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Department of Education
PUBLIC TECHNICAL -VOCATIONAL
HIGH SCHOOLS
Unit of Competency:
Module No:
TABLE OF CONTENTS
Page
How to Use this Module ................................................................................... i
Introduction .................................................................................................... ii
Technical Terms ............................................................................................. iii
Learning Outcome 1: Identify he parts and electronic components
of AC-DC power supply ................................... 1
Information Sheet 1.1 ............................................................................ 3
Self-Check 1.1 ..................................................................................... 11
Self-Check Key 1.1............................................................................... 12
Self-Check 1.2 ..................................................................................... 13
Self-Check Key 1.2.............................................................................. .14
Learning Outcome 2: Assembling AC-DC power supply.....16
Information Sheet 2.1...........18
Self-Check 2.1...20
Self-Check Key 2.1...21
Operation Sheet 2.1.22
Performance Check 2.1..25
Information sheet 2.2.....26
Job Sheet 2.1.....27
Assessment Checklist 2.1.....31
Operation Sheet 2.3.33
Scoring Rubrics for Operation Sheet 2.3........36
Job Sheet 2.2.37
Assessment Checklist for Job Sheet 2.2..40
Assessment Plan...41
Observation Checklist.42
Observation and Questioning Checklist...43
Demonstration Checklist...44
Written Report...45
Performance Test..46
References .47
Acknowledgment .48
Program/Course:
Unit of Competency:
Module Title:
INTRODUCTION:
This module contains information and suggested learning activities on
Assembling AC-DC Power Supply.
It covers the knowledge, skills and
desirable attitudes required in assembling consumer electronic products and
systems.
This module consists of two (2) learning outcomes. Each learning outcome
contains learning activities supported by instructional sheets. Before you
perform the instructions, read the information sheets and answer the self-check
and activities provided to ascertain to yourself and your teacher that you have
acquired the knowledge necessary to perform the skill portion of the particular
learning outcome.
Upon completing this module, report to your teacher for an assessment to
check your achievement of knowledge and skills required in this module. If you
pass the assessment, you will be given a certificate of completion.
SUMMARY OF LEARNING OUTCOMES:
Upon completion of the module, you should be able to:
LO1. identify the parts and electronic components of AC-DC power supply;
and
LO2. assemble AC-DC power supply to the printed circuit board.
ASSESSMENT CRITERIA:
Refer to the assessment criteria of learning outcomes 1-2 of this module.
PREREQUISITE:
ii
TECHNICAL TERMS
AC/DC. An equipment that operates on either an AC or DC power source.
Anode. The positive electrode of a device. The P material of a diode.
Bridge Rectifier. A circuit using four diodes that provides full wave rectification. Converts AC voltage to pulsating DC voltage.
Calibration. To adjust the correct value of a reading by comparison with the
Standard.
Color Code. Set of colors used to indicate value of a component.
Full Wave Rectifier. The rectifier that makes use of full AC wave in both
Both positive and negative half cycles.
Half Wave Rectifier. A diode rectifier that converts AC to pulsating DC by
eliminating either the negative or positive alternation of
each input AC cycle.
Leakage. A small undesirable flow of current through an insulator.
Output. A terminal at which a component, circuit or piece of equipment
delivers current, voltage, or power.
Primary winding. The first winding of a transformer. Winding that is
connected to the source as opposed to secondary which is
a winding connected to the load.
Printed Circuit Board. An insulating board containing conductive parts for
Circuit connections.
Regulated Power Supply. A power supply where the output voltage is not
affected by its loading factor.
Schematic Diagram. An illustration of an electrical or electronic circuit with
the components represented by symbols.
Secondary Winding. An output winding of a transformer that is connected
to the load.
Short Circuit. A very low resistance between two points in a circuit causing
excessive current.
iii
Program/Course:
Unit of Competency:
Module Title:
Assessment Criteria
1. The types of AC-DC power supply are enumerated.
2. The parts of an AC-DC power supply are identified.
3. The electronic components needed in assembling AC-DC power supply
are listed and acquired.
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 1: Identify the parts and electronic components of an
AC-DC power supply.
Learning Activities
1. Read the attached Information
Sheet 1.1 on AC-DC Power
supply.
a. Types of AC-DC Power
Supply
b. Parts of AC-DC Power
Supply
Special Instruction
c. Electronic Components
and Symbols used in ACDC Power Supply
AC
Outp
ut
Transformer
Stage
Rectifier
Stage
Filter
Stage
DC
Outp
ut
Second Conduction
The positive half-cycle will be going to conduct to the anode of diode D2,
thru the RL and going to conduct to the anode of diode D3 then Line-B. In this
case D2 and D3 are conducting.
Insufficient filtering
This can cause distortion.
Rectifier
Stage
Filter
Stage
(+)
(-)
Filter Stage
Placing additional
capacitor in the
output.
Filter Circuit
Front Panel
Rear Panel
Capacitor
A capacitor acts as the filter. The one that removes ripples from
the output of the rectifier circuit. The type of capacitor used in
this purpose is the electrolytic capacitor.
Case and
Cover
Diode
Fuse
LED
A transducer which converts electrical energy to light.
Light Emittin
g Diode
Line cord
On-Off
switch
Printed
Circuit
Board
Resistor
10
SELF-CHECK 1.1
AC-DC Power Supply
GENERAL DIRECTION: Write all your answers in separate sheets of paper.
Do not write anything in this module.
Direction: Answer the following questions below.
1. How many stages do basic power supplies have?
2. What component do we need to use in a simple basic filtering stage?
3. Why is a bridge type rectifier the most expensive type rectifier stage?
4. What stage of the power supply step-down the high AC voltage to lower AC
voltage?
5. What stage of the power supply converts small AC voltage to pulsating DC
voltage?
6. How many basic methods of filtering do the filtering stages have?
7. How many types of rectifier circuits do basic power supplies have?
8. What stage of the power supply smoothens the pulsating DC into pure DC
output voltages?
9. How many diodes full-wave center tapped power supplies have?
10. Why is a half-wave rectifier the cheapest type rectifier stage?
11
1. Three
2. Filter Capacitor / Electrolytic Capacitor
3. It uses four rectifier diodes
4. Transformer stage
5. Rectifier stage
6. Three
7. Three
8. Filter Stage
9. Two
10. It uses one diode
12
SELF-CHECK 1.2
Assembling AC-DC Power Supply
I. Direction: Fill in the blank with the names of the parts indicated in the
diagram. (1-9). Write the answer in your test notebook.
_________2.
__________1.
_________3.
_______4.
________7.
_________8.
________5.
________6.
_________9.
__________10. Based on the given circuit, what type of power supply is this?
b. Full-wave conventional
13
14
b. Full-wave conventional
Primary
Windings
15
Program/Course
Unit of Competency
Module Title
16
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 2: Assemble AC-DC power supply to the
Printed Circuit Board.
Learning Activities
1. Read the attached Information
Sheet 2.1 about the Preparation of
PCB of an AC-DC Power Supply.
2. Answer the Self-Check 2.1.
3. Compare your answers with the
Self Check Key 2.1.
4. If you missed some of the
questions, go over the Information
Sheet again.
Special Instructions
Test voltage.
17
A printed circuit board (PCB) has components inserted into the hole and
soldered to form its circuit connection. Its main purpose is to reduce the space
and to troubleshoot easily when problem arises.
The printed circuit board (PCB) has conductors that are thin strip of copper,
usually bonded to a baseboard called substrate. There are two very common
substrate materials used in printed circuit, the phenolic and epoxy plastic.
Copper
Substrate
on
Printed Circuit Board Etching is where the excess copper is removed to leave
the individual tracks or traces as they are sometimes called. Buckets, bubble
tanks, and spray machines are tools to do different ways of etching but most
firms currently use high pressure conveyors spray equipment. Spray etching is
fast Ammoniacal etching solutions when sprayed can etch 55 microns of copper
a minute. Less than 40 seconds to etch a standard 1 oz, 35 micron circuit
board.
18
19
SELF-CHECK 2.1
Designing and Preparing PCB of AC-DC Power Supply
1.
2.
3.
20
1.
PCB
2.
Substrate
3.
4.
Epoxy
5.
Phenolic
Note: If you got all the answers right, that is an excellent mark. But if you
missed one or more, go back to the questions and study them more
closely before you proceed to the next lesson .
21
22
ccc
Resistor
Led
AC
Input
DC
Output
Hole for
Bolt & Nut
PCB Layout
Schematic Diagram
4. Double-check the connection.
5. Trace the designed PCB by using a carbon paper and mark it on the
copper side of the clad board.
6. And use a high point permanent marker for marking. Do the marking
three times and be careful not to shorten each line marking.
23
24
YES
NO
5 Yes Remarks
Excellent
3 Yes Remarks
Satisfactory
4 Yes Remarks
Very Satisfactory
Students Signature______________________
Date
______________
Teachers Signature______________________
Date
_________________
25
Substrate
Cover Surface
Copper
Conductor
Substrate
26
27
Ferric
Chloride
Plastic
Basin
4. Etch the PCB by immersing it in a basin filled with ferric chloride until
the uncovered part of the copper clad is totally etched.
Immerse PCB in
plastic basin filled
with ferric chloride
5. After 10 - 15 minutes, check the PCB if all the parts needed to be removed
are totally etched (using the two popsicle sticks in hauling). If not yet,
return it into the plastic basin filled with ferric chloride. After 3 5
minutes check it again.
6. Haul the PCB from the plastic basin and wash it in a free flowing water to
remove the remaining residue in the PCB.
PCB
basin
28
7. With a clean and dry piece of cloth, wipe the wet PCB.
8. Pour a little amount of lacquer thinner on a clean dry piece of cloth and
wipe the markings of the permanent marker pen in the copper clad. (Note:
In doing this, you should wear your surgical gloves.)
9. Aided by bright light, inspect the PCB for possible hairline break or short.
If there is a hairline path between the copper conductors, cut it by a knife
or cutter. And if there is a break between the copper conductors, solder it.
PCB
light
Designed
10.
29
Hairline Break.
Hairline Break
B.
Hairline Short
30
Criteria
Points
Final
Workmanship
Use of Tools
Use Personal Protective
Equipment
SPEED
House Keeping
Finished Design
Total
Descriptive Grade
96-100
Excellent
86-95
Very good
81-85
Good
75-80
Fair
70-74
Poor
31
Points
the following:
Final
Score
Descriptive Grade
15
Excellent
12-14
Very good
10-11
Good
7-9
Fair
6 and below
32
Boring
Direction: Given the resources needed, perform the procedure in
designing and preparing a PCB of AC-DC power supply.
Conditions
Procedure
Drill Bit
Long Metal
Tool
Mini Drill
2. Insert the drill bit 1mm diameter in size and attach it to the chuck
of the unit.
33
3. Turn the long metal tool clockwise to tighten the jaw of the unit.
Be sure that the drill bit is well secured on the chuck.
4. Before inserting the 12 volts adaptor, you should turn off the unit.
5. Test the rotation of the unit if it is well aligned. If not, align it
following the steps no. 1 and 2.
Mini Drill
PCB
Piece of Wood
34
Boring Procedure
1.
Designed PCB
35
25
25
5
5
4
3
2
1
5
1
35
30
25
10
2
Total 100%
Rating System
Score in Percent
Descriptive Grade
95% - 100%
Outstanding
80% - 94%
Very Satisfactory
75% - 79%
Satisfactory
74% and below
Needs Improvement
Note: If you got 74 and below, you need to go over the procedures and
ask
assistance from your classmates who passed this activity or from your
teacher.
36
Designed PCB
Soldering Lead, 60/40
AC cord with plug
Toggle Switch (on/off)
Fuse and fuse holder (1A)
Selector switch 2 poles 6 positions
4 pcs. Rectifier diode
Electrolytic capacitor 3,300 uF/25V
Jumbo LED with holder
Transformer, Primary voltage 0-220 volts; Secondary voltage
(0V, 3V, 4.5V, 6V, 9V, 12V; current rating 750mA)
37
AC Plug with Cord is used for connecting the 220V input voltage of
the power supply.
Fuse Holder & Fuse is used to protect the unit from any sudden short
from the load or too much rising of power from the line source.
Alligator Clips are used to connect the two-line output to the load.
Red clip for positive.
Black clip for negative
38
ccCapacitor
Resistor
Led
AC
Input
DC
Output
Hole for
Bolt & Nut
PCB LAYOUT
Procedure:
1. Prepare all the materials needed.
2. Clean the terminals of the components to be soldered and the PCB copper
side.
3. Mount the components in the PCB.
4. Solder components.
5. Cut the excess terminals of the component.
6. Test the circuit using the multi-tester.
39
Criteria
Points
Final
Workmanship
Use of Tools
Use PPE
SPEED
House Keeping
Finished Design
Total
Descriptive Grade
96-100
Excellent
86-95
Very good
81-85
Good
75-80
Fair
70-74
Poor
40
ASSESSMENT PLAN
Title of Module
Observation
Date:
Checked by:
Date:
Yes
Portfolio
Demonstration
Unit of competency
Oral Questioning
Competency standard
Written
Evidence Checklist
No
41
OBSERVATION CHECKLIST
Students name:
Teachers name:
Name of School
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the student in Assembling AC-DC power supply
2. Describe the assessment activity and the dates when it will be undertaken
3. Place a tick in the box to show that the student has completed each aspect of
the activity according to the standard expected in the enterprise.
4. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student has:
Yes
No
Teachers Feedback
Teachers signature
Date:
42
Yes
No
43
DEMONSTRATION
Students name:
Teachers name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials the trainee/student must be able to:
Yes
No
N/A
Not Satisfactory
44
WRITTEN REPORT
Students name:
Teachers name:
Name of School
Competency
standards
Unit of
competency:
Task:
Your task is to:
Assemble AC-DC power supply
Submission date:
Use the checklist below as the basis for judging whether the students
report has met the required competency standards.
The students report states that
Yes
No
Comments:
Students
signature:
Date:
Teachers
signature:
Date:
45
PERFORMANCE TEST
Student's Name
Date
Competency:
Directions:
Ask your teacher to
assess your
performance in the
following critical tasks
using the performance
criteria below.
You will be rated based
on the overall evaluation
at the right side.
Test Attempt
1st
2nd
3rd
OVERALL EVALUATION
Level
Achieved
PERFORMANCE LEVELS
4 - Can perform this skill without direct
supervision and with initiative and adaptability
to problem situations.
3 - Can perform this skill satisfactorily without
direct assistance or supervision.
2 - Can perform this skill satisfactorily but
requires some assistance and/or supervision.
1 - Can perform parts of this skill satisfactorily,
but requires considerable assistance and/or
supervision.
Teacher will put initial at level achieved.
PERFORMANCE STANDARDS
For acceptable achievement, all items should receive a
"Yes" or "N/A" response.
Yes
No
N/A
46
REFERENCES
1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics;
Andes Mountain Printers: 2004
2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.:
2003
ACKNOWLEDGMENT
Copyright Department of Education 2008
First Published JUNE 2008
This module is based on the Competency-Based Curriculum-Contextual
Learning Matrix (CBC-CLM) and finalized on the Instructional Modules
Finalization Development Workshop conducted at the Finalization Workshop
conducted at the Development Academy of the Philippines, Tagaytay City on
May 6 -10, 2008
This learning instrument was developed by the following personnel:
Technology Teachers:
Contextual Teacher:
Mrs. Daisy Carousel P. Cervantes
Don Alejandro Roces Sr. Science-Technology High School
Facilitators:
Encoders:
ACKNOWLEDGEMENT
Copyright: Department of Education 2009
This module is based on Competency-based Curriculum- Contextual
Learning Matrix ( CBC-CLM ) refined during the Writeshop on the Refinement
and Enrichment of Competency-Based Curriculum and Contextual Learning
Matrix of ARTS and TRADES Specializations at Marikina Hotel, Marikina City
on April 20 25,2009.
This learning instrument was refined and enriched by the following
educators:
Technology Teachers ( Electronics )
VICTORINO P. DIOLA Group Leader
TVE Coordinator, Bauan Technical High School
Bauan, Batangas
GIGI C. CORPUZ
Teacher III, Malvar National High School
Malvar, Batangas
ISMAEL G. GALLARDO
Teacher I, Community Vocational High School
Masipit, Calapan City, Oriental Mindoro
REYNALDO C. CUNANAN
Head Teacher VI, EARIST Voc. High School
Nagtahan, Sampaloc, Manila
GEORGE B. FUASO
Teacher II, Gen. Mariano Alvarez Technical High School
GMA, Cavite
RUFO G. MALLA
Teacher II, EARIST Voc. High School
Nagtaha, Sampaloc, Manila
Contextual Teachers:
English
TERESITA P. TANAEL
Teacher III, Gen. Mariano Alvarez High School
GMA, Cavite
CHARLIE I. SORIANO
Teacher I, Don Alejandro Roces, Sr. Science-Technology H.S.
Mathematics
ANALISA ROSA P. LIBRADA
Teacher I, Mathematics Coordinator
San Pedro Relocation Center National High School
San Pedro, Laguna
Science
GEMMA G. VALLARTA
Teacher III, Science Coordinator
San Pedro Relocation Center National High School
San Pedro, Laguna
LENALYN N. MANZANO
Teacher I, Physics
E. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila
Facilitators:
Dr. CORAZON L. ECHANO
Tech-Voc Task Force
Dr. VICTORIO N. MEDRANO
Tech-Voc Task Force
Dr. ORLANDO E. MANUEL
Tech-Voc Task Force
Encoder:
MARISOL E. SALDIVAR
Teacher I, Sta. Lucia High School
Pasig City
Unit of Competency:
Module No. 2
Table of Content
How to Use this Module ................................................................................... 2
Introduction ..................................................................................................... 3
Technical Terms ............................................................................................... 4
Learning Outcome 1:
Identify the parts and functions of an electric fan ............................................. 6
Student-Check 1.1................................................................................ 11
Learning Outcome 2:
Diagnose an electric fan and troubleshoot the defects found........................... 13
Program/Course:
Unit of Competency:
Module Title:
INTRODUCTION:
This module contains information and suggested learning activities in
maintaining and repairing an electric fan. It covers the knowledge, skills and
attitudes required to maintain and repair an electric fan.
Completion of this module will help you better understand the succeeding
module on maintaining and repairing electronically-controlled domestic
appliances.
This module consists of three (3) learning outcomes. Each learning outcome
contains learning activities supported by instructional sheets. Before you
perform the instructions, read the information sheets and answer the self-check
and activities provided to ascertain to yourself and your teacher that you have
acquired the knowledge necessary to perform the skill portion of the particular
learning outcome.
Upon completing this module, report to your teacher for an assessment to
check your achievement of knowledge and skills required this module. If you
pass the assessment, you will be given a certificate of completion.
SUMMARY OF LEARNING OUTCOMES:
Upon completion of the module, you should be able to:
TECHNICAL TERMS
AC Motor. It converts AC electrical energy into mechanical energy producing a
mechanical rotary action that performs some kind of work.
Antistatic. It is a container which resists generation of triboelectric charge
(frictionally generated ) as the device is inserted into, removed from
, or allowed to slide around it.
Bushing. It is a sleeve protecting a conductor where it passes through a hole in
motor.
Capacitor. It is a device used to boost the voltage to a motor. Running
capacitors are used in the starting winding to increase the running
torque of the motor. Starting capacitors are used in the starting
winding to increase the starting torque of the motor.
Capacitor for Start Motor. It is a low reactance non-polar electrolytic capacitor
connected in series with the start winding.
Motor. It is a rotating electric machine which changes applied electrical energy
or power into mechanical output energy or power.
Rotor. It is the part of an electric motor that turns or rotates.
Run Winding. It is the winding in an electric motor provides the power for
turning the rotor during operation. It has the larger wire of the two
windings. The main winding of the motor is comparatively low
resistance and high inductance.
Rectifier. It is a diode circuit that converts AC to pulsating DC.
Resistor. It is a component made of material that opposes the flow of current
and therefore has some value of resistance.
Rotary Switch. It is an electromechanical device that has a rotating shaft
connected to one terminal capable of making, breaking a connection
to one or more other terminals.
Shaft. It is the part of a rotor that carries other rotating members and that is
supported by bearings in which it can rotate.
Start Winding. It is the auxiliary winding of the motor with comparatively high
resistance and lower inductance.
Stator. It is the stationary part of the motor which the field windings are
placed.
Program/Course
Unit of
Competency
Module Title
Front Guard.
Guard Mark.
Switch Box .
Inner Pipe.
Outer Pipe.
Base Stand.
Blade.
Sensor
Manual Control.
Timer.
Comparator.
AC Motor.
AC Plug.
10
SELF-CHECK 1.1
Direction: Label the different blocks that resemble an electronicallycontrolled electric fan. Write your answer in piece of paper. Do not
write anything in this module.
I
II
11
12
Program/Course
Unit of Competency
Module Title
procedure
is
followed
in
accordance
with
the
manufacturers manual.
2. System defects/fault symptoms are identified using appropriate tools
and equipment.
3. Identified defects and faults are explained to the responsible person.
4. Results of diagnosis and testing are documented.
5. Troubleshooting is performed in accordance with the service manual.
13
14
15
16
15. The functions and the characteristics of the VOM should be wisely used.
16. While using a VOM for in-circuit resistance measurement, always
exchange the setting of positive and negative probes. Take the higher
meter reading with the approximate resistance.
17. Use soldering irons with the proper power rating to prevent the
components and the circuit board from being overheated and damaged.
The soldering iron tips should be cleaned and preferably slim. Soldering
guns are not recommended for beginners, since it is difficult to keep their
temperature constant.
18. Use proper tools and soldering aids when troubleshooting printed circuit
boards. Ground the soldering iron to avoid damaging ICs and transistors.
19. Dry solder joints are hard to detect. However, when they are found or
suspected, remove the components from the PCB; then file or clean the
leads and solder the joints back. Reheating dry joints with a new
soldering lead is another remedy. When re-soldering, make sure you do
not overheat the components. Overheating the PCB may cause the copper
layer on it to warp and peel off.
20. Select a soldering iron with the rating appropriate for the particular
application.
17
TROUBLESHOOTING PROCEDURE
A. MECHANICAL FAULTS
PROBLEM/SYMPTOMS
1. Doesnt rotate
2. Cant rotate
automatically.
3. Rotation is slow.
CHECKS TO MADE
A. Check the bent shaft.
B. Verify if the shaft is
seized.
A. Check if the motor is
binding up.
A. Check if the shaft is
slightly bent.
B. Check for an oiling and
dirt build up.
C. Verify if oil is sufficient.
4. Noisy operation.
5. No oscillation or
unsteady oscillation.
SYSTEM
DEFECTS/FAULTS
Defective rotor
Defective rotor and end
belts
Defective motor
Defective rotor
Defective rotor
Inadequate lubricant
with accumulated dirt
Poor lubrication
Defective yoke or motor
metal cover
Loose guard mark screw
Untighten guard mark
fitter
Effective fan blade
Untighten spinner
Worn out shaft washers
Poor lubrication with
accumulated dirt
Inadequate lubricant
Misaligned front and
rear guards
Untighten screws
Misaligned and dirt
build-up in the rotor
Defective clutch
assembly or knee joint
system
18
6. Imperfect oscillation
(clutch lever system).
7. Unsteady oscillation.
8. Unsteady or
imperfect vertical
movement.
19
B. ELECTRICAL FAULTS
PROBLEM/SYMPTOMS
1. Doesnt rotate
CHECKS TO MADE
A. Check for an open
stator
B. Check for an open AC
cord or wiring
C. Check for an open AC
line fuse
D. Check for an open
thermal cut-off (inside the
motor)
E. Check for an open
speed selector switch
F. Check for a defective
system control
A. Check for a shorted
capacitor
B. Check for an open
start winding
SYSTEM
DEFECTS/FAULTS
Defective stator
Defective wiring/AC cord
Defective fuse
Defective thermal cut-off
Defective
switch/electronic system
control
Defective module(system
control)
Defective capacitor
Defective stator
Mechanical Pliers
Long nose pliers
Side-cutting pliers
Set of Philip Screw Drivers
Set of standard Screw driver
Volt-Ohm milliammeter
Doesnt Rotate
Rotation
POSSIBLE
FAULTS
Bent shaft
Open switch
Shaft is seized
Open stator
Starts to rotate
only by
manual turning
Open AC cord or
wiring
Start winding is
open
CORRESPONDING
REMEDIES
Replace the motor
assembly.
Replace the switch,
Replace rotor and end
bell.
Replace the motor
assembly.
Repair or replace the
defective component.
Repair the lead wire to
winding or replace
stator.
20
of the shaft.
Rotation is
slow
Noise
Noisy
Shorted capacitor
Motor is binding
up
Bent shaft
Oil and dirt
buildup
Lack of oil
Worn bearing
Loose guard mark
Loose guard fitter
Imbalanced or
broken blade
Loose spinner
Oscillation No oscillation
or Unsteady
oscillation
21
TROUBLE
Automatic
oscillation
system
Non-oscillation
POSSIBLE
FAULTS
Slippage or wear of
the worn wheel
Disengagement of
the clutch cover
Disengaged rod set
screw
Broken rod set pin
Disengaged and
loose gear set
screw
Bent rod
Disengaged and
loose clutch ball
Bent yoke (frame)
shaft
Poor gear rotation
Imperfect
oscillation (clutch
lever system)
Unsteady
oscillation
Height
Unsteady or
CORRESPONDING
REMEDIES
Replace the worm
wheel.
Tighten the clutch
cover.
Tighten the screw.
Replace the kneejoint upper part
assembly.
Tighten the screw.
Adjust or replace
the rod.
Replace the clutch
shaft.
Adjust or replace
the shaft.
Adjust or
disassemble and
clean.
Replace the rotor.
Replace the
oscillation switch.
Adjust fitting.
Tighten the screw.
Replace the worn
wheel.
Adjust the thrust.
Adjust the shaft.
Tighten the pin.
Tighten the screw.
Replace the rod.
Replace the cover.
Tighten the screw.
Adjust the thrust
with the washer.
Adjust the bushing.
22
adjustment
of standing
fan
External
appearance
imperfect vertical
movement
stop bushing
Scratch, stain or
breakage
Scratch
Dirt
Touch up with a
lacquer.
Wipe off with a
cloth, soap and
water.
23
STUDENT WRITE UP B
Diagnosing Faults and Remedies in ECEF
Note: Write your answer in sheet of paper. Do not write anything in this
module.
Student : _________________________________ Date: ________________________
Year & Section: _________________________ Teacher: _______________________
UNIT BRAND : _________________________ Unit Model: ______________________
Owner: ______________________ Address: _________________________________
2. POSSIBLE CAUSE/S:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
Teachers Initial: ___________
24
Program/Course
Unit of Competency
Module
Lesson Outcome 3:
ASSESSMENT CRITERIA:
1. Personal Protective Equipment are used in accordance with the
Occupational Health and Safety practices.
2. Electro-static discharge (ESD) protection procedure is followed.
3. Defective parts/components are replaced with identical equivalent
ratings and repaired at the specified location.
4. Control settings/adjustments are performed in conformity with the
service-manual specifications.
5. The unit is cleaned after the maintenance and repair activity.
25
26
28
29
30
31
32
33
34
PERFORMANCE TEST
Direction: Given a set of hand tools, multi-tester and defective electric fan with
identified faults or defect, perform preventive maintenance and repair
procedure. Provide a work report/write-up after completing the task. Write your
answer on a separate sheet of paper.
STUDENT WRITE-UP A
Maintaining an Electric fan
Student : _________________________________ Date: ________________________
Year & Section: _________________________ Teacher: _______________________
UNIT BRAND : _________________________ Unit Model: ______________________
Owner: ______________________ Address: _________________________________
SYMPTOMS
DEFECTIVE
COMPONENT/PARTS
REMEDY
STUDENT WRITE UP B
Repairing an Electric Fan
Student : _________________________________ Date: ________________________
Year & Section: _________________________ Teacher: _______________________
UNIT BRAND : _________________________ Unit Model: ______________________
Owner: ______________________ Address: _________________________________
SYMPTOMS
DEFECTIVE
REMEDY
COMPONENT/PARTS
35
Title of Module
perform troubleshooting
service manual.
based
on
Questioning
Observation
Portfolio
Unit of competency:
Demonstration
NC II
Competency standard:
Written
ASSESSMENT PLAN
the
to the
Date:
Checked by:
Date:
36
obtain a description of the problem and how long it has been going
on
trace out how long the electric fan is operating at present time
inquire whether the electric fan has done this in the past and how it
is supposed to operate.
Yes
No
Teachers Feedback:
Teacher Signature:
Date:
37
If yes,
tick the
box
Yes
No
Feedback to student:
Teacher signature:
Date:
38
1.
1.
2.
3.
4.
Date of observation
Description of assessment activity
Location of assessment activity
The students can.
wipe dust and foreign particles at the PC board and metal parts
of the unit
replace worn or frayed AC cord and electric wires
If yes,
tick the
box
use mild soap with damp cloth or rags when cleaning plastic
front panel and cover
39
Yes
No
Feedback to student:
Teacher signature:
Date:
QUESTIONING CHECKLIST
Students name:
Teachers name:
Assessment Center
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the candidate in maintaining and repairing electric fan.
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the student completed each aspect of the
activity to the standard expected in the enterprise.
4. Ask the student a selection of the questions from the attached list to confirm
his/her underpinning knowledge
5. Place a tick in the box to show that the student answered the questions
correctly
6. Complete the feedback sections of the form
Date of observation
Description of assessment activity
Location of assessment activity
The students report answers the following
questions.
What would you do if there is no available
service manual or schematic diagram for the
defective unit?
Why do you need to discharge all capacitors
mounted in the circuit before you start the
maintenance and repair jobs?
What would you do in the event that the
replacement part does not correct the
problem?
Why is it necessary to perform an AC leakage
test on all exposed metal parts of an electric
fan?
40
Yes
No
Feedback to student:
Teacher signature:
Date:
41
ACKNOWLEDGMENT
Copyright Department of Education 2008
First Published JUNE 2008
This module is based on the Competency-Based Curriculum-Contextual
Learning Matrix (CBC-CLM) and finalized on the Instructional Modules
Finalization Development Workshop conducted at the Development Academy of
the Philippines, Tagaytay City on May 6 -10, 2008
This learning instrument was developed by the following personnel:
Technology Teachers:
Contextual Teacher:
Facilitators:
Encoders:
ACKNOWLEDGMENT
Copyright Department of Education 2009
First Published JUNE 2008
This module is based on the Competency-Based Curriculum-Contextual
Learning Matrix (CBC-CLM) refined during the Writeshop on the Refinement
and Enrichment of Competency-Based Curriculum and Contextual Learning
Matrix of ARTS abd TRADES Specializations at Marikina Hotel, Marikina City on
April 20 25, 2009.
This learning instrument was refined and enriched by the following
educators:
Technology Teachers:
Contextual Teacher:
English
Mathematics
43
44
Unit of Competency:
Module No. 3
Table of Contents
How to Use this Module ................................................................................... 1
Introduction ..................................................................................................... 2
Technical Terms ............................................................................................... 3
Learning Outcome 1:
Identify the Parts and Functions of a Microwave Oven ...................................... 4
Learning Outcome 2:
Diagnose a microwave oven and analyze defects found ................................... 12
Learning Outcome 3:
Maintain and repair a microwave oven ........................................................... 19
Program/Course:
Unit of Competency:
Module Title:
INTRODUCTION:
This module contains information and suggested learning activities on
Maintaining and Repairing a Microwave Oven. It covers the knowledge, skills
and attitudes required to maintain and repair this home appliance.
Completion of this module will help you better understand the succeeding
module on maintaining and repairing electronically-controlled domestic
appliances.
This module consists of three (3) learning outcomes. Each learning outcome
contains learning activities supported by instructional sheets. Before you
perform the instructions, read the information sheets and answer the self-check
and activities provided to ascertain to yourself and your teacher that you have
acquired the knowledge necessary to perform the skill portion of the particular
learning outcome.
Upon completing this module, report to your teacher for assessment to check
your achievement of knowledge and skills requirements of this module. If you
pass the assessment, you will be given a certificate of completion.
SUMMARY OF LEARNING OUTCOMES:
Upon completion of the module, you should be able to:
LO1 identify the parts and functions of a microwave oven;
LO2 diagnose a microwave oven and analyze defects found; and
LO3 maintain and repair a microwave oven.
ASSESSMENT CRITERIA:
Refer to the assessment criteria of learning outcomes 1-3 of this module.
PREREQUISITES:
Using Hand Tools
Preparing and Interpreting Technical Drawing Used in Electronics
Connecting and Terminating Electronics Circuit
Applying Quality Standards
TECHNICAL TERMS
Domestic appliances. They are appliances like microwave oven, blender,
washing machine, flat iron, etc.
Resistance heating appliance. It is an appliance that uses resistive load for its
main part which produces heat when current passes
through it.
Thermostat. It is a type of switching system that is being controlled by
temperature.
Heating element. It is a part of a resistance heating appliance that gets hot
when operated.
Electrical components. They are devices that perform electrical activities when
current is applied to the circuit.
Mica insulator. It is a transparent material that splits readily into thin sheets
which have excellent insulating and heat resisting qualities.
Non - electrical components. They are parts of an appliance that performs
designated function other than electrical application.
ON / Off switch. It is used to designate the operating and the inoperative state
of a device or unit.
Timer. It is a device that opens the electrical circuit after a predetermined
period of time elapses.
Thermistor. It is a device with high negative temperature coefficient or
resistance, so its resistance decreases as temperature rises.
Power. It is the rate at which electric energy is fed to or taken from a device
measured in watts.
Watt. It is the basic unit of power which in one second gives rise to energy of
one joule.
Fluro pan. It is an aluminum pan that is used to store food stuff like rice, corn,
etc.
Troubleshooting. It is a problem solving process with the goal of returning an
item to its operational state.
Program/Course:
Unit of Competency:
Module Title:
Assessment Criteria
1.
2.
3.
References:
1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics;
Andes Mountain Printers: 2004
2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.:
2003
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 1: Identify the parts and functions of a microwave
oven.
Learning Activities
Special Instruction
Microwave Oven
Magnetron
The magnetron is a device for producing microwave
radiation from electricity. A variation on this device, called
the cavity magnetron is usually used as the microwave
energy source in your microwave oven. It can also be used
as the microwave source in a pulsed radar.
Varistor
It is a type of resistor with a significantly non-ohmic
current-voltage characteristic. The name is a portmanteau
of variable resistor which is misleading since it is not
continuously user-variable like a potentiometer or rheostat,
and is not a resistor but in fact a capacitor. Varistor is often
used to protect circuits against excessive voltage by arching.
Fuse
It is a wire, bar, or strip of fusible metal inserted for safety
in an electric circuit. When the current increases beyond a
certain safe strength, the metal melts, interrupting the
circuit and thereby preventing possibility of damage.
Latch switch
It is a switch having a bimetal latch for locking a resilient
contact in a closed circuit position and a heating coil for
activation of the latch to release the contact.
Oven lamp
It is a lamp which indicates that the unit has a power.
SELF-CHECK 1.1
Direction: Label the parts of the microwave oven based from the given
Description. Write your answer in another sheet of paper.
Part name
Description
Picture
has a lamellar
1.__________________
structured body of
semiconductor
material.
2.__________________
microwave oven.
3.__________________
4.__________________
radiation from
electricity.
It is a lamp which
indicates that the
unit has a power.
5.__________________
6._________________
significantly non-ohmic
current-voltage
characteristic.
A switch having a
7._________________
8-10. Given an actual microwave oven, identify at least three (3) major parts of
it.
10
8-10.
High voltage transformer
High voltage diode
High voltage capacitor
Magnetron
Fuse
Varistor
Latch switch
Oven lamp
11
Program/Course:
Unit of Competency:
Module Title:
References:
1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple
Electronics; Andes Mountain Printers: 2004
2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications,
Inc.: 2003
12
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 2: Diagnose a microwave oven and analyze the
defects found.
Learning Activities
Special Instruction
13
Trouble
No power
Cause
Inspection
Remedy
Overload
Using multi-
High voltage
tester, check
component
transformer is
continuity of the
testing
continuously
ff. parts
operated for
a. fuse
defective parts,
b. diode
Refer to the
c. high voltage
next Learning
capacitor.
outcome on the
Refer to the
Replace
repairing
procedure.
Doesnt light
Oven lamp is
Check oven
continuously
lamp.
Replaced
busted oven
operated for
lamp.
With power
but no
display
With power
but doesnt
heat
Foreign materials
Check
Replaced digital
Using multi-
programmer
board.
tester .
circuit
assembly.
Defective
Using multi-
magnetron.
tester, check
component
continuity of
testing
magnetron.
procedure.
Refer to the
Explain to
customer the
microwave
magnetron is
defective.
14
VOM (multi-tester)
Instructional/Operational Manual
Screw Driver
Pliers
Possible Cause
How to fix?
Visual check on AC
Plugged in?
connected?
of the plug
15
16
4.Touch chassis side first then short to the high voltage capacitor terminal.
17
Trouble
Possible
Possible affected
Possible
cause of
components/parts
remedy
trouble
1._______________
2._______________
3._______________
4._______________
5._______________
18
Program/Course:
Unit of Competency:
Module Title:
References:
Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics;
Andes Mountain Printers: 2004
Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.:
2003
19
LEARNING EXPERIENCES/ACTIVITIES
Special Instruction
20
21
22
23
5.) MAGNETRON
A continuity check across magnetron filament terminals should indicate
one ohm or less.
A continuity check between each filament terminal and magnetron case
should read open.
24
6.) DIODE
Disconnect the two leads connected to the diode terminal and a normal
diodes resistance will be infinite in one direction and several hundreds
k in the other direction.
25
26
FAN MOTOR
Remove 5 screws holding fan motor shaft by pulling it straight out.
Separate the fan motor from the orifice.
27
DOOR ASSEMBLY
After replacement of defective component parts of the door, be sure that
the door assembly is properly mounted. Microwave power may leak from
the clearance between the door and oven if the door assembly is not
mounted properly.
STIRRER MOTOR
Remove and reinstall the motor cover
Use 4x6 screw.
28
Trouble
Cause of
trouble
Affected
components
Description
of
Components
Possible
Remedy
29
ASSESSMENT PLAN
Evidence Checklist
Observation
Written
Title of Module
Portfolio
Demonstration
Unit of competency:
Third party
Report
Oral Questioning
Competency standard:
Date:
Checked by:
Date:
30
Observation Checklist
Students name:
Teachers name:
Assessment Center
Competency
standards
Unit of
competency:
Instructions for the assessor:
1. Observe the candidate in Maintain and Repair Microwave oven.
describe the assessment activity and the date on which it was undertaken.
2. Place a tick in the box to show that the candidate completed each aspect of the
activity to the standard expected in the enterprise.
3. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can
distinguish operation of microwave oven.
Yes
No
Feedback to students:
Teachers signature:
Date:
31
Yes
No
32
Demonstration
Candidates name:
Assessors name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials the trainee/student must be able to:
Set of Pliers
Soldering Lead
Desoldering Tool
to show if evidence is
demonstrated
Yes
No
N/A
responsible person?
location.
perform control setting/adjustment in
33
Written report
Students name:
Teachers name:
Assessment Center
Competency standards
Unit of competency:
Task:
Your task is to:
Maintaining and repairing microwave oven
Submission date:
Use the checklist below as a basis for judging whether the students
report meets the required competency standards.
The student can
operate a microwave oven.
Yes
No
Comments:
Students signature:
Date:
Teachers signature:
Date:
34
PERFORMANCE TEST
Student's Name
Date
Competency:
Directions:
Ask your teacher to
assess your performance
in the following critical
task and performance
criteria below
You will be rated based
on the overall evaluation
on the right side.
Test Attempt
1st
2nd
3rd
OVERALL EVALUATION
Level
Achieved
PERFORMANCE LEVELS
4 - Can perform this skill without direct
supervision and with initiative and adaptability
to problem situations.
3 - Can perform this skill satisfactorily without
direct assistance or supervision.
2 - Can perform this skill satisfactorily but
requires some assistance and/or supervision.
1 - Can perform parts of this skill satisfactorily,
but requires considerable assistance and/or
supervision.
PERFORMANCE STANDARDS
For acceptable achievement, all items should receive a
"Yes" or "N/A" response.
A microwave oven was operated
Yes
No
N/A
35
ACKNOWLEDGMENT
Copyright Department of Education 2008
First Published JUNE 2008
This module was based on the Competency-Based Curriculum-Contextual
Learning Matrix (CBC-CLM) and finalized on the Instructional Modules
Finalization Development Workshop conducted at the Finalization Workshop
conducted at the Development Academy of the Philippines, Tagaytay City on
May 6 -10, 2008
This learning instrument was developed by the following personnel:
Technology Teachers:
Contextual Teacher:
Facilitators:
Encoders:
36
ACKNOWLEDGEMENT
Copyright: Department of Education 2009
This module is based on Competency-based Curriculum- Contextual
Learning Matrix ( CBC-CLM ) refined during the Writeshop on the Refinement
and Enrichment of Competency-Based Curriculum and Contextual Learning
Matrix of ARTS and TRADES Specializations at Marikina Hotel, Marikina City
on April 20 25,2009.
This learning instrument was refined and enriched by the following
educators:
Technology Teachers ( Electronics )
VICTORINO P. DIOLA Group Leader
TVE Coordinator, Bauan Technical High School
Bauan, Batangas
GIGI C. CORPUZ
Teacher III, Malvar National High School
Malvar, Batangas
ISMAEL G. GALLARDO
Teacher I, Community Vocational High School
Masipit, Calapan City, Oriental Mindoro
REYNALDO C. CUNANAN
Head Teacher VI, EARIST Voc. High School
Nagtahan, Sampaloc, Manila
GEORGE B. FUASO
Teacher II, Gen. Mariano Alvarez Technical High School
GMA, Cavite
RUFO G. MALLA
Teacher II, EARIST Voc. High School
Nagtaha, Sampaloc, Manila
Contextual Teachers:
English
TERESITA P. TANAEL
Teacher III, Gen. Mariano Alvarez High School
GMA, Cavite
CHARLIE I. SORIANO
Teacher I, Don Alejandro Roces, Sr. Science-Technology H.S.
Quezon City
Mathematics
Science
LENALYN N. MANZANO
Teacher I, EARVHS
Nagtahan, Sampaloc manila
GEMMA G. VALLARTA
Teacher III, Science Coordinator
San Pedro Relocation Center National High School
San Pedro, Laguna
Facilitators:
MARISOL E. SALDIVAR
38
Table of Content
How to Use this Module ................................................................................... 1
Introduction ..................................................................................................... 2
Technical Terms ............................................................................................... 3
Learning Outcome 1:
Identify the function of the parts of a blender ................................................... 4
Learning Experience..5
Information Sheet 1.1 ............................................................................. 6
Learning Outcome 2:
Diagnose a blender and troubleshoot the defect found.................................... 11
Learning Outcome 3:
Maintain and repair a blender ........................................................................ 20
Learning Experience21
Operation Sheet 3.1 .............................................................................. 22
Program/Course:
Unit of Competency:
Module Title:
INTRODUCTION:
This module contains information and suggested learning activities on
Maintaining and Repairing a Blender. It covers the knowledge, skills and
attitudes required to maintain and repair a blender.
Completion of this module will help you better understand the succeeding
module on maintaining and repairing electronically-controlled domestic
appliances.
This module consists of three (3) learning outcomes. Each learning outcome
contains learning activities supported by instructional sheets. Before you
perform the instructions, read the information sheets and answer the self-check
and activities provided to ascertain to yourself and your teacher that you have
acquired the knowledge necessary to perform the skill portion of the particular
learning outcome.
Upon completing this module, report to your teacher for assessment to check
your achievement of knowledge and skills requirements of this module. If you
pass the assessment, you will be given a certificate of completion.
SUMMARY OF LEARNING OUTCOMES:
Upon completion of the module, you should be able to:
LO1. identify the parts and function of a blender;
LO2. diagnose/troubleshoot blender defects; and
LO3. maintain and repair a blender.
ASSESSMENT CRITERIA:
Refer to assessment criteria of learning outcomes 1-3 of this module.
PREREQUISITES:
Using hand tools
Preparing and interpreting technical drawing
Connecting and terminating electronics circuit
Applying Quality Standards
TECHNICAL TERMS
Blender. It is a motorized small appliance that blends, chops, and grates food.
Domestic appliances. They are household appliances like rice cooker, blender,
washing machine, flat iron, etc.
Electrical components. They are devices that performs electrical activities
when current is applied to the circuit.
Heating element. It is a part of a resistance heating appliance that get hot
when operated.
Jar. It is made of glass, plastic, or stainless steel and often has graduated
markings for approximate measuring purposes.
Mica insulator. It is a transparent material that splits readily into thin sheets
which have excellent insulating and heat resisting qualities.
Non - electrical components. They are parts of an appliance that performs
designated function other than electrical
application.
ON / Off switch. It is used to designate the operating and the inoperative state
of a device or unit.
Power. Is the rate at which electric energy is fed to or taken from a device
measured in watts.
Resistance heating appliance. It is a type of appliance that use resistive load
for its main part. The part that produced heat
when current passes through it.
Selector Switch. It is used to control the speed of a motor.
Thermistor. It is a device with high negative temperature coefficient or
resistance, so its resistance decreases as temperature rises.
Thermostat It is a type of switching system that is being controlled by
temperature
Timer. It is a device that opens the electrical circuit after a predetermined
period of the time elapses.
Troubleshooting. It is a problem solving process with the goal of returning an
item to its operational state.
Program/Course:
Unit of Competency:
Module Title:
2.
References:
1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple
Electronics; Andes Mountain Printers: 2004
2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications,
Inc.: 2003
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 1: Identify the parts and functions of a blender.
Learning Activities
Special Instruction
Parts of a blender
The container rests upon a base that contains a motor for turning the
blade assembly and has controls on its surface. Most modern blenders
offer a number of possible speeds.
B. Given an actual blender, identify its parts. Ask your teacher to provide you
with a blender.
.
SELF CHECK KEY 1.1
1.
2.
3.
4.
5.
Blender
Jar or container
Motor
Lid or cap
Base
6-7
to reduce small solids such as spices and seeds to powder or nut butters
8-10.
A blender is handy electrical gadget and a motorized small appliance. A
blade inside a jar is connected to a motor shaft inside the unit. The blade
speed is controlled by varying electric current to the motor using one or
more switches. The blender operates when supplied by an electric
current.
10
Program/Course:
Unit of Competency:
Module Title:
References:
1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple
Electronics; Andes Mountain Printers: 2004
2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir
Publications, Inc.: 2003
11
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 2: Diagnose/troubleshoot blender
Learning Activities
Special Instruction
12
13
14
VOM (multi-tester)
Instructional/ operational manual
Screw driver
Soldering Iron
Pliers
Diagonal pliers
Long nose Pliers
15
6. Label and disconnect the lead wires from the switch block. Remove
the motor mounting bolts and lift out the motor if necessary.
7. To free brushes, remove the leads attached to the brush housing.
Use a screw driver to press lead terminal through the slot.
8. Conduct the following:
Servicing the Multi-speed Switch. It's easy to
see why the multispeed switch is a critical
component to the operation of your food blender.
Because of its high use and complexity, it is a
frequent culprit when things go wrong.
Multi-speed switch
16
Service the Blade Assembly. The blender's blade assembly is simple in its
function. It is rotated by the drive stud, which blends or chops food within
the jar. The most common problem is caused by the jar leaking liquids. The
solution is to tighten the base. If this doesn't solve the problem, inspect and
if necessary, replace the gasket.
17
Blender model:_____________________________
Serial no: ___________________________________
Possible trouble
Cause of trouble
Affected
components
Possible Remedy
1.
______________________
2.
______________________
3.
______________________
4.
______________________
18
YES
NO
19
Program/Course:
Unit of Competency:
Module Title:
References:
1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple
Electronics; Andes Mountain Printers: 2004
2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir
Publications, Inc.: 2003
20
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 3: Maintain and repair a blender.
Learning Activities
Special Instruction
21
22
23
Components Checking
24
25
26
27
INF
28
29
Servicing a fuse:
Step 1: Remove the blender base and locate the fuse in the wire from the
multispeed switch to the motor.
Step 2: Disconnect the wire and use a continuity tester or multitester to check
the fuse. If the circuit is open, the fuse is blown.
Step 3: Replace the faulty in-line fuse with one of identical rating.
30
31
Trouble
Cause
Affected
Description Possible Repairing
of
components
of
Remedy procedure
trouble
Components
32
ASSESSMENT PLAN
Title of Module
Observation
Portfolio
Demonstration
Unit of competency:
Oral Questioning
Competency standard:
Written
Evidence Checklist
perform
pre-testing
procedure
in
accordance with the manufacturers
instruction.
identify system defects/faults symptoms
using appropriate tools and equipment.
explain identified defects and faults to the
responsible person.
document results of diagnosis and
testing.
perform troubleshooting in accordance
with the service manual.
follow Electro-static
protection procedure.
Discharge
(ESD)
33
within
the
Date:
Checked by:
Date:
Observation Checklist
Students name:
Teachers name:
Assessment Center
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Can observe the student in Maintain and Repair a blender.
2. Can describe the assessment activity and the date on which it was undertaken.
3. Can place a tick in the box to show that the student completed each aspect of
the activity to the standard expected in the enterprise.
3. Can complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can...
34
follow
Electro-static
protection procedure.
Discharge
(ESD)
Yes
No
Feedback to students:
Teachers signature:
Date:
35
Follow
Electro-static
protection procedure.
replace
defective
Discharge
(ESD)
parts/components
with
36
identical
or
recommended
equivalents ratings.
appropriate
in
YES
NO
Demonstration
Candidates name:
Assessors name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials the trainee/student must be able to:
Yes
No
N/A
37
equipment?
explain identified defects and faults to
the responsible person?
document results of diagnosis and
testing ?
perform troubleshooting in accordance
with the service manual?
within the
Not Satisfactory
38
Written report
Students name:
Teachers name:
Assessment Center
Competency
standards
Unit of competency:
Task:
Your task is to:
Maintaining and Repairing a Blender
Submission date:
Use the checklist below for judging the students report based on the competency
standards. The student has:
explained the operation of a blender .
identified the parts of the blender .
explained the functions of its parts.
explained identified
responsible person.
followed Electro-Static
procedure.
soldered/mounted
repaired
or
/components in specified location.
defects
and
Discharge
faults
(ESD)
using
to
the
protection
replaced
parts
Yes
No
Comments:
Students
signature:
Date:
Teachers
signature:
Date:
39
PERFORMANCE TEST
Student's Name
Date
Competency:
Test Attempt
2nd
3rd
1st
Directions:
Ask your teacher to assess
your performance in the
following critical task and
performance criteria below
OVERALL EVALUATION
Level
Achiev
PERFORMANCE LEVELS
ed
4 - Can perform this skill without supervision
and with initiative and adaptability to problem
situations.
PERFORMANCE STANDARDS
For acceptable achievement, all items should receive a "Yes" or "N/A"
response.
Ye
s
No
N/
A
or
The unit is cleaned after the maintenance and repair activity performed
in accordance with standard procedures.
in
accordance
with
with
identical
the
40
ACKNOWLEDGMENT
Copyright Department of Education 2008
First Published JUNE 2008
This module is based on the Competency-Based Curriculum-Contextual
Learning Matrix (CBC-CLM) and finalized on the Instructional Modules
Finalization Development Workshop conducted at the Development Academy of
the Philippines, Tagaytay City on May 6 -10, 2008
This learning instrument was developed by the following personnel:
Technology Teachers:
Contextual Teacher:
Facilitators:
Encoders:
41
ACKNOWLEDGMENT
Copyright Department of Education 2009
First Published JUNE 2008
This module is based on the Competency-Based Curriculum-Contextual
Learning Matrix (CBC-CLM) refined during the Writeshop on the Refinement
and Enrichment of Competency-Based Curriculum and Contextual Learning
Matrix of ARTS abd TRADES Specializations at Marikina Hotel, Marikina City on
April 20 25, 2009.
This learning instrument was refined and enriched by the following
educators:
Technology Teachers:
Contextual Teacher:
English
Mathematics
o Mrs. Analiza Rosa P. Librada
Teacher I,-Mathematics Coordinator, San Pedro Relocation Center Natl. HS
San Pedro, Laguna
Science
42
Facilitators:
Encoders:
o Marisol E. Saldivar
43
Unit of Competency:
Module No. 4
TABLE OF CONTENTS
Page
How to Use this Module ................................................................................... i
Introduction .................................................................................................... ii
Technical Terms ............................................................................................. iii
Learning Outcome 1: Identify the Parts and Functions of a Washing
Machine ......................................................................... 1
Learning Experience 1.1 ........................................................................ 2
Information Sheet 1.1 ............................................................................ 3
Self-Check 1.1 ....................................................................................... 5
Self-Check Key 1.1................................................................................. 6
Defects ......................................................................................... 7
Learning Experience 1.1 ........................................................................ 8
Operation Sheet 2.1 ............................................................................... 9
Performance Test 2.1 ........................................................................... 28
Observation Check List 2.1 .................................................................. 29
Questioning Check List 2.1 .................................................................. 31
Program/Course:
Unit of
Competency:
Module Title:
INTRODUCTION:
This module contains information and suggested learning activities on
Maintaining and Repairing a Washing Machine. It covers the knowledge,
skills and attitudes required in maintaining and repairing washing machine.
Completion of this module will help you better understand the succeeding
module on maintaining and repairing electronically-controlled domestic
appliances.
This module consists of three (3) learning outcomes. Each learning outcome
contains learning activities supported by instructional sheets. Before you
perform the instructions, read the information sheets and answer the selfcheck and activities provided to ascertain to yourself and your teacher that
you have acquired the knowledge necessary to perform the skill portion of
the particular learning outcome.
Upon completing this module, report to your teacher for assessment to check
your achievement of knowledge and skills required in this module. If you
pass the assessment, you will be given a certificate of completion.
SUMMARY OF LEARNING OUTCOMES:
Upon completion of the module, you should be able to:
LO1. identify the parts and functions of a washing machine;
LO2. diagnose and troubleshoot washing machine defects; and
LO3. maintain and repair a washing machine.
ii
TECHNICAL TERMS
AC Motor. It converts AC electrical energy into mechanical energy, producing a
mechanical rotary action that
performs some type of work.
Antistatic. It is a container which resists generation of triboelectric charge
(frictionally generated) as the device is inserted into, removed from, or
allowed to slide around in it.
Bushing. It is a sleeve protecting a conductor where it passes through a hole in
motor.
Capacitor. It is a device used to boost the voltage to a motor. Running
capacitors are used in the starting winding to increase the running
torque of the motor. Starting capacitors are used in the starting
winding to increase the starting torque of the motor.
Capacitor for Start Motor. It is a low reactance non-polar electrolytic capacitor
connected in series with the start winding.
Motor. It is a rotating electric machine which changes applied electrical energy
or power into mechanical output energy or power.
Rotor. A part of an electric motor that turns or rotates.
Run Winding. The winding in an electric motor that provides the power for
turning the rotor during operation. It has the larger wire of the
two windings. The main winding of the motor with comparatively
low resistance and high inductance.
Resistor. It is a component made of material that opposes the flow of current
and therefore has some value of resistance.
Rotary Switch. It is an electromechanical device that has a rotating shaft
connected to one terminal capable of making, breaking a connection
to one or more other terminals.
Shaft. It is a part of a rotor that carries other rotating members and that is
supported by bearings in which it can rotate.
Start Winding. It is an auxiliary winding of the motor with comparatively high
resistance and lower inductance.
Stator. It is a stationary part of the motor which the field windings are placed.
System Control Microprocessor. It is an integrated circuit that can recognizes
and responds to commands from the operator by monitoring the
DC voltages at the output terminals.
iii
iv
Program/Course
Unit of
Competency
Module Title
Learning Outcome 1:
Identify the parts and functions of a washing machine.
Assessment Criteria:
1. The parts and their functions are identified based on the
manufacturers service manual.
2. The parts are handled in accordance with the manufacturers service
manual.
REFERENCES AND FURTHER READING
1. Goldberg, Joel. Troubleshooting Electronic Devices; Delmar Publishers,
Inc:1994.
2. Mukay, Masaaki, Kobayashi, Ryozzo. TV Troubleshooting Manual. Pictorial
Printers, Ltd: 1988.
3. Perozzo, James. Practical Electronics Troubleshooting: Delmar Publishers,
Inc: 1992.
4. Ronan, David T. Practical VCR Repair; Delmar Publishers, Inc: 1995.
5. www.google.com
6. www.yahoo.com
TOP COVER
PROGRAM
SELECTION
CONTROL
PULSATOR
WATER
SUPPLY
HOSE
AC CORD
DRUM
DRAIN HOSE
Function of its Parts:
Top Cover is used to cover the tub.
Pulsator is a rotating part inside the tub and responsible in making the
water spin.
Drain Hose serves as a passage way out.
Side Cover Tub is the main housing of the unit.
Drum serves as a washing tub.
Water Supply Hose serves as an inlet of water.
SELF-CHECK 1.1
A. Direction: Label the different blocks that resemble an electronicallycontrolled washing machine. Write your answer in another sheet of
paper. Do not write anything in this module.
B. Direction: Define the following words below. Write your answer on a sheet of
paper. Do not write anything in this module.
1. Pulsator - _______________________________________________________________
2. Drain Hose - ____________________________________________________________
3. Buzzer - ________________________________________________________________
4. Program Selection Control - _____________________________________________
5. Power Control - _________________________________________________________
AC Plug
2.
Buzzer
3.
Forward/Reverse Motor
4.
Input Command
5.
Comparator
Program / Course
Unit of Competency
Module Title
LO 2:
ASSESSMENT CRITERIA:
1. Pre-testing procedure is observed in accordance with the
manufacturers instructions.
2. System defects/fault symptoms are identified using the appropriate
tools and equipment and in accordance with the safety procedures.
3. Identified defects and faults are explained to the responsible person
(the teacher) in accordance with the enterprise or company policy and
procedures.
4. Results of diagnosis and testing are documented accurately and
completely with the specified time frame.
5. Customers (assessors/teachers) are advised/ informed regarding the
status and serviceability of the unit as per procedure.
CONTENTS:
Household Power
Supply
1. Check whether
connection
between the plug
and the electrical
outlet has poor
contact.
2. Measure voltage
of the electrical.
Result of the
Check
Possible Cause
Remedy
Poor contact.
Defect on the
electrical outlet.
Change the
electrical outlet.
Approximate
voltage rating.
No defect.
No Voltage.
Defects on the
Fix the 60 Hz
AC 60 Hz
power supply
household power line.
supply.
Less than 1
.
No defect.
Wiring of the
Washer
1. Measure the
resistance between
both end of the
power supply cord
with both the plug
pins shortcircuited.
2. Check whether
every connector in
the bundle of
connectors has a
Open circuit of
the power
supply cord.
Male and
female
connectors are
separated.
Poor connection.
Change the
power supply
cord.
Remove the
cause to give
strain and
reconnect them.
9
good connection
3. Check the
resistance of every
wire to find out an
open wire.
Electrical
Component
Wire is opened.
1. Check the
resistance with
power relay switch
turned on.
No defect
Poor contact.
2. Check the
secondary voltage
of the transformer.
10~14 V
OV.
No defect.
Change the
transformer.
Coil is open.
3. Measure the
and motor
resistance to
is hot.
check whether
testing point of the
motor is blown
out.
Open.
4. Check whether
the fuse is open.
Controller
1. If there are no
defects as
mentioned above,
it is the controller
that is defective.
Over 120%
voltage than
rating check.
Testing Point
blown out.
Remove causes
to overload the
motor.
2. If supply voltage
is 120% higher
than rating, the
varistor in the
controller may be
broken. Check the
supply voltage.
10
Main Voltage
1. Measure the
main voltage at the
wall outlet.
Result of
Check
Less than
85% of the
rating.
Possible Cause
Low voltage.
Remedy
To explain that
it is caused by
low voltage in
electric supply
and to
recommend use
of a transformer
if voltage has
been
continuously
low.
2. Measure the
voltage at the
Less than
extended outlet
85% of the
where the washer
rating.
is plugged in. If the
extended outlet is
used and voltage
at the electrical
outlet is normal in
the above, then the
extended outlet is
defective.
Transformer
The diameter of
the lead wire is
smaller or many
loads are
connected at the
same outlet.
1. Measure the
secondary voltage
of the transformer.
Defect on the
transformer.
Change the
controller.
Defect on the
controller.
Change the
controller.
Less than AC
10V.
To use a
transformer
having enough
capacity.
Controller
1. Defect on LED
2. Defect on LED
driving circuit
3. Defect on micon
3. Reset during Operation.
Checks to be made
Result of
Check
Possible Cause
Remedy
Main Voltage
1.Measure the
Less than
voltage of the outlet 80% of the
where the washer is rating.
Explain that it is
The main voltage caused by a low
is too low or size voltage supply in
of a lead wire is
the locality.
11
too small.
Recommend the
use of regulated
power supply.
2. Reset symptom
happens at specific
time zone
repeatedly.
Explain that it is
a problem of
electric supply
in the locality.
Result of
Check
Possible Cause
Remedy
Ball Pressure
Sensor
1. Is there a PE
error on the
display known as
the means Ball
Pressure Sensor
Error?
PE error
displayed.
2. Check
frequency of the
Ball Pressure
Sensor without
load if wash is
proceeding
without filling.
Controller
1. Defect on the
controller is highly
possible if inlet
valve and Ball
Pressure Sensor
have no defects in
the above.
Connector is
taken off or lead
or the coil is
open.
Reconnect the
connector or
change leads.
Change the Ball
Pressure Sensor
if the coil is
open.
Change the
pressure switch.
Change the
controller.
12
Result of
Check
Possible Cause
Remedy
Pulsator weakly
rotates
1. Check the
Less than 85%
voltage at the
of rating.
power outlet where
the washer is
plugged into.
Indicating
2. Check the
needle rises
capacitance of the and
capacitor.
immediately
indicates .
The needle is
stopped after
it has been
raised.
The needle
doesnt move.
Lower voltage.
Capacitor is
normal.
Lack of
capacitance of
the capacitor.
Explain the
causes and
recommend that
a transformer
should be used
if necessary.
Change the
capacitor.
Result of
Check
Possible Cause
Remedy
Ball Pressure
Sensor
1. Check the
Less than 26.3
generation
kHz.
frequency of the
Ball Pressure
Sensor without
26.3~27.1
water.
kHz.
7. Spin extraction is not proceeded.
Checks to be made
Result of
Check
Defect on the
ball pressure
sensor.
Defect of the
controller.
Change the
controller.
Possible Cause
Remedy
Motor
1. The wash motor
does not spin
during spin
extraction.
There is a
motor working
sound.
Defect on the
capacitor or
mechanically
locked.
Change the
capacitor after
checking the
defect of
capacitor.
13
a. Check if there is
motor working
sound.
Check whether
the washing tub
is blocked if the
motor rotates
after removing
the V-belt.
Check if the
motor is locked
when it does not
rotate even
though the Vbelt is removed.
2. If there is no
motor working
sound.
a. Check the
frequency of the
Ball Pressure
Sensor under no
load condition.
b. Place the
magnetic in Lid-B.
Defect on the
Less than 26.3 Ball Pressure
kHz .
Sensor.
The lid is
open.
Misuse of the
machine.
Defect of
magnetic in
lid-B.
c. Check the
resistance of the
motor.
Coil is open.
Contact defect
of the Ball
Pressure
Sensor
.
Drain
Motor/Clutch
1. In case the
motor rotates but
the inner tub does
not rotate.
a. Check the
resistance of the
drain motor if the
drain motor does
Resistance is
normal.
Coil is open.
Defect on the
connection part
Change the
drain motor.
Change the
14
not work.
or defect on the
controller.
controller after
checking
connection
parts.
Result of
Check
Possible Cause
Remedy
Ball Pressure
Sensor
1. The magnetic is
placed on the
wash.
Yes
No
Read S/W is
short by
magnetic on the
washer.
Keep magnet
away from the
washer.
Read Switch.
Change the
controller.
Result of
Check
Possible Cause
Remedy
Main Voltage
1. Check voltage
Less than 85%
at the power outlet of rating.
where the washer
is plugged into.
Explain the
cause and
recommend
using a
transformer if
necessary.
Starting
Capacitor
1. Check the
capacitance of the
starting capacitor.
Insufficient
capacitance of
the capacitor.
Defect on the
capacitor.
Change the
capacitor.
Result of
Check
Possible Cause
Remedy
Remove it.
15
Result of
Check
Possible Cause
Remedy
Main Voltage
1. It is mostly
caused by noise
from main source
of power.
Auto Off switch
or Controller
1. Check whether
power is
automatically
turned off when
turning on the
auto off switch
after unplugging
the power cord
from the outlet.
Automatically
turned off.
Defect on the
main power
source.
Explain the
cause.
Mechanical
defect on the
auto off switch.
Change the
auto off switch.
Change the
controller.
2. It would be a
defect of the
controller if the
power is
automatically
turned off
immediately when
turning on the
power switch even
though there is
no defect in the
auto off switch.
MECHANICAL FAULTS
1. Water doesnt come into the wash tub.
Checks to be made
Result of
Check
Possible Cause
Remedy
Inlet Valve
1. If water doesnt
come through the
inlet valve works,
electric sound
occurs.
16
a. Check whether
water main is cut.
Water main is
cut.
Main is cut.
Explain.
b. Check whether
tubs are turned
on.
Doesnt turn
on.
Misuse.
Wrong
installation.
Correct their
locations and
turn on the tap.
Misuse.
Explain how to
use the machine
properly.
Selected
oppositely.
Filter is
blocked by
foreign
substance .
Uncleaned.
Defect on the
inlet valve.
Clean them by a
brush and
explain to clean
them regularly.
Change the inlet
valve.
Result of
Check
Possible Cause
Remedy
Wrong
Installation/Leakage
1.Check whether the
drain hose is laying
down on the floor.
Drain hose is
not in its
proper
position.
Wrong
Installation.
Water leaks.
Defect on the
part.
It doesnt
rotate.
Water pressure
is not sensed.
water is filled
continuously.
2. If there is no defect
in the Ball Pressure
Sensor, check
whether the air hole
of the outer tub is
blocked.
Pressure Sensor.
Repair it.
Blocked.
Air hole is
blocked.
Water fills.
Defect on the
inlet valve.
Repair the
blocked hole.
Inlet Valve
1. The water fills even
though it is not
energized.
Result of
Check
Possible Cause
Remedy
Pulsator rotates at
one direction
1. The Pulsator
rotates normally at
the beginning of
wash cycle, but
does not rotate at
clockwise direction
(locked) after some
wash cycles though
there is motorworking sound.
Clockwise
rotation is
locked.
Unusual
operation.
Defect on the
controller or
poor contact of
connectors of
motor leads.
Change the
controller if
there are no
contact defects
in the leads of
the motor.
Resistance is
normal.
18
V-belt is loose.
Clutch is
locked.
Loose belt.
Defect on the
clutch.
Adjust belt
tension by
changing motor
fixing location.
Change the belt
if it is impossible
to adjust the
belt tension.
Change the
clutch if the
clutch pulley is
locked.
3. The pulsator
doesnt rotate at
both directions.
a. Check whether
Motor rotates
the motor rotates
at both
both direction when directions.
its energized .
Loose belt.
Change the
clutch.
The pulsator is
locked.
Defect on the
clutch.
Motor doesnt
rotate at both
directions.
Adjust belt
tension or
change the belt
if it is impossible
to adjust.
.
Remove the
cause of locking
the pulsator.
Change the
motor if the
motor is locked
when having its
shaft rotated by
hand.
Defect on the
capacitor (check
the capacitors
capacitance).
Change the
capacitor if there
is no contact
defect in the
capacitors
lead.
Defect on the
motor.
Change the
motor.
Remove the
causes.
2. Check resistance
19
Motor coil is
open.
Defect on the
leads.
Result of
Check
Possible Cause
Remedy
Drain Pump
1. Check if the
drain pump is
working soundly.
There is a
pump working
sound.
Drain pump is
blocked by
foreign objects.
Disassemble the
drain pump cap
and remove the
foreign objects
in the pump
casing.
Change the
drain pump.
Defect on
connection
part.
Defect on
connection part.
Repair defective
connection.
Connection
part has no
defects.
Defect on the
controller.
Change the
controller.
2. Check the
resistance between
terminals if there
is no working
sound at the drain
pump.
3. Check
connection parts
of the leads if
there is no
working sound
and its resistance
is normal.
20
Drain Hose
1. Check whether
the drain hose is
put in a narrow
space and kinked.
2. Check whether
the internal drain
rubber assembly
is bent (for nonpump model).
3. Check whether
the end of the
drain hose is
submerged into
water or higher
than required (for
non-pump model).
4. Check whether
the drain hose is
blocked by foreign
objects. It may
happen in case
that the hose is a
little kinked.
Kinked.
Defect on the
installation.
Reinstall.
Bent .
Defect on the
drain rubber
assembly.
Change the
drain rubber
assembly.
Submerged or
higher than
required.
Defect on
installation.
Reinstall .
Blocked.
Blocked hose.
Remove the
objects and
reinstall so that
it will not be
kinked.
PV Case
(for non-pump
model only)
1. Check whether
the PV assembly is
blocked by foreign
objects.
Blocked.
Separate the
drain motor
from the PV link;
disassemble PV
cover; and
remove the
foreign objects
within the PV
case.
Check the
washer works
normally after
repair and
reassemble
them.
21
Change the
drain motor.
Check the
washer if it
works normally
after
reassembling.
Resistance is
normal.
Contact defect in
connection parts
or defect of the
controller .
Change the
controller if
there is no
defects in the
connection
parts.
Result of
Check
Possible Cause
Remedy
Drain Motor
(for non-pump
model only)
1. Check whether
the drain motor is
normally returned
after turning
power off. It is
considered normal
if the lever of the
drain motor is
fully pulled out by
the PV spring.
PV Case
Blocked.
1. If water drains
though the drain
motor is normally
returned, check
whether PV
assembly is
blocked by foreign
Blocked.
Bellows are
deformed.
Defect on the
drain motor.
Change the
drain motor.
Remove the
objects from the
PV assembly.
Defect on PV
Bellows.
Change the PV
bellows. The
bellows may
22
objects or the
bellows in the PV
assembly is
deformed.
swell up if it
contact
petroleum or
petrochemical
substance
because it is
made of rubber.
Controller
1. Check whether
the drain motor or
the drain part
works immediately
after power is
turned on.
Works.
Defect on the
controller (Triac
defect).
Change the
controller.
Result of
Check
Possible Cause
Remedy
Drain
Motor/Clutch
1. In case motor
rotates but the
inner tub doesnt
rotate:
a. Check
resistance of the
drain motor if the
drain motor does
not work.
b. Check gaps
between PV link
and the break
lever if the inner
tub does not
rotate while the
drain motor
works.
Coil is open.
Change the
drain motor.
Resistance is
normal.
Defect on
connection part
or defect of the
controller.
Change the
controller after
checking
connection
parts.
The clearance
is less than
2.0 mm or
more than 3.5
mm.
Assembling
defect onthe
drain motor or
the clutch
The gap is
normal (2.03.5 mm).
Defect on the
clutch.
Reassemble the
drain motor or
the clutch to
keep the
clearance.
Change the
clutch.
23
Result of
Check
Possible Cause
Remedy
Clutch
Assembling
1. Check the
clearance between
the PV link and
the break lever
and clearance
between the clutch
lever and the
adjustment bolt.
The clearance
is less than
2.0 mm or
more than 3.5
mm.
Adjust the PV
lever bolt and
paint it red.
Reassemble the
drain motor or
the clutch.
Blocked by
foreign objects
1. Check whether
the PV assembly,
the drain pump
and drain hose are
blocked by foreign
objects that makes
water splashing
noise in the tub.
Remove the
foreign objects.
Result of
Check
Possible Cause
Remedy
Using conditions
such as
installation etc.
1. Check whether
Not leveled.
the washer is
leveled check
clearance without
tub and out case
the left gap is the
same as the right
and the rear gap is
1.5~2 time bigger
than the front gap
between the
Defect on
installation.
Level the
washer.
24
Laundry is
unbalanced.
The pulsator
rotates
initially then
the inner tub
rotates.
Defect on the
clutch.
Explain that it is
not out of order
and it may
happen when
big and long
laundry is
washed.
Change the
clutch spring-B
or the clutch
assembly.
Damper
1. Check whether
the outer tub
cover hits the top
cover without load
during spin.
Hit.
Defect of the
damper
Change damper
simultaneously.
In assembling,
check the
position of the
damper
assembly.
(ELECTRONICALLY CONTROLLED)
POSSIBLE CAUSE
Water faucet is
closed.
Water supply is
interrupted
Inlet V/V is clogged
with dirts.
Connector has bad
contact to the inlet
valve.
Yellow (YL) 2 pin
connector has bad
contact to the
P.W.B.ASM.
REMEDY
Open the water
faucet.
Wait until water
supply is
resumed.
Clean or replace
filter.
Correct the
connector
contact.
Same as above.
25
Drainage.
Water is not
completely
drained in ten
minutes.
Rinse and spin
LED blink.
Unbalanced.
Laundry is
unbalanced
during spin.
Wash, Rinse
and Spin LED
blink.
Over
flooding
error.
Door open.
In a second QC
Mode the
following
message is
displayed.
All of process
LED blink.
LID is opened
in the course of
intermittent
spin, normal
spin or
processing
reservation.
Wash and spin
LED blink.
Lid is opened
during intermittent
spin or normal
spin.
Lid is opened while
processing
reservation.
Is placed magnetic
in Lid-B.
Hung up drain
hose at 0.9~1.3m
high. (For pump)
Put the hose
lower.
(For: Non-pump)
Unclog the drain
hose.
Replace drain
motor or correct
the connector
contact.
Try to fill laundry
uniformly in the
inner tub.
Adjust the leg.
Check B.P
SENSOR
CONNECTOR or
replace B.P
sensor.
Make adjustment if
inlet valve is
defective.
Signal is
continuously
ringing.
26
Ball
pressure
sensor.
Ball pressure
sensor is off.
All water level
LED blink.
Auto off.
Correct the
connector
contact.
Replace ball
pressure sensor.
Correct the
connector contact.
Change auto off
switch ASM.
Pulsator
POSSIBLE CAUSE
REMEDY
Pulley loosened.
Ceased
Running.
Abnormal
Noise and
Vibration.
Pulsator
Runs at
Low speed.
Stackened V-belt .
Motor fixing screws
loosened.
Take it away.
Adjust the gap between
them.
Take it away.
Adjust properly.
Adjust properly or replace it
with a new one.
Tighten V-belt and the
screws.
27
28
29
Yes
No
Feedback to student:
Teacher signature:
Date:
30
Date of observation
Description of assessment activity
Location of assessment activity
The Students report will answer the following questions
What precautions must you take in performing pretesting procedure in a washing machine?
What would you do in the event that you are not familiar
with the model of the washing machine?
If yes, tick
the box
Yes
No
Feedback to Student:
Teacher signature:
Date:
31
Program/Course:
Unit of
Competency:
Module Title:
LO3:
ASSESSMENT CRITERIA:
1.Personal Protective Equipment is used in accordance with the
Occupational Health and Safety Practices.
2.Electro-Static Discharge (ESD) protection procedures are followed.
3.Defective parts/components are replaced with equivalent ratings and
repaired in accordance with the current industry standards.
4.Control settings/adjustments are performed in conformity with the
service manual specifications
5. Repair activity is performed within the required time frame.
6. Cleaning of unit is performed in accordance with standard procedure.
32
Learning Activities
Read the Information Sheet
3.1 on personal protective
equipment and electrostatic
discharge protection
procedure.
Do the Self-Check 3.1 to test
your knowledge on personal
protective equipment and
electro-static discharge
protection procedure.
Special Instructions
You can ask the assistance of
your teacher to show you and
explain further the topic you
dont understand.
34
35
36
37
II. Direction: Write True if the statement is correct or False if it is wrong. Write
your answer in another sheet of paper.
1. Static charge is a form of electricity at rest.
2. ESD wrist straps are also called conductive wrist straps or bands.
3. When working with the electronic system control of a washing machine, it is
a safety practice to touch a round point like the metal extension pole before
touching anything else.
4. An electrostatic discharge of just a few hundred volts is too small to fill in but
can be usually deadly to ESD sensitive devices.
5. An ESD wrist strap is connected to the frame or chassis ground which drains
static charges off your body preventing damaging ESD-sensitive devices.
38
II
1. True
2. True
3. True
4. True
5. True
39
41
Be sure that the blade, front and rear guards of the washing
machine are properly cleaned.
Be sure that proper cleaning is given to the control panel or switch
box of the washing machine.
42
DEFECTIVE
COMPONENT/PARTS
REMEDY
STUDENT WRITE UP B
Diagnosing Faults in ECEF
Student : _________________________________ Date: ________________________
Year & Section: _________________________ Teacher: _______________________
UNIT BRAND : _________________________ Unit Model: ______________________
Owner: ______________________ Address: _________________________________
SYMPTOMS
DEFECTIVE
COMPONENT/PARTS
REMEDY
43
Yes
No
Feedback to Student:
Teacher signature:
Date:
45
Yes
No
Feedback to Student:
Teacher signature:
Date:
46
Title of Module
Questioning
Observation
Written
Unit of competency:
Demonstration
NC II
Competency standard:
Portfolio
EVIDENCE CHECKLIST
Prepared by:
Date:
Checked by:
Date:
47
ACKNOWLEDGEMENT
Copyright Department of Education 2008
First Published JUNE 2008
This module was based on the Competency-Based Curriculum-Contextual
Learning Matrix (CBC-CLM) and finalized on the Instructional Modules
Finalization Development Workshop conducted at the Finalization Workshop
conducted at the Development Academy of the Philippines, Tagaytay City on
May 6 -10, 2008
This learning instrument was developed by the following personnel:
1
Technology Teachers:
Mr. Vic P. Diola
Bauan Technical High School
Contextual Teacher:
Mrs. Daisy Carousel P. Cervantes
Don Alejandro Roces Sr. Science-Technology High School
Facilitators:
Dr. Edward M. Dela Rosa
Dr. Corazon L. Echano
TEC-VOC Task Force
Encoders:
Mrs. Rosario D. Briones
Mr. Mhariel L. Echano
Mr. Jason O. Villena
48
ACKNOWLEDGEMENT
Copyright: Department of Education 2009
This module is based on Competency-based Curriculum- Contextual
Learning Matrix ( CBC-CLM ) refined during the Writeshop on the Refinement
and Enrichment of Competency-Based Curriculum and Contextual Learning
Matrix of ARTS and TRADES Specializations at Marikina Hotel, Marikina City
on April 20 25,2009.
This learning instrument was refined and enriched by the following
educators:
Technology Teachers ( Electronics )
VICTORINO P. DIOLA Group Leader
TVE Coordinator, Bauan Technical High School
Bauan, Batangas
GIGI C. CORPUZ
Teacher III, Malvar National High School
Malvar, Batangas
ISMAEL G. GALLARDO
Teacher I, Community Vocational High School
Masipit, Calapan City, Oriental Mindoro
REYNALDO C. CUNANAN
Head Teacher VI, EARIST Voc. High School
Nagtahan, Sampaloc, Manila
GEORGE B. FUASO
Teacher II, Gen. Mariano Alvarez Technical High School
GMA, Cavite
RUFO G. MALLA
Teacher II, EARIST Voc. High School
Nagtaha, Sampaloc, Manila
Contextual Teachers:
English
TERESITA P. TANAEL
Teacher III, Gen. Mariano Alvarez High School
GMA, Cavite
CHARLIE I. SORIANO
Teacher I, Don Alejandro Roces, Sr. Science-Technology H.S.
49
Quezon City
Mathematics
ANALISA ROSA P. LIBRADA
Teacher I, Mathematics Coordinator
San Pedro Relocation Center National High School
San Pedro, Laguna
Science
LENALYN N. MANZANO
Teacher I, EARVHS
Nagtahan, Sampaloc manila
GEMMA G. VALLARTA
Teacher III, Science Coordinator
San Pedro Relocation Center National High School
San Pedro, Laguna
Facilitators:
Dr. CORAZON L. ECHANO
Tech-Voc Task Force
Dr. VICTORIO N. MEDRANO
Tech-Voc Task Force
Dr. ORLANDO E. MANUEL
Tech-Voc Task Force
Encoder:
MARISOL E. SALDIVAR
50
Module No.
52
Module Title:
TABLE OF CONTENTS
Page
How to Use this Module .................................................................................. ii
Introduction ................................................................................................... iii
Technical Terms.... ..........................................................................................iv
Learning Outcome 1 Identify the parts and functions
of electric flat iron............................................................................... 1
Learning Experience/Activities.2
Learning Experience/Activities.8
..12
Self-check 3.119
.. 20
..22
ii
Program/Course
Unit of
Competency
Module Title
INTRODUCTION:
This module contains information and suggested learning activities on
Maintaining and Repairing Electronically Controlled Appliances. It covers the
knowledge, skills and attitudes required to repair and maintenance of a flat
iron.
This module consists of three learning outcomes. Each learning outcome
contains learning activities supported by instructional sheets. Before you
perform the instructions, read the information sheets and answer the self-check
and activities provided to ascertain to yourself and your teacher that you have
acquired the knowledge necessary to perform the skill portion of the particular
learning outcome.
Upon completing this module, report to your teacher for assessment to
check your achievement of knowledge and skills requirements of this module. If
you pass the assessment, you will be given a certificate of completion.
PREREQUISITES:
iii
TECHNICAL TERMS
Flat iron. It is a domestic appliance used to press clothes
Schematic Diagram. It is an illustration of an electrical or electronic circuit
with the components represented by their symbol.
Short Circuit. It is also called a short. Low resistance connection between two
points in a circuit typically causing excessive current.
Soldering. It is a process of joining two metallic surfaces to make an electrical
contact by melting solder (tin and lead) across them.
Soldering Iron. It is a tool with an internal heating element used to heat
surfaces being soldered to the point where the solder becomes molten.
Switch. It is an electrical device having two states, ON (closed) or OFF (open).
Test. It is a sequence of operations intended to verify the correct operation or
malfunctioning of a piece of equipment or system.
Troubleshooting. It is systematic approach to locate the cause of a fault in an
iv
Program/Course
Unit of Competency
Module Title
Learning Outcome 1: Identify the parts and functions of electric flat iron.
Assessment Criteria:
1. The parts of a flat iron and their functions are identified based on the
manufacturers service manual.
2. Parts are handled in accordance with manufacturers service manual.
References
http;//e-service.panasonic.com
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 1: Identify parts and functions of electric flat iron.
Learning Activities
1. Read the attached Information
Sheet 1.1 on:
a. Functions of the parts of a
flat iron.
b. Proper handling of flat iron
c. Proper
handling
of
electronic parts
d. Proper handling of its parts
in accordance with the
manufacturers
service
manual
2. Answer the Self-Check 1.1 to test
your knowledge on the functions
of the parts of a flat iron.
Special Instructions
Identify the functions of the parts of
a flat iron.
Show proper way of handling parts
of a flat iron according to
manufacturers service manual.
Answer the Self-check without
looking at the information sheet.
Specific instructions
To avoid a circuit from overload, do not operate another high wattage
appliance on the same circuit. If an extension cord is absolutely necessary a 10
A cord should be used with a 120V iron or a 16A cord should be used with a
220V iron. Cords rated for less amperage may overheat. Care should be taken to
arrange the cord so that it cannot be pulled or rippled over.
Parts
Function
1.
2.
3.
4.
5.
6.
7.
Function
Used to connect the unit to the
power source.
2. Selector switch
3. Thermal fuse
4. Heating element
5. Soleplate
6. Handle
7. Body/Case
Program/Course
Unit of
Competency
Module Title
Reference:
http;//e-service.panasonic.com
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 2
Learning Activities
Special Instructions
information.
a flat iron.
Troubles
Possible Causes
Grounded wire
Loose contacts between terminals
Heating element
Wrench/Pliers
11.
Desoldering tool
12.
Cleaning brush
3. Set of pliers
4. Soldering iron
5. Soldering stand
6. Soldering lead
7. Wire stripper
10
1.
2.
3.
4.
5.
6.
7.
8.
9.
11
1. Wrench/Pliers
2. Soldering Stand
3. Desoldering Tool
4. Screw driver
5. Volt Ohm Milliameter
6. Long Nose Pliers
7. Wire Stripper
8. Soldering Iron
9. Set of Cleaning Brush
12
Date: _______________________
Teacher: ____________________
ADMISSION SLIP
UNIT BRAND: _______________________________
Owner: ______________________________________
Address: ____________________
13
Possible Causes
Remedies to be made
14
Program/Course
Unit of
Competency
Module Title
the
or
the
the
References
http;//e-service.panasonic.com
15
Special Instructions
Do the Self-check 3.1 without
looking at the Information Sheet.
Do the Activity Sheet
3.1,
Assignment Sheet 3.1 and Job
Sheet 3.1
Follow the procedures in repairing
and maintaining flat iron
Observe safety in working
Perform the activity following the
ESD with the supervision of a
teacher
Replace the defective
components/parts with the same
or allowed value
Soldered/mounted the parts in
accordance
with
the
manufacturers standards
Follow the instruction in manual
Finish the activity within the time
allotted
Clean the unit properly
16
17
Important:
When using an iron, basic precautions should always be followed:
1. Read the instructions first.
2. Use the iron only for its intended use.
3. To protect against risk of electric shock, do not immerse any part of the
iron in water or other liquid.
4. The iron should always be turned to MIN position before plugging or
unplugging from the outlet. Never yank cord to disconnect from the
outlet; instead grasp plug and pull it to disconnect.
5. Do not allow the cord to touch hot surfaces. Let iron cool completely.
6. Do not operate iron if it has been dropped or damaged in any manner, as
such may cause temperature setting in occasion or electric shock. Do not
assemble the iron; take it to the dealer from whom the product was
purchased for examination or any professional technician. Incorrect
assembly can cause electric shock when the iron is used.
7. Close supervision is necessary for any appliances being used by or near
children. Do not leave the iron unattended when plugged into the outlet
or in an ironing board. Always position the iron carefully to prevent it
from falling if ironing board is accidentally knocked or if the cord is
pulled. When not in use, always stand the iron on heel rest.
8. Burn can occur from touching hot metal parts.
9. The use of accessory attachment not recommended or sold by the
appliance manufacturer may create hazards or damage your flat iron.
10. Do not use the iron outdoor.
11. Do not operate in the presence of explosive and/or flammable materials.
18
SELF-CHECK 3.1
Maintaining and Repairing a Flat Iron
Directions: Answer each of the following questions by enumerating the
procedures being asked. To check your answers, refer to
Information Sheet 3.1
1. How will you apply proper care to a flat iron?
2. How will you use a flat iron?
3. How will you clean and polish the aluminum soleplate?
4. How will you store a flat iron?
5. What are the basic precautionary measures to be followed when using a
flat iron?
19
20
Trouble
Possible Causes
Remedies made
21
2.
3.
4.
5.
6.
7
8.
Troubleshooting
Techniques
70
75
80
85
90
95
100
Scor
e
Identify the
problem/symptoms
of a flat iron.
Identify the possible
cause/s of the
problem.
Defective parts and
components are
replaced with
identical equivalent
ratings.
Components are
soldered and
mounted at the
specified location
Proper tools and
materials are used in
maintaining and
repairing a flat iron.
Control
settings/adjustments
are performed in
conformity with
service manual
specifications.
Work safely is
observed.
The area is cleaned
after the activity.
Average
Score
96-100
86-95
81-85
75-80
70-74
22
ASSESSMENT PLAN
Evidence Checklist
Competency standard
Unit of competency
Written
Portfolio
Demonstration
Third party
Report
Questioning
Observation
23
OBSERVATION CHECKLIST
Students name:
Teachers name:
Name of school
Competency
standards
Unit of competency:
Instructions for the teacher:
1. Observe the student maintaining and preparing a flat iron insert description of
activity being observed.
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the student completed each aspect of the
activity to the standard expected in the enterprise.
4. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment activity
The student can.
and
Yes
No
Feedback to student:
Teachers signature:
Date:
24
Yes
No
25
DEMONSTRATION
Students name:
Teachers name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials the student must be able to:
Materials and equipment:
1. Flat iron
2. Set of screw drivers
3. Set of pliers
4. Soldering iron
5. Soldering stand
6. Soldering lead
7. Wire stripper
8. Volt-ohm-milliammeter
9. Wrench/Pliers
10. Desoldering tool
11. Cleaning brush
to show if evidence is
demonstrated
During the demonstration of skills, did the student:
Yes
No
N/A
Not Satisfactory
26
WRITTEN REPORT
Students name:
Teachers name:
Name of the School
Competency
standards
Unit of competency:
Task:
Your task is to:
Maintain and Repair Flat Iron.
Submission date:
Use the checklist below as a basis for judging whether the students report
meets the required competency standards.
The students report can.
Yes
No
Comments:
Students
signature:
Date:
Teachers
signature:
Date:
27
PERFORMANCE TEST
Students Name
Date
Competency:
Directions:
Ask your teacher to
assess your performance
in the following critical
task and performance
criteria below
You will be rated based
on the overall evaluation
in the right side.
Test Attempt
1st
2nd
3rd
OVERALL EVALUATION
Level
Achieved
PERFORMANCE LEVELS
4 - Can perform this skill without
supervision and with initiative and
adaptability to problem situations.
3 - Can perform this skill
satisfactorily without assistance or
supervision.
2 - Can perform this skill
satisfactorily but requires some
assistance and/or supervision.
1 - Can perform parts of this skill
satisfactorily, but requires
considerable assistance and/or
supervision.
Teacher will put his/her
achieved.
28
PERFORMANCE STANDARDS
For acceptable achievement, all items should receive a
"Yes" or "N/A" response.
Explained the operation of a flat iron.
Yes
No
N/A
29
ACKNOWLEDGMENT
Copyright Department of Education 2008
First Published JUNE 2008
This module is based on the Competency-Based Curriculum-Contextual
Learning Matrix (CBC-CLM) and finalized on the Instructional Modules
Finalization Development Workshop conducted at the Development Academy of
the Philippines, Tagaytay City on May 6 -10, 2008
This learning instrument was developed by the following personnel:
Technology Teachers:
Contextual Teacher:
Facilitators:
Encoders:
ACKNOWLEDGMENT
Copyright Department of Education 2009
First Published JUNE 2008
This module is based on the Competency-Based Curriculum-Contextual
Learning Matrix (CBC-CLM) refined during the Writeshop on the Refinement
and Enrichment of Competency-Based Curriculum and Contextual Learning
Matrix of ARTS abd TRADES Specializations at Marikina Hotel, Marikina City on
April 20 25, 2009.
This learning instrument was refined and enriched by the following
educators:
Technology Teachers:
Contextual Teacher:
English
Mathematics
Mrs. Analiza Rosa P. Librada
Teacher I,-Mathematics Coordinator, San Pedro Relocation Center Natl. HS
San Pedro, Laguna
31
Science
Mrs. Gemma G. Vallarta
Teacher III Science Coordinator, San Pedro Relocation Center Natl. HS
San Pedro, Laguna
Facilitators:
Encoders:
Marisol E. Saldivar
32
Module Title:
TABLE OF CONTENTS
Page
How to Use this Module ................................................................................... i
Introduction .................................................................................................... ii
Technical Terms ............................................................................................. iii
Learning Outcome 1: Identifying the parts and functions of a
rice cooker ..................................................................... 1
Learning Experiences/Activities ............................................................. 2
Information Sheet 1.1 ............................................................................ 3
Self-Check 1.1 ....................................................................................... 6
Answer key 1.1 ...................................................................................... 9
Learning outcomes 2: Diagnose and troubleshoot a rice cooker
and analyze the defects found ....................................................................... 10
Learning Experiences/Activities ........................................................... 11
Operation sheet 2.1 ............................................................................. 12
Operation sheet 2.2 ............................................................................. 13
Job sheet 2.2 ....................................................................................... 14
Learning Outcomes 3: Maintain and repair a rice cooker ............................. 13
Learning Experiences/Activities ........................................................... 16
Operation sheet 3.1 ............................................................................. 17
Job sheet 3.1 ....................................................................................... 21
Job sheet key 3.1................................................................................. 22
Information sheet 3.2 .......................................................................... 23
Assessment Plan ........................................................................................... 26
Observation checklist .................................................................................... 27
Observation and Questioning checklist ......................................................... 28
Demonstration .............................................................................................. 29
Written Report .............................................................................................. 30
Performance test ........................................................................................... 31
Acknowledgement . 32
Program/Course:
Unit of Competency:
Module Title:
INTRODUCTION:
This module contains information and suggested learning activities on
Maintaining and Repairing a Rice Cooker. It covers the knowledge, skills and
desirable attitudes required to maintain and repair this home appliance.
Completion of this module will help you better understand the succeeding
module on maintaining and repairing electronically-controlled domestic
appliances.
This module consists of three (3) learning outcomes. Each learning outcome
contains learning activities supported by instructional sheets. Before you
perform the instructions, read the information sheets and answer the self-check
and activities provided to ascertain to yourself and your teacher that you have
acquired the knowledge necessary to perform the skill portion of the particular
learning outcome.
Upon completing this module, report to your teacher for an assessment to
check your achievement of knowledge and skills required in this module. If you
pass the assessment, you will be given a certificate of completion.
SUMMARY OF LEARNING OUTCOMES:
Upon completion of the module, you should be able to:
LO1. identify the parts and functions of a rice cooker;
LO2. diagnose and troubleshoot the defects of a rice cooker and analyze the
defects found; and
LO3. maintain and repair a rice cooker.
PREREQUISITES:
ii
TECHNICAL TERMS
Domestic appliances. They are household appliances like rice cooker, blender,
washing machine, flat iron, etc.
Rice Cooker. It is a domestic appliance designed but not limited to rice
cooking. It can also be used to cook other food stuff and can be
used for other related purpose.
Resistance heating appliance. It is an appliance that use resistive load for its
main part. The part that produced heat when
current passes through it.
Thermostat. It is a type of switching system that is controlled by temperature.
Heating element. It is a part of a resistance heating appliance that get hot
when operated.
Cast heater. It is a part of the rice cooker that delivers the heat to the fluro pan
where the food stuff is located.
Electrical components. They are the devices that performs electrical activities
when current is applied to the circuit.
Mica insulator. It is a transparent material that splits readily into thin sheets
which has excellent insulating and heat resisting qualities.
Non - electrical components. These are parts of an appliance that performs
designated function other than electrical application.
ON / Off switch. It is used to designate the operating and the inoperative state
of a device or unit.
Timer. It is a device that opens the electrical circuit after a predetermined
period of time elapses.
Thermistor. It is a device with high negative temperature coefficient or
resistance so its resistance decreases as temperature rises.
Power. It is the rate at which electric energy is fed to or taken from a device
measured in watts.
Watt. It is the basic unit of power which in one second gives rise to energy of
one joule.
Fluro pan. It is an aluminum pan that is used to store food stuff like rice, corn,
etc.
iii
Program/Course:
Unit of Competency:
Module Title:
Assessment Criteria
1. Operation of a rice cooker is explained.
2. The parts of a rice cooker are identified based on the manufacturers manual.
3. Functions of each part are explained.
References:
1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics;
Andes Mountain Printers: 2004
2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.:
2003
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 1: Identify the parts and function of a rice cooker.
Learning Activities
Special Instruction
.
Cast Heater is a part of a rice cooker that produces heat
to the aluminum pan which serves as a
heating element of the rice cooker.
Part name
Description
Picture
1.__________________
Consist of an etched-
2.__________________
foil sandwiched
between
layers of mica.
A device that
automatically
3._________________
responds
to the temperature
changes
and activates
switches
controlling the
equipment.
4.____________________
It Is a cutoff switch
that uses a one-time
fusible link.
8.______________________
9._____________________
A part of a rice
cooker that produces
heat to the
aluminum pan.
A cord that
temporarily connects
an electrical
appliances.
10.____________________
A self-contained
kitchen appliance
used primarily
for cooking rice.
1. Fluro pan
2. Mica heater
3. Thermostat assembly
4. Thermal fuse
5. Switch assy.
6. Body assy.
7. Outer lid assy.
8. Cast heater assy.
9. Power cord
10. Rice cooker
Program/Course:
Unit of Competency:
Module Title:
References:
1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple
Electronics; Andes Mountain Printers: 2004
2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir
Publications, Inc.: 2003
10
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 2: Diagnose and troubleshoot the defects of rice cooker
and analyze the defects found.
Learning Activities
Special Instruction
11
Possible cause
How to fix
Check AC power
connection in the
power plug.
properly.
Unit does not operate
Plug-in properly.
properly closed.
functions well.
Check and
during operation.
active.
continuously check
doesnt function.
condition.
protection.
heater.
Unit has excessive
burning period.
12
Cause
Overloading
Inspection
Remedy
Refer to the
tasked check
component
Rice cooker is
continuity of the
testing.
continuously
ff. parts:
Replace defective
a.) fuse
parts.
rest.
Learning outcome
repairing
procedure.
Doesnt light
Replace the
cooker lamp.
busted lamp.
than 3hrs.
With power but
Foreign materials
doesnt heat
Check it by
using the VOM
Replace the
switch assembly.
for
continuity test.
With power but
Refer to the
doesnt heat
component
Defective
cast heater
tester to check
testing procedure.
continuity of
Explain to the
cast heater
filament.
cast heater is
defective.
13
VOM (multitester)
Instructional/Operational Manual
Screw Driver
Pliers
Cause
Inspection
Remedy
No power
Doesnt light
W/power
wont heat
W/power
doesnt heat
14
Program/Course:
Unit of Competency:
Module Title:
References:
Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple
Electronics;
Andes Mountain Printers: 2004
Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.:
15
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 3: Maintain and repair a rice cooker
Learning Activities
Read the attached Operation Sheet
3.1 component checking and
replacement.
Perform the job sheet 3.1.
Special Instruction
16
Bubbling test
Fill water until the center area of the pan bottom
is dipped and the lid is closed.
When steam is produced while boiling, remove
the lid immediately and check the bubbling condition on
the pan bottom.
See the figures at the right.
Evaporation Test
Check if the water is boiling properly, then open the lid,
place weight and find out what happens.
NOTE:
1. Be sure to open the lid fully to prevent plastic the part from
deformation.
2. Be sure that water on the pan bottom evaporated
completely a minute after the boiling
switch is turned-off.
17
18
19
20
21
1. C
2. A
3. B
4. D
5. F
6. H
7. I
8. E
9. G
10. J
22
23
Ref. no.
Part name
Part no.
ARBO111935W9U
STEAM DOME
ARB19T920-W9
STEAM VENT
ARC00T920-W9
ARB82T920
HOOK LEVER
ARE05H617-W9
ARE06H6167
ARC31H617
HANDLE COVER
ARB15T920-W9
HANDLE
ARB10920W-9
10
ARB32H920
11
ARB01T935-WU
12
FLIRO PAN
ARE50T935
13
ARL20909-0U
14
ARS24T908-OU
15
OUTER SPRING
ARS62H616
16
UPPER FRAME
ARE00A6171W-9
17
HINGE SHAFT
ARB74H616
18
PROTECTING FRAME
ARE20T935
19
ARL10P75200U
20
BODY ASSY.
ARE10Y929Z3U
21
SWITCH ASSY.
ARN01H935UHU
22
DECORATIVE PANEL
ARN21H935-UH
23
HINGE COVER
ARE40H6262W9
24
DEW COLLECTOR
ARK20H616-0C
25
ARH30T935W9U
26
FOOT RUBBER
ARH90H66327
27
NAME PLATE
ARY30H935-CS
24
28
ARQ14509943
29
INLET
ARG10T9200U
30
STEAMING BASKET
ARK53H617-W9
31
MEASURING CUP
ASR7234R0-454BK
32
SCOOP
ASR79WE281AK
TAPPING SCREW
XTB4+10GPJ
SEMS SCREW
XYN4+C10FNS
SEMS SCREW
XYM4+C7FNS
SPRING WASTLE
XWA4BPW
TAPPING SCREW
XTN4+8FFJ
TAPPING SCREW
ASR118-972-W
TAPPING SCREW
XTN4+16AZW
TAPPING SCREW
XPB4+25CFJ
25
ASSESSMENT PLAN
Repairing a Rice Cooker
Direction: Put a check on the designated box if you perform the following
skills.
YES
NO
Prepared by:
Date:
Checked by:
Date:
26
Observation Checklist
Students name:
Teachers name:
Assessment Center
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the student in Maintaining and repairing a rice cooker.
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the student completed each aspect of the
activity to the standard expected in the enterprise.
4. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can
explain the operation of a rice cooker..
Yes
No
Feedback to student:
Teacher signature:
Date:
27
Yes
No
28
Demonstration
Students name:
Teachers name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials the trainee/student must be able to:
Yes
No
N/A
Not Satisfactory
29
Written report
Students name:
Teachers name:
Assessment Center
Competency
standards
Unit of
competency:
Task:
Your task is to:
Maintain and repair a rice cooker
Submission date:
Use the checklist below as a basis for judging whether the students
report meets the required competency standards.
The students report states that he/she can
Yes
No
Comments:
Students
signature:
Date:
Teachers
signature:
Date:
30
PERFORMANCE TEST
Learner's Name
Date
Competency:
Directions:
Ask your teacher to
assess your performance
in the following critical
task and performance
criteria below
You will be rated based
on the overall evaluation
on the right side.
Test Attempt
1st
2nd
3rd
OVERALL EVALUATION
Level
Achieved
PERFORMANCE LEVELS
PERFORMANCE STANDARDS
For acceptable achievement, all items should receive a
"Yes" or "N/A" response.
Yes
No
N/A
31
ACKNOWLEDGMENT
Copyright Department of Education 2008
First Published JUNE 2008
This module is based on the Competency-Based CurriculumContextual Learning Matrix (CBC-CLM) and finalized on the Instructional
Modules Finalization Development Workshop conducted at the Development
Academy of the Philippines, Tagaytay City on May 6 -10, 2008
This learning instrument was developed by the following personnel:
Technology Teachers:
Contextual Teacher:
Facilitators:
Encoders:
32
ACKNOWLEDGMENT
Copyright Department of Education 2009
First Published JUNE 2008
This module is based on the Competency-Based CurriculumContextual Learning Matrix (CBC-CLM) refined during the Writeshop on the
Refinement and Enrichment of Competency-Based Curriculum and
Contextual Learning Matrix of ARTS abd TRADES Specializations at
Marikina Hotel, Marikina City on April 20 25, 2009.
This learning instrument was refined and enriched by the following
educators:
Technology Teachers:
Contextual Teacher:
English
33
Quezon City
Mathematics
o Mrs. Analiza Rosa P. Librada
Teacher I,-Mathematics Coordinator, San Pedro Relocation Center Natl. HS
San Pedro, Laguna
Science
o Mrs. Gemma G. Vallarta
Teacher III Science Coordinator, San Pedro Relocation Center Natl. HS
San Pedro, Laguna
Facilitators:
Encoders:
o Marisol E. Saldivar
34
Unit of Competency:
Module No. 7