Y2 - Module 5 - Maintaining Tools and Equipment

Republic of the Philippines
Department of Education
PUBLIC TECHNICAL-VOCATIONAL
HIGH SCHOOLS
Unit of Competency: MAINTAIN TOOLS AND EQUIPMENT
Module No.: 5 Module Title: MAINTAINING TOOLS AND EQUIPMENT

ACKNOWLEDGMENT
Copyright Department of Education 2008
First Published JUNE 2008
This draft was prepared during the Competency-Based Learning

Materials Development Workshop conducted at the Marikina Hotel,
Marikina City on February 18-22, 2008 and finalized on May 23-25,
2008 at the Development Academy of the Philippines (DAP), Tagaytay
City.
This learning instrument was developed by the following personnel:
Technology Teacher:
Mr. Marino C. Cueto

Community Vocational High School
MinSCAT Calapan Campus
Masipit, Calapan City
Contextual Teacher:
Ms. Gina C. delos Santos

A.F.G. Bernardino Memorial Trade School
Lias, Marilao, Bulacan
Facilitator:
Dr. Corazon Echano

TechVoc Task Force
Encoder:
Mr. Lemuel C. Valles

Administrative Officer II
Educational Information Division
Fund: Department of Education
REFERENCES AND FURTHER READINGS
1. Institute of Integrated Electrical Engineers of the Philippines

Incorporated. Philippine Electrical Code of 1992.
2. Max B. Fajardo Jr. & Leo R. Fajardo. Electrical Layout and
Estimate, 2nd Edition.
3. Azares, Efren F. and Recana, Cirilo B. Practical Electricity III;
Adriana Publishing: 1999.
4. Roland E. Palmquist. Audel House Wiring, 7th Edition.
ACKNOWLEDGEMENT
Copyright: Department of Education 2009
This module was based on Competency-based Curriculum- Contextual

Learning Matrix (CBC-CLM) refined during the Writeshop on the Refinement,
Enrichment of Competency-Based Curriculum and Contextual Learning Matrix of ARTS
and TRADES Specializations at Marikina Hotel, Marikina City on April 20-25, 2009.
This learning instrument was refined and enriched by the following educators:
TECHNOLOGY TEACHERS
RODRIGO S. CASTILLO FORTUNATO C. MESINA
Bauan Technical High School Angeles City National Trade School
Bauan, Batangas Angeles City
ROMMEL M, MEDIDA
AFG Bernardino Memorial Trade School FRANCOISE E. FRANCO
Marilao Bulacan Rodriguez Vocational High School
Nagtahan, Manila
HECTOR M. VALLARTA
San Pedro Relocation Center National SAMUEL T. ARANZA
High School San Pedro Relocation Center Nat’l HS
San Pedro, Laguna San Pedro, Laguna
CONTEXTUAL TEACHERS
Science:
MYLA V. COMBALICER
Manuel S. Enverga Memorial College LOIDA A. RABANG
of Arts and Trades (MSEMCAT) Ilocos Norte Regional School of Fisheries
Mauban, Quezon La Paz, Laoag City
Mathematics:
LORENZO Y. BALDOVINO JR. FRANCISCO P. BOGTONG
San Pedro Relocation Ctr National HS AJ Villegas Vocational HS
San Pedro, Laguna Tondo, Manila
English:
ANGELITO A. DINA F. PADERANGA GINA C. DELOS
ESPEDIDO AFG Bernardino SANTOS
San Pedro Relocation Memorial Trade School A.F.G. Bernardino
Center National HS Marilao, Bulacan Memorial Trade School
San Pedro, Laguna Lias, Marilao, Bulacan
FACILITATORS
Dr. VICTORIO N. Dr. CORAZON L. Dr. ORLANDO E.

MEDRANO ECHANO MANUEL
Tech-Voc Task Force Tech - Voc Task Force Tech - Voc Task Force
ENCODER
FLORELYN B. MORADA
Dept. of Education
ACKNOWLEDGEMENT
Copyright: Department of Education 2009
This module was based on Competency-based Curriculum-

Contextual Learning Matrix (CBC-CLM) refined during the Writeshop on
the Finalization and Packaging of Competency-Based Curriculum and
Contextual Learning Matrix of ARTS and TRADES Specializations
Specializations at Marikina Hotel, Marikina City on May 4-9, 2009.
This learning instrument was finalized and packed by the

following educators:
TECHNOLOGY TEACHER
RODRIGO S. CASTILLO
Bauan Technical High School
Bauan, Batangas
ENGLISH EDITOR
ANGELITO A. ESPEDIDO
San Pedro Relocation Center National HS
San Pedro, Laguna
FACILITATORS
Dr. VICTORIO N. Dr. CORAZON L. Dr. ORLANDO E.

MEDRANO ECHANO MANUEL
Tech - Voc Task Force Tech - Voc Task Force Tech - Voc Task Force
ENCODER
LEONARDO L. FELICIANO
TABLE OF CONTENTS
Page
How to Use this Module.....................................................................................i

Introduction......................................................................................................ii
Technical Terms..............................................................................................iii
Learning Outcome 1: Check conditions of tools and equipment
 Learning Experiences/Activities 2
 Information Sheet 1.1 3
 Activity Sheet 1.1 10
 Self Check 1.1………………………………………………………………………...... 11
Learning Outcome 2: Perform basic preventive and corrective maintenance
 Operation Sheet 2.1 26
 Self-Check 2.1 28
 Self-Check 2.2 29
Learning Outcome 3: Store tools and equipment
Assessment Plan.............................................................................................40
Observation Checklist.....................................................................................41
Observation and Questioning Checklist..........................................................42
Demonstration................................................................................................43
Written Report................................................................................................44
Performance Test............................................................................................45
Answer Key 1.1, 2.1, 2.2………………………………………………........................46
HOW TO USE THIS MODULE
Welcome to the module “Maintaining Tools and Equipment”. This

module contains training materials and activities for you to complete.
The unit of competency “Maintain Tools and Equipment” contains the

knowledge, skills and attitudes required for Building Wiring Installation
course required to obtain the National Certificate (NC) level II.
You are required to go through a series of learning activities in order to

complete each of the learning outcomes of the module. In each learning
outcome there are Information Sheets, Job Sheets, Operation Sheets
and Activity Sheets. Do these activities on your own and answer the Self-
Check at the end of each learning activity.
If you have questions, do not hesitate to ask your teacher for assistance.
Recognition of Prior Learning (RPL)
You may already have some basic knowledge and skills covered in this
module. If you can demonstrate competence to your teacher in a particular
skill, talk to him/her so you do not have to undergo the same training
again. If you have a qualification or Certificate of Competency from previous
trainings, show it to him/her. If the skills you acquired are consistent with
and relevant to this module, they become part of the evidence. You can
present these for RPL. If you are not sure about your competence skills,
discuss this with your teacher.
After completing this module, ask your teacher to assess your

competence. Result of your assessment will be recorded in your competency
profile. All the learning activities are designed for you to complete at your
own pace.
In this module, you will find the activities for you to complete and
relevant information sheets for each learning outcome. Each learning
outcome may have more than one learning activity.
This module is prepared to help you achieve the required competency in

receiving and relaying information. This will be the source of information
that will enable you to acquire the knowledge and skills in Building Wiring
Installation NC II independently at your own pace with minimum
supervision from your teacher.
i
Program/Course: BUILDING WIRING INSTALLATION NC II
Module Title: Maintaining Tools and Equipment
INTRODUCTION:
This module contains information on practices in inspecting, cleaning,

arranging and storing tools and equipment, including waste materials/
lubricant and reporting of damaged tools and equipment in the shop.
It consists of three (3) learning outcomes. Each learning outcome

contains learning activities for the competency supported with information
sheets, self-check and job/operation sheets, gathered from different sources.
Before you perform the practical exercises, read the information/operation
sheets and answer the self-check provided to confirm to yourself and to your
teacher that you are equipped with the knowledge necessary to perform the
skills portion of each learning outcome.
SUMMARY OF LEARNING OUTCOMES
Upon completion of the module, you should be able to:
LO 1. check condition of tools and equipment;
LO 2. perform basic preventive and corrective maintenance; and
LO 3. store tools and equipment.
ASSESSMENT CRITERIA
Refer to the assessment criteria of learning outcomes 1-3 of this module.
PREREQUISITE
None
ii
TECHNICAL TERMS
5S means Sort, Systematize, Sweep, Sanitize, and Self-Discipline.
CANDO means Cleanup, Arranging, Neatness, Discipline, and Ongoing

improvement.
Fire Point is the temperature at which oil will be burn if ignited.
Flash Point is the temperature at which oil gives off ignitable vapors. The
flash point is not necessarily a safe upper limit for oil because some
decomposition takes place below the flash point.
Hirano refers to the terms Organization, Orderliness, Cleanliness,

Standardized Cleanup, and Discipline
Lubrication Additives is defined as many of the physical properties of

various oils and greases.
Pour Point is the lowest temperature at which oil will pour or flow and is
most critical in low temperature applications.
Sorting means to sort everything in a work area
Viscosity Index indicates how viscosity varies with temperature, which can
be an important consideration in applications where operating temperatures
very widely.
Viscosity is a measure of “flow ability.” It is the resistance to flow caused by

an internal friction between the lubricant molecules.
iii
Learning Outcome 1: Check condition of tools and equipment
Assessment Criteria
1. Materials, tools and equipment are identified according to their classification

and to the job requirements.
2. Non-functional tools and equipment are segregated and labeled according to
their classification.
3. Safety of tools and equipment are observed in accordance with the
manufacturer’s instructions.
References

2. Max B. Fajardo Jr. & Leo R. Fajardo. Electrical Layout and Estimate,
2nd Edition.
3. www.wikihow.com/
4. www.thefabricator.com/Safety/Safety_Article.cfm?ID=1095
1
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome 1: Check condition of tools and equipment
Learning Activities Special Instruction
1. Read the attached Information You can ask assistance from your
Sheet 1.1 about the importance teacher to explain the topics you
and types of tools and equipment. cannot understand well.
1. Answer the Self-Check 2.5.
2
INFORMATION SHEET 1.1
Introduction
Tools are defined as implements used to modify raw materials for

human use. Tools can be considered as extension of the human hand
thereby increasing its speed, power, and accuracy.
Importance of Tools
Advantages of using the proper tools
1. Efficiency of the work

2. High quality of the work
3. Speed of accomplishment
4. Accuracy
However, these advantages depend on the three factors, namely:
1. Availability and sufficiency of the materials

2. Experience and skill of the workers in their respective fields
3. Tools and equipment of good quality
Types of tools and equipment
There are three main types of tools/equipment in the shop. One type
is known as hand tools because your hand supplies the energy to operate
them. The other type is called machine or power tools/equipment which
uses either electricity, compressed air, or hydraulic pressure to make them
operate. The last type is referred to as measuring tools.
Hand tools
They include screwdrivers, hammers, pliers, wrenches and pullers.
1. Screwdrivers are used to drive, or turn screws. The common type has a
single flat blade for driving screws with slotted heads. The other type has
the cross slotted head
2. Hammers are mostly used tools in the shop. They should be gripped at
the end of the handle.
3. Pliers are specified types of adjustable wrenches. The two legs move on a
pivot so that items of various sizes can be gripped.
4. Wrenches are used to turn screws, nuts and bolts with hexagonal heads.
“Hexagonal” means six-sided. A variety of wrenches are used in the shop.
3
5. Pullers are used to remove gears and hubs from shafts, bushings from
blind holes, and cylinders’ liners from the engine blocks.
Power tools/Equipment
A. Electric tools
1. Electric drill has an electric motor that drives a chuck. The chuck has
jaws that can be opened and then closed to grip a drill kit.
2. Grinding wheels can be either bench-mounted or installed on a pedestal.

They may either have a grindings wheel, view wheel, or two grinding
wheels.
3. Vacuum cleaner is used for cleaning the floor and car interiors after
service.
B. Pneumatic tools
1. Air chisel uses reciprocating motion to drive a cutting hammering tool.

An air hammer drives a chisel to cut off a nut that has frozen to a stud. It
can be used with a variety of tools-cutters and punches-to do many jobs.
2. Air impact wrenches use a pounding or impact force to loosen or tighten

nuts or bolts.
3. Air drill is lighter than a comparable electric drill. Repeatedly stalling or

overloading does not damage or overheat the air drill.
4. Air racket uses the sockets and attachments from a standard socket set.
5. Pneumatic floor jack uses compressed air to flow into the jack cylinder
and causes the ram to extend and raise the vehicle.
C. Hydraulic tools
1. Car lifts-single or double post are both have pads that must be placed
under the designated lift points of the car frame.
2. Hydraulic floor jack is used to raise the lifting saddle. A lever on the
handle releases the pressure so that the saddle and load will settle back
down.
3. Portable crane is used for lifting the engine out of the car. It is operated
hydraulically by a hand pump.
4. Hydraulic press is used to apply force on bent parts to straighten them.

It can also do such jobs as press brushing in and out and can press out
rivets.
4
Measuring tools
The different kinds of measuring tools that are used in electrical

workshop otherwise known as “Rules” are:
1. Two foot four folding rule 4. Push pull tape rule

2. Extension rule 5. Slide caliper rule
3. Zigzag rule 6. Marking gauge
1. Zig-Zag rule is available in 4 feet long commonly used by

carpenters for rough lay-out.
2. Push pull Tape is used to measure longer distances available from

one meter to 50 meters long.
3. Slide Caliper Rule is a special tool used to measure outside

diameter of cylindrical objects.
4. Marking Gauge is a tool most appropriate in making lines parallel

with the edges of the wood.
5
Electrical safety practices save lives
Electricity improves life. During power failures, much work and many
routine activities halt. However, electricity can cause serious injury and even
death if you fail to follow electrical safety practices, particularly in the
workplace.
However, electricity is recognized widely as well as a serious workplace
hazard that may cause electric shock, burns, fires, and explosions. In fact,
according to the Bureau of Labor Statistics (BLS), 289 employees were killed
by contact with electric current in 2002. Others were killed or injured in
fires and explosions caused by electricity.
Causes of Electrical Accident
The U.S. Occupational Safety and Health Administration (OSHA) cites

three possible factors causing electrical accidents: work involving unsafe
equipment and installations; workplaces made unsafe by the environment;
and unsafe work performance (unsafe acts). The first two factors sometimes
are combined and referred to simply as unsafe conditions. Thus, electrical
accidents can be generally considered as being caused by unsafe conditions,
unsafe acts, or in most cases, combinations of the two. It should also be
noted that inadequate maintenance can cause serious damages and can
create unsafe conditions.
Occupational Health Safety Act (OHSA) also states that some unsafe
electric equipment and installations can be identified by faulty insulation,
improper grounding, loose connections, defective parts, ground faults,
unguarded live parts, and underrated equipment. The environment can also
contribute to electrical accidents. Environments containing flammable
vapors, liquids, or gases; areas having corrosive atmospheres; and wet and
damp locations are some unsafe environments affecting electrical safety.
Finally, unsafe acts include the failure to de-energized electric equipment
when it is being repaired or inspected, using obviously defective and unsafe
tools, and using tools or equipment too close to energized parts.
6
Figure 1. Cord- and plug-connected equipment
without a grounded connector
SAFE WORK PRACTICES

THE WRONG WAY THE RIGHT WAY
 Use hand tools or power tools

Repetitious hand work may whenever possible.
cause pain and result in
permanent injury, limiting  Keep tools close to your body
your ability to use your to reduce fatigue and to
hands to any kind of work. increase productivity.
The force and awkward  Avoid manual wire pulling

posture and to pull wire by and use a tugger or a
hands is hard and tiring. handtool whenever possible
 Communication between the

puller and feeder to
coordinate movements will
make the job easier and safer.
 Use lighter-weight tools.
7
SAFETY TIPS
LIGHTEN YOUR LOAD. Plan what you are going

to do. Carry only the tools or equipment you will
need. Wear a tool belt that fits and distribute the
tools and materials evenly.
PROTECT YOURSELF. Wear safety gear that fits.

Protect your knees from hard, sharp surfaces by
wearing knee pads. Wear appropriate eye
protection to protect your eyes from debris and
flying particles. Protect your hands from friction
and sharp edges by wearing gloves.
SELECT THE RIGHT TOOL. Choose tools that fit

your hand comfortably and have soft grips. A
good handle grip prevents your hand from
slipping while using the tool. Consider using tools
that reduce the amount of force or movements
you use. Keep tools well maintained.
PRACTICE GOOD HOUSEKEEPING. Pick up

debris and scrap material to prevent from trips,
slips, and falls. Good housekeeping allows you
and your equipment to get closer for an efficient
work.
CHANGE BODY POSITIONS. Working overhead,

at floor level, or in cramped spaces forces the
body into awkward postures. To relieve muscle
tension and improve circulation, change body
positions, alternate tasks, and stretch throughout
the day.
8
BELOW IS AN EXAMPLE OF A SITUATION SHOWING UNSAFE WORK
PRACTICES
Arc ignites sawdust in service panel
At a wood products manufacturing plant, a three-phase motor was

single-phasing. To find out why, an electrician tested the incoming voltage to
the electrical components inside a 600-volt 600-amp main service panel. A
planer man assisted him by holding the multi-meter, which was rated at
600 volts and was not qualified personnel. There was a flashover across the
circuit board inside the multi-meter. The arc ignited sawdust in the service
panel. A sudden fireball caused burns to both workers.
Safe work practices
 Use a good-quality multi-meter

with external fused leads when
measuring voltage on energized
electrical equipment. Fuses and
thermal resistors inside older
multi-meter cannot react quickly
enough to protect against sudden
spikes in voltage.
 Expect line voltages to be 20

percent higher than rated when
build-out capacitors are
connected to the electric circuit.
Investigation has found that
build-out capacitors may cause
higher than rated voltages at the
motor input terminals.
 Use a multi-meter rated at least

25 percent higher than the
expected voltage when testing
energized electrical equipment.
9
This allows spikes in voltage.
 Use electrical testing equipment

that meets specific safety
requirements.
10
ACTIVITY SHEET 1.1
Identification of Non-Functional Tools and Equipment
Introduction:
Electrical work is not an easy task. It is highly recommended that you

must check all the tools, instruments and equipment before using. Use
them according to their specification. Avoid using defective hand tools and
equipment to avoid accident.
I. Method of identifying non-functional tools and equipment
1. Visual inspection. It refers to the visual observation of an expert on the

appearance of the tools and equipment.
2. Functionality. Vibration or extra noise from the operation means
problems on parts and accessories started to develop.
3. Performance. When there is something wrong with the performance of
either hand tools or equipment they need an immediate repair or
maintenance.
4. Power supply (for electrically operated only). Failure to meet the
required power supply, malfunction will occurs in the part of hand tools
or equipment.
5. Person’s involved. It refers to the technical person who has the
knowledge and skills about the technology.
II. Classifications of tools and equipment according to their uses:
1. Measuring tools
2. Holding tools
3. Cutting tools
4. Driving tools
5. Boring tools
6. Electrical equipment
7. Miscellaneous tools/instrument/equipment
III. Perform the segregation of non functional or defective hand tool

and equipment, following the given method previously.
IV. Safety Practices:
1. Always check the tools/instrument and equipment before using.

2. Use the appropriate materials, tools, instrument and equipment as
per job or task requirement.
3. Always wear personal protective equipment like gloves, goggles, hard
hat etc., at all times.
4. Wait for the final instruction before doing the job or task.
5. Report to the person in authority whenever untoward incident
happens.
11
SELF – CHECK 1.1
Direction: Write the letter only of the correct answer on a separate sheet of
paper.
1. The three types of power tools are:

a. pneumatic, air, electric
b. pneumatic, hydraulic, electric
c. hydraulic, brake, electric
d. electric, mechanical, hydraulic
2. The following are pneumatic tools, except:

a. air hammer, impact wrenches, air jacks
b. air hose, air rackets, air jacks
c. air hammer, air racket and air hoses
d. power saw, disk grinder, socket
3. Hydraulic tools include:

a. car lifts, floor jacks, impact wrenches, air hammers
b. car lifts, portable cranes, air rackets and air jacks
c. car lifts, floor jacks, portable cranes and hydraulic presses
d. floor jacks, hydraulic presses, air hammers, rackets
4. When using a grinding wheel,

a. always wear safety goggles
b. never adjust the tool when it is working
c. never touch the wheel when it is rotating
d. use apron
5. Electrician A says it is all right to perform activity without permission

from the teacher because he knows the procedure. Electrician B says you
should seek permission from the teacher before performing any activity.
Who is right?
a. Electrician A
b. Electrician B
c. neither A or B
d. both A and B
6. The two basic tools used in the shop are:

a. power tools and machine tools
b. hand tools and power tools
c. screwdrivers and wrenches
d. hand tools and cutting tools
7. To tighten wood screw accurately, use

a. tension wrench
b. screw driver
c. hammer
d. mallet
12
8. The simplest wrench used is the
a. open-end wrench
b. box wrench
c. socket
d. adjustable wrench
9. The most often used hammer in the electrical shop is the

a. claw hammer
b. plastic-tipped hammer
c. brass hammer
d. rawhide hammer
10. American wire gauge

a. measures thickness of wire,
b. has a pair of blades.
c. is marked in inches and fractions of an inch
d. has a blade of two thickness
11. A thickness-gauge is often called as:

a. wire stripper
b. double-thickness gauge
c. go-no-go gauge
d. micrometer gauge
12. The two basic types of micrometers are:

a. direct and indirect
b. parallel and perpendicular
c. inside and outside
d. upside and downside
13. The United State Code Standard (USCS) micrometer reads in:
a. thousandths of an inch
b. centimeters
c. thousandths of millimeter
d. meters
14. The metric micrometer reads in:

a. thousandths of an inch
b. centimeters
c. hundredths of a millimeter
d. meters
15. It is used to measure longer distances available from one meter to

50 meters long.
a. zig-zag rule
b. push pull tape rule
c. marking gauge
d. slide caliper rule
13
Learning Outcome 2: Perform basic preventive and corrective maintenance
Assessment Criteria
1. Appropriate lubricants are identified according to the type of equipment.

2. Tools and equipment are lubricated according to the preventive maintenance
schedule or to the manufacturer’s specification.
3. Measuring instruments are calibrated in accordance with the manufacturer’s
instruction.
4. Tools are cleaned and lubricated according to the standard procedures.
5. Defective instrument, equipment and accessories are inspected and replaced
according to manufacturer’s specification.
6. Tools are inspected, repaired and replaced according to the manufacturer’s
standards.
7. Work place is cleaned and kept in safe state in line with the Occupational
Health Standard (OHS) regulation.
References

2nd Edition.
3. Azares, Efren F. and Recana, Cirilo B. Practical Electricity III; Adriana
Publishing: 1999.
14
Learning Outcome 2: Perform basic preventive and corrective

maintenance
1. Read the Information Sheet 2.1  You can ask

about basic lubrication. assistance from teacher to explain
furtherly the topics you cannot
understand well.
2. Perform the Operation Sheet 2.1

on cleaning tools and work area.
2. Answer the Self-Check 2.6
15
BASIC LUBRICATION
The function of a lubricant is simple. It reduces friction between

moving metal surfaces. A lubricant coats surfaces and resists being
displaced by the pressure, keeping the metal parts separated. Lubricants
also prevent corrosion, block contaminants and can serve as a coolant. A
good lubricant flows easily under pressure and remains in contact with
moving surfaces. It does not leak out from gravitational or centrifugal forces
nor does it stiffen in cold temperatures.
There are several types of lubricants:
 Oils cover a broad class of fluid lubricants which has particular physical
properties and characteristics. Petroleum oils (mineral oils) are made
from naphthenic or paraffinic oils. Naphthenic oils contain little wax and
their low pour point makes them good lubricants for most applications.
Paraffinic oils, on the other hand, are very waxy, which makes them
useful for hydraulic equipment and other machineries.
 Ideal for lubricating bearings, gaskets, seals and other moving parts,
greases consist of an oil or synthetic fluid (~80%), a thickening agent
(~10%) and additives (~10%). The consistency of greases is usually
ranked by their relative hardness on a scale set by the National
Lubricating Grease Institute (NLGI). The softest greases are rated at 000
(which is a flowing liquid) with higher numbers indicating harder grease.
Most grease falls in the range between 1 and 4.
 Solid lubricants are usually fine powders, such as Molybdenum

Disulfide (Moly), graphite and Teflon® (PTFE). They can be used alone, or
as additives in grease or dispersions, or as dry film bonded lubricants.
Lubricating solids can last longer than unfortified oils and greases
because of their ability to form burnished films on surfaces.
 Rust remover is used mainly to dissolve rust. It is

also use as an excellent cleaner. For example, to
remove a rusted bolt, spray remover directly on the
bolt, wait for approximately five minutes and
unscrew. For a bicycle chain, apply the rust remover
to clean the chain, and then apply a thick lubricant
(oil or PL-100). Another useful trick, try it to remove
stuck-on store labels! It works perfectly and won't
harm glass or plastic. WD-40 and Release All are two
of the many brands of rust removers on the market.
16
 Dry lubricant is a product that, although greasy when
applied, dries in a few minutes and leaves a protective film.
Since it dries rapidly, it doesn't attract dust, so there is no
mess. This is why it is recommended to be used on rubber,
car door gaskets, handsaws, mitre saw, saw sliders, window
sashes, etc. It can also be used on balky wooden drawers,
but cabinetmakers usually prefer floor wax because it is
more durable. JIG-A-LOO is the common brand of a dry
lubricant.
Locksmiths also use a dry lubricant, graphite, to free stuck

door locks. This product, commonly found in stores, should
be applied sparingly into the keyhole, as it is very messy.
Graphite lubricant is composed of a fine black powder that
no cleaner can remove, so it is wise to protect the door when
graphite is applied.
 Penetrating lubricant. Its lubricating properties persist

even after having removed residues, as it penetrates into
metal. It is ideal for door hinges, even the fridge, hard to
open pliers, ski bindings, etc., as it does not hold dirt and
dust. The PL-100 which is thick and very efficient.
Synthetic lubricants cover a broad category of oils, greases, and

pastes of varied properties. Synthetic lubricants are more inert, generate
less waste, are capable of a wider range of temperatures and have a longer
life than petroleum materials. They are even applicable to elastomers, seals
and O-rings.
 Synthetic oils are used to lubricate instrument bearings, hydraulics,

air compressors, gas and steam turbines and other applications. They
have excellent viscosity-temperature characteristics, good resistance
to oxidation and an extremely wide operating temperature range.
 Synthetic greases can last a lifetime, making them very cost-effective.

They are chemically inert, and their high thermal stability makes
them useful for aerospace, electrical, automotive and other high-tech
or industrial applications. Some of these lubricants keep their
viscosity in temperatures ranging as high as 550° F and are
nonflammable up to 1,200° F.
Silicones are very stable and very inert lubricants, which provide a wider
range of operating temperatures than non-silicone synthetic lubricants.
Other advantages include water repulsion and electrical insulation.
Flourosilicones have a higher resistance to harsh environments and the
ability to carry bearing loads. Lubricant manufacturers can provide
technical data sheets on their products to advise you on the best
applications of each type of lubricant.
17
Kinds, Uses and Properties of Cleaning Solvents
Kinds of Cleaning Solvents
Solutions are homogeneous mixture of two or more components; can

be gaseous, liquid or solid. When we speak of a solution, we usually think of
a solid dissolved in water. While water is the most common solvent, other
liquids are frequently employed as solvents for certain substances – for
example wax maybe dissolved in gasoline. The dissolved material in a
solution is termed as solute (e.g. wax) while the dissolving medium is called
solvent (e.g. gasoline). However, the term can be interchanged depending on
which substance is of greater amount.
Solvent is a component of a solution that dissolves solute and is

usually present in large proportion or amount. It can be classified as polar
or nonpolar. Polar solvents are solvents which dissolve/are soluble in water;
while nonpolar solvents are solvents which do not dissolve/are insoluble in
water.
Solvents are usually used for cleaning in automotive shops. They are
water, gasoline, kerosene, thinner and detergent soap.
The table below shows the kinds of cleaning solvent based on their
solubility in water.
Cleaning Solvents Solubility in Water Polar Nonpolar

a. water soluble x
b. gasoline insoluble X
c. kerosene insoluble X
d. thinner insoluble x
e. detergent soluble x
soap
18
Properties of Cleaning Solvents
A useful generalization much quoted is that “Like dissolves like”. More

specifically, high solubility occurs when the molecules of the solute are
similar in structure and electrical properties to the molecules of the solvent.
When there is a similarity of electrical properties (e.g. high dipole

element between solute and solvent) the solute-solvent attractions are
particularly strong. When there is dissimilarity, solute-solvent attractions
are weak. For this reason, a polar substance such as H2O usually is a good
solvent for a polar substance such as detergent soap but a poor solvent for a
nonpolar substance such as gasoline.
Uses of Cleaning Solvents
Cleaning Solvents Uses

1. Gasoline - It is used to wash oil/greasy tools/
equipment.
2. Diesoline - It is used to wash oil engine,
transmission and other parts of the
vehicle.
3. Kerosene - It is used to remove dust, grease oil,
paint, etc.
4. Thinner - It is used to remove spilled paint on the
floor, walls and tools.
5. Soap and water - It is used to wash/clean upholstered
furniture such as seats, tables,
cabinets, etc.
Occupational Health and Safety Practices in Handling Cleaning

Solvents
A great percentage of eye injury and cuts results from a disregard for
the simplest of rules in handling cleaning solvents. You should never use
compressed air to clean your clothes, hands or body. The pressure can
cause the cleaning solvents and dirt particles to penetrate your skin,
resulting in infection and /or blood poisoning.
Do not use compressed air to clean an object immediately after it has

been removed from a hot cleaning tank. Rinse the cleaning solvents away
with water. Do not use carbon tetrachloride as a cleaning solution. The
fumes, when inhaled can cause serious internal injury and possibly result in
death. When steam-cleaning, place the object to be cleaned on a pallet and
wear a face shield and rubber gloves for protection against loose debris.
19
If a job or cleaning task requires the use of gloves, use the
appropriate gloves. If you have cut, nicked, or burned yourself, or something
has got into your eyes, report immediately to the first-aid person.
Keep all inflammable cleaning solvents in closed tin containers and

whenever possible, store them in a separate area.
5S (METHODOLOGY)
5S is a reference to a list of five Japanese words translated into

English, the letter 5S are actually the first name methodology. This list is a
mnemonic for a methodology that is often incorrectly characterized with
"standardized cleanup. In fact, it is much more than a cleanup. 5S is a
philosophy and a way of organizing and managing the workplace and work
flow with the intent to improve efficiency by eliminating wastes, improving
flow of production, reducing process delays.
5S is a method of organizing a workplace, especially shared

workplaces (like a shop floor or an office space, even in school). It is
sometimes referred to as a housekeeping methodology, however this
characterization can be misleading because organizing a workplace goes
beyond housekeeping.
The key targets of 5S are workplace morale and efficiency. The

assertion of 5S is, that time must not be wasted. Additionally, it is quickly
obvious when something is missing from its designated location. 5S
advocates believe the benefits of this methodology come from deciding what
should be kept, where it should be kept, and how it should be kept. This
decision making process usually comes from a concept of standardization
which builds a clear understanding, among employees how work should be
done.
In addition, another key distinction between 5S and "standardized

cleanup" is Seiton. Seiton is often misunderstood, perhaps due to the efforts
of translating into an English beginning with "S" (such as "sort" or
"straighten"). The key concept here is to order items or activities in a manner
to promote work flow. For example, tools should be kept accessible for use,
workers will not find difficulty to access materials, flow paths can be altered
to improve efficiency, etc.
The 5S's are:
SEIRI: SORT (CLEAN UP)
This is the step 1 in the 5S program:
"Sorting" means to sort everything in each work area. Keep only what is
necessary. Materials, tools, equipment and supplies that are not frequently
used should be moved to a separate, specified storage area. Items that are
20
not any more useful should be discarded. Do not keep things around
thinking they might be used someday.
Sorting is the first step in making the work area tidy. It makes easier to
find the things you need and frees up additional space.
In sorting process, you can eliminate (or repair) broken equipment and tools.
Obsolete fixtures, molds, jigs, scrap material, waste and other unused items
and materials are disposed.
SEITON: SET IN ORDER (ORGANIZE)
This is the step 2 in the Five S program: Step two is to organize, to

arrange to identify everything in a work area for the most efficient and
effective retrieval and return of the item to their proper places.
Commonly used tools should be readily available. Storage areas, cabinets

and shelves should be properly labeled. Clean and paint floors for you to
make it easier to spot dirt, waste materials and spilled parts and tools.
Outline areas on the floor to identify work areas, movement lanes, storage
areas, finished product areas, etc. Put shadows on tool boards, making it
easy to be located.
In an office/school, provide bookshelves for frequently used manuals,

books and catalogs. Label the shelves and books so that they can be easily
found.
The objective of this step is to put everything in the workplace and

properly identified and labeled.
This means that there are two important parts to systematic organization.
The first part is putting everything in its proper place and setting up a
system so that it is easy to return each item to its proper place. The second
part is where good labeling and identification practices are important. Both
the equipment/tools and materials you use, as well as their proper storage
locations, need to be clearly identified and labeled.
SEISŌ: SWEEP (REGULAR CLEANING)
Step Three: Once you have everything from each individual work area up to
your entire facility, sorted (cleaned up) and organized, you need to keep it
that way. This requires regular cleaning or to go along with our third S,
"shining" things up.
Regular, usually daily, cleaning is needed or everything will be returned to

their original places. This can be done by regular inspection. While cleaning
its needed also to inspect the machines, tools, equipment and supplies you
work with.
Regular cleaning and inspection makes it easy to spot lubricant leaks,

equipment misalignment, breakage, missing tools and low levels of supplies.
21
Problems can be hardly identified and fixed when they are small. If these
minor problems that are not addressed they can lead to a serious loss of
production. On the other hand, frequent cleaning and inspecting waste time
will result to good production.
SEIKETSU: STANDARDIZE (SIMPLIFY)
Step Four: To ensure that the first three steps in your Five S program are
done effectively, the fourth step is to simplify and to standardize actions
The good practices developed in steps 1 through 3 should be

standardized and made easy to accomplish. Develop a work structure that
will support the new practices and make them into habits. As you learn
more, update and modify the standards to make the process simpler and
easier.
One of the hardest steps is avoiding old work habits. It is easy to slip back
into what you have been doing for years. It gives comfort most of the time for
this is part of your habit. Use standards to help people work into new habits
that are a part of your Five S program.
Any easy way of making people to be aware of, and reminded of the
standards is to use labels, signs, posters and banners in the workplace.
SHITSUKE: SUSTAIN
Step Five: The final step is to continue training and maintaining the
standards.
Have a formal system for monitoring the results of your Five S program.
Do not expect that you can clean up, get things organized and labeled, and
ask people to clean and inspect their areas every day -- and then have
everything continue to happen without any follow-up.
Continue to educate people about maintaining standards. When there

are changes - such as new equipment, new products, new work rules - that
will effect your Five S program, and adjustments to accommodate those
changes. Make any needed changes in the standards and provide training
that addresses those changes.
Translations and modifications
Often in the west, alternative terms are used for the five S. These are
"Sort, Straighten, Shine, Systemize and Sustain". "Standardize" is also used
as an alternative for "Systemize". Sometimes "Safety" is included as 6th S.
Similarly 5Cs aim at same goal but without the strength of maintaining the
5S name.
22
 Clear out and Classify
o Clearing items no longer required
o Tagging items that may be required and storing away from
workplace
 Configure
o A specific place for specific items
o “ A place for everything and everything in its place”
 Clean and check

o Identify the cleaning zones and establishing cleaning routines
 Conformity
 Custom and practice

o Monitoring process adherence
o Continually validating process
o Customer satisfaction by doing scientific training to workers
o Continually focus on man, machine, material & method
Alternative acronyms have also been introduced, such as CANDO

(Cleanup, Arranging, Neatness, Discipline, and Ongoing improvement). Even
though he refers to the ensemble practice as "5S" in his canonical work,
Hirano prefers the terms Organization, Orderliness, Cleanliness,
Standardized Cleanup, and Discipline because they are better translations
than the alliterative approximations. In the book, there is a photo of a
Japanese sign that shows the Latin "5S" mixed with Kanji.
Practice Good Housekeeping
Good housekeeping is one of the surest ways to identify a safe

workplace. You can tell how workers feel about safety just by looking at
their housekeeping practices. Good housekeeping is not the result of
cleaning up once a week or even once a day. It is the result of keeping
cleaned-up all the time. It is an essential factor in a good safety program,
promoting safety, health, production, and morale.
Whose responsibility is housekeeping? It is everyone's. Clean work

areas and aisles help eliminate tripping hazards. Respecting "wet floor" signs
and immediately cleaning up spills prevents slipping injuries. Keeping
storage areas uncluttered reduces the chances of disease and fire as well as
slips, trips, and falls. Accumulated debris can cause fires and clutter slows
movement of personnel and equipment during fires.
Other housekeeping practices include keeping tools and equipment

clean and in good shape or keeping hoses and cables or wires bundled when
not in use. Broken glass should be picked up immediately with a broom and
dustpan, and never with bare hands. Be aware of open cabinet drawers,
23
electric wires, sharp corners or protruding nails. Either to correct the unsafe
condition if you are able to do so, or to notify the person responsible for
overall maintenance should be done.
How a workplace looks makes an impression on employees and

visitors alike. A visitor's first impression of a business is important because
that image affects the amount of business it does. Good housekeeping goes
hand-in-hand with good public relations. It projects order, care, and pride.
Besides preventing accidents and injuries, good housekeeping saves

space, time, and materials. When a workplace is clean, orderly, and free of
obstruction; work can get done safely and properly. Workers feel better,
think better, do better work, and increase the quantity and quality of their
work.
Preventive Maintenance of Electrical Tools and Equipment
There have been a large number of workplace incidents where workers

have been electrocuted or suffered electrical shock or burns while using
electrical tools and equipment. Most often, the lack of proper maintenance
is the cause of these incidents.
Preventive maintenance is a schedule planned maintenance actions

aimed at the prevention of breakdowns and failures. The primary goal of
preventive maintenance is to prevent the failure of equipment before it
actually occurs. It is designed to preserve and enhance equipment reliability
by replacing worn components before they actually fail. Preventive
maintenance activities include equipment checks, partial or complete
overhauls at specified periods, oil changes, lubrication and so on. In
addition, workers can record equipment deterioration so they know to
replace or repair worn parts before they cause system failure. Recent
technological advances in tools for inspection and diagnosis have enabled
even more accurate and effective equipment maintenance the ideal
preventive maintenance program would prevent all equipment failure before
it occurs.
There are multiple misconceptions about preventive maintenance.

One such misconception is that PM is unduly costly. This logic dictates that
it would cost more for regularly scheduled downtime and maintenance than
it would normally cost to operate equipment until repair is absolutely
necessary. This maybe true for some components; however, one should
compare not only the costs but the long term benefits and savings
associated with preventive maintenance. Without preventive maintenance,
for example, costs for lost production time from unscheduled equipment
breakdown will be incurred. Also preventive maintenance will result in
savings due to an increase of effective system service life.
24
Long term benefits of preventive maintenance include:
o Improved system reliability

o Decreased cost of replacement
o Decreased system downtime
o Better spares inventory management
The following safety precautions should be adopted to prevent possible

electrocution.
ALWAYS:
o Test and tag electrical leads, tools and equipment regularly.

o Visually inspect electrical leads, tools and equipment for damage
before each use.
o Use safety switches when using electrical tools and equipment.
o Use flameproof electrical tools and equipment in areas where there is
the potential for flammable and explosive atmospheres.
o Tools for competent people to repair damaged electrical leads, tools
and equipment.
NEVER:
o Use damaged electrical leads, tools and equipment.

o Use electrical leads, tools and equipment in damp or wet conditions
unless they are specially designed for use in those conditions.
o Place electrical leads in areas where they may be damaged (on the
ground, through doorways and over sharp edges).
PREVENTIVE MAINTENANCE TASKS
The following tasks should be performed at least every three months:
1. Clean the exterior and the interior of the equipment cabinet, using a
vacuum cleaner and/ or a clean cloth.
2. On larger systems clean air filter using a vacuum cleaner to remove

accumulated dust or dirt.
3. Visually inspect all wiring and cables for cuts, fraying, deterioration,
kinks, strains and mechanical holders. Tape, solder or replace any
defective wiring or hooded connectors.
4. Inspect all mechanical security: key switches, indicating lamps,

control knobs, fans and data entry keyboards. Tighten or replace as
required.
25
5. Inspect all modules mounted in panels on I/O slots to insure that
each module is securely seated in its connector. Remove and clean
any module which may have collected excess dust or dirt.
6. Inspect the power supply for proper voltages and check components
such as capacitors or resistors for leakage or overheating. Replace any
defective components.
7. Check disk drive for proper speed. Adjust speed according to the
manufacturer’s specifications.
8. Clean disk drive heads, magnetic tape heads or optical paper tape
reader.
9. Perform all preventive maintenance procedures for each peripheral

device included in the system.
26
OPERATION SHEET 2.1
Title: Procedure in Cleaning Tools and Work Area
Instruction: Bring cleaning solvents, rags, brooms, air compressor, washing

pan and safety apparel. Clean tools and work area and
observe Occupational Health and Safety practices.
Procedure:
A. Tools
1. Wear protective clothing and goggles.
2. Gather the tools to be cleaned in the designated area for

cleaning.
3. Classify the tools to be cleaned according to how dirty they

are.
4. Measure and pour enough amount of cleaning solvent to

the washing pan.
5. Submerge the tools in the washing pan.
6. Use paint brush to remove the dirt from the tools.
7. Get the tools from the washing pan and wipe them with
rags until dry.
8. Clean and keep all materials used for cleaning.
B. Work Area
1. Wear protective clothing and goggles.
2. If there is dirt on the floor such as paint, used oil, grease,

rust, etc., remove it first using the appropriate cleaning
solvent.
3. Use the air compressor to dry the floor and the broom in
cleaning the remaining dirt in the work area.
27
Assessment: The teacher will assess the students based on the
performance criteria listed below.
PERFORMANCE
PERFORMANCE CRITERIA LEVEL
YES NO NA
1. Were protective clothing and goggles worn at all
times?
2. Were tools and equipment free of dust, grease, oil
and other substances?
3. Was the work area dry, free of dust, grease and
other substances?
4. Were excess cleaning substances cleaned and kept
in proper places?
Satisfactory
Overall Performance
Unsatisfactory
Student’s name: __________________________
Teacher’s comment: ___________________________________________________

___________________________________________________
___________________________________________________
28
SELF – CHECK 2.1
Test – I. Identification
Direction: Identify what type of lubricant is needed whether. “RUST

REMOVER”, “SOLID LUBRICANT”, “OIL”, “GREASE”, AND PENETRATING
LUBRICANT”. Use separate sheet of paper for your answer.
_____________ 1. Removing rust from bolts, hand tools, bicycle chain and
equipment parts.
_____________ 2. Maintaining heavy structures like garage door or gate and
other related tasks.
_____________ 3. Application of maintenance activity for common hand tools,
equipment and other hardware.
_____________ 4. Recommended to be used on rubber, car door gaskets and
window sashes.
_____________ 5. Maintenance for stock-up parts like bearing, bushing and
heavy bolts and nuts.
Test – II. Identification
Direction: Identify the following information by writing “ALWAYS” and

“NEVER” before each number. Use separate sheet for your answers.
_________ 1. Perform regular check or the condition of tools, instrument and

equipment.
_________ 2. Place electrical leads in areas where they can be damaged.
_________ 3. Use competent people to repair damaged electrical leads, tools
and equipment.
_________ 4. Decrease cost of replacement.
_________ 5. Test and tag electrical tools and equipment regularly.
_________ 6. Use damaged electrical leads, tools and equipment.
_________ 7. Use safety switches when using electrical tools and equipment.
_________ 8. Improved system reliability.
_________9. Apply preventive maintenance on tools and equipment to prevent
electrocution.
_________10. Use electrical leads, tools and equipment in damp a wet
condition.
29
SELF – CHECK 2.2
Direction: Read the instruction in each sub-test. Write your answer on a

separate sheet of paper.
A. Classify the following cleaning solvents whether they are Polar or

Nonpolar. Write P for polar and NP for nonpolar.
1. water
2. gasoline
3. kerosene
4. diesoline
5. thinner
6. detergent soap
B. Identify the cleaning solvents used in the following substances.
1. Polar substances
a. dust
b. mud
2. Nonpolar substances
c. oil
d. grease oil
C. Match the cleaning solvents at the right with their uses at the left.
Write the letter only of your answer.
Uses Cleaning Solvents

1. It is used to clean upholstery and other A. alcohol
furniture.
2. It is used to wash out spilled paint on the B. diesoline
floors and walls as well as on the tools/
equipment.
3. It is used to wash out oil, grease from tools C. gasoline
and equipment.
4. It is used to remove dust, grease and oil. D. kerosene
5. It is used to clean oil engine, transmission E. soap and
and other parts of the vehicle. water
F. thinner
30
D. Write the letter only of your answer on the answer sheet provided.
1. Which of the following injuries will be caused by compressed air if

used to clean clothes, hands or body soiled with a flammable
cleaning solvent?
a. pimples b. burn c. blood poisoning
2. Which of the following solvents should not be used as a cleaning

solution for it poses hazards to health?
a. gasoline b. kerosene c. carbon tetrachloride
3. As a safety precaution, which of the following safety devices should

be worn in electrical wiring ?
a. face shield b. rubber gloves c. Apron
4. Which of the following should we use to keep a flammable cleaning

solvent?
a. closed tin container b. plastic pail c. aluminum basin
31
Assessment Criteria
1. Inventory of tools, instrument and equipment is conducted and recorded as

per shop practices.
2. Tools and equipment are stored in a safe and appropriate location in
accordance with the manufacturer’s specifications or company procedures.
3. Workplace is cleaned and kept in safe state in line with the OHS regulations.
References

2nd Edition.
3. Azares, Efren F. and Recana, Cirilo B. Practical Electricity III; Adriana
Publishing: 1999.
4. www.wikihow.com/
5. www.acmehowto.com/howto/maintenance/electrical/
7. www2.worksafebc.com
32
1. Read the Information Sheet 3.1 on Ask assistance from your teacher to
why we have to maintain inventory explain topics you cannot understand
of tools and equipment. well.

on arranging and storing tools and
equipment.

on making and posting visible
labels.

on logging in tools and equipment
in the log book.
33
Why Maintain Inventory of Tools and Equipment
The most important point to consider at the beginning of your career

is to purchase top-grade tools. They must be made of high-quality steel and
manufactured for precision. Special consideration is given to balance so that
the tool/equipment will be properly maintained and prevent loses. Since the
technician must work with his tools daily, regular inventory of
tools/equipment is very important.
The initial cost of a minimum number of tools is high but there is

accompanying warranty guarantees satisfaction and many years of service.
It is better, in the long run, to start with a few carefully selected tools that
will take care of your most common needs and then gradually build-up to a
complete set. It is sometimes hard to identify and memorize the huge
number of tools and equipment in the workshop, maintaining the inventory
record is of great value.
34
OPERATION SHEET 3.1
INVENTORY OF TOOLS AND EQUIPMENT
Instruction: Given the record book/memorandum, receipts, inventory

form, ball pen and correction fluid, you will conduct
inventory of tools and equipment, identify, record and
report damaged tools and equipment and give repair
recommendations if repairable.
Procedure:
1. Secure inventory forms/memorandum receipt of tools and

equipment.
2. Study the parts of the Inventory Form.
3. Check whether the list of tools and equipment in the

memorandum receipt tallies with the existing tools and
equipment found in the workshop including their specifications
and condition.
4. List down any losses and damages you find while conducting
the inventory.
5. Fill out the remarks column of the inventory forms for any
losses/ damages.
6. Recommend for replacement of lost tools and equipment and

repair of damaged tools and equipment if reparable.
35
Assessment: The teacher will assess you based on the performance criteria
listed below.
PERFORMANCE
YES NO NA
1. Were the Record Book and the Inventory Form
secured from your trainer before starting the
performance of task?
2. Were all tools of different sizes, conditions and
quantities checked and recorded in the inventory
form?
3. Were all equipment of different ratings/capacities,
conditions and quantities checked and recorded
in the inventory form??
4. Were damaged/lost tools/equipment identified
and recorded?
5. Were repair recommendations made for the
damaged but repairable tools/equipment?
6. Were reports on damaged tools/equipment
submitted and accurate?
Satisfactory
Overall Performance
Unsatisfactory
Student’s name: __________________________

___________________________________________________
___________________________________________________
36
COMMUNITY VOCATIONAL HIGH SCHOOL
Masipit, Calapan City
INVENTORY FORM OF TOOLS AND EQUIPMENT
Item
Quantity Unit Description Condition Remarks
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Prepared by:
Name and Signature
37
OPERATION SHEET 3.2
PROCEDURE IN ARRANGING AND STORING TOOLS AND EQUIPMENT
Instruction: In a particular tool cabinet and a tool rack assigned to

you, you will arrange and store tools and equipment
accordingly.
Procedure:
1. Classify the tools and equipment according to their

types.
2. Arrange the tools by their types in the shelves/racks.
3. Place equipment in designated places or location.
Assessment: The teacher will assess you based on the performance

criteria listed below.
PERFORMANCE
YES NO NA
1. Were the tools and equipment ready before
performing the task?
2. Were the tools arranged according to their types?
3. Were the equipment placed in their proper
location and arranged according to their types?
4. Were the tools/equipment placed in their
respective location and accessible for use when
needed?
Satisfactory
Overall Performance
Unsatisfactory
Student’s name: __________________________

___________________________________________________
___________________________________________________
38
OPERATION SHEET 3.3
PROCEDURE IN MAKING AND POSTING VISIBLE LABELS
Instruction: Given a cartolina, pair of scissors and glue, you will

make and post visible corresponding labels on the tools
and equipment using a computer.
Procedure:
1. Prepare necessary tools, supplies and materials.

2. Determine the number of tools and equipment to be labeled
in accordance with each type.
3. In the computer, type the name of the tools using Arial font
style and a font size of 60.
4. Print the document in the cartolina.
5. Cut the cartolina with a dimension of 1” x 8”.
6. Post corresponding labels on the tools and equipment.
7. Review your work to check the accuracy of the labels
posted.
Assessment: The teacher will assess you based on the performance

criteria listed below.
PERFORMANCE
YES NO NA
1. Was the spelling of tools correct?
2. Were the labels properly posted on the respective

tools/equipment?
3. Were the labels visible at a distance of at least 10
meters?
4. Was the specified font style and size used?
Satisfactory
Overall Performance
Unsatisfactory
Student’s name: __________________________

___________________________________________________
___________________________________________________
39
OPERATION SHEET 3.4
LOGGING-IN TOOLS AND EQUIPMENT IN THE LOG BOOK
Instruction: Given a record book, ball pen and correction fluid, you
will log-in tools and equipment in the record book
satisfactorily.
Procedure:
1. Enter the item number.

2. Specify the quantity- number of tools/equipment available.
3. Specify unit (e.g. pcs., dozen, unit, etc.)
4. Write the description including the:
a. name of tools/equipment
b. brand
c. dimension/capacity/power rating
5. Indicate the date of acquisition- data to be taken from the
Memorandum Receipt.
6. Indicate the date of issuance- data to be taken from the
Memorandum Receipt.
7. Submit your record book to your teacher for assessment.
8. Lock up the workshop.
Assessment: The teacher will assess students based on the

performance criteria listed below.
PERFORMANCE
YES NO NA
1. Were tools/equipment and materials prepared
prior to the performance of the task?
2. Were the parts of the Record Book identified and
enumerated?
3. Were the entries accurate and legible?
4. Was the workshop secured/locked?

Satisfactory
Overall Performance
Unsatisfactory
Student name: __________________________
Teachers’ comment: ___________________________________________________

___________________________________________________
40
ASSESSMENT PLAN
Module Title: MAINTAINING TOOLS AND EQUIPMENT
Assessment Methods
Questioning*Oral
Written Test*
Demonstration
Work Sample
Observation
Assessment Criteria
LO 1. Check condition of tools and equipment

1. Materials, tools and equipment are identified
according to classification and job requirements.
2. Non-functional tools and equipment are segregated
and labeled according to classification.
3. Safety of tools and equipment are observed in
accordance with manufacturer instructions.
LO 2. Perform basic preventive and corrective
maintenance
1 Appropriate lubricants are identified according to
type of equipment
2 Tools and equipment are lubricated according to
preventive maintenance schedule or manufacturer’s
specification.
3 Measuring instruments are calibrated in accordance
with manufacturer’s instruction.
4 Tools are cleaned and lubricated according to
standard procedures.
5 Defective instrument, equipment and accessories are
inspected and replaced according to manufacturer’s
specification.
6 Tools are inspected, repaired and replaced after use.
7 Work place is cleaned and kept in safe state in line
with OHS regulation.
LO 3. Store tools and equipment
1. Inventory of tools, instrument and equipment
are conducted and recorded as per shop practices.
2. Tools and equipment are stored in safe and
appropriate location in accordance with
manufacturer’s specifications or company
procedures.
3. Workplace is cleaned and kept in safe state in
line with OHS regulations.
41
Observation Checklist
Student name:
Teacher name:
Name of the
School:
Competency
standards:
Unit of
competency:
Instructions for the teacher:
1. Observe the student how to maintain tools and equipment.
2. Describe the assessment activity and the date when it was undertaken.
3. Place a tick in the box to show that the student completed each area 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 completed, check
the box













Did the student’s overall performance meet the Yes No
standard?
Teacher’s feedback
Teacher signature: Date:
42
Observation and Questioning Checklist
Student name:
Teacher name:
Name of the
School
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the student how to maintain tools and equipment.
2. Describe the assessment activity and the date when it was undertaken.
3. Place a tick in the box to show that the student completed each area 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. Put check 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 completed, check
the box







Did the student’s overall performance meet the Yes No
standard?
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 student must be able to:
Materials and equipment:
P to show if a skill is
demonstrated
During the demonstration of skills, did the
Yes No N/A
student:
o o o
o o o
o o o
o o o
The student’s demonstration was:
Satisfactory q Not Satisfactory q
44
Written report
Student’s name:
Teacher’s name:
Name of School:
Competency
standards:
Unit of
competency:
Task:
Your task is to:
 [insert description of task]
Submission date:
Use the checklist below as the basis for judging whether the student’s
report meets the required competency standards.
The student’s report…. If completed, check
the box






Generally, did the student’s report meet the Yes No
standard?
Comments:
Student’s
Date:
signature:
Teacher’s
Date:
signature:
45
PERFORMANCE TEST
Student's Name: Date:
Competency: Test Attempt

1st 2nd 3rd
Directions: OVERALL EVALUATION

Level
Achieved
Ask your teacher to PERFORMANCE LEVELS
assess your performance
4 - Can perform this skill without direct
in the following critical
supervision and with initiative and adaptability
task and performance to problem situations.
criteria below
3 - Can perform this skill satisfactorily without
assistance or supervision.
You will be rated based
on the overall evaluation 2 - Can perform this skill satisfactorily but
at the right side. requires some assistance and/or supervision.
1 - Can perform parts of this skill satisfactorily,

but requires considerable assistance and/or
supervision.
Instructor will put his\her initial level achieved.
PERFORMANCE STANDARDS
For acceptable achievement, check YES for un Yes No N/A
acceptable achievement, check NO; and for an
achieved skill, Check N\A.
Get from Performance criteria of the module (TR)
46
ANSWER KEY 1.1 5. a
1. b 6. b
11. d
2. d 7. b
12. c
3. c 8. a
13. a
4. a 9. a
14. c
5. b 10. a
15. B
ANSWER KEY 2.1 Test II
Test I
1. Always
2. Never
1. Rust remover 3. Always
2. Grease 4. Always
3. Oil 5. Always
4. Dry lubricant 6. Never
5. Penetrating lubricant 7. Always
8. Always
9. Always
10. Never
ANSWER KEY 2.2
A. B.
1. polar a. water and detergent soap
2. nonpolar b. water and detergent soap
3. nonpolar c. gasoline, kerosene,
4. nonpolar diesoline, thinner
5. nonpolar d. gasoline, kerosene,
6. polar diesoline, thinner
C. D.
1. d 1. c
2. e 2. c
3. b 3. b
4. c 4. a
47
48

Y2 - Module 5 - Maintaining Tools and Equipment

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Y2 - Module 5 - Maintaining Tools and Equipment

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

Unit of Competency: MAINTAIN TOOLS AND EQUIPMENT

Module No.: 5 Module Title: MAINTAINING TOOLS AND EQUIPMENT

Copyright Department of Education 2008

First Published JUNE 2008

This draft was prepared during the Competency-Based Learning

This learning instrument was developed by the following personnel:

Mr. Marino C. Cueto

Ms. Gina C. delos Santos

Dr. Corazon Echano

Mr. Lemuel C. Valles

Fund: Department of Education

REFERENCES AND FURTHER READINGS

1. Institute of Integrated Electrical Engineers of the Philippines

Copyright: Department of Education 2009

This module was based on Competency-based Curriculum- Contextual

Dr. VICTORIO N. Dr. CORAZON L. Dr. ORLANDO E.

Copyright: Department of Education 2009

This module was based on Competency-based Curriculum-

This learning instrument was finalized and packed by the

Dr. VICTORIO N. Dr. CORAZON L. Dr. ORLANDO E.

How to Use this Module.....................................................................................i

Welcome to the module “Maintaining Tools and Equipment”. This

The unit of competency “Maintain Tools and Equipment” contains the

You are required to go through a series of learning activities in order to

Recognition of Prior Learning (RPL)

After completing this module, ask your teacher to assess your

This module is prepared to help you achieve the required competency in

Unit of Competency: MAINTAIN TOOLS AND EQUIPMENT

Module Title: Maintaining Tools and Equipment

This module contains information on practices in inspecting, cleaning,

It consists of three (3) learning outcomes. Each learning outcome

SUMMARY OF LEARNING OUTCOMES

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

LO 1. check condition of tools and equipment;

LO 2. perform basic preventive and corrective maintenance; and

LO 3. store tools and equipment.

Refer to the assessment criteria of learning outcomes 1-3 of this module.

5S means Sort, Systematize, Sweep, Sanitize, and Self-Discipline.

CANDO means Cleanup, Arranging, Neatness, Discipline, and Ongoing

Hirano refers to the terms Organization, Orderliness, Cleanliness,

Lubrication Additives is defined as many of the physical properties of

Sorting means to sort everything in a work area

Viscosity is a measure of “flow ability.” It is the resistance to flow caused by

Unit of Competency: MAINTAIN TOOLS AND EQUIPMENT

Module Title: Maintaining Tools and Equipment

Learning Outcome 1: Check condition of tools and equipment

1. Materials, tools and equipment are identified according to their classification

1. Institute of Integrated Electrical Engineers of the Philippines

Learning Outcome 1: Check condition of tools and equipment

Learning Activities Special Instruction

1. Answer the Self-Check 2.5.

Tools are defined as implements used to modify raw materials for

Advantages of using the proper tools

1. Efficiency of the work

However, these advantages depend on the three factors, namely:

1. Availability and sufficiency of the materials

Types of tools and equipment

They include screwdrivers, hammers, pliers, wrenches and pullers.

2. Grinding wheels can be either bench-mounted or installed on a pedestal.

1. Air chisel uses reciprocating motion to drive a cutting hammering tool.

2. Air impact wrenches use a pounding or impact force to loosen or tighten

3. Air drill is lighter than a comparable electric drill. Repeatedly stalling or

4. Hydraulic press is used to apply force on bent parts to straighten them.