Module Content Tec 1

COMPETENCY BASED LEARNING MODULE
TEC 1 - INTRO TO INDUSTRIAL ARTS I
After completing this module, you should be able to:

1. present an overview about Industrial Arts.
2. enhance and reaffirm the value of Industrial Arts courses.
3. appreciate the importance of Industrial ArtsMODULE
courses.
4. identify the different areas of Industrial Arts.
5. apply knowledge and skills from other subject areas as they learn new skills to analyze problems.
WHAT IS THIS MODULE

ABOUT?
Introduction
Industrial arts learning activities are an important part of the public-school program and of the
education of the student. The purpose of the industrial arts activities is to give the student a background of
our industrial society.
Industrial arts, originally called manual training, was first introduced into the United States in 1880
through the efforts of Calvin M. Woodward who established a manual arts training school in St. Louis,
Missouri, in connection with Washington University. Industrial arts were called manual training until the
early 1900's. Teachers began placing less emphasis on arts and crafts and more emphasis on the study of
industrial problems, materials and processes. As a result, many educators started using the term industrial arts
instead of manual training or manual arts. Today industrial arts are found on all levels of education, from
kindergarten through higher education. (Pinnell, Charles C. 1977)
TEC - 1 Date Developed: March, 2021 Document No.

INTRO TO INDUSTRIAL ARTS Date Revised: -
Issued by: PRMSU CIT
PART I Page 1 of 69
Developed by: ALICIA R. LOON Revision # 00
This module focuses on the following topics namely;
MIDTERM
Learning Information Sheet # 01

Chapter I – Overview (Rationale of Industrial Arts)
A. Industrial Arts Rationale
Industrial Arts education provides lifelong learning patterns for living and working effectively in a
changing technological environment. Participants in Industrial Arts programming work actively in a hands-
on environment with technological tools, materials, and processes to transform concepts and ideas into goods
and services. Problems, ideas, and concepts are explored from the research/investigation stage to product
construction, and ultimately to final testing and assessment evaluation of the goods produced. Because of the
changing nature of society and the workplace, the practical skills and knowledge developed in Industrial Arts
education are relevant to many other areas of life.
Education needs to be about developing foundation skills. Industrial Arts provides students the
opportunity to work independently and co-operatively as they apply decision making problem-solving, and
critical thinking skills to problems and/or issues. Additional skills such as inferring synthesizing, analyzing,
and evaluating, as well as a complete range of communication skills including listening, speaking,
representing, viewing, reading, and writing are part of Industrial Arts classrooms. These learning
environments offer challenging, stimulating, and enjoyable activities that motivate people.
B. Curricular Foundations
The first major Senior Years Industrial Arts curriculum review since the mid-1980s resulted in the
development of eighteen Grade 10 to Grade 12 Industrial Arts courses (Drafting 101, 201, 301;
Electricity/Electronics 101, 201, 301; Graphics 101, 201, 301; Metalwork 101, 201, 301, Power Mechanics
101, 201, 301; and Woodwork 101, 201, 301). The framework serves as a basis for the development of Grade
9 to Grade 12 Industrial Arts courses. It replaces the former curriculum documents mentioned above.
The need to make curricula more responsive to the needs of the students and the community has
resulted in significant changes. The emphasis in Industrial Arts courses on problem solving, teamwork skills,
creative design, and diverse learning styles is reflected in the new framework. The shift from previous
curricula structures to the new framework involves the following major changes:
TEC- I Date Developed: : March, 2021 Document No.

INTRO TO INDUSTRIAL ARTS Date Revised: September, 2021
PART I Developed by: ALICIA R. LOON
Page 2 of 69
Revised by: Dr. EVANGELINE R. Revision # 01
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Industrial Arts programming teaches students to apply knowledge and skills from other
subject areas as they learn new skills to analyze problems, design solutions, and create products.
Vision
Learning Environment
Industrial Arts students are immersed in a holistic learning environment that prepares them to adapt
to a society in which the workplace is rapidly changing with advancing technology and blurred career lines.
Industrial Arts students gain a unique, meaningful, and practical experience while learning in a facility that
relates to out-of-school experiences. They gain a variety of life and employability skills while working with
hands-on applications.
SELF- CHECK # 01 Document No.

TEC- I Date Developed: : March, 2021
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Answer the following questions: (30 pts)
1. Explain the items under former guidelines and new frameworks (1 – 6)
TASK- SHEET # 01
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Instructions: (To be placed in short size bond paper) (Send to Google Classroom)
Select 6 items under the general outcomes of Industrial Arts and try to search pictures that
are related to the outcomes. Print them in a short size bond paper and indicate below the picture
what outcome are being emphasize. 1 picture for each bond paper.

Chapter II – Definition and Importance of Industrial Arts

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A. Definition of Industrial Arts
1. is an educational program which features fabrication of objects in wood or metal using a variety of
hand, power, or machine tools. Industrial Arts is commonly referred to as Technology Education. It
may include small engine repair and automobile maintenance, and all programs usually cover technical
drawing as part of the curricula. As an educational term, industrial arts dates from 1904 when Charles
R. Richards of Teachers College, Columbia University, New York suggested it to replace manual
training. (en.wikipedia.org)
 In the United States, industrial arts classes are colloquially known as "shop class"; these programs
expose children to the basics of home repair, manual craftsmanship, and machine safety. Most
industrial arts programs were established in comprehensive rather than dedicated vocational
schools and focused on a broad range of skills rather than on a specific vocational training. In 1980,
the name of industrial arts education in New York State was changed to "technology education"
during what was called the "Figuring Project". The project goal was to increase
students' technological literacy.
 In Victoria (VIC, Australia) industrial arts is still a key part of the high school curriculum. The term
now describes a key study of technology that focuses on both engineering and industrial
technologies. Additionally, design using the aforementioned technologies is now a key part of the
industrial arts curriculum and has been since the mid-1980s when the subject of technics was
introduced into Victorian high schools.
 One of the most important aspects of industrial arts is still that while students design they ultimately
realize a solution; learning the challenges involved with working with materials and also the
challenges of small-scale project management.
2. a subject taught in elementary and secondary schools that aims at developing a manual skill, a
familiarity with tools and machines, or an acquaintance with industrial processes and design.
(Meriam Webster, www.merriam-webster.com)
3. is an umbrella term originally conceived in the late 19th century to describe educational programs
which featured fabrication of objects in wood and/or metal using a variety of hand, power, or machine
tools. Many also cover topics such as small engine repair and automobile maintenance, and all
programs usually cover technical drawings—one or two semesters—as part of the curricula.
(www.definitions.net )
4. a course in the methods of using tools and machinery as taught in secondary schools and technical
schools’ course, course of instruction, course of study, class - education imparted in a series of lessons
or meetings; "he took a course in basket weaving"; "flirting is not unknown in college classes”.
(www.thefreedictionary.com )
5. represents the study and practice of technical design including furniture, automobiles and toys.
Industrial artists serve many purposes in society and cultivate technological advancement through
careers in automobile design and computer-aided drafting (ourpastimes.com)
B. Importance of Industrial Arts

The fast-changing time we have right now requires us to adapt with what we need in our
surroundings. Even the education sector is not exempted from these changes. The curriculum changes as it
includes other courses that will be beneficial for the students.
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Industrial Arts has an important role to play as part of general education in our modern society. The
development of technology resulted to many machines in the industry. As the day passes by, more
mechanized and technical items are being invented and help in the production of more laborsaving devices
and even goods. Industrial Arts is an educational program which features fabrication of objects in wood or
metal using a variety of hand, power, or machine tools. It may include the use of small engine repair and
automobile maintenance, and all programs usually cover technical drawing as part of the curricula.
Industrial Arts offers the student an opportunity to acquire some insight into various technical and
trade areas. These insights are important so they can have skills that will be applicable and will be used for
labor while studying.
The curriculum nowadays aims to give chance to the students to continue studying while they have
the chances or opportunities to work. The learnings they will have in class will be carry-over value in later
life, in job situations, in consumer knowledge, or possibly in-home maintenance.
However, the most important thing is if the schools are ready to teach such skills. This requires a
specialist or skilled teacher to perform the duty of making the students acquire competencies related to
Industrial Arts. In addition, the materials or equipment needed for this subject are costly. These hindrances
must be resolved if we want our students to be competitive enough to apply the beauty of Industrial Arts in
their lives.
Industrial arts provide benefits to a wide assortment of people. Students lacking the skill or desire to
study math and science obtain a career in industrial arts by learning a trade such as mechanics. People
proficient in math and science study and put the knowledge to use by designing new products.
Mechanical Arts has a significant task to carry out as a major aspect of general instruction in our
advanced society. Every day our reality turns out to be increasingly automated and specialized with the
creation and generation of more work sparing gadgets. Numerous tradesmen and professionals are expected
to introduce, work, and administration these cutting-edge bits of hardware. Modern Arts offers the
understudy a chance to procure some knowledge into different specialized and exchange territories. Lab or
shop classes are not intended to turn out tradesmen or specialists yet are to familiarize the understudy with
different occupations requiring some kind of mental manual aptitude. Mechanical Art class encounters will
have persisted an incentive in later life, in occupation circumstances, in buyer learning, or perhaps in-home
upkeep. Professional Building Trades gives understudies a chance to investigate twenty zones of pre-
apprenticeship preparing for those that are thinking about development as a vocation. Craftsmanship isn't
dead; it simply must be educated and respected. The 21st-century economy relies upon a different cluster of
gifts and occupations. Profoundly taught experts, for example, specialists, attorneys and programming
designers catch a great part of the media's consideration. In any case, crafted by circuit repairmen,
mechanics, woodworkers, welders and developers is similarly as essential to a working society. Furthermore,
it's up to modern expressions educators to furnish their understudies with the ability and hands on aptitudes
to prevail in these vital employments. Modern expressions instructors show understudies how to utilize a
scope of commonsense apparatuses from fastening irons to water fly cutters. Also, in numerous cutting-edge
modern expressions study halls, the hardware incorporates something other than the standard saws and
bores. To stay aware of the occasions, numerous schools open understudies to 3D printers, robots and other
propelled hardware.
Modern expressions are an instructive program which highlights creation of articles in wood or
metal utilizing an assortment of hand, power, or machine apparatuses. It might incorporate little motor fix
and vehicle support, and all projects normally spread specialized drawing as a major aspect of the
educational programs. As an instructive term, modern expressions dates from 1904 when Charles R.
Richards of Teachers College, Columbia University, New York recommended it to supplant manual
preparing. In the United States, mechanical expressions classes are casually known as "shop class"; these
projects open youngsters to the nuts and bolts of home fix, manual craftsmanship, and machine security.
Most modern expressions projects were set up in thorough instead of devoted professional schools and
concentrated on a wide scope of abilities as opposed to on a particular professional preparing. In 1980, the
name of modern expressions instruction in New York State was changed to "innovation training" during
what was known as the "Figuring Project". The undertaking objective was to build understudies' innovative

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education. The reason for the mechanical expressions exercises is to give the understudy a foundation of our
modern culture. Profession training assumes a similarly significant job in the instructive procedure of the
understudy. It includes the understudy in regular day to day existence choices, and causes him to improve as
an educated resident in his locale. (Richelle P. Ponce – DepEd Bataan)
SELF- CHECK # 02

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Answer the following questions:
Multiple-Choice: (Choose the letter of the correct answer)
1. Industrial Arts is an educational program which features fabrication of objects in wood or metal using a
variety of;
A. hand C. machine tools
B. power D. hand, power & machine tools
2. Industrial Arts are commonly referred to as;
A. industrial education C. technology education
B. vocational education D. all of these
3. Industrial arts classes are colloquially known as "shop class" in what country?
A. United States C. Columbia
B. United Kingdom D. Canada
4. Industrial Arts is a subject taught in elementary and secondary schools that aims at developing A.
technological skills C. vocational skills
B. manual skills D. industrial skills
5. It serve many purposes in society and cultivate technological advancement through careers in automobile
design and computer-aided drafting.
A. Industrial artist C. technological artist
B. vocational artist D. all of these
6. What does Industrial arts provides to a wide assortment of people?
A. benefits C. knowledge
B. skills D. training
7. What century economy relies upon a different cluster of gifts and occupations?
A. 20th C. 19th
st
B. 21 D. 18th
8. It has a significant task to carry out as a major aspect of general instruction in our advanced society.
A. Manual arts C. Mechanical Arts
B. Liberal Arts D. Literary Arts
9. It isn’t dead; it simply must be educated and respected.
A. craftsmanship C. abilities
B. skill D. expertise
10. Every day our reality turns out to be increasingly automated and specialized with the creation and
generation of more work sparing;
A. gadgets C. electronic devices
B. appliances D. all of these
TASK- SHEET # 01

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Instructions: To be placed in a short size bond paper (2 sheets)
1. What is your own definition or concept of Industrial Arts?
2. Draw a diagram using geometric figures illustrating the importance of Industrial Arts to us.

Chapter III – Three Learning Skills in Industrial Arts
A. Three Learning Skills in Industrial Arts
1. Fundamental Skills - the basic skills for study in Industrial Arts

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These skills are necessary before one can focus on production skills. In all the areas
of industrial arts fundamental skills are given emphasis. No individual can produce a better and quality
output without it. In relation to this the student should have a wide knowledge of all the areas. Knowledge of
specific subjects, procedures, and information necessary to perform particular tasks and this is acquired
through education, training, and on-the-job experience.
2. Personal Skills – the basic skills for personal effectiveness and growth.
Traits or personality characteristics that contribute to performing work. Developed in
childhood and through life experience.
Strong Expertise
Strong expertise builds on your formal education and previous experience in your high school TLE
subjects. It also incorporates the knowledge and skills you develop in your studies. As an industrial arts
student, you regularly advance your know-how through such resources as reading more information in the
different areas of Industrial Arts. You also often seek out mentors. Your specialized qualifications and
technical knowledge perfectly match your work function. At the same time, your capabilities are highly
transferable from one place to another.
Ambition to Succeed
You are also successful in your work because of your ambition. Your work style is generally
characterized as going “above and beyond.” Instead of passively seeking direction from your superiors, you
take full ownership of your work including performance expectations and problem-solving. You also
welcome challenges and develop creative formulas to meet them. In addition, you do not shy away from
sharing ideas with others – in hopes that they will benefit in the future processes going forward.
Working Well Independently
Working well independently also translates into success. Similar to ambition, you are self-motivated
to do your job. In addition, you have practical self-management skills. On one hand, you excel at
organization – focusing on details and accuracy. You also have clear goals for your work in mind along with
good judgment. You are an ethical worker who is dependable and punctual without someone looking over
your shoulder. Finally, you have an upbeat attitude which lends itself to flexibility and cooperation whenever
necessary.
Working Well with Others
Success also amounts to working well with fellow students. You have strong interpersonal skills and
you emotionally connect well with others. You are versatile in your group interactions. At times, you act as a
leader. At others, you serve as team member. Working well with others requires excellent communication
skills. You are equally adept at speaking and writing – with strong persuasive abilities.
Projecting Optimism
Work can be very demanding. There are positive and negative aspects of your job at any given time.
To thrive, you need an optimistic attitude. As an optimist, you are able to see the big picture. You have a
tangible sense of your role at your school and draw personal value from it. You celebrate the victories of

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others to the same degree as your own. The synergy you bring reduces conflict and creates cohesiveness – no
matter the task at hand
3. Production Skills - the basic skills for production and fabrication.
Actions taken to perform a task, transferable to different work functions and industries and
based on ability and aptitude.
Industrial arts courses become more challenging through the school years as the manual skills and
mental abilities of students develop. But the six basic goals of industrial arts programs remain the same: (1)
to develop an understanding and appreciation of industry; (2) to teach students the use of industrial tools and
machines; (3) to help students learn to work alone and in groups; (4) to encourage creativity; (5) to teach the
use of industrial materials and their characteristics; and (6) to help students apply their knowledge and skills
in industrial arts to other activities.
In elementary school, teachers combine industrial arts instruction with various classroom activities.
Students work on projects based on units in science, social studies, and other subjects. They learn to plan
projects, to use simple tools, and to work in groups. Students work with such materials as beads, clay,
plastics, soft metals, textiles, and wood.
In middle school, students in industrial arts programs work with many types of equipment and
materials. They study drafting, electronics, metalworking, plastics, printing methods, woodworking, and
other technical processes. Each industrial arts class lasts only part of a school year in most middle schools. A
student might take metalworking for the first three months, woodworking the next three months, and drafting
for the rest of the school year. Students work on both individual and group projects.
In high school, students who have had industrial arts courses in junior high may specialize in one or
more areas. Those with no background in industrial arts take general courses. Students in advanced classes
work with complex equipment, such as high-speed printing presses; machine lathes, which are machines that
hold pieces of wood, metal, or plastic, turning them against a cutting tool to shape them; and sensitive testing
tools. They conduct research and experiments individually and in groups. Course work may include field
trips. Instructors provide job information and may help students find employment in industry.
In colleges and universities. Many colleges and universities offer a bachelor’s degree in industrial
arts. Some of these schools also have master’s and doctoral degree programs in the field. Men and women
who plan to teach industrial arts must take certain education courses as well as technical courses. Classes
include advanced instruction in industrial processes and practices. Students also learn to operate and maintain
industrial equipment. Most courses require much research and experimentation.
Industrial arts courses
Industrial arts courses may concentrate on one kind of work, or they may teach several skills in less depth.
The most specialized kind of course is the unit shop course, which deals with one way of processing one kind
of material. In a machine shop course, for example, students learn to process metals with industrial machines,
such as lathes and drills. In a single field laboratory course, students deal with only one kind of material, but
they study several ways of working with it. For example, in a general metals course, students may learn to
process metals by machining, gas and arc welding, casting (shaping melted metal), and forging (working
metal by hammering and machine stamping). They also learn sheet-metal work. In a multifield
laboratory or comprehensive course, students learn to process more than one kind of material. Such a course
might include work with metals, plastics, and woods. In all industrial arts classes, instructors stress the proper
use and maintenance of equipment.
a. Automobile mechanics courses emphasize the study of engines, especially those of cars. Students
work on their own cars, on school laboratory models, or on motors of lawn mowers, tractors, or other
machinery. They study various parts of automobiles, including the cooling system, drive train, fuel
system, suspension components, and wheels and tires. Many courses teach students to make repairs.

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https://tesda-rtc1.edu.ph/courses/
b. Electronics courses teach the laws of electricity and how to apply this knowledge to actual
situations. Students learn about circuits, electric parts, and wiring diagrams for radios, television sets,
and other electronic equipment. They also study the use of electronics in manufacturing and the
numerical control of processing equipment. Class projects include construction of various
communications devices, such as radios and telephones. Students work with hand tools, meters, and
another electronics equipment.
https://www.efrennolasco.com/useful-tesda-courses-that-gives-rewarding-income/
c. Graphic arts include bookbinding, etching,

linoleum-block cutting, photography, and printing.
Students learn to set type and to use binding
machines, cameras, paper drills, line gauges, plates
and presses, and other printing equipment. They also
learn to select colors, designs, and paper for printed
materials. In addition, they study various printing
processes.
https://pcci.edu.ph/product/visual-graphic-
design-nc-ii-visual-graphic-design-nc-ii/
d. Industrial crafts courses offer an opportunity for

creativity and self-expression. Students design and make
many items, using various materials and techniques. The
materials include clay, leather, metals, and precious

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stones. Students also study the chemical and physical characteristics of many materials and how
these materials are used in industry.
https://www.unitingdigital.com/articles/2018/11/3/how-arts-
and-crafts-survive-the-industrial-revolution-can-help-us-
win-in-digital-transformation-era
e. Industrial drawing courses teach students how to prepare blueprints and sketches used in designing
and building equipment and other items.
Students make drawings that show an object
from several angles to indicate its exact shape
and size. They learn such skills as correct
dimensioning, proper view arrangement, and
scale drawing. Equipment used in industrial
drawing courses includes compasses, drafting
instruments, pencils and pens, scales, triangles,
and T squares.
Industrial drawing courses also introduce
students to advanced drafting techniques, copy
making, and tracing procedures. Architectural
drawing is also taught as a part of the drawing
program in many schools.
https://www.123rf.com/photo_11985850_industrial-drawing-detail-
and-several-drawing-tools.html
f.
Metalworking. In this course,
students work with a variety of
metals and learn many methods of
metal processing. They study art
metalwork, heat-treating methods,
hot metal casting, sheet-metal
work, simple forging operations,
and welding. Some of the classes
also study the chemical and
physical characteristics of metals.
Students learn to use drill presses,
lathes, precision gauges, scales, and
other equipment. Metalworking
classes may include field trips to steel mills and other industrial plants.
https://www.decision.com/industry-challenges-and-solutions-for-the-metal-fabrication-industry/
g. Photography courses teach students various techniques of taking and developing pictures. Students
learn to use light meters, photo enlargers, processing equipment, and several types of cameras,
including digital cameras. They investigate lighting and exposure procedures for specialty shots.
Classes also include technical instruction about filters, lenses, and photographic films. Some schools
include photography in their graphic arts courses.

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h. Plastics courses teach students how plastics materials are processed into commercial and industrial
products. Many plastics are made from resins. Students studying plastics learn such industrial
processes as injection molding (squeezing resins into a mold), blow molding (inflating melted resins
inside a mold), casting (pouring resin material into a mold), and extrusion (squeezing resins through
a heating chamber).
In addition, they study polymer chemistry (the molecular structure of plastics) and plastics
identification. They also study and test various plastics for such properties as strength, flowability,
flexibility, and toughness. Other skills taught include cementing and welding, designing, making
molds, and decorating. Classes often visit industrial plastics plants to study processes not available in
school.
i. Woodworking courses teach students how to make many useful items out of wood. Projects vary in
size and difficulty from bookshelves to cabinets. Students use hand tools, such as chisels and
hammers, and power tools, including jigsaws and wood-turning lathes. Some classes work in groups
to learn mass-production techniques used by the woodworking industry. Other woodworking skills
taught include finishing techniques, upholstery work, wood patternmaking for metal castings, and
wood turning. Some woodworking courses teach carpentry skills.
SELF-CHECK # 03

Identification: (Identify the following pictures as to; (2 pts each)
A) Fundamental Skills B) Personal Skills C) Production Skills
1 ________________2. ________________3. _______________ 4. _______________5. _______________
6. ______________ 7. _______________ 8. ________________9.

_______________ 10._______________
TASK SHEET # 03
Instructions: (To be placed in a short size bond paper (3 sheets of short size bond paper)

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Research and download 5 pictures each representing fundamental skills, personal skills and
production skills.

Chapter IV – Lifelong Skills of Industrial Arts Students`
The Industrial arts experience and environment leads to the development of life and employability
skills. Students gain technological literacy and array of life skills. In view of this they learn to:
1. manipulate materials and tools

Students should see to it that in the manipulation of materials and tools it always ensures
safe and proper use of it. The scope of this administrative procedure applies to all tools, equipment
and materials capable of causing injury to the user from simple hand tools to complex equipment
including furniture and disposable materials.
2. interact with processes

When people interact with process, we scale. No more reinventing the wheel. Instead, with
process, we accelerate growth. One person, armed with great processes, could be as impactful as ten
people in a less process-driven organization. Consider how fast food companies have standardized
processes in order to franchise.
3. define, analyze and solve problems

Any sort of problem can be daunting, but taking time to define a problem may help make it
easier to find solutions. Start by gathering information about the problem. Then, work on putting the
problem into words. After that, analyze what you have written to look for possible solutions to the
problem.
4. design and create products

In general, it's a good practice to build a prototype first. A prototype would provide you with
great insights on the design and usability of a product. After testing a prototype, you may decide to
change the design, which could make it different from what you described in a patent application.
5. apply and integrate knowledge

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Using an active learning environment can enhance the integration of practice and theory in
the classroom. We think of active learning as using instructional activities involving students doing
things and thinking about what they are doing.
6. work safely
Safe work environments allow workers to feel comfortable in their work environments,
thus reducing absenteeism and increasing productivity. Occupational safety also makes good
business sense, as it reduces downtime of workers, including costs associated with employee injuries
and thus increasing business profits
7. manage time
Time management is the practice of allocating your time to tasks productively
and efficiently. Often, time management involves planning out your daily activities and exercising
conscious control of your time as you complete those activities. Some common themes
for effective time management include clear goals, priorities, and expectations.
8. manage information
In a nutshell, information management (IM) is making sure that the right people have the
right information at the right time. But there’s a lot that goes into making that happen: Data needs to
be processed, contextualized, tagged, and analyzed in order to become useful information.
9. work on teams
Being a good team player is an essential skill, especially at work and school. When you’re
working with a team, make sure every voice is heard and work together toward common goals.
Additionally, create compromise to resolve conflicts that arise. Don’t worry if you struggle with
teamwork. You can improve your skills as a team player. It's also possible to prove you can work
independently while working on a team.
10. communicate
Communication is simply the act of transferring information from one place, person or group
to another. Every communication involves (at least) one sender, a message and a recipient. This may
sound simple, but communication is actually a very complex subject. The transmission of the
message from sender to recipient can be affected by a huge range of things. These include our
emotions, the cultural situation, the medium used to communicate, and even our location. The
complexity is why good communication skills are considered so desirable by employers around the
world: accurate, effective and unambiguous communication is actually extremely hard.
11. observe and record data

Recording your observation Focus on what is going on, but also take careful notes as
possible. A good way to take notes is to try to absorb everything you’ve seen, heard, felt, tasted, and
smelt then write it down or record it right away.
12. show initiative

When you show initiative, you do things without being told; you find out what you need to
know; you keep going when things get tough; and you spot and take advantage of opportunities that
others pass by. You act, instead of reacting, at work. Most of us have seen initiative in action.

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13. be responsible
Wanting to be more responsible is admirable. Being responsible can seem hard at first, but if
you keep at it, it will become second nature to you! To be responsible, you should keep your
promises and honor commitments that you’ve made. You need to organize your time and money as
well as take care of yourself and others, including both physical and emotional needs.
14. be adaptable
Adaptability is the nature of changing or create modifications in oneself to suit to the new
environment. For a workplace culture, it means that a person must be open to new ideas or changes,
must be able to work independently or in teams, or carry out tasks that are not intended for one
person only.
SELF-CHECK # 04
Completion Type: (Complete the statements by supplying the correct answer)
1. Students should see to it that in the ___________ of materials and tools it always ensures safe and
proper use of it.
2. One person, armed with great processes, could be as _____________ ten people in a less process-
driven organization.
3. Any sort of problem can be _____________, but taking time to define a problem may help make it
easier to find solutions.
4. A _______________ would provide you with great insights on the design and usability of a product.
5. We think of active learning as using _______________ activities involving students doing things and
thinking about what they are doing.
6. Safe work environments allow workers to feel comfortable in their work environments, thus reducing
_______________ and increasing productivity
7. _______________ is the practice of allocating your time to tasks productively and efficiently.
8. Data needs to be processed, contextualized, tagged, and analyzed in order to become
useful ____________.
9. When you’re working with a team, make sure every voice is heard and work together toward
______________.
10. Communication is simply the act of transferring ___________ from one place, person or group to
another.

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11. Recording your ___________ focus on what is going on, but also take careful notes as possible.
12. When you show ___________, you do things without being told.
13. To be responsible, you should keep your promises and honor ____________that you’ve made.
14. ______________ is the nature of changing or create modifications in oneself to suit to the new
environment.
15. For a ___________________, it means that a person must be open to new ideas or changes.
TASK SHEET # 04
Instructions: (To be placed in a short size bond paper) encoded
Rank the 14 lifelong skills which you think is applicable to yourself. Write your own brief explanation of
each skills

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Chapter V – Instructional Approaches on Industrial Arts
Industrial Arts facilities provide the venue for the integration of learning experiences for students.
Students gain a new depth of understanding because of the integration of knowledge and skills in a practical
setting. Industrial Arts courses integrate a blend of knowledge in the physical and biological sciences, social
sciences, and the arts and humanities, with activities that incorporate the four modalities of learning
(kinesthetic, tactile, visual and auditory).
The integration can occur naturally for the learner, or it may happen through a teacher-directed
connection with other subject areas – a process which the Industrial Arts learning environment innately
encourages. This serves to add relevance to the student’s overall learning experience.
Active learner
A student of Industrial Arts is an active learner in an activity based course that demands thinking and
doing. The student will;
 take an active role I negotiating and planning specific activities to fulfill the learning outcomes
 participate in activities from design and development, through production and evaluation of activities
 Practice and execute the necessary skills in applying production skills
 Use combinations of intellectual, physical and multiple sensory skills
 Participate as a member of a team
 Transfer and adapt previous learned knowledge, skills and attitude
Teacher’s Role
 Be a facilitator and a co-learner
 Act as a role model
 Plan and mange themes and concepts
 Provide opportunities for students to develop skills and knowledge
 Be prepared to venture with students unto unpredictable situations where, together, solutions to
technological problems will be pursued.
Industrial Arts teachers use various approaches to guide student learning. It is essential

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to recognize and utilize student learning styles, thinking styles, and capabilities. The following text
summarizes three models that describe student differences in these areas.
Learning Styles
The model developed by Ken Dunn and Rita Dunn of St. John's University, New York, classifies students
according to their learning styles:
 Auditory learners absorb spoken material easily and are likely to ask for information rather than
read printed instructions.
 Visual learners learn best from information that they read or see.
 Tactile learners learn best by handling materials, writing, drawing, and being involved in concrete
experiences.
 Kinesthetic learners learn best by moving and doing, by taking part in activities that have direct
relevance to their lives.
Dunn and Dunn believe that most people have two highly developed learning styles, and that within
a class of 30 students, 22 will be fairly balanced in their ability to take in information in a variety of ways.
Thinking Styles
Anthony Gregorc (1982) of the University of Connecticut has developed a theory of thinking styles
based on two variables the way we view the world (concretely or abstractly) and the way we order the world
(in sequential order or random order). In Gregorc's framework, these two variables combine to describe four
thinking styles:
 Concrete sequential thinkers are based in the physical world that they can detect through their
senses. They notice and recall details easily, and remember facts, formulas, and rules with ease. They
learn well through "hands-on" experiences.
 Concrete random thinkers are experimenters/ divergent thinkers, willing to take the intuitive leaps
necessary for creative thought. They have a strong need to find alternatives and to do things in their
own way.
 Abstract sequential thinkers love the world of theory and abstract thought. Their thinking
processes are logical, rational, and intellectual. They prefer to work alone rather than in groups.
 Abstract random thinkers organize information through reflection, and thrive in unstructured,
people-oriented environments. They live in the world of feelings and emotions, and learn best when
information is personalized
Multiple Intelligences
The theory of multiple intelligences is a cognitive model developed by Harvard psychologist
Howard Gardner. Gardner's theory is that each of the following seven intelligences has an
evolutionary history, its own symbolic system, and a separate locus in the human brain:
 Verbal/linguistic intelligence is responsible for the production of language and all of the complex
possibilities that follow: storytelling, abstract reasoning, symbolic thinking, conceptual patterning,
and, of course, the written word.
 Logical/mathematical intelligence is most often associated with "scientific thinking," deductive
reasoning, and problem solving. This intelligence involves the capacity to recognize patterns, to work
with abstract symbols such as numbers and geometric shapes, and to see connections between
separate pieces information

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 Visual/spatial intelligence deals with the visual arts, navigation and map-making, architecture, and
games such as chess. The key sensory base of this intelligence is sight, but also the ability to form
mental images.
 Body/kinesthetic intelligence is the ability to use the body to express emotion (as in dance and body
language), to play a game, or to devise an invention. Individuals with high body/kinesthetic
intelligence thrive on hands-on experience; they "learn to do by doing."
 Musical/rhythmic intelligence includes such capacities as the recognition and use of rhythmic and
tonal patterns, and sensitivity to sounds from the environment, the human voice, and musical
instruments. Many children learn the alphabet through this intelligence.
• Interpersonal intelligence involves the ability to communicate verbally and non-verbally, to work
co-operatively in a group, and to observe the moods, temperament, and intentions of others.
Individuals with high interpersonal intelligence are able to imagine and empathize with the
experience of others.
• Intrapersonal intelligence involves knowledge of the self – of feelings, thinking processes, and
spiritual realities. This intelligence involves our capacities for self reflection, to experience
wholeness and unity, to perceive higher states of consciousness, and to dream of and actualize the
possible.
Gardner's multiple intelligences theory proposes that each person has capabilities of varying
degree in all seven intelligences, and that we perform most functions through a complex interaction
of several intelligences.
SELF-CHECK # 05

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Identification: (Identify the following pictures as to:
A. Auditory learners B. Visual learners C. tactile/kinesthetic learners
1. ____________ 2. _____________ 3. _____________ 4. ____________ 5. ______________
6.
____________7. ______________8. _____________9. _____________10.

______________
TASK SHEET # 05
Instructions: To be placed in a short size bond paper (5 pcs of bond paper)

There are 5 categories of instructional approaches used in Industrial Arts. Among these 5
categories select 2 under it, describe and try to have a sample picture of the items chosen.

Chapter VI – Instructional Philosophy of Industrial Arts
Five philosophy groupings are identified: Industrial Arts

(1) as a means of developing habits, attitudes, problem solving abilities, and interests

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1. Precontemplation: People in this stage haven't begun to think about change. They may not
realize they have a problem, they may not know change is possible, or they may have given up
Recognize you may feel safe in this stage—you may not be happy, but it’s familiar.
 Develop greater awareness of how the problem is preventing you from living the life you
want to live.
 If you’ve tried to overcome your problem before and feel like you’ve failed, don’t give up
on yourself. Most people who are successful “changers” have tried many times before they
succeed.
Cultivate hope. Realize that precontemplation is a predictable part of the change cycle. It doesn’t
mean you’ve failed hope. You might hear someone in this stage saying:
“This is just how I am.”
“I don't have a problem.”
“What's the point?”
Tips for this stage:
2. Contemplation: People in this stage are ready to acknowledge they have a problem; however,
they’re unsure how to proceed. You might hear someone in this stage saying:
"I want to change, but I don't know how."
"I don't know if I'm ready yet."
"I feel stuck."
 Visualize your life if you don’t make the change or develop the new, good habit you’re
considering. What will your life be like in one year if you’re still struggling the way you are
now?
 Learn all you can about your problem you’re trying to break or the new habit you're trying
to ad into your life.
 Avoid analyzing too much, never making the move from thought to deed.
3. Preparation: In this stage, someone has made the decision to change, but hasn’t worked out all
the details yet. You might hear someone in this stage saying:
"I'm not going to let this control me any longer."
"I'm going to do something about my problems."
"I know I can overcome this."
 Write out a list of the benefits of overcoming your problem or developing this new good
habits. Carry this list with you and read it often.
 Realize that once you move into action, you'll need to do about extra time and enjoy
energy to carry out your plan. Make any necessary attachments adjustments to your
schedule.
 Set a date for when you will institute your plan of action. To capitalize on the high-energy
level that typically occurs at this point in the change process, make the date sooner rather
than later.
 Write out your plan. If it's in writing, you're more likely to follow it. It doesn't have to be
long or complicated.
4. Action: Most people equate change with doing something, and that's what the action stage is all
about. It involves the nuts and bolts work of overcoming a problem.
5. Maintenance: In maintenance, changes made in the action stage are consolidated. The task of
this stage is to make sure change lasts.

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6. Termination: In the termination stage, there is essentially no longer a problem. Changes made
are completely integrated into your life. Many people never reach the stage, and that's okay since
some problems don't easily allow for a full "termination." For example, many therapists in the field
of substance abuse believe that one never fully recovers from alcoholism.
Tips for all of the stages:

Don't rush yourself. You may be inpatient with yourself to "hurry up and change." But if you push
too hard, the frightened, ambivalent part of yourself will likely rebel and sabotage your efforts.
Remember, there's no right or wrong timetable – no perfect way to change. Wherever you are in
the process is exactly where you need to be.
Allow yourself time to go at your own pace through each of the stages of change.
Give yourself credit for the steps you take, regardless of how small they might seem to you. Each
and every step – even baby steps – brings you closer to your goal of developing a new, good habit.
Get support. Don't try to go it alone. Enlist the help of a friend, therapist, or even an online group.
You don't have to go in a straight line. More typically, they cycle through the stages of change
several times. You may make significant progress while in the action stage, only to have stress set
you back, leaving you in the contemplation stage once again. Remember, this is normal.
So what's the bottom line? Don't rush through the stages and don't worry if you recycle through
the stages. Thankfully, slow and steady progress – even with a few set that sprinkled in – works
just fine.
(2) as a means to meet developmental needs of children

Industrial Arts courses are designed to introduce students to the world of practical arts.
Beginning students will explore many facets of the science, art, and processes, plus the allied crafts
related to the field; and to acquire understanding of the relationship of practical arts to self,
others, careers, consumerism, industry, economics, and technology. Practical arts is studied to
develop understanding and basic skills in selection, use and care of materials, tools and
equipment, and in the techniques and processes related to designing, production, and distribution
of practical arts products and services. The development of these skills can lead to participation in
practical, creative, and satisfying learning experiences; to the application of learning experiences
to future and present educational, vocational, and life skills; and to appreciation of high standards
of process oriented workmanship
(3) as a program for involving students in making objects for the inherent value of the objects
themselves.
1. Involvement refers to the investment of physical and psychological energy in various
objects. The objects may be highly generalized (the student experience) or highly specific.

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2. Regardless of its object, involvement occurs along a continuum; that is, different
students manifest different degrees of involvement in a given object, and the same student
manifests different degrees of involvement in different objects at different times.
3. Involvement has both quantitative and qualitative features. The extent of a student’s
involvement in academic work, for instance, can be measured quantitatively (how many hours the
student spends studying) and qualitatively (whether the student reviews and comprehends
reading assignments or simply stares at the textbook and daydreams).
4. The amount of student learning and personal development associated with any
educational program is directly proportional to the quality and quantity of student involvement in
that program.
5. The effectiveness of any educational policy or practice is directly related to the capacity
of that policy or practice to increase student involvement.
(4) as a vehicle through which children acquire occupational awareness

Industrial arts can make a significant contribution by helping the individual to: (1)
understand himself, (2) develop societal awareness, and (3) develop fundamental skills. Each of
these areas deals with the general educational development of people with no specific
identification of fixed manipulative skills, jobs, or occupations.
(5) as a means of correlating and enriching the curriculum.

Education is the right of every child" Curriculum enrichment is absolutely vital and a
dynamic process to be meaningful in any educational system. As we are aware that no matter how
good the curriculum material is on paper and whatever theory or rationale that led to its
development, the teacher makes the difference and plays a critical role in making the curriculum
come alive in the classroom. It is also noteworthy that curriculum enrichment cannot take place in
isolation or in a vacuum without the involvement of classroom teachers. The responsibility rests on
the shoulders of teachers in shaping the destiny of students. The enrichment of curriculum means
giving it a greater value, by putting life into the overall education process. Enrichment describes
activities which colleges provide in order to extend students' education beyond their main course
of study. The best session included opportunities for personal research, group projects, practical
work, creative expression, discussion and brain-storm. This method generally adopted by the
students and there is some evidence that increases their motivation. The commitment to providing
opportunities for broadening students' educational experience is widespread throughout the
further education sector. Successful enrichment programs enhance students' life at school &
college increase motivation, achievements and retention.
SELF-CHECK # 06
Describe the following words/terms and cite one example: ( 2 pts each )

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1. habits -
2. attitudes -
3. abilities -
4. interests –
5. precontemplation –
6. contemplation –
7. preparation –
8. action –
9. maintenance –
10. termination -
TASK SHEET #06

Instructions: To be placed in a short size bond paper ( encoded )
Reflection Paper:
Under the 1st philosophy of Industrial Arts there are 6 stages of problem solving mentioned from pre-
contemplation to termination. Try to recall one of your difficult problem encountered and reflect on it
following the 6 stages.
ANSWER KEYS
SELF-CHECK 01 ( 30 pts )
Essay – Students will have their own individual answer
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Multiple-Choice
1. D 6. A
2. B 7. B
3. A 8. C
4. B 9. A
5. A 10. A
Identification
1. B – Personal skills 6 A. Fundamental skills.
2. B- Personal skills 7. C – Production skills
3. A – Fundamental skills 8. C – Production skills
4. A - Fundamental skills 9. C – Production skills
5. A – Fundamental skills 10. C – Production skills
Completion Type
1. manipulation 6. absenteeism 11. observation
2. impactful 7. Time management 12. initiative
3. daunting 8. Useful information 13. Commitments
4. prototype 9. Common goals 14. adaptability
5. instructional 10. information 15. Workplace culture
Identification
1.B - visual 6. C- tactile/kinesthetic

2. A. auditory 7. B - visual
3. A - auditory 8. C – tactile/ kinesthetic
4. A - auditory 9. C – tactile/ kinesthetic
5. B - visual 10. C – tactile/ kinesthetic
Description – Students will have their own individual answers
FINALS

Areas of Industrial Arts, Part 1

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I. AUTOMOTIVE TECHNOLOGY
a. Handtools and Equipment
A. Cleaning Tools
Scraper A flat metal used to remove hardened dirt,
rime or even plastic stickers
Steel wire/brush Made of thin metal strips in a plastic or

wooden handle used to clean and remove
dirt, grime and rust.
Utility Rag Used in wiping and cleaning dirt, dust and

other foreign materials present on surfaces
B. Driving Tools
Ballpeen hammer A two-headed hammer used to strike, bend
and shape metals and drive cold chisels
Rubber mallet A mallet with a rubber head ideally used to

bend and shape sheet metal as it won’t
leave marks
Starting Punch Used to start a pin or before removing rivets

initially
Center Punch Used to mark holes in a work piece’s center

before boring using any other tools
C. Loosening & Tightening

Tools
Flat/standard screw driver For driving, tightening or loosening flat
screws or with single slots in their head
Philips screw diver For driving, tightening or loosening Philips

screws or with cross slots in their head
Pozidriv screw driver For driving, tightening or loosening Pozidriv

screws or multiple cross-slotted screws
Robertson screw driver For driving, tightening or loosening

Robertson screws or square-slotted screws

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Torx screw driver For driving, tightening or loosening Torx
screws or star-slotted screws
Stubby screw driver Shorened versions of ordinary screwdrivers

perfect for loosening very tight screws due
to close screwhead and handle distance
Open-ended wrench Has both ends open or U in shape, available

in different sizes to remove hexagonal nuts
and bolts when servicing
Box-ended wrench Has its both ends close or rounded, available
in different sizes to fasten and unfasten
hexagonal nuts and bolts that open-ended
wrench cannt do, especially when nuts and
bolts’ edges are rounded off
Combination wrench An open- ended wrench on one end and
box-ended on the other end used to fasten
and unfasten bolts and nuts wherever of the
two ends is comfortable to use.
Adjustable wrench Has “movable jaws” that can easily be

changed and adjusted depending on the size
of the bolt or nut, as opposed to other
wrenches where only one unit can be used
Allen wrench Used for turning Allen screws or bolts with

hxagonal recesses or slots in its head
Socket wrench A special kind of wrench that has a handle

and an in-built joint that can turn at any
position and a socket tha fits ito the nut or
bolt’s head for firmer grip when fastening or
unfastening nuts and bolts
Oil filter wrench Use to grip the oil filter via a strap or chain
beingpulled in tension around it until it
firmly grips
Spark plug wrench Has openings at both the ends especially

used to fasten or unfasten the sark plugs
which are usually hard and inaccessible to
remove
Lug/tire wrench Has sockets in four directions that loosen or
tighten the vehicle wheels’ nuts when
chaning wheels or tires

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Pneumatic Impact wrench Special equipment that fastens and unfasten
nuts faster with its strong torque because of
compressed air as compared to using
wrenches
D. BENDING/
HOLDING/TWISTING TOOLS
Side- cutting pliers Used mainly for cutting different kinds of
wires, may it be solid or stranded
Combination pliers For gripping, bending, twisting and skining

wires, usually used in wiretapping and
splicing
Long-nose pliers Used for holdin, bending, twisting and
gripping small wires, ideally used to reach
conspicuous areas during servicing
Vise grip Used to old workpiece such as metal and

steel pieces while cutting and nuts bolts’
fastening or removal
Bench vise Permanently attached to a workin

table,practical to use to hold metal pieces
when being cut, shaped or bent
E. CUTTING TOOLS
Half-round file Used to shape or removed cut materials in
meal pipes with its flat side
Flat file Serves as a substitute in sharpening bladed

tools and filing down and deburring sharp
nicks for smoother finish
Cold chisel Used for massive works like cutting bolts or
heavy metals imossible to cut by shears and
hacksaws
Hacksaw A saw with ine teeth used to cut metal pipes
and bars
Electric drill A motor-driven drill used to bore round

holes in meal pipes, bars and in concrete
walls
Angle grinder Used for abrading, cuting, grinding and

plishing cut metals and pipes

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Metal shears/Tinner snips Used to cut tin metal sheets like G. I. sheets
and tie wires
F. MARKING TOOLS
Scriber Pointed tip steel or metal rod used to mark
fine lines during layout
Pencil The most common marking tool in drawing

lines and markings in wokpieces
G. MEASURING TOOLS
Torque Wrench Used to measure the torque( twisting force)
wen bolts and nuts are being tigthened
Caliper Used mainly to measure diameters,

thickness and the thinness of circular objects
Metal tape measure/Pull push A convenient to use measuring tool flexible

rule eogh to measure workpieces in relative
lengths
Feeler gauge Used to measure clearnces and set gaps
among mechanical parts in the engine such
as valve clearnces, spark plugs an the like
Multitester Diagnosic equipment used to measure

voltage, resistance and currents in batteries
and other electrical and elecronic parts
H.LIFTING TOOLS
Scissor Jack Known as a jackscrew, used to lift the
vehicle during servicing using the squeezing
scisor action
Hydraulic Jack Commonly known as floor jack, used to lift

the vehicle by stepping on the handle until
its lifting bar it’s the vehicle’s lifting point
Jack stand Used as a support in keeping the vehicle

raised while being serviced, usually placed
after using the jacks in lifting the vehicle
SELF-CHECK # 07

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I. Multiple-Choice (Choose the letter of the correct answer) 10 pts
1. It is an important diagnostic equipment used to measure voltage, resistance, current/amperage in
batteries and other electrical and electronic parts.
A. Caliper B. Feeler Gauge
C. Multi-tester D. Torque Wrench
2. It is the most common marking tool in drawing lines and markings in work pieces
A. Ball pen B. Center punch
C. Pencil D. Scriber
3. A kind of pliers ideally used to reach conspicuous areas during servicing
A. Combination pliers B. Long-nosed pliers
C. Side- cutting pliers D. Vise grip
4. Made of thin metal strips in a plastic or wooden handle used to clean and remove dirt, grime and rust
A. Bleach B. Scraper
C. Steel brush D. Utility rag
5. Used to mark holes in a work piece's center before boring using any boring tools.
A Center punch B. Pinching punch
C. Marking punch D. Starting punch
6. Used for heavy works like cutting bolts or heavy metals impossible to cut by shears and hacksaws.
A Half round file B. Flat file
C. Cold chisel D. Angle grinder
7. Used to measure clearances and set gaps among mechanical parts in the engine such as valve clearances
and spark plugs.
A. Torque wrench B. Caliper
C. Pull- push rule D. Feeler gauge
8. It has sockets in four directions used to tighten the nuts on the wheels of automobiles
A. Lug/ tire wrench B. Allen wrench
C. Socket wrench D. Open-ended wrench
9. For driving, tightening and/ or loosening cross-slotted screws
A. Standard screwdriver B. Phillips screwdriver
C. Stubby screwdriver D. Torx screwdriver
10. Used to lift the vehicle by stepping on the handle until its lifting bar hits the vehicle's lifting point.
A. Hydraulic Jack B. Wrench
C. Jack stand D. Chisel
II. CLASSIFICATION (10 pts)
Direction: Identify as to what grouping/ classification the following tools belong.

1. Hydraulic jack - 6. Steel brush
2. Angle grinder - 7. Center punch -
3. Adjustable wrench- 8. Standard screwdriver-
4. Round file - 9. Vise grip -
5. Bench vise - 10. . caliper -

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TASK SHEET # 07
Instructions: To be placed in a short size bond paper (3 pcs of bond paper)

In almost all parts of our province, town or barangay we find different kinds of repair shops or
stores that sell automotive parts, tools and supplies.
1. Take a picture of a certain store or shop with the owner/technician.
2. Write a brief description of the shop, including the items or supplies being sold or if it is a repair
shop what particular vehicle are they repairing.
II. CIVIL TECHNOLOGY HANDTOOLS AND EQUIPMENT

A. Measuring Tools

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Pull- Push Rule A flexible and convenient tool in
measuring wooden stocks and
plywood as it slides back to its
case after use
Ruler/ Foot Rule Usually, 12 inches or 1 foot in
length, commonly used for simple
and short measurements
Caliper Measures the inside and outside

diameter of a circular object, and
transfers its rule’s measurements
to the workpiece
B. Marking Tools
Pencil The most common tool for
marking and laying out
measurements to the work
Chalk Line Marks long straight line between

two marked points on large flat
surfaces such as plywood or wall
instead of using pencil and
straight edge
Scriber Hard steel with pointed ends used
to mark and layout
measurements with fine lines, if
pencil mark is not preferable
C. Guiding and Testing Tools
Try Square Also a testing tool, has a scale for
measuring, a 90 degree body to
test squareness and straightness
of a surface, and a 45degree
bevel used to layout marks for
miter cuts
Steel Square Bigger than the try square,
preferably used to guide and test
squareness and straightness of
larger pieces of work and
furniture, incapable for the try
square to test
Spirit level Very practical to use in testing if
the work’s surface is horizontally
or vertically leveled or straight
with the use of air bubble inside a
glass tube of liquid found in its
body
Plumb Bob Used to check and test the work’s
vertical straightness, line or
position

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Plastic Hose with Water Used in guiding and marking
horizontal levels far enough for
spirit level to use, usually used
when establishing horizontal
levels among walls and ceilings
D. Edge-Cutting Tools
Chisel Has sharp edge commonly used in
joinery and carving as it trims,
hips and removes unwanted parts
and shapes of wood
Plane Flattens and smoothens wood
surfaces with its sharp blade at
the bottom is pressed to the
workpiece or lumber
E. Toothed-Cutting Tools
Cross-cut saw The most commonly used saw
that cuts wooden pieces and
lumber across its grain, cutting it
crosswise
Rip saw A saw that cuts wooden pieces
and lumber along its grain, cutting
it lengthwise
Back saw A saw with a metal back casing
use for fine cutting needed in
wood joinery
Keyhole saw A saw with thinner tip compared

to other saws conveniently used
in cutting curve or irregular
shapes in plywood/boards
Hack saw A specialized saw for cutting steel
pipes or tubes with its very fine
set of teeth
Tube or Pipe cutter A specialized tool with a circular

blade especially designed for tube
and pipe cutting
File Has a fine or coarse set of teeth

on its surface to reduce, abrade
or smoothen edges of cut metal,
plastic, wood, and other
construction materials
F. Boring Tools
Drill bit The most common boring tool
that bores hoes in concrete walls,
metal pieces, plastics and wood,
usually attached to the electric
drill

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Auger bit A boring tool that makes holes in
the wood, bigger than that of the
drill bit-made holes
G. Holding Tools
C-Clamp Usually hold the pieces of wood,
lumber or metal by locking its jaw
at the edge of a working table or
bench
Bench Vise Permanently attached or secured
on top of the working table or
bench for a more rigid and secure
holding of workpieces
Horse/Trestle Where wooden pieces are placed
ready for sawing, planning and
chiseling
Pliers Convenient tools for cutting wires

and thin metal sheets, and
holding workpieces together
Plumber/Pipe Wrench One of the plumbing’s

indispensable tools as it is
primarily used in holding and
turning the pipes during
tightening or loosening of the
pipe assembly
Adjustable Wrench The size of the opening can be
varied based on the size of the
nut, bolt, or pipe to hold, tighten
or loosen
Basin/Sink Wrench A wrench specially used in
reaching confined, limited or
narrow spaces to do plumbing
works difficult for other wrenches
to reach
Tongue and Groove Channel Has powerful locking jaws for
Lock Pliers stronger gripping and holding of
pipes while doing plumbing works
H. Driving Tools
Claw hammer Drives and pulls out nails, chips
and dresses stones, bricks and
hollow blocks
Mallet With its head made of hardwood

or plastic rubber, primarily drives
chisels in chipping and removing
wood parts

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Nail set A set of pointed tool mainly used
for setting or concealing the
finishing nail’s head ready for
patching
Screwdriver Commonly used tool for driving,
tightening and loosening different
kinds of screws
I. Roughing – Up Tools
Mason’s Axe or Brick hammer A specialized hammer for rough
works in masonry that serves
both chisel and hammer used in
dressing and cutting stones, bricks
or concrete blocks
Cold Chisel Thicker and more robust than the
ordinary chisel, it cuts and dresses
concrete and stones with the use
of mason’s hammer to drive it
Wrecking Bar Made of hardened strong steel
bar with a claw on one end for
pulling out large nails difficult for
claw hammer to do and a sharp
edge at the other end for digging
holes on the ground
J. Surface Finishing Tools
Common Float A widespread surface finishing
tool in masonry works used to
smoothen applied plaster or
mortar on surfaces
Bull Float A bigger kind of float usually used
to smoothen applied concrete or
plaster on a larger surface area
such as floors or roods
constructed
Common Trowel Another standard surface
finishing tool in partnership with
the float to apply; spread or
shape mortar for brick or hollow
block laying or plaster for finishing
on concrete surfaces
K. Portable Power Tools
Electric sander A handy power tool primarily for
smoothening wooden surfaces;
more convenient and efficient
than manual sanding operations
Router A useful power tool that routs or
cuts out wooden surfaces;
creating various shapes and
designs for furniture and cabinets

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Jigsaw An easy-to-use cutting power tool
use to cut straight and
complicated curves on plywood or
lumber; impossible for handsaws
to cut
Circular saw A powerful cutting tool that cuts
wood or lumber at fast rates and
also cut thicker and harder
wooden stocks easily
Electric drill A portable boring power tool that

makes rounded holes on
concrete; wood or metals with
the aid of drill bits and also drive
screws and nuts to work pieces
L. Miscellaneous Tools
Paint brush An indispensable tool for applying
an initial coating of finishing
materials ) paint; varnish; shellac;
etc.) to finish products
Spade An indispensable tool in masonry
used to manually mix cement and
aggregates with water to produce
concrete or plaster mixtures
G.I. Pail A handy container to pour in fresh
concrete or mortar mix and
deliver it to the masonry work site
Mixing board A piece of cut board or plywood

used to mix small amounts of
mortar for laying in blocks ;
stones; or bricks or plaster for
finishing by hand; readily
accessible near the masonry
work
Rubber or Plastic Foam Used to obtain a fine-textured
concrete plaster and in various
tile work operations
Plastic or Nylon String Mainly used in brick; concrete
hollow blocks and tile laying as a
horizontal or vertical guide or
marking to ensure a straight and
square pile
Aligning stick Used to check the plaster
alignment to produce a flat level
and straight surfaces

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Sharpening stone ( oil or water )Sharpens the edge of steel tools
such as chisels; plane blades; and
other implements by honing or
grinding
M. Personal Protective Equipment (PPE)
Safety goggles Protects and shields the eyes
from dust; sawdust; foreign debris
and other harmful objects in the
workplace
Ear muffs Protects the ears from loud noises
or high frequency sounds
produced in the work station
Face mask Covers the mouth and nose from

inhaling poisonous gases; foul and
strong odors from paint and other
liquid fumes
Face shield Covers the whole face for better

protection against all kinds of
debris and dust
Work gloves Usually made of leather; worn

and covers both hands as
protection from wounds ; blisters;
burns during work
Apron Serves as protection of the

worker’s frontal body and
clothing from dirt; stains or injury;
others have extra pockets for
placement of tools
B. Materials/ Supplies in Carpentry

A. Carpentry
Lumber The most commonly used
material in carpentry referred to
as the sawn or sliced wood with
dimensions ( length, width, and
thickness) made available for
cutting to any woodworking
purposes
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Plywood A very convenient by-product of
lumber made from thin sheets of
a wooden slice with its grains
perpendicularly arranged to one
another and are glue together to
form “ ply”
Fiber cement board Made from combined cellulose
fiber and cement, a well-known
durable and strong construction
material for outdoor walling,
façade, roofing, ceiling and sidings
Nails The most widely known and used
construction material that comes
in different variants used to
fasten and join wooden pieces
together and other carpentry
works when driven by a hammer
Screws Kind of fastener that digs with its
pointed tip, wedges into the
material joined with its threaded
body turned by a screwdriver
Bolts and Nuts

Fastens joints together with its
threaded body ( bolt)just like that
of the screw fits a threaded lock
nut, making a stronger fastening
as compared to nail and screw
Hinges A moving bearing that joins two
opposite objects and makes it
rotate to each other at a limited
rotation angle; used on doors,
windows, cabinets and other
furniture
Dowels Are cylindrical sticks or rods made
of wood, metal or plastic used to
reinforce joints, making it
stronger and sturdier than just
using nails and screw as fasteners
Safety or lock Hasp Consists of slotted metal plate
with a hinge and a metal loop,
attached to each side of the door
that fits each other when closed
and secured with a padlock
Barrel/sliding bolt lock A kind of safety lock with a metal
bolt that slides to a catching plate
to close the door or lid from one
side

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Door knob A commonly used convenient
security handle that manually
opens the door when turned
clockwise and closes when turned
counterclockwise
Sandpaper A special kind of paper with grits
of varied sizes that removes
unwanted materials on surfaces,
smoothens them in preparation
for finishing and/or roughens for
gluing
Wood filler/ Putty/ Patching Products ( wood fibers, epoxy,
compound powder mixed with liquid sealer)
used to fill in small wooden
cracks, holes, and driven heads of
finishing nails and conceals or
hides them when dried before
sanding
Finishing materials ( Varnish, Natural or colored/ pigmented
shellac, lacquer. Stain and paint ) liquid formula that )1) protects
surfaces from dirt, rust and dust,
and 2) provides color and smooth
texture to surfaces
Wood glue A special kind of glue for tightly
bonding wooden stocks together
before nailing or screwing
B. Masonry
Cement A powdered binding substance
indispensable in masonry works
that hardens and sets with sand
and gravel when mixed with
water to form concrete or mortar
when mixed with sand and water
Gravel ( coarse aggregate ) Coarse aggregates or collection of
crumbled and crushed rocks
primarily mixed with sand,
cement, and water to make a
concrete mixture for road
construction and building
floorings, posts and beams
Sand ( fine aggregate ) Fine aggregate or collection of
fine granules or minerals or rocks
primarily mixed with cement,
gravel and water to make
concrete or cement and water to
make mortar mixture

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Bricks The early known building
material made of hardened clay
commonly used to create
pavements, walls, houses, and
other masonry constructions
Building stones Coarse aggregate that serves as
an excellent alternative to gravel
as it is naturally available and
abundant in the nearby
surroundings than gravels
Concrete hollow blocks (CHB ) Also known as concrete masonry
unit (CMU), a widely-used pre-
casted building material
commonly used for both internal
and external walls on houses,
buildings, and other construction
works
Tiles Building materials in square and
rectangular shapes that add
decoration and protection to
walls and floors in houses, offices,
swimming pools, as well as
outdoor applications on parks
and pavements
G.I. tie wire A strong and bendable steel wire,
usually in rolls that straps
intersections of joined steel bars
in posts and beams and secure
them for placement before
pouring concrete mixture
Reinforced bars ( Rebars ) A bar made of strong steel in
varied sizes depending on the
construction requirement that
reinforce and strengthen concrete
under pressure or when
excessive force is applied
C. Plumbing
Thread sealing tape/ Teflon tape A special film tape used to seal
and tighten threaded water pipes
And fittings when joined together,
reducing the risks of leaks
Pipes - hollow tubes made of iron or plastic with varied dimensions where water passes through when
being supplied or collected.

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Galvanized iron ( G.I. ) Pipe The first kind of pipes used in
water supply distribution but is
now less frequently used due to
its tendency to build up rust
especially on smaller pipes
resulting to water leaks on joints
contaminated water not safe for
drinking
PVC Pipe ( Polyvinyl Chloride ) The most commonly used kind of
water pipe in residential and
building establishments for both
hot and cold potable water supply
distribution and waste water
disposal
Pex Pipe( Cross-line A new product in plumbing works
Polyethylene) today that is flexible enough it
can be bend at different angles
towards other water pipe
connections unlike the rigid PVC
pipe
Copper Pipe Often applied to heating,
ventilation and air conditioning
pipelines where refrigerants pass
through ( air-conditioning unit,
refrigerator, hot and cold water
systems )
Pipe Fittings
Coupling A short length of pipe or tube that
connects two pipes of the same
size and type
Reducer A kind of coupling that connects

or joins two pipes or tubes of
different sizes from a larder pipe
to a smaller pipe
Adapter Another kind of coupling that

connects or joins two pipes or
tubes of different types or
standards, from a threaded pipe
to a non-threaded pipe or from a
G.I. pipe to a PVC pipe
Elbow A fitting that changes direction of
two connected pipe or tube
lengths by either 90 degrees or 45
degrees angles, depending on the
piping requirement

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Unions Connects two pipes or tubes just
like the coupling but with a nut at
the center for additional pressure
to lock and seal the joint, allowing
quicker and more convenient
plumbing installation and
maintenance
Tee A T-shaped fitting at 90 degrees
angle used to either combine or
split water flow, connect different
sizes of pipe or change the water
flow into two opposite directions
from the main pipe to other pipe
networks of water supply
Cross A convenient four-way fitting that
changes water flow and
distributes water supply in three
directions with its three outlets
Plug Has a threaded body designed to

insert into the end of the tubing
to a dead end and permanently
stop the flow
Cap Used as a dead-end cover just like

the plug except that it is attached
or screwed on the pipe’s male
thread ( outside thread )
Barb Conveniently connects flexible
plastic hoses to the pipe with its
ridge body at one end for a secure
insertion
Nipple A piece of short male threaded
pipe that connects and joins pipe
or other fittings
Water meter A measuring device for the water

volume being delivered and
utilized by the household or the
property
Valves - a device used to regulate, direct or control the water flow from the distributing pipes
Tap ( British ) The most common and
Faucet ( American ) convenient valve to control water
flow in houses (sinks and
lavatory ) and building
establishments

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Ball valve Usually used to open water supply
coming from the branch
connection of the main pipe to
the households using its lever,
and is generally connected right
after the water meter
Gate valve Usually used to regulate and
control strong water supply
pressure coming from the water
supply tank to the main pipe using
its round handle
Globe valve A valve that can regulate and
control stronger water pressure
that gate and ball valve cannot
handle
BASIC CONSTRUCTION PROCESSES, AND PROCEDURES

1. Project Planning – careful project planning can prevent mistakes and save time, money,
materials and effort.
a) drawing and designing the project ( show the project’s pictorial drawing )
b) identify the bill of materials
c) list the procedures to follow
d) list the tools and machines needed
2. Laying out measurements – drawing the layout lines on the lumber or plywood with the
specified measurement or dimension of the project’s parts to be sawn or cut with a saw.
Reminders: During this process, ensure that the

layout lines are 3-5 millimeters away from the cutting lines, considering the thickness of the saw
teeth and waste parts for plane shaving.
3. Sawing/Cutting – the cutting of the wood to the right and desired size and shape using various
hand tools and machines.
Reminders:
A. Use the appropriate type of handsaw when
cutting wood pieces, either along or across the grain. A
rip saw is for cutting along the wood fiber while crosscut saw is for cutting across or perpendicular
or at an angle to the fiber of the wood.

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B. Mark a cutting line using pencil or chalk line to serve as your guide for straight cutting,
especially on plywood. Make sure your head is above the cutting line , and give an “allowance”
between the saw blade and the cutting line to ensure a straight cut.
4. Planing – the shaving or smoothing of wood surfaces with the use of a hand plane or an electric
planer.
5. Nailing/Assembling – constructing the parts of the project based on the planned design using of
fasteners ( nails, screws, dowels, bolts, and nuts )
6. Finishing – the process of enhancing the appearance and durability of wooden projects ,
protecting the surface from damages, water and getting beautiful finish of wood grain through
the application of suitable finishing materials and proper techniques . Steps in wood finishing
include the following;
A. Sanding – gets rid of marks by tools ( saw or chisel) and smoothens wood surface ready for
finishing. The wood must be in its final dimension, or the finished product must be completely
done before sanding.
B. Patching – fills the wood’s dented parts or defects with patching compound mixed with sanding
sealer with the use of wood putty to achieve even surfaces.

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C. Coating – applies the top coat finish on the surface with the use of paint brush or compressed
air and spray application.
7. Concrete Proportioning/ Mixing – The correct proportion of the ingredients to produce concrete
gives balance among the economical requirements of materials, appearance, durability,
workability, and concrete mixture strength. The right proportioning of the ingredients for concrete
is the most difficult manufacturing step to control, but it is one of the critical aspects of producing
high-quality economical concrete.
8. Concrete Depositing and Pouring – The Building Code on depositing of Concrete provides that , “
concrete shall be conveyed from the mixer to the place of final deposit by methods which will
prevent the separation or less materials. Conveying equipment shall be capable of providing a
supply of concrete at the site of the placement without separation of the ingredients and without
interruptions sufficient to permit loss of plasticity between successive increments.”
9. Concrete Curing/Drying – The Building Code on Curing Concrete provides that, “ Concrete shall
be maintained above 10 degrees temperature and in a moist condition for at least the first seven
days after placing, except that high early strength concrete shall also be maintained for at least the
first three days. Curing by high pressure steam at atmospheric pressure, heat and moisture or
other accepted process, may be employed to accelerate strength gain and reduce the time of
curing.

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SELF-CHECK# 08
I. Multiple Choice: ( Choose the letter of the correct answer )
1. The most commonly used material in carpentry referred to as the dawn or sliced wood with dimensions
made available for cutting to any woodworking purposes
A. lumber C. fiberboard
B. plywood D. fiber cement
2. The most widely known and used construction material used to fasten and join wooden pieces together.
A. screw C. nail
B. dowel D. bolt
3. A moving bearing that joins two opposite objects and makes it rotate to each other at a limited rotation
angle
A. bolt C. hinges
B. safety hasps D. latch
4. It is used to remove unwanted materials on surfaces, smoothens them in preparation for finishing and/or
roughens for gluing.
A. sandpaper C. shellac
B. wood filler D. varnish
5. It is a powdered binding substance that hardens and sets with sand and gravel when mixed with water.
A. sand C. gravel
B. cement D. bricks
6. A widely-used pre- casted building material commonly used for both internal and external walls on
houses, buildings and other construction works.
A. adobe C. bricks
B. cast stone D. concrete hollow blocks
7. It is a bar made of strong steel that reinforce and strengthen concrete under pressure or when excessive
force is applied.
A. rebars C. G.I. wire
B. tiles D. pipe
8. It is often applied to heating, ventilation and air conditioning pipe lines where refrigerants pass through.
A. PEX pipe C. galvanized pipe
B. copper pipe D. PVC pipe
9. It is now less frequently used due to its tendency to build up rust especially on smaller pipes
A. PEX pipe C. galvanized pipe
B. copper pipe D. PVC pipe
10. This is used to connect two pipes of the same size and type to one another.
A. coupling C. elbow
B. reducer D. union
II. Matching Type: ( Match the materials in Column A if it’s under Carpentry, Masonry or Plumbing in
Column B and write the name of the material in Column C. )
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Column A Column B Column C
______________ ______________
1.
2. ______________ ______________
3. _____________ _____________
4. _____________ ______________
5. _ _ _ _ _ _ _ _ _ _ _ _ _ _
_______________
6. _ _ _ _ _ _ _ _ _ _ _ _ _ _
________________
7. _ _ _ _ _ _ _ _ _ _ _ _ _ _
________________
8. _ _ _ _ _ _ _ _ _ _ _ _
________________
9. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
________________
10. _ _ _ _ _ _ _ _ _ _ _ _
_________________

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TASK SHEET # 08
Instructions: ( To be placed on short size bond paper )
Have a picture of your house. Below the picture, identify the tools and materials used in its
construction. Specify the type of materials used.

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III. A. ELECTRICAL TECHNOLOGY HANDTOOLS AND EQUIPMENT
Standard/ Flat Screwdriver For driving, tightening and

loosening flat screws or with
single slots in their head on
sockets or receptacles, outlets,
switches, and other electrical
materials
Phillips Screwdriver For driving, tightening and
loosening Phillips screws or with
cross slots in their head on
sockets, switches, and other
electrical materials
Stubby Screwdriver Shortened versions of ordinary
screwdriver perfect for loosening
very tight screws due to close
screw head and handle the
distance
Allen Screwdriver Has a hexagonal end that comes
in either a T-shape or L-shape for
turning Allen screws and bolts
with hexagonal recesses or slots
in its head
Claw Hammer A dependable tool used in driving
common nails or concrete nails on
clamps when installing conduits
for wiring or small U-nails when
installing PDX wire
Ballpeen Hammer A two-headed hammer used to
strike and drive cold chisels wen
concealing or hiding conduits or
pipes on concrete walls
Combination/Lineman’s Pliers For gripping, bending, twisting
and skinning wires, when doing
wiretapping and splicing
Side Cutting Pliers Used mainly for cutting different

kinds of wires, may it be solid or
stranded for wiring installation
works
Long Nose Pliers Used for holding, bending,
twisting and gripping small wires,
ideally used to reach conspicuous
areas during servicing

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Wire stripper A convenient tool used to
remove strip the insulator coating
of the wire with a diameter from
gauge #10 to #16
Electrician’s knife Used to easily strip and remove

insulator coating of big wires and
cables of transmission lines
impossible to strip with the use of
pliers or wire stripper
Portable Electric Drill A motor-driven drill used to bore
around holes in metal pipes, bars
and in concrete walls
Hacksaw A saw with fine teeth used to cut

electrical metallic or steel tubing
and pipes as conduits for
electrical wires
Multitester Diagnostic equipment used to
measure voltages, resistance, and
current on circuits and power
sources like batteries and outlets
Test light Used to quickly check the
presence of electricity on
electrical components such as
power outlets, switches, bulbs, as
it gives off a signal light if there is
electricity
Hickey Bender Used to bend metallic
conduits/pipes in small bends
with short segments such as
elbows and offsets
Heat Gun Used to heat and soften plastic
conduits like PVC ready for
bending into short segments
during conduits installation
Soldering Iron A heating tool that melts a lead to
form a solder that flows and
hardens to join two wires or
conductors together for a
stronger and permanent joint

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B. Materials and Supplies in Electrical Technology
Light bulb/Lamp Electricity- consuming device that
glows, illuminates and produces
more light to an enclosed room or
darkened areas
Convenience outlet An electrical device that serves as
the power source for electricity-
consuming components and
appliances to operate, usually
placed on walls or at the end of
an extension cord
Male Plug Connects and conducts electricity
from the outlet as the power
source to the electricity-
consuming components or
appliances
Lamp Holders/ Socket Conveniently locks and holds the
/receptacles light bulb and protects it if placed
on top on the ceiling
Switch Turns on and off the circuit by

connecting and disconnecting the
current flow that passes through
it
Fuse A device with a very thin piece of
wire inside that automatically
blows when overloading or
shorting occurs, protecting the
whole circuit from sudden
damage
Fuse Box An enclosed box or casing that
keeps the fuse inside for
protection from dust and human
contact
Circuit Breaker A safer protective device
commonly used nowadays than
the fuse for I automatically trips
off ( handles side down) when
circuit troubles occur
Panel Box An enclosed box or casing that
keeps the circuit breakers inside
for protection from dust and
human contact
Junction Box A material in octagon shape with
four holes on its sides where wire
splices and joints are done during
circuit and where flush type lap
sockets or holders are installed

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Utility Box A material in rectangular shape
with six holes on its sides where
flush type switches and outlets
are installed
Electrical wire/ Conductor Serves as the passage or path of
electricity to conduct to
components and appliances
A. stranded wire Consists of multiple-stranded thin
wires joined as a single wire
coated with plastic insulation,
commonly used in fat cords and
plugs
A.1 flat cord A kind of stranded wire, usually in
duplex ( two single wires attached
side by side) widely used for
short-term wiring installation and
assembling an extension cord
B. Solid wire Consists of a single-stranded wire
coated with plastic insulation,
commonly used in residential and
building wiring installation
B.1 PDX wire A kind of solid wire, usually in
duplex ( two single wires attached
side by side), used for permanent
residential wiring where there is
no need to use electrical pipes/
conduits
Conduits/Pipes Hollow tubes (rigid or flexible,
plastic or metal) that serves as
passages for wires to be
protected and insulated from the
outside environment
Clamps Firmly holds and locks the
conduits/pipes to their
permanent and proper positions
in the wiring circuitry
Connectors Connects, attaches and locks the
end of the plastic or metallic
conduits to the holes of the utility
or junction box
Kilowatt Hour meter A measuring device for the
electrical power consumption
utilized by the household or the
property, usually being read and
recorded monthly as the basis for
the month’s electric bill

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C. Properties of Electricity
1. Voltage ( E ) – is the electromotive pressure or force that makes the electrons in the conductor
to move and transfer from atom to atom making a continuous electric current flow.
 It is known as electromotive (EMV) or electromagnetic force (EMF), thus the symbol is E.
 Electric potential, or potential difference is expressed in volts, hence the unit of voltage.
 It was named after ALESSANDRO DE VOLTA, AN Italian Physicist, and chemist who invented the first
electric battery.
 A voltmeter is the instrument used to measure the amount of voltage in the circuit.
 Voltage is generated in several ways to supply the large demands of electricity for daily usage worldwide.
2. Current ( I ) – or electric current is the free and directed movement or the rate of free electrons flowing
and passing through a conductor material.
 The symbol for current is I., which means intensity from the French phrase intensite du courant,
( current intensity .
 The rate of electron flow is expressed in ampere, hence the standard unit of current.
 It was named after ANDRE-MARIE AMPERE , A French Physicist and Mathematician, devoted to studying
electromagnetism.
 An ammeter is the instrument that measures electric current in circuits.
 The two general types of electrical current are
a. Direct Current (DC )- flows continuously in the same direction. Common sources include dry and wet
cells, batteries, solar, photocells and thermocouplings.
b. alternating Current (AC) – periodically reverse direction. At one moment, it goes positive, and then it
goes negative and so on as a cycle called herts. AC reverse direction direction 60 cycles per second. Also
known as 60-hertz power. Common sources are magnetic and mechanical ( hydropower, nuclear wind,
fossil, geothermal and tidal )
3. Resistance ( R ) – s the substance or material’s opposition,

restriction, or limitation to the electric current that passes through.
 Every material has its restriction or limitation to the electric current that flows in it.
 A good conductor has minimal resistance value in it; that’s why electricity passes through quickly.
 While an Insulator has a high amount of Resistance in it, making it hard or impossible for electric current
to flow.
 The symbol for resistance is R and is measured in ohms ( symbol: , the Greek letter Omega.
 It was named after GEORGE SIMON OHM, a German Physicist and Mathematician.
 He discovered the law named after him elating the current flowing with is voltage and resistance n a
conductor.
 An ohmmeter is an instrument that measures resistance in circuits.
 Manufactured circuit devices that provides a measured amount of resistance are called resistors.
A conductor wire’s resistance is dependent on its;
A. Length –

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( The resistance is high if the wire is long; the resistance is low if the wire is shor)
B. Diameter –
( The resistance is high if the diameter of a wire is small; the resistance is low if the diameter of a wire
is big)
C. Temperature –
( The resistance is high if the wire is hot; the resistance is low if the wire is cold )
D. Composition –
( Conductor materials, e.g. copper, silver. Aluminum, have low resistance;
Insulator materials, e. g. paper, plastic, rubber, have high resistance )
4. Power (P) – Electrical Power is the rate of work at which voltage makes the electric current flow.
 Since voltage makes current flow in a close circuit, work is being done.
 Electric power rate is measured by watt- the basic unit of power.
 It was named after JAMES WATT, a Scottish Engineer and inventor, fr his significant contribution to
the development of the steam engine.
 Power is equal to the voltage multiplied by the current, hence the basic formula for power is;
P=ExI
Where:
P = Power ( expressed in watts)
E = Voltage ( expressed in volts)
I = Current ( expressed in amperes)
Derived formula include:
I = P/E if current is asked
E = p/I if voltage is asked
OHM’S LAW
 Ohm’s Law – is a very well known concept in understanding the relationships among the three
essential properties of electricity; voltage, current and resistance.
 It was named after GEORGE SIMON OHM, a German Physicist and Mathematician, who discovered
the direct relationships among the current flow with voltage and resistance in the conductor and the
circuit.
 Ohm’s law states that the current ( I ) is directly comparative to the supply voltage ( E ) and
inversely comparative to the resistance ( R ).
 In simpler terms, when the current is high, the supply voltage is also increased, but the resistance
is low.
 Comparatively, when the current is low, the supply voltage is also low, but the resistance is high.
 The event occurs because it is the voltage that pushes the electrons to flow in a conductor material.
 So the current is dependent as to how much electromotive fore is being applied to determine the
strength of the current flowing overcoming the amount of resistance present in the conductor.
 It is expressed in formula as;
I=E
R
where; I = Current ( in amperes (A)
E = Voltage ( in volts (V)
R = Resistance ( in ohms ( I )
A. Finding Current ( I )

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Sample Problem:
A telephone toy with 10 ohms resistance is connected to a 3V battery. Compute for the current that
flows in the toy?
I = E/R
= 3V/10 ohms
I = 0.3 A
B. Finding Voltage ( E )
Sample Problem:
How much voltage would make 0.75 A flow through a resistor with a value of 300 ohms?
E=IxR
= 0.75 A x 300 ohms
E = 225 V
C. Finding Resistance
Sample Problem:
The soldering iron’s eating element has 15 Amps and is plugged into a 220V outlet source. How
much is the resistance of the heating element?
R = E/I
= 220V/ 15A
R = 14.67 
SELF-CHECK # 09
I. Identification: ( Identify 10 electrical tools in the picture below )
TASK SHEET # 09
Instructions: ( To be placed in a white pad paper, intermediate pad )

Problem Solving: ( Solve the following Ohm’s law and power law problems. Show your solutions )
1. A convenience outlet with 120V power supply was plugged with a microwave oven. It the oven use
10A of current, how much is the power used?
2. A 3V battery is connected to a toy with 20 resistance. Solve for the current flowing in the circuit.

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3. 2.4W of power was utilized by a flashlight as he current flowing is 0.8A. How much is the voltage
supplied?
4. A circuit has a resistance of 1.5 ohms and 3.7 amperes of current flowing through. Solve for the
voltage needed.
5. Compute the electric bill for television with 80 watts used use for 50hrs./month with P10.50/kwh.
IV. A. BASIC ELECTRONICS HANDTOOLS AND EQUIPMENTS

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A. Driving Tools
Flat/Standard Screwdriver For driving, tightening and/or
loosening flat screws or with
single slots in their head
Phillips Screwdriver For driving, tightening and/or

loosening Phillips screws or with
cross slots in their head
Jeweler’s Screwdriver Set a set of flat and/or Phillips

screwdrivers of smaller tips used
to loosen or tighten smaller
screws in the circuit boards
B. Soldering Tools
Soldering Iron A heating tool that melts a lead
to form a solder that flows and
hardens to join the semi-
conductor devices leads to the
printed circuit board holes
Soldering Iron Stand A convenient storage place for
the soldering iron to put in when
in use as this will keep the hot
iron’s tip from burning the user
or nearby materials
Desoldering Pump Sucks out the melted solder in
the circuit board when removing
wires or components for
replacement, repair or
troubleshooting
C. Splicing Tools
Long Nosed Pliers Used for holding, bending,
twisting and gripping small wires
and electronic components’ lead
when soldering it to the circuit
board
Side-Cutting Pliers Used mainly for cutting different
kinds of wires, may it be solid or
stranded for wiring purposes
Combination/Lineman’s Pliers For gripping, bending, twisting

and skinning wires, and holding
components when assembling
the circuit board
D. Boring Tools

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12V Mini-Drill A portable boring tool used to
bore holes on the printed circuit
board for the components’ lead
to be soldered
Portable Electric Drill A motor-driven drill used to bore

round holes in meal and plastic
frames as casing for the
assembled electronic circuitry
E. Cutting Tools
Utility Knife Used to easily strip and remove
insulated coating of small wires
used in circuit boards, also used
to clean the soldering iron tip
Hacksaw A saw with fine teeth used to

cut plain circuit boards in desired
and needed sizes for designing
and etching
F. Auxiliary Tools
Magnifying glass A hand-held lens very useful to
enlarge small electronic
components to see the value of
the component usually printed in
the component’s body case
Paint brush Used to clean and remove dust,
dirt and other obstructions on
printed circuit boards during
troubleshooting and repair
Tweezers Used to hold and pick up small

electronic components
( transistors, diodes, resistors )
especially during assembly and
disassembly of components in
the circuit board
G. Electronic Equipment
Voltmeter/Multitester a diagnostic equipment that
combines three testers in one
case, used to measure voltage,
resistance, and current on
circuits during troubleshooting
and testing
Oscilloscope A testing equipment that shows
the two-dimensional image of
signal voltages on a screen for
analysis and observation

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Signal Generator An equipment that generates
simple signals and wave forms
for testing devices that uses
signal
B. Electronic Components and Symbols

Electronic Component Actual Picture Symbol
RESISTOR - electronic component that has a fixed value of resistance in it, used in the circuit to
minimize, restrict and limit the amount of current passing through the circuitry. Resistance expressed in
ohms () and is made up of carbon, cement, wire-wound or metal films.
Fixed resistor
Tapped resistor
Variable resistor
Potentiometer
Trimmer resistor( Rheostat)
Light dependent resistor
CAPACITOR – electronic component that stores or charge voltage with its two insulated plates inside its
case known as “ dielectric”, holds and releases or discharges it when needed in the circuit. Rating is
expressed in capacitance ( farad) and working voltage (volts ).
Electrolytic/Polarized capacitor
Non-polarized/Fixed Capacitor
( AC Capacitor )

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GABRIEL
Variable Capacitor ( Varactor)
Trimmer Capacitor
INDUCTOR - electronic component made up of a coiled insulated wire in a core that supports its
windings that stress energy through its electromagnetic field produced when current passes through its
windings or coiled wire, essential for tuning and filtering the circuit.
Air-cored inductor
Iron-cored inductor
DIODE – electronic component that allows the flowing or passing through of current in the circuit in
only one direction, with its two terminals; the anode or the arrow sign ( + terminal ) and the cathode or
the bar sign ( - terminal )
Rectifier Diode
Crystal/Tunnel diode
Zener Diode
DIAC (Diode for Alternating

Current Varistor )
Photosensitive diode

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LED ( Light emitting diode )
THRYRISTOR/SILICON-CONTROLLED RECTIFIER - a special kind of diode that serves as an electronic

switch that switches “on” when a certain signal voltage is applied to its gate electrode, replacing the
typical mechanical switches and/or relays.
Silicon controlled rectifier (SCR)
Triac ( Triode for alternating

current )
TRANSISTOR – an electronic device that oscillates ( moves back and forth), amplifies ( increase or
intensifies), switches and rectifies ( converts) electrical current that passes through the circuit.
NPN transistor
PNP transistor
Ammeter
Voltmeter
Wires Connected
Wires not connected

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AC Voltage
Cell/Battery/DC Voltage
Loud Speaker
Ground
Antenna
Fuse
Circuit breaker
Mechanical Switch
Transformer
SELF- CHECK # 10

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Matching Type ( Match the pictures in Column A with its symbol in Column B )10 pts
COLUMN A COLUMN B
____1. A.
____2. B.
___3. C.
___4. D.
___5. E.
___6. F.
___7. G.
___8. H.
___9. I.
___10. J.

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GABRIEL
TASK SHEET # 10
Insructions: ( To be placed in a short size bond paper )

Below is an example of a power supply. List down the electronic components found in the
picture.
ANSWER KEYS
SELF-CHECK # 07
I. Multiple-Choice ( 10 pts )
1. C 6. C
2. C 7. D
3 B 8. A
4. D 9. B
5. A 10. A
II. Classification ( 10 pts )
1. lifting tool 6. cleaning tool
2. cutting tool 7. driving tool
3 loosening/tightening tool. 8. loosening/tightening tool
4 cutting tool 9. holding/twisting tool
5. holding tool 10. measuring tool

Page 67 of 69
GABRIEL
SELF-CHECK # 08
I. Matching Type ( 20 pts )
1. A 6. D
2. C 7. A
3. C 8. B
4. A 9. C
5. B 10. A
II. Identification ( 10 pts )
1. plumbing - nipple 6. carpentry - sandpaper
2. plumbing - adapter 7. carpentry – fiber cement
3. plumbing - G. I. pipe 8. carpentry – bolts & nuts
4. plumbing – Teflon tape 9. carpentry - hinges
5. masonry – gravel aggregate 10. plumbing - reducer
SELF-CHECK # 09
1. claw hammer 6. soldering iron

2. long nose plier 7. multitester
3. side-cutting plier 8. allen screw driver
4. flat/standard screw driver 9. electrician’s knife
5. Phillips screw driver 10.wire stripper
SELF-CHECK # 10
Identification
1. D 6. E
2. J 7. F
3. H 8. I
4. C 9. G

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GABRIEL
5. B 10. A

Page 69 of 69
GABRIEL

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COMPETENCY BASED LEARNING MODULE

TEC 1 - INTRO TO INDUSTRIAL ARTS I

After completing this module, you should be able to:

WHAT IS THIS MODULE

TEC - 1 Date Developed: March, 2021 Document No.

Learning Information Sheet # 01

A. Industrial Arts Rationale

TEC- I Date Developed: : March, 2021 Document No.

SELF- CHECK # 01 Document No.

Learning Information Sheet # 02

TEC- I Date Developed: : March, 2021 Document No.

B. Importance of Industrial Arts

TEC- I Date Developed: : March, 2021 Document No.

TEC- I Date Developed: : March, 2021 Document No.

TEC- I Date Developed: : March, 2021 Document No.

Learning Information Sheet # 03

A. Three Learning Skills in Industrial Arts

1. Fundamental Skills - the basic skills for study in Industrial Arts

TEC- I Date Developed: : March, 2021 Document No.

Working Well with Others

TEC- I Date Developed: : March, 2021 Document No.

TEC- I Date Developed: : March, 2021 Document No.

c. Graphic arts include bookbinding, etching,

d. Industrial crafts courses offer an opportunity for

TEC- I Date Developed: : March, 2021 Document No.

TEC- I Date Developed: : March, 2021 Document No.

Answer the following questions:

1 ________________2. ________________3. _______________ 4. _______________5. _______________

6. ______________ 7. _______________ 8. ________________9.

TEC- I Date Developed: : March, 2021 Document No.

Learning Information Sheet # 04

1. manipulate materials and tools

2. interact with processes

3. define, analyze and solve problems

4. design and create products

5. apply and integrate knowledge

TEC- I Date Developed: : March, 2021 Document No.

11. observe and record data

12. show initiative

TEC- I Date Developed: : March, 2021 Document No.

TEC- I Date Developed: : March, 2021 Document No.

TEC- I Date Developed: : March, 2021 Document No.

TEC- I Date Developed: : March, 2021 Document No.

TEC- I Date Developed: : March, 2021 Document No.

TEC- I Date Developed: : March, 2021 Document No.

____________7. ______________8. _____________9. _____________10.

Instructions: To be placed in a short size bond paper (5 pcs of bond paper)

Learning Information Sheet # 06

Five philosophy groupings are identified: Industrial Arts

TEC- I Date Developed: : March, 2021 Document No.

TEC- I Date Developed: : March, 2021 Document No.

Tips for all of the stages:

(2) as a means to meet developmental needs of children

TEC- I Date Developed: : March, 2021 Document No.

(4) as a vehicle through which children acquire occupational awareness

(5) as a means of correlating and enriching the curriculum.

TEC- I Date Developed: : March, 2021 Document No.

TASK SHEET #06

1.B - visual 6. C- tactile/kinesthetic

Learning Information Sheet # 07

TEC- I Date Developed: : March, 2021 Document No.

Steel wire/brush Made of thin metal strips in a plastic or

Utility Rag Used in wiping and cleaning dirt, dust and

Rubber mallet A mallet with a rubber head ideally used to

1 ________2. 3. _ 4. _5. _______

6. ______ 7. _ 8. __________9.

____7. 8. _9. _______10.