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Unit of Competency: USE BASIC ELECTRONIC HAND TOOLS

Module No. 1 Module Title: USING BASIC ELECTRONIC HANDTOOLS

Republic of the PhilippinesDepartment of Education

PUBLIC TECHNICAL -VOCATIONALHIGH SCHOOLS


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TABLE OF CONTENTS

How to Use this Module .......................................................................... iiIntroduction .......................................................................................... iiiTechnical Terms .................................................................................... iv

Learning Outcome 1: Identify Functional Basic ElectronicHand Tools. ............................................................................................1

Learning Experiences/Activities ....................................................2 Activity Sheet 1.1 ........................................................................ 10 Activitiy Sheet 1.1 ....................................................................... 12 Activity Sheet 1.2 ........................................................................ 13 Activity Sheet 1.3 ........................................................................ 15 Self-Check Sheet 1.3 ................................................................... 15

Learning Outcome 2: Use Appropriate Basic ElectronicHand Tools Based on the Safety Requirements ............................ 16

Learning Experiences/Activities .................................................. 17 Activity Sheet 2.1 ........................................................................ 18 Operation Sheet 2.1 .................................................................... 19 Operation Sheet 2.2 .................................................................... 20 Operation Sheet 2.3 .................................................................... 21 Information Sheet 2.1 ................................................................. 22 Activity Sheet 2.2 ........................................................................ 27

Learning Outcome 3: Maintain Basic Electronic Hand Tools ................. 28

Learning Experiences/Activities .................................................. 29 Activity Sheet 3.1 ........................................................................ 30 Operation Sheet 3.1 .................................................................... 31 Teacher Check Sheet 3.1 ............................................................. 31

Assessment Plan .................................................................................. 32

Observation and Questioning Checklist ....................................... 34 Demonstration ............................................................................ 35 Written Report ............................................................................ 36

Performance Test .................................................................................. 37Answer Keys ......................................................................................... 38Acknowledgment .................................................................................. 39


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HOW TO USE THIS MODULE

Welcome to the Module Using Basic Electronic Hand Tools.This module contains training materials and activities for you to

complete.

The unit of competency Use Basic Electronic Hand Toolscontains the knowledge, skills and desirable attitudes required for aConsumer Electronic Servicing required to obtain the National Certificate(NC) level II.

You are required to go through a series of learning activities inorder to complete each of the learning outcomes of the module. In eachlearning outcome there are Information Sheets, Job Sheets,

Assignment Sheets, and Activity Sheets. Follow these activities onyour own and answer the Self-Check at the end of each learning activity.

If you have questions, dont hesitate to ask your facilitator forassistance.

Recognition of Prior Learning (RPL)

You may already have some basic knowledge and skills covered inthis module because you have been working for sometime; or alreadycompleted training in this area.

If you can demonstrate to your teacher in a particular skill, talk tohim/her about having them formally recognized so you dont have to dothe same training again. If you have a qualification or Certificate ofCompetency from previous trainings, show it to him/her. If the skills youacquired are consistent with and relevant to this module, they becomepart of the evidence you can present for RPL. If you are not sure aboutyour competence skills, discuss this with your teacher.

After completing this module ask your teacher to assess your

competence. Result of your assessment will be recorded in yourcompetency profile. All the learning activities are designed for you tocomplete at your own pace.

Inside this module you will find the activities for you to completeand followed by relevant information sheets for each learning outcome.Each learning outcome may have more than one learning activity.

This module is prepared to help you achieve the requiredcompetency, in receiving and relaying information. This will be thesource of information that will enable you to acquire the knowledge and

skills in using basic electronic hand tools independently at your ownpace or with minimum supervision or help from your teacher.


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Program/Course CONSUMER ELECTRONICSERVICING NC II

Unit of Competency USE BASIC ELECTRONIC HANDTOOLS

Module Title Using Basic Electronics Hand Tools

INTRODUCTION

This module contains information and suggested learning activitieson Using Basic Electronic Hand Tools. It includes instructions andprocedure on how to use basic electronic hand tools.

This module consists of three (3) learning outcomes. Each learningoutcome contains learning activities supported by instruction sheets.Before you perform the instructions, read the information sheets andanswer the self-check and activities provided to ascertain to yourself andyour instructor that you have acquired the knowledge necessary toperform the skill portion of the particular learning outcome.

Upon completing this module, report to your instructor forassessment to check your achievement of knowledge and skillsrequirements of this module. If you pass the assessment, you will begiven a certificate of completion.

SUMMARY OF LEARNING OUTCOMES

Upon completion of the module, you should be able to:

LO1. identify functional basic electronics hand tools;LO2. use appropriate basic electronics hand tools based on the safety

requirements; andLO3. maintain basic electronics hand tools.

PREREQUISITE

None


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TECHNICAL TERMS

Active State. It is a condition of a semiconductor device that isworking.

Alternating Current. It is an electric current that is continuallyvarying in value and reversing its direction offlow at regular interval.

Anode. It is a positive electrode of semiconductor device.

Biasing Current. It is a current supply needed by the semiconductorin order to work properly.

Capacitance. It is a property that exits whenever two conductors are

separated by insulating material, permitting the storageof electricity.

Capacitor. It is a component designed intentionally to have a definiteamount of capacitance.

Cathode. It is a negative electrode of semi-conductor devices.

Circuit. It is an arrangement of one or more complete paths ofelectron flow.

Conductor. It is a wire, cable, or other body or medium that issuitable for carrying electric current.

Couple. This is to connect two circuits so signals are transferred fromone to the other.

Current. It is the rate of transfer of electricity from one point toanother.

Cut-off State. It is a condition of a semiconductor device that is not

working.

DC Milli-Ammeter. It is an instrument that measures the amount ofdirect current flow in a component or circuit.

Desoldering. It is a process of unsoldering unwanted parts orcomponents in the circuit with the support of solderingtool.

Dielectric Material. It is a material that serves as insulator with poorelectric conductivity.

Direct Current. It is an electric current that flows in one direction.


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Discrete Components. They are separated components.

Junction. It is a hybrid of an electronic circuit enclosed in a singlepackage having an output that varies directly proportionalto the input.

Ohmmeter. It is an instrument that measures the amount ofresistance in certain component or circuits.

PCB. It is a Printed Circuit Board or (PCB) which is actually printedwiring boards that have components inserted into the hole andsoldered to form its circuit connection.

Quiescent Point. It is the least amount of operating current of semiconductor in order to work properly.

Resistance. It is the opposition that a component or material offers tothe flow current.

Resistor. It is a component designed intentionally to have a definiteamount of resistance.

Soldering. It is a process of joining two metals caused by heat

Soldering Technique. It is a right process in which the solder (lead) isbeing applied in a connection or in the printed circuit board.

Splicing. It is defined as a joint that connect two lengths of conductor.

Voltage. It is the electrical pressure that exist between two points andcapable of producing a flow of current when a close circuit isconnected between the points.

Voltmeter. It is an instrument that measures the amount ofelectromotive force in a component or circuit.


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Learning Outcome 1: Identify functional basic electronic hand tools.

ASSESSMENT CRITERIA

1. Basic electronic hand tools are identified according to theirapplications.

2. Basic electronic hand tools are specified according to jobrequirements.

3. Functions of electronic hand tools are identified and explained.

REFERENCES:

- Buban, Peter andSchmitt, Marshall. Technical Electricity andElectronics, New York: Mc Graw-Hill: 1972.

- Grob, Bernard. Basic Electronics, 4th Edition; New York: Mc Graw-Hill Company: 1977

- Grob, Bernard. Electronics Circuits and Application; McGraw-HillCompany, USA: 1982

- Markus, John. Electronics Dictionary, 4th Edition; New York:McGraw-Hill Company: 1945

Program/Course CONSUMER ELECTRONICSERVICING NC II

Unit of Competency USE HAND TOOLS

Module Title USING HAND TOOLS


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LEARNING EXPERIENCE/ACTIVITIES

Learning Outcome 1: Choose functional basic electronic hand tools

Learning Activities Special Instruction

1. Read the Information Sheet 1.1on identifying and classifyingthe different hand tools used inConsumer ElectronicsServicing.

2. Answer the Self-Check todetermine how much you havelearned.

3. Compare your answers with theanswer key on the last page ofthis module.

4. If you have missed some of thequestions, go over theinformation sheet again.

5. If you have any question or ifyou need clarification on theinformation, ask the assistance

from your teacher or from yourclassmate who has finishedthis learning outcome (LO).

6. If you have answered all thequestions, you may proceed tothe next learning outcome (LO).

Try to answer the Self-Checkwithout looking at the answerkey.


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INFORMATION SHEET 1.1Classification of Hand Tools

Basic Electronic Hand Tools

Driving of Tools

Screwdriver. It is a device specifically designed to insert andtighten or to loosen and remove screws. A screwdriver comprisesa head or tip which engages with a screw, a mechanism to applytorque by rotating the tip and some way to position and supportthe screwdriver. A typical hand screwdriver comprises anapproximately cylindrical handle of a size and shape to be heldby a human hand and an axial shaft fixed to the handle, the tipof which is shaped to fit a particular type of screw. The handle

and shaft allow the screwdriver to be positioned and supportedwhen rotated to apply torque.

Handle

o Flat Screwdriver. It is used to drive or fasten negativeslotted screws.

o Phillips Screwdriver. It is used to drive or fasten positiveslotted screws. It is a screwdriver that could take greatertorque and can provide tighter fastenings.

Head or Tip
http://en.wikipedia.org/wiki/Image:Screw_Driver_display.jpg


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Hex (Allen Wrench). It is used to drive or fasten hexagonal screws. Thehead has a hexagonal hole turned by an allen key. An Allen key is a

hexagonal shaped wrench bent in letter-L. The Allen key was invented byan American, Gilbert F. Heublein,

Precision Screwdriver Set. It is a set of small screw driverscomposed of slotted and Philips screwdrivers.
http://en.wikipedia.org/wiki/Image:Jeweler%27s-screwdriver-set-bright.jpghttp://en.wikipedia.org/wiki/Image:Allen_keys.jpg


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Soldering Tools

Soldering Iron. It is a device used for applying heat to meltsolder in attaching two metal parts. A soldering iron is

composed of a heated metal tip and an insulated handle.Heating is often achieved electrically, by passing a current,supplied through an electrical cord, through a heating element.For electrical work, wires are usually soldered to printed circuitboards, other wires, or small terminals. A low-power iron (15-30 Watts) is suitable for this work.

Some soldering irons have interchangeable tips for

different types of work. Fine round or chisel tips are typicallyused for electronics work. A new tip needs to be coated, heated,and then covered with solder before its first use. This procedureis called "tinning". The tinning forms a liquid layer whichfacilitates the transfer of heat to the work piece. A dirty tip doesnot transfer heat well. The tip needs to be kept coated with ashiny layer of solder by occasional wiping and applying solderdirectly to the tip.

- Soldering Tool Stand. It is a place of the soldering iron to keepthem away from flammable materials. The stand often alsocomes with a sponge and flux pot for cleaning the tip.


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- Desoldering tool. It is used for the removal of solder andcomponents from a circuit when troubleshooting, repairpurposes and to save components. Electronic components areoften mounted on a circuit board and it is usually desirable toavoid damaging the circuit board, surrounding components,

and the component being removed.

Splicing Tools

Long Nose. It is used for holding, bending and stretching thelead of electronic component or connecting wire.

Side Cutter. It is a wire-cutting plier, though they are not usedto grab or turn anything, but are used to cut wire.


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Wire Stripper. It is a pair of opposing blades much like scissors orwire cutters. The addition of a center notch makes it easier to cutthe insulation without cutting the wire. This type of wire stripper isused by rotating it around the insulation while applying pressure inorder to make a cut around the insulation. Since the insulation is

not bonded with the wire, it will be pulled easily at the end.

Boring Tools

12 Volt Mini-Drill. It is used to bore or drill holes in the printed

circuit board (pcb).

Notch


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Portable Electric Drill. It is used for boring hole/s in theplastic chassis or metal chassis with the used of drill bits.

Metal File. Itis a hand tool used to shape metals by grinding. A fileseries of sharp, parallel ridges or teeth. Most files have anarrow, pointed tang at one end to which a handle can befitted.

Flat Files. They are parallel in width and tapered inthickness. They are used for flat surfaces and edges.Half Round Files. They are tapers in width andthickness, coming to a point, and are narrower than astandard half round which are used for filing inside of

rings.Round Files. They are also called rat-tail files gradually

tapered and are used for many tasks that require a roundtool, such as enlarging round holes or cutting a scallopededge.

Round File

Flat File

Half RoundFile

NarrowPointed
http://en.wikipedia.org/wiki/Image:MachineFiles.jpg


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Cutting Tools

Utility Knife. It is a common tool used in cutting various tradesand crafts for a variety of purposes.

Hacksaws. They are saws for cutting metal. Some of them havepistol grips which keep the hacksaw firm and easy to grip. Thesmall hand-held hacksaws are consist of a metal arch with ahandle that fits around a narrow, rigid blade. The blade hasmany small saw teeth along one side. It can either be attached

such that the teeth face away from the handle, resulting insawing action by pushing, or be attached such that the teethface toward the handle, resulting in sawing action by pulling. Onthe push stroke, the arch will bend a little, releasing the tensionon the blade. The blade is normally quite brittle; so extra care isneeded to be taken to prevent brittle fracture of the blade.

Pistol Grip

Handle

Blade
http://en.wikipedia.org/wiki/Image:Stanley_knife_1.jpg


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Auxiliary Tools

Ball-peen Hammer It is a type of hammer used in metalworking.The ball-peen hammer remains useful for many tasks such astapping punches and chisels. The original function of the hammerwas to "peen" riveted or welded material so that it will exhibit thesame elastic behavior as the surrounding material. Specifically,striking the metal imparts a stress at the point of impact whichresults in strain-hardening of that area. Strain hardening raises theelastic limit of a material into the plastic range without affecting itsultimate strength. A strain-hardened material will not deform underthe same low stresses as a non-hardened material. Most metals canbe "worked" by such methods until they lose all of their ductile

characteristics and become strong but brittle.

Magnifying Glass It is a convex lens which is used to produce amagnified image of an object. The lens is usually mounted in aframe with a handle (see image). Roger Bacon is the original

inventor of the magnifying glass. A magnifying glass works bycreating a magnified virtual image of an object behind the lens.The distance between the lens and the object must be shorterthan the focal length of the lens for this to occur. Otherwise, theimage appears smaller and inverted, and can be used to projectimages onto surfaces. The framed lens may be mounted on astand, keeping the lens at the right distance from the table, andtherefore at the right distance from the object on the table. Thelatter applies if the object is small and also if the height isadjustable. Some magnifying glasses are foldable with built-in

light
http://en.wikipedia.org/wiki/Image:Ball-peen_hammer_380mm.JPG


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.

Magnifying Glass-

Paint Brush. It is made of bristles set in handle used forcleaning dirty parts of a circuit or an object.


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ACTIVITY SHEET 1.1Classification of Basic Electronic Hand Tools

Instruction :

1. Without looking at the Information Sheet 1-1, answer the writtentest on Self-Check 1.1.

2. After finishing your test, you can compare your answers with theAnswer Key 1.1.

3. You must get a score of 7 - 9 to have the rating of Very Good andpass the Self-Check based on the Assessment Criteria 1.2..

SELF-CHECK SHEET 1.1

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

hand tools according to their specifications in a Consumer ElectronicServicing.

1. Desoldering Tools2. Wire Stripper3. Diagonal Cutting pliers4. Long Nose Pliers5. Mini Drill6. Magnifying Glass7. Soldering Stand8. Flat Screw Driver9. Soldering Iron10. Portable Electric Drill

Assessment Criteria 1.1

Score Descriptive Grade

10 Excellent

7-9 Very good

6 Good

3-5 Fair

2-0 Poor


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ACTIVITY SHEET 1.2Identification of Hand Tools and its Function

Instruction :

1. Without looking at the your Information Sheet 1.1, answer the oraltest in the Self-Check 1.2.

2. After finishing your test, you can compare your answers with theAnswer Key 1.2.

3. You must get at least the score of 7 - 9 to have the rating of VeryGood and pass the Self-Check based on the Assessment Criteria1.2.


Direction: Match the different hand tools with their actual pictures.Write the letter on a separate sheet.

1. Desoldering Sucker2. For soldering metal3. Soldering Stand4. Long Nose Pliers5. For drilling small hole

6. Portable Electric Drill7. For cutting metal8. For cutting wires9. Wire Splicer10. Magnifying Glass


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10 Excellent

7-9 Very good

6 Good

3-5 Fair

2-0 Poor


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ACTIVITY SHEET 1.3Specifying Basic Electronic Hand Tools

Instructions:

1 Without looking at the Information sheet 1.1, answer orally thewritten questions regarding the specifications of hand tools.

2. You must get at least the score of 4 to have the rating of VeryGood and pass the Self-Check 1.3 based on Assessment Criteria1.3

SELF-CHECK 1.3

Direction: Answer briefly the questions below

1. Why do you think a low-power soldering iron is suitable forelectronic work?

2. Why do you think is it best to use in electronics a magnifying glassthat is foldable with built-in light?

3. Why do you think is it best to use the right size of the Philipsscrewdriver?

4. Why do you think is it best to use the right size of a drill bit inboring a hole in the metal?

5. Why do you think is it best for a soldering iron to have its solderingstand?

Assessment Criteria 1.3Score Descriptive Grade

5 Excellent

4 Very good

3 Good

1-2 Fair

0 Poor


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Program/Course CONSUMER ELECTRONIC SERVICINGNCII

Unit of Competency USE BASIC ELECTRONIC HAND

TOOLSModule Title USING BASIC ELECTRONIC HAND

TOOLS

Learning Outcome 2: Use appropriate basic electronics hand toolsbased on safety requirements.

ASSESSMENT CRITERIA

1.Electronics tools are chosen in accordance with job requirements.2.Electronics tools are used in accordance with the manufacturersmanual.

3.Safety procedures in using electronic hand tools are practiced.

REFERENCES

- Buban, Peter andSchmitt, Marshall. Technical Electricity AndElectronics, New York: Mc Graw-Hill :1972.





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LEARNING EXPERIENCE / ACTIVITIES

Learning Outcome 2: Use appropriate electronic hand tools based onthe safety requirements

Learning Activities Special Instructions

1. Read procedures on theoperation sheets of hand tools.Activity Sheets 2.1.

2. Do the Operation Sheets 2.1,2.2, and 2.3.

a. Fileb. Hacksawc. Soldering Iron

3. Refer to the Assessment Criteria2.1, 2.2, and 2.3.4. Read the Information Sheet 2.1

on safety requirements with theuse of personal protectiveequipment.

5. Answer the self-check todetermine how much you havelearned.

6. Compare your answer with theanswer key on the last pages ofthis module.

7. If you have missed some of thequestions, go over theinformation sheet again.

8. If you have any questions or youneed clarification on theinformation, ask assistancefrom your teacher or from yourclassmate who have finishedthis learning outcome (LO).

9. If you have answered all thequestions and finished all thelaboratory activities, you mayproceed to the next learningoutcome (LO).

Perform the activity withthe supervision of theyour teacher

Try to answer the self-checkwithout looking at the answerkey.


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ACTIVITY SHEET 2.1Use of Appropriate Electronic Hand Tools based on safety

requirements

Instruction :

1. Do the following operation sheet:

a. Flat File - Operation Sheet 2.1b. HacksawOperation Sheet 2.2c. Soldering Tools - Operation Sheet 2.3

2. You must get a score of 7 - 9 to have the rating of Very Good andpass the Teacher-Check 2-1 based on the Assessment Criteria 2.1.


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OPERATION SHEET 2.1Use of Appropriate Electronic Hand Tools Based on Safety

Requirements

Procedure in using a flat file

1. Position the metal file near the edges of the object (metal) youwant to smoothen.

2. Hold the handle of the file steadily.3. Lay the file sideways on the object work, and carefully push or

pull it across the work.4. Continue on pushing or pulling it across the work until you

attain the desired smoothness of the surface.

TEACHER-CHECKSHEET 2.1

Direction: The teacher will prepare an actual laboratory activityregarding filling a flat metal bar.

Filling A Metal Bar

Itemno.

Flat File 70 75 80 85 90 95 100 Score

A Proper use of tool - 50%

B Quality of work - 40%C Speed10%

Grade



96-100 Excellent

86-95 Very good

81-85 Good

75-80 Fair

70-74 Poor


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OPERATION SHEET 2.2

Use of Appropriate Hand Tools Based on Safety Requirements

Procedure in using a hacksaw

1. Position the hacksaw blade near the object (metal) where youwant to cut it. Mark a straight line where hacksaw blade willpass.

2. Hold the steadily the handle steadily.3. Lay the saw teeth along the surface of the object work and

carefully push or pulling it across the work.4. Continue on pushing or pulling it across the work until you

attain a complete cut of the metal.

TEACHER-CHECKSHEET 2.2

Direction: The teacher will prepare an actual laboratory activity oncutting a metal bar.

Cutting A Metal Bar

Itemno.

Hacksaw 70 75 80 85 90 95 100 Score


B Quality of work - 40%

C Speed10%Grade



96-100 Excellent

86-95 Very good

81-85 Good

75-80 Fair

70-74 Poor


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OPERATION SHEET 2.3

Use of Appropriate Electronic Hand Tools Based on SafetyRequirements

Procedure in using a soldering iron

1. Preparing the soldering iron:a. Place the soldering iron on the stand before plugging it.b. Wait a few minutes for the soldering iron to attain its operating

temperature of about 4000C.c. Wipe the tip of the soldering iron on the wet damp sponge.d. Melt a little solder (soldering lead60/40) on the tip of the iron.e. Wipe again the tip of the soldering iron on the wet damp sponge.

2. Soldering technique:a. Hold the soldering iron like a pen near the base of the handle.b.Touch the soldering iron onto the joint to be made.c. Feed a little solder onto the joint.d. Remove the solder, then the soldering iron while keeping the

joint still.e. Inspect the joint closely. It should look shiny with a volcano

shape.

TEACHER-CHECKSHEET 2.3Use of Appropriate Electronic Hand Tools Based on Safety

Requirements

Direction: The teacher will prepare an actual laboratory activityregarding soldering techniques.

Cutting A Metal Bar

Itemno.

Soldering Tool 70 75 80 85 90 95 100 Score


B Quality of work - 40%

C Speed10%

Grade



96-100 Excellent

86-95 Very good

81-85 Good

75-80 Fair

70-74 Poor


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INFORMATION SHEET 2.1

Safety Requirements with the Use of Personal Protective Equipment

Hand Tool Design, Selection, and Setup

1. Weight. Use the lightest weight tool possible to avoid injury.Excessively heavy tools should be equipped with the use ofmechanical support and attached hoses should be supported.

Support and equip tools with the use of mechanical support soyou don't need to hold them continuously while working. If amechanical support cannot be provided, the workstation should bedesigned so you can put the tool down or rest in a holster when it isnot in use.

2. Balance. Additional force is required to use a badly balanced tool. Thetool's center of gravity should be close to the body, to the handles, andin line with the center of the hands holding the tool. Also, the weightof an unsupported hose can unbalance a tool.


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3. Torque Control. High torque requires a lot of force to keep the toolfrom rotating out of your hand. Torque settings should be set to theminimum required by job specifications, especially for in-line andpistol-shaped tools.

4. Grip. Tool handles should allow stable and efficient grip. The handleshould be cylindrical or oval in shape, with a diameter of between 1.25and 1.75 inches. Tool handles should contact as much of the handand fingers as possible. Grips should be made of non-slipcompressible and non-conductive material. However, if the taskrequires fine manipulations, a small handle and a precision grip arepreferred. Handles should not press on the base of the palm. Use toolswith long handles or handles which are large and rounded enough todistribute the force over a large area of the palm. Avoid form-fittinghandles (handles with finger grooves), since they may not fit the hand

size of every user. Handles should be kept clean of slippery grease, oil,or sweat.

5. Span. For two-handled manual tools, like scissors, the open spanshould be about 4 inches and the closed span should be about 1.5inches.


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6. Spring-loaded handles. A spring-loaded mechanism saves musculareffort and reduces mechanical stress on the backs and sides of fingersfor such tools as scissors, pliers, and other manual cutting andgripping tools which have to be opened and closed repeatedly duringuse.

7. Choose the right tool shape. Pistol-shaped tools should be used on avertical surface or on a horizontal surface below waist height. Bendthe tool, not the wrist.

8. Avoid bending over your work.

9. Avoid overhead work. Use a ladder to reduce the need for outstretchedarms.


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10. Keep the elbows close to the body.

11. Tilt the work surface instead of the wrist.

12. Stand with your weight evenly distributed between feet.When standing for long periods of time, rest one foot on a sturdy.


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13. Sit up straight so the chair offers good back support. Adjust thechair back so that it will support the natural curve of the lower back.Adjust the seat height to allow thighs to be in parallel to the floor.


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ACTIVITY SHEET 2.2Safety Requirements with the Use of Personal Protective Equipment

Instruction :

1.Without looking at Information Sheet 2.1, answer the writtentest on the safety requirements in using hand tools and testequipment in theSelf-Check 2.1.

2. After finishing your test, you can compare your answer with theAnswer Key 2.1.

3. You must get at least a score of 7 - 9 to have a rating of VeryGood and pass the Self-check based on Assessment Criteria 2.1.


Direction: Write the safety requirement indicated in each number on aseparate sheet of paper.

1. 2.

3. 4. 5.

Assessment Criteria 2.2Score Descriptive Grade

5 Excellent

4 Very good

3 Good

1-2 Fair

0 Poor


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Program/Course CONSUMER ELECTRONICSERVICING NCII

Unit of Competency USE BASIC ELECTRONIC HAND

TOOLSModule Title USING BASIC ELECTRONIC HAND

TOOLS

Learning Outcome 3: Maintain basic electronic hand tools

ASSESSMENT CRITERIA

1. Routine maintenance of electronic hand tools is practiced.2. Electronic hand tools are kept safely in a designated location.

REFERENCES

- Buban, Peter andSchmitt, Marshall. Technical Electricity AndElectronics, New York: Mc Graw-Hill 1972.





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LEARNING EXPERIENCE / ACTIVITIES

Learning Outcome 3: Maintain basic electronic hand tools

Learning Activities Special Instruction

1. Read the procedure on theOperational Sheets of handtools in Activity Sheets 3.1.

2. Do the Operational Sheet 3.1on maintaining and storing ofhand tools.

3. Refer to the Assessment criteria3.1.

4. If you have finished all thelaboratory activities, you mayproceed to the next module.

Perform the activity with theobservation of the teacher.


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ACTIVITY SHEET 3.1

Maintaining and Storing of Basic Electronic Hand Tools

Instruction :

1. Follow your teacher on how to maintain and store the basicelectronic hand tools properly. The students will be grouped intofive (5) and to be tested in the procedure in maintaining andstoring basic electronic hand tools.

2. After finishing each laboratory activity, your teacher will rateyou.

3. You must at least get a score of 7-9 to have a rating of VeryGood, for this laboratory activity. An assessment criteria willguide your teacher.


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OPERATION SHEET 3.1Maintaining and Storing of Basic Electronic Hand Tools

Procedure in maintaining and storing of hand tools

1.Provide a safety cabinet for all the hand tools and assign a specificarea for each tool.

2.Tools should be cleaned before returning them to the tool rack.3.Damage hand tools should be repaired.4.Apply oil on all moving parts if possible.5.Cover the sharp parts of the tools with a cork when not in use.

TEACHER-CHECKSHEET 3.1Maintain Basic Electronic Hand Tools

Direction: The teacher will rate each group.

ItemNo.

StoringLaboratory Tools

Rating

1 2 3 4 5 6 7 8 9 10 Score

1 Driving Tools

2 Soldering Tools

3 Splicing Tools

4 Boring Tools

5 Cutting Tools6 Auxiliary Tools

Total Score /6 = Final Rating

_____



10 Excellence

9-7 Very good

6-4 Good

3-1 Fair

0 Poor


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ASSESSMENT PLAN

Evidence Checklist

Competency standard: Consumer Electronic Servicing NC II

Unit of competency: Use Basic Electronic Hand Tools

Title of Module Using Basic Electronics Hand Tools

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

Observation

Questioning

Th

irdpartyReport

Demonstration

Po

rtfolio

Written

The evidence must show that the student can identify the basic electronic hand tools in

accordance with their applications.

Specify electronic hand tools accordingto job requirements.

Identify functions of electronic hand tools. choose electronic hand tools in

accordance with the job requirements.

use electronic hand tools in accordancewith the manufacturers manual.

practice safety procedures in usingelectronic hand tools.

report defective electronic hand tools toappropriate personnel.

practice routine maintenance of electronichand tools according to manufacturersstandard operating procedures, principlesand techniques.

keep safely electronic hand tools in adesignated location per manufacturers

specifications or standard operatingprocedure.

Preparedby:

Date:

Checkedby:

Date:


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Observation Checklist

Candidates name:

Assessors name:

AssessmentCenter:

Competencystandards:

Unit ofcompetency:

Instructions for the assessor:

1. Observe the candidate Using hand tools2. Describe the assessment activity and the date on which it was undertaken.3. Place a tick in the box to show that the candidate completed each aspect of

the activity to the standard expected in the enterprise.4. Complete the feedback sections of the form.Date of observation

Description of assessmentactivity

Location of assessmentactivity

The student can If yes, tick the box

identify electronic hand tools according to theirapplications.

specify electronic hand tools according to jobrequirements.

use electronic hand tools in accordance withmanufacturers manual.

choose electronics tools in accordance with the jobrequirements.

practice safety procedures in using electronichand tools.

practice routine maintenance of tools according tomanufacturers standard operating procedures,principles and technology.

Did the candidates overall performance meet thestandard?

Yes No

Feedback to candidate:

Assessor signature: Date:


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Observation and Questioning Checklist

Candidates name:

Assessors name:

Assessment Center

Competencystandards

Unit ofcompetency:

Instructions for the assessor:

1. Observe the candidate use/identify functional hand tools.2. Describe the assessment activity and the date on which it was undertaken.3. Place a tick in the box to show that the candidate completed each aspect of

the activity to the standard expected in the enterprise.

4. Ask the candidate a selection of the questions from the attached list toconfirm his/her underpinning knowledge

5. Place a tick in the box to show that the candidate answered the questionscorrectly.

6. Complete the feedback sections of the form.Date of observation

Description of assessmentactivity

Location of assessmentactivity

The student can.. If yes, tick the box

identify electronics hand tools according to theirapplications.

specify electronic hand tools according to the jobrequirements.

identify the functions of basic electronics handtools.

use basic electronic hand tools in accordance withthe manufacturers manual.

choose electronic hand tools in accordance with thejob requirements.

practice safety procedure in using electronic handtools

practice routine maintenance electronic hand toolsaccording to the manufacturers standard operatingprocedure, principles and technology.

Did the candidates overall performance meet thestandard?

Yes No


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Demonstration

Candidates name:

Assessors name:

Unit of competency:

Competency standards:Date of assessment:

Time of assessment:

Instructions for demonstration

Given the necessary materials you must be able to : Use appropriate electronichand tools to a given task or application.

Various electronics hand tools

Set of screw drivers

Set of pliers Puncher Files Hacksaw Soldering iron Desoldering tool Ball hammer Wrenches Wire stripper

to show if evidence is

demonstrated

During the demonstration of skills, did the studentable to...

Yes No N/A

choose electronic hand tools in accordance withmanufacturers manual? practice safety procedures in usingelectronics hand tools?

use electronic hand tools according to the job

Requirements?

practice safety procedure in using basic

electronic hand tools?

identify electronic hand tools according to the jobrequirements

practice routine maintenance of electronic hand toolsto the manufacturers standard operating procedure?

The candidates demonstration was:Satisfactory Not Satisfactory


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Written Report

Candidates name:

Assessors name:

Assessment Center

Competencystandards

Unit ofcompetency:

Task:

Your task is to:

Maintain hand toolSubmission date:

Use the checklist below as a basis for judging whether the candidates

report meets the required competency standards.The candidates report can. If yes, tick the box

practice routine maintenance of tools. operate procedures, principles and technologies keep tools safely in a designated location based

on manufacturers specification

Overall did the candidates report meet thestandard?

Yes No

Comments:

Candidatessignature:

Date:

Assessorssignature:

Date:


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PERFORMANCE TEST

Learner's Name Date

Competency: Test Attempt1st 2nd 3rd

Directions:Ask your teacher toassess yourperformance in thefollowing critical taskand performancecriteria below

You will be rated based

on the overallevaluation on the rightside.

OVERALL EVALUATIONLevel

Achieved PERFORMANCE LEVELS

4 - Can perform this skill withoutsupervision and with initiative andadaptability to problem situations.

3 - Can perform this skill satisfactorilywithout assistance or supervision.

2 - Can perform this skill satisfactorily

but requires some assistance and/orsupervision.

1 - Can perform parts of this skillsatisfactorily, but requiresconsiderable assistance and/orsupervision.

The teacher will initial the level achieved.

PERFORMANCE STANDARDSFor acceptable achievement, all items shouldreceive a "Yes" or "N/A" response.

Yes No N/A

Work station for the use of electronic hand tools werecleaned in line with the manufacturers standards.

Necessary electronic hand tools and Personal ProtectiveEquipment were prepared in accordance with theirapplication or use.

Service manuals and information about electronicshand tools were acquired.

Electronics hand tools are used in accordance with themanufacturers manual.

Routine maintenance of electronics hand tools is

practiced.Tools are kept safely in a designated location permanufacturers specification.


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ANSWER KEYS

Answer Key of Self-Check 1.1

1 Soldering Tool 6. Auxiliary Tool2. Splicing Tool 7. Soldering Tool3. Splicing Tool 8. Splicing Tool4. Splicing Tool 9. Soldering Tool5. Boring Tool 10. Boring Tools


1. b 6. a2. e 7. h3. c 8. k

4. i 9. d or j5. f 10. l


1. It is suitable for electronic work because if we exceed its maximumtemperature, it can cause the printed circuit board to break or foran electronic component to damage.

2. It is best because it is flexible to use in observing all sides of thecircuit and you are guided by the bright light.

3. It is best to use the right size of the Philips screw driver becausethis will prevent the screw to loosen its thread.

4. It is best to use the right size of the drill bit in boring a holebecause undersize drilled hole will be drilled again (This willprolong the work activity) while too much size of the drilled holewill cause a wastage of the material.

5. Soldering stand keeps the soldering iron from flammable materialsand sometime we accidentally touch it by our skin and results toan injury.


1) Avoid bending over your work2) Use a ladder to reduce the need for outstretched arms3) Sit up straight so the chair offers good back support.4) Stand with weight evenly distributed between feet5) Torque settings should be set to the minimum level as

required by the job specifications


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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 InstructionalModules Finalization Development Workshop conducted at theDevelopment Academy of the Philippines, Tagaytay City on May 6 -10,2008

This learning instrument was developed by the following personnel:

Technology Teachers:

Mr. Vic P. DiolaGroup LeaderBauan Technical High School

Dr. Gilbert M. CastorDon Alejandro Roses Sr. Science-Technology High School

Mr. Eddielou L. DayaoSanchez Mira School of Arts and Trade

Mr. Rufo G. MallaE. Rodriguez Vocational High School

Mr. Sherwin P. MedranoSan. Pedro Relocation Center National High School

Mr. Remar C. PinsoyBaguio National School of Arts and Trade

Contextual Teacher:

Mrs. Daisy Carousel P. CervantesDon Alejandro Roses Sr. Science-Technology High School

Facilitators:

Dr. Edward dela RosaTEC-VOC Task Force

Dr. Corazon L. EchanoTEC-VOC Task Force

Encoders:

Mrs. Rosario D. Briones Mr. Mhariel L. Echano


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Mr. Jason O. VillenaFunding: Department of Education

ACKNOWLEDGMENT



This module is based on the Competency-Based Curriculum-Contextual Learning Matrix (CBC-CLM) refined during the Writeshop onthe Refinement and Enrichment of Competency-Based Curriculum andContextual Learning Matrix of ARTS abd TRADES Specializations atMarikina Hotel, Marikina City on April 2025, 2009.

This learning instrument was refined and enriched by the followingeducators:


Mr. Victorino P. DiolaGroup LeaderTVE Coordinator, Bauan Technical High SchoolBauan, Batangas

Mr. Reynaldo C. CunananHead Teacher VI, E. A. Rodriguez Vocational High SchoolNagtahan, Sampaloc, Manila

Mrs. Gigi C. CorpuzTeacher III, Malvar National High SchoolMalvar, Batangas

Mr. Ismael G. GallardoTeacher I, Community Vocational High SchoolMasipit, Calapan City, Oriental Mindoro

Mr. Rufo G. MallaTeacher II, E. A. Rodriguez Vocational High SchoolNagtahan, Sampaloc, Manila

Mr. George B. FuazoTeacher II, Gen. Mariano Alvarez Technical High SchoolGMA, Cavite


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ACKNOWLEDGMENT



This module is based on the Competency-Based Curriculum-Contextual Learning Matrix (CBC-CLM) and finalized on the InstructionalModules Finalization Development Workshop conducted at theDevelopment Academy of the Philippines, Tagaytay City on May 6 -10,2008

This learning instrument was developed by the following personnel:


Mr. Vic P. DiolaGroup LeaderBauan Technical High School Dr. Gilbert M. Castor

Don Alejandro Roses Sr. Science-Technology High School

Mr. Eddielou L. DayaoSanchez Mira School of Arts and Trade

Mr. Rufo G. MallaE. Rodriguez Vocational High School

Mr. Sherwin P. MedranoSan. Pedro Relocation Center National High School

Mr. Remar C. PinsoyBaguio National School of Arts and Trade

Contextual Teacher:

Mrs. Daisy Carousel P. CervantesDon Alejandro Roses Sr. Science-Technology High School

Facilitators:

Dr. Edward dela RosaTEC-VOC Task Force


Encoders:

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

Funding: Department of Education


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ACKNOWLEDGMENT



This module is based on the Competency-Based Curriculum-Contextual Learning Matrix (CBC-CLM) refined during the Writeshop onthe Refinement and Enrichment of Competency-Based Curriculum andContextual Learning Matrix of ARTS abd TRADES Specializations atMarikina Hotel, Marikina City on April 2025, 2009.

This learning instrument was refined and enriched by the followingeducators:


Mr. Victorino P. DiolaGroup LeaderTVE Coordinator, Bauan Technical High SchoolBauan, Batangas

Mr. Reynaldo C. CunananHead Teacher VI, E. A. Rodriguez Vocational High SchoolNagtahan, Sampaloc, Manila

Mrs. Gigi C. CorpuzTeacher III, Malvar National High SchoolMalvar, Batangas

Mr. Ismael G. GallardoTeacher I, Community Vocational High SchoolMasipit, Calapan City, Oriental Mindoro

Mr. Rufo G. MallaTeacher II, E. A. Rodriguez Vocational High SchoolNagtahan, Sampaloc, Manila

Mr. George B. FuazoTeacher II, Gen. Mariano Alvarez Technical High SchoolGMA, Cavite

Contextual Teacher:English

Mrs. Teresita P. TanaelTeacher III, Gen. Mariano Alvarez Technical High School

GMA, Cavite

oMrs. Charlie I. SorianoTeacher I, Don Alejandro Roces Sr. Science-Technology HS

Quezon City


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Mathematicso Mrs. Analiza Rosa P. Librada

Teacher I,-Mathematics Coordinator, San Pedro RelocationCenter Natl. HS

San Pedro, LagunaScience

o Mrs. Gemma G. VallartaTeacher III Science Coordinator, San Pedro Relocation

Center Natl. HSSan Pedro, Laguna

o Mrs. Lenalyn ManzanoTeacher I, E A. Rodriguez Vocational High SchoolNagtahan, Sampaloc, Manila

Facilitators:


Dr. Victorio N. MedranoTEC-VOC Task Force

o Dr. Orlando E. ManuelTEC-VOC Task Force

Encoders:

o Marisol E. SaldivarFunding: Department of Education

Contextual Teacher:

English

Mrs. Teresita P. TanaelTeacher III, Gen. Mariano Alvarez Technical High School

GMA, Cavite

o Mrs. Charlie I. SorianoTeacher I, Don Alejandro Roces Sr. Science-Technology HS

Quezon City

Mathematicso Mrs. Analiza Rosa P. Librada

Teacher I,-Mathematics Coordinator, San Pedro RelocationCenter Natl. HS


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San Pedro, LagunaScience

o Mrs. Gemma G. VallartaTeacher III Science Coordinator, San Pedro Relocation

Center Natl. HS

San Pedro, Laguna

o Mrs. Lenalyn ManzanoTeacher I, E A. Rodriguez Vocational High SchoolNagtahan, Sampaloc, Manila

Facilitators:


Dr. Victorio N. MedranoTEC-VOC Task Force

o Dr. Orlando E. ManuelTEC-VOC Task Force

Encoders:

o Marisol E. SaldivarFunding: Department of Education


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Unit of Competency: PERFORMING MENSURATION ANDCALCULATION

Module No. 2 Module Title: PERFORMING MENSURATION ANDCALCULATION

Republic of the PhilippinesDepartment of Education

PUBLIC TECHNICAL -VOCATIONALHIGH SCHOOLS


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TABLE OF CONTENTS

Page

How to Use this Module ..........................................................................3Introduction ...........................................................................................4Technical Terms .....................................................................................5Learning Outcome 1: Select Measuring Instruments ...............................6

Learning Experience.7 Information Sheet 1.1 ...................................................................8 Self-Check 1.1 ............................................................................ 14

Learning Outcome 2: Carry out Measurement and Calculation ............. 17

Learning Experience .18 Information Sheet 2.1 ................................................................. 19 Job Sheet 2.1 .............................................................................. 21 Performance Test 2.1 .................................................................. 26

o Observation Checklist 2.1 .................................................. 30o Questioning Checklist 2.1 .................................................. 31

Learning Outcomes 3 Maintain Measuring Instruments ........................ 32

Learning Experience .33 Information Sheet 3.1 ................................................................. 34 Self Check 3.1 ............................................................................. 36

Assessment Plan .................................................................................. 38Answer Keys ......................................................................................... 39Acknowledgment ................................................................................. 41


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HOW TO USE THIS MODULE

Welcome to the Module Performing Mensuration and Calculation.This module contains training materials and activities for you to

complete.

The unit of competency Perform Mensuration and Calculationcontains the knowledge, skills and attitudes required for ConsumerElectronic Servicing required to obtain the National Certificate (NC)level II.

You are required to go through a series of learning activities in orderto complete each of the learning outcomes of the module. In eachlearning outcome there are Information Sheetsand Activity Sheets. Do

these activities on your own and answer the Self-Check at the end ofeach learning activity.

If you have questions, dont hesitate to ask your teacher forassistance.

Recognition of Prior Learning (RPL)

You have already some basic knowledge and skills covered in thismodule because you have been working for some time; as you havealready completed training in this area.

If you can demonstrate competence to your teacher in a particularskill, talk to your teacher so you dont have to undergo the same trainingagain. If you have a qualification or Certificate of Competency fromprevious trainings show it to him/her. If the skills you acquired areconsistent with and relevant to this module, they become part of theevidence. You can present these for RPL. If you are not sure about yourcompetence skills, discuss this with your teacher.

After completing this module, ask your teacher to assess your

competence. Result of your assessment will be recorded in yourcompetency profile. All the learning activities are designed for you tocomplete at your own pace.

In this module, you will find the activities for you to complete andrelevant information sheets for each learning outcome. Each learningoutcome may have more than one learning activity.

This module is prepared to help you achieve the required competency,in receiving and relaying information. This will be the source of

information that will enable you to acquire the knowledge and skills in

Performing Mensuration and Calculation independently at your own pacewith minimum supervision from your teacher.


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Program/Course CONSUMER ELECTRONIC SERVICING NC II

Unit of Competency PERFORM MENSURATION AND CALCULATION

Module Title PERFORMING MENSURATION AND CALCULATION

INTRODUCTION:

This module contains information and suggested learning activities inPerforming Mensuration and Calculation. It covers the knowledge, skillsand attitudes required to perform mensuration and calculation inelectronics.

This module consists of three (3) learning outcomes. Each learningoutcome contains learning activities supported by instructional sheets.Before you perform the instructions, read the information sheets andanswer the self-check and activities provided to ascertain to yourself and

your teacher that you have acquired the knowledge necessary to performthe skill portion of the particular learning outcome.

Upon completing this module, report to your teacher for assessmentto check your achievement of the knowledge and skills required in thismodule. If you pass the assessment, you will be given a certificate ofcompletion.

SUMMARY OF LEARNING OUTCOMES:

Upon completion of the module, you should be able to:

LO1. select measuring instruments; LO2. carry out measurements and calculation; and LO3. maintain measuring instruments.


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TECHNICAL TERMSAC/DC. It is an equipment that operates on either an AC or DC power source.

Alternating Current. It is an Electric current that rises to a maximum in onedirection which falls back to zero and then rises to a maximum in the oppositedirection

Ampere . It is a unit of electrical current.

Circuit. It is a system of conductors and devices in which current can exist.

Current. It is a result of electrons in motion.Diode. It is a two terminal device that conduct current more easily in only onedirection.Direct Current. It is a type of current that the movement of electrons is in onedirection.

EMF. It is electromotive force.

Kilo. It is a prefix with a mathematical equivalent of one thousand times.

Load Resistance. It is the basic part electric circuit where power is dissipatedin the form of heat.

Mega. It is a prefix with mathematical equivalent of one million times.

Micro. It is a prefix with a mathematical equivalent of one millionth part.

Milli. It is a prefix with a mathematical equivalent of one thousandth part.

Ohm. It is a unit of electrical resistance.

Power. It is the rate of doing work or the rate at which energy is used.Resistance. It is the property of a material that opposes the movement ofelectrons.

Transformer. It is an inductor with two or more windings

Volt. It is the unit of an electrical pressure.

Voltage. It is an electrical pressure that moves the electrons in wire.Voltage Drop. It is the voltage across a component caused by the resistance

and the current through.

Watt. It is the unit of an electric power.


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Learning Outcome 1: Select measuring instruments.

Assessment Criteria:

1. Uses of measuring tools are explained.2.The scale of measuring instrument is interpreted.3. Measuring instruments are specified per job requirements.

Program/Course CONSUMER ELECTRONIC MECHANIC NCII


ModulePERFORMING MENSURATION ANDCALCULATION


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Learning Outcome 1: Select measuring instruments.


1. Read the Information SheetNo. 1.1 on identifying thedifferent measuring tools andinstruments.

2. Do the Self-Check 1.1 tocheck your knowledge onthe different measuringtools and instruments.

3. Compare your answers withthe Answer Key.

4. If you were not able toanswer all the questionscorrectly, go over again theInformation Sheet.

5. If you have now perfectedanswering the Self-Check1.1, you can proceed to thenext learning outcome.

You can ask assistance from yourteacher to show you and explainfurther the topic you dontunderstands well.

Try to answer the Self-Checkwithout looking at the InformationSheet.


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INFORMATION SHEET 1.1Identifying the different measuring tools and instruments

COMMONLY USED MEASURING TOOLS AND INSTRUMENTSThe following are the most commonly used measuring instruments in

consumer electronic servicing.

Component Function of Each Component

A steel ruleis used in geometry, technicaldrawing and engineering/building to measure distances and/or to rulestraight lines.

Analogmultimetersare sometimes referredto as "volt-ohm-meters", abbreviated as VOMand it is an electronic measuring instrumentthat combines several functions in one unit.They are traditionally harder to be usedbecause you must select the type and range ofvoltage you are testing. Find proper scale onthe meter face and the estimate the voltage asthe needle swings into action.

Digital multimetersare usually referred to as

"digital-multi-meters" abbreviated as DMM.This displays the voltage in clear numerals andwith a greater precision than most analogmeters.

READING THE SCALE OF LINEAR MEASURING INSTRUMENTS

There are two systems of linear measurement used in electronicdrawings. They are the English and Metric. The English system usesinches while the Metric system uses millimeter and centimeter.

In the English system, an inch is graduated in 16th, 8th, 4th, and2nd. There are 16/16, 8/8, 4/4, 2/2 in 1 inch. There are 12 inches in 1foot.

In the Metric system, the centimeter is graduated in millimeter.There are 10 millimeters in 1 centimeter. There are 100 centimeters in 1meter.


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How to read the Linear Measurements in the English System

The first graduation is 1/16; the second is 1/8; the third is 3/16; nextgraduation is followed by 5/16, 3/8, 7/16, 1/2, 9/16, 5/8, 11/16,3/4, 13/16, 7/8, 15/16, and 1 inch. After 1 inch, the graduation is

written as 1 and 1/16, 1 and 5/8, and etc.

How to read the Linear Measurements in the Metric System

The first graduation is 1 millimeter or 1mm. For every graduation,the equivalent is 1 millimeter. After 1 centimeter or 1cm., it is written as1.2 cm., 1.8cm., and etc. In terms of meter, 1 meter and 10 centimetersis written as 1.10m.

READING THE SCALE OF VOM

Ohmmeter Ranges

x1 ohm

x10 ohms

x1k ohms

x10k ohms

x100k ohms

Minor divisions and theirequivalents

MinorDivisions

Equivalent

0-2 0.2

2-10 0.5

10-20 1

20-50 2

50-100 5

100-500 20


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How to read the scale

The needle of the meter points at ten. If the range is set to x1 ohm,multiply 10 by 1 which is equivalent to 10 ohms. If the reading is 10, theequivalent of one minor division from 10 - 20 is 1. So, 10x1 = 10 ohms.

AC Voltage Scale

RANGE MAJORDIVISION

MINORDIVISION

10 2 0.2

50 10 1

250 50 5

1000 200 20

ACV SCALE

Figure 2. ACVoltage Scale

How to read the measured voltage

After selecting the desired range which is 250 and connecting thetwo test prods to the AC outlet, the pointer stops at point in the ACVscale. Read it from left to right. For example, it stopped at 43, multiply itby the equivalent which is 5. The ACV measurement is 215 volts AC.

Example:43 x 5 = 215 volts

Where: 43 is the point to which the pointer stopped and 5 is theequivalent of each minor division.


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DC Voltage Scale

DCV SCALE

RANGE MAJOR

DIVISION

MINOR

DIVISION0.1 0.02 0.002

0.25 0.05 0.005

2.5 0.5 0.05

10 2 0.2

50 10 1

250 50 5

1000 200 20

DCV Scale

How to read the measured voltage

After selecting the desired range and connecting the two test prodsto the designated test points, the pointer stops at a point in the scale. Ifthe pointer stops at minor division 15 and the range used is x50,multiply 15 by 1, so the reading is 15 volts DC.

Example:15 x 1 = 15 volts

Where 15 is the minor division to which the pointer stopped at 1 is theequivalent of one minor division if the range is 50V DC.


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DC mA Voltage Scale

DC mA SCALE

RANGE MAJOR

DIVISION

MINOR

DIVISION50 uA 10 1

2.5 mA .5 .05

25 mA 5 0.5

0.25 A 0.05 .005

Figure 4. DC mA Scale

How to read the DC mA scale

After selecting the desired range and connecting the two test prodsto the designated test point, the pointer stops at a point in the scale. If

the pointer stopped at minor division 6 and the range used is 2.5,multiply 6 by .05 so the reading is .3 mA.

Example:6 x .05 = 0.3 mA

Where: 6 is the minor division to which the pointer stopped .05 is theequivalent of one minor division using 2.5 range.

SPECIFYING THE MEASURING TOOLS AND INSTRUMENTS

TOOLS TYPE LENGTH/DIAMETER

MANUFACTURER

RULER

Wood 12 PHILIPPINES

Plastic 24 CHINA

Steel 36 JAPAN & USA


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General Specification (VOM)

Items Specification

Drop shock proofTaut-band structure is adopted in the meter

section. The meter section is designed to

withstand shock.

Circuit protectionThe circuit if protected by fuse even when

voltage of a to AC 230V is impressed on eachrange for 5 seconds.

Internal battery R6 (IEC) or UM-3 1.5V x2

Internal fuse 0.5A/250V 5.2 mm diaX20mm

Standard calibrationtemp. and humidity

range232C 45~75% RH

Operating temperature

and humidity range

0~40C, 80% RH max., no condensation

Withstand voltage3k V AC (1 min.) between input terminal and

case

Dimensions and weight 159.5X129X41.5mm/approx.320g

Accessories One copy of instruction manual, Hand strap

Measurement Range andAccuracy

Function, full scale value and accuracy


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SELF-CHECK 1.1Measuring Tool

General Direction: Write your answers on another sheet of paper. Do

not write anything in this module

I. Indicate the scale value that corresponds to the given number.

a. Read the graduated scale of a ruler using the illustrated questionsbelow.

b. Read the marked minor divisions in the ohmmeter scale and computethe resistance using the indicated range in each number.

The Ohmmeter Scale

1. x1 6. x102. x10 7. x1k

3. x1k 8. x10k4. x10k 9. x105. x1 10. x1k


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c. Read the marked minor division in the ACV scale and compute theACV reading using the indicated range in each number.

ACV Scale

1. 10V AC 6. 50V AC2. 50V AC 7. 250V AC3. 250V AC 8. 1000V AC4. 1000V AC 9. 50V AC5. 10V AC 10. 250V AC

d. Read the marked division in the DCV scale and compute the readingusing the indicated range.

DCV Scale

1. 0.1V DC 6. 250V DC2. 0.25V DC 7. 1000V DC3. 2.5V DC 8. 2.5V DC4. 10V DC 9. 10V DC5. 50V DC 10. 50V DC


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e. Read the marked division in the DCV Scale and compute the readingusing the indicated range.

DC mA Scale

1. 50 uA 6. 2.5 mA2. 2.5 mA 7. 25 mA3. 25 mA 8. 0.25 A4. 0.25 A 9. 25 mA5. 50 uA 10. 2.5 mA

III. How do you specify a (VOM) Multi-tester?

Items Specification


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Program/Course CONSUMER ELECTRONIC MECHANIC NCII


Module Title PERFORMING MENSURATION ANDCALCULATION

Learning Outcome 2: Carry out measurements and calculations.

ASSESSMENT CRITERIA:

1. Calculations needed to complete task are performed.2. Calculations involving conversion of units are interpreted.3. Measurements are read based on the specific range setting of the

tools.4. Accurate measurements are obtained for a job.


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Learning Outcome 2: Carry out measurements and calculations.


1. Read the Information SheetNo. 2.1 on measurementand calculation.

2. Do the Self-Check No. 2.1to check your knowledge onthe different measurementsand calculations.

3. Compare your answers withthe Answer Key.

4. If you were not able toanswer all the questions, goover again the InformationSheet No. 2.1.

5. If you have answered all thequestions, read InformationSheet No. 2.2 on theMathematical Calculation.

6. Do the Self-Check No. 2.2to check your knowledge onthe different mathematicalcomputations.

7. Compare your answers withthe Answer Key.8. If you were not able to

answer all the questions, goover again the InformationSheet 2.2.

9. If you have answered all thequestions, perform the JobSheet 2.1 on Calibration,Procedure and Techniquefor accurate measurements.

10. Do the Performance Test toevaluate your skills oncalibration, procedure andtechnique for accuratemeasurements.

11. If you were not able to getsome of the items in thePerformance Checklist, goover again to the Job Sheet.

12. If you did get all the items in

the Performance Checklist, youcan proceed to the next learningoutcome.

You can ask the assistance fromyour teacher to show you andexplain to you further the topicyou cannot understand well.

Try to answer the Self-Checkwithout looking at theInformation Sheet


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INFORMATION SHEET 2.1MEASUREMENT AND CALCULATION

A. COMMON MATHEMATICAL PREFIXESCOMMON MATHEMATICAL PREFIXESPREFIX SYMBOL MATHEMATICAL EQUIVALENT

Exa E 1018 or (1 000 000 000 000 000 000)

Peta P 1015 or (1 000 000 000 000 000)

Tera T 1012 or (1 000 000 000 000)

Giga G 109 or (1 000 000 000)

Mega M 106 or (1 000 000)

Kilo K 103 or (1 000)

Hecto H 102 or (100)

Deka Da 101 or (10)

Deci d 10-1 or (0.1)Centi c 10-2 or (0.01)

Milli m 10-3 or (0.001)

Micro u 10-6 or (0. 000 001)

Nano n 10-9 or (0. 000 000 001)

Pico P 1012 or (0. 000 000 000 001)

Femto F 1015 or (0. 000 000 000 000 001)

Atto A 1018 or (0. 000 000 000 000 000 001)

Example:

1. CONVERSION OF MULTIPLES INTO STANDARDS UNITS

1. 4 GHz (x 1, 000, 000, 000) = 4, 000, 000, 000 Hz

2. 10 Mega Ohms (X 1,000,000) = 10, 000, 000 3. 27 KV (X 1,000) = 27, 000 V4. 50 KW (X 1,000) = 50, 000 W5. 0.5 KA (X 1,000) = 500 A

2. CONVERSION OF STANDARD UNIT INTO MULTIPLE UNITS

1. 3,300 ( 1,000) = 3.3 K2. 10,000, 000 Hz ( 1,000,000) = 10MHz3. 3,580, 000 Hz ( 1,000,000) = 3.58 MHz4. 100,000, 000 W ( 1,000,000) = 100 MW5. 12,000 V ( 1000) = 12 kV

3. CONVERSION OF SUB-MULTIPLES INTO STANDARD UNITS

1. 5,000 mV ( 1,000) = 5 V

2. 400 A ( 1,000,000) = 0.0004 A

3. 750 mW ( 1,000) = 0.0.75 W

4. 68, 000 F ( 1,000,000) = 0. 068 F5. 40 mH ( 1,000) = 0.04 H


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4. CONVERSION OF STANDARD UNITS INTO SUBMULTIPLES UNITS

1. 0.000050 V (X 1,000) = 0.050 mV

2. 0.0004 A (X 1,000,000) = 400 A

3. 0.00020 A (X 1,000) = 200 A

4. 0.12 H (X 1,000,000) = 120,000 H5. 0.175 W (X 1000) = 175 mW

5. CONVERSION OF SUB-MULTIPLES UNITS TO ANOTHER SUB-MULTIPLE UNITS

1. 0.18 mA (X 1000) = 180 A

2. 40.000 A ( 1000) = 40 mA

3. 10 Pf ( 1000,000) = 0.00001 f

4. 0.00047 f (X 1,000,000) = 470 Pf

5. 0.68 mH (X 1000) = 680 H

6. CONVERSION OF UNITS (ENGLISH TO METRIC AND VISE-VERSA)

Length1. 1 mile = 1.61 kilometers2. 1 yard = 0.914 meter3. 1 foot = 0.305 meter4. 1 inch = 2.54 centimeters5. 1 kilometer = .62 mile6. 1 meter = 1.09 yard7. 1 meter = 3.28 feet8. 1 centimeter = 0.394 in

Volume1. 1 gallon = 3.79 liters2. 1 quart = 0.946 liter3. 1 liter = 0.264 gallon4. 1 liter = 1.06 quarts

Weight1. 1 pound = 0.454 kilogram2. 1 ounce = 28.35 grams3. 1 kilogram = 2.2 pounds4. 1 gram = 0.0353 ounce


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JOB SHEET 2.1CALIBRATION, PROCEDURE AND TECHNIQUES

FOR ACCURATE MEASUREMENTS

A. CALIBRATING THE VOLT- OHM -MILLIAMMETER1. Examine the front panel of the VOM assigned to you. Locate the

function switch. This will be a multifunction switch with severalpositions for measuring VOLTS, OHMS, & AMPS.

2.Jacks are located on the front panel for insertion of the test lead intothe jack marked Common , or maybe just -.

3. Insert the red test lead into the jack marked VOLTS/OHMS orsimply +. These leads will be used for connecting to circuitry and/orcomponents.

4. Examine the meter face. There should be several scales with numberson them. (Note: There is usually one scale for resistance located atthe top of the meter face and several scales for AC and DC voltageslocated below the resistance scale.

5.There may also be a front panel switch for selecting polarity and typeof voltage measurement. This will be labeled DC, +DC, and ACIf your VOM has this type of switch, place it in the + DC position.

6. On the meter face, there will be a screwdriver adjustment for zeroingthe meter movement. Locate this adjustment and adjust the metermovement to zero at left side of the meter.

7. Place meter function switch on lowest OHMS position (usually Rx1).Touch both test leads together, and observe movement of needle. It

should move to right side of scale. Adjust for zero on right side usingthe Zero Ohms adjust on meter.

8. When finished, move the function switch to the highest voltagesetting. This will preserve the batteries in the meter as well as protectagainst accidental damage to the meter if the next technician forgetsto change the function switch setting.

B. USING THE DIGITAL MULTIMETER1. Examine the front panel of the digital multimeter assigned to you.

Locate the function switch or switches. This is the switch thatselects whether VOLTS, OHMS, or AMPS are to be read on the meterface.(Note: Many DMMs have several other functions, such as transistoror diode testing, capacitor testing, frequency counting, etc. We willfocus on the VOLTS< OHMS and AMPS in this section).

2. Familiarize the selections available in VOLTS, OHMS and AMPS.3. Insert the black test lead into the jack labeled COMMON - on the

front panel. Some meters simply call this jack - or Common.4. Insert the red test lead into the VOLTS/OHMS jack to lowest

resistance setting. Some meters simply call this test jack +.

5. Rotate the function switch to lowest resistance reading.6. Connect test leads together and observed reading on the meter face.


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C. MEASURING RESISTANCE WITH THE VOLTOHMMILLIAMMETER

1. Insert the banana plug end of the black test lead into the metersfront panel jack labeled Common. On some meters this jack is

simply labeled -.2. Insert the banana plug end of the red test lead into the front panel

jack labeled +. On some meters this jack is labeled Volts/Ohms.3. Observe the position of the meter pointer. The pointer should be

exactly aligned with the Infinity symbol on the left side of themeter face. (Note: this will correspond to the 0 reading on any ofthe voltage scales.) The Infinity symbol looks like a number eightlaying on its side.

4. If the pointer is not aligned properly, adjust the mechanical zerowith s small screw driver. Be careful not to force the adjustment

beyond its limits, or to be rough in performing the adjustment. Themeter movement could be damaged.5. Place the function switch on the lowest resistance scale. On most

VOMs this will be RX1. This simply means R times 1, or, in otherwords the numbers on the resistance scale are to be read directly.On most meters the Ohms scale will be the top scale. Zero is to theextreme right on this scale, and infinity is to the extreme left.

6. Connect the red lead to the black lead.7. Observe the reading on the VOM meter face. It should be near zero,

on the RIGHT side of the meter face. If the reading of zero Ohmsusing the Ohms Adjust or Zero Ohms Adjust on the front panel

of the meter.8. Place the meter lead across the leads of the 47 ohm resistor in your

standard parts kit.9. Repeat step 8 for the 10 ohm resistor.10. Repeat step 8 for the 150 ohm resistor.11. Place the meter in a higher scale that will allow you to read a 1

Ohm resistor12. Repeat steps 6 and 7 to zero the meter on the new scale.13. Repeat steps 8 and 9 for the 1 kilo ohm, 4.7 kilo ohm, and 10 kilo

ohm resistors.14. Repeat this procedure for the 22 kilo ohm, 47 kilo ohm, 150 kilo

ohm, 2.2 mega ohm, and 4.7 mega ohm resistors, changing scaleas a appropriate to obtain the best readings (Note: The bestaccuracy on the VOM resistance scales will be in the lowest half ofthe meter facethe right side of the meter face.


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D. MEASURING RESISTANCE USING DIGITAL MULTIMETER

1. Insert the banana plug end of the black test lead into the meterspanel jack, labeled Common.

2. Insert the banana plug end of the red test lead into the front paneljack labeled +.

3. Place the function switch on the lowest resistance scale.4. Connect the red lead to the black lead.5. Observe the reading on the DMM meter face. It should be near

zero. If it is not, check your set up. Some DMMs include a ZeroAdjust at the front panel. Most do not, choosing instead to set themeter for zero internally. If no problem is found (dead battery,blown fuse, defective meter lead, etc.), notify the teacher. MostDMM will read a few tenths of an ohm of resistance. This simplyrepresents the resistance of the test leads, and should be

considered zero for your meter.6. Place the meter leads across the leads of the 47 ohm resistor inyour standards parts kit. Refer to the resistor color code to aid inidentifying each resistor.

7. Repeat steps 6 and 7 for the 10 ohm resistor.8. Repeat steps 6 and 7 for the 150 ohm resistor.9. Place the meter on a higher scale that will allow you to read a 1 kilo

ohm resistor.10. Repeat step 5 to zero the meter on the new scale.11. Repeat steps 6 and 7 for the 1 kilo ohm, 4.7 kilo ohm, and 10m

kilo ohm resistor.

12. Repeat this procedure for the 22 kilo ohm, 47 kilo ohm, 150 kiloohm, 2.2 mega ohm and 4.7 mega ohm resistors, changing scalesas appropriate to obtain the best readings.

E. MEASURING DC CURRENT WITH VOLT-OHM-MILLIAMETER1. Insert the banana plug end of the black test lead into the meters

front panel jack labeled Common.2. Insert the banana plug and of the red test lead into the front panel

jack labeled +.3. Observe the position of the meter pointer. The pointer should be

exactly aligned with the 0 on the left side of the meter face. If themeter has a mirrored meter face, align the needle (pointer) with itsimage in the mirror for best accuracy.

4. If the pointer is not aligned properly, adjust the mechanical zerowith a small screw driver. Be careful not to damage the meter facecover or the small plastic screw. Do not force the adjustmentbeyond its limit.

5. Calculate the value of current that will flow in the circuit depictedand schematic one and record it. Place the function switch on ahigh enough scale to measure calculated current.

6. Connect the circuit showed in the schematic 1. Connect the redlead to the bottom end of the 100 ohm resistor in schematic 1. andthe black lead to - end of the battery.


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7. Observe the reading on the VOM meter face. Record the reading.8. Repeat steps 5, 6 and 7 for schematic 2.9. Repeat procedure for schematic 3

F. MEASURING DC CURRENT WITH DIGITAL MULTIMETER1. Insert the banana plug end of the black test lead into the meters

front panel jack labeled Common.2. Insert the banana plug end of the red test lead into the front panel

jack labeled AMPS or mA.3. Calculate the value of current that will flow in the circuit depicted

in schematic 1. Place the function switch on a high enough scale tomeasure calculated current.

4. Connect the circuit shown in schematic 1. Connect the read lead tothe bottom end of the 100 ohm resistor in schematic 1, and the

black lead to - end of the battery.5. Observe the reading on the DMM meter face.6. Repeat steps 3, 4 and 5 for schematic 2.

G. VOLTAGE MEASUREMENTS WITH THE VOM

1. Insert the banana plug in of the black test into the meters frompanel jack labeled Common. On some meters, this jack maybelabeled -.

2. Insert the banana plug in of the red test lead into the front paneljack labeled +. On some meters this jack maybe labeled

Volts/Ohms.3. Observe the position of the meter pointer. The pointer should be

exactly aligned with the 0 on the left side of the meter face.4. If the pointer is not aligned properly, adjust the mechanical zero

with a small screw driver. Be certain to use care with thisadjustment, since this is rather an easily damaged part.

5. Place the function switch on a high enough scale to measure 1.5volts. This varies from meter to meter, and will depend on the makeand model of your meter.

6. Connect the red lead to + and of the D batteryand the black leadto - and of the battery.

7. Observe the reading of the VOM meter face. Record the reading.8. Repeat the procedure for the C cell and record the results in the

blanks indicated.9. Place the function switch on a high enough scale to allow a reading

of at least 9 volts.10.Repeat the procedure for the transistor radio battery, and record

the results in the blanks indicated.

H. VOLTAGE MEASUREMENTS WITH A DIGITAL MULTIMETER

1. Insert the black test lead of the digital multimeter into thecommon - test jack.


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2. Insert the banana plug end of the red test lead into the front paneljack labeled +.

3. Place the function switch on a high enough scale to measure 1.5volts.

4. Connect the red lead to + end of the D batteryand black lead -end of the battery. Reversing the test leads will result in a -reading on the meter.

5. Observe the reading on the DMM meter face.6. Repeat steps 6 and 7 for the C cell.7. Place the function switch on a scale that will allow reading of at

least 9 volts, if the presence scale will not handle 9 volts.8. Measure the voltage across the terminals of the 9 volt battery.


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PERFORMANCE TEST 2.1

PROCEDURE:Given a ruler and protractor, measure the length, width, height

and distance of a hole from edge to center and the opening of angle as

indicated in the drawing below. Use both the English and Metric system.Write your answers in another sheet of paper.

A. Reading Linear Measurements

B. Measuring the Resistance of Resistors

PROCEDURE: Given 5 assorted carbon resistors and a multi-tester,

measure the resistance of each resistor.

Steps:1. Set the pointer of the tester to infinity using zero connector.2.Turn the selector knob to the desired range in the ohmmeter

for easy and accurate reading.3. Shorten the two test prods and adjust the pointer to zero

ohm using the zero ohm adjuster.4. Connect one test prod to one terminal lead of the resistor.5. Connect the other test prod to one terminal of the resistor.

Note: Connection in step 5 must be touched by bare hands.

The body resistance is always included in the measurementespecially in high resistance resistor.

6. Read the measurement in the ohmmeter scale and multiply itwith the equivalent of the minor division. After computing,record the reading in a separate sheet of paper.

First Resistor

Second Resistor

Third Resistor

Fourth Resistor

Fifth Resistor


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C. Measuring AC Voltage

PROCEDURE: Given an AC voltmeter and power transformer, withmultiple output, measure the AC voltage at the different test points usingthe diagram below as a guide. Record the measurement in another sheet

of paper.

1. Set the pointer of the tester to infinity using the zero connector.This is only done if the pointer of the tester is not at infinity.

2.Turn the selector knob to the desired range in the ACV for easy andaccurate reading. The desired range must be always higher thanthe voltage to be measured to avoid damage in the tester. Thismeans that if the voltage to be measured is about 6 volts, the rangemust be 10 V AC.

3. Connect the two test prods of the tester to the designated testpoints. Do not hold the metal part of the test prods to avoidelectrocution or shock.

4. Read the measurement in the ACV scale and multiply it by theequivalent of the minor division. Record the measurement onanother sheet of paper.

D. Measuring DC Voltage

PROCEDURE: Given a DC voltmeter and an AC-DC converter, measurethe DC voltage at the designated test points. Record the measurementson another sheet of paper.

1. Check if the pointer is set at infinity. If not, set it to infinity first byusing the zero corrector.

2.Turn the selector knob to the desired range. Note: The desiredrange must be always higher than the expected voltage.

3. Connect the negative test prod (black) to the negative (ground) ofthe circuit and the positive test prod (red) to the designated testpoints as labeled in the circuit.


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4. Read the measurement in the DCV scale. Disconnect the testprods. Multiply the reading in the minor division by the equivalentof the minor division.

5. Record the measurements on another sheet of paper.

E. Measuring DC mA Current

PROCEDURE:Given a DC mA (multi-tester) and a simple electronic circuit,

measure the DC mA at the designated test points using the attachedschematic diagram as a guide. Record the reading on another sheet ofpaper.

1. Check if the pointer is set at infinity. If not, set it to infinity byusing zero corrector.

2.Turn the selector knob to the desired range in the DC mA.3.To measure the collector current of the circuit, connect thenegative test prods to point A and the positive test prods to point B.4. Read the measurement in the DCV scale. Disconnect the test

prods.5. Multiply the reading by the equivalent of the minor division.6. Record the measurement in the attached record sheet.7.To measure the total current in the circuit, connect the negative

test prod to point C and the positive test prod to point D.8. Read the measurement in the DCV scale. Disconnect the test

prods. Multiply the reading in the minor division by the equivalentof the minor division.

9. Record the measurement on another sheet of paper.


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OBSERVATION CHECKLIST FOR PERFORMANCE TEST 2.1

Students name:

Teachers name:

Name of School:

Competency standards

Unit of

Electronics Y2

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Transcript of Electronics Y2