APPLY QUALITY STANDARDS

Learning Outcome 1:
Assess quality of received electronics components.
Information Sheet 1.1
Quality Inspection Procedure

Electronic Standard Specification Quantity of Quality of receive electronic

Components receive component
Electronic
components
Faulty Remarks good
Resistor 5W/1Ω 20pcs. 3pcs. open 17pcs.
3W/330Ω 20pcs. 1pc. open 19pcs.
1/4W 1kΩ 20pcs. 2pcs. Change 18pcs.
value
1W/390kΩ 20pcs. 2pcs. Change 17pcs.
value
1pc. open
1/2W 1MΩ 20pcs. 1pc. open 19pcs.

Capacitor 22uf/50v 20pcs. 1pc. shorted 19pcs.

4.7uf/16v 20pcs. 20pcs.
13pf/25v 20pcs. 20pcs.
1.5uf/25v 20pcs. 20pcs.

Diode IN5396(500v rectifier) 20pcs. 2pcs. open 18pcs.

IN5223( 2.7 volts) 20pcs. 20pcs.
IN4742(12volts) 20pcs. 1pc. shorted 19pcs.
IN4001(1A 50v) 20pcs. 1pc. shorted 19pcs.

Transistor 2N2925(npn.2w/25v) 20pcs. 1pc. open 19pcs.

2SC9014(.625w/50v) 20pcs. 1pc. shorted 19pcs.
S8050(npn 25v/1A) 20pcs. 20pcs.
2SA1015(pnp 50v) 20pcs. 1pc shorted 19pcs.

SCR S4020L(20A/400v) 20pcs. 1pc shorted 19pcs.

S2050J(50A/200v) 20pcs. 20pcs.
S1065P(65A/100v) 20pcs. 20pcs.

TRIAC Q401E3(1A/400v) 20pcs. 1pc open 19pcs.

Q4008L4(8A/400v) 20pcs. 20pcs.
Q6025P(25A/600v) 20pcs. 20pcs.
Q2015L5(15A/200v) 20pcs. 20pcs.
Q2016L5(12A/250v) 20pcs. 20pcs.
 Identification and Isolation of Faulty Electronic Components

Proper handling of test probe in isolating faulty and good electronic components.

Testing Resistor

Good Resistor
The meter reading should be close to the rated value of the resistor depending
on the tolerance of the resistor.
Defective Resistor
 The tester pointer does not deflect at all. The resistor is OPEN.
 The resistance reading has big difference to the resistor rated value. The
resistor is change value.

Testing Capacitor

Good Capacitor
 The tester pointer deflects, and then move back to its initial position.
 Open Capacitor
 The tester pointer does not deflect at all.

Shorted Capacitor
 The tester pointer rests on the 0-ohm scale, reverse and forward test.

Leaky Capacitor
 The tester pointer deflects toward the right position but does not return to its
initial position or remains stationary.

Testing Diode

Open Diode
 The tester pointer does not deflect even the prove is reverse.
 Shorted Diode
 The resistance reading deflects and measures the same in both directions.

Testing Transistor

Open Transistor
 The tester pointer does not deflect in base to emitter or base to collector.

Shorted Transistor
 Two terminals of the transistor read the same resistance in both direction.
Testing SCR
 Proper testing of a good SCR as shown in the figure below.
NOTE: Setting for the multitester is X1 Ohm.

Testing Triac
 Proper testing of TRIAC are shown in the figure below.
NOTE: Setting for the multitester is X1 Ohm
 JOB SHEET 1.1

Quality Inspection procedure

Directions: With the use of assorted electronic components fill-out the table below and isolate
the faulty electronic component with the use of a multitester.

Electronic Standard Quantity of Quality of Receive

Components Specification Received Electronic Component
Electronic
components
Faulty Remarks good
Resistor

Capacitor

Diode

Transistor

SCR

TRIAC
RUBRIC

4 3 2 1

 Quality of the electronic components are checked

according to specifications.

 Quality standard electronic components are isolated

from sub-standard electronic components.

 Electronic component, not according to the

specifications, are reported to the responsible
personnel.

 Results of diagnosis and testing are documented.

Learning Outcome 2:
Assess own work.
Information sheet 2.1

The PDCA cycle

USE

The PDCA cycle is designed to be used as a dynamic model. The completion of one
turn of the cycle flows into the beginning of the next. Following in the spirit of continuous
quality improvement, the process can be realized, and a new test of change can begin. This
continual cycle of change is represented in the ramp of improvement. Using what we learn in
one PDCA, we can begin another, more complex trial.

Plan - a change or a test, aimed at improvement.

 In this phase, analyze what you intend to improve, looking for areas that hold
opportunities for change. The first step is to choose areas that offer the most return
for the effort you put in-the biggest bang for your buck.

Do - Carry out the change or test (preferably on a small scale).

 Implement the change you decided on in the plan phase.

Check or Study - the results. What was learned? What went wrong?

 This is a crucial step in the PDCA cycle. After you have implemented the change
for a short time, you must determine how well it is working. Is it really leading to
improvement in the way you had hoped? You must decide on several measures
with which you can monitor the level of improvement. Run Charts can be helpful
with this measurement.

Act - Adopt the change, abandon it, or run through the cycle again.
  After planning a change, implementing and then monitoring it, you must decide
whether it is worth continuing that particular change. If it consumed too much of
your time, was difficult to adhere to, or even led to no improvement, you may
consider aborting the change and planning a new one. However, if the change led
to a desirable improvement or outcome, you may consider expanding the trial to a
different area, or slightly increasing your complexity. This sends you back into the
Plan phase and can be the beginning of the ramp of improvement.

Example 1:  The Student with Poor Grades in NCII Examination

Robert is a graduate student in a vocational high school who has just taken his first set of
examinations and is very unhappy with the results.

 What is he trying to accomplish? Robert knows that he needs to improve his studying
skills to gain a better understanding of the material.
 How will he know that a change is an improvement? Robert considers the most
important measure of his study skills to be his NCII holder. However, he does not
want to risk another exam period just to find out that his skills are still not good. He
decides that a better way to measure improvement is by taking old exams for the
NCII.
 What changes can he make that will result in improvement? Robert thinks that he has
spent too little time studying. He feels that the best way to improve his study skills is
by putting in more hours.

Cycle 1

Plan: Robert decides to add an additional thirty hours per week to his already busy schedule.
He resolves that he must socialize less, get up earlier, and stay up later. At the end of the
week, he will take an old exam to see how he is progressing.
Do: By the end of the week, Robert finds that he was able to add only fifteen hours of
studying. When he takes the exam, he is dismayed to find that he does not better.
Check: The fifteen extra hours of studying has made Robert feel fatigued. In addition, he
finds that his ability to concentrate during those hours is rather limited. He has not exercised
all week and has not seen any of his friends. This forced isolation is discouraging him.
Act: Robert knows that there must be another way. He needs to design a better, more efficient
way to study that will allow his time to exercise and socialize.

Cycle 2

Plan: Robert contacts all his technical/technology school friends whom he knows are doing
well yet still have time for outside lives. Many of these friends have similar advice that
Robert thinks he can use. Based on his findings, he decides to always attend lectures and go
to some repair shop to rewrite his class notes in a format he can understand and based on
what the professor/instructor has emphasized, and to use the assigned text only as a reference.
Do: Robert returns to his original schedule of studying. However, instead of spending a
majority of her time poring over the text, he rewrites and studies his notes. He goes to the text
only when he does not understand his notes. When Robert takes one of the old exams, he
finds that he has done better, but he still sees room for improvement.
Check: Robert now realizes that he had been spending too much time reading unimportant
information in the required text. He knows that his new approach works much better, yet he
still feels that he needs more studying time. He is unsure what to do, because he doesn't want
to take away from his social and physically active life.
Act: Robert decides to continue with his new studying approach while attempting to find time
in his busy day to study more.

Cycle 3

Plan: In his search for more time to study, Robert realizes that there are many places that he
can combine exercising and socializing with studying. First, he decides to study his rewritten
notes while he is exercising on the repair shop. Next, he intends to spend part of his
socializing time studying with his friends.
Do: Robert's friends are excited about studying together, and their sessions turn into a fun
and helpful use of everyone's time. Robert has found that he enjoys studying while he
exercises. In fact, he discovers that he remains on the repair shop longer when he's reading
over his notes. When Robert takes his exams this week, he is happy to find that his grades are
significantly higher.
Check: Robert now knows that studying does not mean being locked up in his room reading
hundreds of pages of text. He realizes that he can gain a lot by studying in different
environments while focusing on the most important points.
Act: Robert chooses to continue with the changes he has made in his studying habits.
What Robert initially thought would be an improvement turned out to only discourage his
further. Many people who are in Robert's place do not take the time to study their changes
and continue them even though they lead down a disheartening path. By using the PDCA
cycle, Robert was able to see that his initial change did not work and that he had to find one
that would better suit him. With perseverance and the willingness to learn, Robert was able to
turn a negative outcome into a positive improvement experience.
Example for job sheet

Electronic
Components Assess Quality standards Using the Recommendation
receive PDCA cycle
Qty. Remarks
Resistor 25pcs Causes of Plan: 1 open resistor
Good Faulty defects 1 change needs to be
23pcs. 2pcs. 1 pc. value resistor, change a new
change need one from the
value. alternative supplier.
1 pc. Open Do:
resistance Create some 1 resistor got
alternative change value
ways needs
Check: alternative way
Use
multitester for
the tolerable
value of the
resistor which
got change
value
Act:
Get an actual
resistor to be
added to the
resistor which
got change
value.
Capacitor 25pcs. 24pcs. 1 pc. Causes of Plan: 1 capacitor needs
defects 1 shorted to be changed
capacitor with a new one
Do: from the
1 pc. Create supplier/ready to
Shorted alternative scrap
ways
Check:
Use
multitester
Act:
Need to
replaced

Diode 25pcs. 22pcs. 3pcs. 2 shorted Plan: 3 diodes need to

 2 shorted be replaced with
1 open 1 open a new from the
Do: supplier/ready to
Create scrap
alternative
way
Check:
use
multitester
Act:
Need to
replaced

Transistor 25pcs. 24pcs. 1pc. 1 transistor Plan:

open 1 open Need to be
Do: replaced/ready to
Create scrap
alternative
way
Check:
use
multitester
Act:
Need to
replaced

JOB SHEET 2.1

 Assess One’s Work Using the PDCA cycle

Directions: Fill-out the table below; isolate the faulty and good electronic components, make
them your own PDCA cycle and recommendation to improve the quality standards of
assessing your own work..10 pcs. each kind)

Electronic
Components Assess Quality Using the Recommendation
Received Standards PDCA Cycle
Qty. Remarks

Good Faulty Cause

of
Defects.

Resistor 10pcs. Plan:

Do:
Check:
Act:

Capacitor 10pcs. Plan:

Do:
Check:
Act:

Transistor 10pcs. Plan:

Do:
Check:
Act:

Diode 10pcs. Plan:

Do:
Check:
Act:

RUBRIC
 4 3 2 1

 Quality of the electronic components are checked

according to specifications.

 Quality standard electronic components are isolated

from sub-standard electronic components.

 Electronic component, not according to the

specifications, are reported to the responsible
personnel.

 Results of diagnosis and testing are documented.

Learning Outcome 3:
 Engage in quality improvement.

The quality of a product or service refers to the perception of the degree towhich the product
or service meets the customer's expectations. Quality has nospecific meaning unless related to
a specific function and/or object. Quality is aperceptual, conditional and somewhat
subjective attribute.  T h e   d i m e n s i o n s   o f   q u a l i t y   r e f e r   t o   t h e   a t t r i b u t e s   t h a t   q u
a l i t y   a c h i e v e s   i n Operations Management:

Quality <-> Dependability <-> Speed <-> Flexibility <-> Cost.

 Quality supports dependability.
 Dependability supports Speed.
 Speed supports Flexibility.
 Flexibility supports Cost.

Quality Improvement Processes

Manufactures can choose from a variety of tools to improve their quality processes. The trick
is to know which tools to use to use for each situation and increasing the sophistication of the
tools in the repertoire. Easy to implement and follow up, the most used and well-known
quality process in the plan/do/check/act. Other processes are a takeoff of this method, much
in the way that computers today are takeoffs of the original IBM system. The PDCA
cycle promotes continuous improvement and should thus be visualized as a spiral
instead of a closed circle. Another popular quality improvement process is the six-
step PROFIT model in which the acronym stands for: P = Problem definition. R = Root
cause identification and analysis. O = Optimal solution based on root cause(s).F = Finalize how
the corrective action will be implemented .I = Implement the plan. T = Track the
effectiveness of the implementation and verify that the desired results are met. If
the desired results are not met, the cycle is repeated. Both the PDCA and the
PROFIT models can be used for problem solving as well as for continuous quality
improvement. In companies that follow total quality principles, whichever model is chosen
should be used consistently in every department or function in which quality improvement
teams are working.
Once the basic problem-solving or quality improvement process is understood, the addition
of quality tools can make the process proceed more quickly and systematically. Seven tools
can be used by any professional to ease the quality improvement process: flowcharts, check
sheets, pareto diagrams, caused and effect diagrams, histograms, scatter diagrams, and
control charts.
Flowcharts describe a process in as much detail as possible by praphically displaying the
steps in proper sequence. A good flowchart soud showall process steps under analysis by the
quality improvement team, identify critical process points for control, suggest areas for futher
improvement, and explain and solve a problem.

Check sheets help organize data by category, they show how many times each value occurs,
and their information is increasingly helpful as more data are collected, more than 50
observations should be available to be charted for this tool to be really useful.
 The Pareto diagram is named after Vilfredo Pareto, a 19th-century Italian economist are
caused by 20% of potential sources. A Pareto diagram puts data in a hierarchical order, which
allows the most significant problems to be corrected first. The Pareto analysis technique is
used primarily to identify and evaluate non-conformities, although it can summarize all types
of data. It is perhaps the diagram most often used in management presentations.

The cause-and-effect diagram is sometimes called an Ishikawa diagram after its inventor. It
is also known as a fish bone diagram because of its shape. A cause-and-effect diagram
describes a relationship between variables.
T h e undesirable outcome is shown as effect, and related causes are shown leading o, the
said effect. This popular tool has one severe limitation, however, in that  
users can overlook important, complex interactions between causes. Thus, if a problem is
caused by a combination of factors, it is difficult to use this tool to depict and
solve it.

HISTOGRAMS
The histogram plots data in a frequency distribution table. What distinguishes the histogram
from a check sheet is that, its data distinguishes the histogram from a check sheet is that its
data are grouped into rows so that the identity of individual values is lost. Commonly used to
presentquality improvement data, histograms work best with small amounts of data that vary
considerably. When used in process capability studies, histograms can display specifications
limits to show what portion of the data does not meet the specifications.

A scatter diagram shows how two variables arerelated and is thus used to test for cause and
effectr e l a t i o n s h i p s .   I t   c a n n o t   p r o v e   t h a t   o n e   v a r i a b l e c a u s e s   t h
e   c h a n g e   i n   t h e   o t h e r ,   o n l y   t h a t   a relationship exists and
how strong it is. In a
scatterd i a g r a m ,   t h e   h o r i z o n t a l   ( x )   a x i s   r e p r e s e n t s   t h e measurement
values of one variable, and the vertical(y) axis represents the measurements of the
secondvariable. Figure 7 shows part clearance values on thex -
a x i s   a n d   t h e   c o r r e s p o n d i n g   q u a n t i t a t i v e measureme
nt values on the y-axis.

 Job Sheet 1.1 9

Checklist for Job Sheet 1.1