Electronics Y2 PDF

Republic of the Philippines
Department of Education
PUBLIC TECHNICAL -VOCATIONAL
HIGH SCHOOLS
Unit of Competency: USE BASIC ELECTRONIC HAND TOOLS

Module No. 1
Module Title: USING BASIC ELECTRONIC HAND

TOOLS
TABLE OF CONTENTS
How to Use this Module ..........................................................................ii
Introduction .......................................................................................... iii
Technical Terms .................................................................................... iv
Learning Outcome 1: Identify Functional Basic Electronic
Hand Tools. ............................................................................................1
Learning Experiences/Activities ....................................................2
Activity Sheet 1.1 ........................................................................10
Activitiy Sheet 1.1 .......................................................................12
Activity Sheet 1.2 ........................................................................13
Activity Sheet 1.3 ........................................................................15
Self-Check Sheet 1.3 ...................................................................15
Learning Outcome 2: Use Appropriate Basic Electronic
Hand Tools Based on the Safety Requirements ............................16
Learning Experiences/Activities ..................................................17
Activity Sheet 2.1 ........................................................................18
Operation Sheet 2.1 ....................................................................19
Operation Sheet 2.2 ....................................................................20
Operation Sheet 2.3 ....................................................................21
Information Sheet 2.1 .................................................................22
Activity Sheet 2.2 ........................................................................27
Learning Outcome 3: Maintain Basic Electronic Hand Tools .................28
Learning Experiences/Activities ..................................................29
Activity Sheet 3.1 ........................................................................30
Operation Sheet 3.1 ....................................................................31
Teacher Check Sheet 3.1 .............................................................31
Assessment Plan ..................................................................................32
Observation and Questioning Checklist .......................................34
Demonstration ............................................................................35
Written Report ............................................................................36
Performance Test ..................................................................................37
Answer Keys .........................................................................................38
Acknowledgment ..................................................................................39
HOW TO USE THIS MODULE

Welcome to the Module Using Basic Electronic Hand Tools.
This module contains training materials and activities for you to
complete.
The unit of competency Use Basic Electronic Hand Tools
contains the knowledge, skills and desirable attitudes required for a
Consumer Electronic Servicing required to obtain the National Certificate
(NC) level II.
You are required to go through a series of learning activities in
order to complete each of the learning outcomes of the module. In each
learning outcome there are Information Sheets, Job Sheets,
Assignment Sheets, and Activity Sheets. Follow these activities on
your own and answer the Self-Check at the end of each learning activity.
If you have questions, dont hesitate to ask your facilitator for
assistance.
Recognition of Prior Learning (RPL)
You may already have some basic knowledge and skills covered in
this module because you have been working for sometime; or already
completed training in this area.
If you can demonstrate to your teacher in a particular skill, talk to
him/her about having them formally recognized so you dont have to do
the same training again. If you have a qualification or Certificate of
Competency from previous trainings, show it to him/her. If the skills you
acquired are consistent with and relevant to this module, they become
part of the evidence you can present for RPL. If you are not sure about
your competence skills, discuss this with your teacher.
After completing this module ask your teacher to assess your
competence. Result of your assessment will be recorded in your
competency profile. All the learning activities are designed for you to
complete at your own pace.
Inside this module you will find the activities for you to complete
and followed by relevant information sheets for each learning outcome.
Each learning outcome may have more than one learning activity.
This module is prepared to help you achieve the required
competency, in receiving and relaying information. This will be the
source of information that will enable you to acquire the knowledge and
skills in using basic electronic hand tools independently at your own
pace or with minimum supervision or help from your teacher.
ii
Program/Course
Unit of Competency
Module Title
CONSUMER ELECTRONIC
SERVICING NC II
USE BASIC ELECTRONIC HAND
TOOLS
Using Basic Electronics Hand Tools
INTRODUCTION
This module contains information and suggested learning activities
on Using Basic Electronic Hand Tools. It includes instructions and
procedure on how to use basic electronic hand tools.
This module consists of three (3) learning outcomes. Each learning
outcome contains learning activities supported by instruction sheets.
Before you perform the instructions, read the information sheets and
answer the self-check and activities provided to ascertain to yourself and
your instructor that you have acquired the knowledge necessary to
perform the skill portion of the particular learning outcome.
Upon completing this module, report to your instructor for
assessment to check your achievement of knowledge and skills
requirements of this module. If you pass the assessment, you will be
given a certificate of completion.
SUMMARY OF LEARNING OUTCOMES
Upon completion of the module, you should be able to:
LO1. identify functional basic electronics hand tools;
LO2. use appropriate basic electronics hand tools based on the safety
requirements; and
LO3. maintain basic electronics hand tools.
PREREQUISITE
None
iii
TECHNICAL TERMS
Active State. It is a condition of a semiconductor device that is
working.
Alternating Current. It is an electric current that is continually
varying in value and reversing its direction of
flow at regular interval.
Anode. It is a positive electrode of semiconductor device.
Biasing Current. It is a current supply needed by the semiconductor
in order to work properly.
Capacitance. It is a property that exits whenever two conductors are
separated by insulating material, permitting the storage
of electricity.
Capacitor. It is a component designed intentionally to have a definite
amount of capacitance.
Cathode. It is a negative electrode of semi-conductor devices.
Circuit. It is an arrangement of one or more complete paths of
electron flow.
Conductor. It is a wire, cable, or other body or medium that is
suitable for carrying electric current.
Couple. This is to connect two circuits so signals are transferred from
one to the other.
Current. It is the rate of transfer of electricity from one point to
another.
Cut-off State. It is a condition of a semiconductor device that is not
working.
DC Milli-Ammeter. It is an instrument that measures the amount of
direct current flow in a component or circuit.
Desoldering. It is a process of unsoldering unwanted parts or
components in the circuit with the support of soldering
tool.
Dielectric Material. It is a material that serves as insulator with poor
electric conductivity.
Direct Current. It is an electric current that flows in one direction.
iv
Discrete Components. They are separated components.

Junction. It is a hybrid of an electronic circuit enclosed in a single
package having an output that varies directly proportional
to the input.
Ohmmeter. It is an instrument that measures the amount of
resistance in certain component or circuits.
PCB. It is a Printed Circuit Board or (PCB) which is actually printed
wiring boards that have components inserted into the hole and
soldered to form its circuit connection.
Quiescent Point. It is the least amount of operating current of semi
conductor in order to work properly.
Resistance. It is the opposition that a component or material offers to
the flow current.
Resistor. It is a component designed intentionally to have a definite
amount of resistance.
Soldering. It is a process of joining two metals caused by heat
Soldering Technique. It is a right process in which the solder (lead) is
being applied in a connection or in the printed circuit board.
Splicing. It is defined as a joint that connect two lengths of conductor.
Voltage. It is the electrical pressure that exist between two points and
capable of producing a flow of current when a close circuit is
connected between the points.
Voltmeter. It is an instrument that measures the amount of
electromotive force in a component or circuit.
Program/Course
Unit of Competency
Module Title
CONSUMER ELECTRONIC
SERVICING NC II
USE HAND TOOLS
USING HAND TOOLS
Learning Outcome 1: Identify functional basic electronic hand tools.

ASSESSMENT CRITERIA
1. Basic electronic hand tools are identified according to their
applications.
2. Basic electronic hand tools are specified according to job
requirements.
3. Functions of electronic hand tools are identified and explained.
REFERENCES:
-
Buban, Peter andSchmitt, Marshall. Technical Electricity and

Electronics, New York: Mc Graw-Hill: 1972.
Grob, Bernard. Basic Electronics, 4th Edition; New York: Mc GrawHill Company: 1977
Grob, Bernard. Electronics Circuits and Application; McGraw-Hill
Company, USA: 1982
Markus, John. Electronics Dictionary, 4th Edition; New York:
McGraw-Hill Company: 1945
LEARNING EXPERIENCE/ACTIVITIES
Learning Outcome 1: Choose functional basic electronic hand tools
Learning Activities
Special Instruction
1. Read the Information Sheet 1.1
on identifying and classifying
the different hand tools used in
Consumer Electronics
Servicing.
2. Answer the Self-Check to
determine how much you have
learned.
Try to answer the Self-Check

without looking at the answer
key.
3. Compare your answers with the

answer key on the last page of
this module.
4. If you have missed some of the
questions, go over the
information sheet again.
5. If you have any question or if
you need clarification on the
information, ask the assistance
from your teacher or from your
classmate who has finished
this learning outcome (LO).
6. If you have answered all the
questions, you may proceed to
the next learning outcome (LO).
INFORMATION SHEET 1.1

Classification of Hand Tools
Basic Electronic Hand Tools
Driving of Tools
Screwdriver. It is a device specifically designed to insert and
tighten or to loosen and remove screws. A screwdriver comprises
a head or tip which engages with a screw, a mechanism to apply
torque by rotating the tip and some way to position and support
the screwdriver. A typical hand screwdriver comprises an
approximately cylindrical handle of a size and shape to be held
by a human hand and an axial shaft fixed to the handle, the tip
of which is shaped to fit a particular type of screw. The handle
and shaft allow the screwdriver to be positioned and supported
when rotated to apply torque.
Handle
Head or Tip
Flat Screwdriver. It is used to drive or fasten negative

slotted screws.
o Phillips Screwdriver. It is used to drive or fasten positive

slotted screws. It is a screwdriver that could take greater
torque and can provide tighter fastenings.
Hex (Allen Wrench). It is used to drive or fasten hexagonal screws. The

head has a hexagonal hole turned by an allen key. An Allen key is a
hexagonal shaped wrench bent in letter-L. The Allen key was invented by
an American, Gilbert F. Heublein,
Precision Screwdriver Set. It is a set of small screw drivers

composed of slotted and Philips screwdrivers.
Soldering Tools
Soldering Iron. It is a device used for applying heat to melt
solder in attaching two metal parts. A soldering iron is
composed of a heated metal tip and an insulated handle.
Heating is often achieved electrically, by passing a current,
supplied through an electrical cord, through a heating element.
For electrical work, wires are usually soldered to printed circuit
boards, other wires, or small terminals. A low-power iron (1530 Watts) is suitable for this work.
Some soldering irons have interchangeable tips for

different types of work. Fine round or chisel tips are typically
used for electronics work. A new tip needs to be coated, heated,
and then covered with solder before its first use. This procedure
is called "tinning". The tinning forms a liquid layer which
facilitates the transfer of heat to the work piece. A dirty tip does
not transfer heat well. The tip needs to be kept coated with a
shiny layer of solder by occasional wiping and applying solder
directly to the tip.
- Soldering Tool Stand. It is a place of the soldering iron to keep
them away from flammable materials. The stand often also
comes with a sponge and flux pot for cleaning the tip.
- Desoldering tool. It is used for the removal of solder and

components from a circuit when troubleshooting, repair
purposes and to save components. Electronic components are
often mounted on a circuit board and it is usually desirable to
avoid damaging the circuit board, surrounding components,
and the component being removed.
Splicing Tools
Long Nose. It is used for holding, bending and stretching the
lead of electronic component or connecting wire.
Side Cutter. It is a wire-cutting plier, though they are not used

to grab or turn anything, but are used to cut wire.
Wire Stripper. It is a pair of opposing blades much like scissors or

wire cutters. The addition of a center notch makes it easier to cut
the insulation without cutting the wire. This type of wire stripper is
used by rotating it around the insulation while applying pressure in
order to make a cut around the insulation. Since the insulation is
not bonded with the wire, it will be pulled easily at the end.
Notch
Boring Tools
12 Volt Mini-Drill. It is used to bore or drill holes in the printed
circuit board (pcb).
Portable Electric Drill. It is used for boring hole/s in the

plastic chassis or metal chassis with the used of drill bits.
Metal File. It is a hand tool used to shape metals by grinding. A file

series of sharp, parallel ridges or teeth. Most files have a
narrow, pointed tang at one end to which a handle can be
fitted.
Flat Files. They are parallel in width and tapered in
thickness. They are used for flat surfaces and edges.
Half Round Files. They are
tapers in width and
thickness, coming to a point, and are narrower than a
standard half round which are used for filing inside of
rings.
Round Files. They are also called rat-tail files gradually
tapered and are used for many tasks that require a round
tool, such as enlarging round holes or cutting a scalloped
edge.
Narrow
Pointed
Tang
Round File
Flat File
Half Round
File
Cutting Tools
Utility Knife. It is a common tool used in cutting various trades
and crafts for a variety of purposes.
Hacksaws. They are saws for cutting metal. Some of them have
pistol grips which keep the hacksaw firm and easy to grip. The
small hand-held hacksaws are consist of a metal arch with a
handle that fits around a narrow, rigid blade. The blade has
many small saw teeth along one side. It can either be attached
such that the teeth face away from the handle, resulting in
sawing action by pushing, or be attached such that the teeth
face toward the handle, resulting in sawing action by pulling. On
the push stroke, the arch will bend a little, releasing the tension
on the blade. The blade is normally quite brittle; so extra care is
needed to be taken to prevent brittle fracture of the blade.
Pistol Grip
Blade
Handle
Auxiliary Tools
Ball-peen Hammer It is a type of hammer used in metalworking.
The ball-peen hammer remains useful for many tasks such as
tapping punches and chisels. The original function of the hammer
was to "peen" riveted or welded material so that it will exhibit the
same elastic behavior as the surrounding material. Specifically,
striking the metal imparts a stress at the point of impact which
results in strain-hardening of that area. Strain hardening raises the
elastic limit of a material into the plastic range without affecting its
ultimate strength. A strain-hardened material will not deform under
the same low stresses as a non-hardened material. Most metals can
be "worked" by such methods until they lose all of their ductile
characteristics and become strong but brittle.
Magnifying Glass It is a convex lens which is used to produce a

magnified image of an object. The lens is usually mounted in a
frame with a handle (see image). Roger Bacon is the original
inventor of the magnifying glass. A magnifying glass works by
creating a magnified virtual image of an object behind the lens.
The distance between the lens and the object must be shorter
than the focal length of the lens for this to occur. Otherwise, the
image appears smaller and inverted, and can be used to project
images onto surfaces. The framed lens may be mounted on a
stand, keeping the lens at the right distance from the table, and
therefore at the right distance from the object on the table. The
latter applies if the object is small and also if the height is
adjustable. Some magnifying glasses are foldable with built-in
light
10
Magnifying Glass
-
Paint Brush. It is made of bristles set in handle used for

cleaning dirty parts of a circuit or an object.
11
ACTIVITY SHEET 1.1

Classification of Basic Electronic Hand Tools
Instruction :
1. Without looking at the Information Sheet 1-1, answer the written
test on Self-Check 1.1.
2. After finishing your test, you can compare your answers with the
Answer Key 1.1.
3. You must get a score of 7 - 9 to have the rating of Very Good and
pass the Self-Check based on the Assessment Criteria 1.2.
.
SELF-CHECK SHEET 1.1
Direction: On a separate piece of paper, classify the different kinds of

hand tools according to their specifications in a Consumer Electronic
Servicing.
1. Desoldering Tools
2. Wire Stripper
3. Diagonal Cutting pliers
4. Long Nose Pliers
5. Mini Drill
6. Magnifying Glass
7. Soldering Stand
8. Flat Screw Driver
9. Soldering Iron
10. Portable Electric Drill
Assessment Criteria 1.1

Score
Descriptive Grade
10
Excellent
7-9
Very good
Good
3-5
Fair
2-0
Poor
12
ACTIVITY SHEET 1.2

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

Direction: Match the different hand tools with their actual pictures.
Write the letter on a separate sheet.
1.
2.
3.
4.
5.
Desoldering Sucker
For soldering metal
Soldering Stand
Long Nose Pliers
For drilling small hole
6. Portable Electric Drill

7. For cutting metal
8. For cutting wires
9. Wire Splicer
10. Magnifying Glass
13

Score
Descriptive Grade
10
Excellent
7-9
Very good
Good
3-5
Fair
2-0
Poor
14
ACTIVITY SHEET 1.3

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

Score
Descriptive Grade
Excellent
Very good
Good
1-2
Fair
Poor
15
Program/Course
Unit of Competency
Module Title
CONSUMER ELECTRONIC SERVICING

NCII
TOOLS
USING BASIC ELECTRONIC HAND
TOOLS
Learning Outcome 2: Use appropriate basic electronics hand tools

based on safety requirements.
ASSESSMENT CRITERIA
1. Electronics tools are chosen in accordance with job requirements.
2. Electronics tools are used in accordance with the manufacturers
manual.
3. Safety procedures in using electronic hand tools are practiced.
REFERENCES
-
Buban, Peter andSchmitt, Marshall. Technical Electricity And

Electronics, New York: Mc Graw-Hill :1972.
Company, USA: 1982
16
LEARNING EXPERIENCE / ACTIVITIES

Learning Outcome 2: Use appropriate electronic hand tools based on
the safety requirements
Learning Activities
Special Instructions
1. Read procedures on the
operation sheets of hand tools.
Activity Sheets 2.1.
Perform the activity with

2. Do the Operation Sheets 2.1,
the supervision of the
2.2, and 2.3.
your teacher
a. File
b. Hacksaw
c. Soldering Iron
3. Refer to the Assessment Criteria
2.1, 2.2, and 2.3.
on safety requirements with the
use of personal protective
equipment.
5. Answer the self-check to
learned.
Try to answer the self-check

without looking at the answer
key.
6. Compare your answer with the

answer key on the last pages of
this module.
7. If you have missed some of the
questions, go over the
information sheet again.
8. If you have any questions or you
need clarification on the
information, ask assistance
from your teacher or from your
classmate who have finished
this learning outcome (LO).
questions and finished all the
laboratory activities, you may
proceed to the next learning
outcome (LO).
17
ACTIVITY SHEET 2.1

Use of Appropriate Electronic Hand Tools based on safety
requirements
Instruction :
1. Do the following operation sheet:
a. Flat File - Operation Sheet 2.1
b. Hacksaw Operation Sheet 2.2
c. Soldering Tools - Operation Sheet 2.3
2. You must get a score of 7 - 9 to have the rating of Very Good and
pass the Teacher-Check 2-1 based on the Assessment Criteria 2.1.
18
OPERATION SHEET 2.1

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

Direction: The teacher will prepare an actual laboratory activity
regarding filling a flat metal bar.
Item
no.
A
B
C
Flat File
Filling A Metal Bar

70 75 80 85 90 95 100
Score
Proper use of tool - 50%

Quality of work - 40%
Speed 10%
Grade

Score
Descriptive Grade
96-100
Excellent
86-95
Very good
81-85
Good
75-80
Fair
70-74
Poor
19
OPERATION SHEET 2.2

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

Direction: The teacher will prepare an actual laboratory activity on
cutting a metal bar.
Item
no.
A
B
C
Cutting A Metal Bar

Hacksaw
70 75 80 85 90 95 100
Score

Speed 10%
Grade

Score
Descriptive Grade
96-100
Excellent
86-95
Very good
81-85
Good
75-80
Fair
70-74
Poor
20
OPERATION SHEET 2.3

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

Requirements
Direction: The teacher will prepare an actual laboratory activity
regarding soldering techniques.
Item
no.
A
B
C
Cutting A Metal Bar

Soldering Tool
70 75 80 85 90 95 100
Score

Speed 10%
Grade

Score
Descriptive Grade
96-100
Excellent
86-95
Very good
81-85
Good
75-80
Fair
70-74
Poor
21

Safety Requirements with the Use of Personal Protective Equipment
Hand Tool Design, Selection, and Setup
1. Weight. Use the lightest weight tool possible to avoid injury.
Excessively heavy tools should be equipped with the use of
mechanical support and attached hoses should be supported.
Support and equip tools with the use of mechanical support so
you don't need to hold them continuously while working. If a
mechanical support cannot be provided, the workstation should be
designed so you can put the tool down or rest in a holster when it is
not in use.
2. Balance. Additional force is required to use a badly balanced tool. The

tool's center of gravity should be close to the body, to the handles, and
in line with the center of the hands holding the tool. Also, the weight
of an unsupported hose can unbalance a tool.
22
3. Torque Control. High torque requires a lot of force to keep the tool
from rotating out of your hand. Torque settings should be set to the
minimum required by job specifications, especially for in-line and
pistol-shaped tools.
4. Grip. Tool handles should allow stable and efficient grip. The handle
should be cylindrical or oval in shape, with a diameter of between 1.25
and 1.75 inches. Tool handles should contact as much of the hand
and fingers as possible. Grips should be made of non-slip
compressible and non-conductive material. However, if the task
requires fine manipulations, a small handle and a precision grip are
preferred. Handles should not press on the base of the palm. Use tools
with long handles or handles which are large and rounded enough to
distribute the force over a large area of the palm. Avoid form-fitting
handles (handles with finger grooves), since they may not fit the hand
size of every user. Handles should be kept clean of slippery grease, oil,
or sweat.
5. Span. For two-handled manual tools, like scissors, the open span
should be about 4 inches and the closed span should be about 1.5
inches.
23
6. Spring-loaded handles. A spring-loaded mechanism saves muscular

effort and reduces mechanical stress on the backs and sides of fingers
for such tools as scissors, pliers, and other manual cutting and
gripping tools which have to be opened and closed repeatedly during
use.
7. Choose the right tool shape. Pistol-shaped tools should be used on a

vertical surface or on a horizontal surface below waist height. Bend
the tool, not the wrist.
8. Avoid bending over your work.
9. Avoid overhead work. Use a ladder to reduce the need for outstretched
arms.
24
10.
Keep the elbows close to the body.
11.
Tilt the work surface instead of the wrist.
12. Stand with your weight evenly distributed between feet.

When standing for long periods of time, rest one foot on a sturdy
.
25
13. Sit up straight so the chair offers good back support. Adjust the
chair back so that it will support the natural curve of the lower back.
Adjust the seat height to allow thighs to be in parallel to the floor.
26
ACTIVITY SHEET 2.2

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

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

Score Descriptive Grade
5
Excellent
Very good
Good
1-2
Fair
Poor
27
Program/Course
Unit of Competency
Module Title
CONSUMER ELECTRONIC
SERVICING NCII
TOOLS
USING BASIC ELECTRONIC HAND
TOOLS
Learning Outcome 3: Maintain basic electronic hand tools

ASSESSMENT CRITERIA
1. Routine maintenance of electronic hand tools is practiced.
2. Electronic hand tools are kept safely in a designated location.
REFERENCES
-
Buban, Peter andSchmitt, Marshall. Technical Electricity And

Electronics, New York: Mc Graw-Hill 1972.
Company, USA: 1982
28
LEARNING EXPERIENCE / ACTIVITIES

Learning Outcome 3: Maintain basic electronic hand tools
Learning Activities
Special Instruction
1. Read the procedure on the
Operational Sheets of hand
tools in Activity Sheets 3.1.
2. Do the Operational Sheet 3.1
on maintaining and storing of
hand tools.
Perform the activity with the

observation of the teacher.
3. Refer to the Assessment criteria

3.1.
4. If you have finished all the
laboratory activities, you may
proceed to the next module.
29
ACTIVITY SHEET 3.1

Maintaining and Storing of Basic Electronic Hand Tools
Instruction :
1. Follow your teacher on how to maintain and store the basic
electronic hand tools properly. The students will be grouped into
five (5) and to be tested in the procedure in maintaining and
storing basic electronic hand tools.
2. After finishing each laboratory activity, your teacher will rate
you.
3. You must at least get a score of 7-9 to have a rating of Very
Good, for this laboratory activity. An assessment criteria will
guide your teacher.
30
OPERATION SHEET 3.1

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

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

Score
Descriptive Grade
10
Excellence
9-7
Very good
6-4
Good
3-1
Fair
Poor
31
ASSESSMENT PLAN
Use Basic Electronic Hand Tools
Title of Module
Using Basic Electronics Hand Tools
Questioning
The evidence must show that the student can
Observation
Ways in which evidence will be collected:

[tick the column]
Written
Unit of competency:
Portfolio
Consumer Electronic Servicing NC II
Third party Report
Competency standard:
Demonstration
Evidence Checklist
identify the basic electronic hand tools in

accordance with their applications.
Specify electronic hand tools according
to job requirements.
Identify functions of electronic hand tools.
choose electronic hand tools in
accordance with the job requirements.
use electronic hand tools in accordance
with the manufacturers manual.
practice safety procedures in using
electronic hand tools.
report defective electronic hand tools to
appropriate personnel.
practice routine maintenance of electronic
hand tools according to manufacturers
standard operating procedures, principles
and techniques.
keep safely electronic hand tools in a
designated location per manufacturers
specifications or standard operating
procedure.
Prepared
by:
Checked
by:
Date:
Date:
32
Observation Checklist
Candidates name:
Assessors name:
Assessment
Center:
Competency
standards:
Unit of
competency:
Instructions for the assessor:
1. Observe the candidate Using hand tools
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the candidate completed each aspect of
the activity to the standard expected in the enterprise.
4. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can
If yes, tick the box
identify electronic hand tools according to their

applications.
specify electronic hand tools according to job

requirements.
use electronic hand tools

manufacturers manual.
choose electronics tools in accordance with the job

requirements.
practice safety procedures in using electronic

hand tools.
in accordance with
practice routine maintenance of tools according to

manufacturers standard operating procedures,
principles and technology.
Did the candidates overall performance meet the
standard?
Yes
No
Feedback to candidate:
Assessor signature:
Date:
33
Observation and Questioning Checklist

Candidates name:
Assessors name:
Assessment Center
Competency
standards
Unit of
competency:
Instructions for the assessor:
1. Observe the candidate use/identify functional hand tools.
3. Place a tick in the box to show that the candidate completed each aspect of
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.
Date of observation
activity
activity
The student can..
identify electronics
applications.
specify electronic hand tools according to the job

requirements.
identify the functions of basic electronics hand
tools.
hand tools according to their
use basic electronic hand tools in accordance with

the manufacturers manual.
choose electronic hand tools in accordance with the
job requirements.
practice safety procedure in using electronic hand
tools
practice routine maintenance electronic hand tools
according to the manufacturers standard operating
procedure, principles and technology.
Did the candidates overall performance meet the

standard?
Yes
No
34
Demonstration
Candidates name:
Assessors name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials you must be able to : Use appropriate electronic
hand tools to a given task or application.
Various electronics hand tools
Set of screw drivers

Set of pliers
Puncher
Files
Hacksaw
Soldering iron
Desoldering tool
Ball hammer
Wrenches
Wire stripper
to show if evidence is
demonstrated
During the demonstration of skills, did the student

able to...
choose electronic hand tools in accordance with
manufacturers manual?
practice safety procedures in using
electronics hand tools?
use electronic hand tools according to the job
Requirements?
practice safety procedure in using basic
electronic hand tools?
identify electronic hand tools according to the job
requirements
practice routine maintenance of electronic hand tools
to the manufacturers standard operating procedure?
The candidates demonstration was:
Satisfactory
Yes
No
N/A
Not Satisfactory
35
Written Report
Candidates name:
Assessors name:
Assessment Center
Competency
standards
Unit of
competency:
Task:
Your task is to:
Maintain hand tool
Submission date:
Use the checklist below as a basis for judging whether the candidates
report meets the required competency standards.
The candidates report can.
practice routine maintenance of tools.
operate procedures, principles and technologies
keep tools safely in a designated location based
on manufacturers specification
Overall did the candidates report meet the
Yes
No
standard?
Comments:
Candidates
signature:
Assessors
signature:
Date:
Date:
36
PERFORMANCE TEST
Learner's Name
Competency:
Directions:
Ask your teacher to
assess your
performance in the
following critical task
and performance
criteria below
You will be rated based
on the overall
evaluation on the right
side.
Date
Test Attempt
1st
2nd
3rd
OVERALL EVALUATION
Level
PERFORMANCE LEVELS
Achieved
4 - Can perform this skill without
supervision and with initiative and
adaptability to problem situations.
3 - Can perform this skill satisfactorily
without assistance or supervision.
2 - Can perform this skill satisfactorily
but requires some assistance and/or
supervision.
1 - Can perform parts of this skill
satisfactorily, but requires
considerable assistance and/or
supervision.
The teacher will initial the level achieved.
PERFORMANCE STANDARDS
For acceptable achievement, all items should
receive a "Yes" or "N/A" response.
Work station for the use of electronic hand tools were
cleaned in line with the manufacturers standards.
Necessary electronic hand tools and Personal Protective
Equipment were prepared in accordance with their
application or use.
Service manuals and information about electronics
hand tools were acquired.
Electronics hand tools are used in accordance with the
Routine maintenance of electronics hand tools is
practiced.
Tools are kept safely in a designated location per
manufacturers specification.
Yes
No
N/A
37
ANSWER KEYS
Answer Key of Self-Check 1.1
1 Soldering Tool
2. Splicing Tool
3. Splicing Tool
4. Splicing Tool
5. Boring Tool
6. Auxiliary Tool
7. Soldering Tool
8. Splicing Tool
9. Soldering Tool
10. Boring Tools

1.
2.
3.
4.
5.
b
e
c
i
f
6.
7.
8.
9.
10.
a
h
k
d or j
l

1. It is suitable for electronic work because if we exceed its maximum
temperature, it can cause the printed circuit board to break or for
an electronic component to damage.
2. It is best because it is flexible to use in observing all sides of the
circuit and you are guided by the bright light.
3. It is best to use the right size of the Philips screw driver because
this will prevent the screw to loosen its thread.
4. It is best to use the right size of the drill bit in boring a hole
because undersize drilled hole will be drilled again (This will
prolong the work activity) while too much size of the drilled hole
will cause a wastage of the material.
5. Soldering stand keeps the soldering iron from flammable materials
and sometime we accidentally touch it by our skin and results to
an injury.
1)
2)
3)
4)
5)
Avoid bending over your work

Use a ladder to reduce the need for outstretched arms
Sit up straight so the chair offers good back support.
Stand with weight evenly distributed between feet
Torque settings should be set to the minimum level as
required by the job specifications
38
ACKNOWLEDGMENT
Copyright Department of Education 2008
First Published JUNE 2008
This module is based on the Competency-Based CurriculumContextual Learning Matrix (CBC-CLM) and finalized on the Instructional
Modules Finalization Development Workshop conducted at
the
Development Academy of the Philippines, Tagaytay City on May 6 -10,
2008
This learning instrument was developed by the following personnel:
Technology Teachers:
Mr. Vic P. Diola Group Leader

Bauan Technical High School
Dr. Gilbert M. Castor

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

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

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

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

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

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

TEC-VOC Task Force
Encoders:
Mrs. Rosario D. Briones

Mr. Mhariel L. Echano
39
Mr. Jason O. Villena
Funding: Department of Education
ACKNOWLEDGMENT
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:
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
Mr. George B. Fuazo

Teacher II, Gen. Mariano Alvarez Technical High School
GMA, Cavite
40
ACKNOWLEDGMENT
the
2008


Mr. Rufo G. Malla


Mr. Remar C. Pinsoy

Contextual Teacher:
Facilitators:
TEC-VOC Task Force

TEC-VOC Task Force
Encoders:
41
ACKNOWLEDGMENT
educators:

Bauan, Batangas

Mrs. Gigi C. Corpuz

Malvar, Batangas

Mr. Rufo G. Malla

Mr. George B. Fuazo

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
42
Mathematics
o Mrs. Analiza Rosa P. Librada
Teacher I,-Mathematics Coordinator, San Pedro Relocation
Center Natl. HS
San Pedro, Laguna
Science
o Mrs. Gemma G. Vallarta
Teacher III Science Coordinator, San Pedro Relocation
Center Natl. HS
San Pedro, Laguna
Mrs. Lenalyn Manzano
Teacher I, E A. Rodriguez Vocational High School
Facilitators:

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
Contextual Teacher:
English

GMA, Cavite
Quezon City
Mathematics
Center Natl. HS
43
San Pedro, Laguna
Science
Center Natl. HS
San Pedro, Laguna
Facilitators:

TEC-VOC Task Force

TEC-VOC Task Force

TEC-VOC Task Force
Encoders:
44

HIGH SCHOOLS
Unit of Competency: PERFORMING MENSURATION AND

CALCULATION
Module No. 2
Module Title: PERFORMING MENSURATION AND

CALCULATION
TABLE OF CONTENTS
Page
How to Use this Module ..........................................................................3
Introduction ...........................................................................................4
Technical Terms .....................................................................................5
Learning Outcome 1: Select Measuring Instruments ...............................6
Learning Experience.7
Information Sheet 1.1 ...................................................................8
Self-Check 1.1 ............................................................................14
Learning Outcome 2: Carry out Measurement and Calculation .............17
Learning Experience .18
Job Sheet 2.1 ..............................................................................21
Performance Test 2.1 ..................................................................26
o Observation Checklist 2.1 ..................................................30
o Questioning Checklist 2.1 ..................................................31
Learning Outcomes 3 Maintain Measuring Instruments ........................32
Learning Experience .33
Self Check 3.1 .............................................................................36
Assessment Plan ..................................................................................38
Answer Keys .........................................................................................39
Acknowledgment .................................................................................41

Welcome to the Module Performing Mensuration and Calculation.
This module contains training materials and activities for you to
complete.
The unit of competency Perform Mensuration and Calculation
contains the knowledge, skills and attitudes required for Consumer
Electronic Servicing required to obtain the National Certificate (NC)
level II.
You are required to go through a series of learning activities in order
to complete each of the learning outcomes of the module. In each
learning outcome there are Information Sheets and Activity Sheets. Do
these activities on your own and answer the Self-Check at the end of
each learning activity.
If you have questions, dont hesitate to ask your teacher for
assistance.
You have already some basic knowledge and skills covered in this
module because you have been working for some time; as you have
already completed training in this area.
If you can demonstrate competence to your teacher in a particular
skill, talk to your teacher so you dont have to undergo the same training
again. If you have a qualification or Certificate of Competency from
previous trainings show it to him/her. If the skills you acquired are
consistent with and relevant to this module, they become part of the
evidence. You can present these for RPL. If you are not sure about your
competence skills, discuss this with your teacher.
After completing this module, ask your teacher to assess your
competence. Result of your assessment will be recorded in your
competency profile. All the learning activities are designed for you to
complete at your own pace.
In this module, you will find the activities for you to complete and
relevant information sheets for each learning outcome. Each learning
outcome may have more than one learning activity.
This module is prepared to help you achieve the required competency,
in receiving and relaying information.
This will be the source of
information that will enable you to acquire the knowledge and skills in
Performing Mensuration and Calculation independently at your own pace
with minimum supervision from your teacher.
3
Program/Course
Unit of Competency
Module Title
CONSUMER ELECTRONIC SERVICING NC II

PERFORM MENSURATION AND CALCULATION
PERFORMING MENSURATION AND CALCULATION
INTRODUCTION:
This module contains information and suggested learning activities in
Performing Mensuration and Calculation. It covers the knowledge, skills
and attitudes required to perform mensuration and calculation in
electronics.
This module consists of three (3) learning outcomes. Each learning
outcome contains learning activities supported by instructional sheets.
Before you perform the instructions, read the information sheets and
answer the self-check and activities provided to ascertain to yourself and
your teacher that you have acquired the knowledge necessary to perform
the skill portion of the particular learning outcome.
Upon completing this module, report to your teacher for assessment
to check your achievement of the knowledge and skills required in this
module. If you pass the assessment, you will be given a certificate of
completion.
SUMMARY OF LEARNING OUTCOMES:
LO1. select measuring instruments;

LO2. carry out measurements and calculation; and
LO3. maintain measuring instruments.
TECHNICAL TERMS
AC/DC. It is an equipment that operates on either an AC or DC power source.
Alternating Current. It is an Electric current that rises to a maximum in one
direction which falls back to zero and then rises to a maximum in the opposite
direction
Ampere . It is a unit of electrical current.
Circuit. It is a system of conductors and devices in which current can exist.
Current. It is a result of electrons in motion.
Diode. It is a two terminal device that conduct current more easily in only one
direction.
Direct Current. It is a type of current that the movement of electrons is in one
direction.
EMF. It is electromotive force.
Kilo. It is a prefix with a mathematical equivalent of one thousand times.
Load Resistance. It is the basic part electric circuit where power is dissipated
in the form of heat.
Mega. It is a prefix with mathematical equivalent of one million times.
Micro. It is a prefix with a mathematical equivalent of one millionth part.
Milli. It is a prefix with a mathematical equivalent of one thousandth part.
Ohm. It is a unit of electrical resistance.
Power. It is the rate of doing work or the rate at which energy is used.
Resistance. It is the property of a material that opposes the movement of
electrons.
Transformer. It is an inductor with two or more windings
Volt. It is the unit of an electrical pressure.
Voltage. It is an electrical pressure that moves the electrons in wire.
Voltage Drop. It is the voltage across a component caused by the resistance
and the current through.
Watt. It is the unit of an electric power.
Program/Course
Unit of Competency
Module
CONSUMER ELECTRONIC MECHANIC NCII

PERFORMING MENSURATION AND
CALCULATION
Learning Outcome 1: Select measuring instruments.
Assessment Criteria:
1. Uses of measuring tools are explained.
2. The scale of measuring instrument is interpreted.
3. Measuring instruments are specified per job requirements.
Learning Outcome 1: Select measuring instruments.
Learning Activities
1.
Read the Information Sheet

No. 1.1 on identifying the
different measuring tools and
instruments.
2. Do the Self-Check 1.1 to
check your knowledge on
the different measuring
tools and instruments.
3. Compare your answers with
the Answer Key.
4. If you were not able to
answer all the questions
correctly, go over again the
Information Sheet.
5. If you have now perfected
answering the Self-Check
1.1, you can proceed to the
next learning outcome.
You can ask assistance from your

teacher to show you and explain
further the topic you dont
understands well.
without looking at the Information
Sheet.

Identifying the different measuring tools and instruments
COMMONLY USED MEASURING TOOLS AND INSTRUMENTS
The following are the most commonly used measuring instruments in
consumer electronic servicing.
Component
Function of Each Component

A steel rule is used in geometry, technical
drawing and engineering/
building to measure distances and/or to rule
straight lines.
Analog multimeters are sometimes referred
to as "volt-ohm-meters", abbreviated as VOM
and it is an electronic measuring instrument
that combines several functions in one unit.
They are traditionally harder to be used
because you must select the type and range of
voltage you are testing. Find proper scale on
the meter face and the estimate the voltage as
the needle swings into action.
Digital multimeters are usually referred to as

"digital-multi-meters" abbreviated as DMM.
This displays the voltage in clear numerals and
with a greater precision than most analog
meters.
READING THE SCALE OF LINEAR MEASURING INSTRUMENTS

There are two systems of linear measurement used in electronic
drawings. They are the English and Metric. The English system uses
inches while the Metric system uses millimeter and centimeter.
In the English system, an inch is graduated in 16th, 8th, 4th, and
2nd. There are 16/16, 8/8, 4/4, 2/2 in 1 inch. There are 12 inches in 1
foot.
In the Metric system, the centimeter is graduated in millimeter.
There are 10 millimeters in 1 centimeter. There are 100 centimeters in 1
meter.
8
How to read the Linear Measurements in the English System
The first graduation is 1/16; the second is 1/8; the third is 3/16; next
graduation is followed by 5/16, 3/8, 7/16, 1/2, 9/16, 5/8, 11/16,
3/4, 13/16, 7/8, 15/16, and 1 inch. After 1 inch, the graduation is
written as 1 and 1/16, 1 and 5/8, and etc.
How to read the Linear Measurements in the Metric System
The first graduation is 1 millimeter or 1mm. For every graduation,

the equivalent is 1 millimeter. After 1 centimeter or 1cm., it is written as
1.2 cm., 1.8cm., and etc. In terms of meter, 1 meter and 10 centimeters
is written as 1.10m.
READING THE SCALE OF VOM
Ohmmeter Ranges
x1 ohm
x10 ohms
x1k ohms
x10k ohms
x100k ohms
Minor divisions and their

equivalents
Minor
Equivalent
Divisions
0-2
0.2
2-10
0.5
10-20
1
20-50
2
50-100
5
100-500
20
How to read the scale

The needle of the meter points at ten. If the range is set to x1 ohm,
multiply 10 by 1 which is equivalent to 10 ohms. If the reading is 10, the
equivalent of one minor division from 10 - 20 is 1. So, 10x1 = 10 ohms.
AC Voltage Scale
RANGE
10
50
250
1000
MAJOR
MINOR
DIVISION DIVISION
2
0.2
10
1
50
5
200
20
ACV SCALE
Figure 2. ACVoltage Scale

How to read the measured voltage
After selecting the desired range which is 250 and connecting the
two test prods to the AC outlet, the pointer stops at point in the ACV
scale. Read it from left to right. For example, it stopped at 43, multiply it
by the equivalent which is 5. The ACV measurement is 215 volts AC.
Example:
43 x 5 = 215 volts
Where: 43 is the point to which the pointer stopped and 5 is the
equivalent of each minor division.
10
DC Voltage Scale
DCV SCALE
RANGE
0.1
0.25
2.5
10
50
250
1000
MAJOR
MINOR
DIVISION DIVISION
0.02
0.002
0.05
0.005
0.5
0.05
2
0.2
10
1
50
5
200
20
DCV Scale
How to read the measured voltage
After selecting the desired range and connecting the two test prods
to the designated test points, the pointer stops at a point in the scale. If
the pointer stops at minor division 15 and the range used is x50,
multiply 15 by 1, so the reading is 15 volts DC.
Example:
15 x 1 = 15 volts
Where 15 is the minor division to which the pointer stopped at 1 is the
equivalent of one minor division if the range is 50V DC.
11
DC mA Voltage Scale
DC mA SCALE
RANGE
MAJOR
MINOR
DIVISION DIVISION
50 uA
10
1
2.5 mA
.5
.05
25 mA
5
0.5
0.25 A
0.05
.005
Figure 4. DC mA Scale
How to read the DC mA scale
After selecting the desired range and connecting the two test prods
to the designated test point, the pointer stops at a point in the scale. If
the pointer stopped at minor division 6 and the range used is 2.5,
multiply 6 by .05 so the reading is .3 mA.
Example:
6 x .05 = 0.3 mA
Where: 6 is the minor division to which the pointer stopped .05 is the
equivalent of one minor division using 2.5 range.
SPECIFYING THE MEASURING TOOLS AND INSTRUMENTS

TOOLS
TYPE
RULER
Wood
Plastic
Steel
LENGTH/
DIAMETER
12
24
36
MANUFACTURER
PHILIPPINES
CHINA
JAPAN & USA
12
General Specification (VOM)

Items
Drop shock proof
Circuit protection
Internal battery
Internal fuse
Standard calibration
temp. and humidity
range
Operating temperature
and humidity range
Withstand voltage
Dimensions and weight
Accessories
Measurement Range and
Accuracy
Specification
Taut-band structure is adopted in the meter
section. The meter section is designed to
withstand shock.
The circuit if protected by fuse even when
voltage of a to AC 230V is impressed on each
range for 5 seconds.
R6 (IEC) or UM-3 1.5V x2
0.5A/250V 5.2 mm diaX20mm
232C 45~75% RH
0~40C, 80% RH max., no condensation
3k V AC (1 min.) between input terminal and
case
159.5X129X41.5mm/approx.320g
One copy of instruction manual, Hand strap
Function, full scale value and accuracy
13
SELF-CHECK 1.1
Measuring Tool
General Direction: Write your answers on another sheet of paper. Do
not write anything in this module
I. Indicate the scale value that corresponds to the given number.
a. Read the graduated scale of a ruler using the illustrated questions
below.
b. Read the marked minor divisions in the ohmmeter scale and compute
the resistance using the indicated range in each number.
The Ohmmeter Scale

1.
2.
3.
4.
5.
x1
x10
x1k
x10k
x1
6. x10
7. x1k
8. x10k
9. x10
10. x1k
14
c. Read the marked minor division in the ACV scale and compute the
ACV reading using the indicated range in each number.
ACV Scale
1.
2.
3.
4.
5.
10V AC
50V AC
250V AC
1000V AC
10V AC
6. 50V AC
7. 250V AC
8. 1000V AC
9. 50V AC
10. 250V AC
d. Read the marked division in the DCV scale and compute the reading
using the indicated range.
DCV Scale
1.
2.
3.
4.
5.
0.1V DC
0.25V DC
2.5V DC
10V DC
50V DC
6. 250V DC
7. 1000V DC
8. 2.5V DC
9. 10V DC
10. 50V DC
15
e. Read the marked division in the DCV Scale and compute the reading
using the indicated range.
DC mA Scale
1.
2.
3.
4.
5.
50 uA
2.5 mA
25 mA
0.25 A
50 uA
6. 2.5 mA
7. 25 mA
8. 0.25 A
9. 25 mA
10. 2.5 mA
III. How do you specify a (VOM) Multi-tester?

Items
Specification
16
Program/Course
Unit of Competency
Module Title

PERFORMING MENSURATION AND
CALCULATION
Learning Outcome 2:
Carry out measurements and calculations.
ASSESSMENT CRITERIA:
1. Calculations needed to complete task are performed.
2. Calculations involving conversion of units are interpreted.
3. Measurements are read based on the specific range setting of the
tools.
4. Accurate measurements are obtained for a job.
17
Learning Outcome 2:
Carry out measurements and calculations.
Learning Activities
1.
Read the Information Sheet

No. 2.1 on measurement
and calculation.
2. Do the Self-Check No. 2.1
to check your knowledge on
the different measurements
and calculations.
the Answer Key.
answer all the questions, go
over again the Information
Sheet No. 2.1.
questions, read Information
Sheet No. 2.2 on the
Mathematical Calculation.
6. Do the Self-Check No. 2.2
to check your knowledge on
the different mathematical
computations.
the Answer Key.
answer all the questions, go
over again the Information
Sheet 2.2.
questions, perform the Job
Sheet 2.1 on Calibration,
Procedure and Technique
for accurate measurements.
10. Do the Performance Test to
evaluate your skills on
calibration, procedure and
technique for accurate
measurements.
11. If you were not able to get
some of the items in the
Performance Checklist, go
over again to the Job Sheet.
You can ask the assistance from

your teacher to show you and
explain to you further the topic
you cannot understand well.

without looking at the
Information Sheet
12. If you did get all the items in

the Performance Checklist, you
can proceed to the next learning
outcome.
18

MEASUREMENT AND CALCULATION
A.
COMMON MATHEMATICAL PREFIXES

COMMON MATHEMATICAL PREFIXES
PREFIX SYMBOL MATHEMATICAL EQUIVALENT
Exa
E
1018 or (1 000 000 000 000 000 000)
Peta
P
1015 or (1 000 000 000 000 000)
Tera
T
1012 or (1 000 000 000 000)
Giga
G
109 or (1 000 000 000)
Mega
M
106 or (1 000 000)
Kilo
K
103 or (1 000)
Hecto
H
102 or (100)
Deka
Da
101 or (10)
Deci
d
10-1 or (0.1)
Centi
c
10-2 or (0.01)
Milli
m
10-3 or (0.001)
Micro
u
10-6 or (0. 000 001)
Nano
n
10-9 or (0. 000 000 001)
Pico
P
1012 or (0. 000 000 000 001)
Femto
F
1015 or (0. 000 000 000 000 001)
Atto
A
1018 or (0. 000 000 000 000 000 001)
Example:
1. CONVERSION OF MULTIPLES INTO STANDARDS UNITS
1.
2.
3.
4.
5.
4 GHz
(x 1, 000, 000, 000)
10 Mega Ohms (X 1,000,000)
27 KV
(X 1,000)
50 KW
(X 1,000)
0.5 KA
(X 1,000)
=
=
=
=
=
4, 000, 000, 000 Hz

10, 000, 000
27, 000 V
50, 000 W
500 A
2. CONVERSION OF STANDARD UNIT INTO MULTIPLE UNITS

1.
2.
3.
4.
5.
3,300
10,000, 000 Hz
3,580, 000 Hz
100,000, 000 W
12,000 V
(
(
(
(
(
1,000)
1,000,000)
1,000,000)
1,000,000)
1000)
=
=
=
=
=
3.3 K
10MHz
3.58 MHz
100 MW
12 kV
3. CONVERSION OF SUB-MULTIPLES INTO STANDARD UNITS

1.
2.
3.
4.
5.
5,000 mV
400 A
750 mW
68, 000 F
40 mH
(
(
(
(
(
1,000)
1,000,000)
1,000)
1,000,000)
1,000)
=
=
=
=
=
5V
0.0004 A
0.0.75 W
0. 068 F
0.04 H
19
4. CONVERSION OF STANDARD UNITS INTO SUB MULTIPLES UNITS

1.
2.
3.
4.
5.
0.000050 V
0.0004 A
0.00020 A
0.12 H
0.175 W
(X
(X
(X
(X
(X
1,000)
1,000,000)
1,000)
1,000,000)
1000)
=
=
=
=
=
0.050 mV
400 A
200 A
120,000 H
175 mW
5. CONVERSION OF SUB-MULTIPLES UNITS TO ANOTHER SUBMULTIPLE UNITS

1.
2.
3.
4.
5.
0.18 mA
40.000 A
10 Pf
0.00047 f
0.68 mH
(X 1000)
( 1000)
( 1000,000)
(X 1,000,000)
(X 1000)
=
=
=
=
=
180 A
40 mA
0.00001 f
470 Pf
680 H
6. CONVERSION OF UNITS (ENGLISH TO METRIC AND VISE-VERSA)

Length
1. 1 mile = 1.61 kilometers
2. 1 yard = 0.914 meter
3. 1 foot = 0.305 meter
4. 1 inch = 2.54 centimeters
5. 1 kilometer = .62 mile
6. 1 meter = 1.09 yard
7. 1 meter = 3.28 feet
8. 1 centimeter = 0.394 in
Volume
1. 1 gallon = 3.79 liters
2. 1 quart = 0.946 liter
3. 1 liter = 0.264 gallon
4. 1 liter = 1.06 quarts
Weight
1. 1 pound = 0.454 kilogram
2. 1 ounce = 28.35 grams
3. 1 kilogram = 2.2 pounds
4. 1 gram = 0.0353 ounce
20
JOB SHEET 2.1

CALIBRATION, PROCEDURE AND TECHNIQUES
FOR ACCURATE MEASUREMENTS
A. CALIBRATING THE VOLT- OHM -MILLIAMMETER
1. Examine the front panel of the VOM assigned to you. Locate the
function switch. This will be a multifunction switch with several
positions for measuring VOLTS, OHMS, & AMPS.
2. Jacks are located on the front panel for insertion of the test lead into
the jack marked Common , or maybe just -.
3. Insert the red test lead into the jack marked VOLTS/OHMS or
simply +. These leads will be used for connecting to circuitry and/or
components.
4. Examine the meter face. There should be several scales with numbers
on them. (Note: There is usually one scale for resistance located at
the top of the meter face and several scales for AC and DC voltages
located below the resistance scale.
5. There may also be a front panel switch for selecting polarity and type
of voltage measurement. This will be labeled DC, +DC, and AC
If your VOM has this type of switch, place it in the + DC position.
6. On the meter face, there will be a screwdriver adjustment for zeroing
the meter movement. Locate this adjustment and adjust the meter
movement to zero at left side of the meter.
7. Place meter function switch on lowest OHMS position (usually Rx1).
Touch both test leads together, and observe movement of needle. It
should move to right side of scale. Adjust for zero on right side using
the Zero Ohms adjust on meter.
8. When finished, move the function switch to the highest voltage
setting. This will preserve the batteries in the meter as well as protect
against accidental damage to the meter if the next technician forgets
to change the function switch setting.
B. USING THE DIGITAL MULTIMETER
1. Examine the front panel of the digital multimeter assigned to you.
Locate the function switch or switches. This is the switch that
selects whether VOLTS, OHMS, or AMPS are to be read on the meter
face.
(Note: Many DMMs have several other functions, such as transistor
or diode testing, capacitor testing, frequency counting, etc. We will
focus on the VOLTS< OHMS and AMPS in this section).
2. Familiarize the selections available in VOLTS, OHMS and AMPS.
3. Insert the black test lead into the jack labeled COMMON - on the
front panel. Some meters simply call this jack - or Common.
4. Insert the red test lead into the VOLTS/OHMS jack to lowest
resistance setting. Some meters simply call this test jack +.
5. Rotate the function switch to lowest resistance reading.
6. Connect test leads together and observed reading on the meter face.
21
C. MEASURING RESISTANCE WITH THE VOLT OHM

MILLIAMMETER
1. Insert the banana plug end of the black test lead into the meters
front panel jack labeled Common. On some meters this jack is
simply labeled -.
2. Insert the banana plug end of the red test lead into the front panel
jack labeled +. On some meters this jack is labeled Volts/Ohms.
3. Observe the position of the meter pointer. The pointer should be
exactly aligned with the Infinity symbol on the left side of the
meter face. (Note: this will correspond to the 0 reading on any of
the voltage scales.) The Infinity symbol looks like a number eight
laying on its side.
4. If the pointer is not aligned properly, adjust the mechanical zero
with s small screw driver. Be careful not to force the adjustment
beyond its limits, or to be rough in performing the adjustment. The
meter movement could be damaged.
5. Place the function switch on the lowest resistance scale. On most
VOMs this will be RX1. This simply means R times 1, or, in other
words the numbers on the resistance scale are to be read directly.
On most meters the Ohms scale will be the top scale. Zero is to the
extreme right on this scale, and infinity is to the extreme left.
6. Connect the red lead to the black lead.
7. Observe the reading on the VOM meter face. It should be near zero,
on the RIGHT side of the meter face. If the reading of zero Ohms
using the Ohms Adjust or Zero Ohms Adjust on the front panel
of the meter.
8. Place the meter lead across the leads of the 47 ohm resistor in your
standard parts kit.
9. Repeat step 8 for the 10 ohm resistor.
10. Repeat step 8 for the 150 ohm resistor.
11. Place the meter in a higher scale that will allow you to read a 1
Ohm resistor
12. Repeat steps 6 and 7 to zero the meter on the new scale.
13. Repeat steps 8 and 9 for the 1 kilo ohm, 4.7 kilo ohm, and 10 kilo
ohm resistors.
14. Repeat this procedure for the 22 kilo ohm, 47 kilo ohm, 150 kilo
ohm, 2.2 mega ohm, and 4.7 mega ohm resistors, changing scale
as a appropriate to obtain the best readings (Note: The best
accuracy on the VOM resistance scales will be in the lowest half of
the meter face the right side of the meter face.
22
D. MEASURING RESISTANCE USING DIGITAL MULTIMETER

panel jack, labeled Common.
jack labeled +.
3. Place the function switch on the lowest resistance scale.
4. Connect the red lead to the black lead.
5. Observe the reading on the DMM meter face. It should be near
zero. If it is not, check your set up. Some DMMs include a Zero
Adjust at the front panel. Most do not, choosing instead to set the
meter for zero internally. If no problem is found (dead battery,
blown fuse, defective meter lead, etc.), notify the teacher. Most
DMM will read a few tenths of an ohm of resistance. This simply
represents the resistance of the test leads, and should be
considered zero for your meter.
6. Place the meter leads across the leads of the 47 ohm resistor in
your standards parts kit. Refer to the resistor color code to aid in
identifying each resistor.
7. Repeat steps 6 and 7 for the 10 ohm resistor.
8. Repeat steps 6 and 7 for the 150 ohm resistor.
9. Place the meter on a higher scale that will allow you to read a 1 kilo
ohm resistor.
10. Repeat step 5 to zero the meter on the new scale.
11. Repeat steps 6 and 7 for the 1 kilo ohm, 4.7 kilo ohm, and 10m
kilo ohm resistor.
12. Repeat this procedure for the 22 kilo ohm, 47 kilo ohm, 150 kilo
ohm, 2.2 mega ohm and 4.7 mega ohm resistors, changing scales
as appropriate to obtain the best readings.
E.
MEASURING DC CURRENT WITH VOLT-OHM-MILLIAMETER

front panel jack labeled Common.
2. Insert the banana plug and of the red test lead into the front panel
jack labeled +.
exactly aligned with the 0 on the left side of the meter face. If the
meter has a mirrored meter face, align the needle (pointer) with its
image in the mirror for best accuracy.
with a small screw driver. Be careful not to damage the meter face
cover or the small plastic screw. Do not force the adjustment
beyond its limit.
5. Calculate the value of current that will flow in the circuit depicted
and schematic one and record it. Place the function switch on a
high enough scale to measure calculated current.
6. Connect the circuit showed in the schematic 1. Connect the red
lead to the bottom end of the 100 ohm resistor in schematic 1. and
the black lead to - end of the battery.
23
7. Observe the reading on the VOM meter face. Record the reading.
8. Repeat steps 5, 6 and 7 for schematic 2.
9. Repeat procedure for schematic 3
F. MEASURING DC CURRENT WITH DIGITAL MULTIMETER
front panel jack labeled Common.
jack labeled AMPS or mA.
3. Calculate the value of current that will flow in the circuit depicted
in schematic 1. Place the function switch on a high enough scale to
measure calculated current.
4. Connect the circuit shown in schematic 1. Connect the read lead to
the bottom end of the 100 ohm resistor in schematic 1, and the
black lead to - end of the battery.
5. Observe the reading on the DMM meter face.
6. Repeat steps 3, 4 and 5 for schematic 2.
G. VOLTAGE MEASUREMENTS WITH THE VOM
1. Insert the banana plug in of the black test into the meters from
panel jack labeled Common. On some meters, this jack maybe
labeled -.
2. Insert the banana plug in of the red test lead into the front panel
jack labeled +. On some meters this jack maybe labeled
Volts/Ohms.
exactly aligned with the 0 on the left side of the meter face.
with a small screw driver. Be certain to use care with this
adjustment, since this is rather an easily damaged part.
5. Place the function switch on a high enough scale to measure 1.5
volts. This varies from meter to meter, and will depend on the make
and model of your meter.
6. Connect the red lead to + and of the D battery and the black lead
to - and of the battery.
7. Observe the reading of the VOM meter face. Record the reading.
8. Repeat the procedure for the C cell and record the results in the
blanks indicated.
9. Place the function switch on a high enough scale to allow a reading
of at least 9 volts.
10. Repeat the procedure for the transistor radio battery, and record
the results in the blanks indicated.
H. VOLTAGE MEASUREMENTS WITH A DIGITAL MULTIMETER
1. Insert the black test lead of the digital multimeter into the
common - test jack.
24
jack labeled +.
3. Place the function switch on a high enough scale to measure 1.5
volts.
4. Connect the red lead to + end of the D battery and black lead -
end of the battery. Reversing the test leads will result in a -
reading on the meter.
5. Observe the reading on the DMM meter face.
6. Repeat steps 6 and 7 for the C cell.
7. Place the function switch on a scale that will allow reading of at
least 9 volts, if the presence scale will not handle 9 volts.
8. Measure the voltage across the terminals of the 9 volt battery.
25
PERFORMANCE TEST 2.1

PROCEDURE:
Given a ruler and protractor, measure the length, width, height
and distance of a hole from edge to center and the opening of angle as
indicated in the drawing below. Use both the English and Metric system.
Write your answers in another sheet of paper.
A. Reading Linear Measurements
B. Measuring the Resistance of Resistors

PROCEDURE: Given 5 assorted carbon resistors and a multi-tester,
measure the resistance of each resistor.
Steps:
1. Set the pointer of the tester to infinity using zero connector.
2. Turn the selector knob to the desired range in the ohmmeter
for easy and accurate reading.
3. Shorten the two test prods and adjust the pointer to zero
ohm using the zero ohm adjuster.
4. Connect one test prod to one terminal lead of the resistor.
5. Connect the other test prod to one terminal of the resistor.
Note: Connection in step 5 must be touched by bare hands.
The body resistance is always included in the measurement
especially in high resistance resistor.
6. Read the measurement in the ohmmeter scale and multiply it
with the equivalent of the minor division. After computing,
record the reading in a separate sheet of paper.
First Resistor
Second Resistor
Third Resistor
Fourth Resistor
Fifth Resistor
26
C. Measuring AC Voltage
PROCEDURE: Given an AC voltmeter and power transformer, with
multiple output, measure the AC voltage at the different test points using
the diagram below as a guide. Record the measurement in another sheet
of paper.
1. Set the pointer of the tester to infinity using the zero connector.
This is only done if the pointer of the tester is not at infinity.
2. Turn the selector knob to the desired range in the ACV for easy and
accurate reading. The desired range must be always higher than
the voltage to be measured to avoid damage in the tester. This
means that if the voltage to be measured is about 6 volts, the range
must be 10 V AC.
3. Connect the two test prods of the tester to the designated test
points. Do not hold the metal part of the test prods to avoid
electrocution or shock.
4. Read the measurement in the ACV scale and multiply it by the
equivalent of the minor division. Record the measurement on
another sheet of paper.
D. Measuring DC Voltage
PROCEDURE: Given a DC voltmeter and an AC-DC converter, measure
the DC voltage at the designated test points. Record the measurements
on another sheet of paper.
1. Check if the pointer is set at infinity. If not, set it to infinity first by
using the zero corrector.
2. Turn the selector knob to the desired range. Note: The desired
range must be always higher than the expected voltage.
3. Connect the negative test prod (black) to the negative (ground) of
the circuit and the positive test prod (red) to the designated test
points as labeled in the circuit.
27
4. Read the measurement in the DCV scale. Disconnect the test

prods. Multiply the reading in the minor division by the equivalent
of the minor division.
5. Record the measurements on another sheet of paper.
E. Measuring DC mA Current
PROCEDURE:
Given a DC mA (multi-tester) and a simple electronic circuit,
measure the DC mA at the designated test points using the attached
schematic diagram as a guide. Record the reading on another sheet of
paper.
1. Check if the pointer is set at infinity. If not, set it to infinity by
using zero corrector.
2. Turn the selector knob to the desired range in the DC mA.
3. To measure the collector current of the circuit, connect the
negative test prods to point A and the positive test prods to point B.
prods.
5. Multiply the reading by the equivalent of the minor division.
6. Record the measurement in the attached record sheet.
7. To measure the total current in the circuit, connect the negative
test prod to point C and the positive test prod to point D.
prods. Multiply the reading in the minor division by the equivalent
of the minor division.
9. Record the measurement on another sheet of paper.
28
29
OBSERVATION CHECKLIST FOR PERFORMANCE TEST 2.1

Students name:
Teachers name:
Name of School:
Competency standards
Unit of competency:
Instructions for the Teachers:
1. Observe the Student in performing mensuration and calculation.
2. Describe the assessment activity and the date when it was undertaken
3. Place a tick in the box to show that the student has completed each aspect
of the activity to the standard expected in the enterprise.
Date of observation
Description of assessment activity
Location of assessment activity
The student can
Tick
measure length, width, height of an ACDC converter case
measure the opening of angles
measure diameter of hole and the distance from center to the edge
observe proper use of linear measuring tools and instruments
select the appropriate range of the ohmmeter when measuring
resistance
make resistance measurements with analog/digital ohmmeter
read accurately the resistance values of the given resistors
observe the safety precaution when measuring resistance
select the appropriate range of the Ac voltmeter when measuring AC
voltage
make AC voltage measurements with analog/digital AC voltmeter
read accurately the AC voltage values
select the appropriate range of the DC voltmeter when measuring DC
voltage
make DC voltage measurements with analog/digital DC voltmeter
read accurately the DC voltage values
observe the concept of polarity with reference to DC voltage
measurement
select the appropriate range of a DC milliammeter when measuring
DC current
make DC current measurements with analog/digital DC
milliammeter
read accurately the DC current values in milliampere/microampere
observe the concept of polarity with reference to DC current
measurements
follow safety tips when measuring DC current
Yes
No
Did the students overall performance meet the standard?
Teachers Feedback:
Teachers signature:
Date:
30
QUESTIONING CHECKLIST FOR PERFORMANCE TEST 2.1

Students name:
Teachers name:
Name of School
Competency
standards
Unit of competency:
Instructions for the Teachers:
1. Observe the Student (insert description of activity being observed)
2. Describe the assessment activity and the date on which it was
undertaken
3. Place a tick in the box to show that the Student completed each aspect
of the activity to the standard expected in the enterprise
4. Ask the Student a selection of the questions from the attached list to
confirm his/her underpinning knowledge
5. Place a tick in the box to show that the Student answered the
questions correctly.
6. Complete the feedback sections of the form
Date of observation
activity
Location of assessment activity
Do you
Tick
adjust the zero ohm control before measuring resistance?
take safety precaution and measures when measuring
resistance?
not touch the conductive part of the test probes when the
ohmmeter is set to RX1K or RX10K?
adjust the zero corrector before measuring voltage and
current with an analog VOM?
avoid physical contact to the conductive parts of the test
probes when measuring AC line voltage?
take precaution when measuring voltage?
find it possible to cut any of the lines in the circuit when
measuring current?
take precautions and measures when measuring DC current?
connect a DC milliammeter into the circuit?
Yes No
Did the Students overall performance meet the standard?
Feedback to Student:
Teacher signature:
Date:
31

Program/Course
Unit of Competency PERFORM MENSURATION AND CALCULATION
Module
Learning Outcome 3: Maintain measuring instruments.
1. Measuring instruments are handled properly.
2. Measuring instruments are cleaned before and after they are used.
3. Proper storage of instruments is undertaken according to
manufacturers specifications and standard operating procedures.
32
Learning Outcome 3: Maintain measuring instruments

Learning Activities
1.
2.
3.
4.
5.
Read Information Sheet 3.1

on proper handling,
cleaning and storing
measuring instruments.
Do Self-Check 3.1 to check
your knowledge on proper
handling, cleaning and
storing measuring
instruments.
Compare your answers to
the Answer Key.
If you were not able to
answer all the questions
correctly, go over again the
Information Sheet.
If you have answered all the
questions, you can proceed
to the next module.
You can ask the assistance of your

teacher to show you and explain
further the topic you dont
understand.
without looking at the Information
Sheet.
33

PROPER HANDLING OF MEASURING INSTRUMENT
To ensure that the meter is used safely, follow all the safety and
operating instructions.
1. Never use meter on the electric circuit that exceeds 3k VA.
2. Pay extra attention when measuring the voltage of AC30 Vrms
(42.5V peak) or DC60V or more to avoid injury.
3. Never apply an input signals exceeding the maximum rating input
value.
4. Never use meter for measuring the line connected with equipment
(i.e. motors) that generates induced or surge voltage since it may
exceed the maximum allowable voltage.
5. Never use meter if the meter or test leads are damaged o broken.
6. Never use uncased meter
7. Be sure to use a fuse of the special rating or type. Never use a
substitute of the fuse or never make a short circuit of the fuse.
8. Always keep your fingers behind the finger guards on the probe
when making measurements.
9. Be sure to disconnect the test pins from the circuit when changing
the function or range.
10. Before starting the measurements, make sure that the function and
range are properly set in accordance with the measurement.
11. Never use meter with wet hands or in a damp environment.
12. Never use test leads other than the specified test leads.
13. Never open the tester case except when replacing batteries or fuses.
Do not attempt any alteration of original specifications.
14. To ensure safety and maintain accuracy, calibrate and check the
meter at least once a year.
15. It is a good idea to set the ammeter to the highest scale, until it can
be verified that the current is small enough to be safely read on a
lower scale; then reduce range to obtain reading.
16. Although the voltages you will be measuring have a very low voltage,
you are building habits to be used later with high voltage circuitry.
Do not allow your fingers to come in contact with the metal probes
on the meter.
17. Even though the output of the DC power supply is below 50 volts,
you are developing safety habits that you will use with higher, more
dangerous
voltages.
Exercise
caution
in
taking
voltage
measurements to prevent from electrecution.
18. Even though the voltage across the resistors is very low, observe all
safety precautions for higher voltage circuits. Remember that you
are developing habits with low voltage circuits that you will use with
higher voltage circuits.
19. Be absolutely certain before energizing the power supply, that the
ammeter is connected in series with the circuit to be tested.
Ammeters should never be connected in parallel with a component.
To do so will cause the component to be short circuited through the
34
20.
21.
22.
23.
24.
25.
26.
ammeter, and may damage the meter or circuit, or the power supply.
If you have any doubt, ask your teacher.
The ohmmeter is never used in a circuit with power applied. To do so
can damage the meter.
Remember that the ohmmeter should never be used in a circuit that
has power applied to it. Always turn off the power supply and
disconnect the leads from the circuit before measuring the
resistance in the circuit.
Always discharge a capacitor before handling it or before
troubleshooting the circuit it is installed in.
A transformer is an inductive device. As with all such devices, high
transient voltages can be generated by the transformer when it is
turned off. This is sometimes referred to as kick-back. Meters
should be set to high ranges or removed before powering the down
the circuit.
Be cautious of transient (kick-back) voltages generated by this
circuit while turning off. Meters should never be removed or set to
high ranges while doing so.
Be cautious of transient (kick-back) voltages that may be generated
by the coil when empowering down the circuit. Meters should be set
to high ranges before turning off this circuit.
Capacitors are capable of storing voltages for long periods of time
after being removed from the source. Make sure capacitors are
discharged before handling.
REPLACING THE FUSE

If an overload above lighting voltage (about 100V) is applied to DCA, and
ranges, the fuse is blown to protect the circuit.
1. Loosen the screws fixing the rear case and remove it.
2. Pull the fuse out of holder on the circuit board and replace it.
3. Put back the rear case where it was and tighten the screws.
4. Check and see whether or not indications of respective ranges are
normal (check other parts for any failures).
CLEANING PRECAUTIONS
1. The measuring instrument cover is treated with antistatic coating. Do
not wipe it hard or clean it with volatile solvent. Use a soft brush to
remove dust.
2. Clean the measuring instrument before and after using.
PROPER STORAGE
1. Avoid giving the tester any exercise shock or vibration by loading it on
the motorbike and the like.
2. Keep off dust and moisture from the tester.
3. Do not leave the tester for a long time in places of a high temperature
(higher than 55C) a high humidity (higher than 80%), and dew
condensation.
35
SELF-CHECK 3.1
General Direction: Write your answer on another sheet of paper.
I. Directions: Write true if the statement is correct and false if the
statement is wrong.
1. Do not reverse the leads (polarity) on the analog meter because you
may bend the pointer and cause it to be inaccurate.
2. Be careful to observe polarity when measuring DC.
3. Be certain the function switch is properly set (i.e. DC, AC, volts,
amperes, milliamperes, resistance).
4. When measuring an unknown voltage, always start at the highest
range available on the meter. Lower the range until the meter reading
is approximately in the center of the scale.
5. Always connect voltmeters in parallel with the potential difference
being measured.
6. Multimeters should be stored in the highest DC range when not in use.
This is a safety precaution to protect the meter. If someone tries to
measure voltage while the range switch is set too low or on a
resistance range, the meter will be damaged.
7. Use the proper function, range and polarity to protect the meter.
8. Never connect an ammeter into a circuit when the power switch is on.
9. Always be certain that the ammeter is inserted in series.
10. Be certain that the range is high enough for the current being
measured. If the current to be measured is unknown, start at the
highest range and work down until the meter reads approximately in
the center of the range.
11. Observe proper polarity when measuring DC, especially when using
an analog meter.
12. Turn the power off when measuring resistance.
13. Reset the range switch to the highest voltage range when you have
finished making resistance measurements.
14. Never measure resistance with the power on.
15. The measuring instrument cover is treated with antistatic coating. Do
not wipe it hard or clean it with volatile solvent. Use a soft brush to
remove dust.
16. Clean the measuring instrument before and after using.
17. Avoid giving the tester any exercise shock or vibration by loading it on
the motorbike and the like.
18. Keep off dust and moisture from the tester.
19. Do not leave the tester for a long time in places of high temperature
(higher than 55C) high humidity (higher than 80%), and dew
condensation.
20. Replace the same voltage and current ratings of fuse, when replacing
.burned-out or defective fuse of measuring instrument.
36
II. Direction: Select the item that will complete the statement or will
answer the question. Write your answers on another sheet of paper.
1. In order to measure current an ammeter must be connected :
a. across a switch
c. across a source or a load.
b. directly into a circuit
d. None of the above
2. To measure voltage a voltmeter must be connected:
a. across a source or load
c. directly into a circuit
b. across a switch
d. None of the above
3. Before installing an ammeter into a circuit it is necessary first to:
a. check to see if the ammeter can withstand the current.
b. de-energize the circuit
c. refer to the schematic to see where the ammeter is to be installed.
d. all of the above
4. Proper way of cleaning measuring instrument should be:
a. Once a month
c. After using
b. Before using
d. Before and after
5. The best way to clean measuring instrument is to:
a. Use a soft brush to remove dust
b. Use dampen cloth with plain water
c. Use dampen cloth with cleaning solvent
d. Use dampen cloth with volatile solvent or cleaning solution
6. The proper way of storing measuring instrument is to:
a. Keep off dust and moisture from the measuring instrument
b. Place the measuring instrument to an area near the strong
magnetic fields
c. Store the measuring instrument to an area susceptible to
corrosion and dirt
d. Place the measuring instrument to an area with extreme heat or
temperature
7. The best way to store measuring instrument is to:
a. avoid giving it any excessive shock or vibration by loading it on the
motorbike and the like.
b. place it in an area with strong magnetic fields.
c. store it in an area with corrosion and dirt
d. store it in an area with extreme heat or temperature.
8. Safety measure in storing measuring instrument:
a. Do not leave it for a long time in places of high temperature.
b. Place it in an area near the strong magnetic fields.
c. Store it in an area susceptible to corrosion and dirt.
d. Place it in an area with extreme heat or temperature.
9. When measuring unknown AC voltage, set the meter to:
a. rx10k
c. 1000V DC
b. 1000V AC
d. highest DC milliammeter range.
10. When measuring unknown DC voltage, set the meter to the highest:
a. ohmmeter range.
c.
DC range.
b. AC range.
d.
AC/DC milliammeter range .
37
ASSESSMENT PLAN
Note: The table below shows how you will be assessed in each
criteria.
Written
Work Sample
Demonstration
Third Party
Report
Questionnaire
Assessment Criteria
Observation
Assessment Methods
1.
Object or component to be measured is

identified according to the procedure.
2. Correct specifications are obtained from
relevant source.
3. Measuring tools are selected in line with
the job requirements.
4. Appropriate measuring instrument is
selected to achieve required outcome
5. Accurate measurements are obtained
for the job requirements.
6. Calculation needed to complete work
tasks are performed using the four
basic
processes
of
addition
(+),
subtraction (-), multiplication (X), and
division (/) .
7. Calculations
involving
fractions,
percentages, and mixed numbers are
used to complete workplace tasks.
8. Numerical computation is checked and
corrected for accuracy .
9. Instruments are read to the limit of
accuracy of the tool.
10. Measuring instruments are handled
without damage
11. Measuring instruments are cleaned
before and after they are used.
12. Proper storage of instruments is
undertaken according to the
manufacturers specifications and to the
standard operating procedures.
Note: While you are working in your projects in other modules, you will
be assessed on how you perform mensuration and calculation.
38
ANSWER KEY
ANSWER KEY TO SELF-CHECK 1.1
I.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1/8__
___
1___
1 7/8_
2 3/8_
3____
3 __
4 3/8_
4 7/8_
5 5/8__
2mm or 0.2cm
5mm or 0.5cm
18mm or 1.8cm
31mm or 3.1cm
45mm or 4.5cm
79mm or 7.9cm
83mm or 8.3cm
99mm or 9.9cm
126mm or 12.6cm
149 mm or 14.9 cm
OHMMETER SCALE
1. 15 Ohms
2. 220 Ohms
3. 10,000 Ohms
4. 10,000 Ohms
5. 46 Ohms
6. 65 Ohms
7. No Answer
8. 1,200,000 Ohms
9. 240 Ohms
10. 2,500 Ohms
AC VOLTMETER SCALE
1. 7.2V
6. 14V
2. 24V
7. 240V
3. 330V
8. 360V
4. 580V
9. 1V
5. 2.6V
10. 165V
DC VOLTMETER SCALE
1. 0.082V
6. 230V
2. 0.105V
7. 720V
3. 1.6V
8. 0.8V
1. 9.8v
9. 5.6V
2. 12V
10. 8V
DC MILLIAMMETER SCALE
1. 41 mA
6. 2.3 mA
2. 1.05 mA
7. 18 mA
3. 16 mA
8. 0.08 A
4. 0.245 A
9. 14 mA
5. 12 mA
10. 4 mA
II.
Items
Drop shock proof
Circuit protection
Specification
Taut-band structure is adopted in the meter
section. The meter section is designed to
withstand shock.
The circuit protected by fuse even when
voltage of a to AC 230V is impressed on each
range for 5 seconds.
R6 (IEC) or UM-3 1.5V x2
0.5A/250V 5.2 mm diaX20mm
232C 45~75% RH
Internal battery
Internal fuse
Standard calibration
temp. and humidity range
Operating temperature
0~40C, 80% RH max., no condensation
and humidity range
3k V AC (1 min.) between input terminal and
Withstand voltage
case
39
Dimensions and weight

Accessories
Measurement Range and
Accuracy
159.5X129X41.5mm/approx.320g
One copy of instruction manual, Hand strap
Function, full scale value and accuracy
ANSWER KEY TO SELF - CHECK 2.1

I.
1. 0.000047
2. 0.00002785
3. 0.0015A
4. 0.002576A
5. 0.000079A
6. 1.861V
7. 1,710W
8. 1,632,000?
9. 4,750?
10. 1,000?
11.
12.
13.
14.
15.
O.914 meter
2.54 centimeter
0.394 in.
3.28 feet
0.305 meter
ANSWER KEY TO SELF-CHECK 3.1

I
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
II
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
A
A
B
D
A
A
A
A
B
C
40
ACKNOWLEDGMENT
the
2008



Mr. Rufo G. Malla


Mr. Remar C. Pinsoy

Contextual Teacher:

Facilitators:

TEC-VOC Task Force

TEC-VOC Task Force
Encoders:
41

ACKNOWLEDGMENT
educators:

Bauan, Batangas

Mrs. Gigi C. Corpuz

Malvar, Batangas

Mr. Rufo G. Malla

Mr. George B. Fuazo

GMA, Cavite
42
Contextual Teacher:
English

GMA, Cavite
Quezon City
Mathematics
Center Natl. HS
San Pedro, Laguna
Science
Center Natl. HS
San Pedro, Laguna
Facilitators:

TEC-VOC Task Force

TEC-VOC Task Force

TEC-VOC Task Force
Encoders:
43
./

HIGH SCHOOLS
Unit of Competency: PREPARE AND INTERPRET TECHNICAL DRAWING

USED IN ELECTRONICS
Module Title: Preparing and Interpreting
Module No. 3
Technical Drawing Used in Electronics
TABLE OF CONTENTS
Page
How to Use this Module .................................................................................. 1
Introduction .................................................................................................... 2
Technical Terms .............................................................................................. 3
Learning Outcome 1: Identify Electronics Components. ................................... 4
Learning Experiences/Activities ............................................................. 5
Information Sheet 1.1 ............................................................................ 6
Self - Check 1.1 ................................................................................... 19
Learning Outcome 2: Interpret Electronic Diagrams ............................ 20

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

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

DRAWING USED IN ELECTRONICS
INTRODUCTION:
This module contains information and suggested learning activities on
Preparing and Interpreting Technical Drawing Used in Electronics. It
covers the knowledge, skills and attitudes required to Prepare and Interpret
Technical Drawing Used in Electronic .
Completion of this module will help you better understand the succeeding
module on terminating and connecting electrical wiring in electronic circuits.
This module consists of four (4) learning outcomes. Each learning outcome
contains learning activities supported by instructional sheets. Before you
perform the instructions, read the information sheets and answer the self-check
and activities provided to ascertain to yourself and your teacher that you have
acquired the knowledge necessary to perform the skill portion of the particular
learning outcome.
Upon completing this module, report to your teacher for assessment to check
your achievement of knowledge and skills requirements of this module. If you
pass the assessment, you will be given a certificate of completion.
LO1 identify electronic components;
LO2 interpret electronic diagrams;
LO3 prepare electronic diagrams; and
LO4 store electronic diagrams based on established policies.
Refer to the assessment criteria of learning outcomes 1-4 of this module.
PREREQUISITES:
Performing mensuration and calculation
TECHNICAL TERMS
Anode. The positive electrode or terminal of a device. The P material of a
diode.
Cathode. The negative terminal electrode of a device. The N terminal in a
junction diode.
Color Code. Set of colors used to indicate value of a component.
Diode. A two terminal device that conducts only in one direction.
Light Emitting Diode. A semiconductor diode that converts electric energy into
electromagnetic radiation at a visible and near infrared frequencies
when its PN junction is forward biased.
Output. Terminal at which a component, circuit or piece of equipment delivers
current, voltage or power.
Primary coil. First winding of a transformer that is connected to the source as
opposed to secondary which is a winding connected to a load.
Resistor. Component made of material that opposes the flow of current and
therefore has some value of resistance.
Schematic Diagram. Illustration of an electrical or electronic circuit with the
components represented by their symbols.
Program/Course:
Unit of Competency:

USED IN ELECTRONICS
Module Title:
Preparing and Interpreting Technical Drawing used

in Electronics
Learning Outcome1: Identify electronic components.

Assessment Criteria
1. Electronic components are classified based on their specification.
2. Electronic components are identified based on their functions.
References
1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics;
Andes Mountain Printers: 2004
2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.:
2003
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 1: Identify electronic components.
Learning Activities
Special Instruction
1. Read the attached Information

Sheet 1.1
2. Answer the self check 1.1 to
learned.
answer key in the last page of
this module.

without looking at the
information sheet.
4. If you missed some of the

question, go back again to
information sheet 1
5. If you have answered the
question, you are ready to
proceed to learning outcome 2

Types and function of electronic components
Resistor
A resistor is a device with a known value of resistance. Its main function
is to reduce voltage and to limit the flow of current in a circuit. This resistance
is actually the opposition that a component or material offers to the flow of
current.
Resistance may or may not be useful in circuit/s. When too much current
passes through a conductor, ( solid, liquid, gas through which electrons pass
easily) the resistance of the conductor may cause it to become hot. This, in turn,
can create a fire hazard or cause the conductor to burn out. In this case, it is
not desirable. In other cases, when it is placed intentionally in the circuit, it
performs its specific task.
Symbol of Resistor
Fixed
Variable
Fixed Resistors
It is a single value resistance, that remains the same under the normal
condition. The two common kinds of fixed resistors are the film resistor and
wire-wound resistor.
Film Resistor
Wire-wound Resistor
Variable Resistor
Variable resistors are used when it is necessary to change the amount of
resistance in a circuit. There are two common variable resistors: the
potentiometer and the rheostat. Generally a potentiometer is generally has
carbon resistive element while the rheostat is generally made of resistance wire.
Three
Terminals
Carbon Composition Resistor
Wire Wound Resistor
Both devices have a sliding arm that brings into contact with the
resistance element. In most variable resistors,
The arm is attached to the shaft that can be adjusted Element changes.
A potentiometer is commonly used as control device. It can be used to vary

the value of voltage applied to a certain circuit such as in the amplifier,
television, and different kinds of meter circuit.
Resistor Power Rating

Power rating of resistors changes with their sizes, the bigger the resistor
the greater the wattages and the smaller the resistor the lesser the wattage.
Different sizes of resistors are shown below which are drawn to the exact
proportion.
1/8W
1/4W
1/2W
1W
2W
RESISTOR COLOR CODING CHART

Colors
Black
Digit
0
Multiplier
1
Brown
Red
Orange
Yellow
Green
Blue
Violet
1
2
3
4
5
6
7
10
100
1000
10000
100000
1000000
10000000
Gray
100000000
White
Gold
1000000000
0.1
Silver
No Color
0.01
Tolerance
+
+
+
+
&
&
&
&
1%
2%
3&
4%
+ & - 5%
+ & - 10%
+ & - 20%
Note:
The unit Resistance is ohm - 999 and below
K- 1,000 ( kilo ohms )
M- 1,000,000 ( Mega Ohms )
The wattage rating of the resistor will identify the size of the
resistor. The higher the wattage the bigger the size and the lower the wattage
means the smaller the size.
EXAMPLE:
A resistor with the following colors:
RED-GREEN-BROWN-GOLD
First color ( red ) 2
Second color ( green ) 5
Multiplier ( brown ) x 10
Tolerance ( gold ) + & - 5 %
To interpret:
*2 and 5 will be placed near its other; 25
* then 25 will be multiplied by 10: 25 x 10 = 250
To Compute for the value of the tolerance in reference with the
Upper limit and lower limit: + and
Tolerance color is gold which is equivalent to + and 5%
Then we convert 5% to decimal number which is .05 ( 5/100)
Calculating:
250 x .05 = 12.5
Determining the upper limit which is + 5%:
250 + 12.5
= 262.5
And the lower limit is;
250 12.5
= 237.5
And finally a resistor with the colors red, green, brown and gold
Has this value
250 that can be up to 262.5 or can be as low
237.5 and can still be considered in good
Condition.
Capacitor
A capacitor is a device that consists essentially of two conducting
surfaces separated by a dielectric material like air, paper, mica, ceramic, glass,
or mylar. It makes it possible to store electric energy. Electrons are detained
within a capacitor. This, in effect, is stored electricity. It is known as electrical
potential or an electrostatic field. Electrostatic field hold electrons. When the
increase of electrons becomes great enough, the electrical potentials are now
ready to be discharged.
The component is designed intentionally to have a definite amount of
capacitance. This capacitance is a property that exists whenever insulating
material permits the storage of electricity. It is measured in Farad (F) micro
Farad (uF), nano Farad (nF), and picoFarad (pF).
Characteristics of Capacitor:
1. It can store electric charge even though the voltage source is already
disconnected.
2. It can discharge electrical voltages.
10
Symbols of Capacitor
OR
Fixed
Variable
Polarized
Common Types of Fixed Capacitor
Mica
Ceramic
Disk
Electrolytic
Common Types of Variable Capacitor
Mica
Air Capacitor
Ganged
Air
Capacit
or
Ganged Air Capacitor
11
Capacitor Application
1.
2.
3.
4.
5.
6.
7.
8.
9.
Blocking
Coupling and Decoupling
Bypassing
Frequency Discrimination
Timing
Transient Voltage Suppression
Energy Storage
Arc Suppression
Power Factor Correction
Capacitors uses number coding to for its value except for the
electrolytic capacitor in which the values are printed on a much
larger body. It includes the capacitance, the working voltage and a
sign indicating the polarity.
THE NUMBER CODING OF A CAPACITOR

The number coding of a capacitor particularly the ceramic and the mylar
type can be interpreted in this manner:
The number coding is as follow:
103
The value can be interpreted by writing the first two numbers like
10 then the last number means the number of zeros corresponding the
numeral. In this case it is 000. So it will be 10000 and the unit is picoFarad
(pF). The value now will be 10,000pF and can be converted into the unit of
microfarad ( mF ) by dividing the value by 1,000,000. Therefore 10000/1000000
.01 and the unit now becomes mF.
CAPACITOR TROUBLES
Capacitor also displays open and short characteristics. The
procedure in checking this trouble is the same as that in other components or
devices. However, since capacitor can store electrical energy, it is possible that
leakage may occur during its operation.
Remember
1. Capacitance is the capability of an electrical device to store
electrical energy for a short period of time so it may be used as a
filter in a power supply.
2. A capacitor blocks the flow of DC and allows AC
12
Semiconductor Diode
It is a semiconductor device that contains two-electrode p-n junction.
This diode is made of N-material and P-material (Positive and Negative devices)
that are joined in a single package.
Symbol
A
A = Anode
K = Cathode
Junction
P+++++
++++++
+++
------N------------
Note:
Observe closely the positive, the negative materials and the barrier
(junction) size when it is at rest.
Operation Of Diode
A. Reverse-Biased
Junction
P+
++
++
-N
----
By applying DC voltage
to the
(the two terminals), negative to the
Figure
No.electrodes
59
P-materials and positive to the N-materials, causes the attraction. In this
operation the diode is not conducting because of the polarity applied to it. This
13
operation is called reverse-biased. The barrier is so large that the resistance

becomes greater. The diode becomes an insulator.
B. Forward-Biased
Junction
P+
++
++
N---
By applying DC voltage to the electrodes, negative to the N-materials and

positive to the P-materials, causes the repulsion. Pushing the N-materials and
the P-materials to the junction, causing it to become thin.
Junction
Because the barrier is so thin, it collapses, releasing the electrons to flow. In

this operation the diode is conducting because of the polarity applied to it. This
operation is called forward-biased.
When barrier is thin, so the resistance become lesser. (The diode becomes a
conductor, because we apply the right bias causing it to be in active state.)
14
Active State It is the triggering voltage supply of all semiconductors.
0.7V for silicon diode
0.3V for germanium diode (crystal)
Types of Diode, their symbol and their Uses

1. Signal Diode. It is used for high frequency range mostly for radio.
2. Rectifier Diode. It is used for low frequency range mostly for power
supply.
3. Zener Diode. It is used for reference voltage mostly for regulators

reference.
4,
Light Emitting Diode (LED). It is used for light indictor mostly for
running light effects.
15
Semiconductor
It is a material which resists between the insulator and the conductor.
The resistance is often changed by light, heat, or magnetic field. The particular
characteristic of the semiconductor materials depend on its atomic structure, (It
is the number and arrangement of electron) which allow their conductivity to be
increased by adding impurity elements (It is the adding of foreign electrons, ions,
or holes), the process is called doping.
Doping is the intensified number of electron charges, ion charges, or hole
charges that can be moved by an external supply voltage. For example when the
amount of free electron (It is a result of a single loose electron that acquires
energy and collides with the other planetary electrons that causes them to break
away from the attraction of the nucleus and becomes free.) is increased, the
doped semiconductor is N-type or negative; and when it is decreased the
amount of free electron forms the P-type or positive.
The Discovery of Semiconductor Devices
The semiconductor was discovered in late 1873 when a certain rod or wire
called selenium was used and it changes its electrical resistance when it was
struck by light.
Next in 1906 the first semiconductor crystal detector was invented. It
consisted of a piece of crystalline galena and was used in a tune circuit and
earphone that would permit reception of radio signal. Therefore, the first solidstate radio receiver, called the crystal set was invented. The achievement of the
said device was short-lived, because of the invention of vacuum tube in 1920
that put the further studies into halt. Throughout, the vacuum tubes are more
reliable because of the ability to amplify the detector output signal.
Bardeen and Brattain invented the first transistor in 1947 and Bell
laboratory produced the first successful transistor in 1948.
16
Samples of Semiconductor Components

1. Semiconductor Diode
2. Semiconductor Transistor
3. Integrated Circuit I.C
Self Check # 3-1-1
17
TRANSISTOR
18
SELF CHECK 1.1

TYPES AND FUNCTION OF ELECTRONIC COMPONENTS
DIRECTION:
Give at least five (5) electronic components and give its types
and function
19
Program/Course:
Unit of Competency:

USED IN ELECTRONICS.
Module Title:

Learning Outcome2: Interpret electronic diagram.

Assessment Criteria
1. The electronic diagrams are identified according to the job requirements.
2. The equivalent components of the electronic symbols are identified.
3. The connection of the electronic symbols in a circuit is identified.
References
2003
20
Learning Outcome 2: Interpret electronic diagram.
Learning Activities
Special Instruction

Sheet 2.1
2. Answer Self-Check 2.1
model answer.

without looking at the information
sheet.

questions, go back again to
information sheet 2.1.
questions, you are ready to
proceed to learning outcome 3.
21
Information Sheet 2.1

Kinds of electronic diagram
Pictorial diagram. It shows the pictures of the actual components and wiring
connections although it does not provide the exact size of
components. It shows exact shape in proportion to the
actual one.
Pictorial Diagram of a Regulated Power Supply

Block Diagram. This form uses block rectangles or triangles to represent
components, group of components or units of equivalent.
Block diagrams are particularly used to represent internal
components of an integrated circuit.
22
Schematic diagram. It shows the components used in their interconnection. Each

graphic symbol is also accompanied with a reference designation to distinguish it
from other similar symbols. It does not illustrate the physical size, shape or chassis
location of the component parts and devices.
Wiring diagram. It shows wiring connection in a simplified, easy to follow manner.

It may show either internal or external connections or both and is usually drawn as
simple as possible to trace out the connection of a circuit. The components of the
circuit are identified by name or are represented by means of pictorial illustrations
that do not follow any well-defined standard form.
23

Electronic Symbols
24
25
26
Electronics Acronyms and Abbreviations

AF Audio Frequency
AFC - Automatic Frequency Control
AGC Automatic Gain Control
AM Amplitude Modulation
BW Bandwidth
CCTV Closed Circuit Television
CD Compact Disc
CMOS Complementary Metal Oxide Semiconductor
CPU Central Processing Unit
CRT Cathode Ray Tube
DIP Dual-In-Line Package
DPDT- Double Pole Double Throw
DVD Digital Video Disc
FCC Federal Communication Commission
FET Field Effect Transistor
FM Frequency Modulation
Ge Germanium
IC Integrated Circuit
IF Intermediate Frequency
J-FET Junction Field Effect Transistor
LCD Liquid Crystal Display
LED Light Emitting Diode
MOS Metal Oxide Semiconductor
MOSFET Metal Oxide Silicon Field Effect Transistor
MSI Medium Scale Integration
PC Personal Computer
PCB Printed Circuit Board
OP AMP Operational Amplifier
RAM Random Access Memory
ROM Read Only Memory
SIP Single In- line Package
SSI Small Scale Integration
TRF Tuned Radio Frequency
27
VHF Very High Frequency

VLF Very Low Fequency
VOM- Volt Ohm Milli Ammeter
VT Vacuum Tube
VCR Video Cassette Recorder
VU Volume Unit
28
SELF CHECK 2-2

Direction: Draw the schematic symbol of each of the components given below.
SCHEMATIC SYMBOL
1.______________________________________
RESISTOR
2.______________________________________
DIODE
3.______________________________________
CAPACITOR
4._____________________________________
TRANSISTOR
5.______________________________________
IC
29
SELF CHECK KEY 2.2

Electronic symbols
1.
2.
3.
5.
4.
30
Program/Course:
Unit of
Competency:

USED IN ELECTRONICS
Module Title:

Learning Outcome 3: Prepare electronic diagrams.

Assessment Criteria
1. The symbols used are appropriate to the electronic components.
2. Electronic diagrams are drawn based on the requirements of the job.
3. The diagrams drawn provide all the specifications required by the job.
References
2003
31
Learning Outcome 2: Interpret electronic diagram.
Learning Activities
Special Instruction
1. Read the attached

Information Sheet 3.1
Information Sheet 3.2.
3. Answer the Self Check 3.1.

sheet.
4. Compare your answer to

the Self Check Key 3.1.
question, go back again to
question, you are ready to
proceed to learning
outcome 4.
32

Standard Diagrams in Electronics
WIRING DIAGRAM
SCHEMATIC DIAGRAM
PICTORIAL DIAGRAM
BLOCK DIAGRAM
33

Guidelines in Drawing Diagrams
Recommended practices to be used in the application of symbols to a
circuit diagram are listed below. These practices are adapted from the United
States of America Standard Institute publication, Graphic Symbols for
Electrical and Electronic diagrams.
1. The position of a symbol on a diagram does not affect its meaning.
2. The weight of a line used in drawing does not affect its meaning. In
some cases a heavier line may be used to emphasize a particular
symbol.
3. A given symbol may be drawn in any size that is suitable for use in any
particular symbol.
4. If necessary for contrast, some symbols may be drawn smaller or larger
than the other symbols on a diagram.
5. In general, a connecting line should be brought to a symbol either
vertically or horizontally, but a connecting line brought to a symbol at
an angle has no particular significance unless noted otherwise.
6. The arrowhead symbol may be open () or closed () unless otherwise.
7. The standard symbol for a terminal ( 0 ) may be added to any symbol
but when this is done, the terminal symbol should not be considered a
part of the symbol itself.
34
SELF CHECK 3.1

1. _____________________________
2._____________________________
3.______________________________
4.________________________________
35
SELF-CHECK KEY 3.1

1. Wiring Diagram
2. Schematic Diagram
3. Pictorial Diagram
4. Block Diagram
36
Program/Course:
Unit of Competency:

USED IN ELECTRONICS
Module Title:

Learning Outcome 4: Store electronic diagrams according to established policies

Assessment Criteria
1. Electronic diagrams are recorded and an inventory is prepared.
2. Proper storage of diagram is undertaken.
References
2003
37
Learning Outcome 4: Store electronic diagrams based on established
[policies.
Learning Activities
Special Instruction

Sheet 4.1.
2. Answer the Self-Check 4.1.
3. Compare your answer to the
model answers.

sheet.

question, go back again to the
proceed to another module.
38

Recording of electronic diagrams
What is an electronic diagram records management?
Electronic diagram record management is efficient in recording stored
systems. The key to electronic diagram record management is to be able to support
and to avoid any damage on a diagram for the future purposes.
Application of Electronic Diagram Records follow these stages:
1. Identify various schematic diagram needs for the existing lesson.
2. Maintain currently active records in primary storage, on line or
immediately available.
3. Migrate semi-active or in active records to less expensive, slower
storage media.
4. Identify records that are eligible for disposition or deletion, erasure, or
transfer to other location.
Creating Electronic Diagram Record systems
Electronic diagram record keeping systems must have accurately documented
policies, assigned responsibilities, and formal methodologies for the shop
management.
Electronic diagram record-keeping system must meet the following criteria:
1. Consistent. Record diagram keeping systems must process information in a
manner that assures that the diagrams they create are credible.
2. Complete. Content structure, and context generated by the service manual.
3. Accurate. Quality controlled at input to ensure the information in the
electronic diagram record system correctly reflects what was given by the
service manual.
4. Preserved. Records must continue to reflect content, structure, and context
within any system by which the records are retained any time, where it is
being used.
39
OPERATION SHEET 4.1

Proper Storage of Electronic Diagram
1. Download the schematic diagram to your laptop/personal computer for
storage purposes.
2. Transfer the edited schematic diagram from the laptop to the cd disk for
storage purposes.
3. Copy the edited schematic diagram from the laptop to the USB for storage
purposes.
4. All the schematic diagram and service manual are placed inside the
exclusive cabinet of the shop.
40
SELF CHECK 4.1

Recording of Electronics Diagram
Directions: Answer the following questions below.
1-5.) What is an electronic diagram record management?
6-10) Give at least 3 criteria for electronic diagram record management.
41
SELF CHECK KEY 4.1

Recording of Electronics Diagram
1-5.) What is electronic diagram records management?
Electronic record diagram management is efficient in record-storing systems.
The key to electronic diagram record management is to be able to support and to
avoid any damage on a diagram for the future purposes.
6. Consistent. Record diagram keeping systems must process information in a

manner that assures that the diagrams they create are credible.
7. Complete. Is a content structure, and context generated by the service
manual.
8. Accurate. Quality controlled at input to ensure the information in the
electronic diagram record system correctly reflects what was given
by the service manual.
9-10.Preserved. Records must continue to reflect content, structure, and context
within any system by which the records are retained any time,
where its being used.
42
ASSESSMENT PLAN
Direction: Put a check on designated box if you perform the following criteria
YES
NO
Electronic components are specified according

to their jobs.
Electronic components are identified based on
their functions.
Electronic components which do not conformed
to the quality standard are identified and
marked for disposal
Electronic diagram are identified according to
job requirements.
The equivalent components of the electronic
symbols are identified.
The connection of the electronic symbols in a
circuit is identified
The symbols used are appropriate to the
electronic components.
Electronic diagrams are drawn based on the
requirements of the job.
The diagrams drawn provide all the
specifications required by the job.
Electronic diagrams are recorded and an
inventory is prepared.
Proper storage of diagram is undertaken.
Prepared by:
Date:
Checked by:
Date:
43
Students name:
Teachers name:
Name of School
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the student in preparing and interpreting technica drawing used in
electronics.
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.
Date of observation
activity
activity
The Student can..
Specify electronic components according to their jobs.
identify electronic
functions
identify and mark for disposal electronic components

which do not conform to quality standard
identify electronic
requirements
identify
electronic
components
identify the connection of the symbols in a circuit.
Use symbols appropriate for electronic components
D.raw electronic diagrams based on the requirements

of the job.
Draw diagrams that provides all the specs required

by the job.
Record electronic diagrams and prepare an inventory
Undertake proper storage of diagram.
components
diagram
symbols
based
according
and
on
their
to
job
equivalent
Did the student overall performance meet the standard?
Yes
No
Feedback to student
Teachers signature:
Date:
44

Students name:
Teachers name:
Assessment Center
Competency
standards
Unit of competency:
1. Observe the student in preparing and interpreting technica drawing used in
electronics.
3. Place a tick in the box to show that the student has completed each aspect of
4. Ask the student a selection of the questions from the attached list to confirm
his/her underpinning knowledge
5. Place a tick in the box to show that the student has answered the questions
correctly.
Date of observation
Description of
assessment activity
activity
The student can..
specify electronics components according to their
functions.
identify electronic diagrams according to job
requirements
use
symbols
appropriate
for
electronic
components.
draw electronic diagrams based on the
identify the connection of the electronic symbols

in the circuit.
draw diagrams that provide

required by the job.
undertake proper storage of diagrams.
all
the
specs
Did the students overall performance meet the

standard?
Yes
No
45
Demonstration
Students name:
Teachers name:
Unit of competency:
Date of assessment:
Time of assessment:
Given the necessary materials the trainee/student must be able to:
prepare electronic diagrams
Materials and equipment:
Instruments:
Materials:
Drawing Board
Drawing Paper
Ruler
Actual Electronic Components
HB Pencil
demonstrated
During the demonstration of skills, did the

student:
Identify electronic components according to their
function?
Interpret electronic diagrams?
Prepare electronic diagrams with complete
specs?
Store electronic diagrams based on established
policies?
The students demonstration was:
Satisfactory
Yes
No
N/A
Not Satisfactory
46
Written report
Students name:
Teachers name:
Assessment Center
Competency
standards
Unit of
competency:
Task:
Your task is to:
Prepare and interpret an electronic diagram
Submission date:
Use the checklist below as a basis for judging whether the students
The students report can.
Identify electronic components based specified

jobs.
Interpret electronic diagrams based on the

Prepare electronic diagrams with complete specs.
Use symbols appropriate for electronic

components.
Record diagrams and prepare an inventory.
Undertake proper storage of electronic diagrams.
Overall did the students report meet the standard?
Yes
No
Comments:
Students
signature:
Date:
Teachers
signature:
Date:
47
PERFORMANCE TEST
Student Name
Date
Competency:
Directions:
Ask your teacher to
assess your performance
in the following critical
task and performance
criteria below
on the overall evaluation
on the right side.
Test Attempt
1st
2nd
3rd
OVERALL EVALUATION
Level
Achiev
ed
PERFORMANCE LEVELS
4 - Can perform this skill without direct
supervision and with initiative and adaptability
to problem situations.
3 - Can perform this skill satisfactorily without
direct assistance or supervision.
2 - Can perform this skill satisfactorily but
requires some assistance and/or supervision.
1 - Can perform parts of this skill satisfactorily,
but requires considerable assistance and/or
supervision.
Instructor will put his/her initial level achieved.
For acceptable achievement, check YES, for unachieved
skill, check NO and for a skill displayed inappropriately,
Check N/A
Yes
No
N/
A
Electronic components were identified based on their functions.

Appropriate symbols were used with the electronics components.
Electronic diagrams were identified according to job requirements.
Electronic diagrams were prepared based on the requirements of the job.
Diagrams that provide complete specs were drawn as required by the job.
Electronic diagrams were recorded and an inventory was prepared.
Proper storage of the diagram was undertaken.
48
ACKNOWLEDGMENT
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



Mr. Rufo G. Malla


Mr. Remar C. Pinsoy

Contextual Teacher:
Facilitators:
TEC-VOC Task Force

TEC-VOC Task Force
Encoders:
46
ACKNOWLEDGMENT
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:

Bauan, Batangas

Mrs. Gigi C. Corpuz

Malvar, Batangas

Mr. Rufo G. Malla

Mr. George B. Fuazo

GMA, Cavite
Contextual Teacher:
English

GMA, Cavite
Mrs. Charlie I. Soriano

Quezon City
Mathematics
Mrs. Analiza Rosa P. Librada
Teacher I,-Mathematics Coordinator, San Pedro Relocation Center Natl. HS
San Pedro, Laguna
47
Science
Mrs. Gemma G. Vallarta
Teacher III Science Coordinator, San Pedro Relocation Center Natl. HS
San Pedro, Laguna

Facilitators:

TEC-VOC Task Force

TEC-VOC Task Force
Dr. Orlando E. Manuel

TEC-VOC Task Force
Encoders:
Marisol E. Saldivar
48

PUBLIC TECHNICAL - VOCATIONAL
HIGH SCHOOLS
Unit of Competency: TERMINATE AND CONNECT ELECTRICAL

Module No 4
WIRING AND ELECTRONIC CIRCUIT.

Module Title: Terminating and Connecting an
Electronic Circuit
TABLE OF CONTENTS
Page
How to Use this Module ................................................................................... i
Introduction .................................................................................................... ii
Technical Terms ............................................................................................. iii
Learning Outcome 1 Design a Simple Circuit in Electronics ............................ 1
Self-Check 1.1 ....................................................................................... 8
Answer key 1.1 .................................................................................... 10
Activity Sheet 1.1 ................................................................................. 11
Activity Sheet Key 1.1 .......................................................................... 12
Learning outcome 2 Terminate and Connect a Simple Circuit in Electronics15
Self-Check 2.1 ..................................................................................... 20
Operation Sheet 2.1 ............................................................................. 21
Job Sheet 2.1 ...................................................................................... 30
Learning Outcome 331
Job Sheet 1 ......................................................................................... 35
Observation List ............................................................................................ 36
Demonstration .............................................................................................. 38
Written Report .............................................................................................. 39
Performance Test .......................................................................................... 40

Welcome to the Module Terminating and Connecting Electrical circuit
and Electronic Circuit. This module contains training materials and activities
for you to complete.
The unit of competency Terminate and Connect Electrical Wiring and
Electronic Circuit contains the knowledge, skills and attitudes required for
Consumer Electronics Servicing required to obtain the National Certificate
(NC) level II.
You are required to go through a series of learning activities in order to
complete each of the learning outcomes of the module. In each learning outcome
there are Information Sheets, Job Sheets, Operation Sheets and Activity
Sheets. Do these activities on your own and answer the Self-Check at the end of
each learning activity.
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.
receiving and relaying information. This will be the source of information that
will enable you to acquire the knowledge and skills in Terminating and
Connecting an Electronic Circuit independently at your own pace with
minimum supervision from your teacher.
Program/Course:
Unit of Competency:
TERMINATE AND CONNECT ELECTRICAL WIRING

AND ELECTRONIC CIRCUIT
Module Title:
TERMINATING AND CONNECTING AN ELECTRICAL

WIRING AND ELECTRONIC CIRCUIT
INTRODUCTION:
Terminating and Connecting Electrical Wiring and Electronic Circuit. It covers
the knowledge, skills and attitudes required to terminate and connect electrical
wiring and electronic circuit.
This module consists of three (3) learning outcomes. Each learning outcome
contains learning activities supported by instructional sheets. Before you
perform the instructions, read the information sheets and answer the self-check
and activities provided to ascertain to yourself and your teacher that you have
acquired the knowledge necessary to perform the skill portion of the particular
learning outcome.
Upon completing this module, report to your teacher for an assessment to
check your achievement of knowledge and skill required in this module. If you
pass the assessment, you will be given a certificate of completion.
LO1 design a simple circuit in Electronics;
LO2 terminate and connect a simple circuit in Electronics; and
LO3 test a simple circuit in Electronics.
Refer to the assessment criteria of learning outcomes 1-3 of this module.
PREREQUISITES:
None
ii
TECHNICAL TERMS
AC Power Supply. It is an equipment that delivers an AC Voltage.

AC Voltage. It is a voltage in which the polarity alternates.
Alternating Current. An electric current that rises to a maximum in one
direction, falls back to zero and then rises to a maximum
in the opposite direction and then repeats itself.
DC Power Supply. It is any source of DC power for electrical equipment.
Fuse. It is a protective device in the current path that melts or breaks when
current exceeds a predetermined maximum value.
Leakage. A small undesirable flow of current through an insulator or
dielectric
Power Supply. It is an electrical equipment used to deliver either AC or DC
voltage.
Regulated Power Supply. A power supply that maintains a constant output
voltage under changing load condition.
Resistor. It is a component made of material that opposes the flow of current
and therefore has some value of resistance
Schematic Diagram. An Illustration of an electrical or electronic circuit with
the components represented by their symbol.
Switch. It is electrical device having two states, ON (closed) or OFF (open).
Test. It is compose of sequence of operations intended to verify the correct
operation or malfunctioning of a piece of equipment or system.
.
Schematic Diagram. An illustration of an electrical or electronic circuit with
the components represented by their symbols.
Volt-Ohm-Meter. It is known as a multitester. A test equipment used to
check AC, DC voltages, current in a circuit and resistance of any components
out of the circuit.
iii
Program/Course:
Unit of Competency:

Module Title:
TERMINATING AND CONNECTING ELECTRICAL

Learning Outcome 1: Make a simple electrical circuit.

1. A simple circuit is made based on the required specifications.
2. Appropriate electrical symbols are used.
3. The specification of electronic components are indicated.
References:
2003
3. www.google.com
4. www.yahoo.com
Learning Outcome 1: Make a simple electrical circuit.
Learning Activities
on Component of a simple
circuit.
2. Answer Self Check 1.1.
Try to answer all the self

check materials without
looking at the information
sheet.
3. Compares your answers with

the model answers.
4. Perform Activity sheet 1.1.
5. Compare with Self Check
Information Sheet 1.1 and
Activity Sheet 1.1.
proceed to Learning Outcome
2.

Components of a Simple Circuit
A Simple circuit contains the minimum things needed to have a functioning
electric circuit. A simple circuit requires the following:
AC/DC source
Equipment that will operate on either an AC or DC power source
Battery a DC voltage source containing two or more cells that
convert chemical energy to electrical energy.
Cell- Single unit which is used to convert chemical energy into a
DC electrical voltage.
FUSE
Once you design a simple circuit on
electronics, it is important to include a
fuse
in the primary or secondary of a transformer.
Fuse is a safety device used to protect
an electrical circuit from the effect of
excessive
current.
Its
essential
component is usually a strip of metal
that will melt at a given temperature.
A fuse is so designed that the strip of
metal can easily be placed in the electric circuit. If the current in
the circuit exceed a predetermined value, the fusible metal will
melt and thus break, or open the circuit.
A fuse is usually rated in Amperes, which represent the
maximum continues current it could handle without blowing.
The most popular type of fuse in Electronics is 3AG type. This
code describes the case size and material with the G indicates
a glass materials and A indicates that intended for automotive
application. A 3AG fuse measures approximately 32mm x 6mm.
Wires and Cable

A wire is a single slender rod or
filament of drawn metal. This definition
restricts the term to what would ordinarily
be understood as solid wire. The word
slender is used because the length of a
wire is usually large when compared to its
diameter. If a wire is covered with
insulation, It is an insulated wire.
Although the term wire properly refers to
the metal, it is also includes the
insulation.
A conductor is a wire suitable for
carrying an electric current.
A stranded conductor is a conductor composed of a group of wire or

of any combination of group of wires. The wires in a stranded
conductor are usually twisted together and not insulated from each
other.
A cable is either a stranded conductor (single-conductor cable) or a
combination of conductors insulated from one another (multipleconductor cable). The term cable is a general one and usually applies
only to the large sizes of conductor. A small cable is more often called a
stranded wire or cored (such as that used for an iron or a lamp cord).
Cables may be bare or insulated. Insulated cables may be sheathed
(covered) with lead, or protective armor.
Switch and its function

Switch is a device used to break an electric current or transfer it to
another conductor. Switches are commonly used to open or close a
circuit. Close is ON position, while open is OFF position. Normally,
switch is installed in series with the line carrying current from the
power source to the load.
A switch is a mechanical device
used to connect and disconnect a
circuit at will. Switches cover a
wide
range
of
types,
from
subminiature up to industrial
plant switching megawatts of
power on high voltage distribution
lines.
Switch is a manually operated
device
capable
of
making,
breaking,
or
changing
the
connection in an electronics or electrical circuit. A switch connected
in series with one of the connecting wires of simple circuit affords a
means of controlling the current in the circuit.
Switched function
o When the switch is closed, the electron finds an interrupted path
in the circuit.
o Open is the OFF position of the switch, while close is the ON
position.
o When the switch is opened, the current delivered by the power
supply is normally insufficient to jump the switch gap in the form
of an arc and the electron flow in the circuit is blocked.
Load is a source drives a load. Whatever component or piece or piece of

equipment is connected to a source and draws current from a source is a
load on that source.
The following are examples but not limited to:
Bulb
Appliances
ELECTRONIC SCHEMATIC SYMBOLS
Wires and connections

Component
Circuit Symbol
Function of Component
Wire
To pass current very easily from one

part of a circuit to another.
Wires joined
A 'blob' should be drawn where wires

are connected (joined), but it is
sometimes omitted. Wires connected
at 'crossroads' should be staggered
slightly to form two T-junctions, as
shown on the right.
Wires not joined
In complex diagrams it is often

necessary to draw wires crossing even
though they are not connected. I
prefer the 'bridge' symbol shown on
the right because the simple crossing
on the left may be misread as a joint
where you have forgotten to add a
'blob'!
Power Supplies/Source
Component
Circuit Symbol
Cell
It supplies electrical energy.

The larger terminal (on the left) is
positive (+).
A single cell is often called a battery, but
strictly a battery is two or more cells
joined together.
Battery
It supplies electrical energy. A battery is

more than one cell.
The larger terminal (on the left) is
positive (+).
DC supply

DC = Direct Current, always flowing in
one direction.
AC supply

AC = Alternating Current, continually
changing direction.
Fuse
A safety device which will 'blow' (melt) if

the current flowing through it exceeds a
specified value.
Transformer
Two coils of wire linked by an iron core.

Transformers are used to step up
(increase) and step down (decrease) AC
voltages. Energy is transferred between
the coils by the magnetic field in the
core. There is no electrical connection
between the coils.
Earth
(Ground)
A connection to earth. For many

electronic circuits this is the 0V (zero
volts) of the power supply, but for mains
electricity and some radio circuits it
really means the earth. It is also known
as ground.
Output Devices/Loads: Lamps, Heater, Motor

Component
Circuit Symbol
Lamp (lighting)
A transducer which converts electrical

energy to light. This symbol is used
for a lamp providing illumination, for
example a car headlamp or torch
bulb.
Lamp (indicator)

for a lamp which is an indicator, for
example a warning light on a car
dashboard.
Heater

energy to heat.
Motor

energy to kinetic energy (motion).
Bell

energy to sound.
Buzzer

energy to sound.
Inductor
(Coil, Solenoid)
A coil of wire which creates a

magnetic field when current passes
through it. It may have an iron core
inside the coil. It can be used as a
transducer converting electrical
energy to mechanical energy by
pulling on something.
Switches
Component
Circuit Symbol
Push Switch
(push-to-make)
A push switch allows current to flow only

when the button is pressed. This is the
switch used to operate a doorbell.
Push-to-Break
Switch
This type of push switch is normally closed

(on); it is open (off) only when the button is
pressed.
On-Off Switch
(SPST)
SPST = Single Pole, Single Throw.

An on-off switch allows current to flow only
when it is in the closed (on) position.
2-way Switch
(SPDT)
SPDT = Single Pole, Double Throw.

A 2-way changeover switch directs the flow of
current to one of two routes according to its
position. Some SPDT switches have a central
off position and are described as 'on-off-on'.
Dual On-Off
Switch
(DPST)
DPST = Double Pole, Single Throw.

A dual on-off switch is often used to switch
mains electricity because it can isolate both
the live and neutral connections.
PARTS OF A SIMPLE CIRCUIT

A simple circuit contains the minimum things needed to have a
functioning electric circuit
Source is a device used to supply AC or DC voltage
Load is any device that consumes voltage, whatever component or
piece of equipment that is connected to a source and draws current
from a source is a load on that source.
Control or switch is any device having two states, on (closed) or off
(open). Ideally having zero impedance when closed and infinite
impedance when open.
Protecting device is a component used to open the circuit when current
exceeds a predetermined maximum value.
Conductor is a material that conducts electric current very well and
used to connect a complete path for current.
CONTROLLING
source
CONSUMING
Connecting device
(insert a figure of simple complete circuit)
Procedure in Making a Simple Circuit.
1. Prepare all the tools and materials needed.

2. By using schematic symbol, make a simple circuit with the
following :
a. load
b. source
c. conductor
d. control
3. Make sure that the circuit has the following requirements:
a. A source of electrical potential difference or
voltage.
b. A conductive path which would allow for the
movement of charges.
c. An electrical resistance which is loosely defined
as any object that uses electricity to do work.
4. Test the designed circuit by comparing it with the sample
circuit produced by your teacher.
SELF-CHECK 1.1
A. Fill in the blank with term referred by each of the following.
________________1.Interconnection of components which provides an electrical
path between two or more components.
________________2. A type of circuit in which the flow of current is cut off.
________________3. A circuit in which the components are connected from end to
end so that the current has only one path to follow
through the circuit.
________________4. A circuit where there is more than one path for the current
to flow through.
________________5. A device used to supply AC or DC voltage.
________________6. Any device having two states, ON or OFF.
________________7. A safety device used to protect an electrical circuit from the
effect of excessive current.
________________8. Wire suitable for carrying an electrical current.
________________9. Components or pieces of equipment connected to a source
which draws current from a source.
_______________10. A DC voltage source containing two or more cells that
convert chemical energy to electrical energy.
B. Complete the table below:
Identify each of these symbols:
COMPONENTS
SYMBOLS
1.
2.
3.
4.
5.
ANSWER KEY TO SELF CHECK 1-1

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

Electronics Circuit
Procedure:
A. Choose 10 actual components from the circuit provided by your
teacher.
Actual component are the following but not limited to:
Wire
Cell
Battery
Fuse
Transformer
Lamp
Motor
Bell
Buzzer
Inductor
2. Identify the schematic symbols of your chosen components.

3. Write your answers on the chart provided below.
No.
Component
Schematic Symbol
1
2
3
4
5
6
7
8
9
10
B. By using of the different components, design a simple circuit with the

following part:
Source
Load
Conductor
Control
11
KEY TO CORRECTION FOR ACTIVITY SHEET 1.1

Electronics Circuit
ELECTRONIC SCHEMATIC SYMBOLS
Wires and connections

Component
Circuit Symbol
To pass current very easily from one part of a
circuit to another.
Wire
A 'blob' should be drawn where wires are

connected (joined), but it is sometimes omitted.
Wires connected at 'crossroads' should be
staggered slightly to form two T-junctions, as
shown on the right.
Wires joined
In complex diagrams it is often necessary to

draw wires crossing even though they are not
connected. I preferred the 'bridge' symbol
shown on the right because the simple
crossing on the left may be misread as a join
where you have forgotten to add a 'blob'!
Wires not joined
Power Supplies/Source
Component
Circuit Symbol
Cell

The larger terminal (on the left) is positive (+).
A single cell is often called a battery, but
strictly a battery is two or more cells joined
together.
Battery
It supplies electrical energy. A battery is more

than one cell.
The larger terminal (on the left) is positive (+).
DC supply

DC = Direct Current, always flowing in one
direction.
AC supply

AC = Alternating Current, continually changing
direction.
Fuse
Transformer
Earth
(Ground)
A safety device which will 'blow' (melt) if the

current flowing through it exceeds a specified
value.
Two coils of wire linked by an iron core.
Transformers are used to step up (increase)
and step down (decrease) AC voltages. Energy
is transferred between the coils by the
magnetic field in the core. There is no electrical
connection between the coils.
A connection to earth. For many electronic
circuits this is the 0V (zero volts) of the power
supply, but for mains electricity and some
radio circuits it really means the earth. It is
also known as ground.
12
Output Devices/Loads: Lamps, Heater, Motor, etc.

Component
Circuit Symbol
Lamp (lighting)

for a lamp providing illumination, for
example a car headlamp or torch
bulb.
Lamp (indicator)

for a lamp which is an indicator, for
example a warning light on a car
dashboard.
Heater

energy to heat.
Motor

energy to kinetic energy (motion).
Bell

energy to sound.
Buzzer

energy to sound.
A coil of wire which creates a
magnetic field when current passes
through it. It may have an iron core
inside the coil. It can be used as a
transducer converting electrical
energy to mechanical energy by
pulling on something.
Inductor
(Coil, Solenoid)
Switches
Component
Push Switch
(push-tomake)
Circuit Symbol
A push switch allows current to flow only
when the button is pressed. This is the
switch used to operate a doorbell.
Push-to-Break
Switch
This type of push switch is normally closed

(on), it is open (off) only when the button is
pressed.
On-Off Switch
(SPST)
SPST = Single Pole, Single Throw.

An on-off switch allows current to flow only
when it is in the closed (on) position.
13
2-way Switch
(SPDT)
SPDT = Single Pole, Double Throw.

A 2-way changeover switch which directs the
flow of current to one of two routes according
to its position. Some SPDT switches have a
central off position and are described as 'onoff-on'.
Dual On-Off
Switch
(DPST)
DPST = Double Pole, Single Throw.

A dual on-off switch which is often used to
switch mains electricity because it can
isolate both the live and neutral connections.
5. Compare your answer with the sample circuit:
PRACTICAL CIRCUIT
14
Program/Course:
Unit of Competency:

Module Title:
TERMINATING AND CONNECTING ELECTRICAL

Learning Outcome 2: Prepare and connect a simple circuit in Electronics
1. Personal Protective Equipment and Occupational Health and Safety
Policies are observed in accordance with the industry standards.
2. Correct method in connection is used according to the specification
requirements and safety policies.
3. Correct sequence of operation is followed according to the job
specifications.
4. Electronic components are checked according to the specification and
task/s.
References
1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple
Electronics; Andes Mountain Printers: 2004
2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications,
Inc.: 2003
3. www.google.com
15
Learning Outcome 2: Prepare and connect a simple circuit in electronics.
Learning Activities
1. Read the Information Sheet
2.1 on preparing a simple
circuit.
2. Answer Self Check 2.1.
Try to answer all the SelfCheck materials without

looking at the Information
Sheet.

answer Key # 2.1
Information sheet#2.1.
5. Perform Operation sheet 2.1
on circuit analysis.
6. Perform Job Sheet 2.1 on
preparing and connecting a
simple circuit.
questions, and performed the
job, you are ready to proceed
to Learning Outcome 2.
16

Prepare a Simple Circuit
Personal Protective Equipment

Goggles
Gloves
ESD
Harnessing wires
If it is necessary to replace the length of wire, use the same
diameter or larger wire (smaller gauge number).
Duplicate the length of the original wire as closely as possible.
Follow the wire color coding whenever possible.
Strip the wire insulation about 20mm from both ends.
Inspect the wire after the insulation has been stripped, to check
for damage or discoloration.
Clean the ends of the wires with a wire cleaner or rosin flux.
Slip the proper diameter and length of heat-shrink tubing on to
one wire.
Twist the wires together or mesh the wires together and crimp on
a splice clip.
Solder the splice with rosin-core solder. Solder should flow into
the wires.
Pull on the wires lightly to ensure the splice is properly soldered
and tightened.
Apply dielectric grease over the repair area.
Slide heat shrinks tubing over the splice and applies that heat to
tighten the tubing around the splice, or tightly wrap the
splice with the proper electrical tape.
17
Splices and Joints
Fixture
Joint
Knotted
Tap Joint
Rattail
Joint
Staggering
Splices
The fixture joint is used to connect

a small-diameter wire, such as in a
lighting fixture, to a larger diameter
wire used in a branch circuit. Like
the rattail joint, the fixture joint will
not stand much strain.
All the splices discussed up to this
point are known as <emphasis
type="u">butted</emphasis>
splices. Each is made by joining the
free ends of the conductors
together. Sometimes however, it is
necessary to join a branch
conductor to a continuous wire
called the main wire. Such a
junction is called a tap joint.
A splice that is used in a junction

box for connecting branch circuits
is the rattail joint
Joining
small
multiconductor
cables often presents a problem.
Each conductor must be spliced
and taped. If the splices are directly
opposite each other, the overall size
of the joint becomes large and
bulky. A smoother and less bulky
joint can be made by staggering the
splices.
18
Tap splice
It is used where you want to join a

second wire to a conductor.
Western
Union or
Lineman
splice
The wrapping pattern is designed to

cause the termination to tighten as
the conductors pull against each
other. This type of splice is more
suited to solid, rather than
stranded conductors, and is fairly
difficult to complete. The Western
Union splice joins small, solid
conductors.
19
SELF-CHECK 2.1
A. Fill in the blanks with what is being asked by the following items:
___________________1. (1-3) Examples of PPE used in connecting a circuit
___________________2.
___________________3.
___________________4. (4-5)Important things to remember in harnessing wires
___________________5.
B. Complete the table below by Identifying the following wire joints:
JOINTS
PICTORIAL DESCRIPTION OFJOINTS
6. _______________________
7. _______________________
8. _______________________
9. _______________________
10. ______________________
20
KEY TO SELF-CHECK 2.1

1. Goggles
2. Gloves
3. ESD
4-5.
If its necessary to replace the length of wire, use the

same diameter or larger wire (smaller gauge
number).
Duplicate the length of the original wire as closely as
possible. Follow the wire color coding whenever
possible.
Strip the wire insulation about 20mm from both
ends.
Inspect the wire after the insulation has been
stripped, to check for damage or discoloration.
Clean the ends of the wires with wire cleaner or
rosin flux.
Slip the proper diameter and length of heat-shrink
tubing on to one wire.
Twist the wires together, or mesh the wires together
and crimp on a splice clip.
Solder the splice with rosin-core solder. Solder
should flow into the wires.
Pull on the wires lightly to ensure the splice is
properly soldered and tightened.
Apply dielectric grease over the repair area.
Slide heat shrink tubing over the splice and apply
that heat to tighten the tubing around the splice, or
Tightly wrap the splice with the proper electrical
tape.
6. Tap joints
7. Knotted tap joints
8. Western Union or Lineman splice
9. Staggering Splices
10. Fixture Joint
21
OPERATION SHEET 2.1

Circuit Analysis
INSTRUCTION
This is the simplest complete circuit. a battery and an incandescent lamp.
Connect the lamp to the battery as shown in the illustration below, and the
lamp will light. Assuming the battery and lamp are both in good condition and
both are matched to one another in terms of voltage.
If there is a "break" (discontinuity) anywhere in the circuit, the lamp fails

to light. It does not matter where such a break occurs! Many students
assume that since electrons leave the negative (-) side of the battery and
continue through the circuit to the positive (+) side, that the wire
connecting. The negative terminal of the battery to the lamp is more
important in circuit operation than the other wire providing a return path
for electrons back to the battery. This is not true!
22
Using your multimeter set to the appropriate "DC volt" range, measure
voltage across the battery, across the lamp, and across each jumper wire.
Familiarize yourself with the normal voltages in a functioning circuit.
Now, "break" the circuit at one point and re-measure the voltage between
the same sets of points, additionally measuring voltage across the break
like this:
23
What voltages measure the same as before? What voltages are different
since introducing the break? How much voltage is manifest, or dropped
across the break? What is the polarity of the voltage drop across the
break, as indicated by the meter?
Re-connect the jumper wire to the lamp, and break the circuit in another
place. Measure all voltage "drops" again, familiarizing yourself with the
voltages of an "open" circuit.
Construct the same circuit on a breadboard, taking care to place the lamp
and wires into the breadboard in such a way that continuity will be
maintained.
Experiment with different configurations on the breadboard, plugging the

lamp into different holes. If you encounter a situation where the lamp
refuses to light up and the connecting wires are getting warm, you
probably have a situation known as a short circuit, where a lowerresistance path than the lamp bypasses current around the lamp,
preventing enough voltage from being dropped across the lamp to light it
up. Here is an example of a short circuit made on a breadboard:
24
Here is an example of an accidental short circuit of the type typically

made by students unfamiliar with breadboard usage:
25
Here no "shorting" wire is present on the breadboard,

yet there is a short circuit occurs and the lamp
doesnt light. Based on your understanding of
breadboard hole connections, can you determine
where the "short" is found in this circuit?
Short circuits are generally to be avoided as they
result in very high rates of electron flow causing
wires to heat up and battery power sources to
deplete. If the power source is substantial enough, a
short circuit may cause heat of explosive proportions
to manifest, causing equipment damage and hazard
to nearby personnel. This is what happens when a
tree limb "shorts" across wires on a power line: the
limb -- being composed of wet wood -- acts as a lowresistance path to electric current, resulting in heat and sparks.
You may also build the battery/lamp circuit on a terminal strip: a length
of insulating material with metal bars and screws to attach wires and
component terminals to. Here is an example of how this circuit might be
constructed on a terminal strip:
CIRCUIT AND CONNECTION
Circuit is interconnection of components to provide an electrical path

between two or more components.
Types of Circuits
Open circuit. It is a type of circuit were the flow of current is cut off.
26
Closed circuit. It is a circuit that is having a complete path for

current flow.
Grounded circuit. It is a circuit that is having an intentional or

accidental connection between line 1 and line 2.
Short circuit which is also is a low resistance connection between

two points in a circuit typically causing excessive current.
27
Kinds of Circuits
Series circuit
Circuit in which the components are connected end to end so
that current has only one path to follow through to the
circuit.
Containing only one path for current flow, the current leaves
the voltage source, and must travel through a single path to
return to the other side of the voltage source.
Series circuit may have only one or several loads in it, but
there is still only one path for current flow.
Laws of series circuit
Three basic laws that describe the behavior of a series
circuit
1. The individual resistance in a series circuit adds up
to the total circuit resistance.
2. The current has the same value at any point within
a series circuit.
3. The individual voltage across the load in a series
circuit add up to the total voltage applied to that
circuit.
Parallel circuit
A parallel circuit is a circuit which shows that there is more
than one path for the current to flow through.
Laws of parallel circuit
The three laws stated briefly are:
1. The total voltage of a parallel circuit is the same
across each branch of that circuit.
2. The total current in a parallel circuit is equal to the
sum of the individual branch current.
28
3. The total resistance in a parallel circuit is always

less approximately equal to the value of the smallest
resistive branch.
Series Parallel circuit
This circuit consist of a number of minor circuit that are

connected in series while other parts of the circuit are
connected in parallel or a series-parallel circuit which
comprise a series connection of a number of multiple circuit.
29
JOB SHEET 2.1

Prepare and Connect a simple Circuit
Materials
dry cell
stranded wire, 2-meter long
flashlight bulb (about a 3 volt rating)
Doing the activity

1. Look at your battery. What differences are there between the two
ends?
2. Which end is positive (+) and which is negative (-)?
3. Take your battery, light bulb, and one strip of aluminum foil and try
to connect them so that the bulb would light. Try as many different
ways of connecting them as you can.
4. Draw your arrangement and mark the ones that worked.
Reflecting
Which circuit that youve drawncaused the light bulb to light?
Why do you think did the other circuit did not cause the bulb to
light up?
Is there current flowing through the battery?
Applying
What do you think will happen when one bulb in a string of a
Christmas light is defective?
30
Program/Course:
Unit of Competency:

Module Title:
TERMINATING AND CONNECTING ELECTRONIC

CIRCUIT
Learning Outcome 3: Test a simple electrical and electronics circuit.

Assessment Criteria
1. Wiring / Circuit is checked in accordance with the circuit
design.
2.
Circuits are tested using the appropriate tools.
References
2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir
Publications, Inc.: 2003
31
Learning Outcome 3: Test a simple electrical and electronics circuit.
Learning Activities
1.
Read the Information Sheet 3.1

on Tools in Testing Circuit.
2. Perform Job sheet 3.1 on

Checking/Testing Procedure in
Testing a Simple Circuit. Then
proceed to its Checklist.
Try to answer all the self

check materials without
looking at the information
sheet.
3. Then proceed to its Checklist

on the next page.
4.
If you have passed the final

assessment, you are qualified
to go to the next module.
32

Tools in Testing Circuit
Tools
Wire Stripper
Side Cutter
Pliers
Soldering iron
Descriptions
Drawing
A simple manual wire stripper is

a pair of opposing blades much
like scissors or wire cutters. The
addition of a center notch makes
it easier to cut the insulation
without cutting the wire. This
type of wire stripper is used by
rotating it around the insulation
while applying pressure in order
to make a cut around the
insulation. Since the insulation
is not bonded to the wire, it then
pulls easily off the end. This is
the most versatile type of wire
stripper.
Make smooth cuts in all kinds of
wire.
A device used for applying heat

to melt solder for attaching two
metal parts.
33
VOM/
Multitester
Multi tester can measure various

electric values. Such as the
measurement of the resistor
value, the measurement of the
voltage, the measurement of the
current, the confirmation of the
polarity of the light emitting
diode etc. This tool is necessary
for electronic circuit making.
34
JOB SHEET 3.1

Checking / Testing Procedure in Testing a Simple Circuit
A.
Damage Analysis
Wire and Connector Damage

Inspect wires, terminals and connections for these conditions:
Bent or broken terminals or connectors
Exposed wires or terminals
Cut or pinched insulation
Swollen, discolored, melted, or scorched insulation
Cracked connector housing, or other insulator
Loose connection
Missing seals or connector locks
Moisture inside connectors
Wire terminals not secured in the connectors
Circuit Damage
Blown fuse, burned, or tripped circuit breaker

High resistance or no connectivity
Faulty load
Failed voltage drop test
Improper continuity between circuits
Failed diagnostic test procedure
Inspection of Wire Repairs
No exposed wire or damaged insulation

Proper operation of the repaired circuit
Proper application of shrinks tubing or electrical tape
Splices at least 40mm away from other splices, harness,
branches, or connections.
Proper ground connection
Properly installed seals or connectors locks
Proper application of petroleum jelly or dielectric grease.
35
CHECKLIST FOR JOB SHEET 3.1

Checking/Testing Procedure in Testing a Simple Circuit
Identify each of the following by checking under the appropriate column.
The student was able to:
YES
NO
Design a circuit based on the required

specification.
Use appropriate electrical symbols
Indicate the specifications of electronic
components.
Observe Personal Protective Equipment &
Occupational Health and Safety Policies in
connection with electronic circuit based on the
industry standards.
Use correct method in connection according to the
specification requirements and safety policies
Follow correct sequence of operation according to
job specifications.
Check electronic components according to the
specifications and task/s.
Check wiring/ circuit in accordance with the circuit
design.
Test a circuit using the appropriate tools.
36
Student name:
Teachers name:
Name of School
Competency
standards
Unit of
competency:
1. Observe the student design a simple circuit in electronics.
3. Place a tick in the box to show that the student completed each aspect of the
Date of observation
activity
activity
The student can
design a circuit based on the required specification.
use appropriate electrical symbol.
indicate electronic component specification.

standard?
Yes
No
Feedback to student:
Teacher signature:
Date:
37

Student name:
Teachers name:
Name of School
Competency
standards
Unit of
competency:
1. Observe the student Prepare and connect a simple circuit in Electronics
3. Place a tick in the box to show that the students completed each aspect of the
4. Ask the student a selection of the questions from the attached list to confirm
5. Place a tick in the box to show that the students answered the questions
correctly.
Date of observation
activity
activity
The student can
observe PPE and HSP according to industry standard.
use correct method of connection

specification requirements and safety.
follow correct sequence operation according to job

specifications.
check
electronic
components
specifications and tasks.
according
according

standard?
to
to
Yes
No
38
Demonstration
Students name:
Teachers name:
Unit of Competency:
Competency Standards:
Date of assessment:
Time of assessment:
Given the necessary materials the trainee/student must be able to:

Dry cell
Stranded wire, 2 meter long
Flashlight bulb, 3 volts rating
demonstrated
During the demonstration of skills, did the

Student:
Observe PPE and HSP according to industry
standard?
Use correct method of connection according to
specification requirements and safety?
Follow correct sequence of operation according to
job specifications?
Check electronic components according to
specifications and tasks?
Satisfactory
Yes
No
N/A
Not Satisfactory
39
Written report
Students name:
Teachers name:
Assessment Center
Competency
Standards
Unit of
Competency:
Task:
Your task is to:
Test a simple circuit in Electronics
Submission date:
The students report can
check wiring/ circuit in accordance with the

circuit design.
test the circuit using the appropriate tools.
observe safety in testing simple circuit in

electronics.
fill in appropriate form completely and correctly.
identify proper method of sealing packed

products.
label correctly packed products.
Did the students report meet the standard?
Yes
No
Comments:
Students
signature:
Date:
Teachers
signature:
Date:
40
PERFORMANCE TEST
Students Name
Date
Competency:
Directions:
CALL TEACHER, ask
teacher to assess your
performance in the
following critical task
and performance criteria
below
Test Attempt
1st
2nd
3rd
OVERALL EVALUATION
Level
Achieved

on the right side.
PERFORMANCE LEVELS
4 - Can perform this skill without supervision

and with initiative and adaptability to problem
situations.
assistance or supervision.
supervision.
Teacher will initial level achieved.
For acceptable achievement, all items should receive a
"Yes" or "N/A" response.
Yes
No
N/A
Make a simple circuit based on the required specifications.
Use appropriate electrical symbols.

Indicate specification of electronic symbols.
Observe PPE and HSP according to industry standard.
Use correct method of connection according to specification
requirements and safety.
Follow correct sequence operation according to job
specifications.
Check electronic components according to specifications and
tasks
41
ACKNOWLEDGMENT
This module was based on the Competency-Based Curriculum-Contextual
Learning Matrix (CBC-CLM) and finalized on the Instructional Modules
Finalization Development Workshop Conducted at the Development Academy of
the Philippines, Tagaytay City, on May 6-10, 2008
Mr. Victorino P. Diola
Bauan Technical high School
Don Alejandro Roces Sr. Science Tech.
Sanchez Mira School of Arts and Trades
Contextual Teachers
Mr. Rufo G. Malla
E. Rodriguez Vicational High School
San Pedro Relocation Center National High School
Mr. Remar C. Pinsoy
Baguio National School of Arts and Trades
Contextual Teacher
Mrs. Daisy Carousel P. Cervantes English
Don Alejandro Roces Sr. Science Tech.
Facilitator:
Dr. Edward M. De la Rosa
Tech-Voc Task Force
Encoders:
Funding:

HIGH SCHOOLS
Unit of Competency: APPLY QUALITY STANDARD ON ELECTRONIC
COMPONENT PARTS
Module No. 5 Module Title: Applying Quality Standards
TABLE OF CONTENTS
Page
How to Use this Module ................................................................................... i

Introduction .................................................................................................... ii
Technical Terms ............................................................................................. iii
Learning Outcome 1: Assess quality of received electronics
components ................................................................... 1
Operation Sheet 1.1 ............................................................................... 4
Job Sheet 1.1 ........................................................................................ 9
Checklist for Job Sheet 1.1 .................................................................. 11
Learning outcome 2: Assess own work12
Self-Check 2.1 ..................................................................................... 18
Operation Sheet 2.1 ............................................................................. 19
Job Sheet 2.1 ...................................................................................... 22
Learning Outcome 3: Engaging in quality improvements .24
Operation Sheet 3.1 ............................................................................. 26
Job Sheet 3.1 ...................................................................................... 28
Checklist for Job Sheet 3.1 .................................................................. 29
Assessment Plan ........................................................................................... 31

Demonstration .............................................................................................. 33
Written Report .............................................................................................. 34
Performance Test .......................................................................................... 35
Acknowledgement ..36

Welcome to the Module APPLYING QUALITY STANDARDS ON ELECTRONIC
COMPONENT PARTS. This module contains training materials and activities for
you to complete.
The unit of competency APPLY QUALITY STANDARDS ON ELECTRONIC
COMPONENT PARTS contains the knowledge, skills and desirable attitudes
required for Consumer Electronics Servicing required to obtain the National
Certificate (NC) level II.
You are required to go through a series of learning activities in order to complete
each of the learning outcomes of the module. In each learning outcome there are
Information Sheets, Job Sheets, and Operation Sheets. Do these activities on
your own and answer the Self-Check at the end of each learning activity.
because you have been working for some time; or already completed training in this
area.
If you can demonstrate competence to your teacher in a particular skill, talk to
your teacher so you dont have to undergo the same training again. If you have a
qualification or Certificate of Competency from previous trainings show it to
him/her. If the skills you acquired are consistent with and relevant to this module,
they become part of the evidence. You can present these for RPL. If you are not sure
about your competence skills, discuss this with your teacher.
receiving and relaying information. This will be the source of information that will
enable you to acquire the knowledge and skills in Applying quality standards
independently at your own pace with minimum supervision from your teacher.
Program/Course:
Unit of Competency:
APPLY QUALITY STANDARDS ON

ELECTRONIC COMPONENT PARTS
Module Title:
APPLYING QUALITY STANDARDS
INTRODUCTION
APPLYING QUALITY STANDARDS ON ELECTRONIC COMPONENT PARTS. It
covers the knowledge, skills and attitudes required to apply quality standards.
Completion of this module will help you better understand the succeeding
module.
This module consists of three (3) learning outcomes. Each learning outcome
contains learning activities supported by instructional sheets. Before you perform
the instructions, read the information sheets and answer the self-check and
activities provided to ascertain to yourself and your teacher that you have acquired
the knowledge necessary to perform the skill portion of the particular learning
outcome.
Upon completing this module, report to your teacher for an assessment to check
your achievement of knowledge and skills required of this module. If you pass the
assessment, you will be given a certificate of completion.
SUMMARY OF LEARNING OUTCOMES
LO1. assess quality of received electronic components;
LO2. assess own work; and
LO3. engage in quality improvements.
PREREQUISITES:
Using Hand Tools
Preparing and Interpreting Technical Drawing Used in Electronics.
ii
TECHNICAL TERMS
Quality Standards. They are set of exact specifications to become patterns of
actions.
Injury. It is a damage or harm caused to the structure or function of the body
caused by an outside agent or force, which may be physical or chemical.
Insulation. It is a material that resists the flow of electric current
Overhead. It is the change of angular position of two observations of a single object
relative to each other as seen by an observer caused by the motion of
the observer.
Potential Differences. In physics, it is the potential difference between two points.
It is the amount of work that would need to be done on an
electric charge to move it from one point to the other again.
Solder. It is an alloy used to join two metals together below their melting point.
Torque. In physics, it is a vector that measures the tendency of a force to rotate an
object about some axis (center).
Voltage. It is also called electric or electrical tension) it is the difference of electrical
potential between two points of an electrical or electronic circuit, expressed
in volts.
Voltage Drop. It is the reduction in voltage in an electrical circuit between the
source and load.
Switch. It is an electrical device having two states, ON (closed) or OFF (open).
Test. It is a sequence of operations intended to verify the correct operation or
malfunctioning of a piece of equipment or system.
iii
Program/Course:
Unit of Competency:

Module Title:
APPLYING QUALITY STANDARDS ON

ELECTRONIC QUALITY PARTS
Learning Outcome 1: Assess quality of received electronic components.

Assessment Criteria
1. Quality of the electronic components is checked according to the specifications.
2. Quality standards on electronic components are separated from sub-standard
electronic components.
3. Electronic components, which do not conform to quality standard are identified
and marked for disposal.
References:
2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications,
Inc.: 2003
3. Pagarigan, Marconi and Bandi, Sharif. Practical Electronics Solid State
Servicing, Quapo, Manila: Electrolab Corporation, 1986

4. Staff of Electronic Enthusiasts, Project & Circuits Volume 1, Manila:
1982
Learning Outcome 1: Assess quality of received electronic components.
Learning Activities
Special Instruction

Information Sheet 1.1 on
quality inspection
procedure:
2. Read the operation sheet
1.1
Try to answer the Self-Check 1.1

sheet.
3. Fill out the job sheet 1.1

4. If you have any questions
or you need clarification on
the information, ask
assistance from your
teacher or from your
advanced classmate who
have finished this learning
outcome (LO).
5. If you have answered all
the questions correctly,
you can proceed to
learning outcome 2.

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

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

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

Electronic Component
Faulty Remarks
good
Resistor
Capacitor
Diode
Transistor
SCR
TRIAC
10

Quality Inspection Procedure
Direction: Put a check in the designated box if you performed the following
criteria.
CRITERIA
YES
NO
Quality of the electronic components are checked

according to the specifications.
Quality
standard
electronic
components
are
isolated from sub-standard electronic components.
Electronic component which do not conform to the

quality standards are identified and are reported
to the responsible personnel.
Results of diagnosis and testing are documented.
11
Program/Course:
Unit of Competency:
Module Title:

APPLY QUALITY STANDARDS ON ELECTRONIC
COMPONENT PARTS
APPLYING QUALITY STANDARDS ON ELECTRONIC
COMPONENT PARTS
Learning Outcome 2: Assess own work.

Assessment Criteria
1.
2.
3.
4.
The quality standard set by the organization is followed.

Completed work is checked against the organizational work
procedures on tools.
Information of the quality of the performance is recorded in
accordance with the organizational quality procedures.
Deviations from the specified quality standard and their
causes are reported in accordance with the organizational
work procedure.
References
1.
Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple

2.
Enriquez, Marcelo T. Electronics Technology IV; Souvenir

Publications,
Inc.: 2003
3.
www. PDCA CYCLE., Walter Shewhart in 1930s and later

adopted by W. Edwards Deming.
12
Learning Outcome 2: Assess own work.
Learning Activities
Special Instruction

on the PDCA cycle.
2. Answer Self -Check 2.1.

model answer. Key on the last
page of this module.
Try to answer all the Self Check

materials without looking at the
information sheet.
4. Read operation sheet 2.2.

questions correctly, you can
proceed
to
the
Learning
Outcome 3.
13

The PDCA cycle
USE
The PDCA cycle is designed to be used as a dynamic model. The
completion of one turn of the cycle flows from the beginning of the next.
Following in the spirit of continuous quality improvement, the process can
be realized and a new test of change can begin. This continual cycle of
change is represented by the ramp of improvement. Using what you learn in
one PDCA, you can begin another more complex trial.
Plan. It is a change or a test, aimed at improvement.

In this phase, analyze what you intend to improve, looking for
areas that hold opportunities for change. The first step is to choose
areas that offer the most return for the effort you put in-the biggest bang
for your buck.
Do. It is to carry out the change or test (preferably on a small scale).
Implement the change you decided on in the plan phase.
Check or Study the results. The basic questions are: What was
learned? What went wrong?
This is a crucial step in the PDCA cycle. After you have
implemented the change for a short time, you must determine how
well it is working. Is it really leading to improvement in the way you
had hoped? You must decide on several measures with which you
can monitor the level of improvement. Run Charts can be helpful
with this measuring instruments.
14
Act. It is to adopt the change, abandon it, or run through the cycle again.
After planning a change, implementing and then monitoring it, you
must decide whether it is worth continuing that particular change.
If it consumed too much of your time, was difficult to adhere to, or
even led to no improvement, you may consider aborting the change
and planning a new one. However, if the change ads to a desirable
improvement or outcome, you may consider expanding the trial to
a different area, or slightly increasing your complexity. This sends
you back into the Plan phase and can be the beginning of the ramp
of improvement.
Example 1: The Student with Poor Grades in NCII Examination
Robert is a graduate student in a vocational high school who has just taken
his first set of examinations and is very unhappy with the results.
What is he trying to accomplish? Robert knows that he needs to

improve his studying skills in order to gain a better understanding of
the material.
How will he know that a change is an improvement? Robert considers
the most important measure of his study skills to be his NCII holder.
However, he does not want to risk another examination period just to
find out that his skills are still not good. He decides that a better way
to measure improvement is by taking old exams for the NCII.
What changes can he make that will result to improvement? Robert
thinks that he has spent too little time studying. He feels that the best
way to improve his study skills is by having an ample time.
Cycle 1
Plan: Robert decides to add an additional thirty hours per week to his
already busy schedule. He resolves that he must socialize less, get up
earlier, and stay up later. At the end of the week he will take an old exam to
see
how
he
is
progressing.
Do. By the end of the week, Robert finds that he was able to add only fifteen
hours of studying. When he takes the exam he is dismayed to find that he
does no better.
Check: The fifteen extra hours of studying has made Robert feel fatigued. In
addition, he finds that his ability to concentrate during those hours is rather
limited. He has not exercised all week and has not seen any of his friends.
This forced isolation is discouraging him.
Act: Robert knows that there must be another way. He needs to design a
better, more efficient way to study that will allow his time to exercise and
socialize.
15
Cycle 2
Plan: Robert contacts all his technical/technology school friends whom he
knows are doing well yet still have time for outside lives. Many of these
friends have similar advice that Robert thinks he can use. Based on his
findings, he decides to always attend lectures and go to some repair shop to
rewrite his class notes in a format he can understand and based on what
the professor/instructor has emphasized, and to use the assigned text only
as a reference.
Do: Robert returns to his original schedule of studying. However, instead of
spending a majority of her time poring over the text, he rewrites and studies
his notes. He goes to the text only when he does not understand his notes.
When Robert takes one of the old exams, he finds that he has done better,
but he still sees room for improvement.
Check: Robert now realizes that he has been spending too much time
reading unimportant information in the required text. He knows that his
new approach works much better, yet he still feels that he needs more
studying time. He is unsure what to do, because he doesn't want to take
away from his social and physically active life.
Act: Robert decides to continue with his new studying approach while
attempting to find time in his busy day to study more.
Cycle 3
Plan.: In his search for more time to study, Robert realizes that there are
many places that he can combine exercising and socializing with studying.
First, he decides to study his rewritten notes while he is exercising on the
repair shop. Next, he intends to spend part of his socializing time studying
with his friends.
Do: Robert's friends are excited about studying together, and their sessions
turn into a fun and helpful use of everyone's time. Robert has found that he
enjoys studying while he exercises. In fact, he discovers that he remains on
the repair shop longer when he's reading over his notes. When Robert takes
his exams this week, he is happy to find that his grades are significantly
higher.
Check: Robert now knows that studying does not mean being locked up in
his room reading hundreds of pages of text. He realizes that he can gain a
lot by studying in different environments while focusing on the most
important points.
16
Act: Robert chooses to continue with the changes he has made in his
studying habits. What Robert initially thought would be an improvement
turned out to only discourage his further. Many people who are in Robert's
place do not take the time to study their changes and continue them even
though they lead down a disheartening path. By using the PDCA cycle,
Robert was able to see that his initial change did not work and that he had
to find one that would better suit him. With perseverance and the
willingness to learn, Robert was able to turn a negative outcome into a
positive improvement experience.
17
SELF-CHECK 2.1
THE PDCA CYCLE
Directions: Write a simple case study in assessing your own work on
receiving electronic components by applying the PDCA cycle.
NOTE: You can ask your English teacher for some tips.
Problem: Assessing own work in receiving electronic components by
applying the PDCA cycle.
ELECTRONIC COMPONENTS
Resistor
PDCA cycle
Plan:
Do:
Check:
Act:
Capacitor
Plan:
Do:
Check:
Act:
18
OPERATION SHEET 2.2

Accessory Ones Work Using the PDCA Cycle
Name: ________________________
____________________
Address: _____________________
_______________________________
Electronic
Components
receive
Resistor
Qty.
25pcs
Assess Quality standards

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

Accessory Ones Work Using the PDCA cycle
Direction: Fill out the table below based on this task: Isolate the faulty and
good electronic components. Make them your own PDCA cycle and
recommendations to improve the quality standards of assessing your own
work. (30pcs. each kind)
Name: ________________________
____________________
Address: _____________________
_______________________________
Electronic
Components
Received
Qty.
Assess Quality
Standards
30pcs.
Using
the
PDCA
Cycle
Recommendation
Remarks
Good Faulty
Resistor
Date:
Cause
of
Defects
Plan:
Do:
Check:
Act:
Capacitor
30pcs.
Plan:
Do:
Check:
Act:
22
Transistor 30pcs.
Plan:
Do:
Check:
Act:
Diode
30pcs.
Plan:
Do:
Check:
Act:
23
Program/Course:
Unit of Competency:

Module Title:
APPLYING QUALITY STANDARDS ON

Learning Outcome 3: Engage in quality improvement.

1.
2.
3.
4.
Existing organizational work procedures are assessed.

Process improvement procedures are applied and implemented.
Information on quality of organizational performance is recorded.
Deviation from specified quality standards and their causes are
reported.
5. Improvement in work procedures is recommended.
References
2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir
Publications, Inc.: 2003
3. www. PDCA CYCLE., Walter Shewhart in 1930s and later adopted by W. Edwards
Deming.
24
Learning Outcome 3: Engage in quality improvement
Learning Activities
Special Instruction
1. Do the Operation Sheet 3.1 on

Organizational Work.
Improvement Report Using the
PDCA Cycle.
Perform the Job Sheet 3.1
2. Work on the Job Sheet 3.1 and
then do its checklist
afterwards.
3. If you were able to perform

properly what is in the
assessment criteria, then you
can move on to the next
module.
25
OPERATION SHEET 3.1

Organizational Work Improvement Report Using the PDCA Cycle
GROUP 1
LEADER: JOSE
GROUP 2
LEADER: MARK
MEMBER
RUBIN
SARAH
BERT
NICK
NINO
GROUP 3
LEADER: ZALDY
MEMBER
TOTO
TATA
RICK
REMAR
SHERWIN
MEMBER
PAQUITO
DENCIO
BADJAO
TUKLES
POLOY
GROUP 4
LEADER:
RONNEL
MEMBER
RITCHIE
RAYVIC
RAYMUND
RODNEY
RANDOLF
PROBLEM: All groups are performing in checking quality standards in a

Resistor.
Received
electronic
component
Group
no.
Assessing group
quality standards
in checking
electronic
components
RESISTOR
good
Using
Recommendation
PDCA cycle
Remarks
Need
improvement
Plan:
The group
intends to
improve in
testing
components
Do:
Review all
notes in
checking
components
Check:
Less in
knowledge
about
isolating
faults from
the good
ones
Re-checking the
components
26
Act:
Practice
always
testing
components
to isolate
the
faults from
the good
ones and
get good
remarks in
evaluating
group
quality
standards.
N/A
N/A
N/A
All
faulty/defective
components must
be returned to the
supplier for
improvement
purposes.
All
faulty/defective
components must
be returned to the
supplier for more
improvement
purposes.
All
faulty/defective
components must
be returned to the
supplier for more
improvement
purposes.
27
JOB SHEET 3.1

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

Directions: Below is a checklist of performance for the Organizational Work
Improvement Report using the PDCA Cycle. Identify each by checking under
the appropriate column.
Assessment Criteria
Yes
No
1. Existing organizational work procedures are

assessed.
2. Process improvement procedure are observed and
applied.
3. Information on quality of organizational
performance is recorded.
4. Deviations from specified quality standards and
their causes are reported.
5. Improvement in work procedures is recommended.
29
Students name:
Teachers name:
Name of School
Competency
standards
Unit of
competency:
Instructions for the teacher
1. Observe the student assess the quality of the received electronic components].
3. Place a tick in the box to show that the candidate completed each aspect of the
Date of observation
activity
activity
The student can
Check the quality of the electronic components

Separate the quality electronic components from

the substandard ones.
Identify the electronic components which do not

conform to the quality standard and
mark for disposal.
Flow the quality standard set by the


standard?
Yes
No
Feedback to student
Teachers signature:
Date:
30
ASSESSMENT PLAN
Evidence Checklist
APPLYING QUALITY STANDARDS
The evidence must show that the students can:
Written
Ways in which evidence will be collected:

[tick the column]
Portfolio
Title of Module
Demonstratio
n
APPLY QUALITY STANDARDS ON ELECTRONIC COMPONENT

PARTS
Third party
Report
Unit of competency:
Questioning
Observation
Competency
standard:
1. Check quality of the electronic components

according to specification.
2. Isolate quality standard for electronic
components from sub-standard electronic
components.
3. Report electronic components, according to
the specifications,
to the responsible
personnel.
4. Identify the quality standard set by the
organization.
5. Check completed work in accordance with
the organizational work procedures on tools.
6. Record information of the quality of the
performance in accordance with the
organizational quality procedures.
7. Report deviations from specified quality
standard and their causes in accordance with
the organizational work procedure.
8. Assess existing organizational work
procedures.
9. Apply and participate
improvement procedure.
in
the
process
10. Record information on quality of

organizational performance.
11. Report deviation from specified quality
standards and their causes.
12. Recommend improvement in work
procedures.
31

Students name:
Teachers name:
Assessment Center
Competency
standards
Unit of
competency:
Instructions for the teacher
1. Observe the student assessing quality of received electronic components].
3. Place a tick in the box to show that the candidate completed each aspect of the
4. Ask the candidate a selection of the questions from the attached list to confirm
5. Place a tick in the box to show that the candidate answered the questions
correctly.
Date of observation
activity
activity
The student can.

check the quality of electronic components
separate electronic components aligned with
quality standard from substandard electronic
components.
Identify electronic components which do not
conform to the quality standard and mark for
disposal.
Did the student overall performance meet the standard?
Yes
No
32
Demonstration
Students name:
Teachers name:
Unit of competency:
Date of assessment:
Time of assessment:
Given the necessary materials the student must be able to:

Electronic components
Multi tester
demonstrated
During the demonstration of skills, did the student:

*follow the quality standard set by the organization.
*check the completed work against the organizational work
procedure.
*record the information of the quality of the performance in
accordance with the organizational quality procedure.
*report any deviation from the specified quality standard
and their causes in accordance with the organizational
procedure.
Satisfactory
Yes
No
N/A
Not Satisfactory
33
Written report
Students name:
Teachers name:
Name of School
Competency
standards
Unit of
competency:
Task:
Your task is to:
Apply quality standards
Submission date:
The students report can
check quality of electronic components in

accordance with the specification.
isolate quality standard electronic components

from the substandard.
report electronic components not according to

specifications to responsible personnel.
identify quality standards set by the organization.
record information of the quality of the

performance in accordance with the
organizational quality procedures.
assess existing organizational work procedures.
Overall did the students report meet the standard?
Yes
No
Comments:
Students
signature:
Date:
Teachers
signature:
Date:
34
PERFORMANCE TEST
Students Name
Date
Competency:
1st
Directions:
Ask your teacher to
assess your performance
in the following critical
task and performance
criteria below.
on the right side.
Test Attempt
2nd
3rd
OVERALL EVALUATION
Level
Achieved
PERFORMANCE LEVELS
4 - Can perform this skill without supervision

and with initiative and adaptability to problem
situations.
assistance or supervision.
supervision.
Teacher will put his/her initial to level achieved.
For acceptable achievement, all items should receive a
"Yes" or "N/A" response.
Yes
No
N/A
*Check quality of the electronic components according to

specifications.
*Separate the quality electronic components from the substandard components.
*Check the completed works against the organizational
work procedure.
*Follow the quality standard set by the organization.
*Apply and implement existing organizational procedure.
*Identify electronic components which do not conform to
the quality standard and mark for disposal.
*Assess the existing organizational work procedure.
*Recommend improvement in work procedure.
35
ACKNOWLEDGMENT
the
Development Academy of the Philippines, Tagaytay City on May 6 -10, 2008


Mr. Rufo G. Malla


Mr. Remar C. Pinsoy

Contextual Teacher:
Facilitators:

TEC-VOC Task Force

TEC-VOC Task Force
Encoders:

36
ACKNOWLEDGMENT
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
educators:

Bauan, Batangas

Mrs. Gigi C. Corpuz

Malvar, Batangas

Mr. Rufo G. Malla

Mr. George B. Fuazo

GMA, Cavite
Contextual Teacher:
English

GMA, Cavite
Mrs. Charlie I. Soriano

Quezon City
Mathematics
37
Mrs. Analiza Rosa P. Librada

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

Facilitators:

TEC-VOC Task Force

TEC-VOC Task Force
Dr. Orlando E. Manuel

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

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Republic of the Philippines

Unit of Competency: USE BASIC ELECTRONIC HAND TOOLS

Module Title: USING BASIC ELECTRONIC HAND

HOW TO USE THIS MODULE

Discrete Components. They are separated components.

Learning Outcome 1: Identify functional basic electronic hand tools.

Buban, Peter andSchmitt, Marshall. Technical Electricity and

Try to answer the Self-Check

3. Compare your answers with the

INFORMATION SHEET 1.1

Flat Screwdriver. It is used to drive or fasten negative

o Phillips Screwdriver. It is used to drive or fasten positive

Hex (Allen Wrench). It is used to drive or fasten hexagonal screws. The

Precision Screwdriver Set. It is a set of small screw drivers

Some soldering irons have interchangeable tips for

- Desoldering tool. It is used for the removal of solder and

Side Cutter. It is a wire-cutting plier, though they are not used

Wire Stripper. It is a pair of opposing blades much like scissors or

Portable Electric Drill. It is used for boring hole/s in the

Metal File. It is a hand tool used to shape metals by grinding. A file

Magnifying Glass It is a convex lens which is used to produce a

Paint Brush. It is made of bristles set in handle used for

ACTIVITY SHEET 1.1

SELF-CHECK SHEET 1.1

Direction: On a separate piece of paper, classify the different kinds of

Assessment Criteria 1.1

ACTIVITY SHEET 1.2

SELF-CHECK SHEET 1.2

6. Portable Electric Drill

Assessment Criteria 1.2

ACTIVITY SHEET 1.3

Assessment Criteria 1.3

CONSUMER ELECTRONIC SERVICING

Learning Outcome 2: Use appropriate basic electronics hand tools

Buban, Peter andSchmitt, Marshall. Technical Electricity And

LEARNING EXPERIENCE / ACTIVITIES

Perform the activity with

Try to answer the self-check

6. Compare your answer with the

ACTIVITY SHEET 2.1

OPERATION SHEET 2.1

TEACHER-CHECK SHEET 2.1

Filling A Metal Bar

Proper use of tool - 50%

Assessment Criteria 2.1

OPERATION SHEET 2.2

TEACHER-CHECK SHEET 2.2

Cutting A Metal Bar

Proper use of tool - 50%

Assessment Criteria 2.2

OPERATION SHEET 2.3

TEACHER-CHECK SHEET 2.3

Cutting A Metal Bar

Proper use of tool - 50%

Assessment Criteria 2.3

INFORMATION SHEET 2.1

2. Balance. Additional force is required to use a badly balanced tool. The

6. Spring-loaded handles. A spring-loaded mechanism saves muscular

7. Choose the right tool shape. Pistol-shaped tools should be used on a

Keep the elbows close to the body.

Tilt the work surface instead of the wrist.

12. Stand with your weight evenly distributed between feet.

ACTIVITY SHEET 2.2