position
Loose outer-wire
set screw
Worn worm wheel
Excessive thrust
Bent yoke (frame)
shaft
Loosen rod set pin
Loosen rod set
screw
Excessive rod bore
Worm gear shaft
metal
Disengaged gear
set screw
Excessive gear
thrust
Clogging of free

CORRESPONDING
REMEDIES
Replace the worm
wheel.
Tighten the clutch
cover.
Tighten the screw.
Replace the kneejoint upper part
assembly.
Tighten the screw.
Adjust or replace
the rod.
Replace the clutch
shaft.
Adjust or replace
the shaft.
Adjust or
disassemble and
clean.
Replace the rotor.
Replace the
oscillation switch.
Adjust fitting.
Tighten the screw.
Replace the worn
wheel.
Adjust the thrust.
Adjust the shaft.
Tighten the pin.
Tighten the screw.
Replace the rod.
Replace the cover.
Tighten the screw.
Adjust the thrust
with the washer.
Adjust the bushing.

22

adjustment
of standing
fan
External
appearance

imperfect vertical
movement

stop bushing

Scratch, stain or
breakage

Scratch
Dirt

Touch up with a
lacquer.
Wipe off with a
cloth, soap and
water.

PERFORMANCE TEST 2.1


Direction: Given a set of hand tools, multi-tester and defective electric fan with
the manufacturers service manual, perform the procedure and techniques in
pre-testing and troubleshooting an electric fan. Provide a work report/write-up
after completing the task. Write your answer in a separate sheet of paper.
STUDENT WRITE-UP A
Common Symptoms / Defects of an Electric fan
Student : _________________________________ Date: ________________________
Year & Section: _________________________ Teacher: _______________________
UNIT BRAND : _________________________ Unit Model: ______________________
Owner: ______________________ Address: _________________________________
1. PROBLEM/S & SYMPTOM/S :
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________

23

STUDENT WRITE UP B
Diagnosing Faults and Remedies in ECEF
Note: Write your answer in sheet of paper. Do not write anything in this
module.
Student : _________________________________ Date: ________________________
Year & Section: _________________________ Teacher: _______________________
UNIT BRAND : _________________________ Unit Model: ______________________
Owner: ______________________ Address: _________________________________
2. POSSIBLE CAUSE/S:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
Teachers Initial: ___________

24

Program/Course

CONSUMER ELECTRONIC MECHANIC NCII

Unit of Competency

MAINTAIN AND REPAIR ELECTRONICALLYCONTROLLED DOMESTIC APPLIANCES

Module

MAINTAINING AND REPAIRING AN ELECTRIC FAN

Lesson Outcome 3:

Maintain and repair an electric fan.

ASSESSMENT CRITERIA:
1. Personal Protective Equipment are used in accordance with the
Occupational Health and Safety practices.
2. Electro-static discharge (ESD) protection procedure is followed.
3. Defective parts/components are replaced with identical equivalent
ratings and repaired at the specified location.
4. Control settings/adjustments are performed in conformity with the
service-manual specifications.
5. The unit is cleaned after the maintenance and repair activity.

25

LEARNING EXPERIENCE / ACTIVITIES


Learning Outcome 3: Maintain and repair an electric fan.
Learning Activities
Special Instruction
Read the Information Sheet No.
You can ask assistance from
3.1 on Personal Protective
your teacher to show you and
Equipment and Electrostatic
explain to you further the topic
Discharge protection procedure.
you dont understand well.
Do Self-Check No. 3.1 to test
your knowledge on Personal
Protective Equipment and
Electro-static Discharge
protection procedure.

Try to answer the Self-Check


without looking at the
Information Sheet.

Check your answers with the


Answer Key.
If you were not able to answer
all the questions, go over again
to the Information Sheet.
If you have answered all the
questions, perform Job Sheet
No. 3.1 on Maintaining and
Repairing an Electric Fan.
Do the Performance Test No. 3.1
on Maintain and Repair an
Electric Fan.
Refer to your performance
output to the Observation and
Questioning Checklist.
If you missed some of the items
in the Observation and
Questioning Checklist, go over
again to the Operation Sheet.

26

INFORMATION SHEET 3.1


PERSONAL PROTECTIVE EQUIPMENT:
It is the employers responsibility to provide protective clothing and equipment.
Work clothes and specially designed protective clothing designed for your
protection. Wear the correct clothing and equipment to protect yourself from
possible serious injury. Do not interfere with or misuse any item provided by
your employer for health and safety.

Wear plain, tough clothes that


are closefitting and keep them
buttoned up.
- Loose sleeves, unbuttoned or
torn shirts or sweaters, ties
or loose belts can easily be
caught
in
revolving
machinery.
- Your work clothes should be
cleaned regularly.
Wear cuff less trousers.
- Trouser cuffs may cause you
to trip or they may catch
sparks
or
harmful
substances.
- Wear suitable footwear and
keep it in good repair.
- Wear safety shoes or boots
with
insulated
sole
for
electrical work.
- Good uppers protect against
burning from hot turning, drops of molten metal, etc. Safety shoes and
boots will reinforce toecaps to protect against heavy falling objects.
Keep long hair under a tight fitting cap or net, as required by the
regulations. It is your employers duty to ensure that machineries have
guards to protect employees who work closely to the machine. More so, if
your hair is long, it can be easily caught by the machinery, like the
frilling machine. Many people have been scalped in this type of accident.
Do not wear rings or wrist watches while on the job.
- Such item can be caught by a moving machinery. It is extremely
dangerous to wear them in certain types of work. You may lose
your fingers.
Do not wear earrings, neck chains, pendants and bracelets.
27

All items or personal jewelry worn at work have the potential to


cause an accident or aggravate an injury sustained by an
accident.
Wear personal protective equipment suitable to the kind of work to be
done.
- Learn the purpose of each item from the wide range of protective
devices available.
-

28

A. HOW IS ESD GENERATED


Static charge is a form of electricity at rest. It can be generated by simple
friction that is, rubbing two objects together.
A simple method of generating a static charge is to rub a plastic ballpen
case on a nylon cloth. Once generated, the static electricity will remain on the
ballpen for as long as it is not placed on any other charged materials.
If ever the ballpen comes in contact with another object, the static
electricity can move to or from the ballpen to equalize the charge between the
two objects. The transfer of static electricity from any of the two objects is called
electro-static discharge.
One inexhaustible source of electrons that can supply or can accept them
without any effect is the earth. Whatever charged object brought into it is
immediately discharged.
This simple illustration does not necessarily mean that static electricity
can be generated intentionally. The truth is that static electricity can be
generated in a multitude of possible ways.
Rubbing of hands or arms on a table can result in the generation of up to
about 3000 volts of static electricity.
Sliding of the IC pins in a plastic box can result in the generation of up to
12000 volts of static electricity.
A person walking across a vinyl floor can generate about 13000 volts of
static electricity.
The amount of static electricity varies within the environment and it
depends primarily on the prevailing relative humidity. The moisture in the air
offers a readily present conductive path to ground from static electricity and
hence avoiding any static build-up.
B. ESD wrist straps
ESD wrist straps are also called conductive wrist straps or bands. They
are usually made of elastic cloth but contain conductive strands that touch your
skin and so bleed off any static electricity on your body. Some straps are made
of conductive rubber. The wire attached to the strap contains a large value
resistor usually one mega ohm (1,000,000 ohms) allows any charge on your
body to be slowly transferred to an electric fan ground point. This build in
resistor also limits the amount of current to a safe level in case the other end of
the wire touches a power supply voltage.
Some ESD kits also contain a conductive pad on which you can place
components, like circuit boards and ICs, when theyre out of the switch box of
an electric fan. Often theres an additional clip on the wire leading from the
wrist strap that you can attach to this conductive pad, so that any charge on
the pad will also flow to the electric fan ground point.
C. ELECTRO-STATIC DISCHARGE (ESD) PROTECTION PROCEDURE
1. Purchase an antistatic kit from a computer or electronics supply store.
Kits vary, but the main component is an ESD wrist strap with a wire
several feet long having an alligator clip at the other end.

29

2. So to start troubleshooting an electric fan, get an ESD wrist strap and


wear it wherever you go under the covers or handle ICs and circuit
boards.
3. Put the adjustable strap around your wrist (usually the left wrist if youre
right handed). Wearing an ESD wrist strap connected to frame or chassis
ground drains static charges off your body, preventing damaging ESD.
4. Attach the clip at the end of the wire to an electrical ground connection or
metal framework of the electric fan.
5. If you work on an electric fan without a conductive wrist strap, touch an
electrical appliance such as a lamp or the screw in a wall outlet cover
plate before touching the PCB circuit. An electrostatic discharge of just a
few hundred volts is too small to feel in most cases, but can be usually
deadly to ESD sensitive devices.
6. When you are working with a switch box of an electric fan, touch a
ground point, like the metal extension pole before touching anything else.
This should ground out any static charge your body. Also avoid wearing
clothes that easily produce a static charge, such as, knits and wools and
limit your movements as much as possible, especially on carpets while
working on electronic circuits of an electric fan.

30

SELF - CHECK 3.1


I. Direction: Identify the different personal protective equipment as illustrated.
Write your answer in sheet of paper.

II. Direction: Write TRUE if the statement is correct or FALSE if it is wrong.


Write your answer in another sheet of paper.
1. Static charge is a form of electricity at rest.
2. ESD wrist straps are also called conductive wrist straps or bands.
3. When working with the electronic system control of an electric fan, it is a
safety practice to touch a round point like the metal extension pole before
touching anything else.
4. An electrostatic discharge of just a few hundred volts is too small to fill in but
can be usually deadly to ESD sensitive devices.
5. An ESD wrist strap is connected to the frame or chassis ground which drains
static charges off your body preventing damaging ESD-sensitive devices.

31

SELF-CHECK KEY 3.1


I.
1. Head Protection
2. Ear Protection
3. Tidy Hair Style
4. Close fitting high buttoned overall
5. Close fitting cuff
6. No rings or watch
7. eye protection
8. cuffless trousers
9. Insulated soles
10. Reinforced footwear
II
1. True
2. True
3. True
4. True
5. True

32

JOB SHEET 3.1


COMPONENT REPLACEMENT
1. Determine the description of the values and ratings of the individual
defective parts from the manufacturers service manual.
2. Identify the sources of the replacement components/parts.
Original replacement components from the original factory sources.
Universal replacement components from independent factory sources.
(Note: Always consider the physical size of the replacement part).
3. Consider some factors in the selection of specific part.
Quality . Is the ability to provide exact value or specification to
replacement part
Tolerance. Is the ability to provide exact value or acceptable
parameters to replacement parts.
Availability. Is the local access to parts and whether the parts are
available .
Price. It refers to the affordability of the replacement parts at a
reasonable price.
4. Disconnect or remove properly the electrical/mechanical parts of an
electric fan
5. Install correctly the replacement parts/components in the
existing
electric fan
MAINTENANCE OF AN ELECTRIC FAN
1. Turn off the electric fan and remove the cord from the source of
voltage.
2. Apply lubricant to the mechanical parts of the electric fan that
requires lubrication for a smooth operation without grinding or
squeaking.
3. Replace the bushings or end bells that squeak with the use of
appropriate tools if squeaking
cannot be corrected by applying
lubricants.
4. Apply or spray anti-rust lubricants to all mechanical parts of the
electric fan to drive out moisture, to protect corrosion, to loosen rusted
metal parts and to even free if from sticky elements.
5. Clean and check cooling louvers for any obstructions to avoid cutting
off the air flow.
6. Clean or wipe dust and foreign particles at the PC Board and metal
parts of the motor.
7. Replace worn or frayed AC cord and electrical wires.
SOLVENTS FOR CLEANING
1. Use a mild soap with a damp cloth or rug when cleaning plastic front
panel and cover. They are susceptible to immediate and long term
damage from solvents.
2. Apply denatured alcohol as the safest solvent to use for plastic front
panel and cover with heavy stain. It should be used only as a last
resort and applied to areas with heavy stain.

33

PROCEDURE IN REPAIRING AN ELECTRIC FAN


1. Once the specific electrical/mechanical problem is located:
Consider the techniques for the proper removal of the defective
component or parts.
Anticipate what to do if the replacement part does not correct the
problem.
Check the installation of the replacement or original part for any
improper mounting in the mechanical assembly or circuit board.
2. Examine carefully the mounting of the replacement of original parts of the
system.
Check the placement of the wires or leads of the replacement
component.
Consider significant factors used in the original installation such as
insulating washer, silicon grease and locating mark for pin
connections.
Observe proper placement of the component leads for electrical
parts.
3. Perform the techniques for the proper soldering of the electrical parts.
Be careful not to damage adjacent components
Be careful not to lift the copper conductive path from circuit board
base material.
Avoid any solder bridges between board path.
Do not destroy the component being removed if it is still functional
and be careful not to damage the component being installed.
4. Verify all connections and harness.
Be sure that all components are pre-positioned in a manner that
will avoid the possibility of adjacent component short circuit
conditions.
Be sure to check or inspect all insulators and barriers between
sections after working on any model/brand of electric fan.
Check for frayed or broken insulation in all wiring including the AC
line cord.
Be sure to replace fuses, resistors and capacitors with special
designation such as flame proof to components equal to the original
value for both safety and liability purposes.
5. Once the repair is completed, perform an AC leakage test on all exposed
metal parts of an electric fan to eliminate the possibility of electric shock.
Perform complete retesting of the electric fan to ensure the
correctness of the actual repair.
Connect the electric fan into the 60Hz power to allow the time
period required to let the new parts settle in and operate as they are
designed to work with each other.
Recheck or inspect if the repair was done correctly and the unit
functions properly to ensure successful completion of the repair.
6. Clean the electric fan before returning it to the customer.
Be sure that the blade, front and rear guards of the electric fan are
properly cleaned.
Be sure that proper cleaning is given to the control panel or switch
box of the electric fan.

34

PERFORMANCE TEST
Direction: Given a set of hand tools, multi-tester and defective electric fan with
identified faults or defect, perform preventive maintenance and repair
procedure. Provide a work report/write-up after completing the task. Write your
answer on a separate sheet of paper.
STUDENT WRITE-UP A
Maintaining an Electric fan
Student : _________________________________ Date: ________________________
Year & Section: _________________________ Teacher: _______________________
UNIT BRAND : _________________________ Unit Model: ______________________
Owner: ______________________ Address: _________________________________
SYMPTOMS

DEFECTIVE
COMPONENT/PARTS

REMEDY

STUDENT WRITE UP B
Repairing an Electric Fan
Student : _________________________________ Date: ________________________
Year & Section: _________________________ Teacher: _______________________
UNIT BRAND : _________________________ Unit Model: ______________________
Owner: ______________________ Address: _________________________________
SYMPTOMS
DEFECTIVE
REMEDY
COMPONENT/PARTS

Teachers Initial: ___________

35

Maintain and Repair Electronically-Controlled Domestic


Appliances

Title of Module

Maintaining and Repairing an Electric Fan

The evidences must show that the student can

explain the operation of an electric fan

identify the parts of an electric fan.

explain the functions of its parts.

perform pre-testing procedure


manufacturers manual.

identify the system defects/fault symptoms using


appropriate tools and equipment.

explain Identified defects and faults


responsible person.

document the results of diagnosis and testing .

perform troubleshooting
service manual.

use Personal Protective Equipment in accordance


with Occupational Health and Safety practices.

follow Electro-Static Discharge (ESD) protection


procedure.

replace defective parts/components with identical


or recommended appropriate equivalent ratings.

solder/mount repaired or replaced


parts/components at the specified location.

based

on

Questioning

Observation

Ways in which evidence will be collected:


[tick the column]

Portfolio

Unit of competency:

Demonstration

NC II

Third party Report

Competency standard:

Written

ASSESSMENT PLAN

the

to the

in accordance with the

Clean the unit after the maintenance and repair


activity.
NOTE: *Critical aspects of competency
Prepared by:

Date:

Checked by:

Date:

36

OBSERVATION CHECKLIST FOR PERFORMANCE TEST


Students name:
Teachers name:
Assessment Center
Competency standards
Unit of competency:
Instructions for the assessor:
1. Observe the students in Maintaining and Repairing an Electric Fan
2. Describe the assessment activity and the date when it has been undertaken.
3. Place a tick in the box to show that the candidate has completed each aspect of the
activity to the standard expected in the enterprise.
4. Complete the feedback sections of the form.
Date of observation
Description of assessment activity
Location of assessment activity
The students can

If yes, tick the


box

determine what the problems really is

obtain a description of the problem and how long it has been going
on

trace out how long the electric fan is operating at present time

inquire whether the electric fan has done this in the past and how it
is supposed to operate.

make follow-up on how the electric fan is supposed to operate.

perform preliminary inspection to locate where the problem


originated

perform closer inspection into the suspected parts or components.

look for burned and broken components.

inspect for loose connections or broken wires

plan an approach to the repair problem

use appropriate tools and equipment in performing troubleshooting.

trace out the different symptoms/problems of an electric fan

verify the system defects or faults of an electric fan

pinpoint accurately the defective component or part of an electric


fan

perform correctly the pre-testing troubleshooting procedures.

document the results of diagnosis and testing an electric fan

Did the students overall performance meet the standard?

Yes

No

Teachers Feedback:
Teacher Signature:

Date:

37

QUESTIONING CHECKLIST FOR PERFORMANCE TEST


Students name:
Teachers name:
Assessment Center
Competency standards
Unit of competency:
Instructions for the teacher:
1. Observe the candidate in Maintaining and Repairing an Electric Fan
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the student completed each aspect of the
activity to the standard expected in the enterprise.
4. Ask the student a selection of questions from the attached list to confirm
his/her underpinning knowledge
5. Place a tick in the box to show that the student answered the questions
correctly.
6. Complete the feedback sections of the form
Date of observation
Description of assessment activity
Location of assessment activity
The candidates report.

If yes,
tick the
box

What precautions must you take in performing pre-testing?


How would you determine the defective parts for an intermittent
problem?
Why do you need to ask questions to the owner/operator of the
electric fan in performing pre-testing?
Why do you need to use sense of smell and sight in performing pretesting?
Why is it, if possible, you need to attempt to operate an electric fan
in performing pre-testing?
What would you do in the event that you are not overly familiar with
the model of the electric fan?
What should you do if you found out that someone modified the
circuit of the electric fan before performing pre-testing?
Why is it necessary to conduct closer inspection to suspected part of
the electric fan?
Did the students overall performance meet the standard?

Yes

No

Feedback to student:
Teacher signature:

Date:

38

OBSERVATION CHECKLIST 3.2


Students name:
Teachers name:
Assessment Center
Competency standards
Unit of competency:

1.
1.
2.
3.
4.

Instructions for the teacher:


Observe the candidate in Maintaining And Repairing An Electric Fan
Describe the assessment activity and the date on which it was undertaken.
Place a tick in the box to show that the student completed each aspect of the
activity to the standard expected in the enterprise.
Complete the feedback sections of the form

Date of observation
Description of assessment activity
Location of assessment activity
The students can.

remove properly the identified defective parts.

verify carefully the mounting of the identical or replacement


part.
perform proper placement of component/part in the installation
process
perform the proper techniques in soldering electronic parts

perform the proper techniques in soldering electrical


component/part
perform the proper techniques in the installation of mechanical
components/part
handle properly the component/part being removed or installed

perform accurate connections and harness

observe proper use of tools and measuring instruments

perform completer re-testing of the unit once the repair is


completed
apply lubricant to moving mechanical parts that requires
lubrication
perform preventive check to rotating or moving parts that
squeaks
apply or spray anti-rust lubricant to all mechanical and metal
parts
clean and check cooling louvers for any obstructions

clean sticky rotating mechanisms

wipe dust and foreign particles at the PC board and metal parts
of the unit
replace worn or frayed AC cord and electric wires

If yes,
tick the
box

use mild soap with damp cloth or rags when cleaning plastic
front panel and cover
39

apply appropriate solvent when cleaning plastic front panel and


cover with heavy stain
follow ESD protection procedure in accordance with current
industry standard
Did the students overall performance meet the standard?

Yes

No

Feedback to student:
Teacher signature:

Date:

QUESTIONING CHECKLIST
Students name:
Teachers name:
Assessment Center
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the candidate in maintaining and repairing electric fan.
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the student completed each aspect of the
activity to the standard expected in the enterprise.
4. Ask the student a selection of the questions from the attached list to confirm
his/her underpinning knowledge
5. Place a tick in the box to show that the student answered the questions
correctly
6. Complete the feedback sections of the form

Date of observation
Description of assessment activity
Location of assessment activity
The students report answers the following
questions.
What would you do if there is no available
service manual or schematic diagram for the
defective unit?
Why do you need to discharge all capacitors
mounted in the circuit before you start the
maintenance and repair jobs?
What would you do in the event that the
replacement part does not correct the
problem?
Why is it necessary to perform an AC leakage
test on all exposed metal parts of an electric
fan?

If yes, tick the box

40

What safety precaution must you take before


applying to the repaired electric fan?
What would you do in the event when the
previous problem of the electric fan occurred
again while performing the pre-testing?
Why is it necessary to perform complete retesting one the repair of the electric fan is
completed?
Why is it necessary to clean the electric fan
before it would be returned to the customer?
Did the students overall performance meet the
standard?

Yes

No

Feedback to student:
Teacher signature:

Date:

41

ACKNOWLEDGMENT
Copyright Department of Education 2008
First Published JUNE 2008
This module is based on the Competency-Based Curriculum-Contextual
Learning Matrix (CBC-CLM) and finalized on the Instructional Modules
Finalization Development Workshop conducted at the Development Academy of
the Philippines, Tagaytay City on May 6 -10, 2008
This learning instrument was developed by the following personnel:
Technology Teachers:

Mr. Vic P. Diola Group Leader


Bauan Technical High School

Dr. Gilbert M. Castor


Don Alejandro Roses Sr. Science-Technology High School

Mr. Eddielou L. Dayao


Sanchez Mira School of Arts and Trade

Mr. Rufo G. Malla


E. Rodriguez Vocational High School

Mr. Sherwin P. Medrano


San. Pedro Relocation Center National High School

Mr. Remar C. Pinsoy


Baguio National School of Arts and Trade

Contextual Teacher:

Mrs. Daisy Carousel P. Cervantes


Don Alejandro Roses Sr. Science-Technology High School

Facilitators:

Dr. Edward dela Rosa


TEC-VOC Task Force

Dr. Corazon L. Echano


TEC-VOC Task Force

Encoders:

Mrs. Rosario D. Briones


Mr. Mhariel L. Echano
Mr. Jason O. Villena
42

Funding: Department of Education

ACKNOWLEDGMENT
Copyright Department of Education 2009
First Published JUNE 2008
This module is based on the Competency-Based Curriculum-Contextual
Learning Matrix (CBC-CLM) refined during the Writeshop on the Refinement
and Enrichment of Competency-Based Curriculum and Contextual Learning
Matrix of ARTS abd TRADES Specializations at Marikina Hotel, Marikina City on
April 20 25, 2009.
This learning instrument was refined and enriched by the following
educators:
Technology Teachers:

Mr. Victorino P. Diola Group Leader


TVE Coordinator, Bauan Technical High School
Bauan, Batangas

Mr. Reynaldo C. Cunanan


Head Teacher VI, E. A. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila

Mrs. Gigi C. Corpuz


Teacher III, Malvar National High School
Malvar, Batangas

Mr. Ismael G. Gallardo


Teacher I, Community Vocational High School
Masipit, Calapan City, Oriental Mindoro

Mr. Rufo G. Malla


Teacher II, E. A. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila

Mr. George B. Fuazo


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

Contextual Teacher:
English

Mrs. Teresita P. Tanael


Teacher III, Gen. Mariano Alvarez Technical High School
GMA, Cavite

o Mrs. Charlie I. Soriano


Teacher I, Don Alejandro Roces Sr. Science-Technology HS
Quezon City

Mathematics
43

Mrs. Analiza Rosa P. Librada


Teacher I,-Mathematics Coordinator, San Pedro Relocation Center Natl. HS
San Pedro, Laguna

44

Republic of the Philippines


Department of Education
PUBLIC TECHNICAL -VOCATIONAL
HIGH SCHOOLS

Unit of Competency:

MAINTAIN AND REPAIR ELECTRONICALLYCONTROLLED DOMESTIC APPLIANCES

Module No. 3

MAINTAINING AND REPAIRING A MICROWAVE


OVEN

Table of Contents
How to Use this Module ................................................................................... 1
Introduction ..................................................................................................... 2
Technical Terms ............................................................................................... 3
Learning Outcome 1:
Identify the Parts and Functions of a Microwave Oven ...................................... 4

Learning Experience/Activities ............................................................... 5

Information Sheet 1.1 ............................................................................. 6

Self-Check 1.1 ........................................................................................ 9

Self-Check Key 1.1................................................................................ 11

Learning Outcome 2:
Diagnose a microwave oven and analyze defects found ................................... 12

Learning Experience/Activities ............................................................. 13

Information Sheet 2.1 ........................................................................... 14

Operation Sheet 2.1............................................................................ 16

Job Sheet 2.1 ....................................................................................... 18

Learning Outcome 3:
Maintain and repair a microwave oven ........................................................... 19

Learning Experience/Activities ............................................................. 20

Information Sheet 3.1 ........................................................................... 21

Operation Sheet 3.1 .............................................................................. 23

Operation Sheet 3.2 .............................................................................. 26

Job Sheet 3.1 ....................................................................................... 29

Assessment Plan ............................................................................................ 30


Observation Checklist .................................................................................... 31
Observation and Questioning Checklist .......................................................... 32
Demonstration ............................................................................................... 33
Written Report ............................................................................................... 34
Performance test ............................................................................................ 35
Acknowledgement .......................................................................................... 36

HOW TO USE THIS MODULE


Welcome to the Module Maintaining and Repairing a Microwave Oven.
This module contains training materials and activities for you to complete.
The unit of competency Maintain and Repair Electronically-Controlled
Domestic Appliances contains the knowledge, skills and desired attitudes
required for Consumer Electronics Servicing required to obtain the National
Certificate (NC) level II.
You are required to go through a series of learning activities in order to
complete each of the learning outcomes of the module. In each learning outcome
there are Information Sheets, Job Sheets, and Operation Sheets. Do these
activities on your own and answer the Self-Check at the end of each learning
activity.
If you have questions, dont hesitate to ask your teacher for assistance.
Recognition of Prior Learning (RPL)
You have already some basic knowledge and skills covered in this module
because you have been working for some time; and already completed training
in this area.
If you can demonstrate competence to your teacher in a particular skill, talk
to your teacher so you dont have to undergo the same training again. If you
have a qualification or Certificate of Competency from previous trainings show it
to him/her. If the skills you acquired are consistent with and relevant to this
module, they become part of the evidence. You can present these for RPL. If you
are not sure about your competence skills, discuss this with your teacher.
After completing this module, ask your teacher to assess your competence.
Result of your assessment will be recorded in your competency profile. All the
learning activities are designed for you to complete at your own pace.
In this module, you will find the activities for you to complete and relevant
information sheets for each learning outcome. Each learning outcome may have
more than one learning activity.
This module is prepared to help you achieve the required competency, in
receiving and relaying information. This will be the source of information that
will enable you to acquire the knowledge and skills in Maintain and Repair
Electronically-Controlled Domestic Appliances independently at your own pace
with minimum supervision from your teacher.

Program/Course:

CONSUMER ELECTRONIC SERVICING NC II

Unit of Competency:

MAINTAIN AND REPAIR ELECTRONICALLYCONTROLLED DOMESTIC APPLIANCES

Module Title:

MAINTAINING AND REPAIRING A MICROWAVE


OVEN

INTRODUCTION:
This module contains information and suggested learning activities on
Maintaining and Repairing a Microwave Oven. It covers the knowledge, skills
and attitudes required to maintain and repair this home appliance.
Completion of this module will help you better understand the succeeding
module on maintaining and repairing electronically-controlled domestic
appliances.
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 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 the parts and functions of a microwave oven;
LO2 diagnose a microwave oven and analyze defects found; and
LO3 maintain and repair a microwave oven.
ASSESSMENT CRITERIA:
Refer to the assessment criteria of learning outcomes 1-3 of this module.
PREREQUISITES:
Using Hand Tools
Preparing and Interpreting Technical Drawing Used in Electronics
Connecting and Terminating Electronics Circuit
Applying Quality Standards

TECHNICAL TERMS
Domestic appliances. They are appliances like microwave oven, blender,
washing machine, flat iron, etc.
Resistance heating appliance. It is an appliance that uses resistive load for its
main part which produces heat when current passes
through it.
Thermostat. It is a type of switching system that is being controlled by
temperature.
Heating element. It is a part of a resistance heating appliance that gets hot
when operated.
Electrical components. They are devices that perform electrical activities when
current is applied to the circuit.
Mica insulator. It is a transparent material that splits readily into thin sheets
which have excellent insulating and heat resisting qualities.
Non - electrical components. They are parts of an appliance that performs
designated function other than electrical application.
ON / Off switch. It is used to designate the operating and the inoperative state
of a device or unit.
Timer. It is a device that opens the electrical circuit after a predetermined
period of time elapses.
Thermistor. It is a device with high negative temperature coefficient or
resistance, so its resistance decreases as temperature rises.
Power. It is the rate at which electric energy is fed to or taken from a device
measured in watts.
Watt. It is the basic unit of power which in one second gives rise to energy of
one joule.
Fluro pan. It is an aluminum pan that is used to store food stuff like rice, corn,
etc.
Troubleshooting. It is a problem solving process with the goal of returning an
item to its operational state.

Program/Course:

CONSUMER ELECTRONIC SERVICING NC II

Unit of Competency:

MAINTAIN AND REPAIR ELECTRONICALLY


CONTROLLED DOMESTIC APPLIANCES

Module Title:

MAINTAINING AND REPAIRING A MICROWAVE


OVEN

Learning Outcome 1: Identify the parts and functions of a microwave


oven.

Assessment Criteria
1.

The operation of microwave oven is explained.

2.

The parts of a microwave oven are identified.

3.

The functions of its parts are discussed.

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 the parts and functions of a microwave
oven.
Learning Activities

Special Instruction

1. Read the attached Information


Sheet 1.1 on microwave oven.
2. Answer the Self Check 1.1.
3. Compare your answer with the
model
answer.
Self-Check
key1.1.

Try to answer the Self-Check 1.1


without looking at the
Information Sheet.

4. If you missed some of the


questions, go back again to
Information Sheet 1.1.
5. If you have answered the
questions, you are ready to
proceed to learning outcome 2.

INFORMATION SHEET 1.1


Operation of Microwave Oven
Microwave oven
Is a kitchen appliance that can come in many different sizes and styles
employing microwave radiation primarily to cook or to heat food. This is
made possible by using microwaves emitted from a magnetron to excite water
(primarily) and other polarized molecules within the food to be heated.

Microwave Oven

How the microwave operates?


Microwave ovens are generally used for time efficiency in both industrial
applications such as restaurants and at home, rather than for cooking quality,
although some modern recipes using microwave ovens rival recipes using
traditional ovens and stoves. They have a central heated anode which is the
source of electrons. These are several identical tuned cavities a very strong
magnet, and a small antenna to extract the energy. They are usually made of
metal but operate on the same principles that glass thermionic valves do.

Major Parts and its Functions

Magnetron
The magnetron is a device for producing microwave
radiation from electricity. A variation on this device, called
the cavity magnetron is usually used as the microwave
energy source in your microwave oven. It can also be used
as the microwave source in a pulsed radar.

High voltage transformer


It is the "muscle" of the microwave oven. With an input of
120 VAC (or 240 VAC in many commercial models) applied
to the primary winding, the high-voltage transformer (also
referred to as power or plate transformer) steps up that
primary voltage to a very high voltage. This high voltage is
then boosted even higher by the voltage-doubling action of
the capacitor and diode.

Varistor
It is a type of resistor with a significantly non-ohmic
current-voltage characteristic. The name is a portmanteau
of variable resistor which is misleading since it is not
continuously user-variable like a potentiometer or rheostat,
and is not a resistor but in fact a capacitor. Varistor is often
used to protect circuits against excessive voltage by arching.

Fuse
It is a wire, bar, or strip of fusible metal inserted for safety
in an electric circuit. When the current increases beyond a
certain safe strength, the metal melts, interrupting the
circuit and thereby preventing possibility of damage.

High voltage diode


It is a high voltage diode has a lamellar structured body of
semiconductor material. The lamellar structure is produced
by the thermal gradient zone melting process method of
migrating metal "wires" through the body to form a plurality
of spaced regions of conductivity opposite to that of the
body.

Latch switch
It is a switch having a bimetal latch for locking a resilient
contact in a closed circuit position and a heating coil for
activation of the latch to release the contact.

Oven lamp
It is a lamp which indicates that the unit has a power.

SELF-CHECK 1.1
Direction: Label the parts of the microwave oven based from the given
Description. Write your answer in another sheet of paper.

Part name

Description

Picture

has a lamellar

1.__________________

structured body of
semiconductor
material.

is the "muscle" of the

2.__________________

microwave oven.

is a device used for


producing microwave

3.__________________

4.__________________

radiation from
electricity.

It is a lamp which
indicates that the
unit has a power.

A wire, bar, or strip of

5.__________________

fusible metal inserted


for safety in an electric
circuit.

A type of resistor with a

6._________________

significantly non-ohmic
current-voltage
characteristic.

A switch having a

7._________________

bimetal latch for


locking a resilient
contact in a closed
circuit position,

8-10. Given an actual microwave oven, identify at least three (3) major parts of
it.

10

SELF CHECK KEY 1.1

1. High voltage diode


2. High voltage transformer
3. Magnetron
4. High voltage capacitor
5. Fuse
6. Varistor
7. Latch switch

8-10.
High voltage transformer
High voltage diode
High voltage capacitor
Magnetron
Fuse
Varistor
Latch switch
Oven lamp

11

Program/Course:

CONSUMER ELECTRONIC SERVICING NC II

Unit of Competency:

MAINTAIN AND REPAIR ELECTRONICALLY


CONTROLLED DOMESTIC APPLIANCES

Module Title:

MAINTAINING AND REPAIRING A MICROWAVE


OVEN

Learning Outcome 2: Diagnose a microwave oven and analyze the


defects found.
Assessment Criteria:
1.
2.
3.
4.
5.
6.

Pre-testing procedure is performed in accordance with the


manufacturers instruction.
System defects/fault symptoms are identified using the appropriate tools
and equipment.
Identified defects and faults are explained to the responsible person.
Results of diagnosis and testing are documented.
Troubleshooting is performed based on the service manual.
Safety practices are observed during troubleshooting of microwave oven.

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

12

LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 2: Diagnose a microwave oven and analyze the
defects found.
Learning Activities

Read the information Sheet 2.1


on microwave oven.

Read the Operation sheet 2.1.

Perform the Job Sheet 2.1.

Read the Operation sheet 2.1.

Answer the Assessment Plan.

If you have answered the


questions correctly, you are
ready to proceed to learning
outcome number 3.

Special Instruction

Try to answer the Self-Check


materials without looking at the
information sheet.

13

INFORMATION SHEET 2.1


Faults and Troubles of a Microwave oven

Trouble
No power

Cause

Inspection

Remedy

Overload

Using multi-

High voltage

tester, check

component

transformer is

continuity of the

testing

continuously

ff. parts

operated for

a. fuse

defective parts,

more than 3 hrs.

b. diode

Refer to the

c. high voltage

next Learning

capacitor.

outcome on the

Refer to the

Replace

repairing
procedure.

Doesnt light

Oven lamp is

Check oven

continuously

lamp.

Replaced
busted oven

operated for

lamp.

more than 3hrs.

With power

but no
display
With power
but doesnt
heat

Foreign materials

Check

Replaced digital

short the circuit

Using multi-

programmer

board.

tester .

circuit
assembly.

Defective

Using multi-

magnetron.

tester, check

component

continuity of

testing

magnetron.

procedure.

Refer to the

Explain to
customer the
microwave
magnetron is
defective.

14

Tools Used in pre-testing a microwave oven

VOM (multi-tester)

Instructional/Operational Manual

Screw Driver

Pliers

Side cutting pliers

Long nose pliers

Pre-testing procedure of a microwave oven


Trouble/Problem
Unit cannot be turned
on

Possible Cause

How to fix?

Is AC power cord properly

Visual check on AC

Plugged in?

power cord if there is a


loose in the
connection.

Unit does not operate


When turned on

Is the plug properly

Secure the connection

connected?

of the plug

Is the front cover properly


closed?

Push front cover/


front lid properly

15

OPERATION SHEET 2.1


PRECAUTIONS AND WARNINGS IN HANDLING A MICROWAVE OVEN
Unlike many other appliances, the microwave oven has high voltage and
high-current characteristics. Though it is free from danger in ordinary use,
extreme care should be taken during repair.
Precautions to be observed in handling a microwave oven:
1. Serviceman must remove his watches whenever working close to or
replacing the magnetron.
2. Do not operate on a two-wire extension cord. The microwave is designed
to be used in a completely earthed condition. It is imperative, therefore,
to make sure it is properly earthed before beginning the repair work.
3. If the door locks, or if the door switch or the door seal malfunctions, be
sure not to operate the oven until total repair is done.
4. Avoid inserting nails, wires, etc. through any holes in the unit during
operation because such worsen the problem.
5. Make sure that all electrical connections are tight before inserting the
plug into the wall outlet and check energy leakage of the microwave.
Warnings to pay attention to when dealing with the microwave oven:
1. Never operate the oven until the following are confirmed:
The door is tightly closed.
There is no broken hinge or door arm.
The door seal is not damaged.
The door is not bent or warped.
There is no other visible damage.
2. Warning about the electric charge in the high voltage capacitor
for about 30 seconds after the oven is turned-off, an electric charge
remains
in the high voltage capacitor. When replacing or checking parts, remove the
power plug from the outlet and the short terminal of the high voltage capacitor
terminal of lead wire from diode to chassis ground with an insulated handle
screwdriver to discharge.
3.Never touch any circuit wiring with your hand nor with an insulated tool
during operation.

16

4.Touch chassis side first then short to the high voltage capacitor terminal.

17

JOB SHEET 2.1


Result of Diagnosis and Testing
Direction: Fill in the table with technical data that will correspond to
microwave diagnosis and testing.
Brand: ___________________
Model #:__________________
Serial#:___________________

Trouble

Possible

Possible affected

Possible

cause of

components/parts

remedy

trouble

1._______________

2._______________

3._______________

4._______________

5._______________

18

Program/Course:
Unit of Competency:
Module Title:

CONSUMER ELECTRONIC SERVICING NC II

MAINTAIN AND REPAIR ELECTRONICALLY


CONTROLLED DOMESTIC APPLIANCES

MAINTAINING AND REPAIRING A


MICROWAVE OVEN

Learning Outcome 3: Maintain and repair a microwave oven.


Assessment Criteria
1. Personal Protective Equipment is used in accordance with the occupational
health and safety practices.
2. Defective parts/ components are replaced with the identical equivalent ratings
and repaired at the specified location.
3. Control settings/adjustments are performed in conformity with the service
manual specifications.
4. Repaired activity is performed within the required time frame.

References:
Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics;
Andes Mountain Printers: 2004
Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.:
2003

19

LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome 3: Maintain and repair a microwave oven.


Learning Activities

Special Instruction

1. Read the Operation Sheet 3.1


on microwave oven.
2. Read the Information Sheet
3.1.

Try to answer all the Self Check 3.1


without looking at the Information
sheet.

3. Read the Operation Sheet 3.1.

4. Perform the Job Sheet 3.1.

5. Answer the Assessment Plan. If


you missed some of the
question, go back again.
6. If you have answered the
assessment
plan
with
accuracy,
you are ready to
proceed to the next module.

20

INFORMATION SHEET 3.1


SPECIFICATION OF REPLACEMENT PARTS

21

22

OPERATION SHEET 3.1


COMPONENT CHECKING AND REPLACEMENT

1.)PRIMARY LATCH SWITCH, (DOOR SWITCH AND POWER RELAY B


INTERLOCKS.
Unplug lead connectors to primary latch switch and door switch
Test the continuity of the circuit of door opened and closed position
Normal continuity readings should be as follows
Door open
Door closed
Primary latch switch
(open)
0 (close)
Door switch
(open)
0 (close)
Power relay b
(open)
(open)
2.) SHORT SWITCH AND MONITOR
Test continuity of switches at door opened and closed positions
using
the lowest scale of the ohmmeter.
Normal continuity readings should be as follows
Door opened
Door closed
0
0
3.)HIGH VOLTAGE TRANSFORMER
Normal resistance readings should be as follows:
Secondary winding
Approx. 60 -120
Filament winding
Approx. 0
Primary winding
Approx. 0 - 2

23

4.) HIGH VOLTAGE CAPACITOR


Normal capacitor will show continuity for a short time, and then will
indicate 9M once the capacitor is charged.

5.) MAGNETRON
A continuity check across magnetron filament terminals should indicate
one ohm or less.
A continuity check between each filament terminal and magnetron case
should read open.

24

6.) DIODE
Disconnect the two leads connected to the diode terminal and a normal
diodes resistance will be infinite in one direction and several hundreds
k in the other direction.

7.) PROTECTOR DIODE


A normal protector diodes resistance will be infinite in both directions. If
it is faulty, it shows continuity in one or both directions.

25

OPERATION SHEET 3.2


Maintain and Repair a Microwave Oven
MAGNETRON
After replacement of the magnetron,
tighten mounting screws properly making
sure that there is no gap between
the waveguide and the magnetron to prevent microwave leakage.

DIGITAL PROGRAMMER CIRCUIT (D.P.C) AND MEMBRANE KEYBOARD


The membrane key board is attached to the escutcheon base with double
faced adhesive tape. Therefore, applying hot air such as using a hair dryer
is recommended for smoother removal.
When installing new membrane keyboard, make sure that the surface of
escutcheon base is cleaned sufficiently so that any problem can be
avoided.
Alignment position of membrane key board; membrane keyboard; right
and upper edges Escutcheon sheet: right and upper edges.
LOW VOLTAGE TRANSFORMER
Be sure to ground any static electric
charge built up on your body before
handling the D.P.C.
Do not use soldering iron or disordering
tool of more the than 30watts on D.P.C
contacts.

26

TEMPERATURE SENSOR (thermal protector)


Remove 1 screw holding the temperature
sensor and replace with new one.
Solder the lead wires securely
to the sensor terminals.

FAN MOTOR
Remove 5 screws holding fan motor shaft by pulling it straight out.
Separate the fan motor from the orifice.

27

DOOR ASSEMBLY
After replacement of defective component parts of the door, be sure that
the door assembly is properly mounted. Microwave power may leak from
the clearance between the door and oven if the door assembly is not
mounted properly.

STIRRER MOTOR
Remove and reinstall the motor cover
Use 4x6 screw.

FLOR SHELF AND/OR MOVING ANTENNA


When replacing the moving antenna,
make sure the plastic stirrer spacers
are correctly placed. They are
necessary to stabilize the antenna by
gliding around the oven bottom as the
antenna turns.

28

JOB SHEET 3.1


Repairing a Microwave Oven
Direction: By using a defective microwave oven, fill-out the following table.
Student Name: ______________________________
Blender model: _____________________________
Serial no: __________________________________

Trouble

Cause of
trouble

Affected
components

Description
of
Components

Possible
Remedy

29

ASSESSMENT PLAN
Evidence Checklist

MAINTAINING AND REPAIRING A MICROWAVE OVEN

Observation

Ways in which evidence will be collected:


[tick the column]

The evidence must show that the student can

Written

Title of Module

Portfolio

MAINTAIN AND REPAIR ELECTRONICALLY CONTROLLED


DOMESTIC APPLIANCES

Demonstration

Unit of competency:

Third party
Report

CONSUMER ELECTRONIC SERVICING NC II

Oral Questioning

Competency standard:

operate a microwave oven.


distinguish parts of a microwave oven.
determine the functions of its parts.
perform pre-testing procedure in accordance
with manufacturers instruction.
identify system defects/fault symptoms
using appropriate tools and equipment.
explain identified defects and faults to the
responsible person.
document results of diagnosis and testing.
perform troubleshooting in accordance with
the service manual.
use Personal Protective Equipment in
accordance with occupational health and
safety practices. .
replace defective Parts/components with
identical or recommended appropriate
equivalents ratings.
solder/mount repair or replace parts/
components are soldered /mounted in
specified location.
perform control setting/adjustment in
conformity with service manual
specification.
perform repaired activity within the required
time frame.
NOTE: Critical aspects of competency
Prepared by:

Date:

Checked by:

Date:

30

Observation Checklist
Students name:
Teachers name:
Assessment Center
Competency
standards
Unit of
competency:
Instructions for the assessor:
1. Observe the candidate in Maintain and Repair Microwave oven.
describe the assessment activity and the date on which it was undertaken.
2. Place a tick in the box to show that the candidate completed each aspect of the
activity to the standard expected in the enterprise.
3. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can
distinguish operation of microwave oven.

determine parts of a microwave oven.

identify functions of its parts.

If yes, tick the box

perform pre-testing procedure in accordance with


manufacturers instruction.
identify system defects/fault symptoms using
appropriate tools and equipment.
explain identified defects and faults to the
responsible person.
document results of diagnosis and testing.

perform troubleshooting in accordance with the


service manual
use Personal Protective Equipment in accordance
with occupational health and safety practices. .
replace defective parts/components with identical
or recommended appropriate equivalents ratings.
solder/mount repair or replace parts/ components
in specified location.
perform control setting/adjustment in conformity
with service manual specification.
perform repair activity within the required time
frame.
Did the candidates overall performance meet the standard?

Yes

No

Feedback to students:
Teachers signature:

Date:
31

Observation and Questioning Checklist


Students name:
Teachers name:
Assessment Center
Competency standards
Unit of competency:
Instructions for the assessor:
1. Observe the candidate in Maintain and Repair Microwave oven
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the candidate completed each aspect of the
activity to the standard expected in the enterprise.
4. Ask the candidate a selection of the questions from the attached list to confirm
his/her underpinning knowledge
5. Place a tick in the box to show that the candidate answered the questions
correctly.
6. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment activity
The student can..

operate a microwave oven.

identify parts of a microwave oven.

determine functions of its parts.

If yes, tick the


box

perform pre-testing procedure in accordance with


manufacturers instruction.
identify system defects/fault symptoms a using
appropriate tools and equipment.
explain identified defects and faults to the responsible
person.
document results of diagnosis and testing.

perform troubleshooting in accordance with the service


manual
use Personal Protective Equipment in accordance with
Occupational Health and Safety practices. .
replace defective parts/ components with identical or
recommended appropriate equivalents ratings.
Can solder/mount repair or replace parts/ components
in specified location.
Can perform control setting/adjustment in conformity
with service manual specification.
Can perform repaired activity within the required time
frame.
Did the students overall performance meet the standard?

Yes

No

32

Demonstration
Candidates name:
Assessors name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials the trainee/student must be able to:

Materials and equipment:


Multitester
Screw Driver Set
Microwave Oven
Service Manual
Soldering Iron
Soldering Stand

Set of Pliers
Soldering Lead
Desoldering Tool
to show if evidence is
demonstrated

During the demonstration of skills, did the


candidate:

Yes

No

N/A

operate the microwave oven?

identify the parts of a microwave oven?

determine the functions of its parts?

perform pre-testing procedure in

accordance with manufacturers


instruction?
identify system defects/fault symptoms

using appropriate tools and equipment?


explain identified defects and faults to

responsible person?

document results of diagnosis and testing?


perform troubleshooting in accordance

with the service manual?


use Personal Protective Equipment in

accordance with occupational health and


safety practices?
replace defective parts/ components with

identical or recommended appropriate


equivalents ratings.
replace parts/ components in specified

location.
perform control setting/adjustment in

conformity with service manual


specification.
perform repaired activity within the

required time frame.


The students demonstration was:
Satisfactory
Not Satisfactory

33

Written report
Students name:
Teachers name:
Assessment Center
Competency standards
Unit of competency:
Task:
Your task is to:
Maintaining and repairing microwave oven
Submission date:
Use the checklist below as a basis for judging whether the students
report meets the required competency standards.
The student can
operate a microwave oven.

If yes, tick the box

determine the parts of a microwave oven.


Explain the functions of its parts.

perform pre-testing procedure in accordance


with manufacturers instruction.
identify system defects/fault symptoms
using appropriate tools and equipment.
explain identified defects and faults to the
responsible person.
Document results of diagnosis and testing.
Perform troubleshooting in accordance with
the service manual
use Personal Protective Equipment in
accordance with occupational health and
safety practices. .
replace defective parts/ components with
identical or recommended appropriate
equivalents ratings.
solder/mount replacement parts/
components in specified location.
perform control setting/adjustment in
conformity with service manual specification.
perform repaired activity within the required
time frame.
Overall did the Students report meet the standard?

Yes

No

Comments:
Students signature:

Date:

Teachers signature:

Date:
34

PERFORMANCE TEST
Student's 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
Achieved

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.

Teacher will put the initial at level achieved.

PERFORMANCE STANDARDS
For acceptable achievement, all items should receive a
"Yes" or "N/A" response.
A microwave oven was operated

Parts of a microwave oven were distinguished.

The functions of its parts were determined.

pre-testing procedure in accordance with


manufacturers instruction were performed.
system defects/fault symptoms using appropriate
tools and equipment were identified.
identified defects and faults were explained to the
responsible person.
results of diagnosis and testing were documented.
troubleshooting in accordance with the service
manual was performed
Personal Protective Equipment in accordance with
occupational health and safety practices were
observed
defective parts/ components were replaced with
appropriate equivalent ratings.
repaired or replaced parts/ components were
soldered/ mounted in specified location.
control setting/adjustment in conformity with
service manual specification was performed.
repair activity within the required time frame was
performed.

Yes

No

N/A

35

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 Finalization 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


Bauan Technical High School

Dr. Gilbert M. Castor


Don Alejandro Roces Sr. Science-Technology High School

Mr. Eddielou L. Dayao


Sanchez Mira School of Arts and Trades

Mr. Rufo G. Malla


Eulogio Rodriguez Vocational High School

Mr. Sherwin P. Medrano


San Pedro Relocation Center National High School

Mr. Remar C. Pinsoy


Baguio National School of Arts and Trades

Contextual Teacher:

Mrs. Daisy Carousel P. Cervantes


Don Alejandro Roces Sr. Science-Technology High School

Facilitators:

Dr. Edward M. Dela Rosa


Dr. Corazon L. Echano
TEC-VOC Task Force

Encoders:

Mrs. Rosario D. Briones


Mr. Mhariel L. Echano
Mr. Jason O. Villena

Funding: Department of Education

36

ACKNOWLEDGEMENT
Copyright: Department of Education 2009
This module is based on 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 and 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 ( Electronics )
VICTORINO P. DIOLA Group Leader
TVE Coordinator, Bauan Technical High School
Bauan, Batangas

GIGI C. CORPUZ
Teacher III, Malvar National High School
Malvar, Batangas

ISMAEL G. GALLARDO
Teacher I, Community Vocational High School
Masipit, Calapan City, Oriental Mindoro

REYNALDO C. CUNANAN
Head Teacher VI, EARIST Voc. High School
Nagtahan, Sampaloc, Manila

GEORGE B. FUASO
Teacher II, Gen. Mariano Alvarez Technical High School
GMA, Cavite

RUFO G. MALLA
Teacher II, EARIST Voc. High School
Nagtaha, Sampaloc, Manila
Contextual Teachers:
English

TERESITA P. TANAEL
Teacher III, Gen. Mariano Alvarez High School
GMA, Cavite

CHARLIE I. SORIANO
Teacher I, Don Alejandro Roces, Sr. Science-Technology H.S.
Quezon City
Mathematics

ANALISA ROSA P. LIBRADA


Teacher I, Mathematics Coordinator
San Pedro Relocation Center National High School
San Pedro, Laguna
37

Science

LENALYN N. MANZANO
Teacher I, EARVHS
Nagtahan, Sampaloc manila

GEMMA G. VALLARTA
Teacher III, Science Coordinator
San Pedro Relocation Center National High School
San Pedro, Laguna
Facilitators:

Dr. CORAZON L. ECHANO


Tech-Voc Task Force

Dr. VICTORIO N. MEDRANO


Tech-Voc Task Force

Dr. ORLANDO E. MANUEL


Tech-Voc Task Force
Encoder:

MARISOL E. SALDIVAR

38

Table of Content
How to Use this Module ................................................................................... 1
Introduction ..................................................................................................... 2
Technical Terms ............................................................................................... 3
Learning Outcome 1:
Identify the function of the parts of a blender ................................................... 4

Learning Experience..5
Information Sheet 1.1 ............................................................................. 6

Self-Check 1.1 ........................................................................................ 9

Self-Check Key 1.1................................................................................ 10

Learning Outcome 2:
Diagnose a blender and troubleshoot the defect found.................................... 11

Learning Experience .12


Operation Sheet 2.1 .............................................................................. 13

Information Sheet 2.1 ........................................................................... 14

Operation Sheet 2.2 .................................................................................... 16

Job Sheet 2.1 ....................................................................................... 18

Check List for Job Sheet 2.1 ................................................................. 19

Learning Outcome 3:
Maintain and repair a blender ........................................................................ 20

Learning Experience21
Operation Sheet 3.1 .............................................................................. 22

Information Sheet 3.1 ........................................................................... 29

Operation Sheet 3.2 .............................................................................. 30

Job Sheet 3.1 ....................................................................................... 32

Assessment Plan ............................................................................................ 33


Observation Checklist.34
Observation and Questioning Checklist .36
Demonstration .39
Written Report .39
Performance Test ....40
Performance Standards .................................................................................. 40
Acknowledgement.41

HOW TO USE THIS MODULE


Welcome to the Module Maintaining and Repairing a Blender. This
module contains training materials and activities for you to complete.
The unit of competency Maintain and Repair Electronically-Controlled
Domestic Appliances contains the knowledge, skills and desirable attitudes
required for Consumer Electronic Servicing to obtain the National Certificate
(NC) level II.
You are required to go through a series of learning activities in order to
complete each of the learning outcomes of the module. In each learning outcome
there are Information Sheets, Job Sheets, Operation Sheets and Activity
Sheets. Do these activities on your own and answer the Self-Check at the end of
each learning activity.
If you have questions, dont hesitate to ask your teacher for assistance.
Recognition of Prior Learning (RPL)
You have already some basic knowledge and skills covered in this module
because you have been working for some time.
If you can demonstrate competence to your teacher in a particular skill, talk
to him/her so you dont have to undergo the same training again. If you have a
qualification or Certificate of Competency from previous trainings show it to
him/her. If the skills you acquired are consistent with and relevant to this
module, they become part of the evidence. You can present these for RPL. If you
are not sure about your competence skills, discuss this with your teacher.
After completing this module, ask your teacher to assess your competence.
Result of your assessment will be recorded in your competency profile. All the
learning activities are designed for you to complete at your own pace.
In this module, you will find the activities for you to complete and relevant
information sheets for each learning outcome. Each learning outcome may have
more than one learning activity.
This module is prepared to help you achieve the required competency, in
receiving and relaying information. This will be the source of information that
will enable you to acquire the knowledge and skills in Maintain and Repair
Electronically-Controlled
Domestic
Appliances
maintain
and
repair
electronically controlled domestic appliances independently at your own pace
with minimum supervision from your teacher.

Program/Course:

CONSUMER ELECTRONIC SERVICING NC II

Unit of Competency:

MAINTAIN AND REPAIR ELECTRONICALLY CONTROLLED DOMESTIC APPLIANCES

Module Title:

MAINTAINING AND REPAIRING A BLENDER

INTRODUCTION:
This module contains information and suggested learning activities on
Maintaining and Repairing a Blender. It covers the knowledge, skills and
attitudes required to maintain and repair a blender.
Completion of this module will help you better understand the succeeding
module on maintaining and repairing electronically-controlled domestic
appliances.
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 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 the parts and function of a blender;
LO2. diagnose/troubleshoot blender defects; and
LO3. maintain and repair a blender.
ASSESSMENT CRITERIA:
Refer to assessment criteria of learning outcomes 1-3 of this module.
PREREQUISITES:
Using hand tools
Preparing and interpreting technical drawing
Connecting and terminating electronics circuit
Applying Quality Standards

TECHNICAL TERMS
Blender. It is a motorized small appliance that blends, chops, and grates food.
Domestic appliances. They are household appliances like rice cooker, blender,
washing machine, flat iron, etc.
Electrical components. They are devices that performs electrical activities
when current is applied to the circuit.
Heating element. It is a part of a resistance heating appliance that get hot
when operated.
Jar. It is made of glass, plastic, or stainless steel and often has graduated
markings for approximate measuring purposes.
Mica insulator. It is a transparent material that splits readily into thin sheets
which have excellent insulating and heat resisting qualities.
Non - electrical components. They are parts of an appliance that performs
designated function other than electrical
application.
ON / Off switch. It is used to designate the operating and the inoperative state
of a device or unit.
Power. Is the rate at which electric energy is fed to or taken from a device
measured in watts.
Resistance heating appliance. It is a type of appliance that use resistive load
for its main part. The part that produced heat
when current passes through it.
Selector Switch. It is used to control the speed of a motor.
Thermistor. It is a device with high negative temperature coefficient or
resistance, so its resistance decreases as temperature rises.
Thermostat It is a type of switching system that is being controlled by
temperature
Timer. It is a device that opens the electrical circuit after a predetermined
period of the time elapses.
Troubleshooting. It is a problem solving process with the goal of returning an
item to its operational state.

Program/Course:

CONSUMER ELECTRONIC SERVICING NC II

Unit of Competency:

MAINTAIN AND REPAIR ELECTRONICALLY


CONTROLLED DOMESTIC APPLIANCES

Module Title:

MAINTAINING AND REPAIRING A BLENDER

Learning Outcome 1: Identify the parts and functions of a blender.


Assessment Criteria
1.

The parts and their functions are identified based on the


manufacturers service manual.

2.

The parts are handled in accordance with the manufacturers


service manual.

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 the parts and functions of a blender.
Learning Activities

Special Instruction

1. Read the Information Sheet 1.1


on Food Blender.
2. Answer Self -Check 1.1.
3. Compare your answer with the
model answers.

Try to answer all the Self Check


materials without looking at the
information sheet.

4. If you missed some of the


questions, go back again to
Information Sheet 1.1.
5. If you have answered all the
questions correctly, you can
proceed to the next Learning
Outcome.

INFORMATION SHEET 1.1


Blender
What is a blender?
A blender is

a motorized small appliance that blends,


chops, and grates food.
a handy electrical gadget that makes
chopping and mixing food easier.
a liquidizer or kitchen appliance used to
mix ingredients or make puree.
a stationary, upright electrical device which
is distinguished from a hand-powered or
electric mixer that may be used for similar
purposes.

How a blender operates?


A blade inside a jar is connected to a motor shaft inside the unit. The
blade speed is controlled by varying electric current to the motor using one or
more switches. The motor is operated by supplying electric current to the motor.
Applications and uses of a blender
Blenders are used both at home and commercial kitchens for various
purposes:

to crush ice in drinks;

to make smooth pures of semi-solid ingredients, such as cooked


vegetables and meat;

to reduce small solids such as spices and seeds to powder or nut


butters;

to blend mixtures of powders, granules, and/or liquids


thoroughly; and

to help dissolve solid into liquid.

Parts of a blender

Parts and Functions of a Blender

Blending container (jar) is made of glass, plastic, or stainless steel,


and often has graduated markings for approximate measuring
purposes.

At the top of the container is a lid to prevent ingredients from escaping


during operation.

At the bottom is a blade assembly, sometimes removable for cleaning


purposes. In cases where the blades are removable, the container
should have an o-ring between the body of the container and the base
to seal the container and prevent the contents from leaking.

The container rests upon a base that contains a motor for turning the
blade assembly and has controls on its surface. Most modern blenders
offer a number of possible speeds.

Selector switch is used to control the speed of the motor. It comes in


different speed.

The power train of a blender (motor). A fan-cooled electric motor is


secured into the housing by way of vibration dampeners and a small
output shaft penetrates the upper housing and meshes with the blade
assembly.

SELF CHECK 1.1


Parts of a Blender
A. Identify what is being asked. Write your answer in a separate sheet of paper.
Do not write anything in this module.
____________________1. A handy electrical gadget that makes chopping and
mixing food easier.
____________________2. A part of a blender which is made of glass or
plastic with graduated marking for approximate measuring process.
____________________3. It is secured into the housing by way of vibrating
dampeners, a small output shaft penetrating the upper housing and
meshing with the blade assembly.
____________________4. It is a part of a blender which prevents ingredients
from escaping during operation.
____________________5. It contains a motor for turning the blade assembly
and has controls on its surface.
____________________6-7 Two applications and uses of a blender.
____________________
____________________8-10 How the blender operates?
____________________
____________________

B. Given an actual blender, identify its parts. Ask your teacher to provide you
with a blender.

.
SELF CHECK KEY 1.1
1.
2.
3.
4.
5.

Blender
Jar or container
Motor
Lid or cap
Base

6-7

to crush ice in drinks

to make smooth pures of semi-solid ingredients, such as cooked


vegetables and meat

to reduce small solids such as spices and seeds to powder or nut butters

to blend mixtures of powders, granules, and/or liquids thoroughly

to help dissolve solids into liquids

8-10.
A blender is handy electrical gadget and a motorized small appliance. A
blade inside a jar is connected to a motor shaft inside the unit. The blade
speed is controlled by varying electric current to the motor using one or
more switches. The blender operates when supplied by an electric
current.

10

Program/Course:

CONSUMER ELECTRONIC SERVICING NC II

Unit of Competency:

MAINTAIN AND REPAIR ELECTRONICALLY


CONTROLLED DOMESTIC APPLIANCES

Module Title:

MAINTAINING AND REPAIRING A BLENDER

Learning Outcome 2: Diagnose/troubleshoot the defect found


Assessment Criteria:
1.
2.
3.
4.
5.

Pre-testing procedure is observed in accordance with the


manufacturers instruction.
System defects/faults symptoms are identified using appropriate tools
and equipment and in accordance with the safety procedure.
Identified defects/faults are explained to the responsible person ( the
teacher) in accordance with the enterprise or company policy.
Results of diagnosis and testing are documented accurately and
completely within the specified time frame.
Customers ( assessors/teachers ) are advised/informed regarding the
status and serviceability of the unit as per procedure.

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

11

LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 2: Diagnose/troubleshoot blender
Learning Activities

Special Instruction

1. Read the Operation Sheet 2.1


on Pre-Testing a Food Blender.
2. Read the Information Sheet
2.1.

Try to answer all the Self- Check


materials without looking at the
information sheet.

3. Read the Operation Sheet 2.2.


4. Perform the Job Sheet 2.1.
5. Answer the Assessment Plan
6. If you have answered the
questions perfectly, you can
proceed
to
the
Learning
Outcome 3.

12

OPERATION SHEET 2.1


Pre-Testing Procedure of Blender
Table for pre-testing a blender

Proper Handling of a Blender


How to use a blender?
Before using any other accessory, make sure that the power unit is
turned off and placed on a suitable work surface. Put the protective cover over
the drive that you will not be using.
1. Before using the blender for the first time, wash the blender bowl, and
cover funnel and blade assembly and gasket in warm soapy water.
After washing, rinse well and dry before using. Your blender is now
ready for use.
2. To assemble the blender, press the gasket into the recess in the blade
assembly base.
3. Then, insert the blade assembly into the blender bowl from below.
Using the lid as a wrench, tighten the blade assembly into place. The
blade assembly must be tightened firmly to the bowl/jar to prevent
leakage.
4. Place the blender on the high-speed (upper) drive and turn to the left
(counter-clockwise) to lock the blender in place.

13

INFORMATION SHEET 2.1


Faults and Trouble of a Blender
Possible Faults and Corresponding Remedies of the Blender

14

B. Tools used in pre-testing a blender


1.
2.
3.
4.
5.

VOM (multi-tester)
Instructional/ operational manual
Screw driver
Soldering Iron
Pliers
Diagonal pliers
Long nose Pliers

15

OPERATION SHEET 2.2


Troubleshooting Procedure of a Blender
PROCEDURE:
1. Prepare all the tools and materials needed.
2. Unplug the blender and remove the jar. Undo the screw securing the
base plate. Separate the base plate and attached motor collar from
the base housing.
3. Remove the switch housing; remove the decorative facing to get at
the top screws. Remove the lower screws
from inside the blender base.
4. Hold the fan to keep the motor shaft from
turning as you unscrew the drive stud.
Remove the shield and any washers.
Unscrew the fan nut to remove the fan.
5. Disengage the strain-relief fitting from the
housing. Remove the wire connector
joining the power cord and the lead to the
brush housing.
Trouble shooting

6. Label and disconnect the lead wires from the switch block. Remove
the motor mounting bolts and lift out the motor if necessary.
7. To free brushes, remove the leads attached to the brush housing.
Use a screw driver to press lead terminal through the slot.
8. Conduct the following:
Servicing the Multi-speed Switch. It's easy to
see why the multispeed switch is a critical
component to the operation of your food blender.
Because of its high use and complexity, it is a
frequent culprit when things go wrong.

Multi-speed switch

Servicing a fuse. Fortunately, most blenders include an in-line fuse that


protects the motor from overload. If excessive current is sent to the motor,
the fuse will blow.

16

Motor servicing is easy to test. Because there


is a circuit running from the appliance cord,
through the multispeed controls, to the motor,
and back to the cord, an ohmmeter (part of your
multitester) can test the circuit.

Tightening the Drive Stud. If the motor


operates well, but the blade in the blender jar
doesn't turn as it should, the problem may be
the drive stud. The most frequent cause is a
loose drive stud.

Service the Blade Assembly. The blender's blade assembly is simple in its
function. It is rotated by the drive stud, which blends or chops food within
the jar. The most common problem is caused by the jar leaking liquids. The
solution is to tighten the base. If this doesn't solve the problem, inspect and
if necessary, replace the gasket.

17

JOB SHEET 2.1


Results of Diagnosis and Testing a Blender
Direction: With the used of actual blender, diagnose its trouble and fill out
the following table. Write your answer on a separate sheet of paper. Do not
write anything on this module.

Blender model:_____________________________
Serial no: ___________________________________

Possible trouble

Cause of trouble

Affected
components

Possible Remedy

1.
______________________

2.
______________________

3.
______________________

4.
______________________

18

CHECKLIST FOR JOB SHEET 2.1


Diagnosis and Testing a Blender
Directions: Put a check on designated box if you perform the following criteria.

The students must..


Perform pre-testing procedure in accordance with
the manufacturers instruction
Identify system defects/ faults system using the
appropriate tools and equipment
Explain identified defects and faults to the
responsible person.
Document results of diagnosis and testing.

YES

NO

Perform troubleshooting in accordance with the


service manual.

19

Program/Course:

CONSUMER ELECTRONIC SERVICING NC II

Unit of Competency:

MAINTAIN AND REPAIR ELECTRONICALLY


CONTROLLED DOMESTIC APPLIANCES

Module Title:

MAINTAINING AND REPAIRING A BLENDER

Learning Outcome 3: Maintain and repair a blender.


Assessment Criteria:
1. Personal Protective Equipment is used in accordance with the
Occupational Health and Safety Practices.
2. Defective parts/components are replaced with identical equivalent
ratings and repaired in accordance with the current industry
standard.
3. Control settings/adjustments are performed in conformity with the
service manual specification.
4. Repair activity is performed within the required time frame.
5. Cleaning of unit is performed
procedures.

in accordance with the standard

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

20

LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 3: Maintain and repair a blender.
Learning Activities

Special Instruction

1. Read the Operation Sheet 3.1


on food blender.
2. Read information Sheet 3.1.
3. Read Operation Sheet 3.2.

Try to answer all the Self Check


materials without looking at the
information sheet.

4. Perform the Job Sheet 3.1.

5. Answer assessment plan if you


missed some of the question,
go back to LO2.
6. If you have answered the
assessment plan perfectly, you
can proceed to the next
module.

21

OPERATION SHEET 3.1


Components Checking and Replacement

Exploded View and Replacement Part list

22

Replacement Part List

23

Components Checking

Rubber Cap, Connector U (lower)

24

25

26

27

INF

28

INFORMATION SHEET 3.1


Specifications of the parts of a blender

29

OPERATION SHEET 3.2


Procedure in Maintaining and Repairing a Blender
Servicing the Multispeed Switch:
Step 1: Remove the blender base.
Step 2: Attach the multi-speed switch to the base with clips or screws accessed
from underneath the base's faceplate or from inside the base. Visually
inspect the switch before removing it. In many cases, the problem is a
loose terminal. Otherwise, a blackened terminal or wire may identify
where the problem has occurred.
Step 3: To check the multispeed switch use a continuity tester or multitester.
Step 4: Because of its exposed location in front of the blender, the switch is
susceptible to damage from liquids. Use a can of compressed air or an
electrical contact cleaner to clean the switch.
(Note: Before testing the switch, make sure to remove it from the blender)

Servicing a fuse:
Step 1: Remove the blender base and locate the fuse in the wire from the
multispeed switch to the motor.
Step 2: Disconnect the wire and use a continuity tester or multitester to check
the fuse. If the circuit is open, the fuse is blown.
Step 3: Replace the faulty in-line fuse with one of identical rating.

Servicing the Motor:


Step 1: Place a probe on each cord prong.
Step 2: Select a speed-control button or turn the speed controller slightly, then
read the resistance on the meter.
Step 3: Next, rotate the drive stud clockwise by turning it once. If the resistance
reading (in ohms) changes, the motor needs service. Take it to an
appliance-repair service or replace the appliance with a good one
depending on cost.

30

Tightening the Drive Stud


Step 1: Remove the base and turn the blender over. The other end of the drive
shaft will protrude from the bottom side of the motor.
Step 2: Grip the drive shaft with a wrench or pliers, and then turn the blender
on its side to attach a wrench to the drive stud.
Step 3: Hold the drive shaft steady as you turn the drive stud clockwise.
The other cause of drive stud problems is the rounding of its corners,
requiring a new drive stud. To replace a worn drive stud, reverse the
instructions for tightening a drive stud, install the new part, and tighten
it.

Service the Blade Assembly


The blender's blade assembly is simple in its function. It is rotated by
the drive stud which blends or chops food within the jar. The most common
problem is leaking liquids in the jar. The solution is to tighten the base. If this
doesn't solve the problem, inspect and if necessary, replace the gasket.

31

JOB SHEET 3.1


Repairing a Blender
Directions: With the use of actual blender, fill out the following table. Write your
answer on a separate sheet of paper. Do not write anything in this module.
Blender model:_____________________________
Serial no: ___________________________________

Trouble

Cause
Affected
Description Possible Repairing
of
components
of
Remedy procedure
trouble
Components

32

ASSESSMENT PLAN

Title of Module

MAINTAINING AND REPAIRING A BLENDER

The evidence must show that the student can

explain the operation of a blender.

identify the parts of the blender.

explain the functions of its parts.

Observation

Ways in which evidence will be collected:


[tick the column]

Portfolio

MAINTAIN AND REPAIR ELECTRONICALLY


CONTROLLED DOMESTIC APPLIANCES

Demonstration

Unit of competency:

Third party Report

CONSUMER ELECTRONIC SERVICING NC II

Oral Questioning

Competency standard:

Written

Evidence Checklist

perform
pre-testing
procedure
in
accordance with the manufacturers
instruction.
identify system defects/faults symptoms
using appropriate tools and equipment.
explain identified defects and faults to the
responsible person.
document results of diagnosis and
testing.
perform troubleshooting in accordance
with the service manual.

use Personal Protective Equipment in


accordance with Occupational Health and
Safety Practices

follow Electro-static
protection procedure.

replace defective parts/components with


identical or recommended appropriate
equivalents ratings.

solder/mount repaired or replaced parts


/components in specified location.

Discharge

(ESD)

33

perform control setting/ adjustment in


conformity
with
service-manual
specification.

perform repair activity


required time frame.

clean the unit is cleaned after the


maintenance and repair activity in
accordance with standard procedures.

within

the

NOTE: Critical aspects of competency


Prepared by:

Date:

Checked by:

Date:

Observation Checklist
Students name:
Teachers name:
Assessment Center
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Can observe the student in Maintain and Repair a blender.
2. Can describe the assessment activity and the date on which it was undertaken.
3. Can place a tick in the box to show that the student completed each aspect of
the activity to the standard expected in the enterprise.
3. Can complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can...

Explain the operation of a blender.

Identify the parts of the blender.


Explain the functions of its parts.
performpre-testing procedure in accordance
with the manufacturers instruction.
identify system defects/faults symptoms
using appropriate tools and equipment.
identify defects and faults to the responsible
person.
document the results of diagnosis and
testing.

If yes, tick the box

34

perform troubleshooting in accordance with


the service manual.

use Personal Protective Equipment in


accordance with Occupational Health and
Safety Practices

follow
Electro-static
protection procedure.

replace defective parts/components with


identical
or
recommended
appropriate
equivalents ratings.

solder/mount and repair or replace parts


/components in specified location.

perform control setting/ adjustment in


conformity with service-manual specification.

perform repair activity within the required


time frame.

clean the unit after the maintenance and


repair activity performed in accordance with
standard procedures.

Discharge

Did the candidates overall performance meet the


standard?

(ESD)

Yes

No

Feedback to students:
Teachers signature:

Date:

35

Observation and Questioning Checklist


Students name:
Teachers name:
Assessment Center
Competency
standards
Unit of
competency:
Instructions for the assessor:

1. Observe the candidate in Maintain and Repair a Blender


2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the candidate completed each aspect of the
activity to the standard expected in the enterprise.
4. Ask the candidate a selection of the questions from the attached list to confirm
his/her underpinning knowledge
5. Place a tick in the box to show that the candidate answered the questions
correctly.
6. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can

If yes, tick the box

Explain The operation of a blender.

Identify the parts of the blender.


Explain the functions of its parts.

Perform pre-testing procedure in accordance


with the manufacturers instruction.
Identify system defects/faults symptoms
using appropriate tools and equipment.
Explain identified defects and faults to the
responsible person.
Document results of diagnosis and testing.
Perform troubleshooting in accordance with
the service manual.

Use Personal Protective Equipment in


accordance with Occupational Health and
Safety Practices.

Follow
Electro-static
protection procedure.

replace

defective

Discharge

(ESD)

parts/components

with
36

identical
or
recommended
equivalents ratings.

appropriate

solder replacement parts/components


specified location.

perform control setting/ adjustment


in
conformity with service-manual specification.

perform repair activity


time frame.

clean the unit after the maintenance and


repair activity in accordance with standard
procedures.

in

within the required

YES

Did the students overall performance meet the


standard?

NO

Demonstration
Candidates name:
Assessors name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials the trainee/student must be able to:

Materials and equipment:


VOM (Multitester)
Instructional Operational Manual
Screw Driver
Soldering Iron
Pliers:
Diagonal pliers, Long nose pliers
to show if evidence is
demonstrated

During the demonstration of skills, did the


student:

explain the operation of a blender?

identify the parts of the blender ?


explain the functions of its parts ?

perform pre-testing procedure in


accordance with the manufacturers
instruction?
identify
system
defects/faults
symptoms using appropriate tools and

Yes

No

N/A

37

equipment?
explain identified defects and faults to
the responsible person?
document results of diagnosis and
testing ?
perform troubleshooting in accordance
with the service manual?

use Personal Protective Equipment in


accordance with Occupational Health
and Safety Practices?

follow Electro-Static Discharge (ESD)


protection procedure?

replace defective parts/components


with
identical
or
recommended
appropriate equivalents ratings?

solder/mount repair or replace parts


/components in specified location?

perform control setting/ adjustment in


conformity
with
service-manual
specification?

perform repair activity


required time frame?

within the

clean the unit after the maintenance


and repair activity performed in
accordance with standard procedures?

The students demonstration was:


Satisfactory

Not Satisfactory

38

Written report
Students name:
Teachers name:
Assessment Center
Competency
standards
Unit of competency:
Task:
Your task is to:
Maintaining and Repairing a Blender
Submission date:
Use the checklist below for judging the students report based on the competency
standards. The student has:
explained the operation of a blender .
identified the parts of the blender .
explained the functions of its parts.

performed the procedure


manufacturers instruction.

identified system defects/faults symptoms


appropriate tools and equipment.

explained identified
responsible person.

documented the results of diagnosis and testing.

performed troubleshooting in accordance with the


service manual.

used the Personal Protective Equipment in accordance


with Occupational Health and Safety Practices.

followed Electro-Static
procedure.

replaced defective parts/components with identical or


recommended appropriate equivalents ratings.

soldered/mounted
repaired
or
/components in specified location.

performed control setting/ adjustment in conformity


with service-manual specification.

performed repair activity within the required time


frame.

in accordance with the

defects

and

Discharge

faults

(ESD)

using
to

the

protection

replaced

parts

clean the unit after the maintenance and repair activity


performed in accordance with standard procedures.
Overall did the Students report meet the standard?

Yes

No

Comments:

Students
signature:

Date:

Teachers
signature:

Date:

39

PERFORMANCE TEST
Student's Name

Date

Competency:

Test Attempt
2nd
3rd

1st
Directions:
Ask your teacher to assess
your performance in the
following critical task and
performance criteria below

OVERALL EVALUATION
Level
Achiev
PERFORMANCE LEVELS
ed
4 - Can perform this skill without supervision
and with initiative and adaptability to problem
situations.

You will be rated based on the


overall evaluation on the right
side.

3 - Can perform this skill satisfactorily without


assistance or supervision.
2 - Can perform this skill satisfactorily but
requires some assistance and/or supervision.
1 - Can perform parts of this skill satisfactorily,
but requires considerable assistance and/or
supervision.
Teacher will put his/her initial at level achieved.

PERFORMANCE STANDARDS
For acceptable achievement, all items should receive a "Yes" or "N/A"
response.

Ye
s

No

N/
A

The operation of a blender is explained.

The parts of the blender are identified.


The functions of its parts are explained.
Pre-testing procedure is performed
manufacturers instruction.

System defects/faults symptoms are identified using the appropriate


tools and equipment.

Identified defects and faults are explained to the responsible person.

Results of diagnosis and testing are documented.

Troubleshooting is performed in accordance with the service manual.

Personal Protective Equipment is used in accordance with the


Occupational Health and Safety Practices.

Electro-static Discharge (ESD) protection procedure is followed.

Defective parts/components are replaced


recommended appropriate equivalents ratings.

or

Repaired or replaced parts /components are soldered/mounted in


specified location.

Control setting/ adjustment are performed in conformity with servicemanual specification.

Repair activity is performed within the required time frame.

The unit is cleaned after the maintenance and repair activity performed
in accordance with standard procedures.

in

accordance

with

with

identical

the

40

ACKNOWLEDGMENT
Copyright Department of Education 2008
First Published JUNE 2008
This module is based on the Competency-Based Curriculum-Contextual
Learning Matrix (CBC-CLM) and finalized on the Instructional Modules
Finalization Development Workshop conducted at the Development Academy of
the Philippines, Tagaytay City on May 6 -10, 2008
This learning instrument was developed by the following personnel:
Technology Teachers:

Mr. Vic P. Diola Group Leader


Bauan Technical High School

Dr. Gilbert M. Castor


Don Alejandro Roses Sr. Science-Technology High School

Mr. Eddielou L. Dayao


Sanchez Mira School of Arts and Trade

Mr. Rufo G. Malla


E. Rodriguez Vocational High School

Mr. Sherwin P. Medrano


San. Pedro Relocation Center National High School

Mr. Remar C. Pinsoy


Baguio National School of Arts and Trade

Contextual Teacher:

Mrs. Daisy Carousel P. Cervantes


Don Alejandro Roses Sr. Science-Technology High School

Facilitators:

Dr. Edward dela Rosa


TEC-VOC Task Force

Dr. Corazon L. Echano


TEC-VOC Task Force

Encoders:

Mrs. Rosario D. Briones


Mr. Mhariel L. Echano
Mr. Jason O. Villena

Funding: Department of Education

41

ACKNOWLEDGMENT
Copyright Department of Education 2009
First Published JUNE 2008
This module is based on the Competency-Based Curriculum-Contextual
Learning Matrix (CBC-CLM) refined during the Writeshop on the Refinement
and Enrichment of Competency-Based Curriculum and Contextual Learning
Matrix of ARTS abd TRADES Specializations at Marikina Hotel, Marikina City on
April 20 25, 2009.
This learning instrument was refined and enriched by the following
educators:
Technology Teachers:

Mr. Victorino P. Diola Group Leader


TVE Coordinator, Bauan Technical High School
Bauan, Batangas

Mr. Reynaldo C. Cunanan


Head Teacher VI, E. A. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila

Mrs. Gigi C. Corpuz


Teacher III, Malvar National High School
Malvar, Batangas

Mr. Ismael G. Gallardo


Teacher I, Community Vocational High School
Masipit, Calapan City, Oriental Mindoro

Mr. Rufo G. Malla


Teacher II, E. A. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila

Mr. George B. Fuazo


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

Contextual Teacher:
English

Mrs. Teresita P. Tanael


Teacher III, Gen. Mariano Alvarez Technical High School
GMA, Cavite

o Mrs. Charlie I. Soriano


Teacher I, Don Alejandro Roces Sr. Science-Technology HS
Quezon City

Mathematics
o Mrs. Analiza Rosa P. Librada
Teacher I,-Mathematics Coordinator, San Pedro Relocation Center Natl. HS
San Pedro, Laguna

Science
42

Mrs. Gemma G. Vallarta


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

Mrs. Lenalyn Manzano

Teacher I, E A. Rodriguez Vocational High School


Nagtahan, Sampaloc, Manila

Facilitators:

Dr. Corazon L. Echano


TEC-VOC Task Force

Dr. Victorio N. Medrano


TEC-VOC Task Force

o Dr. Orlando E. Manuel


TEC-VOC Task Force

Encoders:
o Marisol E. Saldivar

Funding: Department of Education

43

Republic of the Philippines


Department of Education
PUBLIC TECHNICAL -VOCATIONAL
HIGH SCHOOLS

Unit of Competency:

MAINTAIN AND REPAIR ELECTRONICALLY CONTROLLED DOMESTIC APPLIANCES

Module No. 4

MAINTAINING AND REPAIRING A BLENDER

TABLE OF CONTENTS
Page
How to Use this Module ................................................................................... i
Introduction .................................................................................................... ii
Technical Terms ............................................................................................. iii
Learning Outcome 1: Identify the Parts and Functions of a Washing
Machine ......................................................................... 1
Learning Experience 1.1 ........................................................................ 2
Information Sheet 1.1 ............................................................................ 3
Self-Check 1.1 ....................................................................................... 5
Self-Check Key 1.1................................................................................. 6

Learning Outcome 2: Diagnose and troubleshoot Washing Machine

Defects ......................................................................................... 7
Learning Experience 1.1 ........................................................................ 8
Operation Sheet 2.1 ............................................................................... 9
Performance Test 2.1 ........................................................................... 28
Observation Check List 2.1 .................................................................. 29
Questioning Check List 2.1 .................................................................. 31

Learning Outcome 3: Maintain and repair a washing machine....................... 32


Learning Experience 1.1 ...................................................................... 33
Information Sheet 3.1 .......................................................................... 34
Self-Check 3.1 ..................................................................................... 38
Self-Check Key 3.1............................................................................... 39
Job Sheet 3.1 ...................................................................................... 40
Information Sheet 3.1 .......................................................................... 41
Performance Test 3.1 ........................................................................... 43
Observation Checklist 3.1 .................................................................... 44
Questioning Checklist 3.1 .................................................................... 46
Evidence Checklist 3.1......................................................................... 47
Acknowledgement ................................................................................ 48

HOW TO USE THIS MODULE


Welcome to the Module Maintaining and Repairing a Washing Machine.
This module contains training materials and activities for you to complete.
The unit of competency Maintain and Repair Electronically-Controlled
Domestic Appliances contains the knowledge, skills and desirable
attitudes required for Consumer Electronics Servicing required to obtain
the National Certificate (NC) level II.
You are required to go through a series of learning activities in order to
complete each of the learning outcomes of the module. In each learning
outcome there are Information Sheets, Activity Sheets Operation Sheet,
and Student Write-Up. Do these activities on your own and answer the SelfCheck at the end of each learning activity.
If you have questions, dont hesitate to ask your teacher for assistance.

Recognition of Prior Learning (RPL)


You have already some basic knowledge and skills covered in this module
because you have been working for some time; and already completed
training in this area.
If you can demonstrate competence to your teacher in a particular skill, talk
to him/her so you dont have to undergo the same training again. If you have
a qualification or Certificate of Competency from previous trainings show it
to him/her. If the skills you acquired are consistent with and relevant to this
module, they become part of the evidence. You can present these for RPL. If
you are not sure about your competence skills, discuss this with your
teacher.
After completing this module, ask your teacher to assess your competence.
Result of your assessment will be recorded in your competency profile. All
the learning activities are designed for you to complete at your own pace.
In this module, you will find the activities for you to complete and relevant
information sheets for each learning outcome. Each learning outcome may
have more than one learning activity.
This module is prepared to help you achieve the required competency, in
receiving and relaying information. This will be the source of information
that will enable you to acquire the knowledge and skills in Maintaining and
Repairing a Washing Machine independently at your own pace with
minimum supervision from your teacher.
i

Program/Course:

CONSUMER ELECTRONIC SERVICING NC II

Unit of
Competency:

MAINTAIN AND REPAIR ELECTRONICALLYCONTROLLED DOMESTIC APPLIANCES

Module Title:

MAINTAINING AND REPAIRING A WASHING


MACHINE

INTRODUCTION:
This module contains information and suggested learning activities on
Maintaining and Repairing a Washing Machine. It covers the knowledge,
skills and attitudes required in maintaining and repairing washing machine.
Completion of this module will help you better understand the succeeding
module on maintaining and repairing electronically-controlled domestic
appliances.
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 selfcheck 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 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. identify the parts and functions of a washing machine;
LO2. diagnose and troubleshoot washing machine defects; and
LO3. maintain and repair a washing machine.

ii

TECHNICAL TERMS
AC Motor. It converts AC electrical energy into mechanical energy, producing a
mechanical rotary action that
performs some type of work.
Antistatic. It is a container which resists generation of triboelectric charge
(frictionally generated) as the device is inserted into, removed from, or
allowed to slide around in it.
Bushing. It is a sleeve protecting a conductor where it passes through a hole in
motor.
Capacitor. It is a device used to boost the voltage to a motor. Running
capacitors are used in the starting winding to increase the running
torque of the motor. Starting capacitors are used in the starting
winding to increase the starting torque of the motor.
Capacitor for Start Motor. It is a low reactance non-polar electrolytic capacitor
connected in series with the start winding.
Motor. It is a rotating electric machine which changes applied electrical energy
or power into mechanical output energy or power.
Rotor. A part of an electric motor that turns or rotates.
Run Winding. The winding in an electric motor that provides the power for
turning the rotor during operation. It has the larger wire of the
two windings. The main winding of the motor with comparatively
low resistance and high inductance.
Resistor. It is a component made of material that opposes the flow of current
and therefore has some value of resistance.
Rotary Switch. It is an electromechanical device that has a rotating shaft
connected to one terminal capable of making, breaking a connection
to one or more other terminals.
Shaft. It is a part of a rotor that carries other rotating members and that is
supported by bearings in which it can rotate.
Start Winding. It is an auxiliary winding of the motor with comparatively high
resistance and lower inductance.
Stator. It is a stationary part of the motor which the field windings are placed.
System Control Microprocessor. It is an integrated circuit that can recognizes
and responds to commands from the operator by monitoring the
DC voltages at the output terminals.
iii

Schematic Diagram. It is an illustration of an electrical or electronic circuit


with the components represented by their symbol.
Short Circuit. It is also called a short. A low resistance connection between two
points in a circuit typically causing excessive current.
Solder. It is a metallic alloy used to join two metal surfaces.
Soldering. It is a process of joining two metallic surfaces to make an electrical
contact by melting solder (tin and lead) across them.
Substrate. It is a mechanical insulating support upon which a device is
fabricated.
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.
Thermal cutout. It is an over current device that contains a heater element in
addition to and affecting a renewable fusible member which
opens the circuit. It is not designed to interrupt short circuit currents.
Transformer. It is an inductor with two or more windings.
Troubleshooting. It is a systematic approach to locate the cause of a fault in an
electronic circuit or system.
Winding. It is an assembly of coils designed to act in consort to produce a
magnetic flux field or to link a flux field.

iv

Program/Course

CONSUMER ELECTRONIC SERVICING NC II

Unit of
Competency

MAINTAIN AND REPAIR ELECTRONICALLYCONTROLLED DOMESTIC APPLIANCES

Module Title

MAINTAINING AND REPAIRING A WASHING


MACHINE

Learning Outcome 1:
Identify the parts and functions of a washing machine.

Assessment Criteria:
1. The parts and their functions are identified based on the
manufacturers service manual.
2. The parts are handled in accordance with the manufacturers service
manual.
REFERENCES AND FURTHER READING
1. Goldberg, Joel. Troubleshooting Electronic Devices; Delmar Publishers,
Inc:1994.
2. Mukay, Masaaki, Kobayashi, Ryozzo. TV Troubleshooting Manual. Pictorial
Printers, Ltd: 1988.
3. Perozzo, James. Practical Electronics Troubleshooting: Delmar Publishers,
Inc: 1992.
4. Ronan, David T. Practical VCR Repair; Delmar Publishers, Inc: 1995.
5. www.google.com
6. www.yahoo.com

LEARNING EXPERIENCE / ACTIVITIES


Learning Outcome 1
Identify the functions of the parts of a washing machine.
Learning Activities
Special Instructions
You can ask the assistance of
Read the Information Sheet
your teacher to show you and
No. 1.1 on operation of a
explain further the topic you
washing machine, parts and
dont understand.
its functions.

Do the Self-Check No. 1.1 to


check your knowledge on
the operation of a washing
machine, parts and its
functions.

Compare your answers to


the Answer Key.

If you were not able to


answer all the questions, go
over again the Information
Sheet.

If you have answered all the


questions, you can proceed
to the next learning
outcome.

Try to answer Self-Check


without looking at the
Information Sheet.

INFORMATION SHEET 1.1


OPERATION OF A WASHING MACHINE
Washing Machine . It is a domestic appliance that washes clothes and linens. It
is a power driven machine with an AC motors connected to the 60 Hz power
source so that the electrical energy can be converted into mechanical energy in
order to facilitate an act of washing rinsing and spinning. It also includes wash
and spin timers for automatic operations.
PARTS OF WASHING MACHINE AND ITS FUNCTIONS

TOP COVER

PROGRAM
SELECTION
CONTROL

PULSATOR

WATER
SUPPLY
HOSE
AC CORD

DRUM

SIDE COVER TUB

DRAIN HOSE
Function of its Parts:
Top Cover is used to cover the tub.
Pulsator is a rotating part inside the tub and responsible in making the
water spin.
Drain Hose serves as a passage way out.
Side Cover Tub is the main housing of the unit.
Drum serves as a washing tub.
Water Supply Hose serves as an inlet of water.

Block Diagram of Electronically-Controlled Washing Machine

Power Controller. It is a circuit that controls the amount of power


supplied to the motor.
Sensor. It is the input receiver that detects input signal coming from
forward and reverse motor. It detects any abnormality of the operation
for automatic shut off.
Program Selection Control. It is a push button switch that controls the
operation of the washing machine. This circuit has a timing sequence
for low,medium or high.
Comparator. It is a processing circuit that accepts the input signal coming
from sensor, program selection control. This circuit provides the
triggering voltage to the power controller.
Forward/Reverse Motor. A rotating electric machine which changes
applied electrical energy or power into mechanical output energy or
power.
Buzzer. It is a device used to generate sound, once the program operation
is completed or problem occurred.
Input Command. It is a setting period of the user.
AC Plug. It is a connector intended for connecting to the main source of
220V

SELF-CHECK 1.1
A. Direction: Label the different blocks that resemble an electronicallycontrolled washing machine. Write your answer in another sheet of
paper. Do not write anything in this module.

B. Direction: Define the following words below. Write your answer on a sheet of
paper. Do not write anything in this module.
1. Pulsator - _______________________________________________________________
2. Drain Hose - ____________________________________________________________
3. Buzzer - ________________________________________________________________
4. Program Selection Control - _____________________________________________
5. Power Control - _________________________________________________________

ANSWER KEY TO SELF-CHECK 1.1


A. Label the different blocks.
1.

AC Plug

2.

Buzzer

3.

Forward/Reverse Motor

4.

Input Command

5.

Comparator

B. Define the following words.


1. Pulsator. It is a rotating part inside the tub. Responsible in making the
water spin.
2. Drain Hose. It serves as a passage way out.
3. Buzzer. It is a device used to generate sound once the program operation
is completed or problem occurred.
4. Program Selection Control. It is a push button switch that controls the
operation of the washing machine. This circuit has a low, medium or
high timing sequence.
5. Power Control. It is a circuit that controls the amount of power supplied
to the motor.

Program / Course

CONSUMER ELECTRONIC SERVICING NCII

Unit of Competency

MAINTAIN AND REPAIR ELECTRONICALLY


- CONTROLLED DOMESTIC APPLIANCES

Module Title

MAINTAINING AND REPAIRING A WASHING


MACHINE

LO 2:

Diagnose/troubleshoot washing machine.

ASSESSMENT CRITERIA:
1. Pre-testing procedure is observed in accordance with the
manufacturers instructions.
2. System defects/fault symptoms are identified using the appropriate
tools and equipment and in accordance with the safety procedures.
3. Identified defects and faults are explained to the responsible person
(the teacher) in accordance with the enterprise or company policy and
procedures.
4. Results of diagnosis and testing are documented accurately and
completely with the specified time frame.
5. Customers (assessors/teachers) are advised/ informed regarding the
status and serviceability of the unit as per procedure.
CONTENTS:

Procedure and Techniques in Pre-Testing a Washing Machine


Troubleshooting Procedure
Tools for Testing
Possible Faults and Corresponding Remedies

REFERENCES AND FURTHER READING


7. Goldberg, Joel. Troubleshooting Electronic Devices; Delmar Publishers,
Inc:1994.
8. Mukay, Masaaki, Kobayashi, Ryozzo. TV Troubleshooting Manual. Pictorial
Printers, Ltd: 1988.
9. Perozzo, James. Practical Electronics Troubleshooting: Delmar Publishers,
Inc: 1992.
10.Ronan, David T. Practical VCR Repair; Delmar Publishers, Inc

LEARNING EXPERIENCE / ACTIVITIES


Learning Outcome 2
Diagnose a washing machine and troubleshoot
defects / faults found.
Learning Activities
Special Instruction
Perform Operation Sheet No.
You can ask the assistance of
2.1 on procedure and
your teacher to show you and
technique in pre-testing and
explain further the topic you
troubleshooting a washing
dont understand.
machine.

Do Performance Test to test


your skills on procedure and
technique in pre-testing and
troubleshooting a washing
machine.

Refer your Performance


Output to the Observation
and Questioning Checklist.

If you missed some of the


items in the Observation and
Questioning Checklist, go over
again the Operation Sheet.

If you did get all the items in


the Observation and
Questioning Checklist, you
could proceed to the next
learning outcome.

Try to perform the


Performance Test within the
least possible time allotment.

OPERATION SHEET 2.1


PROCEDURE AND TECHNIQUES IN PRE-TESTING AN ELECTRONICALLYCONTROLLED WASHING MACHINE:
1. Determine what the problem really is.
2. Be sure you understand how the washing machine operates.
3. Perform preliminary inspection to locate where the problem has
originated.
4. Perform closer inspection into the suspected parts or components.
5. Plan your approach to the repair problem.
TROUBLESHOOTING PROCEDURE:
ELECTRICAL FAULTS
1. Washer is not energized.
Checks to be made

Household Power
Supply
1. Check whether
connection
between the plug
and the electrical
outlet has poor
contact.
2. Measure voltage
of the electrical.

Result of the
Check

Possible Cause

Remedy

Poor contact.

Defect on the
electrical outlet.

Change the
electrical outlet.

Approximate
voltage rating.

No defect.

No Voltage.

Defects on the
Fix the 60 Hz
AC 60 Hz
power supply
household power line.
supply.

Less than 1
.

No defect.

Wiring of the
Washer
1. Measure the
resistance between
both end of the
power supply cord
with both the plug
pins shortcircuited.
2. Check whether
every connector in
the bundle of
connectors has a

Open circuit of
the power
supply cord.
Male and
female
connectors are
separated.

Poor connection.

Change the
power supply
cord.

Remove the
cause to give
strain and
reconnect them.
9

good connection
3. Check the
resistance of every
wire to find out an
open wire.
Electrical
Component

Change the lead


wire.

Wire is opened.

1. Check the
resistance with
power relay switch
turned on.

Less than 0.5

More than 1.0


.

No defect
Poor contact.

Change the auto


off switch.

2. Check the
secondary voltage
of the transformer.

10~14 V
OV.

No defect.

Change the
transformer.

Coil is open.

3. Measure the
and motor
resistance to
is hot.
check whether
testing point of the
motor is blown
out.
Open.
4. Check whether
the fuse is open.
Controller
1. If there are no
defects as
mentioned above,
it is the controller
that is defective.

Over 120%
voltage than
rating check.

Testing Point
blown out.

Remove causes
to overload the
motor.

Change the fuse.


Defect on the
fuse.
Change the
controller if all
the electrical
parts have no
defects.

2. If supply voltage
is 120% higher
than rating, the
varistor in the
controller may be
broken. Check the
supply voltage.

10

2. Defects on Displaying Function.


Checks to be made

Main Voltage
1. Measure the
main voltage at the
wall outlet.

Result of
Check

Less than
85% of the
rating.

Possible Cause

Low voltage.

Remedy

To explain that
it is caused by
low voltage in
electric supply
and to
recommend use
of a transformer
if voltage has
been
continuously
low.

2. Measure the
voltage at the
Less than
extended outlet
85% of the
where the washer
rating.
is plugged in. If the
extended outlet is
used and voltage
at the electrical
outlet is normal in
the above, then the
extended outlet is
defective.
Transformer

The diameter of
the lead wire is
smaller or many
loads are
connected at the
same outlet.

1. Measure the
secondary voltage
of the transformer.

Defect on the
transformer.

Change the
controller.

Defect on the
controller.

Change the
controller.

Less than AC
10V.

To use a
transformer
having enough
capacity.

Controller
1. Defect on LED
2. Defect on LED
driving circuit
3. Defect on micon
3. Reset during Operation.
Checks to be made

Result of
Check

Possible Cause

Remedy

Main Voltage
1.Measure the
Less than
voltage of the outlet 80% of the
where the washer is rating.

Explain that it is
The main voltage caused by a low
is too low or size voltage supply in
of a lead wire is
the locality.
11

plugged into during


wash and spin.

too small.
Recommend the
use of regulated
power supply.

2. Reset symptom
happens at specific
time zone
repeatedly.

Explain that it is
a problem of
electric supply
in the locality.

4. Water does not drain.


Checks to be made

Result of
Check

Possible Cause

Remedy

Ball Pressure
Sensor
1. Is there a PE
error on the
display known as
the means Ball
Pressure Sensor
Error?

PE error
displayed.

2. Check
frequency of the
Ball Pressure
Sensor without
load if wash is
proceeding
without filling.
Controller

Less than 26.2 Defect on the


kHz.
Ball Pressure
Sensor.

1. Defect on the
controller is highly
possible if inlet
valve and Ball
Pressure Sensor
have no defects in
the above.

Connector is
taken off or lead
or the coil is
open.

Reconnect the
connector or
change leads.
Change the Ball
Pressure Sensor
if the coil is
open.
Change the
pressure switch.

Change the
controller.

12

5. Pulsator doesnt rotate normally.


Checks to be made

Result of
Check

Possible Cause

Remedy

Pulsator weakly
rotates
1. Check the
Less than 85%
voltage at the
of rating.
power outlet where
the washer is
plugged into.
Indicating
2. Check the
needle rises
capacitance of the and
capacitor.
immediately
indicates .
The needle is
stopped after
it has been
raised.
The needle
doesnt move.

Lower voltage.

Capacitor is
normal.

Lack of
capacitance of
the capacitor.

Explain the
causes and
recommend that
a transformer
should be used
if necessary.

Change the
capacitor.

Capacitor is fully Change the


discharged.
capacitor.

6. Drain error happens while water drains normally.


Checks to be made

Result of
Check

Possible Cause

Remedy

Ball Pressure
Sensor
1. Check the
Less than 26.3
generation
kHz.
frequency of the
Ball Pressure
Sensor without
26.3~27.1
water.
kHz.
7. Spin extraction is not proceeded.
Checks to be made

Result of
Check

Defect on the
ball pressure
sensor.

Change the Ball


Pressure Sensor.

Defect of the
controller.

Change the
controller.

Possible Cause

Remedy

Motor
1. The wash motor
does not spin
during spin
extraction.

There is a
motor working
sound.

Defect on the
capacitor or
mechanically
locked.

Change the
capacitor after
checking the
defect of
capacitor.
13

a. Check if there is
motor working
sound.

Check whether
the washing tub
is blocked if the
motor rotates
after removing
the V-belt.
Check if the
motor is locked
when it does not
rotate even
though the Vbelt is removed.

2. If there is no
motor working
sound.
a. Check the
frequency of the
Ball Pressure
Sensor under no
load condition.
b. Place the
magnetic in Lid-B.

Defect on the
Less than 26.3 Ball Pressure
kHz .
Sensor.

The lid is
open.

Misuse of the
machine.

Defect of
magnetic in
lid-B.
c. Check the
resistance of the
motor.

Change the Ball


Pressure Sensor.

Explain that the


lid is close
during
operation.
Change the LidB.

Coil is open.
Contact defect
of the Ball
Pressure
Sensor
.

Change the Ball


Pressure Sensor.
Change the
motor.

Drain
Motor/Clutch
1. In case the
motor rotates but
the inner tub does
not rotate.
a. Check the
resistance of the
drain motor if the
drain motor does

Resistance is
normal.

Coil is open.
Defect on the
connection part

Change the
drain motor.
Change the
14

not work.

or defect on the
controller.

controller after
checking
connection
parts.

8. Spinning is going on even though the lid is open.


Checks to be made

Result of
Check

Possible Cause

Remedy

Ball Pressure
Sensor
1. The magnetic is
placed on the
wash.

Yes

No

Read S/W is
short by
magnetic on the
washer.

Keep magnet
away from the
washer.

Read Switch.

Change the
controller.

9. Spin basket does not reach to full speed (normal rpm).


Checks to be made

Result of
Check

Possible Cause

Remedy

Main Voltage
1. Check voltage
Less than 85%
at the power outlet of rating.
where the washer
is plugged into.

Too low voltage.

Explain the
cause and
recommend
using a
transformer if
necessary.

Starting
Capacitor
1. Check the
capacitance of the
starting capacitor.

Insufficient
capacitance of
the capacitor.

Defect on the
capacitor.

Change the
capacitor.

10. Power is not automatically turned off.


Checks to be made

Result of
Check

Possible Cause

Remedy

Auto Off Switch


1. Check whether
There is
there is something something
that pushes on the press on it.
power button.

Remove it.

15

11. Power automatically turns on and off during operation.


Checks to be
made

Result of
Check

Possible Cause

Remedy

Main Voltage
1. It is mostly
caused by noise
from main source
of power.
Auto Off switch
or Controller
1. Check whether
power is
automatically
turned off when
turning on the
auto off switch
after unplugging
the power cord
from the outlet.

Automatically
turned off.

Defect on the
main power
source.

Explain the
cause.

Mechanical
defect on the
auto off switch.

Change the
auto off switch.

Change the
controller.

2. It would be a
defect of the
controller if the
power is
automatically
turned off
immediately when
turning on the
power switch even
though there is
no defect in the
auto off switch.
MECHANICAL FAULTS
1. Water doesnt come into the wash tub.
Checks to be made

Result of
Check

Possible Cause

Remedy

Inlet Valve
1. If water doesnt
come through the
inlet valve works,
electric sound
occurs.
16

a. Check whether
water main is cut.

Water main is
cut.

Main is cut.

Explain.

b. Check whether
tubs are turned
on.

Doesnt turn
on.

Misuse.

Turn on the tap.

Wrong
installation.

Correct their
locations and
turn on the tap.

Misuse.

Explain how to
use the machine
properly.

c. Hot and cold


Connected
tubs are oppositely oppositely.
connected.
d. If there are no
problems as
mentioned, check
the inlet valve
filters after
disconnecting the
water supply hose.
f. If there are no
problems as
mentioned, a
diaphragm hole in
the valve is
blocked by foreign
substance or the
plunger in it is
locked.

Selected
oppositely.
Filter is
blocked by
foreign
substance .

Uncleaned.
Defect on the
inlet valve.

Clean them by a
brush and
explain to clean
them regularly.
Change the inlet
valve.

2. Water fills continuously or intermittently.


Checks to be made

Result of
Check

Possible Cause

Remedy

Wrong
Installation/Leakage
1.Check whether the
drain hose is laying
down on the floor.

Drain hose is
not in its
proper
position.

2. Check where is the


leak.

Wrong
Installation.

Water leaks.

Defect on the
part.

It doesnt
rotate.

Water pressure
is not sensed.

The drain hose


should be
hanged on the
stand-pipe or
the tub.
Change the part.
Repair it.

Ball Pressure Sensor


1. Check the pulsator
if it is rotating when

Check the tube


of the Ball
17

water is filled
continuously.
2. If there is no defect
in the Ball Pressure
Sensor, check
whether the air hole
of the outer tub is
blocked.

Pressure Sensor.
Repair it.

Blocked.

Air hole is
blocked.

Water fills.

Defect on the
inlet valve.

Repair the
blocked hole.

Inlet Valve
1. The water fills even
though it is not
energized.

Change the inlet


valve.

3. Pulsator doesnt rotate normally.


Checks to be made

Result of
Check

Possible Cause

Remedy

Pulsator rotates at
one direction
1. The Pulsator
rotates normally at
the beginning of
wash cycle, but
does not rotate at
clockwise direction
(locked) after some
wash cycles though
there is motorworking sound.

Clockwise
rotation is
locked.

Unusual
operation.

Turn the power


off and on again
until that
symptoms
disappear.

Defect on the
controller or
poor contact of
connectors of
motor leads.

Change the
controller if
there are no
contact defects
in the leads of
the motor.

2. In the case that


the pulsator doesnt
rotate either
clockwise or
counter-clockwise
from the beginning
of wash cycle.
a. Check the
resistance of the
wash motor. If
there is no motor
working sound.

Resistance is
normal.

18

b. Check the belt


tension whether
clutch rotates
normally.

V-belt is loose.
Clutch is
locked.

Loose belt.

Defect on the
clutch.

Adjust belt
tension by
changing motor
fixing location.
Change the belt
if it is impossible
to adjust the
belt tension.
Change the
clutch if the
clutch pulley is
locked.

3. The pulsator
doesnt rotate at
both directions.
a. Check whether
Motor rotates
the motor rotates
at both
both direction when directions.
its energized .

Loose belt.

Change the
clutch.
The pulsator is
locked.
Defect on the
clutch.

Motor doesnt
rotate at both
directions.

Adjust belt
tension or
change the belt
if it is impossible
to adjust.
.
Remove the
cause of locking
the pulsator.

Change the
motor if the
motor is locked
when having its
shaft rotated by
hand.

Defect on the
capacitor (check
the capacitors
capacitance).

Change the
capacitor if there
is no contact
defect in the
capacitors
lead.

Defect on the
motor.

Change the
motor.
Remove the
causes.

2. Check resistance
19

of the motor if there


is no motor
working sound.
Normal
resistance.

Motor coil is
open.
Defect on the
leads.

4. Water does not drain.


Checks to be made

Result of
Check

Possible Cause

Remedy

Drain Pump
1. Check if the
drain pump is
working soundly.

There is a
pump working
sound.

Drain pump is
blocked by
foreign objects.

Disassemble the
drain pump cap
and remove the
foreign objects
in the pump
casing.

Its coil is open.

Change the
drain pump.

Defect on
connection
part.

Defect on
connection part.

Repair defective
connection.

Connection
part has no
defects.

Defect on the
controller.

Change the
controller.

2. Check the
resistance between
terminals if there

is no working
sound at the drain
pump.
3. Check
connection parts
of the leads if
there is no
working sound
and its resistance
is normal.

20

Drain Hose
1. Check whether
the drain hose is
put in a narrow
space and kinked.
2. Check whether
the internal drain
rubber assembly
is bent (for nonpump model).
3. Check whether
the end of the
drain hose is
submerged into
water or higher
than required (for
non-pump model).
4. Check whether
the drain hose is
blocked by foreign
objects. It may
happen in case
that the hose is a
little kinked.

Kinked.

Defect on the
installation.

Reinstall.

Bent .

Defect on the
drain rubber
assembly.

Change the
drain rubber
assembly.

Submerged or
higher than
required.

Defect on
installation.

Reinstall .

Blocked.

Blocked hose.

Remove the
objects and
reinstall so that
it will not be
kinked.

PV Case
(for non-pump
model only)
1. Check whether
the PV assembly is
blocked by foreign
objects.

Blocked.

Separate the
drain motor
from the PV link;
disassemble PV
cover; and
remove the
foreign objects
within the PV
case.
Check the
washer works
normally after
repair and
reassemble
them.
21

Drain Motor (for


non- pump model
only)
1. Check the
resistance of the
drain motor if it
cannot pull the PV
link.

Drain motor coil


is open.

Change the
drain motor.
Check the
washer if it
works normally
after
reassembling.

Resistance is
normal.

Contact defect in
connection parts
or defect of the
controller .

Change the
controller if
there is no
defects in the
connection
parts.

5. Water drains though it is not yet the time of draining.


Checks to be made

Result of
Check

Possible Cause

Remedy

Drain Motor
(for non-pump
model only)
1. Check whether
the drain motor is
normally returned
after turning
power off. It is
considered normal
if the lever of the
drain motor is
fully pulled out by
the PV spring.
PV Case

Blocked.

1. If water drains
though the drain
motor is normally
returned, check
whether PV
assembly is
blocked by foreign

Blocked.

Bellows are
deformed.

Defect on the
drain motor.

Change the
drain motor.

Remove the
objects from the
PV assembly.
Defect on PV
Bellows.

Change the PV
bellows. The
bellows may
22

objects or the
bellows in the PV
assembly is
deformed.

swell up if it
contact
petroleum or
petrochemical
substance
because it is
made of rubber.

Controller
1. Check whether
the drain motor or
the drain part
works immediately
after power is
turned on.

Works.

Defect on the
controller (Triac
defect).

Change the
controller.

6. Spin extraction is not proceeded.


Checks to be made

Result of
Check

Possible Cause

Remedy

Drain
Motor/Clutch
1. In case motor
rotates but the
inner tub doesnt
rotate:
a. Check
resistance of the
drain motor if the
drain motor does
not work.

b. Check gaps
between PV link
and the break
lever if the inner
tub does not
rotate while the
drain motor
works.

Coil is open.

Change the
drain motor.

Resistance is
normal.

Defect on
connection part
or defect of the
controller.

Change the
controller after
checking
connection
parts.

The clearance
is less than
2.0 mm or
more than 3.5
mm.

Assembling
defect onthe
drain motor or
the clutch

The gap is
normal (2.03.5 mm).

Defect on the
clutch.

Reassemble the
drain motor or
the clutch to
keep the
clearance.
Change the
clutch.

23

7. Spin basket doesnt reach to full speed (normal rpm).


Checks to be made

Result of
Check

Possible Cause

Remedy

Clutch
Assembling
1. Check the
clearance between
the PV link and
the break lever
and clearance
between the clutch
lever and the
adjustment bolt.

The clearance
is less than
2.0 mm or
more than 3.5
mm.

Adjust the PV
lever bolt and
paint it red.
Reassemble the
drain motor or
the clutch.

Bolt clearance Defect on the


is out of range. clutch.

Adjust the bolt


clearance.

Blocked by
foreign objects
1. Check whether
the PV assembly,
the drain pump
and drain hose are
blocked by foreign
objects that makes
water splashing
noise in the tub.

Remove the
foreign objects.

8. Vibration, Noise or Unbalance Error happens during spin.


Checks to be made

Result of
Check

Possible Cause

Remedy

Using conditions
such as
installation etc.
1. Check whether
Not leveled.
the washer is
leveled check
clearance without
tub and out case
the left gap is the
same as the right
and the rear gap is
1.5~2 time bigger
than the front gap
between the

Defect on
installation.

Level the
washer.

24

cabinet and the


wash bowl, when
it is leveled.
2. Check whether
the laundry in the
wash bowl is out
of balance that
can cause severe
vibration and
noise.
3. Check whether
the pulsator
doesnt rotate
during spin

Laundry is
unbalanced.

The pulsator
rotates
initially then
the inner tub
rotates.

Defect on the
clutch.

Explain that it is
not out of order
and it may
happen when
big and long
laundry is
washed.
Change the
clutch spring-B
or the clutch
assembly.

Damper
1. Check whether
the outer tub
cover hits the top
cover without load
during spin.

Hit.

Defect of the
damper

Change damper
simultaneously.
In assembling,
check the
position of the
damper
assembly.

Possible faults and corresponding remedies.


TROUBLESHOOTING GUIDE
SYSTEM
SYMPTOM/
DEFECTS/
PROBLEM
FAULTS
Water
Water level does
supply and
not rise to the
inlet valve.
set level in 40
minutes.
Wash and rinse
LED blink.

(ELECTRONICALLY CONTROLLED)
POSSIBLE CAUSE
Water faucet is
closed.
Water supply is
interrupted
Inlet V/V is clogged
with dirts.
Connector has bad
contact to the inlet
valve.
Yellow (YL) 2 pin
connector has bad
contact to the
P.W.B.ASM.

REMEDY
Open the water
faucet.
Wait until water
supply is
resumed.
Clean or replace
filter.
Correct the
connector
contact.
Same as above.
25

Drainage.

Water is not
completely
drained in ten
minutes.
Rinse and spin
LED blink.

Unbalanced.

Laundry is
unbalanced
during spin.
Wash, Rinse
and Spin LED
blink.

Over
flooding
error.

Door open.

In a second QC
Mode the
following
message is
displayed.
All of process
LED blink.
LID is opened
in the course of
intermittent
spin, normal
spin or
processing
reservation.
Wash and spin
LED blink.

Is the drain hose


located properly?
Drain hose is not
lowered.
Drain hose is folded
or clogged due to
freeze or dirts.
Bad Drain Motor
part or GRAY(GY) 2
pin connector to the
P.W.B ASM has bad
connection.
Laundry in the
INNER TUB is filled
unevenly.
Water tank is tilted.
Connector or Ball
pressure sensor is
disconnected or
badly touched.

Check INLET valve.

Lid is opened
during intermittent
spin or normal
spin.
Lid is opened while
processing
reservation.
Is placed magnetic
in Lid-B.

Hung up drain
hose at 0.9~1.3m
high. (For pump)
Put the hose
lower.
(For: Non-pump)
Unclog the drain
hose.
Replace drain
motor or correct
the connector
contact.
Try to fill laundry
uniformly in the
inner tub.
Adjust the leg.
Check B.P
SENSOR
CONNECTOR or
replace B.P
sensor.
Make adjustment if
inlet valve is
defective.

Close the lid.

Close the lid.


Change
the Lid-B.

Signal is
continuously
ringing.
26

Ball
pressure
sensor.

Ball pressure
sensor is off.
All water level
LED blink.

Auto off.

Connect the BALL


PRESSURE
.SENSOR or BLUE
(BL) 3 pin
connector to P.W.B
ASM has bad
connection.
PRESSURE S/W is
bad. In the initial
state of QC TEST
MODE, the number
of the DISPLAY is
less than 63 or
more than 70.

Auto off relay S/W BLUE(BL) 1pin


is out of order.
connector to P.W.B
ASM has bad
connection.

Correct the
connector
contact.

Replace ball
pressure sensor.

Correct the
connector contact.
Change auto off
switch ASM.

TROUBLESHOOTING GUIDE (MECHANICALLY CONTROLLED)


PROBLEM

Pulsator

POSSIBLE CAUSE

REMEDY

Power failure or plug


dropped off.

Insert the plug well.

V-belt dropped off.

Put on the V-belt properly.

Pulley loosened.

Tighten the pulley screw.

Ceased
Running.

Abnormal
Noise and

Foreign matter jammed


pulsator.
Friction between pulsator
and wash tub.
Pulsator is jammed by
foreign matter.

Vibration.

Over tightened V-belt.

Pulsator
Runs at
Low speed.

Stackened V-belt .
Motor fixing screws
loosened.

Take it away.
Adjust the gap between
them.
Take it away.
Adjust properly.
Adjust properly or replace it
with a new one.
Tighten V-belt and the
screws.
27

PERFORMANCE TEST 2.1


Direction: Given a set of hand tools, multi-tester and defective washing
machine with manufacturers service manual perform the procedure
and techniques in pre-testing and troubleshooting a washing
machine. Provide a work report/write-up after completing the task.
Write your answer on a separate sheet of paper.
STUDENT WRITE-UP A
Common Symptoms / Defects of a Washing Machine
Student : _________________________________ Date: ________________________
Year & Section: _________________________ Teacher: _______________________
UNIT BRAND : _________________________ Unit Model: ______________________
Owner: ______________________ Address: _________________________________
1. PROBLEM/S & SYMPTOM/S :
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
STUDENT WRITE UP B
Diagnosing Faults in ECEF
Student : _________________________________ Date: ________________________
Year & Section: _________________________ Teacher: _______________________
UNIT BRAND : _________________________ Unit Model: ______________________
Owner: ______________________ Address: _________________________________
2. POSSIBLE CAUSE/S:
______________________________________________________________________________
______________________________________________________________________________
Teachers Initial: ___________

28

OBSERVATION CHECKLIST FOR PERFORMANCE TEST 2.1


Students name:
Teachers name:
Assessment Center
Competency standards
Unit of competency:
Instructions for the Teacher:
1. Observe the Student [insert description of activity being observed]
2. Describe the assessment activity and the date on which it was
undertaken.
3. Place a tick in the box to show that the student completed each aspect of
the activity to the standard expected in the enterprise.
4. Complete the feedback sections of the form
Date of observation
Description of assessment activity
Location of assessment activity
The Students report can

determine what is the real problem.

obtain a description of the problem and how


long it has been going on.

trace out how long the washing machine is being


operated.

inquire whether the washing machine has been


in this condition.

make follow-up on how the washing machine is


supposed to operate.

perform preliminary inspection to locate where


the problem originated.

perform closer inspection into the suspected


parts or components.

look for burned and broken components.

inspect for loose connections or broken wires.

plan an approach to the repair problem.

use appropriate tools and equipment in


performing troubleshooting.

trace out the different symptoms/problems of a


washing machine.

If yes, tick the box

29

verify the system defects or faults of a washing


machine.

pinpoint accurately the defective component or


part on a washing machine.

perform correctly the pre-testing troubleshooting


procedures.

document the results of diagnosis and testing a


washing machine.

Did the students overall performance meet the


standard?

Yes

No

Feedback to student:
Teacher signature:

Date:

30

QUESTIONING CHECKLIST FOR PERFORMANCE TEST 2.1


Students name:
Teachers name:
Assessment Center
Competency standards
Unit of competency:
Instructions for the Teacher:
1. Observe the Student [insert description of activity being observed]
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the Student completed each aspect of the activity to
the standard expected in the enterprise.
4. Ask the Student a selection of questions from the attached list to confirm his/her
underpinning knowledge
5. Place a tick in the box to show that the Student answered the questions correctly.
6. Complete the feedback sections of the form

Date of observation
Description of assessment activity
Location of assessment activity
The Students report will answer the following questions

What precautions must you take in performing pretesting procedure in a washing machine?

How would you determine the defective parts for an


intermittent operation problem?

Why do you need to ask questions to the owner/operator


of the washing machine in performing pre-testing?

Why do you need to use sense of smell and sight in


performing pre-testing?

Why is it you need to operate a washing machine in


performing pre-testing?

What would you do in the event that you are not familiar
with the model of the washing machine?

What should you do if you found out that someone


modified the circuit of the washing machine?

Why is it necessary to conduct closer inspection to


suspected part / parts of the washing machine?

Did the Students overall performance meet the standard?

If yes, tick
the box

Yes

No

Feedback to Student:
Teacher signature:

Date:

31

Program/Course:

CONSUMER ELECTRONIC SERVICING NC II

Unit of
Competency:

MAINTAIN AND REPAIR ELECTRONICALLYCONTROLLED DOMESTIC APPLIANCES

Module Title:

MAINTAINING AND REPAIRING A WASHING MACHINE

LO3:

Maintain and repair a washing machine.

ASSESSMENT CRITERIA:
1.Personal Protective Equipment is used in accordance with the
Occupational Health and Safety Practices.
2.Electro-Static Discharge (ESD) protection procedures are followed.
3.Defective parts/components are replaced with equivalent ratings and
repaired in accordance with the current industry standards.
4.Control settings/adjustments are performed in conformity with the
service manual specifications
5. Repair activity is performed within the required time frame.
6. Cleaning of unit is performed in accordance with standard procedure.

32

LEARNING EXPERIENCE / ACTIVITIES


Learning Outcome 3

Maintain and repair a washing machine.

Learning Activities
Read the Information Sheet
3.1 on personal protective
equipment and electrostatic
discharge protection
procedure.
Do the Self-Check 3.1 to test
your knowledge on personal
protective equipment and
electro-static discharge
protection procedure.

Special Instructions
You can ask the assistance of
your teacher to show you and
explain further the topic you
dont understand.

Try to answer the Self-Check


without looking at the
Information Sheet.

Compare your answers to the


Answer Key.
If you were not able to answer
all the questions, go over
again the Information Sheet.
If you have answered all the
questions, perform Job Sheet
No. 3.1 on maintain and
repair a washing machine.
Do the Performance Test No.
3.1 on maintain and repair a
washing machine.
Refer your performance
output to the Observation and
Questioning Checklist.
If you missed some of the
items in the Observation and
Questioning Checklist, go
over again the Operation
Sheet.
If you did get all the items in
the Observation and
Questioning Checklist, you
can proceed to the next
module.
33

INFORMATION SHEET 3.1


PERSONAL PROTECTIVE EQUIPMENT:
It is the employers responsibility to provide protective clothing and equipment.
Work clothes and specially designed protective clothing are designed for your
protection. Wear the correct clothing and equipment to protect yourself from
possible serious injury. Do not interfere with or misuse any item provided by
your employer for health and safety.
Wear plain, tough clothes that are
closefitting and keep them buttoned
up. Loose sleeves, unbuttoned or torn
shirts or sweaters, ties or loose belts
can easily be caught in revolving
machinery. Your work clothes should
be cleaned regularly. Wear cuff less
trousers. Trouser cuffs may cause you
to trip or they may catch sparks or
harmful substances.
Wear suitable footwear and keep it
in good repair. Wear safety shoes or
boots with insulated sole for electrical
work. Good uppers protect against
burning from hot turning, drops of
molten metal, etc. safety shoes and
boots have reinforced toecaps to
protect against heavy falling objects.
Keep long hair under a tight fitting cap
or net, as required by regulations.
It is your employers duty to ensure
that machineries have guards to
protect employees who work closely to
machine. Even, so, if your hair is long,
it could be easily caught in machinery, such as a frilling machine. Many
people have been scalped in this type of accident. Do not wear rings or wrist
watches on the job. Because such item can be caught on moving machinery. It
is extremely dangerous to wear them in certain types of work. You could lose
fingers. Do not wear earrings, neck chains, pendants and bracelets. All items
or personal jewelry worn at work have the potential to cause an accident or
aggravate an injury sustained in an accident. Wear personal protective
equipment suited to the work to be done. Learn the purpose of each item in
the wide range of protective devices available.

34

35

A. HOW IS ESD GENERATED


Static charge is a form of electricity at rest. It can be generated by simple
friction, that is, rubbing two objects together.
A simple method of generating a static charge is to rub a plastic ballpen
case on a nylon cloth. Once generated, the static electricity will remain on the
ballpen for as long as it is not placed on any other charged materials.
If ever the ballpen comes in contact with another object, the static
electricity can move to or from the ballpen to equalize the charge between the
two objects. The transfer of static electricity from any of the two objects is called
electro-static discharge.
One inexhaustible source of electrons that can supply or accept them
without any effect is the earth. Whatever charged object brought into it is
immediately discharged.
This simple illustration does not necessarily mean that static electricity
can be generated intentionally. The truth is that static electricity can be
generated in a multitude of possible ways.
Rubbing of hands or arms on a table can result to the generation of up to
about 3000 volts of static electricity.
Sliding of the IC pins in a plastic box can result to the generation of up to
12000 volts of static electricity.
A person walking across a vinyl floor can generate about 13,000 volts of
static electricity.
The amount of static electricity varies with the environment and it
depends primarily on the prevailing relative humidity. The moisture in the air
offers a readily present conductive path to ground fro static electricity and
hence avoiding any static build-up.

B. ESD WRIST STRAPS


ESD wrist straps are also called conductive wrist straps or bands. They
are usually made of elastic cloth but contain conductive strands that touch your
skin and so bleed off any static electricity on your body. Some straps are made
of conductive rubber. The wire attached to the strap contains a large value
resistor, usually one mega-ohm (1,000,000 ohms) that allows any charge on
your body to be slowly transferred to a washing machine ground point. This
build in resistor also limits the amount of current to a safe level in case the
other end of the wire touches a power supply voltage.
Some ESD kits also contain a conductive pad on which you can place
components, like circuit boards and ICs, when theyre out of the switch box of
an washing machine. Often theres an additional clip on the wire leading from
the wrist strap that you can attach to this conductive pad, so that any charge
on the pad will also flow to the washing machine ground point.

36

C. ELECTRO-STATIC DISCHARGE (ESD) PROTECTION PROCEDURE


1. Purchase an antistatic kit from a computer or electronics supply store.
Kits vary, but the main component is an ESD wrist strap with a wire
several feet long having an alligator clip at the other end.
2. So to start off when troubleshooting washing machine, get an ESD wrist
strap and wear it wherever you go under the covers or handle ICs and
circuit boards.
3. Put the adjustable strap around your wrist (usually the left wrist if youre
right handed). Wearing an ESD wrist strap connected to frame or chassis
ground drains static charges off your body, preventing damaging ESD.
4. Attach the clip at the end of the wire to an electrical ground connection or
metal framework of the washing machine.
5. If you work on a washing machine without a conductive wrist strap, touch
an electrical appliance such as a lamp or the screw in a wall outlet cover
plate, before touching the PCB circuit. An electrostatic discharge of just a
few hundred volts is too small to feel in most cases, but can be usually
deadly to ESD sensitive devices.
6. When you are working with a switch box of a washing machine, touch a
ground point, like the metal extension pole, before touching anything else.
This should ground out any static charge on your body. Also, avoid
wearing clothes that easily produce a static charge, such as, knits and
wools and limit your movements as much as possible, especially on
carpets, while working on electronic circuits of a washing machine.

37

SELF CHECK 3.1


I. Direction: Identify the different personal protective equipment as
illustrated. Write your answer in another sheet of paper.

II. Direction: Write True if the statement is correct or False if it is wrong. Write
your answer in another sheet of paper.
1. Static charge is a form of electricity at rest.
2. ESD wrist straps are also called conductive wrist straps or bands.
3. When working with the electronic system control of a washing machine, it is
a safety practice to touch a round point like the metal extension pole before
touching anything else.
4. An electrostatic discharge of just a few hundred volts is too small to fill in but
can be usually deadly to ESD sensitive devices.
5. An ESD wrist strap is connected to the frame or chassis ground which drains
static charges off your body preventing damaging ESD-sensitive devices.
38

ANSWER KEY TO SELF CHECK 3.1


I.
1. Head Protection
2. Ear Protection
3. Tidy Hair Style
4. Close fitting high buttoned overall
5. Close fitting cuff
6. No rings or watch
7. eye protection
8. cuff-less trousers
9. Insulated soles
10. Reinforced footwear

II
1. True
2. True
3. True
4. True
5. True

39

JOB SHEET 3.1


COMPONENT REPLACEMENT
1. Determine the description of the values and ratings of the individual
defective parts from the manufacturers service manual.
2. Identify the sources of replacement components/parts .
Original replacement components from the original factory sources
Universal replacement components from independent factory sources
Always consider the physical size of the replacement part
3. Consider the factors in the selection of specific part.
Quality. The ability to provide exact value or specification to
replacement part.
Tolerance. The ability to provide exact value or acceptable parameters
to replacement parts.
Availability. Local access to parts and whether the parts are available.
Price. It refers to the affordability of the replacement parts at a
reasonable price.
4. Disconnect or remove properly the electrical/mechanical parts of a washing
machine.
5. Install correctly replacement part/components in existing washing machine.
MAINTENANCE OF WASHING MACHINE
1. Turn off the washing machine and remove the cord from the source of
voltage.
2. Apply lubricant to mechanical parts of the washing machine that requires
lubrication through a drop of oil or grease to assure smooth operation
without grinding or squeaks.
3. Replace the bushings or end bells for squeaks with the use of appropriate
tools if squeaks cannot be corrected by applying lubricants.
4. Apply or spray anti-rust lubricants to all mechanical parts of the washing
machine to drive out moisture, protect corrosion, loosen rusted metal parts
and even frees sticky mechanism.
5. Clean and check cooling louvers for any obstructions to avoid cutting off the
air flow.
6. Clean or wipe dust and foreign particles at the PC Board and metal parts of
the motor.
7. Replace worn or frayed AC cord and electrical wires.

SOLVENTS FOR CLEANING


1. Use mild soap and damp cloth or rug when cleaning plastic front panel and
cover. They are susceptible to immediate and long term damage from
solvents.
2. Apply denatured alcohol as the safest solvent to use for plastic front panel
and cover with heavy stain. It should be used only as a last resort and
applied to areas with heavy stain.
40

INFORMATION SHEET 3.1


PROCEDURE IN REPAIRING A WASHING MACHINE
1. Once the specific electrical/mechanical problem is located:
consider the techniques for the proper removal of the defective
component or parts;
anticipate what to do if the replacement part does not correct the
problem;
and check the installation of the replacement or original part for
any improper mounting in the mechanical assembly or circuit
board.

2. Examine carefully the mounting of the replacement of original parts of the


system.
Check the placement of the wires or leads of the replacement
component.
Consider significant factors used in the original installation such as
insulating washer, silicon grease and locating mark for pin
connections.
Observe proper placement of the component leads for electrical
parts.
3. Perform the techniques for the proper soldering of electrical parts.
Be careful not to damage adjacent components.
Be careful not to lift the copper conductive path from circuit board
base material.
Avoid any solder bridges between board paths.
Do not destroy the component being removed in case it is still
functional and be careful not to damage the component being
installed.
4. Verify all connections and harness.

Be sure that all components pre-positioned in a manner that will


avoid the possibility of having adjacent components short circuited.

Be sure to check or inspect all insulators and barriers between


sections after working on any model/brand of washing machine.

Check for frayed or broken insulation on all wiring including the AC


line cord.

41

Be sure to replace fuses, resistors and capacitors with special


designation such as flame proof to components equal to the original
value for both safety and liability purposes.

5. Once the repair is completed, perform an AC leakage test on all exposed


metal parts of an washing machine to eliminate the possibility of electric
shock.

Perform complete retesting of the washing machine to ensure the


correctness of the actual repair.
Connect the washing machine into the 60Hz power to allow the time
period required to let the new parts settle in and operate as they are
designed to work with each other.
Recheck or inspect if the repair was done correctly and the unit
functions properly to ensure successful completion of the repair.

6. Clean the washing machine before it would be returned to the customer.

Be sure that the blade, front and rear guards of the washing
machine are properly cleaned.
Be sure that proper cleaning is given to the control panel or switch
box of the washing machine.

42

PERFORMANCE TEST 3.1


Direction: Given a set of hand tools, multi-tester and defective washing
machine with identified faults or defect, perform preventive maintenance and
repair procedure. Provide a work report/write-up after completing the task.
Write your answer on a separate sheet of paper.
STUDENT WRITE-UP A
Common Symptoms / Defects of a Washing machine
Student : _________________________________ Date: ________________________
Year & Section: _________________________ Teacher: _______________________
UNIT BRAND : _________________________ Unit Model: ______________________
Owner: ______________________ Address: _________________________________
SYMPTOMS

DEFECTIVE
COMPONENT/PARTS

REMEDY

STUDENT WRITE UP B
Diagnosing Faults in ECEF
Student : _________________________________ Date: ________________________
Year & Section: _________________________ Teacher: _______________________
UNIT BRAND : _________________________ Unit Model: ______________________
Owner: ______________________ Address: _________________________________
SYMPTOMS

DEFECTIVE
COMPONENT/PARTS

REMEDY

Teachers Initial: __________

43

OBSERVATION CHECKLIST 3.1


Students name:
Teachers name:
Assessment Center
Competency
standards
Unit of competency:
Instructions for the Teacher:
1. Observe the Student [insert description of activity being observed]
2. Describe the assessment activity and the date on which it was
undertaken.
3. Place a tick in the box to show that the Student completed each aspect of
the activity to the standard expected in the enterprise.
4. Complete the feedback sections of the form
Date of observation
Description of assessment activity
Location of assessment activity

The Students report can reveal that the student can

If yes, tick the


box

properly identify the defective parts.


verify carefully the mounting of the identical or
replacement part.
perform proper placement of component/part in the
installation process.
perform the proper techniques in soldering electronic
parts.
perform the proper techniques in soldering electrical
component/part.
perform the proper techniques in the installation of
mechanical components/part.
handle properly the component/part being removed or
installed.
perform accurate connections and harness .
observe proper use of tools and measuring instruments
.
perform completer re-testing of the unit once the repair
is completed.
apply lubricant to moving mechanical parts that
requires lubrication.
44

perform preventive check to rotating or moving parts


that squeaks.
apply or spray anti-rust lubricant to all mechanical and
metal parts.

clean and check cooling louvers for any obstructions.

clean sticky rotating mechanisms .

wipe dust and foreign particles at the PC board and


metal parts of the unit.

replace worn or frayed AC cord and electric wires.

use mild soap with damp cloth or rags when cleaning


plastic front panel and cover.
apply appropriate solvent when cleaning plastic front
panel and cover with heavy stain.
follow ESD protection procedure in accordance with
current industry standard

Did the Students overall performance meet the standard?

Yes

No

Feedback to Student:

Teacher signature:

Date:

45

QUESTIONING CHECKLIST 3.1


Students name:
Teachers name:
Assessment Center
Competency standards
Unit of competency:
Instructions for the Teacher:
1. Observe the Student [insert description of activity being observed]
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the Student completed each aspect of the
activity to the standard expected in the enterprise.
4. Ask the Student a selection of the questions from the attached list to confirm
his/her underpinning knowledge
5. Place a tick in the box to show that the Student answered the questions
correctly
6. Complete the feedback sections of the form
Date of observation
Description of assessment activity
Location of assessment activity
The Students report will answer the following questions:
What would you do if there is no available service
manual or schematic diagram for the defective unit?
Why do you need to discharge all capacitors mounted
in the circuit before you start the maintenance and
repair jobs?
What would you do in the event that the replacement
part does not correct the problem?
Why is it necessary to perform an AC leakage test on
all exposed metal parts of an washing machine?
What safety precaution must you take before applying
to the repaired washing machine?
What would you do in the event when the previous
problem of the washing machine occurred again while
performing the pre-testing?
Why is it necessary to perform complete re-testing one
the repair of the washing machine is completed?
Why is it necessary to clean the washing machine
before it would be returned to the customer?
Did the Students overall performance meet the
standard?

If yes, tick the box

Yes

No

Feedback to Student:
Teacher signature:

Date:

46

Maintain and Repair Electronically-Controlled


Domestic Appliances

Title of Module

Maintaining and Repairing a Washing Machine

The evidence must show that the student can...


explain the operation of a washing machine.

Questioning

Observation

Ways in which evidence will be collected:


[tick the column]

Written

Unit of competency:

Demonstration

NC II

Third party Report

Competency standard:

Portfolio

EVIDENCE CHECKLIST

identify the parts of a washing machine.


explain the functions of its parts.
perform pre-testing procedure based on the
manufacturers manual.
identify system defect/fault symptoms using
appropriate tools and equipment.
explain identified defects and faults to the responsible
person.
document results of diagnosis and testing.
perform troubleshooting in accordance with the
service manual.
use Personal Protective Equipment in accordance
with Occupational Health and Safety practices.
follow Electro-Static Discharge (ESD) protection
procedure is.
replace defective parts/ components with identical or
recommended appropriate equivalent ratings.
solder/mount repaired or replaced
parts/components at the specified location.

clean the unit after the maintenance and repair


activity.
NOTE: *Critical aspects of competency

Prepared by:

Date:

Checked by:

Date:

47

ACKNOWLEDGEMENT
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 Finalization 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:
1

Technology Teachers:
Mr. Vic P. Diola
Bauan Technical High School

Dr. Gilbert M. Castor


Don Alejandro Roces Sr. Science-Technology High School

Mr. Eddielou L. Dayao


Sanchez Mira School of Arts and Trades

Mr. Rufo G. Malla


Eulogio Rodriguez Vocational High School

Mr. Sherwin P. Medrano


San Pedro Relocation Center National High School

Mr. Remar C. Pinsoy


Baguio National School of Arts and Trades

Contextual Teacher:
Mrs. Daisy Carousel P. Cervantes
Don Alejandro Roces Sr. Science-Technology High School

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

Encoders:
Mrs. Rosario D. Briones
Mr. Mhariel L. Echano
Mr. Jason O. Villena

Funding: Department of Education

48

ACKNOWLEDGEMENT
Copyright: Department of Education 2009
This module is based on 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 and 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 ( Electronics )
VICTORINO P. DIOLA Group Leader
TVE Coordinator, Bauan Technical High School
Bauan, Batangas
GIGI C. CORPUZ
Teacher III, Malvar National High School
Malvar, Batangas
ISMAEL G. GALLARDO
Teacher I, Community Vocational High School
Masipit, Calapan City, Oriental Mindoro
REYNALDO C. CUNANAN
Head Teacher VI, EARIST Voc. High School
Nagtahan, Sampaloc, Manila
GEORGE B. FUASO
Teacher II, Gen. Mariano Alvarez Technical High School
GMA, Cavite
RUFO G. MALLA
Teacher II, EARIST Voc. High School
Nagtaha, Sampaloc, Manila
Contextual Teachers:
English
TERESITA P. TANAEL
Teacher III, Gen. Mariano Alvarez High School
GMA, Cavite
CHARLIE I. SORIANO
Teacher I, Don Alejandro Roces, Sr. Science-Technology H.S.
49

Quezon City
Mathematics
ANALISA ROSA P. LIBRADA
Teacher I, Mathematics Coordinator
San Pedro Relocation Center National High School
San Pedro, Laguna
Science

LENALYN N. MANZANO
Teacher I, EARVHS
Nagtahan, Sampaloc manila
GEMMA G. VALLARTA
Teacher III, Science Coordinator
San Pedro Relocation Center National High School
San Pedro, Laguna

Facilitators:
Dr. CORAZON L. ECHANO
Tech-Voc Task Force
Dr. VICTORIO N. MEDRANO
Tech-Voc Task Force
Dr. ORLANDO E. MANUEL
Tech-Voc Task Force
Encoder:
MARISOL E. SALDIVAR

50

Republic of the Philippines


Department of Education
PUBLIC TECHNICAL -VOCATIONAL
HIGH SCHOOLS

Unit of Competency: MAINTAIN AND REPAIR ELECTRONICALLY-

Module No.

CONTROLLED DOMESTIC APPLIANCES


Module Title: Maintaining and Repairing Washing
Machine
51

52

Republic of the Philippines


Department of Education
PUBLIC TECHNICAL -VOCATIONAL
HIGH SCHOOLS

Unit of Competency: MAINTAIN AND REPAIR ELECTRONICALLY-

CONTROLLED DOMESTIC APPLIANCES


Module No. 6

Module Title:

Maintaining and Repairing Flat Iron

TABLE OF CONTENTS
Page
How to Use this Module .................................................................................. ii
Introduction ................................................................................................... iii
Technical Terms.... ..........................................................................................iv
Learning Outcome 1 Identify the parts and functions
of electric flat iron............................................................................... 1

Learning Experience/Activities.2

Information Sheet 1.1.....3

Self Check 1.1....5

Self-Check Key 1.1 ..6

Learning Outcome 2 Diagnose /troubleshoot


Electric flat iron defects...7

Learning Experience/Activities.8

Information Sheet 2.1 ......9

Information Sheet 2.2 ..10

Self Check 2.1...11

Self Check Key 2.1

Student Write Up 2.1 ...13

Job Sheet 2.1.14

..12

Learning Outcome 3 Maintain and repair electric flat iron...15

Learning Experience/Activities ..16

Information Sheet 3.1......17

Self-check 3.119

Activity Sheet 3.1

Assignment Sheet 3.1 ..21

Job Sheet 3.1....21

Teacher Check Sheet 3.1

.. 20

..22

Assessment Plan .23


Observation Checklist ..24
Observation & Question Checklist .....25
Demonstration ....26
Written Report..27
Performance Test ...28
Performance Standards ...29
Acknowledgement ..30

HOW TO USE THIS MODULE


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

ii

Program/Course

CONSUMER ELECTRONIC SERVICING NCII

Unit of
Competency

MAINTAIN AND REPAIR ELECTRONICALLYCONTROLLED DOMESTIC APPLIANCES

Module Title

MAINTAINING AND REPAIRING FLAT IRON

INTRODUCTION:
This module contains information and suggested learning activities on
Maintaining and Repairing Electronically Controlled Appliances. It covers the
knowledge, skills and attitudes required to repair and maintenance of a flat
iron.
This module consists of three 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 the parts and functions of electric flat iron;
LO2. diagnose/troubleshoot electric flat iron defects; and
LO3. maintain and repair electric flat iron.

PREREQUISITES:

Using Hand Tools

Preparing and Interpreting Technical Drawing Used in Shop

Connecting and Interpreting Electronic Circuit

Applying Quality Standard

iii

TECHNICAL TERMS
Flat iron. It is a domestic appliance used to press clothes
Schematic Diagram. It is an illustration of an electrical or electronic circuit
with the components represented by their symbol.
Short Circuit. It is also called a short. Low resistance connection between two
points in a circuit typically causing excessive current.
Soldering. It is a process of joining two metallic surfaces to make an electrical
contact by melting solder (tin and lead) across them.
Soldering Iron. It is a tool with an internal heating element used to heat
surfaces being soldered to the point where the solder becomes molten.
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.
Troubleshooting. It is systematic approach to locate the cause of a fault in an

electronic circuit or system.


Volt-Ohm-Meter. It is known as a multitester. A test equipment used to check
AC, DC voltages, current in a circuit and resistance of any components out of
the circuit.

iv

Program/Course

CONSUMER ELECTRONIC SERVICING NCII

Unit of Competency

MAINTAIN AND REPAIR ELECTRONICALLYCONTROLLED DOMESTIC APPLIANCES

Module Title

MAINTAINING AND REPAIRING A FLAT IRON

Learning Outcome 1: Identify the parts and functions of electric flat iron.
Assessment Criteria:
1. The parts of a flat iron and their functions are identified based on the
manufacturers service manual.
2. Parts are handled in accordance with manufacturers service manual.

References

http;//e-service.panasonic.com

LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 1: Identify parts and functions of electric flat iron.
Learning Activities
1. Read the attached Information
Sheet 1.1 on:
a. Functions of the parts of a
flat iron.
b. Proper handling of flat iron
c. Proper
handling
of
electronic parts
d. Proper handling of its parts
in accordance with the
manufacturers
service
manual
2. Answer the Self-Check 1.1 to test
your knowledge on the functions
of the parts of a flat iron.

Special Instructions
Identify the functions of the parts of
a flat iron.
Show proper way of handling parts
of a flat iron according to
manufacturers service manual.
Answer the Self-check without
looking at the information sheet.

INFORMATION SHEET 1.1


Maintaining and Repairing a Flat Iron

Parts of Flat Iron


1. AC line cord is used to connect the unit to power
source.

2. Selector Switchis a type of switch used to select the


amount of heat required in ironing
different types of fabrics. It can be a
rotary or slide type.

3. Thermal Fuse is a safety protective device used to protect


the unit from damage when
overheating and short circuit
occurs.

4. Heating Element a form of nichrome wire that assembles


properly inside the flat iron to provide
heat.

5. Soleplate is a base metal that serves as fabric pressing


part made of metal.

6. Handle is the part of a flat iron by which it is, carried or


controlled.

7. Body/Case is used to protect the internal parts of the flat


iron.

Specific instructions
To avoid a circuit from overload, do not operate another high wattage
appliance on the same circuit. If an extension cord is absolutely necessary a 10
A cord should be used with a 120V iron or a 16A cord should be used with a
220V iron. Cords rated for less amperage may overheat. Care should be taken to
arrange the cord so that it cannot be pulled or rippled over.

SELF CHECK 1.1


Identifying the Functions of the Parts of a flat iron
Direction: Name the parts of a flat iron and give their function. Write your
answers to all the instructional materials on another sheet of paper. Do not
write anything in this module.
Picture

Parts

Function

1.

2.

3.

4.

5.

6.

7.

SELF CHECK KEY 1.1


Identifying the functions of the Parts of a flat iron.
Parts
1.Ac line cord

Function
Used to connect the unit to the
power source.

2. Selector switch

Used to select the amount of heat


required in ironing different types of
fabrics.

3. Thermal fuse

A safety protective device used to


protect the unit from damage when
short circuit occurs.

4. Heating element

A form of special wire that assembles


properly inside a flat iron to provide
heat.

5. Soleplate

A base metal that serves as fabric


pressing part made of metal.

6. Handle

The part of a flat iron by which it is


held, carried or controlled.

7. Body/Case

Used to protect the internal parts of a


flat iron.

Program/Course

CONSUMER ELECTRONIC SERVICING NCII

Unit of
Competency

MAINTAIN AND REPAIR ELECTRONICALLYCONTROLLED DOMESTIC APPLIANCES

Module Title

MAINTAINING AND REPAIRING A FLAT


IRON

Learning Outcome 2: Diagnose/troubleshoot electric flat iron defects.


Assessment Criteria:
1. Pre-testing procedure is observed in accordance with the manufacturers
instructions.
2. System defects/fault symptoms are identified using appropriate tools and
equipment and in accordance with safety procedures.
3. Identified defects and faults are explained to the responsible person
(teacher as in the case of student) in accordance with enterprise or
company policy and procedures.
4. Results of diagnosis and testing are documented accurately and
completely within the specified time frame.
5. Customers (Teachers) are advised/informed regarding the status and
serviceability of the unit based on the procedures.
6. Pre-testing procedure is followed according to the manufacturers
specifications.

Reference:
http;//e-service.panasonic.com

LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 2

Diagnose/troubleshoot electric flat iron defect.

Learning Activities

1. Read the attached Information

Special Instructions

Do the Job Sheet 2.1 and fill-up

Sheet 2.1 on Troubles, Possible

the table with the necessary

Causes and Remedies/Repair

information.

and Information Sheet 2.2 on


Tools and Materials needed.

2. Perform Job Sheet #2.1on


Diagnosing and troubleshooting

Perform the activity with the


supervision of the teacher.

a flat iron.

Information Sheet 2.1


Diagnosing and Troubleshooting a Flat Iron

Troubles

Possible Causes

1. Electric iron does not Open circuit/terminal connection


heat.
Short Circuit
Terminal connections
Heat controller-selector switch
Blown fuse
2. Electric iron gives
abnormal temperature.

Grounded wire
Loose contacts between terminals
Heating element

INFORMATION SHEET 2.2


Diagnosing and Troubleshooting a Flat Iron.
Tools and Materials:
8.
1. Flat iron
9. Volt-ohm-milliammeter

2. Set of screw drivers


10.

Wrench/Pliers

11.

Desoldering tool

12.

Cleaning brush

3. Set of pliers

4. Soldering iron

5. Soldering stand

6. Soldering lead

7. Wire stripper

10

SELF CHECK 2.1


Diagnosing/Troubleshooting a Flat Iron
Direction: Identify the common tools used in diagnosing and troubleshooting a
flat iron.

1.
2.
3.
4.
5.
6.
7.
8.

9.

11

SELF CHECK KEY 2.1


Diagnosing and Troubleshoot a Flat Iron.

1. Wrench/Pliers
2. Soldering Stand
3. Desoldering Tool
4. Screw driver
5. Volt Ohm Milliameter
6. Long Nose Pliers
7. Wire Stripper
8. Soldering Iron
9. Set of Cleaning Brush

12

STUDENT WRITE-UP 2.1


Diagnosing and Troubleshooting a Flat Iron
Student: __________________________ ____

Date: _______________________

Year and Section: _____________________

Teacher: ____________________

ADMISSION SLIP
UNIT BRAND: _______________________________

Unit Model: _________________

Owner: ______________________________________

Address: ____________________

Direction: interview the owner of the unit regarding their complaints.


1. PROBLEM/S & SYMPTOMS/S: ____________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Teachers Initial: ________________

13

JOB SHEET 2.1


Diagnosing and Troubleshooting a Flat Iron
Direction: From the given defective flat iron Fill-out the table with the
necessary information.
Trouble/s identified

Possible Causes

Remedies to be made

14

Program/Course

CONSUMER ELECTRONIC SERVICING NCII

Unit of
Competency

MAINTAIN AND REPAIR ELECTRONICALLYCONTROLLED DOMESTIC APPLIANCES

Module Title

MAINTAINING AND REPAIRING A FLAT


IRON

Learning Outcome 3: Maintain and repair electric flat iron.


Assessment Criteria:
1. Personal Protective Equipment is used in accordance with
Occupational Health and Safety Practices.
2. Defective parts and components are replaced with identical
recommended appropriate equivalent ratings.
3. Repaired or replaced parts/components are soldered/mounted at
specified location.
4. Control settings/adjustments are performed in conformity with
service manual specifications.
5. The unit is cleaned after the maintenance and repair activity.

the
or
the
the

References
http;//e-service.panasonic.com

15

Learning Outcome 3 Maintain and repair electric flat iron.


Learning Activities
1. Read the attached Information
Sheet 3.1on the Proper Care of Flat
iron.
2. Perform repairing and maintaining
flat iron.
3. Personal protective equipment are
used in accordance with OH&S
policies
4. Electro-static discharge protection
procedure is followed in
accordance with current industry
standards
5. Defective parts/components are
replaced with identical or
recommended appropriate
equivalent ratings
6. Repaired or replaced
parts/components are
soldered/mounted in accordance
with manufacturers standards
7. Control settings/adjustments are
performed in conformity with
service manual specification
8. Repair activity is performed within
the required timeframe
Cleaning of unit is performed in
accordance with standards
procedure.

Special Instructions
Do the Self-check 3.1 without
looking at the Information Sheet.
Do the Activity Sheet
3.1,
Assignment Sheet 3.1 and Job
Sheet 3.1
Follow the procedures in repairing
and maintaining flat iron
Observe safety in working
Perform the activity following the
ESD with the supervision of a
teacher
Replace the defective
components/parts with the same
or allowed value
Soldered/mounted the parts in
accordance
with
the
manufacturers standards
Follow the instruction in manual
Finish the activity within the time
allotted
Clean the unit properly

16

INFORMATION SHEET 3.1


Maintain and Repair Flat Iron
Proper care to a Flat Iron
1. Prevent the iron fro falling on heavily padded board.
2. Avoid excessive scratches on iron plate due to direct contact from
buttons, hooks, zipper, etc.
3. Cool iron before storing. Do not wrap cord around iron especially when it
is still hot.
4. Put iron on a safe place to cool.
5. Always store iron in an upright position, on its heel rest, so that soleplate
will not be scratched.
6. Clean brown stains in soleplate by heating the iron to a high temperature
and iron it over to salt in wax paper. A non-scratchy household cleaner
may also be used.
To use a flat iron
1. Adjust the temperature selector to a minimum position before plugging
cord into electrical outlet.
2. Pre-heat the unit 2 minutes before using.
3. To improve dry ironing results, sprinkle garments evenly at least one hour
before ironing.
4. Unplug iron by gripping plug and pulling it from the outlet. Never yank
the cord!
To clean polished aluminum soleplate
1. Unplug the iron.
2. Make a paste of mild scouring powder and a little amount of water. Apply
a small amount to soleplate using a damp cloth and rub the soiled area.
Wipe thoroughly.
3. Do not use metal scouring pads since they will scratch the soleplate.
Store Iron
After iron has cooled, wrap cord loosely. To protect soleplate, always store
iron on heel rest.
Mail/travel iron
When iron is cool, pack it carefully in its box.

17

Important:
When using an iron, basic precautions should always be followed:
1. Read the instructions first.
2. Use the iron only for its intended use.
3. To protect against risk of electric shock, do not immerse any part of the
iron in water or other liquid.
4. The iron should always be turned to MIN position before plugging or
unplugging from the outlet. Never yank cord to disconnect from the
outlet; instead grasp plug and pull it to disconnect.
5. Do not allow the cord to touch hot surfaces. Let iron cool completely.
6. Do not operate iron if it has been dropped or damaged in any manner, as
such may cause temperature setting in occasion or electric shock. Do not
assemble the iron; take it to the dealer from whom the product was
purchased for examination or any professional technician. Incorrect
assembly can cause electric shock when the iron is used.
7. Close supervision is necessary for any appliances being used by or near
children. Do not leave the iron unattended when plugged into the outlet
or in an ironing board. Always position the iron carefully to prevent it
from falling if ironing board is accidentally knocked or if the cord is
pulled. When not in use, always stand the iron on heel rest.
8. Burn can occur from touching hot metal parts.
9. The use of accessory attachment not recommended or sold by the
appliance manufacturer may create hazards or damage your flat iron.
10. Do not use the iron outdoor.
11. Do not operate in the presence of explosive and/or flammable materials.

18

SELF-CHECK 3.1
Maintaining and Repairing a Flat Iron
Directions: Answer each of the following questions by enumerating the
procedures being asked. To check your answers, refer to
Information Sheet 3.1
1. How will you apply proper care to a flat iron?
2. How will you use a flat iron?
3. How will you clean and polish the aluminum soleplate?
4. How will you store a flat iron?
5. What are the basic precautionary measures to be followed when using a
flat iron?

19

ACTIVITY SHEET 3.1


Maintaining and Repairing a Flat Iron
With an actual flat iron provided by the teachers identify and pinpoint
the different parts in accordance with the manufacturers service
manual.

Parts of Flat Iron


1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

20

ASSIGNMENT SHEET 3.1


Maintaining and Repairing a Flat Iron
Instruction: Bring a defective flat iron. Any type/brand.

JOB SHEET 3.1


Maintaining and Repairing a Flat Iron
Instructions:
1.
2.
3.
4.

Get the defective flat iron.


Identify the condition/trouble of the flat iron.
Identify the existing defect/s and their possible cause/s.
Record the information on the table.

Trouble

Possible Causes

Remedies made

21

TEACHER-CHECK SHEET 3.1


Maintaining and Repairing a Flat Iron
Instructions: Tick in the box which indicates how competent you are in
demonstrating the troubleshooting techniques
FLAT IRON
Item
no.
1.

2.

3.

4.

5.

6.

7
8.

Troubleshooting
Techniques

70

75

80

85

90

95

100

Scor
e

Identify the
problem/symptoms
of a flat iron.
Identify the possible
cause/s of the
problem.
Defective parts and
components are
replaced with
identical equivalent
ratings.
Components are
soldered and
mounted at the
specified location
Proper tools and
materials are used in
maintaining and
repairing a flat iron.
Control
settings/adjustments
are performed in
conformity with
service manual
specifications.
Work safely is
observed.
The area is cleaned
after the activity.
Average

Score
96-100
86-95
81-85
75-80
70-74

Assessment Criteria 3.1


Descriptive Grade
Excellent
Very Good
Good
Fair
Poor

22

ASSESSMENT PLAN
Evidence Checklist
Competency standard
Unit of competency

CONSUMER ELECTRONIC SERVICING NCII


MAINTAIN AND REPAIR ELECTRONICALLYCONTROLLED DOMESTIC APPLIANCES

Written

Portfolio

Demonstration

Third party
Report

Questioning

The evidence must show that the student


explained the operation of a flat iron.

Observation

MAINTAINING AND REPAIRING A FLAT IRON


Title of Module
Ways in which evidence will be collected:
[tick the column]

Identified the parts of a flat iron


Explained the functions of its parts
performed pre-testing procedure in accordance
with the manufacturers instructions.
identified system defects and fault symptoms
using appropriate tools and equipment.
identified defects and faults are explained to
the responsible person.
documented results of diagnosis and
performed troubleshooting in accordance with
the service manual.
used Personal Protective Equipment in
accordance with the Occupational Health and
Safety Practices.
replaced defective parts and component with
identical
or
recommended
appropriate
equivalent ratings.
soldered/mounted repaired or replaced
parts/components in the specified location.
performed control settings and adjustments in
conformity
with
the
service
manual
specifications.
cleaned the unit after the maintenance and
repair activity.

23

OBSERVATION CHECKLIST
Students name:
Teachers name:
Name of school
Competency
standards
Unit of competency:
Instructions for the teacher:
1. Observe the student maintaining and preparing a flat iron insert description of
activity being observed.
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the student completed each aspect of the
activity to the standard expected in the enterprise.
4. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment activity
The student can.

If yes, tick the box

explain the operation of a flat iron.


identify the parts of a flat iron.
explain the functions of its parts.
perform Pre-testing procedure in accordance with the
manufacturers instructions.
identify the system defects and fault symptoms using
appropriate tools and equipment
explain to the responsible person the identified
defects and faults
document the results of diagnosis and testing.
advise customer regarding the status
serviceability of the unit as per procedures.

and

perform troubleshooting in accordance with the


service manual.
use PPE in accordance with OH and SP.
repair or replace parts/components.
perform control settings and adjustments in
conformity with the service manual specifications.
clean the unit after the maintenance and repair
activity.
Did the students overall performance meet the
standard?

Yes

No

Feedback to student:
Teachers signature:

Date:

24

OBSERVATION AND QUESTIONING CHECKLIST


Students name:
Teachers name:
Name of School
Competency
standards
Unit of competency:
Instructions for the teacher:
1. Observe the student in Maintaining and Repairing Flat Iron.
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the student completed each aspect of the activity to
the standard expected in the enterprise.
4. Ask the student a selection of the questions from the attached list to confirm his/her
underpinning knowledge
5. Place a tick in the box to show that the student answered the questions correctly.
6. Complete the feedback sections of the form.
Date of observation
Description of assessment activity
Location of assessment activity
The student can.

If yes, tick the box

explain the operation of a flat iron.


identify the parts of a flat iron.
explain the functions of its parts.
perform Pre-testing procedure in accordance with the
manufacturers instructions.
identify the system defects and fault symptoms using
appropriate tools and equipment
explain to the responsible person the identified defects and
faults
document the results of diagnosis and testing.
advise customer regarding the status and serviceability of
the unit as per procedures.
perform troubleshooting in accordance with the service
manual.
use PPE in accordance with OH and SP.
repair or replace parts/components.
perform control settings and adjustments in conformity
with the service manual specifications.
clean the unit after the maintenance and repair activity.
Did the students overall performance meet the standard?

Yes

No

25

DEMONSTRATION
Students name:
Teachers name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials the student must be able to:
Materials and equipment:
1. Flat iron
2. Set of screw drivers
3. Set of pliers
4. Soldering iron
5. Soldering stand
6. Soldering lead
7. Wire stripper
8. Volt-ohm-milliammeter
9. Wrench/Pliers
10. Desoldering tool
11. Cleaning brush
to show if evidence is
demonstrated
During the demonstration of skills, did the student:

Yes

No

N/A

Explained the operation of a flat iron is.

Identified the parts of a flat iron are.

Explained he functions of its parts are.

Performed the pre-testing procedure in accordance with the


manufacturers instructions.
Identified the system defects and fault symptoms are using
appropriate tools and equipment.
Identified defects and faults are explained to the
responsible person.
Documented results of diagnosis and testing are.

Performed troubleshooting in accordance with the service


manual.
Used Personal Protective Equipment in accordance with the
Occupational Health and Safety Practices.
Replaced defective parts and component with identical or
recommended appropriate equivalent ratings.
Soldered/mounted repaired or replaced parts/components
in the specified location.
Performed control settings and adjustments in conformity
with the service manual specifications.
Cleaned the unit after the maintenance and repair activity.

The students demonstration was:


Satisfactory

Not Satisfactory
26

WRITTEN REPORT
Students name:
Teachers name:
Name of the School
Competency
standards
Unit of competency:
Task:
Your task is to:
Maintain and Repair Flat Iron.
Submission date:
Use the checklist below as a basis for judging whether the students report
meets the required competency standards.
The students report can.

identify the parts and function of flat iron.

diagnose and troubleshoot defective flat iron.

apply PPE and OHS&P.

repair/replace parts and solder components and


mount components to the specified location.

perform settings and adjustments in conformity


with the service manual specifications.

maintain the area clean after the activity.

Overall did the students report meet the standard?

If yes, tick the box

Yes

No

Comments:

Students
signature:

Date:

Teachers
signature:

Date:

27

PERFORMANCE TEST
Students 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
in the right side.

Test Attempt
1st
2nd
3rd
OVERALL EVALUATION
Level
Achieved
PERFORMANCE LEVELS
4 - Can perform this skill without
supervision and with initiative and
adaptability to problem situations.
3 - Can perform this skill
satisfactorily without assistance or
supervision.
2 - Can perform this skill
satisfactorily but requires some
assistance and/or supervision.
1 - Can perform parts of this skill
satisfactorily, but requires
considerable assistance and/or
supervision.
Teacher will put his/her
achieved.

initial to the level

28

PERFORMANCE STANDARDS
For acceptable achievement, all items should receive a
"Yes" or "N/A" response.
Explained the operation of a flat iron.

Yes

No

N/A

Identified the parts of a flat iron


Explained the functions of its parts
Performed pre-testing procedure in accordance with the
manufacturers instructions.
Identified system defects and fault symptoms using
appropriate tools and equipment.
Identified defects and faults are explained to the
responsible person.
Documented results of diagnosis and
Performed troubleshooting in accordance with the service
manual.
Used Personal Protective Equipment in accordance with
the Occupational Health and Safety Practices.
Replaced defective parts and component with identical
or recommended appropriate equivalent ratings.
Soldered/mounted
repaired
or
replaced
parts/components in the specified location.
Performed control settings and adjustments in conformity
with the service manual specifications.
Cleaned the unit after the maintenance and repair
activity.

29

ACKNOWLEDGMENT
Copyright Department of Education 2008
First Published JUNE 2008
This module is based on the Competency-Based Curriculum-Contextual
Learning Matrix (CBC-CLM) and finalized on the Instructional Modules
Finalization Development Workshop conducted at the Development Academy of
the Philippines, Tagaytay City on May 6 -10, 2008
This learning instrument was developed by the following personnel:
Technology Teachers:

Mr. Vic P. Diola Group Leader


Bauan Technical High School

Dr. Gilbert M. Castor


Don Alejandro Roses Sr. Science-Technology High School

Mr. Eddielou L. Dayao


Sanchez Mira School of Arts and Trade

Mr. Rufo G. Malla


E. Rodriguez Vocational High School

Mr. Sherwin P. Medrano


San. Pedro Relocation Center National High School

Mr. Remar C. Pinsoy


Baguio National School of Arts and Trade

Contextual Teacher:

Mrs. Daisy Carousel P. Cervantes


Don Alejandro Roses Sr. Science-Technology High School

Facilitators:

Dr. Edward dela Rosa


TEC-VOC Task Force

Dr. Corazon L. Echano


TEC-VOC Task Force

Encoders:

Mrs. Rosario D. Briones


Mr. Mhariel L. Echano
Mr. Jason O. Villena

Funding: Department of Education


30

ACKNOWLEDGMENT
Copyright Department of Education 2009
First Published JUNE 2008
This module is based on the Competency-Based Curriculum-Contextual
Learning Matrix (CBC-CLM) refined during the Writeshop on the Refinement
and Enrichment of Competency-Based Curriculum and Contextual Learning
Matrix of ARTS abd TRADES Specializations at Marikina Hotel, Marikina City on
April 20 25, 2009.
This learning instrument was refined and enriched by the following
educators:
Technology Teachers:

Mr. Victorino P. Diola Group Leader


TVE Coordinator, Bauan Technical High School
Bauan, Batangas

Mr. Reynaldo C. Cunanan


Head Teacher VI, E. A. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila

Mrs. Gigi C. Corpuz


Teacher III, Malvar National High School
Malvar, Batangas

Mr. Ismael G. Gallardo


Teacher I, Community Vocational High School
Masipit, Calapan City, Oriental Mindoro

Mr. Rufo G. Malla


Teacher II, E. A. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila

Mr. George B. Fuazo


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

Contextual Teacher:
English

Mrs. Teresita P. Tanael


Teacher III, Gen. Mariano Alvarez Technical High School
GMA, Cavite

Mrs. Charlie I. Soriano


Teacher I, Don Alejandro Roces Sr. Science-Technology HS
Quezon City

Mathematics
Mrs. Analiza Rosa P. Librada
Teacher I,-Mathematics Coordinator, San Pedro Relocation Center Natl. HS
San Pedro, Laguna

31

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

Mrs. Lenalyn Manzano


Teacher I, E A. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila

Facilitators:

Dr. Corazon L. Echano


TEC-VOC Task Force

Dr. Victorio N. Medrano


TEC-VOC Task Force

Dr. Orlando E. Manuel


TEC-VOC Task Force

Encoders:

Marisol E. Saldivar

Funding: Department of Education

32

Republic of the Philippines


Department of Education
PUBLIC TECHNICAL -VOCATIONAL
HIGH SCHOOLS

Unit of Competency: MAINTAIN AND REPAIR ELECTRONICALLY-

CONTROLLED DOMESTIC APPLIANCES


Module No. 7

Module Title:

Maintaining and Repairing a Rice Cooker

TABLE OF CONTENTS
Page
How to Use this Module ................................................................................... i
Introduction .................................................................................................... ii
Technical Terms ............................................................................................. iii
Learning Outcome 1: Identifying the parts and functions of a
rice cooker ..................................................................... 1
Learning Experiences/Activities ............................................................. 2
Information Sheet 1.1 ............................................................................ 3
Self-Check 1.1 ....................................................................................... 6
Answer key 1.1 ...................................................................................... 9
Learning outcomes 2: Diagnose and troubleshoot a rice cooker
and analyze the defects found ....................................................................... 10
Learning Experiences/Activities ........................................................... 11
Operation sheet 2.1 ............................................................................. 12
Operation sheet 2.2 ............................................................................. 13
Job sheet 2.2 ....................................................................................... 14
Learning Outcomes 3: Maintain and repair a rice cooker ............................. 13
Learning Experiences/Activities ........................................................... 16
Operation sheet 3.1 ............................................................................. 17
Job sheet 3.1 ....................................................................................... 21
Job sheet key 3.1................................................................................. 22
Information sheet 3.2 .......................................................................... 23
Assessment Plan ........................................................................................... 26
Observation checklist .................................................................................... 27
Observation and Questioning checklist ......................................................... 28
Demonstration .............................................................................................. 29
Written Report .............................................................................................. 30
Performance test ........................................................................................... 31
Acknowledgement . 32

HOW TO USE THIS MODULE


Welcome to the Module Maintaining and Repairing a Rice cooker. This
module contains training materials and activities for you to complete.
The unit of competency Maintain and Repair Electronically-Controlled
Domestic Appliances contains the knowledge, skills and desirable attitudes
required for Consumer Electronics Servicing to obtain the National Certificate
(NC) level II.
You are required to go through a series of learning activities in order to
complete each of the learning outcomes of the module. In each learning outcome
there are Information Sheets, Job Sheets, and Operation Sheets . Do these
activities on your own and answer the Self-Check at the end of each learning
activity.
If you have questions, dont hesitate to ask your teacher for assistance.
Recognition of Prior Learning (RPL)
You have already some basic knowledge and skills covered in this module
because you have been working for some time; on already completed training in
this area.
If you can demonstrate competence to your teacher in a particular skill, talk
to him/her so you dont have to undergo the same training again. If you have a
qualification or Certificate of Competency from previous trainings show it to
him/her. If the skills you acquired are consistent with and relevant to this
module, they become part of the evidence. You can present these for RPL. If you
are not sure about your competence skills, discuss this with your teacher.
After completing this module, ask your teacher to assess your competence.
Result of your assessment will be recorded in your competency profile. All the
learning activities are designed for you to complete at your own pace.
In this module, you will find the activities for you to complete and relevant
information sheets for each learning outcome. Each learning outcome may have
more than one learning activity.
This module is prepared to help you achieve the required competency, in
receiving and relaying information. This will be the source of information that
will enable you to acquire the knowledge and skills in Maintaining and
Repairing a Rice cooker independently at your own pace with minimum
supervision from your teacher.

Program/Course:

CONSUMER ELECTRONIC SERVICING NC II

Unit of Competency:

MAINTAIN AND REPAIR ELECTRONICALLYCONTROLLED DOMESTIC APPLIANCES

Module Title:

MAINTAINING AND REPAIRING A RICE COOKER

INTRODUCTION:
This module contains information and suggested learning activities on
Maintaining and Repairing a Rice Cooker. It covers the knowledge, skills and
desirable attitudes required to maintain and repair this home appliance.
Completion of this module will help you better understand the succeeding
module on maintaining and repairing electronically-controlled domestic
appliances.
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 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. identify the parts and functions of a rice cooker;
LO2. diagnose and troubleshoot the defects of a rice cooker and analyze the
defects found; and
LO3. maintain and repair a rice cooker.
PREREQUISITES:

Using Hand Tools


Preparing and Interpreting technical Drawing used in Shop
Connecting and Terminating Electronic Circuit
Applying Quality Standards

ii

TECHNICAL TERMS
Domestic appliances. They are household appliances like rice cooker, blender,
washing machine, flat iron, etc.
Rice Cooker. It is a domestic appliance designed but not limited to rice
cooking. It can also be used to cook other food stuff and can be
used for other related purpose.
Resistance heating appliance. It is an appliance that use resistive load for its
main part. The part that produced heat when
current passes through it.
Thermostat. It is a type of switching system that is controlled by temperature.
Heating element. It is a part of a resistance heating appliance that get hot
when operated.
Cast heater. It is a part of the rice cooker that delivers the heat to the fluro pan
where the food stuff is located.
Electrical components. They are the devices that performs electrical activities
when current is applied to the circuit.
Mica insulator. It is a transparent material that splits readily into thin sheets
which has excellent insulating and heat resisting qualities.
Non - electrical components. These are parts of an appliance that performs
designated function other than electrical application.
ON / Off switch. It is used to designate the operating and the inoperative state
of a device or unit.
Timer. It is a device that opens the electrical circuit after a predetermined
period of time elapses.
Thermistor. It is a device with high negative temperature coefficient or
resistance so its resistance decreases as temperature rises.
Power. It is the rate at which electric energy is fed to or taken from a device
measured in watts.
Watt. It is the basic unit of power which in one second gives rise to energy of
one joule.
Fluro pan. It is an aluminum pan that is used to store food stuff like rice, corn,
etc.

iii

Program/Course:

CONSUMER ELECTRONIC SERVICING NC II

Unit of Competency:

MAINTAIN AND REPAIR ELECTRONICALLYCONTROLLED DOMESTIC APPLIANCES

Module Title:

MAINTAINING AND REPAIRING A RICE COOKER

Learning Outcome1: Identify the parts and functions of a rice cooker.

Assessment Criteria
1. Operation of a rice cooker is explained.
2. The parts of a rice cooker are identified based on the manufacturers manual.
3. Functions of each part are explained.

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 the parts and function of a rice cooker.
Learning Activities

Special Instruction

1. Read the attached Information


Sheet 1.1 on rice cooker.
2. Answer the Self Check 1.1.
3. Check your answers with the
model answers.

Try to answer the Self-Check


without looking at the information
sheet.

4. If you missed some of the


questions, go back to the
information sheet 1.1.
5. If you have answered all the
questions correctly, you can
proceed to the next Learning
Outcome 2.

INFORMATION SHEET 1.1


Rice Cooker
Rice Cooker

This self-contained kitchen appliance is used primarily


for cooking rice.
It is used to prepare steamed rice and keep them warm
after cooking.
It consists of an insulated case containing a
removable cooking pot.
A heating element is located between the two
Containers which is usually controlled by a thermostat.
The cooking pot is usually calibrated to ensure
proper proportions of the rice and water.

Application and Uses of Rice Cooker


Rice cooker is used both in home and commercial kitchens for
various purposes:
To cook rice
To keep rice warm
To steam fish or vegetables

PROPER HANDLING OF A RICE COOKER


How to use a rice cooker?
Before using any other accessory, make sure that the power
unit is on a suitable work surface and switch it to off position. Put the
protective cover over the drive when you are not using the rice cooker.

How does the rice cooker operate?


In most rice cooker, the rice and the water are poured in at the
start of cooking. The heater then brings the water to its boiling point
during which the rice absorbs the water and expands. While cooking the
rest of the water boil away and the machine either shuts off or switches
to keep warm mode.

Major Parts of a Rice Cooker and their Functions:

Power Cord is a cord that temporarily connects an


electrical appliance to an electrical
power source. The term is generally used
for cables using a power plug to connect
to a single-phase.

.
Cast Heater is a part of a rice cooker that produces heat
to the aluminum pan which serves as a
heating element of the rice cooker.

Mica heater is consists of an etched-foil sandwiched between


layers of mica. Installed by clamping to heat
sinks, mica heater provides the ultimate
temperature and wattage capability for fast
warm-up.

Thermal fuse is a cut-off device which uses a one-time fuse


link. Unlike the thermostat which
automatically resets itself when
temperature drops, the thermal fuse is
more like an electrical fuse.

Thermostat assembly is a device, as in a home heating


system that automatically responds
to temperature changes and activates
switches controlling the equipment.

Fluro pan is a part of a rice cooker where the rice is


placed.

Outer Lid assembly is one of the major parts of a rice cooker


and which serves as a wife of an aluminum pan, because this
part is responsible to cover the bowl or an aluminum pan.

Body assembly is a part of a rice cooker in which the label is


usually found and the holder of the outer lid
assembly.

Switch assembly is a part of a rice cooker that controls


the whole operation automatically.

SELF CHECK 1.1


Direction: Fill in the blanks with what is being referred to by each of the
items below.

Part name

Description

Picture

A part of a rice cooker

1.__________________

where the rice is


placed.

Consist of an etched-

2.__________________

foil sandwiched
between
layers of mica.

A device that
automatically

3._________________

responds
to the temperature
changes
and activates
switches
controlling the
equipment.

4.____________________

It Is a cutoff switch
that uses a one-time
fusible link.

A part of a rice cooker


5.______________________ that controls the
whole operation
automatically.

A part of a rice cooker


in which the label is
6.______________________
usually found and is
considered the holder
of the outer lid
assembly.
One of the major
7.______________________ parts of a rice cooker
and
serves
as
a
partner
of
the
aluminum pan.

8.______________________

9._____________________

A part of a rice
cooker that produces
heat to the
aluminum pan.

A cord that
temporarily connects
an electrical
appliances.

10.____________________

A self-contained
kitchen appliance
used primarily
for cooking rice.

Self Check Key 1.1

1. Fluro pan
2. Mica heater
3. Thermostat assembly
4. Thermal fuse
5. Switch assy.
6. Body assy.
7. Outer lid assy.
8. Cast heater assy.
9. Power cord
10. Rice cooker

Program/Course:

CONSUMER ELECTRONIC SERVICING NC II

Unit of Competency:

MAINTAIN AND REPAIR ELECTRONICALLYCONTROLLED DOMESTIC APPLIANCES

Module Title:

MAINTAINING AND REPAIRING A RICE COOKER

Learning Outcome 2: Diagnose and troubleshoot the defects of a rice


cooker and analyze the defects found.
Assessment Criteria
1. Pre-testing procedure is performed in accordance with the manufacturers
instructions.
2.System defects/fault symptoms are identified using the appropriate tools
and equipment.
3.Identified defects and faults are explained to the person in authority.
4.Results of diagnosis and testing are documented.
5. Troubleshooting is performed in accordance with the service manual.

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

10

LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 2: Diagnose and troubleshoot the defects of rice cooker
and analyze the defects found.
Learning Activities

Special Instruction

Read the attached Operation Sheet


2.1 on pre-testing a rice cooker.
Read the Operation Sheet 2.2.

Try to answer the job sheet with


out looking at the operation sheet.

Perform the Job Sheet 2.2.


Answer assessment plan
If you have answered perfectly the
test, you can proceed to the next
Learning Outcome 3.

11

OPERATION SHEET 2.1


Pre-Testing Procedure of a Rice Cooker
If a

Possible cause

How to fix
Check AC power

Unit cannot be turned


on.

AC power cord is not

cord if there is loose

properly plugged in.

connection in the

The plug is not connected

power plug.

properly.
Unit does not operate

The front cover is not

Plug-in properly.

when turned on.

properly closed.

Unit has light indicator

The cast heater doesnt

Push front cover/

ON but the cast heater

functions well.

front lid properly.

Unit has bogs down

The thermal fuse is not

Check and

during operation.

active.

continuously check

doesnt function.

the cast heater.


Unit has poor boiling

The pan bottom is not

Follow the instruction

condition.

properly brought into

for the thermal fuse

contact with the cast

protection.

heater.
Unit has excessive
burning period.

The relay doesnt operate.

Replace the inner pan


or the cast heater.
Replace the relay and
replace the PCB
completely.

12

OPERATION SHEET NO. 2.2


Faults and Trouble of a Rice Cooker
Trouble
No power

Cause
Overloading

Inspection

Remedy

Use the multi-

Refer to the

tasked check

component

Rice cooker is

continuity of the

testing.

continuously

ff. parts:

Replace defective

operated for more

a.) fuse

parts.

than 3 hrs. without b.) power cord

Refer to the next

rest.

Learning outcome
repairing
procedure.

Doesnt light

Rice cooker lamp is


continuously

Check the rice

Replace the

operated for more

cooker lamp.

busted lamp.

than 3hrs.
With power but

Foreign materials

doesnt heat

are shorted to the


circuit board.

Check it by
using the VOM

Replace the
switch assembly.

for
continuity test.
With power but

Refer to the

doesnt heat

component
Defective

Use the multi -

cast heater

tester to check

testing procedure.

continuity of

Explain to the

cast heater

customer that the

filament.

cast heater is
defective.

13

Tools Used in Pre-Testing a Rice Cooker

VOM (multitester)

Instructional/Operational Manual

Screw Driver

Pliers

Side cutting pliers

Long nose pliers

JOB SHEET 2.2


Faults and Trouble of a Rice Cooker
Instruction: Fill out the table with the data corresponding to the trouble,
causes, inspection procedure and remedy when troubleshooting a rice
cooker. Write your answers on a separate sheet of paper. Do not write
anything in this module.
Trouble

Cause

Inspection

Remedy

No power

Doesnt light

W/power
wont heat

W/power
doesnt heat

14

Program/Course:

CONSUMER ELECTRONIC SERVICING NC II

Unit of Competency:

MAINTAIN AND REPAIR ELECTRONICALLY


CONTROLLED DOMESTIC APPLIANCES

Module Title:

MAINTAINING AND REPAIRING A RICE COOKER

Learning Outcome 3: Maintain and repair a rice cooker.


Assessment Criteria;
1. Personal protective equipment are used in accordance with the occupational
health and safety practices.
2. Defective parts/components are replaced with the appropriate equivalent
ratings.
3. Control settings/adjustments are performed in conformity with the service
manual specifications.
4. Repair activity is performed within the required time frame.
5. The unit is cleaned after the maintenance and repair activity.

References:
Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple
Electronics;
Andes Mountain Printers: 2004
Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.:

15

LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 3: Maintain and repair a rice cooker
Learning Activities
Read the attached Operation Sheet
3.1 component checking and
replacement.
Perform the job sheet 3.1.

Special Instruction

Try to answer the Self-Check


without looking at the information
sheet.

Read the Information sheet 3.2.


If you have answered perfectly
yes, you are ready to proceed to
the next module.

16

OPERATION SHEET 3.1


COMPONENT CHECKING AND REPLACEMENT
PROCEDURE:

Prepare all the tools and materials needed.

Bubbling test
Fill water until the center area of the pan bottom
is dipped and the lid is closed.
When steam is produced while boiling, remove
the lid immediately and check the bubbling condition on
the pan bottom.
See the figures at the right.

Evaporation Test
Check if the water is boiling properly, then open the lid,
place weight and find out what happens.

NOTE:
1. Be sure to open the lid fully to prevent plastic the part from
deformation.
2. Be sure that water on the pan bottom evaporated
completely a minute after the boiling
switch is turned-off.

17

Heat reserving test


Put approximately 1 liter of water into the pan. Close the lid and
turn on the switch to 70 degrees Celcius. After the warming heater
is activated, check the heat-serving temperature after I hour or
more. When it reaches 70 degrees Celcius, close the lid after the
warming heater is activated.
Check the heat-serving temperature after one hour or more.

Hinge cover removal (Hinge cover)


Remove the hinge cover with a mounting screw.
As shown in the figure, insert a narrow flat
screw driver just below and pry off the hinge
cover.

Inner enclosure and upper frame removal


As shown in the figure, pry up three fastening hooks. Fixing the
upper frame, turn the inner enclosure in the arrow direction.
The upper frame will be separate the upper frame from the inner
enclosure.

18

Disassembling a control unit


Pull out the hinge shaft.
Pull out wiring fir lid heater and then
the outer lid assembly.

Loosen the screw from the button frame.


Loosen the screw (2pieces) from
the P.C.B base.

Use a screwdriver to pry the bottom frame.


Pull out the body from the upper frame.

Pull out the switch assembly.

Loosen the screw to disassemble electronic parts.

19

Disassembling Cast Heater and Thermostat Case Assembly.

Loosen the screw from the cast heater.


Bend the leg of the thermostat.

Lift the thermostat.

Pull out a side heater.

20

JOB SHEET 3.1


Troubleshooting Procedure of a Rice Cooker
Direction: Select the right illustration shown below to describe the a given
procedure. Write your answer in a separate sheet of paper. Do not write
anything in this module.
__________1.) Loosen the a screw for a cast heater and
bend the leg of the thermostat.
__________2.) Pulling out the side heater.
__________3.) Lift the thermostat.
__________4.) Loosen the screw from the P.C.B Base.
__________5.) Pulling out the switch assembly.
__________6.) Loosen the screw from the button frame.
__________7.) Pull out the hinge shaft.
__________8.) Loosen the screw for disassembling electronic parts.
__________9.) Use a screw driver to pry bottom frame.
__________10.) Remove the hinge cover with a mounting screw.

21

JOB SHEET KEY 3.1


Troubleshooting Procedure of a Rice Cooker

1. C
2. A
3. B
4. D
5. F
6. H
7. I
8. E
9. G
10. J

22

INFORMATION SHEET 3.2


IDENTIFYING THE SPECIFICATION OF REPLACEMENT PARTS

23

PARTS LIST OF THE RICE COOKER

Ref. no.

Part name

Part no.

OUTER LID ASSY.

ARBO111935W9U

STEAM DOME

ARB19T920-W9

STEAM VENT

ARC00T920-W9

STEAM VENT HOLDING PACKING

ARB82T920

HOOK LEVER

ARE05H617-W9

HOOK LEVER SPRING

ARE06H6167

HOOK LEVER BASE

ARC31H617

HANDLE COVER

ARB15T920-W9

HANDLE

ARB10920W-9

10

LID CAUTION LEVEL

ARB32H920

11

OUTER LID COMP

ARB01T935-WU

12

FLIRO PAN

ARE50T935

13

CAST HEATER ASSY.

ARL20909-0U

14

THERMOSTAT CASE ASSY.

ARS24T908-OU

15

OUTER SPRING

ARS62H616

16

UPPER FRAME

ARE00A6171W-9

17

HINGE SHAFT

ARB74H616

18

PROTECTING FRAME

ARE20T935

19

SIDE HEATER ASSY.

ARL10P75200U

20

BODY ASSY.

ARE10Y929Z3U

21

SWITCH ASSY.

ARN01H935UHU

22

DECORATIVE PANEL

ARN21H935-UH

23

HINGE COVER

ARE40H6262W9

24

DEW COLLECTOR

ARK20H616-0C

25

BOTTOM FRAME ASSY.

ARH30T935W9U

26

FOOT RUBBER

ARH90H66327

27

NAME PLATE

ARY30H935-CS

24

28

POWER CORD ASSY

ARQ14509943

29

INLET

ARG10T9200U

30

STEAMING BASKET

ARK53H617-W9

31

MEASURING CUP

ASR7234R0-454BK

32

SCOOP

ASR79WE281AK

TAPPING SCREW

XTB4+10GPJ

SEMS SCREW

XYN4+C10FNS

SEMS SCREW

XYM4+C7FNS

SPRING WASTLE

XWA4BPW

TAPPING SCREW

XTN4+8FFJ

TAPPING SCREW

ASR118-972-W

TAPPING SCREW

XTN4+16AZW

TAPPING SCREW

XPB4+25CFJ

25

ASSESSMENT PLAN
Repairing a Rice Cooker

Direction: Put a check on the designated box if you perform the following
skills.

YES

The operation of a rice cooker was explained.

The parts of the rice cooker were identified

The function of its parts was explained.

Pre- testing procedure was performed in accordance


with the manufacturers instruction
System defects/ faults system were identified using
appropriate tools and equipment
Identified defect and faults were explained to the
responsible person.
Results of diagnosis and testing were documented

NO

Troubleshooting was performed in accordance with


the service manual.
Personal protective equipment were used in
accordance with Occupational Health and Safety
Policies.

Prepared by:

Date:

Checked by:

Date:

26

Observation Checklist
Students name:
Teachers name:
Assessment Center
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the student in Maintaining and repairing a rice cooker.
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
explain the operation of a rice cooker..

identify the parts of the rice cooker.

explain the function of the parts of a rice cooker.

perform the pre-testing procedure in accordance with


the manufacturers instruction.
identify the system defects/ faults system using
appropriate tools and equipment.
explain identified defects and faults to the responsible
person..
document results of diagnosis and testing.

If yes, tick the box

perform troubleshooting in accordance with the service


manual.
use Personal protective equipment in accordance with
Occupational Health and Safety Policies.
Did the students overall performance meet the
standard?

Yes

No

Feedback to student:
Teacher signature:

Date:

27

Observation and Questioning Checklist


Students name:
Teachers name:
Assessment Center
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the student in Maintaining and repairing a rice cooker
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the student completed each aspect of the
activity to the standard expected in the enterprise.
4. Ask the student a selection of the questions from the attached list to confirm
his/her underpinning knowledge
5. Place a tick in the box to show that the student answered the questions
correctly.
6. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can
Explain the operation of a rice cooker.

Identify the parts of a rice cooker.

Explain the function of the parts of rice cooker.

Perform the pre- testing procedure in accordance with


the manufacturers instruction.
Identify system defects/ faults using appropriate tools
and equipment.
Explain identified defect and faults to the responsible
person.
Document results of diagnosis and testing are
documented.

If yes, tick the box

Troubleshooting in accordance with the service


manual.
Use Personal Protective Equipment in accordance with
Occupational Health and Safety practices.
Did the students overall performance meet the
standard?

Yes

No

28

Demonstration
Students name:
Teachers name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials the trainee/student must be able to:

Materials and equipment:


Rice Cooker
Basic electronic hand tools
Multi tester
Service Manual
to show if evidence is
demonstrated

During the demonstration of skills, did the


student manifest that he/she can...

Explain the operation of a rice cooker.

Identify he parts of the rice cooker. .

Explain the function of its parts.

Perform pre- testing procedure in accordance


with the manufacturers instruction.
Identify system defects/ faults
using
appropriate tools and equipment.
Explain identified defect and faults to the
responsible person.
Document results of diagnosis and testing.

Perform troubleshooting in accordance with the


service manua..
Use
Personal
Protective
Equipment
in
accordance with Occupational Health and
Safety practices.
The students demonstration was:
Satisfactory

Yes

No

N/A

Not Satisfactory

29

Written report
Students name:
Teachers name:
Assessment Center
Competency
standards
Unit of
competency:
Task:
Your task is to:
Maintain and repair a rice cooker
Submission date:
Use the checklist below as a basis for judging whether the students
report meets the required competency standards.
The students report states that he/she can

Explain the operation of a rice cooker.

Identify the parts of the rice cooker.

Explain the function of its parts.

Perform pre- testing procedure in accordance with the


manufacturers instruction.
Identify system defects/ faults using appropriate tools
and equipment.
Explain identified defects and faults to the responsible
person.
Document results of diagnosis and testing.

If yes, tick the box

Perform troubleshooting in accordance with the service


manual.
Used Personal Protective Equipment in accordance
with Occupational Health and Safety practices.

Overall did the students report meet the standard?

Yes

No

Comments:

Students
signature:

Date:

Teachers
signature:

Date:

30

PERFORMANCE TEST
Learner's 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
Achieved

PERFORMANCE LEVELS

4 - Can perform this skill without supervision


and with initiative and adaptability to problem
situations.
3 - Can perform this skill satisfactorily without
assistance or supervision.
2 - Can perform this skill satisfactorily but
requires some assistance and/or supervision.
1 - Can perform parts of this skill satisfactorily,
but requires considerable assistance and/or
supervision.
Teacher will put his/her initial at the level achieved.

PERFORMANCE STANDARDS
For acceptable achievement, all items should receive a
"Yes" or "N/A" response.

The operation of a rice cooker is explained.

The parts of the rice cooker are identified.


The function of its parts is explained.
Pre- testing procedure is performed in accordance with the
manufacturers instruction.
System defects/ faults system are identified using
appropriate tools and equipment.
Identified defect and faults are explained to the responsible
person.
Results of diagnosis and testing are documented.

Yes

No

N/A

Troubleshooting is performed in accordance with the service


manual.
Personal protective equipment is used in accordance with
Occupational Health and Safety practices.

31

ACKNOWLEDGMENT
Copyright Department of Education 2008
First Published JUNE 2008
This module is based on the Competency-Based CurriculumContextual Learning Matrix (CBC-CLM) and finalized on the Instructional
Modules Finalization Development Workshop conducted at the Development
Academy of the Philippines, Tagaytay City on May 6 -10, 2008
This learning instrument was developed by the following personnel:
Technology Teachers:

Mr. Vic P. Diola Group Leader


Bauan Technical High School

Dr. Gilbert M. Castor


Don Alejandro Roses Sr. Science-Technology High School

Mr. Eddielou L. Dayao


Sanchez Mira School of Arts and Trade

Mr. Rufo G. Malla


E. Rodriguez Vocational High School

Mr. Sherwin P. Medrano


San. Pedro Relocation Center National High School

Mr. Remar C. Pinsoy


Baguio National School of Arts and Trade

Contextual Teacher:

Mrs. Daisy Carousel P. Cervantes


Don Alejandro Roses Sr. Science-Technology High School

Facilitators:

Dr. Edward dela Rosa


TEC-VOC Task Force

Dr. Corazon L. Echano


TEC-VOC Task Force

Encoders:

Mrs. Rosario D. Briones


Mr. Mhariel L. Echano
Mr. Jason O. Villena

32

Funding: Department of Education

ACKNOWLEDGMENT
Copyright Department of Education 2009
First Published JUNE 2008
This module is based on the Competency-Based CurriculumContextual Learning Matrix (CBC-CLM) refined during the Writeshop on the
Refinement and Enrichment of Competency-Based Curriculum and
Contextual Learning Matrix of ARTS abd TRADES Specializations at
Marikina Hotel, Marikina City on April 20 25, 2009.
This learning instrument was refined and enriched by the following
educators:
Technology Teachers:

Mr. Victorino P. Diola Group Leader


TVE Coordinator, Bauan Technical High School
Bauan, Batangas

Mr. Reynaldo C. Cunanan


Head Teacher VI, E. A. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila

Mrs. Gigi C. Corpuz


Teacher III, Malvar National High School
Malvar, Batangas

Mr. Ismael G. Gallardo


Teacher I, Community Vocational High School
Masipit, Calapan City, Oriental Mindoro

Mr. Rufo G. Malla


Teacher II, E. A. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila

Mr. George B. Fuazo


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

Contextual Teacher:
English

Mrs. Teresita P. Tanael


Teacher III, Gen. Mariano Alvarez Technical High School
GMA, Cavite

o Mrs. Charlie I. Soriano


Teacher I, Don Alejandro Roces Sr. Science-Technology HS

33

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:

Dr. Corazon L. Echano


TEC-VOC Task Force

Dr. Victorio N. Medrano


TEC-VOC Task Force

o Dr. Orlando E. Manuel


TEC-VOC Task Force

Encoders:
o Marisol E. Saldivar

Funding: Department of Education

34

Republic of the Philippines


Department of Education
PUBLIC TECHNICAL -VOCATIONAL
HIGH SCHOOLS

Unit of Competency:

Module No. 7

MAINTAIN AND REPAIR ELECTRONICALLY


CONTROLLED DOMESTIC APPLIANCES
MAINTAINING AND REPAIRING A RICE COOKER

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