Ia - Electronics LM Grade 7 & 8 P&D

LEARNING MATERIALS
ELECTRONICS
Table of Contents
Table of Contents
I. INTRODUCTION
II. OBJECTIVES
III. PRE-ASSESSMENT
IV. LEARNING GOALS/TARGETS
V. COMMON COMPETENCIES
A. KNOW
Lesson 1. Occupational Health and Safety
Lesson 2. Introduction to Electricity
Lesson 3. Basic Structure of Matter
Lesson 4. Electric Charge
Lesson 5. The Valence Shell
Lesson 6. Electrical Current
Lesson 7. Voltage
Lesson 8. Resistance
B. PROCESS
Lesson 1. OHMs Law
Lesson 2. Complete Circuit
Lesson 3. Types of Circuit
Lesson 4. Circuit Diagrams
Lesson 5. Resistor
Lesson 6. Other Electronic Components
Lesson 7. Basic Hand Tools and Equiment
C. REFLECT AND UNDERSTAND
Lesson 1/Activity 1: Resistor Color Coding
Lesson 2/Activity 2: Proper Use of Soldering Iron
Lesson 3/Activity 3: Desoldering
Lesson 4/Activity 4: How to Use and Read a Multimeter
Lesson 4/Activity 5: Use the Right Tool for the Job
D. TRANSFER
Performance 1/Assessment 1:
Construction of Series Circuit
Construction of Parallel Circuit
Soldering Technique Using Wire
Soldering Components on PCB
Astable Multivibrator Using Transistor
VI. SUMMARY
VII. GLOSSARY
VIII. REFERENCES
TLE-IA CONSUMER ELECTRONICS SERVICING
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I. INTRODUCTION
Your Technology & Livelihood Education (TLE) subject has four areas:
Information and Communication Technoloy (ICT), Home Economics (HE), AgriFishery Arts (AFA) and Industrial Arts (IA). Consumer Electronics is a course under
Industrial Arts.
Electronics is a branch of physics that deals with the behavior and controlled
flow of electrons.
Have you ever been curious about what is inside an FM radio box? Will you be
able to identify the components present inside that box? So many small components
inside that box.
The voltage commonly used in home appliances is 220V (It varies from country
to country). 220 V is applied between the terminals of the primary coil of
transformer. A transformer has the capability to change high voltage to low voltage
and vice versa. It converts 220 V into low level voltage.
If you explore inside a computer, you will find many rectangular shaped
objects which have many vertical pins along the edges. Known as Integrated Circuits
(IC), these chips consist of many electronic components.
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Consumer Electronics Servicing is a full course that leads to the National

Certificate Level II (NCII).CES is designed to enhance your knowledge, skills, and
attitudes as a trainee/student on core competencies of electronics such as
assembly/disassembly of consumer electronic products and systems, maintainance
and repair of audio/video products, electronically-controlled domestic appliances and
cellular phones in accordance with industry standards. It also includes basic
competencies such as, being able to participate in workplace communication, work
in team environment, practice career professionalism and practice occupational
health and safety procedures. This module will mainly focus on, only common
competencies such as: basic hand tools and equipment; maintaining hand tools and
equipment; performing mensuration and calculation; preparing and interpreting
schematic diagrams; and occupational health and safety will be introduced.
Career Oppurtunities
Service technicians are electronic home entertainment equipment installers
and repairers; they can repairs a number of different products; among them are
televisions and radios, stereo components, video and audio disc players, video
cameras, video recorders and cellphones.
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Smaller portable equipment and devices may be brought to repair shops for
service by customers. The workers here, called bench or shop technicians, have on
hand a wide variety of electronic tools and parts. Customers may request technicians
to make house calls when bigger, not so portable equipment breaks down. The
workers that typically make house calls are known as field technicians, and carry
with them a small set of tools and spare parts in order to make repairs on-site for the
customer. When field technicians run into a complicated jobs or problems, they may
return to the shop with the faulty part in order to identify the problem and finish the
repair there.
Growth in consumer electronics servicing as a career is expected to rise
steadily because repair is a lot cheaper than buying a new consumer product.
Furthermore, job opportunities are widely availlable both locally and abroad to those
who are knowledgeable and well experienced in this field.
II. OBJECTIVES
At the end of this module, you, as a learner, are expected to:
1. demonstrate understanding of the concepts and underlying principles of
process and delivery in using consumer electronics hand tools and
equipment while observing occupational and safety practices.
III. PRE-ASSESSMENT
Direction: Match the different hand tools in column A with their actual pictures in
column B. Write the letter on the blank provided before each number.
A
____1.Soldering iron
A.
____2.Desoldering tool
B.
____3.Soldering stand
C.
____4. Long nose pliers
D.
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____5.Mini- drill
E.
____6.Paint brush
F.
____7. Blade cutter
G.
____8. Side-cutter
H.
____9. Wire splicer
I.
____10. Magnifying glass
J.
K.
IV. LEARNING GOALS/TARGETS:
Now that you have an idea of the coverage of this module, set your learning
goal in terms of what you want to attain at the end of your lessons in Consumer
Electronics Servicing. Next, specify this in terms of the following:
Goal:
____________________________________________
Targets:
a. What I want to know: _________________________
b. What I want to be able to do: ___________________
c. What I want to understand: _____________________
d. What I want to produce or understand: _____________
Start writing your own learning goals/targets on your notebook based on the
stated objectives.
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V. COMMON COMPETENCIES
A. KNOW
Lesson 1. Occupational Health and Safety (OHS)
After reading this section you will be able to do the
following:
Define occupational health and safety.

Value the importance of health and safety at work.
Occupational safety and health (OSH) is a crossdisciplinary area concerned with protecting the safety, health and welfare of people
engaged in work or employment. The goals of occupational safety and health
programs include fostering a safe and healthy work environment. OSH may also
protect co-workers, family members, employers, customers, and many others who
might be affected by the workplace environment.
Occupational safety and health are important for moral, legal, and financial
reasons. Moral obligations involve the protection of employee's lives and health.
Legal reasons for OSH practices relate to the preventive, punitive, and
compensatory effects of laws that protect worker's safety and health. OSH can also
reduce employee injury and illness related costs, including medical care, sick leave
and disability benefit costs. OSH may involve interactions among many subject
areas, including occupational medicine, occupational hygiene, public health, safety
engineering, industrial engineering, chemistry, health physics, ergonomics, and
occupational health psychology.
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WORKSHOP SAFETY RULES

In any activity involving skills, it is a standard procedure to always use the
right tool or equipment properly in a particular task. In spite of this reminder or
caution, some students abuse the use of some tools and still commit errors that may
cause accidents. Below are safety rules to be observed in the workplace.
1. Always listen carefully to the teacher and follow instructions.
2. Do not run in the workshop, you could bump into another student and cause an
accident.
3. Know where the emergency stop buttons/power switches are positioned in the
workshop. If you see an accident at the other side of the workshop you can use the
emergency stop button/power switches to turn off all electrical power to machines.
4. Always wear an apron as it will protect your clothes and hold loose clothing.
5. Wear good strong shoes.
6. When attempting practical work all stools should be put away.
7. Bags should not be brought into a workshop as people can trip over them.
8. When learning how to use a tool/machine, listen very carefully to all the
instructions given by the teacher. Ask questions, especially if you do not fully
understand the given instruction.
9. Do not use a tool/machine if you have not been shown how to operate it safely by
the teacher.
10. Always be patient, never rush in the workshop.
11. Keep hands away from moving/rotating machinery.
12. Use hand tools carefully, keeping both hands behind the cutting edge.
13. Report any damage to tools, machines & equipment as this could cause an
accident.
Suggested Activities:
For additional localized information regarding Occupational Health and Safety
please download the NATIONAL PROFILE ON OCCUPATIONAL SAFETY AND
HEALTH (PHILIPPINES) from http://www.oshc.dole.gov.ph or by using this shortcut
link: http://cloud.eacomm.com/oshc2010/UserFiles/oshc2010/file/National-OSHProfile.pdf.
The teacher may require the students to visit the following interactive sites.
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Safety Check
Safety Check is an online Occupational Health and Safety (OHS) test
designed for workers. Use this test to learn more about topics such as OHS
laws; manual handling; hazardous substances; noise; mechanical equipment;
and electricity.
Link:
http://203.147.178.216/safeworksa/EducationAndTraining/ActivitiesAndTests/
SafetyCheck/default.asp
Virtual Office
Working in the office environment may not be as safe as you think! A
test of safety knowledge designed for students and young workers, or workers
who may need reminding to be alert for hazards in the workplace.
Link:
http://www.safework.sa.gov.au/contentPages/EducationAndTraining/Activities
AndTests/VirtualOffice/vofficeframe.htm
10 Commandments of Workplace Safety
http://www.youtube.com/watch?v=08yxsNnzwnY&feature=related
Question:
What is occupational health and safety? Give its importance to a healthy working
environment.
Sample Scoring Criteria
Organization
Beginning
Developing
(1)
Unclear flow of
ideas.
(2)
Some signs of
and/or abrupt
change of
ideas.
Approaching
Proficiency
(3)
Some ideas
and sequence
may be
improved.
Proficient
(5)
Sequence and
transition of
ideas was
effective.
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Details
Inappropriate
/off-topic
Too general.
Contained
some
appropriate
details or
examples.
Convincingly
interpreted.
Sample Rating Scale:

Points earned
Equivalent Percentage
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Lesson 2. Introduction to Electricity

After reading this section you will be able to do the following:
Define electricity and identify the origin of the term.

Discuss how electricity can be observed in the world.
What is Electricity?
Electricity is a naturally occurring force that exists all around us. Humans
have been aware of this force for many centuries. Ancient man believed that
electricity was some form of magic because they did not understand it. Greek
philosophers noticed that when a piece of amber was rubbed with cloth, it would
attract pieces of straw. They recorded the first references to electrical effects, such
as static electricity and lightning, over 2,500 years ago.
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It was not until 1600 that a man named Dr. William Gilbert coined the term
electrica, a Latin word which describes the static charge that develops when certain
materials are rubbed against amber. This is probably the source of the word
electricity." Electricity and magnetism are natural forces that are very closely related
to one another.
Watch this 5 minute video about electricity for additional information and
knowledge.
http://www.youtube.com/watch?v=WbNjrKtR0BY&feature=related
Review
1. Electricity is a naturally occurring force that exists all around us.
2. Electricity comes from electrica, a Latin word which describes the static
charge that develops when certain materials are rubbed against amber.
3. Electricity gives a wide variety of well-known effects, such as lightning & static
electricity.
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Lesson 3. Basic Structure of Matter

Give a basic definition of matter.

Describe a molecule.
Differentiate an element and a compound.
All matter such as solids, liquids, and gases, is composed of atoms.

Therefore, the atom is considered to be the basic building block of matter. Moreover,
atoms are almost always grouped together with other atoms to form what is called a
molecule. Only a few gases such as helium are composed of individual atoms as the
structural unit.
Atoms are extremely small and cannot be seen by our naked eyes.
Any material that is composed of only one type of atom is called a chemical
element, a basic element, or just an element. Any material that is composed of more
than one type of atom is called a compound.
Water is a compound made from the elements hydrogen and oxygen.
Activity 1. Fill-in the Missing Word.

Directions: Supply the necessary word or group of words that will make the sentence
complete.
1. Matter is composed of _________.
2. A group of atoms is called _________.
3. A material which composed of only one kind of atom is called _______.
4. _____________ is a material composed of more than one kind of atom.
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Activity 2. Water Molecule

Directions: On an Oslo Paper draw the water molecule.
Review
1. Matter is composed of atoms.
2. A molecule is a group of atoms grouped together
3. An element is a material composed of only one kind of atom while a
compound is a material composed of more than one kind of atom.
Lesson 3. Basic Structure of an Atom

Describe the basic structure of an atom.

Explain what holds an atom together.
What is an atom composed of?

An atom is the smallest particle of any element that still retains the
characteristics of that element. However, atoms consist of even smaller particles.
Atoms consist of a nucleus that is surrounded by one or more negatively charged
particles called electrons. The nucleus is made up of positively charged particles
called protons and neutrons which are neutral. An atom is held together by forces of
attraction between the electrons and the protons. The neutrons help to hold the
protons together.
Hydrogen Atom
Niels Bohr was a Danish scientist who introduced the model of an atom in
1913. Bohr's model consists of a central nucleus surrounded by tiny particles
called electrons that are orbiting the nucleus in a cloud. In our pictures and
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exercises, the electron appears to orbit in the same path around the nucleus much
like the planets orbit the Sun. The electrons, however do not really orbit in the same
path. The electrons actually change their orbit with each revolution.
Review
1. Atoms are composed of protons, neutrons, and electrons.
2. The forces of attraction between the electrons and the protons hold an atom
together.
Activity: The Hydrogen Atom
Directions: On an Oslo Paper draw the water molecule.
Lesson 4. Electric Charge

Explain the differences between electrons and protons.

Predict what happens when protons and electrons interact with other protons
or electrons.
Electrons are the smallest and lightest of the particles in

an atom. Electrons are in constant motion as they circle
around the nucleus of that atom. Electrons are said to have
a negative charge, which means that they seem to be
surrounded by an electrostatic field.
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Protons are much larger and heavier than electrons.

Protons have a positive electrical charge. This positively
charged electrostatic field is exactly the same strength as
the electrostatic field in an electron, but it is opposite in
polarity. Notice that the negative electron (pictured at the
top left) and the positive proton (pictured at the right)
have the same number of force field lines in each of the
diagrams.
Like charges repel, unlike charges attract
Two electrons will tend to repel each other because both have negative
electrical charge. Two protons will also tend to repel each other because they both
have positive charge. On the other hand, electrons and protons will be attracted to
each other because they have unlike charges.
Repel
Repel
Attract
Another important fact about the electrical charges of protons and electrons
is that the farther away they are from each other, the less force their electric fields
have on each other. Similarly, the closer they are to each other, the more force they
will experience from each other due to this invisible force field called an electric field.
Activity: Repel or Attract
Direction: Based on your observation, write whether the following magnet instances
repel or attract each other.
INSTANCES
________1.
________2.
________3.
________4.
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Review
1. Electrons have a negative electrostatic charge and protons have a positive
electrostatic charge.
2. A good way to remember what charge protons have is to remember
both proton and positive charge start with P.
3. Like charges repel, unlike charges attract, similar with magnets.
Lesson 5. The Valence Shell

Define valence shell.

Explain what free electrons are and why they are important.
What is the valence shell?

Notice that in the copper atom pictured below that the outside shell has only
one electron. This represents that the copper atom has one electron that is near the
outer portion of the atom. The outer shell of any atom is called the valence shell.
When the valence electron in any atom gains sufficient energy from some outside
force, it can break away from the parent atom and become what is called a free
electron.
Pictured here is an atom of copper, which is much more complex than either
an atom of hydrogen or helium.
Atoms with few electrons in their valence shell tend to have more free
electrons since these valence electrons are more loosely bound to the nucleus. In
some materials like copper, the electrons are so loosely held by the atom and so
close to the neighboring atoms that it is difficult to determine which electron belong
to which atom. Under these conditions, the valence or free electrons tend to drift
randomly from one atom to its neighboring atoms. Under normal conditions the
movement of the electrons is truly random, meaning they are moving in all directions
by the same amount. However, if some outside force acts upon the material, this
flow of electrons can be directed through materials and this flow is called electrical
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current. Materials that have free electrons and allow electrical current to flow easily
are called conductors. The top three best conductors of electricity are Silver,
Copper and Gold. Many materials do not have any free electrons. Because of this
fact, they do not tend to share their electrons very easily and do not make good
conductors of electrical currents. These materials are called insulators, examples
are rubber, plastic and glass.
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Crossword Puzzle
Direction: Complete the crossword by filling in a word that fits each clue.
Clues
Review
1. The valence shell is the outer shell of the atom.
2. Some materials have a free electron in their valence shell and this electron
can easily move from atom to atom.
3. The free electrons are responsible for electrical current.
4. Conductors are materials that allow the electrical current to flow easily.
5. Insulators are materials that do not allow the electrical current to flow easily.
Lesson 6. Electrical Current

Define amperes.
Identify the instrument that is used to measure amperage.
Electricity refers to the energy produced (usually to perform work) when

electrons are caused to flow directionally from atom to atom. This movement of
electrons between atoms is called electrical current.
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Electricity can be very dangerous. It is important to know

how it behave in order to work with it safely. The flow of
electrons is measured in units called amperes.
An ammeter is an instrument used to indicate how many amps of current are

flowing in an electrical circuit.
Open Circuit
Closed Circuit
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Review
1. Amperage is a term used to describe the number of electrons moving past a
fixed point in a conductor in one second.
2. Current is measured in units called amperes or amps
3. An Ammeter is used to measure amperage.
Lesson 7. Voltage
Define electromotive force (EMF) and explain how it is measured.

Explain why EMF is important to the flow of electrical current.
List several examples of sources of electromotive force.
The force that causes the electrons to move in an electrical circuit is called
electromotive force (EMF). This force is called electromotive force, or EMF.
Sometimes it is convenient to think of EMF as electrical pressure. In other words, it is
the force that makes electrons move in a certain direction within a conductor.
But how do we create this electrical pressure to generate electron flow?
There are many sources of EMF. Some of the more common ones are batteries,
generators, and photovoltaic cells, just to name a few.
Batteries are constructed so there are too many electrons in one material and
not enough in another material. The electrons balance the electrostatic charge by
moving from the material with the excess electrons to the material with the shortage
of electrons. If these two unbalanced materials within the battery are connected
together with a conductor, electrical current will flow as the electron moves from the
negatively charged area to the positively charged area. When you use a battery, you
are allowing electrons to flow from one end of the battery through a conductor and
something like a light bulb to the other end of the battery. The battery will work until
there is a balance of electrons at both ends of the battery.
Caution: you should never connect a conductor to the
two ends of a battery without making the electrons pass
through something like a light bulb which slows the flow of
currents. If the electrons are allowed to flow too fast the
conductor will become very hot which may cause damage to
the battery.
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To understand how voltage and amperage are related, it is sometimes useful

to make an analogy with water. Look at the picture here of water flowing in a garden
hose. Think of electricity flowing in a wire in the same way as the water flowing
through the hose. The voltage causing the electrical current to flow in the wire can be
considered the water pressure at the faucet, which causes the water to flow. If we
were to increase the pressure at the hydrant, more water would flow in the hose.
Similarly, if we increase electrical pressure or voltage, more electrons would flow in
the wire.
Without EMF, there will be no current. Also, we could say that the free
electrons of the atoms move in random directions unless they are pushed or pulled
in one direction by an outside force, which we call electromotive force, or EMF.
Review
1. Electromotive force causes the electrons to move in a particular direction.
2. EMF is measured in units called volts.
3. Some sources of EMF are batteries, generators and photovoltaic cell.
Lesson 8 Resistance
Define resistance.
Identify the unit of measurement of resistance.
Discuss the similarities between resistance in a wire and the resistance in a
water hose.
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Resistance is a term that describes the forces that oppose the flow of electron
current in a conductor. This is measured in units called ohms. All materials naturally
contain some resistance to the flow of electron current.
If we use our water analogy to help picture resistance, think of a hose that is
partially plugged with sand. The sand will slow the flow of water in the hose. We can
say that the plugged hose has more resistance to water flow than does an
unplugged hose. The same is true with electricity. Materials with low resistance let
electricity flow easily. Materials with higher resistance require more voltage (EMF) to
make the electricity flow.
Is resistance good or bad?
Resistance can be both good and bad. If we are trying to transmit electricity
from one place to another through a conductor, resistance is undesirable in the
conductor. Resistance causes some electrical energy to get lost along the way.
However, it is resistance that allows us to use electricity for heat and light. The heat
that is generated from electric heaters or the light that we get from light bulbs is due
to resistance. In a light bulb, the electricity flowing through the filament, or the tiny
wires inside the bulb, causes them to glow white hot.
An important point to mention here is that the resistance is higher in smaller

wires. Therefore, if the voltage or EMF is high, too much current will flow through
small wires which will make them hot. In some cases, they could be hot enough to
cause a fire or even explode. Therefore, it is sometimes useful to add components
called resistors into an electrical circuit to restrict the flow of electricity and protect
the components in the circuit.
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Review
1. Resistance is the opposition to electrical current.
2. Resistance is measured in units called ohms.
3. Resistance is sometimes desirable and sometimes undesirable.
Fill in the blanks. Write the word or group of words that will make the sentence true
and complete.
1. A naturally occurring force that exists all around us is called _________.
2. Greek philosophers noticed that when a piece of amber was rubbed with
cloth, it would __________ pieces of straw.
3. Latin word which describes the static charge that develops when certain
materials are rubbed against amber is called ___________.
4. The natural forces that are very closely related to one another is electricity
and ________.
5. Anything that has mass, weight and occupies space is called______.
6. A group of atoms bunched together is called ________.
7. A material composed of only one kind of atom is called _______.
8. A material composed of more than one kind of atom is called ________.
9. Composed of protons, neutrons, and electrons and is called ____.
10. The forces of ________ between the electrons and the protons hold an atom
together.
11. Protons have a ________ electrostatic charge.
12. Like charges repel, unlike charges _________
13. The outer shell of the atom is called________.
14. The electron that can easily move from atom to atom is called_______.
15. The free electrons are responsible for _________.
16. A term used to describe the number of electrons moving past a fixed point in a
conductor in one second is called________.
17. The actual flow of electrons is called _______.
18. This causes the electrons to flow and is called ______.
19. The opposition to electrical current is called _________.
20. Resistance is measured in units called _________.
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B. PROCESS
Lesson 1. OHMS Law The relationship of Voltage, Current, and Resistance

After reading this section you will be able to:
1. Explain the relationship of voltage, current and resistance.
2. Identify the different units of measurement and their corresponding symbols.
3. Compute for voltage, current and resistance.
The continuous movement of free electrons through the conductors of a circuit
is called a current, and it is often referred to in terms of "flow," just like the flow of a
liquid through a hollow pipe.
The force motivating electrons to "flow" in a circuit is called voltage.
Free electrons tend to move through conductors with some degree of friction,
or opposition to motion. This opposition to motion is properly called resistance.
The amount of current in a circuit depends on the amount of voltage available
to motivate the electrons, and also the amount of resistance in the circuit to oppose
electron flow. Just like voltage, resistance is a quantity relative between two points.
For this reason, the quantities of voltage and resistance are often stated as being
"between" or "across" two points in a circuit.
Here are the standard units of measurement for electrical current, voltage,
and resistance:
The "symbol" given for each quantity is the standard alphabetical letter used
to represent that quantity in an algebraic equation. The "unit abbreviation" for each
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quantity represents the alphabetical symbol used as a shorthand notation for its
particular unit of measurement. And, yes, that strange-looking "horseshoe" symbol is
the capital Greek letter . Each unit of measurement is named after a famous
expert in electricity: The amp after the Frenchman Andre M. Ampere, the volt after
the Italian Alessandro Volta, and the ohm after the German Georg Simon Ohm.
The mathematical symbol for each quantity is meaningful. "R" stands for
resistance; V" is for voltage while "I" is thought to have been meant to represent
"Intensity" (of electron flow), and the other symbol for voltage, "E," stands for
"Electromotive force."
In this algebraic expression, voltage (E) is equal to current (I) multiplied by

resistance (R). Using algebra techniques, we can manipulate this equation into two
variations, solving for I and for R, respectively:
Let's see how these equations might work to help us analyze simple circuits:
In the above circuit, there is only one source of voltage (the battery, on the
left) and only one source of resistance to current (the lamp, on the right). This makes
it very easy to apply Ohm's Law. If we know the values of any two of the three
quantities (voltage, current, and resistance) in this circuit, we can use Ohm's Law to
determine the third.
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In this first example, we will calculate the amount of current (I)

in a circuit, given values of voltage (E) and resistance (R):
What is the amount of current (I) in this circuit?
In this second example, we will calculate the amount of resistance (R) in a

circuit, given values of voltage (E) and current (I):
What is the amount of resistance (R) offered by the lamp?
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In the last example, we will calculate the amount of voltage supplied by a

battery, given values of current (I) and resistance (R):
What is the amount of voltage provided by the battery?
Ohm's Law is a very simple and useful tool for analyzing electric circuits. It is
used so often in the study of electricity and electronics that it needs to be committed
to memory by students. For those who are not yet comfortable with algebra, there's a
trick to remembering how to solve for any one quantity, given the other two. First,
arrange the letters E, I, and R in a triangle like this:
If you know E and I, and wish to determine R, just eliminate R from the picture
and see what's left:
If you know E and R, and wish to determine I, eliminate I and see what's left:
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Lastly, if you know I and R, and wish to determine E, eliminate E and see
what's left:
Eventually, you'll have to be familiar with algebra to seriously study electricity

and electronics, but this tip can make your first calculations a little easier to
remember. If you are comfortable with algebra, all you need to do is commit E=IR to
memory and derive the other two formulae from that when you need them!
REVIEW:
Voltage is measured in volts, symbolized by the letters "E" or "V".
Current is measured in amps, symbolized by the letter "I".
Resistance measured in ohms, symbolized by the letter "R".
Ohm's Law: E = IR ; I = E/R ; R = E/I
ACTIVITY
Ohms Law
Directions: Using the Ohms Law, compute for the missing value:
1.
I=2A
E=36V
R=?
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2.
I=2A
R=6
E=
I=?
3.
E=25V
R=5
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Lesson 2. Complete Circuit

Explain how a circuit is formed.

Identify the sources of electricity.
The electric circuit can be defined as a complete path where electricity flows
from a source to the load and back again to the source.
Parts of Electric Circuit:
Source The Source is where the electricity comes from. It is sometimes

called as source of emf, refers to a generator, a battery of cell or a
transmission power line. It is here where the current or electricity starts to flow. The
function of the source is to establish difference from a high (+) to low (-) potential
point. The potential difference makes the current to flow.
Batteries
Page 29
Power Plant
Path The Path is all the parts of the circuit where the current
or electricity flows. It is the pathway of flowing electricity. The Path is made up of
conducting materials or conductor. These are materials that conduct electricity and
allow electricity to pass through.
Electrical Wires
Page 30
Printed Circuit Board (PCB)
Load
Load
are
devices
that
consumes electricity on
its
operation. Examples are light bulbs, television set, electric fan, radios and many
others. They are also called current consuming devices.
Light Bulb
Television
Page 31
Switch The means of control allows us to control the entire circuit operation.
It enables us to regulate electricity. Means of control has the capability to connect or
disconnect the flow of electricity from the source to the load. It usually comes in
different forms, maybe a slide switch, push button switch, circuits breakers and
others. The means of control functions in two ways; on or off.
Switches
When we connect various components together with wires, we create an

electric circuit. The electrons must have a voltage source to create their movement
and, of course, they need a path in which to travel. This path must be complete from
the EMF source, through the other components and then back to the EMF source.
The voltage for any electric circuit can come from many different sources.
Some common examples are batteries, power plants, fuel cells.
Power Plant
Flash
Light
Battery
Car Battery
Fuel Cell
Page 32
When we plug an appliance into a wall outlet, voltage and current are
available to us. That voltage is actually created in a power plant somewhere else and
then delivered to your house by the power wires that are on poles or buried
underground.
As a matter of fact, since no current can flow unless there is a voltage source,
we also refer to these sources as current sources.
In addition to the voltage source, we need to have wires and other
components to build an electric circuit. Remember that copper wires are conductors
since they can easily conduct the flow of electrons.
We may also use resistors or other forms of loads to form a

complete circuit. If we do not include resistors in our circuit,
there may be too much current flowing to and from our voltage
source and we could damage the voltage source.
Page 33
Complete Circuit
Directions: Draw a complete circuit.
Sample illustration.
Review
1. Source, Path, Load and Switch connected together form a circuit.
2. Power plants, photovoltaic cells and batteries are some examples of voltage
source
Lesson 3: Types of Circuits

1. Identify the different types of circuits.
There are three types of electric circuits series, parallel and combination.
Series Circuit
We've already come across series circuits. In this type of circuit, the
components are arranged end to end and so the electric current flows through the
Page 34
first component, then through the next component and so on, until it reaches the
battery again.
Here's a series circuit to remind you.
If there's a gap in a series circuit or maybe one of the components has

broken, the current can't flow and so, the whole circuit turns off.
Parallel Circuit
In parallel circuits, the components don't have to be end to end because the
circuit can have branches.
In a parallel circuit, the current splits as it reaches a branch so the current

flows around both branches.
If there's a gap or broken component in one of the branches of a parallel
circuit, the component(s) in other branches will carry on working.
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Series-Parallel Circuit
Also as combination circuit, many real life circuits are combination circuits.
See the sample figure used in Parallel Circuits. If we put a switch in each of the
branches of a parallel circuit, we can control each component separately.
This is how our homes are wired.

Review
There are three types of circuit, series circuit, parallel circuit and combination
circuit.
Lesson 4: Circuit Diagrams

Explain what circuit diagrams are for.

Identify what the symbols in the circuit diagrams stand for.
Circuit diagrams are a visual way of showing circuits. A circuit

diagram (also known as an electrical diagram, elementary diagram, or electronic
schematic diagram) is a simplified conventional graphical representation of
an electrical circuit. A pictorial circuit diagram uses simple images of components,
while a schematic diagram shows the components of the circuit as symbols; both
types show the connections between the devices. A Block diagram is a diagram of
a system, in which the principal parts or functions are represented by blocks
connected by lines that show the relationships of the blocks (Details of block diagram
will not be covered by this module).
Page 36
Electricians and engineers draw circuit diagrams to help them design the
actual circuits. Here is an example circuit diagram
.
The important thing to note on this diagram is what everything stands for. You
see that there are straight lines that connect each of the symbols together. Those
lines represent a wire.
This is the Ammeter symbol.
This is the Voltmeter symbol.

This is the resistor symbol.
This is the switch symbol.
This is the battery symbol.

The important thing to remember about this symbol is that the long bar on top
represents the positive terminal on a battery while the short bar on the bottom
represents the negative terminal.
Page 37
Below is the actual circuit made from the circuit diagram above. Pay close
attention to see how similar the diagram and how the real circuit looks.
---------
However, before you do, there are more symbols you will need to learn.
Other Electrical Symbols & Electronic Symbols
Symbol
Component name
Meaning/Function
Wire Symbols
Electrical Wire
Conductor of electrical current
Page 38
Connected Wires
Connected crossing
Not Connected Wires Wires are not connected
Switch Symbols and Relay Symbols

SPST Toggle Switch
Disconnects current when open
SPDT Toggle Switch
Selects between two

connections
Pushbutton Switch
(N.O)
Momentary switch - normally

open
Pushbutton Switch
(N.C)
Momentary switch - normally

closed
Ground Symbols
Earth Ground
Used for zero potential reference

and electrical shock protection.
Chassis Ground
Connected to the chassis of the

circuit
Digital / Common
Ground
Resistor Symbols
Resistor (IEEE)
Resistor reduces the current

flow.
Potentiometer (IEEE)
Adjustable resistor - has 3

terminals.
Variable Resistor /
Rheostat(IEEE)
Adjustable resistor - has 2

terminals.
Page 39
Capacitor Symbols
Capacitor
Capacitor
Capacitor is used to store

electric charge. It acts as short
circuit with AC and open circuit
with DC.
Polarized Capacitor
Electrolytic capacitor
Polarized Capacitor
Electrolytic capacitor
Variable Capacitor
Adjustable capacitance
Inductor / Coil Symbols

Inductor
Coil / solenoid that generates

magnetic field
Iron Core Inductor
Includes iron
Variable Inductor
Power Supply Symbols

Voltage Source
Generates constant voltage
AC Voltage Source
AC voltage source
Generator
Electrical voltage is generated by

mechanical rotation of the
generator
Battery Cell
Page 40
Battery
Meter Symbols
Voltmeter
Measures voltage. Has very high

resistance. Connected in
parallel.
Ammeter
Measures electric current. Has

near zero resistance. Connected
serially.
Ohmmeter
Measures resistance
Wattmeter
Measures electric power
Lamp / Light Bulb Symbols

Lamp / light bulb
Lamp / light bulb
Generates light when current

flows through
Lamp / light bulb
Diode / LED Symbols

Diode
Diode allows current flow in one

direction only (left to right).
Zener Diode
Allows current flow in one

direction, but also can flow in the
reverse direction when above
breakdown voltage
Light Emitting Diode

(LED)
LED emits light when current

flows through
Page 41
Photodiode
Photodiode allows current flow

when exposed to light
Transistor Symbols
NPN Bipolar
Transistor
Allows current flow when high

potential at base (middle)
PNP Bipolar
Transistor
Allows current flow when low

potential at base (middle)
Miscellaneous Symbols
Motor
Electric motor
Transformer
Changes AC voltage from high

to low or low to high.
Electric bell
Rings when activated
Buzzer
Produces buzzing sound
Fuse
The fuse disconnects when

current is above the threshold.
Used to protect circuit from high
currents.
Fuse
Loudspeaker
Converts electrical signal to

sound waves
Microphone
Converts sound waves to

electrical signal
Antenna Symbols
Antenna / aerial
Transmits & receives radio

waves
Page 42
Antenna / aerial
Dipole Antenna
Two wires simple antenna
Common Electronics Symbol

On an Oslo Paper, draw the following electronic components with their
corresponding symbols and give the meaning/function of each.
NAME
SCHEMATIC
SYMBOL
MEANING/FUNCTION
Wire Symbols
Electrical Wire
Connected Wires
Not Connected
Wires
Switch
SPST Toggle Switch
SPDT Toggle Switch
Pushbutton Switch
(N.O)
Pushbutton Switch
(N.C.)
Ground Symbols
Earth Ground
Chassis Ground
Digital Common
Resistors
Fixed Resistor
Variable Resistor
Capacitors
Capacitor (Fixed)
Polarized Capacitor
Variable Capacitor
Inductor/Coils
Inductor
Iron Core Inductor
Variable Inductor
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Power Supply
Voltage Source
AC Voltage Source
Battery Cell
Battery
Meter
Voltmeter
Ammeter
Ohmmeter
Lamp/Lights
Lamp/Light Bulb
Diodes
Diode
Zener Diode
Light Emitting Diode
Photodiode
Transistors
NPN
PNP
Miscellaneous
Fuse
Buzzer
Loudspeaker
Microphone
Lesson 5: Resistor
1. Define resistor.
2. Identify types of resistor.
Resistors ( R ), are the most fundamental and commonly used of all the
electronic components. There are many different types of resistors available, from
very small surface mount chip resistors up to large wirewound power resistors. The
principal job of a resistor within an electrical or electronic circuit is to "resist"
or to impede the flow of electrons.
Page 44
A Typical Fixed Type Resistor

Resistors are "Passive Devices", that is, they contain no source of power or
amplification but only attenuate or reduce the voltage signal passing through them.
This attenuation results in electrical energy being lost in the form of heat as the
resistor resists the flow of electrons through it.
Most resistors produce a voltage drop across themselves when electrical
current flows through them because of Ohm's Law and different values of resistance
produce different values of current or voltage. Resistance is the opposition to the
flow of current. This can be very useful in electronic circuits by controlling or
reducing either the current flow or voltage produced across them.
In all Electrical and Electronic circuit diagrams and schematics, the most
commonly used symbol for a fixed value resistor is that of a "zig-zag" type line with
the value of its resistance given in Ohms, . Resistors have fixed resistance values
from less than one ohm, ( <1 ) to well over tens of millions of ohms, ( >10M ) in
value. Fixed resistors have only one single value of resistance, for
example 100'sbut variable resistors (potentiometers) can provide an infinite
number of resistance values between zero and their maximum value.
Standard Fixed Type Resistor Symbols
The symbol used in schematic and electrical drawings for a Resistor can
either be a "zig-zag" type line or a rectangular box.
All modern fixed value resistors can be classified into four broad groups;
Carbon Composition Resistor - Made of carbon dust or graphite paste, low
wattage values
Film or Cermet Resistor - Made from conductive metal oxide paste, very
low wattage values
Wire-wound Resistor - Metallic bodies for heatsink mounting, very high
wattage ratings
Composition Type Resistors

Carbon Resistors are the most common type of Composition Resistors.
Carbon resistors are a cheap general purpose resistor used in electrical and
electronic circuits. Their resistive element is manufactured from a mixture of finely
ground carbon dust or graphite (similar to pencil lead) and a non-conducting ceramic
(clay) powder to bind it all together.
Page 45
Carbon Resistor
The Carbon Composite Resistor is a low to medium type power resistor.

Power rating is from 0.25 or 1/4 of a Watt up to 5 Watts.
Carbon composite resistors are very cheap to make and are therefore
commonly used in electrical circuits. However, due to their manufacturing process
carbon type resistors have very large tolerances so for more precision and high
value resistances, film type resistors are used instead.
Film Type Resistors

The generic term "Film Resistor" consist of Metal Film, Carbon
Film and Metal Oxide Film resistor types, which are generally made by depositing
pure metals, such as nickel, or an oxide film, such as tin-oxide, onto an insulating
ceramic rod or substrate.
Film Resistor
Film type resistors also achieve a much higher maximum ohmic value
compared to other types and values in excess of 10M (10 Million s) are
available.
Page 46
Metal Film Resistors have much better temperature stability than their
carbon equivalents, lower noise and are generally better for high frequency or radio
frequency applications. Metal Oxide Resistors have better high surge current
capability with a much higher temperature rating than the equivalent metal film
resistors.
Metal Film Resistors are prefixed with a "MFR" notation (eg MFR100k) and
a CF for Carbon Film types. Metal film resistors power rating is 0.05 (1/20th) of a
Watt up to 1/2 Watt. Generally speaking Film resistors are precision low power
components.
Wirewound Type Resistors
Another type of resistor, called a Wirewound Resistor, is made by winding a
thin metal alloy wire (Nichrome) or similar wire onto an insulating ceramic former in
the form of a spiral helix similar to the film resistor above. These types of resistors
are generally only available in very low ohmic high precision values
(from 0.01 to 100k) due to the gauge of the wire and number of turns possible on
the former making them ideal for use in measuring circuits and Whetstone bridge
type applications.
They are also able to handle much higher electrical currents than other
resistors of the same ohmic value with power ratings in excess of 300 Watts. These
high power resistors are moulded or pressed into an aluminum heat sink body with
fins attached to increase their overall surface area to promote heat loss and cooling.
These types of resistors are called "Chassis Mounted Resistors". They are designed
to be physically mounted onto heatsinks or metal plates to further dissipate the
generated heat increasing their current carrying capabilities even further.
Page 47
Wirewound Resistor
Wirewound resistor types are prefixed with a "WH" or "W" notation

(eg WH10) and are available in the WH aluminium cladded package with power
ratings from 1W to 300W or more.
Variable Resistor
Variable resistors or potentiometers are used in many areas of electronics.

They are used for volume and gain controls as well as a variety of other applications.
Preset variable resistors or potentiometers are also used in circuits that need a small
adjustment to be made to set the circuit up after manufacture.
Page 48
For convenience variable resistors are made by having a fixed resistor with a
variable tapping point. As a result of this arrangement these devices are often called
potentiometers or "pots" for short. Here the potentiometer consisted of a length of
resistance wire with a tapping point that could be moved along the wire - the same
configuration as that used in these variable resistors.
As shown in the diagram below, a variable resistor consists of a track which
provides the resistance path. Two terminals of the device are connected to both the
ends of the track. The third terminal is connected to a wiper that decides the motion
of the track. The motion of the wiper through the track helps in increasing and
decreasing the resistance.
The track is usually made of a mixture of ceramic and metal or can be made
of carbon as well. As a resistive material is needed, carbon film type variable
resistors are mostly used. They find applications in radio receiver circuits, audio
amplifier circuits and TV receivers.
A track made in a straight path is called a slider. As the position of a slider
cannot be seen or confirmed according to the adjustment of resistance, a stopping
mechanism is usually included to prevent the hazards caused due to over rotation.
There are two major types:
1. Rotary: The most common form of variable resistor or potentiometer is a
rotary version. This version of potentiometer uses a rotary motion to move the
slider around a track that compromises most of a circle, with contacts at either
end of the track in the area where part of the circle is missing. This form is
widely used with knobs on a spindle for the actual control, and they are found
in many applications from providing adjustments on test equipment through to
being used for volume controls on domestic radios.
Page 49
2. Slider: Slider controls are those variable resistors that slide in a linear
fashion, i.e. in a straight line. These controls take up more front panel space,
but are much easier to use under some circumstances. For example they are
widely used for audio mixers and lighting desks. The advantage of sliders is
that it is easier to control them quite precisely and compare the relative
positions of a number of sliders. It is also possible to control a number of
sliders together.
Review
1. A Resistor is an electronic component used to resist the flow of electrons.
2. There are many types of resistors, for fixed type; Carbon Composition, Film or
Cermet, and Wirewound. The variable types are rotary and slider.
Page 50
Lesson 6: Other Electronic Components

1. Identify other electronic components and explain their basic function.
Capacitor
A device that consists essentially of two conducting surfaces separated by a
dielectric material like air, paper, mica, ceramic, glass, or Mylar. It makes it possible
to store electric energy. Electrons are detained within a capacitor. This, in effect, is
stored electricity. The component is designed intentionally to have a definite amount
of capacitance. This capacitance is a property that exists whenever insulating
material permits the storage of electricity. It is measured in Farad (F) micro Farad
(F), nano Farad (nF), and picoFarad (pF).
Characteristics of Capacitor:
1. It can store electric charge even though the voltage source is already
disconnected.
2.It can discharge electrical voltages.
Fixed type capacitor
Electrolytic
Tantalum
Mica
Page 51
Symbols of Capacitor
Diode
A diode is a two-terminal electronic component with asymmetric transfer
characteristic, with low (ideally zero) resistance to current flow in one direction, and
high (ideally infinite) resistance in the other. It is a semiconductor device.
The most common function of a diode is to allow an electric current to pass in

one direction (called the diode's forward direction), while blocking current in the
opposite direction (the reverse direction). Thus, the diode can be viewed as an
electronic version of a check valve. This unidirectional behavior is called rectification,
and is used to convert alternating current to direct current, these diodes are forms
of rectifiers.
Transistor
A semiconductor device used to amplify and switch electronic signals and
electrical power. It is composed of semiconductor material with at least three
terminals for connection to an external circuit.
Page 52
Integrated Circuit (IC)

An integrated circuit, or IC, is small chip that can function as an amplifier,
oscillator, timer, microprocessor, or even computer memory. An IC is a small wafer,
usually made of silicon, that can hold anywhere from hundreds to millions of
transistors, resistors, and capacitors. These extremely small electronics can perform
calculations and store data.
Review
Capacitor is an electronic component used to charge and discharge electric
energy. Diode is an electronic component used to allow the current to pass in one
direction only. Transistor is used mainly for switching amplification purposes.
Integrated Circuits or ICs can function as an amplifier, oscillator, timer,
microprocessor or memory; and can hold hundreds to millions of transistors,
resistors and capacitors.
Page 53
LESSON 7. BASIC HAND TOOLS & EQUIPMENT

After reading this section you will be able to:
1. Identify some basic tools and equipment and explain their uses.
2. Value the proper maintenance of hand tools and equipment.
Sic t
Assembling an electronic project and making it work is a good start in helping

one to learn troubleshooting methods as well as becoming familiar with your tools,
test equipments, electronic schematics and component color codes.
It's hard to produce a good project/product or service unless proper electronic
tools and knowledge of using them and observing safety precautions are adequate.
Some of the basic tools & equipment that should prove useful are listed below.
Electric Drill and Drill Bits
Electric drill and drill bits in the range of 1/8 inch to 1/2 inch will come in handy
when you need to drill holes on the printed circuit board (PCB) that has been etched.
Drilling of plastic or metal enclosure that houses the printed circuit board are
sometimes necessary.
Page 54
Electric Drill
A suitable PCB Mini Hand Drill can be easily obtained from any electronic
shop.
Soldering Iron
In large and heavy metal work, welding is used in joining metals permanently.
In electronics work, soldering is used to join pigtails of components, transistor leads,
and IC pins among others. Soldering is the process of heating materials, and joints
to be soldered and applying solder on the heated joints to ensure permanent
connection.
Page 55
Soldering Iron
A 30 Watt to 40 Watt soldering iron with tips of 1/8 inch to 1/2 inch can be
used for soldering of through hole components. Soldering of surface mount
components may require smaller tips depending on the sizes of the components.
Soldering iron normally will last a long time if it is taken care of properly by keeping
the tips clean and well tinned.
Basic Soldering Guide
Page 56
What Is Soldering?
Soldering is a process in which two or more metal items are joined together
by melting and flowing a filler metal (solder) into the joint, the filler metal having a
lower melting point than the workpiece. Soldering differs from welding in that
soldering does not involve melting the work pieces. In soldering, the filler metal melts
at a higher temperature, but the workpiece metal does not melt.
Formerly nearly all solders contained lead, but environmental concerns have
increasingly dictated use of lead-free alloys for electronics and plumbing purposes.
Page 57
Solder is a thin tube, usually rolled in spools, made of various metal alloys. Its
job is to hold the individual components together. The individual components and
their quantities can vary, but for computer electronics, youre usually looking at a
60% tin and 40% lead. Lead-free solder is also available, though it has higher
melting temperatures and less wettability, meaning you may need a better
soldering iron to use it and removing it can be more tedious.
It is better to use lead free solder because it functions well

and is environmentally friendly.
A solders tube is filled with flux, a substance that gets rid of oxidation and
helps clean the surfaces involved in the fusing process. For electronic use, we want
rosin-core/rosin-flux solder. Acid-flux is used in plumbing and the acid can damage
the sensitive components on PCBs.
Page 58
Wire Stripper
Wire stripper is used to strip off wire insulator from its conductor before it is
used to connect to another wire or soldered into the printed circuit board. Some wire
stripper or wire cutter has a measurement engraved on it to indicate the length that
can be stripped.
Long nose Pliers
A pair of 4-inch long nose pliers will come in handy when you need to hold
components that have short leads that need to be soldered onto the PCB but will be
too hot to handle with bare hands. It will also be useful to hold the component that
needs
to
be
de-soldered
from
the
board.
Page 59
Side-Cutting Pliers
A pair of 4-inch side cutting pliers will come in handy when one needs to trim
off excess component leads on the printed circuit board. It can also be used to cut
wires
into
shorter
length
before
being
used.
Tweezers
Small tweezers are used to hold much smaller components especially when
doing soldering and de-soldering of surface mount components.
Page 60
Allen Wrench set
Allen wrench set is sometimes used to unscrew or screw Allen type of

screws.
Philips Screwdrivers
Various sizes of Philips head screwdrivers will be handy as a lot of electronics

projects that use screws are Philips Head type.
Page 61
Flat Head Screwdrivers
Flat head screwdrivers of various sizes are also necessary as many screws
commonly used are of this type.
Hammer
A small, light hammer will be useful when assembling projects that involve
casing.
Page 62
Socket wrench sets
A socket wrench set includes nut drivers, hex drivers, and starters in assorted
sizes that will come in handy during the assembly work of electronics project.
Page 63
Blade Cutter
A Blade Cutter will be useful when one need to cut PCB, wires or remove
some copper from the printed circuit board.
Equipment
Aside from hand tools, certain equipment are also needed for more accurate
and quality output. Three of the commonly used equipment are presented here for
you to be familiar with their uses and the proper way of maintaining them.
a. Oscilloscope. An oscilloscope (commonly abbreviated CRO, for
cathode ray oscilloscope, or simply scope) is a piece of electronic test
equipment that allows signal voltage to be viewed.
Page 64
b. Signal generator. A device which produces simple waveforms.
Such devices contain an electronic oscillator, a circuit that is

capable of creating a repetitive waveform. These are typically used in
simple electronics repair and design where they are used to stimulate a
circuit under test
.
Oscilloscope and signal generator should be given regular

check-up for at least once a week by connecting them in the power
line. This will prevent their components from having moisture that might
cause trouble in their circuits.
c. Volt-OHM-Milliammeter (VOM). A handheld device that combines

three functions: as a voltmeter that measures both ac and dc voltages:
an ohmmeter that measures resistance: and milliammeter that
measures small amount of dc current. It is called Multitester (Multitester) or Multimeter (Multi-tester). It can measure to a very high
degree of accuracy. They can be used to troubleshoot electrical
problems in a wide array of industrial and household devices such
as electronic equipment, motor controls, domestic appliances, power
supplies, and wiring systems. As safety precautions in the maintenance
of this instrument, the following should be observed:
Page 65
General Rule for Analog:
Always rest the function switch at 250Vac

if an off position is not available in the
instrument.
For current and voltage measurement,

always set the function switch in the
correct setting which is a little higher than
the expected current or voltage present in
the circuit.
Optimise the range for the best reading. If possible adjust it so that
the maximum deflection of the meter can be gained. In this way the
most accurate reading will be gained.
When making measurements, Keep your fingers behind the finger

guards on the test probes.
Place the instrument in a cool dry place, away from any magnetic
devices, and free from vibrations.
Page 66
Hand Tools Classification

There are four different types of hand tools according to their uses:
Cutting Tools:These are used to cut a physical object into pieces. For
example: side cutting pliers and blade cutters.
Gripping Tools: These tools are used for gripping objects by using leverage.
For example: long nose pliers and twizzers.
Striking Tools: The striking tools are the most widely used tools. Chiseling,
punching and riveting can be done properly using striking tools. Hand-held striking
tools have been used in a variety of disciplines as leverage devices providing a
striking force to complete endless variety of tasks. For example: hammers &
chisels
Driving Tools: These are designed in such a way that insertion, tightening,
loosening, removing screws, bolts, nails or other pointed objects or hard-to-turn
items are done by applying torque. For example: screwdrivers, nut drivers and
wrenches.
Struck or Hammered Tools: These tools are used for forcing a bolt, pin, or
rivet in or out of a hole. For example: punches, nail sets, chisels
.
Maintenance Tips of Electronic Tools

Good quality tools can last a lifetime if they are taken care of properly. Ensure
that the tools are used only for their intended purposes, keep them lubricated with a
light film of oil to inhibit rust, keep the tools clean and sharp, keep the soldering tips
clean and well tinned and ensure that proper use of the tools are always adhered to
by following the instructions in the proper use of tools.
Common Faults in Using Hand Tools
Pliers:
Do not increase the handle length of the

pliers to more leverage. Use a larger pair of
pliers or bolt cutters if necessary.
Do not substitute pliers for a wrench when

turning bolts and nuts. Pliers cannot grip
these items properly and might cause a slip and cause an accident.
Page 67
Never use pliers as a hammer on the handle. Such abuse is likely

to result in cracks or breaks.
Cut hardened wire only with pliers designed for that purpose.
Always cut the wire in right angle. Never rock from side to side or
bend wire back and forth against the cutting edges.
Screwdrivers:
Never use screw drivers as a pry bar, chisel, and punch stirrer or
scraper.
Never use screwdrivers with broken or worn-out handles.

Screwdrivers of these kinds should have tags to indicate that it is
defective.
Never use pliers on a screwdriver for extra leverage. Only use

wrench or screwdrivers specially designed for the purpose.
Utility Knives/ Blades:
Do not use dull blades because they require more force, thus, they
are more likely to slip. Replace the blades when they start to tear
instead of cut.
Never leave a knife unattended with the blade exposed.
Dont bend or apply side loads to blades by using them to open

cans or loosen tight cover of containers. Blades are brittle and can
snap easily.
Page 68
Inventory of Tools
1. Take hold of the tools found in your shop/house and acquaint yourself with
their parts. Try to identify the name and the use of each while being extra
careful not to damage the tools nor hurt yourself.
2. Categorize some available tools in your shop according to:
Cutting Tools
Gripping
Tools
Striking Tools Driving Tools
Additional Activities:
The teacher may bring his/her class to an electronic shop and let the students
observe how the skilled electronic technician uses different kinds of tools.
View a video about how skilled electronic technician uses different kind of
tools. (The teacher may show this video entitled Collins Lab:Electronic Tools
at http://www.youtube.com/watch?v=Kv7Y8nAOoFE ).
Review:
1. Some basic hand tools with the corresponding uses are: Electric drill is
used to drill holes on PCB; Soldering iron is used to join metals and solder electronic
components on PCB; Wire stripper is used to strip off wire insulators; Long nose
pliers are used to hold small components; Side cutting pliers are used to cut wires
and trim off excess component leads; and Screwdrivers are used to drive or remove
screw. Some measuring equipments with their uses are: Oscilloscope allows signal
voltage to be viewed; Signal generator produces simple waveforms; and Multitester
(VOM) can measure voltage, resistance and small amount of current. Tools can be
categorized to Cutting, Gripping, Striking and Driving.
2. Well maintained tools and equipment are important so that they are readily
available and function properly
Page 69
IDENTIFICATION. Identify the following tools/equipment based on the cited uses.

1. Used to join metals and solder components.
2. Used to strip insulators.
3. Used to hold small components.
4. Used to drill holes on PCB.
5. Used to cut wires.
6. Used to drive screw.
7. Used to cut unnecessary copper on PCB.
8. Used to measure voltage, resistance and current.
9. Produces simple waveforms.
10. Used to view signal.
ESSAY. Write the importance of well maintained tools and equipment.

Organization
Details
Beginning
Developing
(1)
No idea or
unclear flow of
ideas.
(2)
Some signs of
and/or abrupt
change of
ideas.
Inappropriate
/off-topic
Too general.
Approaching
Proficiency
(3)
Some ideas
and sequence
may be
improved.
Contained
some
appropriate
details or
examples.
Proficient
(5)
Sequence and
transition of
ideas was
effective.
Convincingly
interpreted.
Sample Rating Scale:

Points earned
Equivalent Percentage
10
9
100
97
Page 70
8
7
6
5
4
3
2
1
0
93
90
86
83
79
76
72
69
65
C. REFLECT AND UNDERSTAND
Lesson1/Activity1: Resistor Color Coding

We learned in the previous lesson that there are many different types
of Resistors available and that they can be used in electronic circuits to control the
flow of current or voltage in many different ways. But in order to do this, the actual
resistor needs to have some form of "resistive" or "resistance" value. Resistors are
available in a range of different resistance values from fractions of an Ohm ( ) to
millions of Ohms.
Obviously, it would be impractical to have available resistors of every possible
value for example, 1,2, 3, 4 etc, because literally hundreds of thousands, if not
millions of different resistors would need to exist to cover all the possible values.
Instead, resistors are manufactured in what are called "preferred values" with their
resistance value printed onto their body in colored ink.
4 Colored Bands
Page 71
The resistance value, tolerance, and wattage rating are generally printed onto
the body of the resistor as numbers or letters when the resistors body is big enough
to read the print, such as large power resistors. But when the resistor is small such
as a 1/4W carbon or film type, these specifications must be shown in some other
manner as the print would be too small to read.
So to overcome this, small resistors use colored painted bands to indicate
both their value with the physical size of the resistor indicating its wattage rating.
These colored painted bands produce a system of identification generally known as
Resistors Color Code.
A resistors color code markings are always read one band at a time starting
from the left to the right, with the larger width tolerance band oriented to the right
side indicating its tolerance. By matching the color of the first band with its
associated number in the digit column of the color chart below the first digit is
identified and this represents the first digit of the resistance value. Again, by
matching the color of the second band with its associated number in the digit column
of the color chart we get the second digit of the resistance value and so on as
illustrated below:
Page 72
The Standard Resistor Color Code Chart.
Page 73
The Resistor Color Code Table (Four Bands).
Color
Digit
Digit
Multiplier
Tolerance
(Leftmost (Stands
(Represents
band for
for
the multiplier
first
second
or number of
significant significant zeros after the
digit)
digit)
two digits)
Black
Brown
1
10
1%
(0)
100
Red
2%
(00)
1,000
Orange
3
(000)
Yellow
Green
10,000 (0000)
100,000
0.5%
(00000)
1,000,000
Blue
0.25%
(000000)
Page 74
10,000,000
Violet
0.1%
(0000000)
Grey
White
9
0.1
(Decimal point
is after the first
significant
digit)
Gold
5%
0.01
(Decimal point
is before the
first significant
digit)
Silver
None
10%
20%
Calculating Resistor Values

It is important to understand the Resistor Color Code system and
understand how to apply it in order to get the correct value of the resistor. The "lefthand" or the most significant colored band is the band which is nearest to a
connecting lead with the color coded bands being read from left-to-right as follows;
Digit, Digit, Multiplier = Color, Color x 10 color in Ohm's ('s)
For example, a resistor has the following colored markings;
Yellow Violet Red = 4 7 2 = 4 7 x 102 = 4700 or 4k7.
The fourth and fifth bands are used to determine the percentage tolerance of
the resistor. Resistor tolerance is a measure of the resistors variation from the
specified resistive value and is a consequence of the manufacturing process and is
expressed as a percentage of its "nominal" or preferred value.
Most of the four band resistors have tolerances of 5%, 10% and 20%. The
color code used to denote the tolerance rating of a resistor is given as;
Brown = 1%, Red = 2%, Gold = 5%, Silver = 10 %
Page 75
If resistor has no fourth tolerance band then the default tolerance would
be at 20%.
Examples:
1. The value of a resistor is 10 Ohms with a tolerance of 5%. Let us find out
from the 4 Bands Resistor Color Chart what would be the color bands of the resistor.
black
brown
black
gold
1 0
5%
Reading: 10 ohms
The colors that you have located in the table should match the digit and
multiplier in the first example. Continue checking with other examples.
2.
The value of the resistor is 100 ohms with a tolerance of 10%.

black
brown
brown
silver
1 0
0
10 %
Reading: 100 ohms
3.
In this example, the value of the resistor is 2000 0hms. Three
zeroes
Represent a thousand which can be substitute for abbreviation with
Letter K. Thus the value of the resistor will appear as 2 K ohms.
black
red
red
00
Page 76
Reading: 2,000 ohms or 2K
4.
In example 4, the third color band is gold, multiply the first two
digits by 0.1. Therefore, the resistance would be 4.7 ohms.
violet
gold
yellow
4 7
0.1
Reading: 4.7 ohms
5.
In example 5, the third color is silver so the decimal multiplier is
.01.The decimal point is placed before the first digit. The reading will be .22
ohms.
red
red
silver
2 2
.01
Reading: .22 ohms
It is sometimes easier to remember the resistor color code by using

mnemonics or phrases that have a separate word in the phrase to represent each
of the Ten + Two colors in the code. However, these sayings are often very crude
but never the less effective for remembering the resistor colors. Here are just a few
of the more "cleaner" versions but many more exist:
Black
Brown
Red
Orange Yellow
Green
Blue Violet Gray
Bad
Boys
Ring
Our
Girls
But
Young
Vicky Goes Without
Bad Boys Ring Our Young Girls But Vicky Gives Willingly-- Get Some Now
(This one is only slightly better because it includes the tolerance bands of
Gold, Silver, and None).
Page 77
Additional Information:
Some resistors, particularly metal film types, are marked with a number or
letter code to indicate the value and tolerance instead of the color code.
3K3J
Value: 3,300 ohms + 5% or 3.3K, + 5%
The letter K represents both the multiplier and the location of the decimal point
in the number of the resistor.
Multipliers
R
K
M
Value Represented
1
1000
1000000
The tolerance is given by the last letter.

Tolerance
F
G
J
K
M
Value Represented
1%
2%
5%
10 %
20 %
Assessment 1: Resistor Color Coding

Multiple Choice: Choose the letter of the best answer (Ask the students to show
their computation).
1. What is the value of a resistor with a Blue-Black-Orange-Gold Color Code?
A. 600 Ohms 5% B. 6K Ohms5%
C.60K Ohms5%
D. 600K Ohms 5%
2. What is the value of a resistor with a Red-Violet-Brown-Silver Color Code?

A. 27 Ohms10%
B. 270 Ohms10% C. 2.7K Ohms10% D. 27K Ohms10%
Page 78
3. What is the value of a resistor with a Yellow-Yellow-Yellow-Gold Color Code?

A. 440 Ohms5% B. 4.4K Ohms5%
C. 44K Ohms5% D. 440K Ohms5%
4. What is the value of a resistor with a Green-Blue-Black-Silver Color Code?

A. 56 Ohms10%
B. 560 Ohms10% C. 5.6K Ohms10% D. 56K Ohms10%
5. What is the color of representing 20% tolerance?

A. Black
B. Silver
C. Gold
D. No Color
Additional Activity/Assessment:
Resistor Tabulation
Materials:
10 pieces - Carbon resistors, 1 watt, assorted values
1 pc - Resistor Tabulation form
Procedures:
1. Arrange the resistors on a piece of styrofor.
2. Identify the colors of the resistors one by one and record them in the resistor tabulation
form.
3. Compute for the resistance value of each resistor by following the color coding scheme.
4. Write the value of the resistance in the tabulation form.
Page 79
Sample Resistor Tabulation Form

(Photocopy this or simply copy on your notebook)
#
1st COLOR
BAND
2nd COLOR
BAND
3RD COLOR
BAND
TOLERANCE COMPUTED
VALUE
1
2
3
4
5
6
7
8
9
10
Performance Test
Learners Name:
Date:
Competency:
Test Attempt
1st
2nd
3rd
Directions:
OVERALL EVALUATION
CALL THE TEACHER
and ask him
/ her to assess your
performance in the following
critical task using the performance
LEVEL
PERFORMANCE LEVEL
ACHIEVED
Page 80
criteria below.
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.
You will be rated based on the

overall evaluation on the right side.
2 - Can perform this skill satisfactorily but

requires some assistance and/or
supervision.
1 - Can perform parts of this skill
satisfactorily, but requires considerable
assistance and/or supervision.
The teacher will affix his/her initial on the level

achieved.
PERFORMANCE STANDARDS
For acceptable achievement, all items should receive
a "Yes" response.
1. Can recite the colors of the color coding chart in order without
looking at the chart.
Yes
No
N/A
2. Can identify the first color of the carbon resistor.

3. Can interpret equivalent numerical value of each color in the
chart
4. Can calculate the color coded value of the resistor.
5. Can give the over-all value of the resistor after calculation.
Lesson 2/Activity 2: Proper Use of Soldering Iron
Many whove never used a soldering iron are afraid
of damaging the equipment, but more important is the
danger to yourself! Soldering irons get really hot. Be sure
to wear safety glasses, keep loose clothing and hair out of
the way, and be careful with your fingers. Better still, use
protective gloves. Solder can contain lead, so be sure to
wash your hands thoroughly after handling it. It is also really
important to work in a well-ventilated area because the
fumes from the rosin can cause damage to your lungs when
inhaled.
Page 81
A. Cleaning and Tinning the Tip
In order to conduct heat properly, your soldering iron needs to be free of any
old solder. After being exposed to air, it oxidizes and thus insulates against heat. We
want heat to conduct so that we can apply everything quickly and efficiently. A dirty
tip means that youll have to hold the iron on longer and risk heat damage to the
component or PCB. Keep a wet sponge handy, and after the soldering iron is fully
heated, softly scrape it against the sponge to remove old solder. The tip should be
clean and shiny, or at least very close to it.
Tinning protects the tip and allows heat to conduct better via the presence of
new solder. On the hot iron, carefully apply a small amount of fresh solder and coat
the tip. It should still be shiny if youve done it right. As soon as you tin the tip, start
soldering your components together. After a few joints, clean and re-tin again before
putting your iron away into storage. This will really help increase the longevity of your
tool.
Page 82
Joining Parts on PCB
Hold the iron in your dominant hand and a long piece of solder in your other
hand. When soldering two components together, you want to touch the area where
they join with the soldering iron. Hold it there for about a second, then slide the
solder underneath the tip of the iron, sandwiching it to the PCB (refer to above
image, cursor points to solder). Hold it for another second or two, feeding in how
much solder you need. This amount will vary depending on the project, application,
and diameter of the solder, so check your instructions and study the pictures to get a
good idea of the end result.
Page 83
Now, this is really important. Pull away the solder first, and continue holding
the iron for another second. This allows the solder to continue to melt and pool,
forming a good joint. Then, you can remove the iron. The total process shouldnt take
more than 5 seconds, and usually you are aiming for 3-4.
Wait a few seconds and dont disturb the solder. It cools very quickly, but
moving or blowing on the joint will cause it to deteriorate. A bad solder connection
will look really oxidized, overly dull, and grainy. It also sort of looks like a ball of
solder formed on the area. A good connection should be smooth and uniform and its
sides will be concave. It wont look like a raised ball, itll look flat.
Soldering Wires
Remove the insulator of the wire you want to connect together.
Page 84
Cross the twisted ends of the wires to be soldered.
Starting at the cross section, twist the wires together around themselves.
Twist the stands of wire to be soldered so that it becomes one and it will be
easy to solder.
Solder the wires together
Remember
Clean the tip of the soldering iron gun regularly.

Tin the tip of soldering iron.
Maintain the pointed tip of soldering iron and reshape it, if necessary.
Apply right amount of solder on the preheated metallic surface and not directly
to the tip of the soldering iron.
Let the melted solder flow freely around the joint surface.
Solder the joint as quick as possible to avoid extreme heat on the
components.
Reheat the cold soldered joint.
Use a soldering stand to avoid the tip to get in contact with combustible
materials or your skin.
Hold the excess terminal lead while cutting to prevent being hit by flying
Cut excess terminal wires.
Page 85
Additional Activity
Directions: Using an actual soldering iron and soldering gun compare the
features and characteristics of the two soldering tools.
Based on the results of the previous activity, which do you prefer to use? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____________________
Page 86
Lesson 3/Activity3. Desoldering

When removing a connection or undoing a mistake, you can often resolder
over the original and add a touch of new solder. If you want to take the extra step
and do it right, you can remove the old solder completely and start with a fresh work
area. There are two tools you can use for this, a vacuum-based solder sucker, or a
solder wick.
A solder sucker is essentially a tiny hand-held syringe-like pump. It creates and uses
vacuum pressure to suck solder off of whatever its on. Its a great tool to have and
works well.
Removing component components in PCB using a desoldering pump

1. Set the pump by pushing the spring- loaded plunger down until it
locks.
2. Apply both the pump nozzle and the tip of your soldering iron to
the joint.
3. Wait a second or two for the solder to melt.
4. Then press the button on the pump to release the plunger and
suck the molten solder into the tool.
5. Repeat if necessary to remove as much solder as possible.
6. The pump will need emptying occasionally by unscrewing the
nozzle.
After removing most of the solder from the joint(s), you may be
able to remove the wire or component lead straight away
allowing a few seconds for it to cool. If the joint does not come
apart easily, apply your soldering iron to melt the remaining
traces of solder at the same time as while pulling the joint apart,
taking care to avoid burning yourself.
87
Lesson 4ctivity 4/A. How To Use and Read a Multimeter

Using a multimeter is quite bit difficult for the first time especially the analog
type one unlike the digital which is more convenient to use for beginners.
Every multimeter has its own user manual when you purchase it. A
Multimeter is used to measure voltages AC or DC, currents and resistance,
continuity
and
electronics
components.
PARTS OF A MULTIMETER
Sanwa YX-360TR/Sanwa-YX361TR
1.) Zero Position Adjuster

2.) Indicatot Pointer
3.) Indicator Scale
7.) Measuring Terminal +

8.) Measurin Terminal - COM
9.) Series Terminal Capacitor OUTPUT
88
4.) Continuity Indicating

LED ( CONTINUITY )
5.) Range Selector Switch knob
6.) 0-ohms adjusting knob
/0- centering meter
(NULL meter) adjusting knob
10.) Panel
11.) Rear Case
EXPLANATION ABOUT THE SCALE
1.) Resistance (OHMS) scale

2.) DCV, A scale and ACV scale
(10V or more)
3.) 0-centerig (NULL) +/- DCV scale
4.) ACV 2.5 (AC 2.5V) exclusive scale
5.) Transistor DC amplification factor
(hFE) scale
6.) 1.5 baterry test (BATT 1.5V)
7.) OHMS range terminal to terminal current
(Li) scale)
8.) OHMS range terminal to terminal voltage
(LV) scale
9.) Decibel (dB) scale
10.) Continuity Indicating LED
11.0 Mirror: To obtain most accurate readings,
the mirror is deviced to make operator eyes, the indicator pointer, and the indicator
pointer reflexed to the mirror put together in line.
89
How to Measure Resistance

Multimeter with selector set to "Ohms". This meter only has a single Ohms
range. Set the multimeter to Ohms or Resistance (turn meter on if it has a separate
power switch). Understand that resistance and continuity are opposites. When there
is little resistance there is a great deal of continuity. Conversely, when there is a
great deal of resistance, there is little continuity. With this in mind, when we measure
resistance we can make assumptions about continuity based on the resistance
values measured. Observe the meter indication. If the test leads are not in contact
with anything, the needle or pointer of an analog meter will be resting at the left most
position. This represents an infinite amount of resistance, or an "open circuit"; it is
also safe to say there is the no continuity, or path between the black and red probes.
Careful inspection of the dial should reveal the OHM scale. It is usually the top-most
scale and has values that are highest on the left of the dial (a sideways "8" for
infinity) and gradually reduce to 0 on the right. This is opposite of the other scales;
they have the lowest values on the left and increase going right.
Connect the black test lead to the jack marked "Common" or "-"
Connect the red test lead to the jack marked with the Omega (Ohm symbol)
or letter "R" near it.
Set the range (if provided) to R x 100.
Hold the probes at the end of the test leads together. The meter pointer
should move fully to the right. Locate the "Zero Adjust" knob and rotate so that the
meter indicates "0" (or as close to "0" as possible). Note that this position is the
"short circuit" or "zero ohms" indication for this R x 1 range of this meter. Always
remember to "zero" the meter immediately after changing resistance ranges.
Replace batteries if needed. If unable to obtain a zero ohm indication, this
may mean the batteries are weak and should be replaced. Retry the zeroing step
above again with fresh batteries.
When measuring the resistance of something like a light bulb, locate the two
electrical contact points of the bulb. These will be the threaded base and the center
of the bottom of the base. Have a helper hold the bulb by the glass only. Press the
black probe against the threaded base and the red probe against the center tab on
the bottom of the base. Watch the needle move from resting at the left and move
quickly to 0 on the right.
Change the range of the meter to R x 1. Zero the meter again for this range.
Repeat the step above. Observe how the meter did not go as far to the right as
before. The scale of resistance has been changed so that each number on the R
scale can be read directly. In the previous step, each number represented a value
that was 100 times greater. Thus, 150 really was 15,000 before. Now, 150 is just
150. Had the R x 10 scale been selected, 150 would have been 1,500. The scale
selected is very important for accurate measurements. With this understanding,
study the R scale. It is not linear like the other scales. Values at the left side are
harder to accurately read than those on the right. Trying to read 5 ohms on the meter
90
while in the R x 100 range would look like 0. It would be much easier at the R x 1
scale instead. This is why when testing resistance, adjust the range so that the
readings may be taken from the middle rather than the extreme left or right sides.
Test resistance between hands. Set the meter to the highest R x value
possible. Zero the meter. Loosely hold a probe in each hand and read the meter.
Squeeze both probes tightly. Notice the resistance is reduced. Let go of the probes
and wet your hands. Hold the probes again. Notice that the resistance is lower still.
For these reasons, it is very important that the probes not touch anything other than
the device under test. A device that has burned out will not show "open" on the
meter when testing if your fingers provide an alternate path around the device, like
when they are touching the probes. Testing round cartridge type and older style
glass automotive fuses will indicate low values of resistance if the fuse is lying on a
metal surface when under test. The meter indicates the resistance of the metal
surface that the fuse is resting upon (providing an alternate path between the red
and black probe around the fuse) instead of trying to determine resistance through
the fuse. Every fuse, good or bad, will indicate "good".
How to Measure Voltage

Measuring Alternating Current (AC)
Please be extra careful in doing this, 220 volts might be

expected. The higher the voltage the higher the risk of electric
shock. Do this with the supervision of your teacher
otherwise skip this hands-on activity.
Set the meter for the highest range provided for AC Volts. Many times, the
voltage to be measured has a value that is unknown. For this reason, the highest
range possible is selected so that the meter circuitry and movement will not be
damaged by voltage greater than expected. If the meter were set to the 50 volt range
and a common electrical outlet were to be tested, the 220 volts present could
irreparably damage the meter. Start high, and work downward to the lowest range
that can be safely displayed.
Insert the black probe in the "COM" or "-" jack.
Insert the red probe in the "V" or "+" jack.

Locate the Voltage scales. There may be several Volt scales with different
maximum values. The range chosen the selector knob determines which voltage
scale to read. The maximum value scale should coincide with selector knob ranges.
The voltage scales, unlike the Ohm scales, are linear. The scale is accurate
anywhere along its length. It will of course be much easier accurately reading 24
volts on a 50 volt scale than on a 250 volt scale, where it might look like it is
anywhere between 20 and 30 volts.
91
Test a common electrical outlet. Please be extra careful in

doing this, 220 volts should be expected. The higher the
voltage the higher the risk of electric shock. Do this with
the supervision of your teacher. Press the black probe
into one of the straight slots. It should be possible to let go
of the black probe, as the contacts behind the face of the
outlet should grip the probe, much like it does when a plug
is inserted. Insert the red probe into the other straight slot.
The meter should indicate a voltage very close to 210 or
230 volts. The range of the meter is important to obtain
accurate measurements. This could be deadly. Whenever possible, try to connect at
least one probe in such a way that it will not be required to hold both while making
tests. Some meters have accessories that include alligator clips or other types of
clamps that will assist doing this. Minimizing your contact with electrical circuits
drastically reduces the chances of sustaining burns or injury.
Measuring Direct Current

We will be using a 1.5 battery.
Introduction
Voltmeters measure the voltage difference between two points touched by their
leads.
Material:
A commercial voltmeter
a 1.5 volt cell such as a AA, C or D cell.
(or any kind of functional 1.5 battery)
To Do and Notice
Measure the voltage across one, 1.5 volt battery.
92
Measuring the voltage across a battery.

Details
What voltage does the battery claim to be? (1.5 volts)

Set the meter scale to measure direct current DC voltage use the first scale larger
than 1.5 volts. Perhaps 2, 5, 10 or 20 volts.
Hook up a bulb to a battery, measure the voltage across the bulb by touching the two
leads of the meter to the two leads of the bulb.
A meter is used to measure the voltage across a bulb.
93
A closeup of the meter measuring voltage.

Voltage
Your answer is probably not 1.5 Volts but it should be close. The voltage
across older batteries will be lower.
If it isnt see troubleshooting below.
Additional Activity
Measure the voltage across combinations of 2 batteries.
Each battery by itself will produce an increase in voltage of about 1.5 volts between
its negative end and its positive end.
Batteries in series.
Try batteries: in series, with the positive end of one touching the negative end
of the other; in opposition, with the positive end of one touching the positive end of
another; and in parallel, with both positives and negatives joined.
94
Batteries in parallel
Optional. Measure other cells such as C and D cells, notice that they produce
the same voltage difference between their ends as do AA cells.
Troubleshooting
If the meter needle goes the wrong way then reverse the two meter leads,
the red lead should go to the positive end of the cell&emdash; the end with the bump
on it&emdash; while the black lead should go to the negative end. (And, of course,
the black lead should go to the COM, or common, connection on the meter and the
red lead to the V, or voltage, connection.
If your answer is not between 1.4 and 1.7 volts then you are probably reading
the wrong set numbers, ask your teacher for help.
If they you get an answer far from 1.5 volts then try another battery Test the
battery first on another meter to make sure it gives the correct voltage. If the voltage
is still way off, try another meter
.
If your meter does not work swap connector leads with someone whose meter
does work. Were your leads bad or was it the meter?
What you have just done is called troubleshooting, in particular this is
troubleshooting by substitution, and is one of the most useful skills an electronics
technician can possess
Lesson 4/Activity 5 Use the Right Tool for the Job

Directions: Given are the set of activity and the corresponding picture. Perform
them using the appropriate tools and materials. Your performance will be graded
using the following criteria:
95
Activity
1. Tighten and loosen screws of
different head slots using different
types of screw drivers.
Images of the Activity
2. Cut different sizes of wires using

side cutting and long nose pliers.
3. Practice removing insulators

using side cutting and long nose
pliers.
4. Use a wire stripper to remove

wire insulators of different sizes of
wires (solid/stranded).
96
5. Using long nose pliers practice

making terminal loops.
6. Solder two pieces of electrical

wire.
Never tease your classmates while working.

Use the right tools for a specific task.
Do not use tools with a broken insulator in the handle to
avoid accident.
Work with your heart and always focus on your work.
Always think that you are working with a live wire. Be
extra careful.
Additional Activity:
Directions: Answer the following questions.
How did you find the activities?
___________________________________________________________________
___________________________________________________________________
__________.
What particular activity did you enjoy the most? Why?
___________________________________________________________________
___________________________________________________________________
___________.
97
Which activity did you find difficult? Why?

___________________________________________________________________
___________________________________________________________________
___________.
What activity can you now confidently do? Why?
___________________________________________________________________
___________________________________________________________________
___________.
D. TRANSFER
Performance1/Assessment1 CONSTRUCTION OF SERIES CIRCUIT

Your performance or product will be judged based on the following criteria:
Functionality
Quality
Method
Speed
Criteria
Functionality
5 points
The circuit
wasfunctional
Quality
Connections were
properly secured,
output was
presentable
3 points
The circuit was
functional but
intermittent.
Connections were
properly secured,
output was not
presentable.
1 point
The circuit was not
functioning.
Connections were
not properly
secured, output
was not
presentable.
98
Method
Followed all the

given procedure.
Safety work
habits
No incidence of
injury happened.
Time Management Finished the task

on time.
Followed the
instruction with one
to two noted
incorrect usage of
tools.
Noticed one
incidence of injury.
Finished the task
after the given
time.
Followed the
instruction with
three or more
noted incorrect
usage of tools.
Noticed more than
one incidence of
injury.
Unable to finish the
given task.
Try building this simple series circuit

Materials & Tools List
Each group needs:
2 D-cell batteries
2 wide rubber bands
3 #40 light bulbs
3 light bulb holders
46 in (50.2 cm) insulated wire (gauge AWG 22)
1 switch
Wire strippers or sandpaper (to remove insulation at wire ends)
Side cutter
Small standard screwdriver
Note: Most of the materials required for this lab can be

reused in numerous other electricity activities. When the
batteries wear out, dispose of them at a hazardous waste
disposal site.
99
Introduction/Motivation
Do you have Blinker Lights (Season Lights) at home? Why it is that if one
light goes out on a strand of blinker lights then half of the strand or the entire strand
stops working? Many newer strands of lights have more than one wire linking the
lights, as a better way to string the lights together; in this case, if one bulb burns out,
the rest of the lights do not go out -- only a section goes out.
Do you have flashlight that required batteries? How many batteries does the
flashlight needed. Why do larger flashlights require more batteries than smaller
flashlights? Three AA batteries connected "in series" can provide more voltage than
a single AA battery.
Blinker lights and the batteries in a flashlight are similar because both are
connected "in series." Electrical circuits as well as batteries can be "in series" or "in
parallel."
Background Procedure
The current is the same throughout the circuit.
The total resistance for a series circuit is the sum of the resistances of each
element.
From Ohm's law (I=V/R), we know that the total current is equal to the voltage
divided by the total resistance.
There is a voltage drop across each element in a series circuit that is equal to
V=I*R, where V is the voltage of the power source, I is the total current in the circuit,
and R is the resistance of the element.
The sum of the voltage drops across each bulb is equal to the voltage of the
power source.
The total voltage for batteries linked in series is the sum of the voltages of
each battery.
Engineers use switches placed in series to control practically any circuit they
make. Just think most of your electronics have an on/off switch!
Before the Activity
Assemble all the materials.
Cut enough wire for each group: two 6 in (7.6 cm) pieces, one 10 in (25 cm)
piece, and one 4 in (10 cm) piece.
You may also want to remove the insulation from the ends of the wires (step
1, below).
100
With the Students

Using wire strippers or sandpaper, remove in (1.3 cm) of the insulation from
the ends of each piece of wire.
Using masking tape, connect two batteries in series. The positive terminal of
one battery should touch the negative terminal of the second battery.
Connect the 10 in (25 cm) piece of wire to the positive terminal of one battery
using masking tape. The other end of the 10 in wire should be connected to the
terminal of one of the light bulb holders. Next, connect a 6 in (7.6 cm) piece of wire to
the negative terminal of one of the batteries using masking tape. The other end of
the 6 in wire should connect to the switch.
Put each light bulb in a light bulb holder. Finish constructing the series circuit
using the parts you have already made, plus a second light bulb holder, the
remaining 6 in (7.6 cm) wire, and the 4 in (10 cm) piece of wire (see Figure 1).
Figure 1. The activity setup: A series circuit (left) and the

corresponding circuit diagram (right).
On your Series Circuit Building Worksheet, draw a circuit diagram of your

circuit. Follow along on the worksheet for the rest of the activity.
Close the switch. What happens to the light bulbs?
Open the switch. Remove one light bulb from its base. Close the switch. What
happens to the light bulb in the circuit?
Open the switch. Replace the light bulb you removed and remove the other
light bulb from its base. Close the switch. What happens to the light bulb in the
circuit?
Open the switch. Make a circuit with three bulbs in series. Close the switch.
What happened to the brightness of the bulbs as you increased the number of bulbs
in the series circuit?
101
Use one team's circuit and observe what happens to the brightness of the
bulbs as you add a third battery in series. What happens?
Safety Issues
Be very careful when using the sharp wire strippers and wire cutters.
Do not play with the insulated wire; they might poke or cut you or
another student.
Troubleshooting Tips
There must be good electrical contact between all the circuit components. If
you have difficulty getting the circuit to work, be sure to double check all the
connections.
Do not connect more than four D-cells in series for this activity. Four D-cell
batteries connected in series totals 6.0 Volts, and most #40 light bulbs can only
sustain 6.3 Volts through the filament.
Assessment
Pre-Activity Assessment
Prediction: Before conducting the activity, ask students to predict:
How many batteries do you think it will take to light the two light bulbs?
Activity Embedded Assessment
Worksheet: At the beginning of the activity, hand out the Series Circuit Building
Worksheets. Have students follow along, first diagramming the series circuit they
have constructed, then filling in answers as they work through the activity; review
their answers to gauge their mastery of the subject.
Post-Activity Assessment
Remember the equation, I = V R. This is called Ohm's law. Explain that I =
current = flow of electric charge through the circuit (this remains constant through a
closed circuit), V = voltage = batteries used, and R = resistance = bulbs used.
Explain your series circuits in terms of Ohm's law. Write the correct letter I, V or R
next to the symbols in their circuit drawings.
What happens to the current (I) when we add another battery (V)?
What happens to the current (I) when we add another light bulb (R)?
What happens to the current (I) when we have an open switch?
What might be the use or application of the circuit ? Is it used in a house? Or a toy?
Or an appliance?
Include the circuit diagram and a short explanation of how the circuit works.
102
Additional Activity
Use a multimeter to measure the voltage across two batteries in series. How
does the voltage compare to the voltage of one battery?
Use a multimeter to determine the voltage across each light bulb and the
current in each bulb. Find the resistance of the light bulb using R=V/I. Then, use the
multimeter to determine the voltage across two bulbs in series and the current in the
bulbs. Find the resistance of this load using R=V/I. Compare the resistance of one
bulb to the resistance of two bulbs in series.
Compare the voltage across one bulb to the voltage across the battery
terminals.
(Photocopy/copy on your notebook/journal)
Name: ____________________Grade & Sec:_____________ Date: ____________
Series Circuit Building Worksheet
1. Draw a circuit diagram of the series circuit you constructed with two batteries
(taped together as one), two light bulbs and a switch, if used.
2. What happened in the series circuit (above) when you closed the switch?
3. What happened in the series circuit when you removed one light bulb?
4. What happened in the series circuit when you removed the other light bulb?
5. What happened in the series circuit when you added a third bulb in series?
6. What happened to the brightness of bulbs if you increased the number of bulbs in
a series circuit?
7. What happened to the brightness of the bulbs when a third battery was added in
series?
8. How is opening the switch like removing a light bulb from the circuit?
103
Additional activity for series circuit

(Photocopy or copy on your notebook)
Name: ____________________Grade & Sec:_____________ Date: ____________
Problem Solving Worksheet
1. Draw a circuit diagram for a circuit that has one battery and two light bulbs
connected in series.
2. For the above circuit, what is the total resistance if one bulb has a resistance of 2
and a second bulb has a resistance of 3? The total resistance for two bulbs in
series is equal to the sum of their resistances.
3. For a circuit that has one battery and two light bulbs connected in series, one bulb
has a resistance of 1 , and the total resistance of the circuit is 6 . What is the
resistance of the second light bulb?
4. If a circuit has two 1.5 V batteries in series, what is the voltage across the two
batteries?
5. If a circuit has two 1.5 V batteries in series and one 3 light bulb, what is the
current in the circuit?
Use this equation to find the total resistance of the circuit: 21totalRRR+=
Use the Ohms law equation: RVI=
104
Performance2/Assessment 2 CONTRUCTION OF PARALLEL CIRCUIT

Your performance or product will be judged based on the following criteria:
Functionality
Quality
Method
Speed
Criteria
Functionality
5 points
The circuit was
functional
Quality
Connections were
properly secured,
output was
presentable
Method
Followed all the

given procedure.
Safety work
habits
No incidence of
injury happened.
Time Management Finished the task

on time.
3 points
The circuit was
functional but
intermittent.
Connections were
properly secured,
output was not
presentable.
Followed the
instruction with one
to two noted
incorrect usage of
tools.
Noticed one
incidence of injury.
Finished the task
after the given
time.
1 point
The circuit was not
functioning.
Connections were
not properly
secured, output
was not
presentable.
Followed the
instruction with
three or more
noted incorrect
usage of tools.
Noticed more than
one incidence of
injury.
given task.
105
Materials and Tools List

Each group needs:
2 D-cell batteries
3 #40 bulbs
3 bulb holders
48 in (122 cm) of insulated wire (gauge AWG 22) (available at hardware stores)
1 store-bought light switch or 1 paperclip and 2 thumbtacks
1 paper towel tube or Masking/Packaging Tape
4 Bulbs and Batteries Parallel Circuit Activity Worksheets
4 Electric Power Math Worksheets or Parallel Circuit Problem Solving Worksheets
For the entire class to share:
Rubber bands
Wire strippers or sandpaper (to remove insulation at wire ends)
Side cutters
Screwdriver
Note: Many of the materials required for this activity can be

reused in numerous other electricity activities. When the
batteries wear out, dispose of them at a hazardous waste
disposal site.
Introduction/Motivation
When designing the electrical system for cars, trucks or SUVs, electrical
engineers design the wiring system so the brake lights and headlights are connected
in parallel. That way, when one of the bulbs in a headlight or brake light burns out
the other headlight or brake light remains illuminated. Headlights and brake lights are
only a few examples of the many devices that engineers connect in parallel.
Engineers use parallel circuits often to make sure that if one circuit part breaks, the
rest of the circuit continues to work.
Procedure
Figure 1. A parallel circuit (left), and its corresponding circuit diagram

(right).
106
Background Parallel Circuits

Since each device connects across the same two nodes (a point where two
wires intersect), the voltage across each device is the same.
The total resistance for a parallel circuit is less than the resistance of any one
branch.
From Ohm's law (I = V / R), the total current is equal to the voltage divided by
the total resistance.
The total current divides among parallel branches. Branches with lower
resistances have higher current, while branches with higher resistances have lower
current.
The total current is equal to the sum of the currents in the branches.
The total voltage for identical batteries connected in parallel is the same as the
voltage across any one battery.
Engineers connect things in parallel so that if one circuit part breaks the rest
of the circuit still works.
Before the Activity

Assemble all the materials. If you conducted the series circuit activity, reuse
the wires, light bulbs, light bulb holders and batteries from that activity.
Cut four 6 in (15 cm) pieces, two 10 in (25 cm) pieces, and one 4 in (10 cm)
pieces for each team.
Predict how many batteries it will take to light the two light bulbs and record
their prediction on the Activity Worksheet.
Use the wire strippers or sandpaper to remove about 1/2 in (1.3 cm) of the
insulation from the ends of each wire piece.
Make a battery holder. Using masking tape, connect two D-cell batteries in
series. The positive terminal of one battery should be touching the negative terminal
of the second battery. Cut a paper towel holder to fit the length of the two batteries.
Place the two batteries in the paper towel tube. Connect a 10-in wire to the positive
terminal of one battery and another 10-in wire to the negative terminal of the second
battery.
Construct a circuit using the two batteries in series, a switch, and two light
bulb holders and light bulbs in parallel (see Figure 2). Close the switch. What
happens? (Answer: Both bulbs light up.)
107
Figure 2. A parallel circuit with two light bulbs.

Open the switch and remove one of the light bulbs from its holder. Close the
switch. What happens? (Answer: The bulb remaining in the circuit lights up. See
Figure 3.)
Figure 3. A parallel circuit with one light bulb removed, and one
light bulb remaining in the circuit.
108
Open the switch and replace the light bulb you removed. Now remove the
other light bulb. Close the switch. What happens?
Open the switch. Replace the bulb you removed and add a third light bulb in
parallel with the first two. Close the switch to test the circuit. What happens?
What happens to the brightness of the bulbs as you add a fourth bulb in
parallel?
Use the knowledge you have gained about parallel circuits to complete
the Parallel Circuit Activity Worksheet and the Parallel Activity Problem Solving
Worksheet.
Attachments
Parallel Circuit Activity Worksheet
Parallel Circuit Activity Worksheet Answers
Parallel Circuit Activity Problem Solving Worksheet
Parallel Circuit Activity Problem Solving Answers
Safety Issues
Do not to play with the light bulbs or holders. If either of these items break,
they can cause injury.
Do not to play with the insulated wire; you may cut or poke yourself or
others.
Troubleshooting Tips
There must be good electrical contact between all the circuit components. If
you have difficulty getting the circuit to work, check all the connections.
Assessment
Pre-Activity Assessment
(For regular high school)
Human Diagram: Ask for three volunteers. Assign one volunteer to be the
"battery" and two as 'light bulbs." (It may help to draw the appropriate symbols on
pieces of paper and tape them to their shirts.) Have the students physically portray a
series circuit by holding hands in a circle. Then have the students portray a parallel
circuit by having the light bulbs and battery stand facing one direction with their arms
touching the elbows of the person in front of them.
Prediction: Hand out the Activity Worksheets before the activity begins. Have
students predict how many batteries they think it will take to light the two light bulbs,
and record their prediction on the worksheet.
109
Activity Embedded Assessment

Worksheet: Get the Worksheets before the activity begins. Create a diagram
of the parallel circuit that you have constructed, then filling in answers as they work
through the activity.
Post-Activity Assessment
(For regular high school)
Roundtable: Have the class form into teams of 3-5 students each. Have the
students on each team make a list of objects that might have parallel circuits in them
by each person taking turns writing down ideas. Students pass the list around the
group until all ideas are exhausted. Have teams read aloud the answers and write
them on the board. (Possible items: Lights in a house, appliances, computers, toys,
CD players, cell phones, etc.)
Make It Fun with Boggle!: Repeat the same activity as above, except when
the teams read aloud their answers and write them on the board, ask if any other
teams came up with the same idea. If any other teams have the same answer on
their sheet, all teams have to cross that answer out on their list. The team that ends
up with the most "unique" ideas, wins!
Activity Extensions
Use one team's circuit and insert a third battery in parallel. Use a multimeter
to measure the voltage across the two batteries. How does it compare to the voltage
of one D-cell battery?
Use a multimeter to determine the voltage and current across a single light
bulb, using a simple circuit with one light bulb. Use these values to find the
resistance of the light bulb using Ohm's law R = V / I. Next, use the multimeter to
determine the voltage across two bulbs in parallel and the current in the circuit. Find
the resistance of this load using R = V / I. Compare the resistance of one bulb to the
resistance of two bulbs in parallel. Compare the current in one bulb to the current in
the circuit.
110
(Photocopy or copy on your notebook)
Name: ________________________________________ Date: _______________

Parallel Circuit Activity Worksheet
1. How many batteries do you think it will take to light up two light bulbs?
2. Draw a circuit diagram of the circuit you constructed with one battery, a switch and
two light bulbs in parallel.
3. What happened to the parallel circuit (above) when you closed the switch?
4. What happened to the parallel circuit (above) when you removed one of the light
bulbs?
5. What happened to the parallel circuit (above) when you removed the other light
bulb?
6. What happened to the brightness of the first two bulbs when you added a third
bulb in parallel?
7. What happened to the brightness of the bulbs when you added bulbs in a parallel
circuit?
111
Performance3/Assessment 3. SOLDERING TECHNIQUE USING COPPER WIRE
Construct a figure or image using copper wire applying proper soldering techniques.
Directions: Perform the soldering techniques using the following:
Materials:
1 meter Solid wire #22 awg
meter Soldering lead
sheet Pad paper
Tools:
Soldering Iron (30-40 watts)
Long Nose Pliers
Side Cutting Pliers
Soldering Stand
Procedure in Soldering:
Clean the tip of the soldering iron or gun using sand paper, file or knife.
Remove the insulator of the wire.
Clean the bare wire conductor using sand paper.
Divide the wire into ten (10) equal lengths.
Arrange the wire in sheet of paper. (The illustration below will be your
reference.)
Connect the plug of the soldering iron to the power source.
After two to three minutes tin the tip of soldering with the soldering lead.
Heat the intersection of wires for few seconds.

Apply appropriate amount of soldering lead on the free heated surface of the
wire and not directly to the tip of the soldering iron.
112
Allow the melted solder to flow evenly around the joint surface.
Remove the tip of soldering iron and allow it to cool naturally.
Check the soldered joints it should be smooth and shiny.

Reheat the joints if necessary to avoid cold soldered joints.
Finish all intersection following the same procedures.
You have to solder all wire intersections
113
Note: Your output will be judged using the given Criteria:

Quality
Distance
Speed
Sample Scoring Criteria should be in past tense cannot edit as it is a
picture
114
Performance4/Assessment 4. SOLDERING COMPONENTS ON PCB

Materials:
1 universal PCB (Ready Made)
20 assorted resistors
1 meter soldering lead, 60:40
1 soldering iron
1 extension cord 220 V
Procedure:
1. Mount all the resistors on the PCB board as shown below. Follow
the correct mounting procedure.
2. One at a time, solder the resistor properly.

3. Use at least 5 seconds in soldering every joint to avoid damage on
PCB foil.
4. Do not leave solder nuggets that can provide nuggets or bridges
between foils.
5. Be sure to cut all excess wire to avoid short circuits.
Self-check:
1. What is the composition of the most commonly used soldering lead?
2. How do you clean or tin a tip when soldering?
3. Why must the material or joint to be soldered be cleaned very well
before soldering?
Note: Your output will be judged using the given Criteria:

Quality
Component Placement
Speed
115

Criteria
5 points
Quality
All solders were
smooth, shiny and
with no sharp
edges.
Component
Placement
All resistors were

placed properly.
Speed
Finished the task

on or before the
given time.
3 points
One to three
solders were
rough, not shiny
and had sharp
edges.
One to three
resistors were
improperly placed.
Finished the task
after the given
time.
1 point
Four or more were
rough, not shiny
and had sharp
edges
Four or more
resistors were
improperly placed.
task.
Performance 5/Assessment 5. ASTABLE MULTIVIBRATOR USING

TRANSISTOR
(Make use of the sample project plan)
Mounting and soldering components on PCB
Procedure in mounting and soldering components on printed circuit
board.
1. Carefully check the ready-made PCB against the diagram and inspect for
any microscopic shorts or open paths. Do the remedial steps, if necessary.
2. Insert the two 33k,1/4 resistors as indicated in the diagram.
3. Insert the two electrolytic capacitors in the PCB as shown in the diagram.
4. Mount the two NPN transistor in the PCB taking into consideration the
proper orientation of their electrodes(Emitter, base, and collector).
5. Mount the two jumbo LEDs (Light Emitting Diodes) to the place intended
for in the PCB.
6. Remove the insulation of a 4-inch #22 black stranded hook-up wire with at
least 1/8 of an inch on both ends. Insert the uninsulated part at one end for
the negative supply.
116
7. Do the same as in step no. 6 using the red hook-up wire for the positive
supply.
8. Let your work be checked by your teacher before making any soldering
job.
9. Solder the connections of your work following the procedure of proper
soldering technique.
Direction: Let your teacher guide you in mounting and soldering the components of
the blinker circuit on PCB applying proper soldering techniques.
Preparing a Project Plan

You might be wondering why there are several projects which are not
completed. Well, there are several reasons why this happens. It might be out of
budget or not properly planned. So, this lesson will help you accomplish the desired
and quality project.
A plan is essential before undertaking any project because it serves as
your guide in accomplishing an activity. It will give you an idea on what is to be done,
how much to spend and what procedures to undertake. A well prepared project plan
saves time and cost of materials. Below is a sample project plan of an extension
cord. This format can also be used in preparing a plan for other projects in the future.
117
Sample Project Plan

Name of Student:_______________________ Year & Section:______________
Date Started: _______________
Date Finished: ______________
I - Name of Project: ________________________
II- Purpose:
to acquire knowledge and develop skills on how to assemble (project).
assemble a quality and marketable (project),
observe safety measures.
III- Drawing/Diagram:
IV- Materials Needed:
Qty
Unit
Description
Unit Cost
Total Cost
TOTAL COST OF MATERIALS
+ cost of labor (approximately 20 % to 30 % of

cost of materials)
SELLING COST
V- Tools and Equipment Needed:
VI- Procedure in assembling (project):
Prepare the plan.

Gather all necessary materials, tools and equipment needed.
VII- Criteria for Assessment:
118
Sample Scoring Rubrics

Criteria
5 points
Quality
All solders were
smooth, shiny and
with no sharp
edges.
Component
Placement
All resistors were

placed properly.
Speed
Finished the task

on or before the
given time.
3 points
One to three
solders were
rough, not shiny
and had sharp
edges.
One to three
resistors were
improperly placed.
Finished the task
after the given
time.
1 point
Four or more were
rough, not shiny
and had sharp
edges
Four or more
resistors were
improperly placed.
task.
VIII- Remarks:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Suggested Activity:
Directions: In your own opinion, is project planning important in assuring
quality, profitability and marketability of extension cord? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Always bear in mind the importance of a well-prepared project plan.
119
VI. SUMMARY
With the common competencies introduced in this module the students should
have gained basic knowledge about Consumer Electronics Servicing, as well as
basic skills in using different hand tools & equipment, reading of VOM, interpreting
some components schematic diagram and also being aware of the importance of
occupational health and safety. With the incorporation of Personal Entrepreneurial
Competencies and Market & Environment Analysis a student may also see the
advantages and many opportunities of being a skilled Electronics Technician.
VII.
GLOSSARY
AC voltage - a voltage in which the polarity alternates

Accidental - occurring unexpectedly, unintentionally, or by chance.
Ampere - basic unit of current
Anode - a positive electrode of semiconductor device
Bridge Rectifier - a circuit using four diodes to provide full-wave rectification.
Burns - damage to the skin caused by exposure to fire or excessive heat
by the range value
Circuit - an arrangement of one or more complete paths of electron flow.
Color Code - set of colors used to indicate value of a component
Current - the rate of transfer of electricity from one point to another
Cuts - break in the skin inflicted by sharp objects
Desoldering - a process of unsoldering unwanted parts or components in the circuit
Direct current - an electric current that flows in one direction
Discrete components- separated or individual components
Electric shock - effect on body on sudden discharge of electricity
Electrostatic discharge - releasing of the electrical charges produced by the human
Fire extinguisher - an equipment of chemicals intended to terminate or extinguish
fire.
First Aid Kit medicine for initial treatment of any wounds inflicted to a person
Flammable - tending to burn quickly
Full Wave Rectifier - the rectifier that makes use of the full ac wave in both positive
Fuse - a device in the current path that melts or breaks when there is overload in the
circuit.
Gloves - covering of leather, cotton, silk, etc for the hand.
Goggle - spectacles for protecting eyes from glare, dust, and other pollutants.
Half Wave Rectifier - a diode rectifier that converts AC to pulsating DC by
Hazard - something causing danger
Injury - damage or harm caused to the structure or function of the body.
Malfunction - not in normal functionality
Mask - covering for concealing and protecting the face
Occupational health - pertaining to wellness of an individual with reference to an
occupation
Output - terminal at which a component, circuit or piece of equipment delivers
120
PCB - insulating board containing conductive tracks for circuit connections

Power Supply - electrical equipment used to deliver either AC or DC voltage
Primary Coil - first winding of a transformer winding that is connected to the source
Range multiplier - a portion in the ohmmeter where the actual reading is multiplied
Rectification - process that converts alternating current to direct current
Rectifier - diode circuit that converts AC to pulsating DC
Resistance - the opposition to the flow of electrons
Resistor color coding - a scheme to determine the value of resistors by color bands
Risk - exposure to something unpleasant
Safety practices - set of rules or procedure intended for a safe execution
Soldering - a process of joining two metals caused by heat
Soldering technique - a right process in which the solder (lead) is being applied
Sort - arrange things according to kinds, types, or classification
Standardize - to make things in same features or level in quality or achievement
Systematize - arrange methodically things in a laboratory
Technician - a person skilled in mechanical or industrial techniques.
Tool kit - a small bag or box equipped with hand tools
Troubleshooting - identifying and repairing faults in equipment
Volt - basic unit of voltage
Voltmeter - an instrument that measures the amount of electromotive force
VIII.
REFERENCES
TESDA-Technical Education and Skills Development Authority. Consumer

Electronics Servicing II. Retrieved October 8, 2012 from
http://www.tesda.gov.ph/inc/files/Consumer%20Electronics%20Servicing%20NC%2
0II.doc
NDT Education Resource Center. Electricity. Retrieved October 9, 2012 from
http://www.ndt-ed.org/EducationResources/HighSchool/Electricity/hs_elec_index.htm
YouTube. Electricity 101 Episode 1. Retrieved October 9, 2012 from

http://www.youtube.com/watch?v=WbNjrKtR0BY&feature=related
Electronics Project Design. Basic Electronic Tools Used to Assemble Electronic

Projects and Electronic Kits. Retrieved October 22, 2012 http://www.electronicsproject-design.com/ElectronicTools.html
IndiaMART. Classification of Hand Tools. Retrieved October 22, 2012 from
http://sourcing.indiamart.com/engineering/articles/classification-hand-tools/
121
Wikipedia. Multimeter. Retrieved October 23, 2012 from

http://en.wikipedia.org/wiki/Multimeter
Wikipedia. Ocupational Safety and Health. Retrieved October 10, 2012 from
http://en.wikipedia.org/wiki/Occupational_safety_and_health#Service_sector
Power Up. Types of Circuit. Retrieved October 24, 2012
http://powerup.ukpowernetworks.co.uk/over-11/circuits/types-of-circuit.aspx
Learn About Electronics. Home Portal. Retrieved October 24, 2012
http://www.learn-about-electronics.com
Science With Me. Learn About Electricity. Retrieved October 24, 2012
http://sciencewithme.com/learn-about-electricity/
Bibliography
All brand names, trademarks, trade names, and WebPages used in this Learning
Material (LM) are owned by their respective holders. The Publisher and the Authors
do not represent nor claim ownership over them.
While every effort and precaution have been made to ensure complete and accurate
information with reference to the materials presented in this LM, the Publisher and
Authors can neither guarantee nor be held legally responsible for any mistake in
printing or faulty instructions in the LM.
The Publishers and Authors appreciate receiving notice of any errors or misprints.
122
Acknowledgement
This is to acknowledge the different practitioners, experts, and specialists who
made this learning materials and teaching guides for grade 8 possible.
Writers ( INDUSTRIAL ARTS)
T-I
FFHNS
HT-VI
Guiguinto NVHS
T-I
PFNHS
T-I
FFHNAS
T-I
Taytay NHS
EPS-I
Div. of Neuva Ecija
MT-I
OCNHS
Language Editor
Paraluman R. Giron Retired Regional Director,
Sta. Ana Manila
CALABARZON
Perla Cuanzon
Retired Regional English Supervisor
Las Pinas City
Ofelia C. Flojo
Retired Regional English Supervisor
Rizal
Lando T. Guzman
Ateneo de Manila
Consultant
Maria Teresa A. Namoro,
Asst. Chief. SED
DepEd-NCR
Ed.D.
Reviewers
1.Robert Daquil
HT-VI
Manila HS
2.Leonilo Santelices
MT-I
Balingasa HS
3.Fernando Dela Cruz
Guiguinto NVHS
4.Arnel Anonical
Tanay NHS
5.Marlon Malaluan
T-I
BANAHIS
6.Alexandria Kalalo
T-I
BANAHIS
7.Antonio Blanco Jr.
MT-I
OCNHS
Lay-Out Artist/Illustrator
Arcos, Henry Allen M.
Bulado, Brenn R.
Guiao, Arlene A.
Pili, Francis C.
Pili, Noel C.
Saladas John S.
Management Team
1.Dr. Lolita M. Andrada
Director, BSE
2.Ms. Bella O. Marinas
Chief,SDD-OIC
3.Dr. Jose D. Tuguinayo, Jr.
Supervising EPS
4.Cristeta M. Arcos
EPS II
5. Albert Erni
EPS II
6.James Julius M. Liquigan
EPS II
7. Milambiling, Owen M.
SEPS
8.Emmanuel S. Valdez
EPS II
1.Joel Castillo
2.Lamberto Dionisio
3.Marlon Ocampo
4.Robert Palma
5.Cris Dioso
6.Romeo Vicmudo
7.Antonio Blanco Jr.
All pictures and graphic illustrations crafted from the internet are properties of the
original owners and were used only as supplemental materials for education
purposes.

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LEARNING MATERIALS

TLE-IA CONSUMER ELECTRONICS SERVICING

Consumer Electronics Servicing is a full course that leads to the National

TLE-IA CONSUMER ELECTRONICS SERVICING

____4. Long nose pliers

TLE-IA CONSUMER ELECTRONICS SERVICING

____7. Blade cutter

____9. Wire splicer

____10. Magnifying glass

IV. LEARNING GOALS/TARGETS:

Define occupational health and safety.

WORKSHOP SAFETY RULES

TLE-IA CONSUMER ELECTRONICS SERVICING

Sample Rating Scale:

Lesson 2. Introduction to Electricity

Define electricity and identify the origin of the term.

TLE-IA CONSUMER ELECTRONICS SERVICING

TLE-IA CONSUMER ELECTRONICS SERVICING

Lesson 3. Basic Structure of Matter

Give a basic definition of matter.

All matter such as solids, liquids, and gases, is composed of atoms.

Water is a compound made from the elements hydrogen and oxygen.

Activity 1. Fill-in the Missing Word.

TLE-IA CONSUMER ELECTRONICS SERVICING

Activity 2. Water Molecule

Lesson 3. Basic Structure of an Atom

Describe the basic structure of an atom.

What is an atom composed of?

Lesson 4. Electric Charge

Explain the differences between electrons and protons.

Electrons are the smallest and lightest of the particles in

TLE-IA CONSUMER ELECTRONICS SERVICING

Protons are much larger and heavier than electrons.

TLE-IA CONSUMER ELECTRONICS SERVICING

Lesson 5. The Valence Shell

Define valence shell.

What is the valence shell?

TLE-IA CONSUMER ELECTRONICS SERVICING

Lesson 6. Electrical Current

Electricity refers to the energy produced (usually to perform work) when

TLE-IA CONSUMER ELECTRONICS SERVICING

Electricity can be very dangerous. It is important to know

An ammeter is an instrument used to indicate how many amps of current are

TLE-IA CONSUMER ELECTRONICS SERVICING

Define electromotive force (EMF) and explain how it is measured.

TLE-IA CONSUMER ELECTRONICS SERVICING

To understand how voltage and amperage are related, it is sometimes useful

TLE-IA CONSUMER ELECTRONICS SERVICING

An important point to mention here is that the resistance is higher in smaller

TLE-IA CONSUMER ELECTRONICS SERVICING

Lesson 1. OHMS Law The relationship of Voltage, Current, and Resistance

In this algebraic expression, voltage (E) is equal to current (I) multiplied by

TLE-IA CONSUMER ELECTRONICS SERVICING

In this first example, we will calculate the amount of current (I)

What is the amount of current (I) in this circuit?

In this second example, we will calculate the amount of resistance (R) in a

What is the amount of resistance (R) offered by the lamp?

TLE-IA CONSUMER ELECTRONICS SERVICING

In the last example, we will calculate the amount of voltage supplied by a

What is the amount of voltage provided by the battery?

TLE-IA CONSUMER ELECTRONICS SERVICING

Eventually, you'll have to be familiar with algebra to seriously study electricity

Voltage is measured in volts, symbolized by the letters "E" or "V".