Professional Documents
Culture Documents
Electronics Y3
Electronics Y3
Department of Education
PUBLIC TECHNICAL -VOCATIONAL
HIGH SCHOOLS
Page
Introduction .................................................................................................... ii
Assessment Plan……………………………………………………………………….……..41
Observation Checklist……………………………………………………….………42
Observation and Questioning Checklist……………………………….………..43
Demonstration Checklist…………………………………………………….……..44
Written Report………………………………………………………………….……..45
Performance Test…………………………………………………………….……….46
References …………………………………………………………………………………….47
Acknowledgment …………………………………………………………………………….48
HOW TO USE THIS MODULE
If you have any question, don’t hesitate to ask your teacher for an
assistance.
You have already some basic knowledge and skills covered in this module
because you have been working for some time; or have already completed
training in this area.
After completing this module, ask your teacher to assess your competence.
Result of your assessment will be recorded in your competency profile. All the
learning activities are designed for you to complete at your own pace.
In this module, you will find the activities for you to complete and relevant
information sheets for each learning outcome. Each learning outcome may have
more than one learning activity.
i
Program/Course: CONSUMER ELECTRONIC SERVICING NC II
INTRODUCTION:
This module consists of two (2) learning outcomes. Each learning outcome
contains learning activities supported by instructional sheets. Before you
perform the instructions, read the information sheets and answer the self-check
and activities provided to ascertain to yourself and your teacher that you have
acquired the knowledge necessary to perform the skill portion of the particular
learning outcome.
LO1. identify the parts and electronic components of AC-DC power supply;
and
LO2. assemble AC-DC power supply to the printed circuit board.
ASSESSMENT CRITERIA:
PREREQUISITE:
ii
TECHNICAL TERMS
Bridge Rectifier. A circuit using four diodes that provides full wave rectifi-
cation. Converts AC voltage to pulsating DC voltage.
Full Wave Rectifier. The rectifier that makes use of full AC wave in both
Both positive and negative half cycles.
Regulated Power Supply. A power supply where the output voltage is not
affected by its loading factor.
Short Circuit. A very low resistance between two points in a circuit causing
excessive current.
iii
Program/Course: CONSUMER ELECTRONIC SERVICING NC II
Assessment Criteria
1
LEARNING EXPERIENCES/ACTIVITIES
2
INFORMATION SHEET 1.1
Outp Outp
ut ut
Block Diagram of AC-DC Power Supply
3
1. Half-Wave Rectifier Circuit
One rectifier diode D1 and one load resistor RL are needed to
conduct one alteration in every cycle of small AC input.
4
3. Full-Wave Bridge Type Rectifier Circuit
First Conduction
The negative half-cycle will be going to conduct to the cathode of diode
D1, thru the RL and going to conduct to the cathode of diode D4 then Line-B. In
this case D1 and D4 are conducting.
5
Second Conduction
The positive half-cycle will be going to conduct to the anode of diode D2,
thru the RL and going to conduct to the anode of diode D3 then Line-B. In this
case D2 and D3 are conducting.
The filtering stage is one of the stages of the power supply which filters
the pulsating DC. Output of rectifier stage and make it a pure DC voltages. The
main function of the filter circuit is to increase the DC output and to smoothen
the pulsating DC.
Insufficient filtering
This can cause distortion.
Rectifier Filter
(+)
Stage Stage
(-)
Filter Stage
6
Basic Methods of Filtering
Placing additional
capacitor in the
output.
Filter Circuit
7
3. Filter with Inductor
This circuit has a good filtering effect to the pulsating DC output of the
rectifier. It uses minimal value of capacitance and it is good in low current
and high current application. The only disadvantage is that the inductor
in series with the positive line takes up big space in mounting it in the
PC.
Front Panel
Rear Panel. It contains the fuse and
the AC line cord.
Rear Panel
8
Internal Parts of AC-DC Power Supply
The internal parts of the AC-DC Power Supply are shown in the figure below.
Components Description
Alligator A special type of connector used to connect the power supply to
Clip
the electronic gadget.
Capacitor A capacitor acts as the filter. The one that removes ripples from
Fuse A protective device used to prevent the circuit from short circuit
or damage
9
LED A transducer which converts electrical energy to light.
Light Emittin
g Diode
Line cord A type of cord used to connect the unit to the voltage source.
Resistor A resistor restricts the flow of current (eg. to limit the current
a timing circuit.
10
SELF-CHECK 1.1
AC-DC Power Supply
3. Why is a bridge type rectifier the most expensive type rectifier stage?
4. What stage of the power supply step-down the high AC voltage to lower AC
voltage?
voltage?
8. What stage of the power supply smoothens the pulsating DC into pure DC
output voltages?
11
SELF-CHECK KEY 1.1
1. Three
4. Transformer stage
5. Rectifier stage
6. Three
7. Three
8. Filter Stage
9. Two
12
SELF-CHECK 1.2
I. Direction: Fill in the blank with the names of the parts indicated in the
diagram. (1-9). Write the answer in your test notebook.
_________2.
__________1.
_________3.
_______4.
________7.
_________8.
________5.
________6.
_________9.
__________10. Based on the given circuit, what type of power supply is this?
13
SELF-CHECK KEY 1.2
I.
1. Transformer
2. AC plug
3. LED
4. Rotary Switch knob
5. Alligator Clip
6. Rubber Grommet
7. Rotary Switch
8. Printed Circuit Board
9. Fuse Holder
10. Full-wave Bridge Type Power Supply
II.
14
b. Full-wave conventional
Primary
Windings
15
Program/Course CONSUMER ELECTRONIC SERVICING NC II
Assessment Criteria
1. Printed Circuit Board design and etching for AC-DC power supply are
prepared.
2. Electronic components are mounted and soldered at the appropriate
location on the Printed Circuit Board.
3. All auxiliary components, including the transformer are interconnected to
the Printed Circuit Board.
4. Assembled AC-DC power supply is tested and defects are corrected.
16
LEARNING EXPERIENCES/ACTIVITIES
17
INFORMATION SHEET 2.1
A printed circuit board (PCB) has components inserted into the hole and
soldered to form its circuit connection. Its main purpose is to reduce the space
and to troubleshoot easily when problem arises.
The printed circuit board (PCB) has conductors that are thin strip of copper,
usually bonded to a baseboard called substrate. There are two very common
substrate materials used in printed circuit, the phenolic and epoxy plastic.
Copper
Substrate
on
Printed Circuit Board
Printed Circuit Board Etching is where the excess copper is removed to leave
the individual tracks or traces as they are sometimes called. Buckets, bubble
tanks, and spray machines are tools to do different ways of etching but most
firms currently use high pressure conveyors spray equipment. Spray etching is
fast Ammoniacal etching solutions when sprayed can etch 55 microns of copper
a minute. Less than 40 seconds to etch a standard 1 oz, 35 micron circuit
board.
18
speed etching is carried out solution cooling is normally required. This is
normally done by placing titanium water cooling coils into the enchant. Almost
all etching solutions liberate toxic corrosive fumes. Extraction is highly
recommended. All enchants are corrosive and toxic mainly due to the high metal
content. P.P.E. Personal Protection Equipment must always be used. Spent
solutions should always be disposed properly and not to be spilled down local
drains where they can pollute local sewage works and rivers.
In PCB designing, we should not focus only on the size of the pathways
linking to the other component, but also on the types, kinds, and characteristics
of component. Here are the other design factors needed:
1. PCB size and shape. The PCB must be big enough for the entire
component to be mounted where it is anticipated.
2. Position of the Terminal. Input, output and supply voltage if possible
should be placed near the border for easier way during troubleshooting
or minor repair.
3. High Temperature Dissipation. Too much heat is the number one
problem of all components. Bigger space is needed so that heat sink
can be provided to the component. This will protect the component
from burning up.
4. Accessibility of Components. This component that is adjustable or
variable (example: potentiometer, trimmer resistor or capacitor) should
be placed near the border to make the troubleshooting or minor repair
easier.
5. Space for Bolt and Nut. The designer should place an allowance for
mounting the PCB with bolt and nut in securing the entire board to
the chassis.
6. Different Types of Circuit Should be Grouped according to its
Application. This will enhance the circuit operation and will prevent it
from distortion generated by other circuit. This is the reason why the
circuit of the power supply is far from the audio circuit.
19
SELF-CHECK 2.1
soldered.
20
SELF-CHECK KEY 2.1
1. PCB
2. Substrate
4. Epoxy
5. Phenolic
Note: If you got all the answers right, that is an excellent mark. But if you
missed one or more, go back to the questions and study them more
21
OPERATION SHEET 2.1
Conditions
The following resources are needed:
- Electronic tools and equipment
Soldering Iron
Desoldering tool
Screwdriver (Flat / and Philip)
Wire stripper / Utility knife
Pliers
Diagonal cutter
long nose plier
High grade magnifying glass with lamp
Cleaning brush
Soldering lead
Cleaning agent
Wires
Stranded
Solid
Pre-design Printed Circuit Boards (PCB)
Mini drill with drill bit ) with adaptor (+12VDC supply)
Sand paper
Metal polish or eraser
Ruler
AC-DC power supply kit (1.5 – 12 volts variable power supply)
Analog multi tester (voltmeter / VOM)
22
2. Arrange the component circuit in a graphing paper to show/illustrate
the same design factor in PCB lay outing. Note: Actual size of the
component should be adapted for component arrangement and
mounting.
Capacitor Resistor
Four
Diodes ccc
Led
AC
Input
DC
Output
Hole for
Bolt & Nut
PCB Layout
Schematic Diagram
23
Characteristics of Good PCB Design – 4C’s
24
PERFORMANCE CHECK 2.1
Designing and Preparing PCB of AC-DC Power Supply
25
INFORMATION SHEET 2.2
Cover Surface
Copper Conductor
Substrate
Printed Circuit Board
Cover Surface
Copper
Conductor
1. Designed PCB
2. A bottle of the Ferric Chloride. (The quantity of bottle will depend upon
the area of the PCB).
3. Plastic Basin. It is the medium of ferric chloride
4. Popsicle sticks (2 pieces). It is used for hauling the designed PCB.
5. Old newspaper. It is placed under the plastic basin for the prevention of
accidental spill of chemical over the table.
6. Apron
7. Piece of Cloth
8. Plastic Varnish 1 bottle
9. Lacquer Thinner
10. Surgical Gloves
11. Knife or Cutter
JOB SHEET 2.1
26
Printed Circuit Board Etching
Direction: Given the resources needed, perform the procedure in PCB Etching
to produce a PCB.
Conditions
- Soldering Iron
- Desoldering tool
- Screwdriver (Flat / and Philip)
- Wire stripper / Utility knife
- Pliers
Diagonal cutter
long nose plier
- High grade magnifying glass with lamp
- Cleaning brush
- Soldering lead 60/40
- Cleaning agent
- Wires
Stranded
Solid
- Pre-design Printed Circuit Board (PCB)
- Mini drill with drill bit ( .9mm and 3mm ) with adaptor
(+12VDC supply)
- PCB copper foil cleaning agent ( metal polish/Eraser )
- Pencil
- Ruler
- AC-DC power supply kit (1.5 – 12 volts variable power supply)
- Analog multi tester (voltmeter / VOM)
2. Wear your apron and surgical gloves in order to prevent accidental splash
of the solution on your clothes or on your skin.
27
3. Pour the ferric chloride in the plastic basin.
Ferric
Chloride
Plastic
Basin
4. Etch the PCB by immersing it in a basin filled with ferric chloride until
the uncovered part of the copper clad is totally etched.
Immerse PCB in
plastic basin filled
with ferric chloride
5. After 10 - 15 minutes, check the PCB if all the parts needed to be removed
are totally etched (using the two popsicle sticks in hauling). If not yet,
return it into the plastic basin filled with ferric chloride. After 3 – 5
minutes check it again.
6. Haul the PCB from the plastic basin and wash it in a free flowing water to
remove the remaining residue in the PCB.
PCB
basin
28
7. With a clean and dry piece of cloth, wipe the wet PCB.
8. Pour a little amount of lacquer thinner on a clean dry piece of cloth and
wipe the markings of the permanent marker pen in the copper clad. (Note:
9. Aided by bright light, inspect the PCB for possible hairline break or short.
or cutter. And if there is a break between the copper conductors, solder it.
light
PCB
Designed
10. Apply plastic varnish to the newly etched PCB to prevent corrosion
or rust, and let it dry before touching it.
29
Techniques to correct PCB Hairline Break or Short
Hairline Break
Hairline Short
30
ASSESSMENT CHECKLIST 2.1
PCB Etching
Direction: Encircle the number which will show how competent you have
applied the skill using the criteria below. Compute for the total result.
31
ASSESSMENT GUIDE FOR JOB SHEET 2.1
Direction: Encircle the number which shows how competent you have applied
the skills according to the criteria given below.
32
OPERATION SHEET 2.3
Boring
Conditions
1. Loosen the chuck by using a long metal tool and change the drill
bit. This is done in a counter clockwise movement.
Drill Bit
Long Metal
Tool
Mini Drill
2. Insert the drill bit 1mm diameter in size and attach it to the chuck
of the unit.
33
3. Turn the long metal tool clockwise to tighten the jaw of the unit.
Be sure that the drill bit is well secured on the chuck.
4. Before inserting the 12 volts adaptor, you should turn off the unit.
5. Test the rotation of the unit if it is well aligned. If not, align it
following the steps no. 1 and 2.
To control the unit, hold the mini - drill at the lower part and firmly
position your arm. Then with the mini drill held perpendicularly to your
work surface, lightly press downward to the holes to be drilled in the PCB
but be sure that the PCB has a piece of wood under it to avoid damaging
the table. With practice, you will be able to get the procedure correctly.
Mini Drill
PCB
Piece of Wood
34
Boring Procedure
- Designed PCB
3. Using the mini drill, bore hole perpendicularly to the surface of the
PCB.
4. Clean the surface of the PCB and look for open line or short circuit.
35
SCORING RUBRICS FOR OPERATION SHEET 2.3
Boring
Note: You should read the following before and after performing the process.
Workmanship 55%
1. Tools were properly used according to its function. 25
2. PPE was observed completely while working. 25
3. Proper tools were used and PPE were observed while working. 5
Speed 5%
Finished task before time frame 5
Finished task within the time frame 4
Finished task 15 minutes after the time frame 3
Finished task 30 minutes after the time frame 2
Finished task 31 minutes and more 1
Housekeeping 5%
1. The whole area was cleaned after the assembly 5
2. The whole area was dirty after the assembly 1
Finished Design 35%
Finished design based from the given
schematic diagram 35
Finished design was correct but with access copper
clad on the finished design 30
Finished design was correct but with cut on the line 25
Finished design was with shorted line that will cause
a short circuit 10
Finished design was incorrect 2
Total 100%
Rating System
Score in Percent Descriptive Grade
95% - 100% Outstanding
80% - 94% Very Satisfactory
75% - 79% Satisfactory
74% and below Needs Improvement
Note: If you got 74 and below, you need to go over the procedures and ask
assistance from your classmates who passed this activity or from your
teacher.
36
JOB SHEET 2.2
Direction: Using the given tools, supplies and materials, mount the electronic
components to the PCB and perform soldering procedure to
assemble an AC-DC power supply project.
Conditions
37
Schematic Diagram of a Multi-Volts Unregulated Power Supply
- AC Plug with Cord is used for connecting the 220V input voltage of
the power supply.
- Power Switch is used to control the flow of 220VAC to the power
supply by turning off or on.
- Fuse Holder & Fuse is used to protect the unit from any sudden short
from the load or too much rising of power from the line source.
- Selector Switch is used to select the output voltage of the power
supply from 3V to 12V DC
- Selector Knob is a plastic holder of the selector switch.
- Indicator Lamp is used to show if there is a presence of power in the
circuit.
Neon Lamp is for 220V AC monitoring lamp.
Led is for output monitoring lamp
- Alligator Clips are used to connect the two-line output to the load.
Red clip for positive.
Black clip for negative
38
Sample Components Placement Guide
AC
Input
DC
c Output
Hole for
Bolt & Nut
Top View of PCB Layout
PCB LAYOUT
Procedure:
39
ASSESSMENT CHECKLIST FOR JOB SHEET 2.2
Direction: Encircle the number which will show how competent you have
applied the skill using the criteria given below. Compute for the total result.
40
ASSESSMENT PLAN
Evidence Checklist
Oral Questioning
Demonstration
Observation
Portfolio
Written
The evidence shows that the student can…
identify types of power supply
41
OBSERVATION CHECKLIST
Student’s name:
Teacher’s name:
Name of School
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the student in Assembling AC-DC power supply
2. Describe the assessment activity and the dates when it will be undertaken
3. Place a tick in the box to show that the student has completed each aspect of
the activity according to the standard expected in the enterprise.
4. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student has: If yes, tick the box
Identified types of power supply
42
OBSERVATION AND QUESTIONING CHECKLIST
Student’s name
Teacher’s name
Name of School
Competency
standards
Unit of
competency
Instructions for the teacher:
1. Observe the candidate in Assembling AC-DC power supply
2. Describe the assessment activity and the date when it will be undertaken.
3. Place a tick in the box to show that the student has completed each aspect of
the activity according to the standard expected in the enterprise.
4. Ask the student based on the questions in the list to confirm his/her
underpinning knowledge
5. Place a tick in the box to show that the student has answered the questions
correctly.
6. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student has If yes, tick the box
Identified types of power supply.
Identified parts of AC-DC power supply
Known electronic components needed in assembling AC-
DC power supply.
43
DEMONSTRATION
Student’s name:
Teacher’s name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials the trainee/student must be able to:
44
WRITTEN REPORT
Student’s name:
Teacher’s name:
Name of School
Competency
standards
Unit of
competency:
Task:
Your task is to:
Assemble AC-DC power supply
Submission date:
Use the checklist below as the basis for judging whether the student’s
report has met the required competency standards.
The student’s report states that If yes, tick the box
The types of power supply were identified.
The parts of AC-DC power supply were identified.
The electronic components needed in assembling AC-DC
power supply were identified.
Student’s
Date:
signature:
Teacher’s
Date:
signature:
45
PERFORMANCE TEST
PERFORMANCE STANDARDS
For acceptable achievement, all items should receive a Yes No N/A
"Yes" or "N/A" response.
Types of power supply were identified.
Parts of AC-DC power supply were identified.
Electronic components needed in assembling AC-DC power
supply were identified.
Printed Circuit Board of an AC – DC power supply was prepared,
designed and etched.
Electronic components were mounted and soldered at the
Appropriate location on the Printed Circuit Board
The PCB was interconnected with all the auxiliary components.
All components were securely mounted at the chassis.
All defects of an AC-DC power supply were corrected.
46
REFERENCES
1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics;
2003
ACKNOWLEDGMENT
Copyright Department of Education 2008
Technology Teachers:
Contextual Teacher:
Mrs. Daisy Carousel P. Cervantes
Don Alejandro Roces Sr. Science-Technology High School
Facilitators:
Encoders:
GIGI C. CORPUZ
Teacher III, Malvar National High School
Malvar, Batangas
ISMAEL G. GALLARDO
Teacher I, Community Vocational High School
Masipit, Calapan City, Oriental Mindoro
REYNALDO C. CUNANAN
Head Teacher VI, EARIST Voc. High School
Nagtahan, Sampaloc, Manila
GEORGE B. FUASO
Teacher II, Gen. Mariano Alvarez Technical High School
GMA, Cavite
RUFO G. MALLA
Teacher II, EARIST Voc. High School
Nagtaha, Sampaloc, Manila
Contextual Teachers:
English
TERESITA P. TANAEL
Teacher III, Gen. Mariano Alvarez High School
GMA, Cavite
CHARLIE I. SORIANO
Teacher I, Don Alejandro Roces, Sr. Science-Technology H.S.
Mathematics
Science
GEMMA G. VALLARTA
Teacher III, Science Coordinator
San Pedro Relocation Center National High School
San Pedro, Laguna
LENALYN N. MANZANO
Teacher I, Physics
E. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila
Facilitators:
Encoder:
MARISOL E. SALDIVAR
Teacher I, Sta. Lucia High School
Pasig City
Republic of the Philippines
Department of Education
PUBLIC TECHNICAL -VOCATIONAL
HIGH SCHOOLS
Learning Outcome 2:
Diagnose an electric fan and troubleshoot the defects found........................... 13
Learning Experience / Activities ………………………………………………...14
Operation Sheet 2.1 .............................................................................. 15
Performance Test 2.1 ............................................................................ 23
Student Write-up A ........................................................................... 23
Student Write-up A ………………………………………………………………….24
Learning Outcome 3:
Maintain and repair an electric fan................................................................. 25
Learning Experience/Activity ……………………………………………………..26
Information Sheet 3.1 ........................................................................... 27
Student Check 3.1 ............................................................................... 31
Student Check Key 3.1 ......................................................................... 32
Job Sheet 3.1 ....................................................................................... 33
Performance Test ........................................................................................... 35
Assessment Plan ............................................................................................ 36
Observation Checklist for Performance test .................................................... 37
Questionnaire Checklist ................................................................................ 38
Observation Checklist 3.1 …………………………………………………………………39
Questioning Checklist ………………………………………………………………………40
Acknowledgement…………………………………………………………………………….42
HOW TO USE THIS MODULE
If you have questions, don’t hesitate to ask your teacher for assistance.
You have already some basic knowledge and skills covered in this module
because you have been working for some time; and have already completed
training in this area.
After completing this module, ask your teacher to assess your competence.
Result of your assessment will be recorded in your competency profile. All the
learning activities are designed for you to complete at your own pace.
In this module, you will find the activities for you to complete and relevant
information sheets for each learning outcome. Each learning outcome may have
more than one learning activity.
2
Program/Course: CONSUMER ELECTRONIC SERVICING NC II
INTRODUCTION:
Completion of this module will help you better understand the succeeding
module on maintaining and repairing electronically-controlled domestic
appliances.
This module consists of three (3) learning outcomes. Each learning outcome
contains learning activities supported by instructional sheets. Before you
perform the instructions, read the information sheets and answer the self-check
and activities provided to ascertain to yourself and your teacher that you have
acquired the knowledge necessary to perform the skill portion of the particular
learning outcome.
3
TECHNICAL TERMS
AC Motor. It converts AC electrical energy into mechanical energy producing a
mechanical rotary action that performs some kind of work.
Run Winding. It is the winding in an electric motor provides the power for
turning the rotor during operation. It has the larger wire of the two
windings. The main winding of the motor is comparatively low
resistance and high inductance.
Shaft. It is the part of a rotor that carries other rotating members and that is
supported by bearings in which it can rotate.
Start Winding. It is the auxiliary winding of the motor with comparatively high
resistance and lower inductance.
Stator. It is the stationary part of the motor which the field windings are
placed.
4
System Control Microprocessor. It is an integrated circuit that can recognize
and respond to commands from the operator by monitoring the DC
voltages at the output terminals.
5
Program/Course CONSUMER ELECTRONIC MECHANIC NCII
Assessment Criteria:
6
LEARNING EXPERIENCE / ACTIVITIES
7
INFORMATION SHEET 1.1
8
Switch Box . It is a panel board for the controls of the electric fan.
Inner Pipe. It is a metal tube inserted into the outer tube intended
for the proper height adjustment of the electric fan.
Base Stand. It is the bottom or lowest part of the electric fan where
it stands on as a foundation.
9
Sensor It is the input receiver that detects input signal
coming from remote control.
10
SELF-CHECK 1.1
II
11
ANSWER KEY TO SELF-CHECK 1.1
I
1. Blade
2. Front Guard
3. Switch Box
4. Inner pipe
5. Base stand
II
1. Comparator
2. Power Controller
3. AC Motor
4. Sensor
5. Manual Switch
12
Program/Course CONSUMER ELECTRONIC MECHANIC NCII
Unit of Competency MAINTAIN AND REPAIR ELECTRONICALLY-
CONTROLLED DOMESTIC APPLIANCES
Module Title MAINTAINING AND REPAIRING AN ELECTRIC FAN
ASSESSMENT CRITERIA:
manufacturer’s manual.
and equipment.
13
LEARNING EXPERIENCE / ACTIVITIES
Learning Outcome 2
Diagnose an electric fan and troubleshoot the defects found.
Learning Activities Special Instruction
Perform the Operation Sheet 2.1 You can ask assistance from
on procedure and technique in your teacher to show you and
pre-testing and troubleshooting explain to you further the topic/s
an electric fan. you don’t understand well.
14
OPERATION SHEET 2.1
Procedure and Techniques In Pre-Testing An Electronically-
Controlled Electric Fan (ECEF)
15
TECHNIQUES IN PERFORMING PRE-TESTING OF AN ELECTRIC FAN
16
15. The functions and the characteristics of the VOM should be wisely used.
16. While using a VOM for in-circuit resistance measurement, always
exchange the setting of positive and negative probes. Take the higher
meter reading with the approximate resistance.
17. Use soldering irons with the proper power rating to prevent the
components and the circuit board from being overheated and damaged.
The soldering iron tips should be cleaned and preferably slim. Soldering
guns are not recommended for beginners, since it is difficult to keep their
temperature constant.
18. Use proper tools and soldering aids when troubleshooting printed circuit
boards. Ground the soldering iron to avoid damaging ICs and transistors.
19. Dry solder joints are hard to detect. However, when they are found or
suspected, remove the components from the PCB; then file or clean the
leads and solder the joints back. Reheating dry joints with a new
soldering lead is another remedy. When re-soldering, make sure you do
not overheat the components. Overheating the PCB may cause the copper
layer on it to warp and peel off.
20. Select a soldering iron with the rating appropriate for the particular
application.
17
TROUBLESHOOTING PROCEDURE
A. MECHANICAL FAULTS
18
B. Check for a slippage or Defective worm wheel
wear of worm wheel.
C. Check for a Untighten clutch cover
disengagement of clutch
cover.
D. Check for a disengaged Untighten oscillating rod
oscillating rod set screw. set screw
E. Check for a broken Defective knee joint
oscillating rod pin. upper part assembly
F. Check for a disengaged Untighten gear set screw
and loose gear set screw.
G. Check for a bent Defective oscillating rod
oscillating rod.
H. Check for a disengaged Defective clutch shaft
and loose clutch ball.
I. Check for a bent yoke Defective yoke shaft
(frame) shaft.
J. Check for a worn rotor Defective rotor
shaft worm.
6. Imperfect oscillation A. Check for a tight Defective oscillating
(clutch lever system). operation of oscillation switch
switch.
B. Check for an excessively Misaligned fitting in the
high outer wire position. high outlet wire position
C. Check for a loosen outer Untighten outlet wire set
wire set screw. screw
7. Unsteady oscillation. A. Check for a worm wheel. Defective worm gear
B. Check for an excessive Misaligned thrust
thrust.
C. Check for a bent yoke Defective shaft
(frame) shaft.
D. Check for a loosen Untighten set pin and
oscillating rod set pin. calk pin
E. Check for a loosen Untighten rod set screws
oscillating rod screw. calk screws
F. Check for an excessive Defective oscillating rod
oscillating rod bore.
G. Check for a worm gear Defective cover
shaft metal.
H. Check for a disengaged Untighten gear set
gear set screws. screws
I. Check for an excessive Misaligned thrust
gear thrust
8. Unsteady or A. Check for a clogging of Misaligned bushing
imperfect vertical free stop bushing.
movement.
19
B. ELECTRICAL FAULTS
PROBLEM/SYMPTOMS CHECKS TO MADE SYSTEM
DEFECTS/FAULTS
1. Doesn’t rotate A. Check for an open Defective stator
stator
B. Check for an open AC Defective wiring/AC cord
cord or wiring
C. Check for an open AC Defective fuse
line fuse
D. Check for an open Defective thermal cut-off
thermal cut-off (inside the
motor)
E. Check for an open Defective
speed selector switch switch/electronic system
control
F. Check for a defective Defective module(system
system control control)
2. Starts to rotate only A. Check for a shorted Defective capacitor
by manual turning of capacitor
the shaft. B. Check for an open Defective stator
start winding
1. Mechanical Pliers
2. Long nose pliers
3. Side-cutting pliers
4. Set of Philip Screw Drivers
5. Set of standard Screw driver
6. Volt-Ohm milliammeter
20
of the shaft. Shorted capacitor Replace the capacitor.
Motor is binding
up
Bent shaft Replace the motor
Rotation is assembly.
slow Oil and dirt Clean and lubricate.
buildup
Lack of oil Lubricate
Worn bearing Replace the yoke or its
cover.
Noise Noisy Loose guard mark Fasten the guard
mark screw.
Loose guard fitter Tighten the guard
filter.
Imbalanced or Replace the blade.
broken blade
Loose spinner Tighten the loosen
spinner.
Too much front to Adjust by adding
back play in the shaft washers.
motor shaft
Oil and dirt Clean and lubricate.
buildup
Lack of oil Lubricate the screws.
Improper mounting Re – adjust the
of the front and/or screws.
rear guard
Loose screws Tighten the screw.
Rotor rubbing Disassemble, clean
against housing and adjust the rotor if
insulation or necessary.
wiring
Oscillation No oscillation Broken, stripped or Inspect, repair and
or Unsteady bent part in clutch replace parts if
oscillation or knee joint necessary.
system
21
TROUBLE POSSIBLE CORRESPONDING
FAULTS REMEDIES
Slippage or wear of Replace the worm
the worn wheel wheel.
Disengagement of Tighten the clutch
the clutch cover cover.
Disengaged rod set Tighten the screw.
Automatic screw
oscillation Broken rod set pin Replace the knee-
system Non-oscillation joint upper part
assembly.
Disengaged and Tighten the screw.
loose gear set
screw
Bent rod Adjust or replace
the rod.
Disengaged and Replace the clutch
loose clutch ball shaft.
Bent yoke (frame) Adjust or replace
shaft the shaft.
Poor gear rotation Adjust or
disassemble and
clean.
Worn rotor shaft Replace the rotor.
worm
Imperfect Tight operation of Replace the
oscillation (clutch oscillation switch oscillation switch.
lever system) Excessively high Adjust fitting.
outer-wire position
Loose outer-wire Tighten the screw.
set screw
Worn worm wheel Replace the worn
wheel.
Excessive thrust Adjust the thrust.
Unsteady Bent yoke (frame) Adjust the shaft.
oscillation shaft
Loosen rod set pin Tighten the pin.
Loosen rod set Tighten the screw.
screw
Excessive rod bore Replace the rod.
Worm gear shaft Replace the cover.
metal
Disengaged gear Tighten the screw.
set screw
Excessive gear Adjust the thrust
thrust with the washer.
Height Unsteady or Clogging of free Adjust the bushing.
22
adjustment imperfect vertical stop bushing
of standing movement
fan
External Scratch, stain or Scratch Touch up with a
appearance breakage lacquer.
Dirt Wipe off with a
cloth, soap and
water.
Direction: Given a set of hand tools, multi-tester and defective electric fan with
the manufacturer’s service manual, perform the procedure and techniques in
pre-testing and troubleshooting an electric fan. Provide a work report/write-up
after completing the task. Write your answer in a separate sheet of paper.
STUDENT WRITE-UP A
Common Symptoms / Defects of an Electric fan
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
23
STUDENT WRITE UP B
Diagnosing Faults and Remedies in ECEF
Note: Write your answer in sheet of paper. Do not write anything in this
module.
2. POSSIBLE CAUSE/S:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
Teacher’s Initial: ___________
24
Program/Course CONSUMER ELECTRONIC MECHANIC NCII
Unit of Competency MAINTAIN AND REPAIR ELECTRONICALLY-
CONTROLLED DOMESTIC APPLIANCES
Module MAINTAINING AND REPAIRING AN ELECTRIC FAN
ASSESSMENT CRITERIA:
25
LEARNING EXPERIENCE / ACTIVITIES
26
INFORMATION SHEET 3.1
27
- All items or personal jewelry worn at work have the potential to
cause an accident or aggravate an injury sustained by an
accident.
Wear personal protective equipment suitable to the kind of work to be
done.
- Learn the purpose of each item from the wide range of protective
devices available.
28
A. HOW IS ESD GENERATED
ESD wrist straps are also called conductive wrist straps or bands. They
are usually made of elastic cloth but contain conductive strands that touch your
skin and so bleed off any static electricity on your body. Some straps are made
of conductive rubber. The wire attached to the strap contains a large value
resistor usually one mega ohm (1,000,000 ohms) allows any charge on your
body to be slowly transferred to an electric fan ground point. This build in
resistor also limits the amount of current to a safe level in case the other end of
the wire touches a power supply voltage.
Some ESD kits also contain a conductive pad on which you can place
components, like circuit boards and ICs, when they’re out of the switch box of
an electric fan. Often there’s an additional clip on the wire leading from the
wrist strap that you can attach to this conductive pad, so that any charge on
the pad will also flow to the electric fan ground point.
29
2. So to start troubleshooting an electric fan, get an ESD wrist strap and
wear it wherever you go under the covers or handle ICs and circuit
boards.
3. Put the adjustable strap around your wrist (usually the left wrist if you’re
right handed). Wearing an ESD wrist strap connected to frame or chassis
ground drains static charges off your body, preventing damaging ESD.
4. Attach the clip at the end of the wire to an electrical ground connection or
metal framework of the electric fan.
5. If you work on an electric fan without a conductive wrist strap, touch an
electrical appliance such as a lamp or the screw in a wall outlet cover
plate before touching the PCB circuit. An electrostatic discharge of just a
few hundred volts is too small to feel in most cases, but can be usually
deadly to ESD sensitive devices.
6. When you are working with a switch box of an electric fan, touch a
ground point, like the metal extension pole before touching anything else.
This should ground out any static charge your body. Also avoid wearing
clothes that easily produce a static charge, such as, knits and wools and
limit your movements as much as possible, especially on carpets while
working on electronic circuits of an electric fan.
30
SELF - CHECK 3.1
31
SELF-CHECK KEY 3.1
I.
1. Head Protection
2. Ear Protection
3. Tidy Hair Style
4. Close –fitting high buttoned overall
5. Close fitting cuff
6. No rings or watch
7. eye protection
8. cuffless trousers
9. Insulated soles
10. Reinforced footwear
II
1. True
2. True
3. True
4. True
5. True
32
JOB SHEET 3.1
COMPONENT REPLACEMENT
1. Determine the description of the values and ratings of the individual
defective parts from the manufacturer’s service manual.
2. Identify the sources of the replacement components/parts.
Original replacement components from the original factory sources.
Universal replacement components from independent factory sources.
(Note: Always consider the physical size of the replacement part).
3. Consider some factors in the selection of specific part.
Quality . Is the ability to provide exact value or specification to
replacement part
Tolerance. Is the ability to provide exact value or acceptable
parameters to replacement parts.
Availability. Is the local access to parts and whether the parts are
available .
Price. It refers to the affordability of the replacement parts at a
reasonable price.
4. Disconnect or remove properly the electrical/mechanical parts of an
electric fan
5. Install correctly the replacement parts/components in the existing
electric fan
33
PROCEDURE IN REPAIRING AN ELECTRIC FAN
1. Once the specific electrical/mechanical problem is located:
Consider the techniques for the proper removal of the defective
component or parts.
Anticipate what to do if the replacement part does not correct the
problem.
Check the installation of the replacement or original part for any
improper mounting in the mechanical assembly or circuit board.
2. Examine carefully the mounting of the replacement of original parts of the
system.
Check the placement of the wires or leads of the replacement
component.
Consider significant factors used in the original installation such as
insulating washer, silicon grease and locating mark for pin
connections.
Observe proper placement of the component leads for electrical
parts.
3. Perform the techniques for the proper soldering of the electrical parts.
Be careful not to damage adjacent components
Be careful not to lift the copper conductive path from circuit board
base material.
Avoid any solder bridges between board path.
Do not destroy the component being removed if it is still functional
and be careful not to damage the component being installed.
4. Verify all connections and harness.
Be sure that all components are pre-positioned in a manner that
will avoid the possibility of adjacent component short circuit
conditions.
Be sure to check or inspect all insulators and barriers between
sections after working on any model/brand of electric fan.
Check for frayed or broken insulation in all wiring including the AC
line cord.
Be sure to replace fuses, resistors and capacitors with special
designation such as flame proof to components equal to the original
value for both safety and liability purposes.
5. Once the repair is completed, perform an AC leakage test on all exposed
metal parts of an electric fan to eliminate the possibility of electric shock.
Perform complete retesting of the electric fan to ensure the
correctness of the actual repair.
Connect the electric fan into the 60Hz power to allow the time
period required to let the new parts settle in and operate as they are
designed to work with each other.
Recheck or inspect if the repair was done correctly and the unit
functions properly to ensure successful completion of the repair.
6. Clean the electric fan before returning it to the customer.
Be sure that the blade, front and rear guards of the electric fan are
properly cleaned.
Be sure that proper cleaning is given to the control panel or switch
box of the electric fan.
34
PERFORMANCE TEST
Direction: Given a set of hand tools, multi-tester and defective electric fan with
identified faults or defect, perform preventive maintenance and repair
procedure. Provide a work report/write-up after completing the task. Write your
answer on a separate sheet of paper.
STUDENT WRITE-UP A
Maintaining an Electric fan
STUDENT WRITE UP B
Repairing an Electric Fan
Student : _________________________________ Date: ________________________
35
ASSESSMENT PLAN
Competency standard: NC II
Unit of competency: Maintain and Repair Electronically-Controlled Domestic
Appliances
Title of Module Maintaining and Repairing an Electric Fan
Demonstration
Observation
Questioning
Portfolio
Written
The evidences must show that the student can…
explain the operation of an electric fan
36
OBSERVATION CHECKLIST FOR PERFORMANCE TEST
Student’s name:
Teacher’s name:
Assessment Center
Competency standards
Unit of competency:
Instructions for the assessor:
1. Observe the students in Maintaining and Repairing an Electric Fan
2. Describe the assessment activity and the date when it has been undertaken.
3. Place a tick in the box to show that the candidate has completed each aspect of the
activity to the standard expected in the enterprise.
4. Complete the feedback sections of the form.
Date of observation
Description of assessment activity
Location of assessment activity
The student’s can If yes, tick the
box
determine what the problems really is
obtain a description of the problem and how long it has been going
on
trace out how long the electric fan is operating at present time
inquire whether the electric fan has done this in the past and how it
is supposed to operate.
make follow-up on how the electric fan is supposed to operate.
perform preliminary inspection to locate where the problem
originated
perform closer inspection into the suspected parts or components.
Teacher’s Feedback:
37
QUESTIONING CHECKLIST FOR PERFORMANCE TEST
Student’s name:
Teacher’s name:
Assessment Center
Competency standards
Unit of competency:
Instructions for the teacher:
1. Observe the candidate in Maintaining and Repairing an Electric Fan
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the student completed each aspect of the
activity to the standard expected in the enterprise.
4. Ask the student a selection of questions from the attached list to confirm
his/her underpinning knowledge
5. Place a tick in the box to show that the student answered the questions
correctly.
6. Complete the feedback sections of the form
Date of observation
Description of assessment activity
Location of assessment activity
The candidate’s report…. If yes,
tick the
box
What precautions must you take in performing pre-testing?
How would you determine the defective parts for an intermittent
problem?
Why do you need to ask questions to the owner/operator of the
electric fan in performing pre-testing?
Why do you need to use sense of smell and sight in performing pre-
testing?
Why is it, if possible, you need to attempt to operate an electric fan
in performing pre-testing?
What would you do in the event that you are not overly familiar with
the model of the electric fan?
What should you do if you found out that someone modified the
circuit of the electric fan before performing pre-testing?
Why is it necessary to conduct closer inspection to suspected part of
the electric fan?
Did the student’s overall performance meet the standard? Yes No
Feedback to student:
Teacher signature: Date:
38
OBSERVATION CHECKLIST 3.2
Student’s name:
Teacher’s name:
Assessment Center
Competency standards
Unit of competency:
1. Instructions for the teacher:
1. Observe the candidate in Maintaining And Repairing An Electric Fan
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the student completed each aspect of the
activity to the standard expected in the enterprise.
4. Complete the feedback sections of the form
Date of observation
Description of assessment activity
Location of assessment activity
The student’s can…. If yes,
tick the
box
remove properly the identified defective parts.
verify carefully the mounting of the identical or replacement
part.
perform proper placement of component/part in the installation
process
perform the proper techniques in soldering electronic parts
perform the proper techniques in soldering electrical
component/part
perform the proper techniques in the installation of mechanical
components/part
handle properly the component/part being removed or installed
perform accurate connections and harness
observe proper use of tools and measuring instruments
QUESTIONING CHECKLIST
Student’s name:
Teacher’s name:
Assessment Center
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the candidate in maintaining and repairing electric fan.
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the student completed each aspect of the
activity to the standard expected in the enterprise.
4. Ask the student a selection of the questions from the attached list to confirm
his/her underpinning knowledge
5. Place a tick in the box to show that the student answered the questions
correctly
6. Complete the feedback sections of the form
Date of observation
Description of assessment activity
Location of assessment activity
The student’s report answers the following If yes, tick the box
questions….
What would you do if there is no available
service manual or schematic diagram for the
defective unit?
Why do you need to discharge all capacitors
mounted in the circuit before you start the
maintenance and repair jobs?
What would you do in the event that the
replacement part does not correct the
problem?
Why is it necessary to perform an AC leakage
test on all exposed metal parts of an electric
fan?
40
What safety precaution must you take before
applying to the repaired electric fan?
What would you do in the event when the
previous problem of the electric fan occurred
again while performing the pre-testing?
Why is it necessary to perform complete re-
testing one the repair of the electric fan is
completed?
Why is it necessary to clean the electric fan
before it would be returned to the customer?
Did the student’s overall performance meet the
Yes No
standard?
Feedback to student:
41
ACKNOWLEDGMENT
Copyright Department of Education 2008
Technology Teachers:
Contextual Teacher:
Facilitators:
Encoders:
42
Funding: Department of Education
ACKNOWLEDGMENT
Copyright Department of Education 2009
Technology Teachers:
Contextual Teacher:
English
Mathematics
43
o Mrs. Analiza Rosa P. Librada
Teacher I,-Mathematics Coordinator, San Pedro Relocation Center Nat’l. HS
San Pedro, Laguna
44
Republic of the Philippines
Department of Education
PUBLIC TECHNICAL -VOCATIONAL
HIGH SCHOOLS
i
Table of Contents
How to Use this Module ................................................................................... 1
Introduction ..................................................................................................... 2
Technical Terms ............................................................................................... 3
Learning Outcome 1:
Identify the Parts and Functions of a Microwave Oven ...................................... 4
Learning Experience/Activities ............................................................... 5
Information Sheet 1.1 ............................................................................. 6
Self-Check 1.1 ........................................................................................ 9
Self-Check Key 1.1................................................................................ 11
Learning Outcome 2:
Diagnose a microwave oven and analyze defects found ................................... 12
Learning Experience/Activities ............................................................. 13
Information Sheet 2.1 ........................................................................... 14
Operation Sheet 2.1............................................................................ 16
Job Sheet 2.1 ....................................................................................... 18
Learning Outcome 3:
Maintain and repair a microwave oven ........................................................... 19
Learning Experience/Activities ............................................................. 20
Information Sheet 3.1 ........................................................................... 21
Operation Sheet 3.1 .............................................................................. 23
Operation Sheet 3.2 .............................................................................. 26
Job Sheet 3.1 ....................................................................................... 29
i
HOW TO USE THIS MODULE
If you have questions, don’t hesitate to ask your teacher for assistance.
You have already some basic knowledge and skills covered in this module
because you have been working for some time; and already completed training
in this area.
After completing this module, ask your teacher to assess your competence.
Result of your assessment will be recorded in your competency profile. All the
learning activities are designed for you to complete at your own pace.
In this module, you will find the activities for you to complete and relevant
information sheets for each learning outcome. Each learning outcome may have
more than one learning activity.
1
Program/Course: CONSUMER ELECTRONIC SERVICING NC II
INTRODUCTION:
Completion of this module will help you better understand the succeeding
module on maintaining and repairing electronically-controlled domestic
appliances.
This module consists of three (3) learning outcomes. Each learning outcome
contains learning activities supported by instructional sheets. Before you
perform the instructions, read the information sheets and answer the self-check
and activities provided to ascertain to yourself and your teacher that you have
acquired the knowledge necessary to perform the skill portion of the particular
learning outcome.
Upon completing this module, report to your teacher for assessment to check
your achievement of knowledge and skills requirements of this module. If you
pass the assessment, you will be given a certificate of completion.
PREREQUISITES:
Using Hand Tools
Preparing and Interpreting Technical Drawing Used in Electronics
Connecting and Terminating Electronics Circuit
Applying Quality Standards
2
TECHNICAL TERMS
Resistance heating appliance. It is an appliance that uses resistive load for its
main part which produces heat when current passes
through it.
Electrical components. They are devices that perform electrical activities when
current is applied to the circuit.
Mica insulator. It is a transparent material that splits readily into thin sheets
which have excellent insulating and heat resisting qualities.
ON / Off switch. It is used to designate the operating and the inoperative state
of a device or unit.
Power. It is the rate at which electric energy is fed to or taken from a device
measured in watts.
Watt. It is the basic unit of power which in one second gives rise to energy of
one joule.
Fluro pan. It is an aluminum pan that is used to store food stuff like rice, corn,
etc.
3
Program/Course: CONSUMER ELECTRONIC SERVICING NC II
Assessment Criteria
References:
1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics;
Andes Mountain Printers: 2004
4
LEARNING EXPERIENCES/ACTIVITIES
5
INFORMATION SHEET 1.1
Microwave oven
Is a kitchen appliance that can come in many different sizes and styles
employing microwave radiation primarily to cook or to heat food. This is
made possible by using microwaves emitted from a magnetron to excite water
(primarily) and other polarized molecules within the food to be heated.
Microwave Oven
Microwave ovens are generally used for time efficiency in both industrial
applications such as restaurants and at home, rather than for cooking quality,
although some modern recipes using microwave ovens rival recipes using
traditional ovens and stoves. They have a central heated anode which is the
source of electrons. These are several identical tuned cavities a very strong
magnet, and a small antenna to extract the energy. They are usually made of
metal but operate on the same principles that glass thermionic valves do.
6
Major Parts and its Functions
Magnetron
The magnetron is a device for producing microwave
radiation from electricity. A variation on this device, called
the cavity magnetron is usually used as the microwave
energy source in your microwave oven. It can also be used
as the microwave source in a pulsed radar.
Varistor
It is a type of resistor with a significantly non-ohmic
current-voltage characteristic. The name is a portmanteau
of variable resistor which is misleading since it is not
continuously user-variable like a potentiometer or rheostat,
and is not a resistor but in fact a capacitor. Varistor is often
used to protect circuits against excessive voltage by arching.
Fuse
It is a wire, bar, or strip of fusible metal inserted for safety
in an electric circuit. When the current increases beyond a
certain safe strength, the metal melts, interrupting the
circuit and thereby preventing possibility of damage.
7
High voltage diode
It is a high voltage diode has a lamellar structured body of
semiconductor material. The lamellar structure is produced
by the thermal gradient zone melting process method of
migrating metal "wires" through the body to form a plurality
of spaced regions of conductivity opposite to that of the
body.
Latch switch
It is a switch having a bimetal latch for locking a resilient
contact in a closed circuit position and a heating coil for
activation of the latch to release the contact.
Oven lamp
It is a lamp which indicates that the unit has a power.
8
SELF-CHECK 1.1
Direction: Label the parts of the microwave oven based from the given
Description. Write your answer in another sheet of paper.
has a lamellar
It is a lamp which
indicates that the
4.__________________ unit has a power.
9
A wire, bar, or strip of
A switch having a
8-10. Given an actual microwave oven, identify at least three (3) major parts of
it.
10
SELF CHECK KEY 1.1
8-10.
High voltage transformer
High voltage diode
High voltage capacitor
Magnetron
Fuse
Varistor
Latch switch
Oven lamp
11
Program/Course: CONSUMER ELECTRONIC SERVICING NC II
Assessment Criteria:
References:
12
LEARNING EXPERIENCES/ACTIVITIES
13
INFORMATION SHEET 2.1
Faults and Troubles of a Microwave oven
14
Tools Used in pre-testing a microwave oven
VOM (multi-tester)
Instructional/Operational Manual
Screw Driver
Pliers
Side cutting pliers
Long nose pliers
Unit does not operate Is the plug properly Secure the connection
When turned on connected? of the plug
15
OPERATION SHEET 2.1
3. If the door locks, or if the door switch or the door seal malfunctions, be
sure not to operate the oven until total repair is done.
4. Avoid inserting nails, wires, etc. through any holes in the unit during
operation because such worsen the problem.
5. Make sure that all electrical connections are tight before inserting the
plug into the wall outlet and check energy leakage of the microwave.
3.Never touch any circuit wiring with your hand nor with an insulated tool
during operation.
16
4.Touch chassis side first then short to the high voltage capacitor terminal.
17
JOB SHEET 2.1
Direction: Fill in the table with technical data that will correspond to
microwave diagnosis and testing.
Brand: ___________________
Model #:__________________
Serial#:___________________
1._______________
2._______________
3._______________
4._______________
5._______________
18
Program/Course: - CONSUMER ELECTRONIC SERVICING NC II
Assessment Criteria
References:
Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics;
Andes Mountain Printers: 2004
Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.:
2003
19
LEARNING EXPERIENCES/ACTIVITIES
20
INFORMATION SHEET 3.1
21
22
OPERATION SHEET 3.1
23
4.) HIGH VOLTAGE CAPACITOR
Normal capacitor will show continuity for a short time, and then will
indicate 9MΩ once the capacitor is charged.
5.) MAGNETRON
A continuity check across magnetron filament terminals should indicate
one ohm or less.
A continuity check between each filament terminal and magnetron case
should read open.
24
6.) DIODE
Disconnect the two leads connected to the diode terminal and a normal
diode’s resistance will be infinite in one direction and several hundreds
kΩ in the other direction.
25
OPERATION SHEET 3.2
26
TEMPERATURE SENSOR (thermal protector)
Remove 1 screw holding the temperature
sensor and replace with new one.
Solder the lead wires securely
to the sensor terminals.
FAN MOTOR
Remove 5 screws holding fan motor shaft by pulling it straight out.
Separate the fan motor from the orifice.
27
DOOR ASSEMBLY
After replacement of defective component parts of the door, be sure that
the door assembly is properly mounted. Microwave power may leak from
the clearance between the door and oven if the door assembly is not
mounted properly.
STIRRER MOTOR
Remove and reinstall the motor cover
Use 4x6 screw.
28
JOB SHEET 3.1
29
ASSESSMENT PLAN
Evidence Checklist
Oral Questioning
Ways in which evidence will be collected:
Demonstration
[tick the column]
Observation
Third party
Portfolio
Written
Report
The evidence must show that the student can
operate a microwave oven.
30
Observation Checklist
Student’s name:
Teacher’s name:
Assessment Center
Competency
standards
Unit of
competency:
Instructions for the assessor:
1. Observe the candidate in Maintain and Repair Microwave oven.
describe the assessment activity and the date on which it was undertaken.
2. Place a tick in the box to show that the candidate completed each aspect of the
activity to the standard expected in the enterprise.
3. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can If yes, tick the box
distinguish operation of microwave oven.
determine parts of a microwave oven.
identify functions of its parts.
perform pre-testing procedure in accordance with
manufacturer’s instruction.
identify system defects/fault symptoms using
appropriate tools and equipment.
explain identified defects and faults to the
responsible person.
document results of diagnosis and testing.
perform troubleshooting in accordance with the
service manual
use Personal Protective Equipment in accordance
with occupational health and safety practices. .
replace defective parts/components with identical
or recommended appropriate equivalents ratings.
solder/mount repair or replace parts/ components
in specified location.
perform control setting/adjustment in conformity
with service manual specification.
perform repair activity within the required time
frame.
Did the candidate’s overall performance meet the standard? Yes No
Feedback to student’s:
31
Observation and Questioning Checklist
Student’s name:
Teacher’s name:
Assessment Center
Competency standards
Unit of competency:
Instructions for the assessor:
1. Observe the candidate in Maintain and Repair Microwave oven
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the candidate completed each aspect of the
activity to the standard expected in the enterprise.
4. Ask the candidate a selection of the questions from the attached list to confirm
his/her underpinning knowledge
5. Place a tick in the box to show that the candidate answered the questions
correctly.
6. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment activity
The student can.. If yes, tick the
box
operate a microwave oven.
identify parts of a microwave oven.
determine functions of its parts.
perform pre-testing procedure in accordance with
manufacturer’s instruction.
identify system defects/fault symptoms a using
appropriate tools and equipment.
explain identified defects and faults to the responsible
person.
document results of diagnosis and testing.
perform troubleshooting in accordance with the service
manual
use Personal Protective Equipment in accordance with
Occupational Health and Safety practices. .
replace defective parts/ components with identical or
recommended appropriate equivalents ratings.
Can solder/mount repair or replace parts/ components
in specified location.
Can perform control setting/adjustment in conformity
with service manual specification.
Can perform repaired activity within the required time Yes No
frame.
Did the student’s overall performance meet the standard?
32
Demonstration
Candidate’s name:
Assessor’s name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials the trainee/student must be able to:
Student’s name:
Teacher’s name:
Assessment Center
Competency standards
Unit of competency:
Task:
Your task is to:
Maintaining and repairing microwave oven
Submission date:
Use the checklist below as a basis for judging whether the student’s
report meets the required competency standards.
The student can… If yes, tick the box
operate a microwave oven.
determine the parts of a microwave oven.
Explain the functions of its parts.
perform pre-testing procedure in accordance
with manufacturer’s instruction.
identify system defects/fault symptoms
using appropriate tools and equipment.
explain identified defects and faults to the
responsible person.
Document results of diagnosis and testing.
Perform troubleshooting in accordance with
the service manual
use Personal Protective Equipment in
accordance with occupational health and
safety practices. .
replace defective parts/ components with
identical or recommended appropriate
equivalents ratings.
solder/mount replacement parts/
components in specified location.
perform control setting/adjustment in
conformity with service manual specification.
perform repaired activity within the required
time frame.
Overall did the Student’s report meet the standard? Yes No
Comments:
34
PERFORMANCE TEST
PERFORMANCE STANDARDS
For acceptable achievement, all items should receive a Yes No N/A
"Yes" or "N/A" response.
A microwave oven was operated
Parts of a microwave oven were distinguished.
The functions of its parts were determined.
pre-testing procedure in accordance with
manufacturer’s instruction were performed.
system defects/fault symptoms using appropriate
tools and equipment were identified.
identified defects and faults were explained to the
responsible person.
results of diagnosis and testing were documented.
troubleshooting in accordance with the service
manual was performed
Personal Protective Equipment in accordance with
occupational health and safety practices were
observed
defective parts/ components were replaced with
appropriate equivalent ratings.
repaired or replaced parts/ components were
soldered/ mounted in specified location.
control setting/adjustment in conformity with
service manual specification was performed.
repair activity within the required time frame was
performed.
35
ACKNOWLEDGMENT
Copyright Department of Education 2008
Technology Teachers:
Contextual Teacher:
Facilitators:
Encoders:
36
ACKNOWLEDGEMENT
GIGI C. CORPUZ
Teacher III, Malvar National High School
Malvar, Batangas
ISMAEL G. GALLARDO
Teacher I, Community Vocational High School
Masipit, Calapan City, Oriental Mindoro
REYNALDO C. CUNANAN
Head Teacher VI, EARIST Voc. High School
Nagtahan, Sampaloc, Manila
GEORGE B. FUASO
Teacher II, Gen. Mariano Alvarez Technical High School
GMA, Cavite
RUFO G. MALLA
Teacher II, EARIST Voc. High School
Nagtaha, Sampaloc, Manila
Contextual Teachers:
English
TERESITA P. TANAEL
Teacher III, Gen. Mariano Alvarez High School
GMA, Cavite
CHARLIE I. SORIANO
Teacher I, Don Alejandro Roces, Sr. Science-Technology H.S.
Quezon City
Mathematics
37
Science LENALYN N. MANZANO
Teacher I, EARVHS
Nagtahan, Sampaloc manila
GEMMA G. VALLARTA
Teacher III, Science Coordinator
San Pedro Relocation Center National High School
San Pedro, Laguna
Facilitators:
Encoder:
MARISOL E. SALDIVAR
38
Table of Content
How to Use this Module ................................................................................... 1
Introduction ..................................................................................................... 2
Technical Terms ............................................................................................... 3
Learning Outcome 1:
Identify the function of the parts of a blender ................................................... 4
Learning Experience…………………………………………………………………..5
Information Sheet 1.1 ............................................................................. 6
Self-Check 1.1 ........................................................................................ 9
Self-Check Key 1.1................................................................................ 10
Learning Outcome 2:
Diagnose a blender and troubleshoot the defect found.................................... 11
Learning Experience ……………………………………………………………….12
Operation Sheet 2.1 .............................................................................. 13
Information Sheet 2.1 ........................................................................... 14
Operation Sheet 2.2 .................................................................................... 16
Job Sheet 2.1 ....................................................................................... 18
Check List for Job Sheet 2.1 ................................................................. 19
Learning Outcome 3:
Maintain and repair a blender ........................................................................ 20
Learning Experience…………………………………………………………………21
Operation Sheet 3.1 .............................................................................. 22
Information Sheet 3.1 ........................................................................... 29
Operation Sheet 3.2 .............................................................................. 30
Job Sheet 3.1 ....................................................................................... 32
Assessment Plan ............................................................................................ 33
Observation Checklist……………………………………………………………………….34
Observation and Questioning Checklist ……………………………………………….36
Demonstration ……………………………………………………………………………….39
Written Report ……………………………………………………………………………….39
Performance Test …………………………………………………………………………....40
Performance Standards .................................................................................. 40
Acknowledgement…………………………………………………………………………….41
0
HOW TO USE THIS MODULE
If you have questions, don’t hesitate to ask your teacher for assistance.
You have already some basic knowledge and skills covered in this module
because you have been working for some time.
After completing this module, ask your teacher to assess your competence.
Result of your assessment will be recorded in your competency profile. All the
learning activities are designed for you to complete at your own pace.
In this module, you will find the activities for you to complete and relevant
information sheets for each learning outcome. Each learning outcome may have
more than one learning activity.
1
Program/Course: CONSUMER ELECTRONIC SERVICING NC II
INTRODUCTION:
Completion of this module will help you better understand the succeeding
module on maintaining and repairing electronically-controlled domestic
appliances.
This module consists of three (3) learning outcomes. Each learning outcome
contains learning activities supported by instructional sheets. Before you
perform the instructions, read the information sheets and answer the self-check
and activities provided to ascertain to yourself and your teacher that you have
acquired the knowledge necessary to perform the skill portion of the particular
learning outcome.
Upon completing this module, report to your teacher for assessment to check
your achievement of knowledge and skills requirements of this module. If you
pass the assessment, you will be given a certificate of completion.
ASSESSMENT CRITERIA:
Refer to assessment criteria of learning outcomes 1-3 of this module.
PREREQUISITES:
Using hand tools
Preparing and interpreting technical drawing
Connecting and terminating electronics circuit
Applying Quality Standards
2
TECHNICAL TERMS
Blender. It is a motorized small appliance that blends, chops, and grates food.
Domestic appliances. They are household appliances like rice cooker, blender,
washing machine, flat iron, etc.
Jar. It is made of glass, plastic, or stainless steel and often has graduated
markings for approximate measuring purposes.
Mica insulator. It is a transparent material that splits readily into thin sheets
which have excellent insulating and heat resisting qualities.
ON / Off switch. It is used to designate the operating and the inoperative state
of a device or unit.
Power. Is the rate at which electric energy is fed to or taken from a device
measured in watts.
3
Program/Course: CONSUMER ELECTRONIC SERVICING NC II
Assessment Criteria
References:
4
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 1: Identify the parts and functions of a blender.
5
INFORMATION SHEET 1.1
Blender
What is a blender?
A blender is…
A blade inside a jar is connected to a motor shaft inside the unit. The
blade speed is controlled by varying electric current to the motor using one or
more switches. The motor is operated by supplying electric current to the motor.
Blenders are used both at home and commercial kitchens for various
purposes:
6
Parts of a blender
7
Parts and Functions of a Blender
8
SELF CHECK 1.1
Parts of a Blender
A. Identify what is being asked. Write your answer in a separate sheet of paper.
Do not write anything in this module.
B. Given an actual blender, identify its parts. Ask your teacher to provide you
with a blender.
9
.
SELF CHECK KEY 1.1
1. Blender
2. Jar or container
3. Motor
4. Lid or cap
5. Base
6-7
8-10.
A blender is handy electrical gadget and a motorized small appliance. A
blade inside a jar is connected to a motor shaft inside the unit. The blade
speed is controlled by varying electric current to the motor using one or
more switches. The blender operates when supplied by an electric
current.
10
Program/Course: CONSUMER ELECTRONIC SERVICING NC II
Unit of Competency: MAINTAIN AND REPAIR ELECTRONICALLY
CONTROLLED DOMESTIC APPLIANCES
Module Title: MAINTAINING AND REPAIRING A BLENDER
Assessment Criteria:
References:
11
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 2: Diagnose/troubleshoot blender
Learning Activities Special Instruction
12
OPERATION SHEET 2.1
Before using any other accessory, make sure that the power unit is
turned off and placed on a suitable work surface. Put the protective cover over
the drive that you will not be using.
1. Before using the blender for the first time, wash the blender bowl, and
cover funnel and blade assembly and gasket in warm soapy water.
After washing, rinse well and dry before using. Your blender is now
ready for use.
2. To assemble the blender, press the gasket into the recess in the blade
assembly base.
3. Then, insert the blade assembly into the blender bowl from below.
Using the lid as a wrench, tighten the blade assembly into place. The
blade assembly must be tightened firmly to the bowl/jar to prevent
leakage.
4. Place the blender on the high-speed (upper) drive and turn to the left
(counter-clockwise) to lock the blender in place.
13
INFORMATION SHEET 2.1
Faults and Trouble of a Blender
14
B. Tools used in pre-testing a blender
1. VOM (multi-tester)
2. Instructional/ operational manual
3. Screw driver
4. Soldering Iron
5. Pliers
Diagonal pliers
Long nose Pliers
15
OPERATION SHEET 2.2
PROCEDURE:
1. Prepare all the tools and materials needed.
2. Unplug the blender and remove the jar. Undo the screw securing the
base plate. Separate the base plate and attached motor collar from
the base housing.
3. Remove the switch housing; remove the decorative facing to get at
the top screws. Remove the lower screws
from inside the blender base.
4. Hold the fan to keep the motor shaft from
turning as you unscrew the drive stud.
Remove the shield and any washers.
Unscrew the fan nut to remove the fan.
5. Disengage the strain-relief fitting from the
housing. Remove the wire connector
joining the power cord and the lead to the
brush housing.
Trouble shooting
6. Label and disconnect the lead wires from the switch block. Remove
the motor mounting bolts and lift out the motor if necessary.
7. To free brushes, remove the leads attached to the brush housing.
Use a screw driver to press lead terminal through the slot.
8. Conduct the following:
Servicing the Multi-speed Switch. It's easy to
see why the multispeed switch is a critical
component to the operation of your food blender.
Because of its high use and complexity, it is a
frequent culprit when things go wrong.
Multi-speed switch
16
Motor servicing is easy to test. Because there
is a circuit running from the appliance cord,
through the multispeed controls, to the motor,
and back to the cord, an ohmmeter (part of your
multitester) can test the circuit.
Tightening the Drive Stud. If the motor
operates well, but the blade in the blender jar
doesn't turn as it should, the problem may be
the drive stud. The most frequent cause is a
loose drive stud.
Service the Blade Assembly. The blender's blade assembly is simple in its
function. It is rotated by the drive stud, which blends or chops food within
the jar. The most common problem is caused by the jar leaking liquids. The
solution is to tighten the base. If this doesn't solve the problem, inspect and
if necessary, replace the gasket.
17
JOB SHEET 2.1
Direction: With the used of actual blender, diagnose its trouble and fill out
the following table. Write your answer on a separate sheet of paper. Do not
write anything on this module.
Blender model:_____________________________
1.
______________________
2.
______________________
3.
______________________
4.
______________________
18
CHECKLIST FOR JOB SHEET 2.1
Directions: Put a check on designated box if you perform the following criteria.
19
Program/Course: CONSUMER ELECTRONIC SERVICING NC II
Assessment Criteria:
References:
20
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 3: Maintain and repair a blender.
21
OPERATION SHEET 3.1
22
Replacement Part List
23
Components Checking
24
25
26
27
INF
28
INFORMATION SHEET 3.1
29
OPERATION SHEET 3.2
Step 2: Attach the multi-speed switch to the base with clips or screws accessed
from underneath the base's faceplate or from inside the base. Visually
inspect the switch before removing it. In many cases, the problem is a
loose terminal. Otherwise, a blackened terminal or wire may identify
where the problem has occurred.
Step 4: Because of its exposed location in front of the blender, the switch is
susceptible to damage from liquids. Use a can of compressed air or an
electrical contact cleaner to clean the switch.
(Note: Before testing the switch, make sure to remove it from the blender)
Servicing a fuse:
Step 1: Remove the blender base and locate the fuse in the wire from the
multispeed switch to the motor.
Step 2: Disconnect the wire and use a continuity tester or multitester to check
the fuse. If the circuit is open, the fuse is blown.
Step 3: Replace the faulty in-line fuse with one of identical rating.
Step 2: Select a speed-control button or turn the speed controller slightly, then
read the resistance on the meter.
Step 3: Next, rotate the drive stud clockwise by turning it once. If the resistance
reading (in ohms) changes, the motor needs service. Take it to an
appliance-repair service or replace the appliance with a good one
depending on cost.
30
Tightening the Drive Stud
Step 1: Remove the base and turn the blender over. The other end of the drive
shaft will protrude from the bottom side of the motor.
Step 2: Grip the drive shaft with a wrench or pliers, and then turn the blender
on its side to attach a wrench to the drive stud.
Step 3: Hold the drive shaft steady as you turn the drive stud clockwise.
The other cause of drive stud problems is the rounding of its corners,
requiring a new drive stud. To replace a worn drive stud, reverse the
instructions for tightening a drive stud, install the new part, and tighten
it.
31
JOB SHEET 3.1
Repairing a Blender
Directions: With the use of actual blender, fill out the following table. Write your
answer on a separate sheet of paper. Do not write anything in this module.
Blender model:_____________________________
32
ASSESSMENT PLAN
Evidence Checklist
Oral Questioning
Demonstration
Observation
Portfolio
Written
The evidence must show that the student can …
33
perform control setting/ adjustment in
conformity with service-manual
specification.
perform repair activity within the
required time frame.
clean the unit is cleaned after the
maintenance and repair activity in
accordance with standard procedures.
NOTE: Critical aspects of competency
Observation Checklist
Student’s name:
Teacher’s name:
Assessment Center
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Can observe the student in Maintain and Repair a blender.
2. Can describe the assessment activity and the date on which it was undertaken.
3. Can place a tick in the box to show that the student completed each aspect of
the activity to the standard expected in the enterprise.
3. Can complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can... If yes, tick the box
35
Observation and Questioning Checklist
Student’s name:
Teacher’s name:
Assessment Center
Competency
standards
Unit of
competency:
Instructions for the assessor:
1. Observe the candidate in Maintain and Repair a Blender
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the candidate completed each aspect of the
activity to the standard expected in the enterprise.
4. Ask the candidate a selection of the questions from the attached list to confirm
his/her underpinning knowledge
5. Place a tick in the box to show that the candidate answered the questions
correctly.
6. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can… If yes, tick the box
36
identical or recommended appropriate
equivalents ratings.
solder replacement parts/components in
specified location.
perform control setting/ adjustment in
conformity with service-manual specification.
perform repair activity within the required
time frame.
clean the unit after the maintenance and
repair activity in accordance with standard
procedures.
Did the student’s overall performance meet the YES NO
standard?
Demonstration
Candidate’s name:
Assessor’s name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials the trainee/student must be able to:
38
Written report
Student’s name:
Teacher’s name:
Assessment Center
Competency
standards
Unit of competency:
Task:
Your task is to:
Maintaining and Repairing a Blender
Submission date:
Use the checklist below for judging the student’s report based on the competency
standards. The student has:
Comments:
Student’s
Date:
signature:
Teacher’s
Date:
signature:
39
PERFORMANCE TEST
PERFORMANCE STANDARDS
For acceptable achievement, all items should receive a "Yes" or "N/A" Ye No N/
response. s A
The unit is cleaned after the maintenance and repair activity performed
in accordance with standard procedures.
40
ACKNOWLEDGMENT
Copyright Department of Education 2008
Technology Teachers:
Contextual Teacher:
Facilitators:
Encoders:
41
ACKNOWLEDGMENT
Copyright Department of Education 2009
Technology Teachers:
Contextual Teacher:
English
Mathematics
o Mrs. Analiza Rosa P. Librada
Teacher I,-Mathematics Coordinator, San Pedro Relocation Center Nat’l. HS
San Pedro, Laguna
Science
42
o Mrs. Gemma G. Vallarta
Teacher III Science Coordinator, San Pedro Relocation Center Nat’l. HS
San Pedro, Laguna
Facilitators:
Encoders:
o Marisol E. Saldivar
43
Republic of the Philippines
Department of Education
PUBLIC TECHNICAL -VOCATIONAL
HIGH SCHOOLS
Page
If you have questions, don’t hesitate to ask your teacher for assistance.
You have already some basic knowledge and skills covered in this module
because you have been working for some time; and already completed
training in this area.
After completing this module, ask your teacher to assess your competence.
Result of your assessment will be recorded in your competency profile. All
the learning activities are designed for you to complete at your own pace.
In this module, you will find the activities for you to complete and relevant
information sheets for each learning outcome. Each learning outcome may
have more than one learning activity.
INTRODUCTION:
Completion of this module will help you better understand the succeeding
module on maintaining and repairing electronically-controlled domestic
appliances.
This module consists of three (3) learning outcomes. Each learning outcome
contains learning activities supported by instructional sheets. Before you
perform the instructions, read the information sheets and answer the self-
check and activities provided to ascertain to yourself and your teacher that
you have acquired the knowledge necessary to perform the skill portion of
the particular learning outcome.
Upon completing this module, report to your teacher for assessment to check
your achievement of knowledge and skills required in this module. If you
pass the assessment, you will be given a certificate of completion.
ii
TECHNICAL TERMS
Run Winding. The winding in an electric motor that provides the power for
turning the rotor during operation. It has the larger wire of the
two windings. The main winding of the motor with comparatively
low resistance and high inductance.
Shaft. It is a part of a rotor that carries other rotating members and that is
supported by bearings in which it can rotate.
Stator. It is a stationary part of the motor which the field windings are placed.
Short Circuit. It is also called a short. A low resistance connection between two
points in a circuit typically causing excessive current.
iv
Program/Course CONSUMER ELECTRONIC SERVICING NC II
Learning Outcome 1:
Identify the parts and functions of a washing machine.
Assessment Criteria:
1
LEARNING EXPERIENCE / ACTIVITIES
Learning Outcome 1
Identify the functions of the parts of a washing machine.
Learning Activities Special Instructions
Read the Information Sheet You can ask the assistance of
No. 1.1 on operation of a your teacher to show you and
washing machine, parts and explain further the topic you
its functions. don’t understand.
2
INFORMATION SHEET 1.1
OPERATION OF A WASHING MACHINE
PROGRAM
AC CORD
SELECTION
CONTROL
PULSATOR DRUM
DRAIN HOSE
3
Block Diagram of Electronically-Controlled Washing Machine
4
SELF-CHECK 1.1
A. Direction: Label the different blocks that resemble an electronically-
controlled washing machine. Write your answer in another sheet of
paper. Do not write anything in this module.
B. Direction: Define the following words below. Write your answer on a sheet of
paper. Do not write anything in this module.
1. Pulsator - _______________________________________________________________
2. Drain Hose - ____________________________________________________________
3. Buzzer - ________________________________________________________________
4. Program Selection Control - _____________________________________________
5. Power Control - _________________________________________________________
5
ANSWER KEY TO SELF-CHECK 1.1
6
Program / Course CONSUMER ELECTRONIC SERVICING NCII
ASSESSMENT CRITERIA:
CONTENTS:
7
LEARNING EXPERIENCE / ACTIVITIES
Learning Outcome 2
Diagnose a washing machine and troubleshoot
defects / faults found.
Learning Activities Special Instruction
Perform Operation Sheet No. You can ask the assistance of
2.1 on procedure and your teacher to show you and
technique in pre-testing and explain further the topic you
troubleshooting a washing don’t understand.
machine.
8
OPERATION SHEET 2.1
TROUBLESHOOTING PROCEDURE:
ELECTRICAL FAULTS
1. Washer is not energized.
2. If supply voltage
is 120% higher
than rating, the
varistor in the
controller may be
broken. Check the
supply voltage.
10
2. Defects on Displaying Function.
Checks to be made Result of Possible Cause Remedy
Check
Main Voltage
1. Measure the Less than Low voltage. To explain that
main voltage at the 85% of the it is caused by
wall outlet. rating. low voltage in
electric supply
and to
recommend use
of a transformer
if voltage has
been
continuously
2. Measure the The diameter of low.
voltage at the Less than the lead wire is
extended outlet 85% of the smaller or many To use a
where the washer rating. loads are transformer
is plugged in. If the connected at the having enough
extended outlet is same outlet. capacity.
used and voltage
at the electrical
outlet is normal in
the above, then the
extended outlet is
defective.
Transformer
Controller
12
5. Pulsator doesn’t rotate normally.
Checks to be made Result of Possible Cause Remedy
Check
Pulsator weakly
rotates
1. Check the Less than 26.3 Defect on the Change the Ball
generation kHz. ball pressure Pressure Sensor.
frequency of the sensor.
Ball Pressure
Sensor without 26.3~27.1 Defect of the Change the
water. kHz. controller. controller.
7. Spin extraction is not proceeded.
Checks to be made Result of Possible Cause Remedy
Check
Motor
Change the
1. The wash motor There is a Defect on the capacitor after
does not spin motor working capacitor or checking the
during spin sound. mechanically defect of
extraction. locked. capacitor.
13
a. Check if there is Check whether
motor working the washing tub
sound. is blocked if the
motor rotates
after removing
the V-belt.
Check if the
motor is locked
when it does not
2. If there is no rotate even
motor – working though the V-
sound. belt is removed.
1. In case the
motor rotates but
the inner tub does
not rotate.
14
not work. or defect on the controller after
controller. checking
connection
parts.
15
11. Power automatically turns on and off during operation.
Checks to be Result of Possible Cause Remedy
made Check
Main Voltage
MECHANICAL FAULTS
1. Water doesn’t come into the wash tub.
Checks to be made Result of Possible Cause Remedy
Check
Inlet Valve
1. If water doesn’t
come through the
inlet valve works,
electric sound
occurs.
16
a. Check whether Water main is Main is cut. Explain.
water main is cut. cut.
Repair the
2. If there is no defect Air hole is blocked hole.
in the Ball Pressure Blocked. blocked.
Sensor, check
whether the air hole
of the outer tub is
blocked.
Inlet Valve
Defect on the Change the inlet
1. The water fills even Water fills. inlet valve. valve.
though it is not
energized.
3. Pulsator doesn’t rotate normally.
Checks to be made Result of Possible Cause Remedy
Check
Pulsator rotates at
one direction
a. Check the
resistance of the Defect on the Change the
wash motor. If Resistance is controller or controller if
there is no motor normal. poor contact of there are no
working sound. connectors of contact defects
motor leads. in the leads of
the motor.
18
b. Check the belt V-belt is loose. Loose belt. Adjust belt
tension whether tension by
clutch rotates changing motor
normally. Clutch is fixing location.
locked. Defect on the Change the belt
clutch. if it is impossible
to adjust the
belt tension.
Change the
clutch if the
clutch pulley is
locked.
Adjust belt
tension or
change the belt
3. The pulsator if it is impossible
doesn’t rotate at to adjust.
both directions. .
Remove the
a. Check whether Motor rotates Loose belt. cause of locking
the motor rotates at both the pulsator.
both direction when directions.
it’s energized . Change the
clutch.
Remove the
causes.
2. Check resistance
19
of the motor if there
is no motor- ∞Ω Motor coil is
working sound. open.
3. Check
connection parts Defect on Defect on Repair defective
of the leads if connection connection part. connection.
there is no part.
working sound
and its resistance Connection Defect on the Change the
is normal. part has no controller. controller.
defects.
20
Drain Hose
Check the
washer works
normally after
repair and
reassemble
them.
21
Drain Motor (for
non- pump model
only)
1. In case motor
rotates but the
inner tub doesn’t
rotate:
23
7. Spin basket doesn’t reach to full speed (normal rpm).
Checks to be made Result of Possible Cause Remedy
Check
Clutch
Assembling
All of process
LED blink.
Door open. LID is opened Lid is opened Close the lid.
in the course of during intermittent
intermittent spin or normal
spin, normal spin.
spin or Lid is opened while Close the lid.
processing processing
reservation. reservation.
Is placed magnetic Change
Wash and spin in Lid-B. the Lid-B.
LED blink.
Signal is
continuously
ringing.
26
Ball Ball pressure Connect the BALL Correct the
pressure sensor is off. PRESSURE connector
sensor. .SENSOR or BLUE contact.
All water level (BL) 3 pin
LED blink. connector to P.W.B
ASM has bad
connection.
PRESSURE S/W is
bad. In the initial Replace ball
state of QC TEST pressure sensor.
MODE, the number
of the DISPLAY is
less than 63 or
more than 70.
Auto off. Auto off relay S/W BLUE(BL) 1pin Correct the
is out of order. connector to P.W.B connector contact.
ASM has bad
connection. Change auto off
switch ASM.
27
PERFORMANCE TEST 2.1
STUDENT WRITE-UP A
Common Symptoms / Defects of a Washing Machine
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
STUDENT WRITE UP B
Diagnosing Faults in ECEF
2. POSSIBLE CAUSE/S:
______________________________________________________________________________
______________________________________________________________________________
28
OBSERVATION CHECKLIST FOR PERFORMANCE TEST 2.1
Student’s name:
Teacher’s name:
Assessment Center
Competency standards
Unit of competency:
Instructions for the Teacher:
1. Observe the Student [insert description of activity being observed]
2. Describe the assessment activity and the date on which it was
undertaken.
3. Place a tick in the box to show that the student completed each aspect of
the activity to the standard expected in the enterprise.
4. Complete the feedback sections of the form
Date of observation
Description of assessment activity
Location of assessment activity
The Student’s report can… If yes, tick the box
determine what is the real problem.
obtain a description of the problem and how
long it has been going on.
trace out how long the washing machine is being
operated.
inquire whether the washing machine has been
in this condition.
make follow-up on how the washing machine is
supposed to operate.
perform preliminary inspection to locate where
the problem originated.
perform closer inspection into the suspected
parts or components.
look for burned and broken components.
inspect for loose connections or broken wires.
29
verify the system defects or faults of a washing
machine.
pinpoint accurately the defective component or
part on a washing machine.
perform correctly the pre-testing troubleshooting
procedures.
document the results of diagnosis and testing a
washing machine.
Did the student’s overall performance meet the
Yes No
standard?
Feedback to student:
Teacher signature: Date:
30
QUESTIONING CHECKLIST FOR PERFORMANCE TEST 2.1
Student’s name:
Teacher’s name:
Assessment Center
Competency standards
Unit of competency:
Instructions for the Teacher:
1. Observe the Student [insert description of activity being observed]
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the Student completed each aspect of the activity to
the standard expected in the enterprise.
4. Ask the Student a selection of questions from the attached list to confirm his/her
underpinning knowledge
5. Place a tick in the box to show that the Student answered the questions correctly.
6. Complete the feedback sections of the form
Date of observation
Description of assessment activity
Location of assessment activity
The Student’s report will answer the following questions… If yes, tick
the box
What precautions must you take in performing pre-
testing procedure in a washing machine?
How would you determine the defective parts for an
intermittent operation problem?
Why do you need to ask questions to the owner/operator
of the washing machine in performing pre-testing?
Why do you need to use sense of smell and sight in
performing pre-testing?
Why is it you need to operate a washing machine in
performing pre-testing?
What would you do in the event that you are not familiar
with the model of the washing machine?
What should you do if you found out that someone
modified the circuit of the washing machine?
Why is it necessary to conduct closer inspection to
suspected part / parts of the washing machine?
Did the Student’s overall performance meet the standard? Yes No
Feedback to Student:
Teacher signature: Date:
31
Program/Course: CONSUMER ELECTRONIC SERVICING NC II
32
LEARNING EXPERIENCE / ACTIVITIES
Learning Outcome 3
Maintain and repair a washing machine.
Learning Activities Special Instructions
Read the Information Sheet You can ask the assistance of
3.1 on personal protective your teacher to show you and
equipment and electrostatic explain further the topic you
discharge protection don’t understand.
procedure.
33
INFORMATION SHEET 3.1
PERSONAL PROTECTIVE EQUIPMENT:
34
35
A. HOW IS ESD GENERATED
ESD wrist straps are also called conductive wrist straps or bands. They
are usually made of elastic cloth but contain conductive strands that touch your
skin and so bleed off any static electricity on your body. Some straps are made
of conductive rubber. The wire attached to the strap contains a large value
resistor, usually one mega-ohm (1,000,000 ohms) that allows any charge on
your body to be slowly transferred to a washing machine ground point. This
build in resistor also limits the amount of current to a safe level in case the
other end of the wire touches a power supply voltage.
Some ESD kits also contain a conductive pad on which you can place
components, like circuit boards and ICs, when they’re out of the switch box of
an washing machine. Often there’s an additional clip on the wire leading from
the wrist strap that you can attach to this conductive pad, so that any charge
on the pad will also flow to the washing machine ground point.
36
C. ELECTRO-STATIC DISCHARGE (ESD) PROTECTION PROCEDURE
37
SELF – CHECK 3.1
II. Direction: Write True if the statement is correct or False if it is wrong. Write
your answer in another sheet of paper.
II
1. True
2. True
3. True
4. True
5. True
39
JOB SHEET 3.1
COMPONENT REPLACEMENT
1. Turn off the washing machine and remove the cord from the source of
voltage.
2. Apply lubricant to mechanical parts of the washing machine that requires
lubrication through a drop of oil or grease to assure smooth operation
without grinding or squeaks.
3. Replace the bushings or end bells for squeaks with the use of appropriate
tools if squeaks cannot be corrected by applying lubricants.
4. Apply or spray anti-rust lubricants to all mechanical parts of the washing
machine to drive out moisture, protect corrosion, loosen rusted metal parts
and even frees sticky mechanism.
5. Clean and check cooling louvers for any obstructions to avoid cutting off the
air flow.
6. Clean or wipe dust and foreign particles at the PC Board and metal parts of
the motor.
7. Replace worn or frayed AC cord and electrical wires.
41
Be sure to replace fuses, resistors and capacitors with special
designation such as flame proof to components equal to the original
value for both safety and liability purposes.
Be sure that the blade, front and rear guards of the washing
machine are properly cleaned.
Be sure that proper cleaning is given to the control panel or switch
box of the washing machine.
42
PERFORMANCE TEST 3.1
STUDENT WRITE-UP A
Common Symptoms / Defects of a Washing machine
STUDENT WRITE UP B
Diagnosing Faults in ECEF
43
OBSERVATION CHECKLIST 3.1
Student’s name:
Teacher’s name:
Assessment Center
Competency
standards
Unit of competency:
Instructions for the Teacher:
1. Observe the Student [insert description of activity being observed]
2. Describe the assessment activity and the date on which it was
undertaken.
3. Place a tick in the box to show that the Student completed each aspect of
the activity to the standard expected in the enterprise.
4. Complete the feedback sections of the form
Date of observation
Description of assessment activity
Location of assessment activity
The Student’s report can reveal that the student can… If yes, tick the
box
properly identify the defective parts.
verify carefully the mounting of the identical or
replacement part.
perform proper placement of component/part in the
installation process.
perform the proper techniques in soldering electronic
parts.
perform the proper techniques in soldering electrical
component/part.
perform the proper techniques in the installation of
mechanical components/part.
handle properly the component/part being removed or
installed.
perform accurate connections and harness .
observe proper use of tools and measuring instruments
.
perform completer re-testing of the unit once the repair
is completed.
apply lubricant to moving mechanical parts that
requires lubrication.
44
perform preventive check to rotating or moving parts
that squeaks.
apply or spray anti-rust lubricant to all mechanical and
metal parts.
clean and check cooling louvers for any obstructions.
Feedback to Student:
45
QUESTIONING CHECKLIST 3.1
Student’s name:
Teacher’s name:
Assessment Center
Competency standards
Unit of competency:
Instructions for the Teacher:
1. Observe the Student [insert description of activity being observed]
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the Student completed each aspect of the
activity to the standard expected in the enterprise.
4. Ask the Student a selection of the questions from the attached list to confirm
his/her underpinning knowledge
5. Place a tick in the box to show that the Student answered the questions
correctly
6. Complete the feedback sections of the form
Date of observation
Description of assessment activity
Location of assessment activity
The Student’s report will answer the following questions: If yes, tick the box
What would you do if there is no available service
manual or schematic diagram for the defective unit?
Why do you need to discharge all capacitors mounted
in the circuit before you start the maintenance and
repair jobs?
What would you do in the event that the replacement
part does not correct the problem?
Why is it necessary to perform an AC leakage test on
all exposed metal parts of an washing machine?
What safety precaution must you take before applying
to the repaired washing machine?
What would you do in the event when the previous
problem of the washing machine occurred again while
performing the pre-testing?
Why is it necessary to perform complete re-testing one
the repair of the washing machine is completed?
Why is it necessary to clean the washing machine
before it would be returned to the customer?
Did the Student’s overall performance meet the
Yes No
standard?
Feedback to Student:
46
EVIDENCE CHECKLIST
Competency standard: NC II
Unit of competency: Maintain and Repair Electronically-Controlled
Domestic Appliances
Title of Module Maintaining and Repairing a Washing Machine
Demonstration
Observation
Questioning
Portfolio
Written
The evidence must show that the student can...
explain the operation of a washing machine.
X
identify the parts of a washing machine.
47
ACKNOWLEDGEMENT
1 Technology Teachers:
Mr. Vic P. Diola
Bauan Technical High School
Contextual Teacher:
Mrs. Daisy Carousel P. Cervantes
Don Alejandro Roces Sr. Science-Technology High School
Facilitators:
Dr. Edward M. Dela Rosa
Dr. Corazon L. Echano
TEC-VOC Task Force
Encoders:
Mrs. Rosario D. Briones
Mr. Mhariel L. Echano
Mr. Jason O. Villena
48
ACKNOWLEDGEMENT
GIGI C. CORPUZ
Teacher III, Malvar National High School
Malvar, Batangas
ISMAEL G. GALLARDO
Teacher I, Community Vocational High School
Masipit, Calapan City, Oriental Mindoro
REYNALDO C. CUNANAN
Head Teacher VI, EARIST Voc. High School
Nagtahan, Sampaloc, Manila
GEORGE B. FUASO
Teacher II, Gen. Mariano Alvarez Technical High School
GMA, Cavite
RUFO G. MALLA
Teacher II, EARIST Voc. High School
Nagtaha, Sampaloc, Manila
Contextual Teachers:
English
TERESITA P. TANAEL
Teacher III, Gen. Mariano Alvarez High School
GMA, Cavite
CHARLIE I. SORIANO
Teacher I, Don Alejandro Roces, Sr. Science-Technology H.S.
49
Quezon City
Mathematics
GEMMA G. VALLARTA
Teacher III, Science Coordinator
San Pedro Relocation Center National High School
San Pedro, Laguna
Facilitators:
Encoder:
MARISOL E. SALDIVAR
50
Republic of the Philippines
Department of Education
PUBLIC TECHNICAL -VOCATIONAL
HIGH SCHOOLS
51
52
Republic of the Philippines
Department of Education
PUBLIC TECHNICAL -VOCATIONAL
HIGH SCHOOLS
i
HOW TO USE THIS MODULE
You may already have some basic knowledge and skills covered in this
module because you have been working for sometime; or already completed
training in this area.
Inside this module you will find the activities for you to complete and
followed by relevant information sheets for each learning outcome. Each
learning outcome may have more than one learning activity.
ii
Program/Course CONSUMER ELECTRONIC SERVICING NCII
INTRODUCTION:
This module contains information and suggested learning activities on
Maintaining and Repairing Electronically Controlled Appliances. It covers the
knowledge, skills and attitudes required to repair and maintenance of a flat
iron.
PREREQUISITES:
Using Hand Tools
Preparing and Interpreting Technical Drawing Used in Shop
Connecting and Interpreting Electronic Circuit
Applying Quality Standard
iii
TECHNICAL TERMS
Short Circuit. It is also called a short. Low resistance connection between two
points in a circuit typically causing excessive current.
iv
Program/Course CONSUMER ELECTRONIC SERVICING NCII
Learning Outcome 1: Identify the parts and functions of electric flat iron.
Assessment Criteria:
1. The parts of a flat iron and their functions are identified based on the
References
http;//e-service.panasonic.com
1
LEARNING EXPERIENCES/ACTIVITIES
2
INFORMATION SHEET 1.1
3
5. Soleplate is a base metal that serves as fabric pressing
part made of metal.
Specific instructions
4
SELF CHECK 1.1
Direction: Name the parts of a flat iron and give their function. Write your
answers to all the instructional materials on another sheet of paper. Do not
write anything in this module.
1.
2.
3.
4.
5.
6.
7.
5
SELF CHECK KEY 1.1
Parts Function
1.Ac line cord Used to connect the unit to the
power source.
6
Program/Course CONSUMER ELECTRONIC SERVICING NCII
Assessment Criteria:
Reference:
http;//e-service.panasonic.com
7
LEARNING EXPERIENCES/ACTIVITIES
1. Read the attached Information Do the Job Sheet 2.1 and fill-up
a flat iron.
8
Information Sheet 2.1
Short Circuit
Terminal connections
Blown fuse
Heating element
9
INFORMATION SHEET 2.2
8.
1. Flat iron
9. Volt-ohm-milliammeter
10. Wrench/Pliers
3. Set of pliers
4. Soldering iron
11. Desoldering tool
6. Soldering lead
7. Wire stripper
10
SELF CHECK 2.1
1.
2.
3.
4.
5.
6.
7.
8. .
9.
11
SELF CHECK KEY 2.1
1. Wrench/Pliers
2. Soldering Stand
3. Desoldering Tool
4. Screw driver
7. Wire Stripper
8. Soldering Iron
12
STUDENT WRITE-UP 2.1
ADMISSION SLIP
13
JOB SHEET 2.1
Direction: From the given defective flat iron Fill-out the table with the
necessary information.
14
Program/Course CONSUMER ELECTRONIC SERVICING NCII
Assessment Criteria:
References
http;//e-service.panasonic.com
15
Learning Outcome 3 Maintain and repair electric flat iron.
16
INFORMATION SHEET 3.1
Store Iron
After iron has cooled, wrap cord loosely. To protect soleplate, always store
iron on heel rest.
Mail/travel iron
17
Important:
3. To protect against risk of electric shock, do not immerse any part of the
iron in water or other liquid.
5. Do not allow the cord to touch hot surfaces. Let iron cool completely.
18
SELF-CHECK 3.1
19
ACTIVITY SHEET 3.1
With an actual flat iron provided by the teachers identify and pinpoint
the different parts in accordance with the manufacturer’s service
manual.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
20
ASSIGNMENT SHEET 3.1
21
TEACHER-CHECK SHEET 3.1
Instructions: Tick in the box which indicates how competent you are in
demonstrating the troubleshooting techniques
FLAT IRON
Item Troubleshooting 70 75 80 85 90 95 100 Scor
no. Techniques e
1. Identify the
problem/symptoms
of a flat iron.
2. Identify the possible
cause/s of the
problem.
3. Defective parts and
components are
replaced with
identical equivalent
ratings.
4. Components are
soldered and
mounted at the
specified location
5. Proper tools and
materials are used in
maintaining and
repairing a flat iron.
6. Control
settings/adjustments
are performed in
conformity with
service manual
specifications.
7 Work safely is
observed.
8. The area is cleaned
after the activity.
Average
22
ASSESSMENT PLAN
Evidence Checklist
Competency standard CONSUMER ELECTRONIC SERVICING NCII
Unit of competency MAINTAIN AND REPAIR ELECTRONICALLY-
CONTROLLED DOMESTIC APPLIANCES
Title of Module MAINTAINING AND REPAIRING A FLAT IRON
Ways in which evidence will be collected:
[tick the column]
Demonstration
Questioning
Observation
Third party
Portfolio
Written
Report
The evidence must show that the student…
explained the operation of a flat iron.
Identified the parts of a flat iron
Explained the functions of its parts
performed pre-testing procedure in accordance
with the manufacturer’s instructions.
identified system defects and fault symptoms
using appropriate tools and equipment.
identified defects and faults are explained to
the responsible person.
documented results of diagnosis and
performed troubleshooting in accordance with
the service manual.
used Personal Protective Equipment in
accordance with the Occupational Health and
Safety Practices.
replaced defective parts and component with
identical or recommended appropriate
equivalent ratings.
soldered/mounted repaired or replaced
parts/components in the specified location.
performed control settings and adjustments in
conformity with the service manual
specifications.
cleaned the unit after the maintenance and
repair activity.
23
OBSERVATION CHECKLIST
Student’s name:
Teacher’s name:
Name of school
Competency
standards
Unit of competency:
Instructions for the teacher:
1. Observe the student maintaining and preparing a flat iron insert description of
activity being observed.
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the student completed each aspect of the
activity to the standard expected in the enterprise.
4. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment activity
The student can…. If yes, tick the box
explain the operation of a flat iron.
identify the parts of a flat iron.
explain the functions of its parts.
perform Pre-testing procedure in accordance with the
manufacturer’s instructions.
identify the system defects and fault symptoms using
appropriate tools and equipment
explain to the responsible person the identified
defects and faults
document the results of diagnosis and testing.
advise customer regarding the status and
serviceability of the unit as per procedures.
perform troubleshooting in accordance with the
service manual.
use PPE in accordance with OH and SP.
repair or replace parts/components.
perform control settings and adjustments in
conformity with the service manual specifications.
clean the unit after the maintenance and repair
activity.
Did the student’s overall performance meet the Yes No
standard?
Feedback to student:
24
OBSERVATION AND QUESTIONING CHECKLIST
Student’s name:
Teacher’s name:
Name of School
Competency
standards
Unit of competency:
Instructions for the teacher:
1. Observe the student in Maintaining and Repairing Flat Iron.
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the student completed each aspect of the activity to
the standard expected in the enterprise.
4. Ask the student a selection of the questions from the attached list to confirm his/her
underpinning knowledge
5. Place a tick in the box to show that the student answered the questions correctly.
6. Complete the feedback sections of the form.
Date of observation
Description of assessment activity
Location of assessment activity
The student can…. If yes, tick the box
explain the operation of a flat iron.
identify the parts of a flat iron.
explain the functions of its parts.
perform Pre-testing procedure in accordance with the
manufacturer’s instructions.
identify the system defects and fault symptoms using
appropriate tools and equipment
explain to the responsible person the identified defects and
faults
document the results of diagnosis and testing.
advise customer regarding the status and serviceability of
the unit as per procedures.
perform troubleshooting in accordance with the service
manual.
use PPE in accordance with OH and SP.
repair or replace parts/components.
25
DEMONSTRATION
Student’s name:
Teacher’s name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials the student must be able to:
Materials and equipment:
1. Flat iron
2. Set of screw drivers
3. Set of pliers
4. Soldering iron
5. Soldering stand
6. Soldering lead
7. Wire stripper
8. Volt-ohm-milliammeter
9. Wrench/Pliers
10. Desoldering tool
11. Cleaning brush
to show if evidence is
demonstrated
During the demonstration of skills, did the student: Yes No N/A
Explained the operation of a flat iron is.
Identified the parts of a flat iron are.
Explained he functions of its parts are.
Performed the pre-testing procedure in accordance with the
manufacturer’s instructions.
Identified the system defects and fault symptoms are using
appropriate tools and equipment.
Identified defects and faults are explained to the
responsible person.
Documented results of diagnosis and testing are.
Performed troubleshooting in accordance with the service
manual.
Used Personal Protective Equipment in accordance with the
Occupational Health and Safety Practices.
Replaced defective parts and component with identical or
recommended appropriate equivalent ratings.
Soldered/mounted repaired or replaced parts/components
in the specified location.
Performed control settings and adjustments in conformity
with the service manual specifications.
Cleaned the unit after the maintenance and repair activity.
The student’s demonstration was:
26
WRITTEN REPORT
Student’s name:
Teacher’s name:
Name of the School
Competency
standards
Unit of competency:
Task:
Your task is to:
Maintain and Repair Flat Iron.
Submission date:
Use the checklist below as a basis for judging whether the student’s report
meets the required competency standards.
The student’s report can…. If yes, tick the box
identify the parts and function of flat iron.
diagnose and troubleshoot defective flat iron.
apply PPE and OHS&P.
repair/replace parts and solder components and
mount components to the specified location.
perform settings and adjustments in conformity
with the service manual specifications.
maintain the area clean after the activity.
Overall did the student’s report meet the standard? Yes No
Comments:
Student’s
Date:
signature:
Teacher’s
Date:
signature:
27
PERFORMANCE TEST
28
PERFORMANCE STANDARDS
For acceptable achievement, all items should receive a Yes No N/A
"Yes" or "N/A" response.
Explained the operation of a flat iron.
Identified the parts of a flat iron
Explained the functions of its parts
Performed pre-testing procedure in accordance with the
manufacturer’s instructions.
Identified system defects and fault symptoms using
appropriate tools and equipment.
Identified defects and faults are explained to the
responsible person.
Documented results of diagnosis and
Performed troubleshooting in accordance with the service
manual.
Used Personal Protective Equipment in accordance with
the Occupational Health and Safety Practices.
Replaced defective parts and component with identical
or recommended appropriate equivalent ratings.
Soldered/mounted repaired or replaced
parts/components in the specified location.
Performed control settings and adjustments in conformity
with the service manual specifications.
Cleaned the unit after the maintenance and repair
activity.
29
ACKNOWLEDGMENT
Copyright Department of Education 2008
Technology Teachers:
Contextual Teacher:
Facilitators:
Encoders:
30
ACKNOWLEDGMENT
Copyright Department of Education 2009
Technology Teachers:
Contextual Teacher:
English
Mathematics
Mrs. Analiza Rosa P. Librada
Teacher I,-Mathematics Coordinator, San Pedro Relocation Center Nat’l. HS
San Pedro, Laguna
31
Science
Mrs. Gemma G. Vallarta
Teacher III Science Coordinator, San Pedro Relocation Center Nat’l. HS
San Pedro, Laguna
Facilitators:
Encoders:
Marisol E. Saldivar
32
Republic of the Philippines
Department of Education
PUBLIC TECHNICAL -VOCATIONAL
HIGH SCHOOLS
Page
If you have questions, don’t hesitate to ask your teacher for assistance.
You have already some basic knowledge and skills covered in this module
because you have been working for some time; on already completed training in
this area.
After completing this module, ask your teacher to assess your competence.
Result of your assessment will be recorded in your competency profile. All the
learning activities are designed for you to complete at your own pace.
In this module, you will find the activities for you to complete and relevant
information sheets for each learning outcome. Each learning outcome may have
more than one learning activity.
i
Program/Course: CONSUMER ELECTRONIC SERVICING NC II
INTRODUCTION:
Completion of this module will help you better understand the succeeding
module on maintaining and repairing electronically-controlled domestic
appliances.
This module consists of three (3) learning outcomes. Each learning outcome
contains learning activities supported by instructional sheets. Before you
perform the instructions, read the information sheets and answer the self-check
and activities provided to ascertain to yourself and your teacher that you have
acquired the knowledge necessary to perform the skill portion of the particular
learning outcome.
PREREQUISITES:
ii
TECHNICAL TERMS
Domestic appliances. They are household appliances like rice cooker, blender,
washing machine, flat iron, etc.
Resistance heating appliance. It is an appliance that use resistive load for its
main part. The part that produced heat when
current passes through it.
Electrical components. They are the devices that performs electrical activities
when current is applied to the circuit.
Mica insulator. It is a transparent material that splits readily into thin sheets
which has excellent insulating and heat resisting qualities.
ON / Off switch. It is used to designate the operating and the inoperative state
of a device or unit.
Power. It is the rate at which electric energy is fed to or taken from a device
measured in watts.
Watt. It is the basic unit of power which in one second gives rise to energy of
one joule.
Fluro pan. It is an aluminum pan that is used to store food stuff like rice, corn,
etc.
iii
Program/Course: CONSUMER ELECTRONIC SERVICING NC II
Assessment Criteria
2. The parts of a rice cooker are identified based on the manufacturer’s manual.
References:
1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics;
Andes Mountain Printers: 2004
2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.:
2003
1
LEARNING EXPERIENCES/ACTIVITIES
2
INFORMATION SHEET 1.1
Rice Cooker
Rice Cooker
Before using any other accessory, make sure that the power
unit is on a suitable work surface and switch it to off position. Put the
protective cover over the drive when you are not using the rice cooker.
In most rice cooker, the rice and the water are poured in at the
start of cooking. The heater then brings the water to its boiling point
during which the rice absorbs the water and expands. While cooking the
rest of the water boil away and the machine either shuts off or switches
to “keep warm” mode.
3
Major Parts of a Rice Cooker and their Functions:
4
Fluro pan is a part of a rice cooker where the rice is
placed.
5
SELF CHECK 1.1
Direction: Fill in the blanks with what is being referred to by each of the
items below.
Consist of an etched-
foil sandwiched
2.__________________
between
layers of mica.
A device that
automatically
responds
3._________________
to the temperature
changes
and activates
switches
controlling the
equipment.
6
A part of a rice cooker
5.______________________ that controls the
whole operation
automatically.
A part of a rice
8.______________________ cooker that produces
heat to the
aluminum pan.
A cord that
9._____________________ temporarily connects
an electrical
appliances.
7
A self-contained
10.____________________
kitchen appliance
used primarily
for cooking rice.
8
Self Check Key 1.1
1. Fluro pan
2. Mica heater
3. Thermostat assembly
4. Thermal fuse
5. Switch assy.
6. Body assy.
9. Power cord
9
Program/Course: CONSUMER ELECTRONIC SERVICING NC II
Assessment Criteria
instructions.
and equipment.
References:
10
LEARNING EXPERIENCES/ACTIVITIES
11
OPERATION SHEET 2.1
Unit has light indicator The cast heater doesn’t Push front cover/
ON but the cast heater functions well. front lid properly.
doesn’t function.
Unit has bogs down The thermal fuse is not Check and
during operation. active. continuously check
the cast heater.
Unit has poor boiling The pan bottom is not Follow the instruction
condition. properly brought into for the thermal fuse
contact with the cast protection.
heater.
Unit has excessive The relay doesn’t operate. Replace the inner pan
burning period. or the cast heater.
Replace the relay and
replace the PCB
completely.
12
OPERATION SHEET NO. 2.2
Faults and Trouble of a Rice Cooker
Trouble Cause Inspection Remedy
No power Overloading Use the multi- Refer to the
tasked check component
Rice cooker is continuity of the testing.
continuously ff. parts: Replace defective
operated for more a.) fuse parts.
than 3 hrs. without b.) power cord Refer to the next
rest. Learning outcome
repairing
procedure.
Doesn’t light Rice cooker lamp is
continuously Check the rice Replace the
operated for more cooker lamp. busted lamp.
than 3hrs.
With power but Foreign materials
doesn’t heat are shorted to the Check it by Replace the
circuit board. using the VOM switch assembly.
for
continuity test.
13
Tools Used in Pre-Testing a Rice Cooker
VOM (multitester)
Instructional/Operational Manual
Screw Driver
Pliers
Side cutting pliers
Long nose pliers
No power
Doesn’t light
W/power
won’t heat
W/power
doesn’t heat
14
Program/Course: CONSUMER ELECTRONIC SERVICING NC II
Assessment Criteria;
ratings.
manual specifications.
References:
15
LEARNING EXPERIENCES/ACTIVITIES
16
OPERATION SHEET 3.1
COMPONENT CHECKING AND REPLACEMENT
PROCEDURE:
Prepare all the tools and materials needed.
Bubbling test
Fill water until the center area of the pan bottom
is dipped and the lid is closed.
When steam is produced while boiling, remove
the lid immediately and check the bubbling condition on
the pan bottom.
See the figures at the right.
Evaporation Test
NOTE:
1. Be sure to open the lid fully to prevent plastic the part from
deformation.
17
Heat reserving test
Put approximately 1 liter of water into the pan. Close the lid and
turn on the switch to 70 degrees Celcius. After the warming heater
is activated, check the heat-serving temperature after I hour or
more. When it reaches 70 degrees Celcius, close the lid after the
warming heater is activated.
The upper frame will be separate the upper frame from the inner
enclosure.
18
Disassembling a control unit
Pull out the hinge shaft.
Pull out wiring fir lid heater and then
the outer lid assembly.
19
Disassembling Cast Heater and Thermostat Case Assembly.
20
JOB SHEET 3.1
Troubleshooting Procedure of a Rice Cooker
Direction: Select the right illustration shown below to describe the a given
procedure. Write your answer in a separate sheet of paper. Do not write
anything in this module.
A B C D E
F G H I J
21
JOB SHEET KEY 3.1
Troubleshooting Procedure of a Rice Cooker
1. C
2. A
3. B
4. D
5. F
6. H
7. I
8. E
9. G
10. J
22
INFORMATION SHEET 3.2
IDENTIFYING THE SPECIFICATION OF REPLACEMENT PARTS
23
PARTS LIST OF THE RICE COOKER
24
28 POWER CORD ASSY ARQ14509943
29 INLET ARG10T9200U
30 STEAMING BASKET ARK53H617-W9
31 MEASURING CUP ASR7234R0-454BK
32 SCOOP ASR79WE281AK
A TAPPING SCREW XTB4+10GPJ
B SEMS SCREW XYN4+C10FNS
C SEMS SCREW XYM4+C7FNS
D SPRING WASTLE XWA4BPW
E TAPPING SCREW XTN4+8FFJ
F TAPPING SCREW ASR118-972-W
G TAPPING SCREW XTN4+16AZW
H TAPPING SCREW XPB4+25CFJ
25
ASSESSMENT PLAN
Direction: Put a check on the designated box if you perform the following
skills.
YES NO
The operation of a rice cooker was explained.
26
Observation Checklist
Student’s name:
Teacher’s name:
Assessment Center
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the student in Maintaining and repairing a rice cooker.
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the student completed each aspect of the
activity to the standard expected in the enterprise.
4. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can… If yes, tick the box
explain the operation of a rice cooker..
identify the parts of the rice cooker.
explain the function of the parts of a rice cooker.
perform the pre-testing procedure in accordance with
the manufacturers instruction.
identify the system defects/ faults system using
appropriate tools and equipment.
explain identified defects and faults to the responsible
person..
document results of diagnosis and testing.
27
Observation and Questioning Checklist
Student’s name:
Teacher’s name:
Assessment Center
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the student in Maintaining and repairing a rice cooker
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the student completed each aspect of the
activity to the standard expected in the enterprise.
4. Ask the student a selection of the questions from the attached list to confirm
his/her underpinning knowledge
5. Place a tick in the box to show that the student answered the questions
correctly.
6. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can… If yes, tick the box
Explain the operation of a rice cooker.
Identify the parts of a rice cooker.
Explain the function of the parts of rice cooker.
Perform the pre- testing procedure in accordance with
the manufacturers instruction.
Identify system defects/ faults using appropriate tools
and equipment.
Explain identified defect and faults to the responsible
person.
Document results of diagnosis and testing are
documented.
28
Demonstration
Student’s name:
Teacher’s name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials the trainee/student must be able to:
29
Written report
Student’s name:
Teacher’s name:
Assessment Center
Competency
standards
Unit of
competency:
Task:
Your task is to:
Maintain and repair a rice cooker
Submission date:
Use the checklist below as a basis for judging whether the student’s
report meets the required competency standards.
The student’s report states that he/she can… If yes, tick the box
Explain the operation of a rice cooker.
Identify the parts of the rice cooker.
Explain the function of its parts.
Perform pre- testing procedure in accordance with the
manufacturers instruction.
Identify system defects/ faults using appropriate tools
and equipment.
Explain identified defects and faults to the responsible
person.
Document results of diagnosis and testing.
Perform troubleshooting in accordance with the service
manual.
Used Personal Protective Equipment in accordance
with Occupational Health and Safety practices.
Overall did the student’s report meet the standard? Yes No
Comments:
Student’s
Date:
signature:
Teacher’s
Date:
signature:
30
PERFORMANCE TEST
PERFORMANCE STANDARDS
For acceptable achievement, all items should receive a Yes No N/A
"Yes" or "N/A" response.
The operation of a rice cooker is explained.
The parts of the rice cooker are identified.
The function of its parts is explained.
Pre- testing procedure is performed in accordance with the
manufacturers instruction.
System defects/ faults system are identified using
appropriate tools and equipment.
Identified defect and faults are explained to the responsible
person.
Results of diagnosis and testing are documented.
31
ACKNOWLEDGMENT
Copyright Department of Education 2008
Technology Teachers:
Contextual Teacher:
Facilitators:
Encoders:
32
Funding: Department of Education
ACKNOWLEDGMENT
Copyright Department of Education 2009
Technology Teachers:
Contextual Teacher:
English
33
Quezon City
Mathematics
o Mrs. Analiza Rosa P. Librada
Teacher I,-Mathematics Coordinator, San Pedro Relocation Center Nat’l. HS
San Pedro, Laguna
Science
o Mrs. Gemma G. Vallarta
Teacher III Science Coordinator, San Pedro Relocation Center Nat’l. HS
San Pedro, Laguna
Facilitators:
Encoders:
o Marisol E. Saldivar
34
Republic of the Philippines
Department of Education
PUBLIC TECHNICAL -VOCATIONAL
HIGH SCHOOLS