Electronics III

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2010 Secondary Education CurriculumCareer Pathways in Technology and Livelihood Education

Industrial Arts - Electronics Technology III

Career PathwaysTechnology and Livelihood Education

INDUSTRIAL ARTSELECTRONICS TECHNOLOGY III

General Standard: The learner demonstrates understanding of his/her PersonalEntrepreneurial Competencies (PECs), the environment andmarket as well as the process/production and delivery ofquality services in Electronics Technology III (DigitalElectronics, AM/FM Radio Receivers, Audio/VideoOperations)

Career PathwaysTechnology and Livelihood Education

INDUSTRIAL ARTSELECTRONICS TECHNOLOGY III


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General Standard: The learner demonstrates understanding of his/her PersonalEntrepreneurial Competencies (PECs), the environment andmarket as well as the process/production and delivery of

quality services in Electronics Technology III (DigitalElectronics, AM/FM Radio Receivers, Audio/VideoOperations)

Quarter 1: Digital Electronics Circuits Analysis

and Operation

Topic: Personal Entrepreneurial

Competencies (PECs)

Timeframe: 6 days

STAGE 1


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Content Standard:

The learner demonstrates understanding of PersonalEntrepreneurial Competencies (PECs) as soundsystem/Background Music (BGM) provider.

Performance Standard:

The learner independently prepares a suitable activity plan thataligns his/her PECs with the PECs of successfulpractitioner/entrepreneur in digital electronics.

Essential Understanding:

Aligning ones PECs with PECs of successful

practitioner/entrepreneur helps ensure success inchosen career.

Essential Question:

How does one ensure success in a chosen entrepreneurial careeras sound system/background music (BGM) provider

Learners will know:

Personal Entrepreneurial Competencies (PECs) Characteristics Attributes

Lifestyles Skills Traits

Successful entrepreneurs/practitioners in a province

Learners will be able to:

Assess their Pecs vis--vis: Characteristics Attributes

Lifestyles Skills Traits

Compare their PECs with that of the entrepreneur/practitioner Align development areas based on the results of PECs

assessment Make a plan of action on how to improve their development

areas and further enhance their areas of strengths.

STAGE 2

Product or Performance Task:Evidence at the level of

Understanding Performance

Plan of action that addressespersonal strengths and weaknessesareas of development based on ones

The learners should be able todemonstrate understanding ofthe production of working

Assessment of the personal plan of actionbased on the following criteria:


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PECs, andstrengths needing further enhancement

plans by covering at least three(3) of the six (6) facets ofunderstanding:

Describe your PECs focusing on

strengths and developmentalareas assoundsystem/background music(BGM) provider.Criteria:

Comprehensiveness(Should includeCharacteristics, Attributes,etc)

Clarity

Conciseness

Compare your PECs with thoseof a successfulpractitioner/entrepreneur.Criteria:

Objectivity Credibility Conclusiveness

Apply ones PECs in pursuing achosen entrepreneurial activity.How will you use your PECs inchoosing an entrepreneurialactivity to pursue?Criteria:

Efficiency/effectiveness

Comprehensiveness:Strength and development areas

are identified and prioritized;Appropriate strategies are selected;Relevant resources are

employed/considered; andAlternative course of actions are

reflected

FeasibilityCost-effective and realisticTime-bound;Actions/activities are focused on

goals


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Level of competence Level of confidence

Express your thoughts on the

importance of PECs from the

viewpoint of a seasonedentrepreneur/practitioner.Criteria:

Comprehensiveness RelevanceObjective

Express your feelings if you arean entrepreneur who findsdifficulty in coping with the

PECs of a chosen career.Criteria:

Objective Persuasive Sensible

Assess your level ofcompetence in coping withthe PECs of a successfulpractitioner/entrepreneur in the

field electronics.Criteria:

ObjectiveInsightful Conclusive

STAGE 3


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Teaching/Learning sequence:

Individuals possess different Personal Entrepreneurial Competencies (PECs). These include characteristics, attributes,lifestyles, skills, or traits that make a person different from others. When one possesses these attributes, he/she may becomeready to face the challenges of starting a business. Hence, the learners shall:

1. EXPLORE

As part of initial activities, learners shall be given an overview of the Personal Entrepreneurial Competencies (PECs)that include characteristics, attributes, lifestyles, skills, or traits. They are given learning activities and their learning willbeassessed accordingly. In this stage, diagnosis of their basic knowledge of PECs shall form part of the prerequisites.

1. Ask learners to name people in the province who are successful in their business/career.

Why are they successful?

__________________________________________________________________________________________________________ If you were _____ (name one successful business man in the province) what do you think are his/her

characteristics?

__________________________________________________________________________________________________________

Do you wish to be like him/her?

_________________________________________________________________________________________________________

Explain to learners the importance of assessing their PECs.

Guide learners in assessing their PECs on the following:

Character

Attribute Lifestyle

Skills

Traits


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KNOWLEDGE

AND

SKILLS

MY BUSINESS OPPORTUNITY

TALENTS

AND

INTERESTS

TRENDS IRRITANTS

Think about these:

Assessing your personal character

traits which are your knowledge, skills,talents and interest will give you anidea of what you wanted to becomesomeday.

Assessing your trends and preferencewould speak of your personality.

Assessing the things or incidents whichirritate you most would describe your

tolerance as a person.

How about doing this:

Based on the assessment of yourcharacter traits and the trends andirritants which surround you, try togenerate an entrepreneurial activitywhich you would likely pursue in thenear future.


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1. Ask learners to thoughtfully study and understand the meanings of PECs as described in the preceding page;

2. Let them objectively assess themselves by indicating a check (/) mark in either strengths and/or development areascolumn;

3. Have them interpret the results by counting the total number of check marks in each of the columns;

4. Ask learners to work in groups. Let them compare and/or validate their own interpretation. Challenge each group toprepare a presentation that describes their groups profile. .

Assist learners in analyzing and interpreting the results of the assessment of their PECs.

Ask EQ below to draw out their initial understanding on how entrepreneurs succeed in their chosen career.

How does one ensure success in a chosen entrepreneurial career as sound system/background music (BGM)provider?

Encourage learners to participate in the activity. (Teacher may distribute meta cards for learners to write their answers. When done, these

may be posted on the wall to be processed. Devote quality time revisit the same during the FIRMING-UP).2. FIRM-UP

Varied learning experiences shall be introduced to help learners challenge initial notion on PECs,

examine/assess prior knowledge, and begin to discover the merits of tentative ideas in answering the EQ; make theirunderstanding of PECs thorough by validating what experts say about success that many aspiring and buddingentrepreneurs share their insights that there should be a combination of skills and traits to succeed; equip them withskills and knowledge to maximize chances of success; and undergo differentiated instruction to address their uniquestrengths and needs.

Attachment A: Important Entrepreneurial Traits

The following are the fundamental characteristics of an entrepreneur:

1. Hard working: If you are determined to run your own business, you must concentrate on your work either as a

producer or a seller. The success of your business depends on how much time and effort you will spend on it.


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2. Confident: You must have a strong faith in your ability despite the problems that you will encounter along the way.

3. Future-Oriented: Once a person enters in a line of business, you must understand that you are in a non-stop contract

that an entrepreneur should understand. It may take several years to build up a business to a reasonable standard.

The goal for most successful business people is to build a secure job and stable income for themselves based on their

own ability.

4. Profit-Oriented: When you enter into the world of business, obviously, you are looking for income because you know

that this will be your bread and butter not only for you but also for your family. Therefore, you must see to it the

business can generate income. Another plan of action is to expand your own business through the use of your

generated income.

5. Goal-Oriented: An entrepreneur is forward looking. You have an advanced preparation for your business. You set a

long-term goal for the activities that are needed, an extensive preparation for the production process and

procedures that you need to go through to acquire, human and non-human resources. Everything in your business will

have to be set clearly, organized, and planned depending on the goal you want to achieve.

6. Persistent: Differences in opinion and judgment. Your opponent can be a part of the rejection on what you intend to

do for your endeavor. As an entrepreneur, you must be firm, strong-willed, and stick or follow your own belief.

7. Copes with Failure: Learn from your mistakes. As an entrepreneur, you must learn how to deal with the frustrations

and failures instead, turn these into productive learning experiences.

8. Responds to Feedback or Open to Feedback: You must be concerned to know how well you are doing and keep

track of your performance. You must obtain useful feedback and advice from others.


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9. Takes the Initiative: A successful entrepreneur takes the initiative. You must put yourself in a position where you

personally are responsible for the failure or success of your business.

10.Willing to Listen: Take time to listen to the advice, suggestions, and recommendations of fellow entrepreneurs. It will

help your business grow.

11.Sets Own Standards: This involves developing and using logical, step-by-step plans to reach the goals, or offering

evaluation alternatives, monitoring progress, and switching to successful strategies for the goal you want to achieve.

To be a successful entrepreneur you must take into consideration that sales and production depend on your own

standards.

12.Copes with Uncertainty: Pursue your vision to be a successful entrepreneur; you should know how to handle unusual

events that may happen in the business which include problems in managing the workers, problems on the delivery of

goods and services, and the problems on demand and production. You must be patient in dealing with these

uncertainties.

13.Committed: You should know that in your business, personal needs, attachment to your friends, families and relatives

are set aside. You must separate the money for your business from the amount that you need to spend for personal

obligations and lifestyles.

14.Builds on Strengths: Successful business people base their work on strengths. Use your manual skills, knowledge in

creating products or services, knowledge in trade and industry, ability to make and use of a wide network of contacts

to build your business.

15.Reliable and has Integrity: An entrepreneur must build a good reputation, possess the courage to do the right thing,


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do what you say, walk your talk, be loyal, and be fair in dealing with the subordinates and costumers.

16.Risk-Taker: Risks cannot be anticipated. When misfortunes happen, consider these as challenges and work them out and set

good alternatives. Risks may result to loss of your business or even bankruptcy.

In order to firm up learners understanding, they may be asked to work individually or in groups in collecting

information about how entrepreneurs/practitioners succeed in their chosen careers. Some suggested activities are the

following: interview with successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, video

documentaries of successful entrepreneurs, web searching, etc.

Analyze (in the form of a chart, Venn diagram or Comparison Alley, etc.) the similarities and differences among

successful entrepreneurs in the following aspects: characteristics, traits, attributes, lifestyles, skills.

Reflect/rethink their understanding of how entrepreneurs succeed in their chosen field. Refer learners to their answers

posted on the wall.

Process learners learning and check it against EU.

Check learners understanding of processes and skills. When there are misconceptions revealed in the assessment for

learning having administered, administer appropriate interventions as remedy to the learning gap.

Assess learners understanding on the importance of assessing ones PECs by asking How are you going to use your P

choosing an entrepreneurial activity to pursue?

3. DEEPEN

Learners shall be engaged in processing and making meanings out of the information having studied, as they

reflect, revisit, revise and rethink their ideas; express their understandings and engage in meaningful self evaluation;and undergo in-depth study of PECs. When they are able to polish these characteristics, they could easily shape thedefinition of success.


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Plan of action on PECs that need to be developed

Personal EntrepreneurialCompetencies of an

Entrepreneur

My Personal Entrepreneurial Competencies

Strength Needs to be developed

HardworkingSelf-confident

Builds for the future

Profit-oriented

Goal-oriented

Persistent

Copes with failure

Responds to feedback

Demonstrates initiative

Willing to listen

Sets own standards

Copes with uncertainty

Committed

Builds on strengths

Reliable and has integrity

Risk-taker

TOTAL

Have learners align their PECs with those of a successful entrepreneur of their choice.


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Reflect on their development areas as well as their areas of strength. Ask how they would improve further their areas

of strength.

Ask learners to express the EU.

Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs).

Plan of action on PECs that need to be developed

My PECs that need to

be developedActivities to align PECs with that of a

successful entrepreneurResources needed Time Frame

1. Creative 1.

2.

3.

2. Organized 1.

2.

3. Competent 1.

2.

4. Persistent 1.

2.

4. TRANSFER

This phase challenges learners to organize their learning experiences on the practical applications such as in alignmentand execution of their plan of action on how to further intensify areas of strength. Likewise, they too, are challenged totransfer their learning in a new setting or specifically when a demand for such PECs is called for. By doing such, they couldhonestly say that they have the right personality type at this point in time.

Have learners prepare a plan of action that addresses their areas of development based on their PECs analysis matrix.


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Ask learners to make a plan of action on how strong PECs can be further improved. Assess learners plans of action based on the criteria provided in Stage 2 (Assessment at the level of performance).

5. Ask learners to thoughtfully study and understand the meanings of PECs as described in the preceding page;

6. Let them objectively assess themselves by indicating a check (/) mark in either strengths and/or development areascolumn;7. Have them interpret the results by counting the total number of check marks in each of the columns;8. Ask learners to work in groups. Let them compare and/or validate their own interpretation. Challenge each group to

prepare a presentation that describes their groups profile.

Plan of Action on how to improve and align ones PECs

My strong PECs Activities to further improve PECs Resources needed Time Frame

1. Resourceful 1.

2.

3.

2. Observant 1.

2.

3.

3. Committed 1.

2.

4. Persistent 1.2.

Instructions:

1. Let learners use the suggested matrices above to indicate their plan of actions on the two areas: (a) PECs that needto be developed; and (b) PECs that are already strong. (Note: The above matrix has few examples. Please tell


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learners not to copy the examples indicated therein);2. Challenge them to supply information in all of the columns to indicate their plans, activities, resources needed, and

time frame to attain the desired level of PECs;3. Ask volunteers to present before the class the results of this activity.4. Conduct a short processing by highlighting the importance of these matrices to their lives as future entrepreneurs.

Remind learners that the same would keep track of their plans and timelines of activities that will ensure a hol isticdevelopment of ones PECs.

Quarter 1 Digital Electronic Circuits

Analysis and Operation

Topic: Environment and Market Timeframe: 14 days

STAGE 1

Content Standard:

The learner demonstrates understanding of environment andmarket that relates with career choice in Digital electronic circuit

assembly, analysis and operation.

Performance Standard:

The learner independently determines a good business

idea based on the analysis of the environment andmarket in ones province forthe Production of WorkingPlans

Essential Understanding:

A successful business venture starts with the generation of a goodbusiness idea.

Essential Question:

How does one generate a good business idea?

Learners will know:

Environment and Market

Consumers needs and wants Industry that relates with a career choice Product/service that satisfies the needs and wants of customers

Learners will be able to:

Conduct SWOT analysis Seek and seize business opportunity


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STAGE 2

Product or Performance Task:Evidence at the level of

Understanding Performance

Formulation of a business idea based onthe analysis of the environment and

market from ones province.

Explain what is revealed when oneanalyzes the environment and market in a

certain province.Criteria:

ThoroughInsightfulObjective

Interpret the information revealed in the dataanalysis of the environment and market inones province.Criteria:

ConclusiveInsightfulObjective

Propose a method for generating businessideasbased on the needs and wants of thetarget market in ones province.Criteria:

PracticalityAppropriateness

Effectiveness

See from the perspectives of buyers and sellersthe importance of ones environment and

market in finding a feasible business idea.Criteria:

Assessment of the formulatedbusiness idea based on the

following criteria: profitability / feasibility practicality responsiveness to customers

needs innovativeness

2010 S d Ed ti C i l


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InsightfulObjectiveConclusive

Assume roles performed by entrepreneurs

when they try to excel over a competition onthe same type of business in a certain province.Criteria:

ResponsivenessAppropriatenessEffectiveness

Deepen ones understanding of theimportance of SWOT analysis prior to decidingan entrepreneurial activity to be pursued.Criteria:

InsightfulnessAppropriatenessEffectiveness

STAGE 3

Environment and Market

Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and socialconditions prevailing in the community. Needs and wants of people in a certain community that are not met by existing

2010 Secondary Education Curriculum


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business establishments may be considered as business opportunities. Identifying the needs of the community, its resources,available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a businessopportunity.

1. EXPLORE

As part of initial activities, learners shall be given an overview of topics on environment and market, what they areexpected to learn and how their learning will be assessed. In this stage, diagnosis of their basic knowledge of the socio-political conditions in community, the needs and wants of the target market, business opportunities that they might beseized for possible business venture shall serve as prerequisites of the lesson.

Guide learners in assessing their prior knowledge on environment and market as an entrepreneurial lens in generatingbusiness idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools.

Have learners assess theirprovinces environment and market to determine the existing industries, needs and wantsof target market with the use of the following:

Survey questionnaire; Sample Questionnaire

1. Have you experienced conducting a community mapping activity?2. How many shops and stores offering products and services related to digital electronic timer exist in your

area? Interview guide;

Sample Interview Guide

How were you able to acquire skills in digital electronic timer used in sound system? Why did you venture in this type of product/service? When and how did you start your business? What difficulties and challenges did you encounter along the way? How were you able to sustain your business? Are you happy with how your business is doing?

Checklist, etc.

Sample Customer Checklist

I patronize this store/ shop because of the following: Location of the store/ shop



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Quality of products/ service Amenities of the shop/ store Affordability of the price/ service fee

SWOT analysis

Sample SWOT Analysis of a Business Idea

Is your product or idea unique? Does it serve a customer needs or wants? Have you defined the competitive advantage your product or service offers? Do you know what your product or service will cost you? Have you defined the image you want your product or service to have in the market place? Can your competitors easily copy your product or service? Have you located supplies who will sell you what you need at a reasonable price?

Ask EQs to draw out their understanding of environment and market in generating business ideas. Consider studentresponses as tentative EUs that they need to explore further.How does one generate a good business idea that relates with digital electronic timers?

Sample Summative assessment (Checking for knowledge) Today, I have learned about Environment and Market and its implication in generating a feasible business idea

and they are as follows:

______________________________________________________________________________

______________________________________________________________________________

Encourage learners to work in group to come up with tentative answers to the question posted. (Teacher may

distribute meta cards for learners to write their answers. When done, these may be posted on the wall to beprocessed. Devote quality time revisit the same during the FIRMING-UP).



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2. FIRM-UP

Varied learning experiences shall be introduced to help learners challenge their misconceptions on theimportance of environment and market in seizing a potential business opportunity, examine/assess prior knowledge,and begin to discover the merits of tentative ideas in answering the EQ; make their understanding of the needs andwants of market and industries in aid of predicting their chances of success; and undergo differentiated instruction toaddress their diverse strengths and needs.

Lead learners in analyzing the assessment conducted on the environment and market in a certain province. Assist learners in conducting a community mapping to identify business establishments or industries in a province. Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering

activity such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target

market. Encourage learners to reflect/rethink their understanding of how entrepreneurs succeed in seizing a potential business

venture.

Process learners learning of processes and acquisition of skills .

Ask learners to do supplementary reading and other compensatory activity to support the information presented. Administer assessment for learning to gauge whether there are misconceptions revealed.

Administer appropriate interventions whenever necessary as a remediation activity to the learning gap.

Sample Summative Assessment (Checking for Process and Skills)o Are there issues and concerns about assessing a business idea that you want to discuss further?o Is opportunity seeking and seizing essential in finding a feasible business idea? Why?

o Is SWOT Analysis effective in seizing a feasible business idea? Why?



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0 0 Seco da y duca o Cu cu uCareer Pathways in Technology and Livelihood Education


3. DEEPEN

Learners shall be engaged in processing and making meanings out of the information having studied, as theyreflect, revisit, revise and rethink their ideas; express their understandings and engage in meaningful self evaluation;and undergo in-depth study of how to seize a business venture that will manufacture, render or deliver products andservices to ultimately meet the discriminating needs and wants of the markets.

Ask learners to interview seasoned entrepreneur to gather salient information on the manner he/she was able to seizea business opportunity.

Compare whether the information collected during the interview will complement/harmonize with their skill informulating business ideas.

Assess the students level of understanding by administering an assessment of learning. (Note: Refer to theassessment in Stage 2).

Check learners understanding to determine whether they are: still far from the desired level of understanding/

already close to the desired level of understanding/ beyond the targeted level. Consider an intervention and appropriate compensatory activity/practical exercises to help learners who are still

struggling to achieve the desired level of understanding.

Sample Summative Assessment ( Checking for Essential Understanding)

Explain what is revealed when one analyzes the environment and market in a certain province.

Interpret the information revealed in the data analysis of the environment and market in ones province.

Propose a method for generating business ideasbased on the needs and wants of the target market in onesprovince.

Seefrom the perspectives of buyers and sellers the importance of ones environment and marketin findingafeasible business idea.

Assume roles performed by entrepreneurs when they try to excel over a competition on the same type of



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yCareer Pathways in Technology and Livelihood Education


business in a certain province. Deepen ones understanding of the importance of SWOT analysis prior to deciding an entrepreneurial activity

to be pursued.

4. TRANSFER

This phase challenges learners to organize their learning experiences on the practical applications of KSAs in seixing a business idea as answer

to market demand. Likewise, they are challenged to transfer their learning in a new setting or when a demand for such competency are called for.

By doing such, chances of success can be predicted.

Ask learners to formulate business ideas as a result of the SWOT analysis of environment and market for the Productionof Working Plans.

Assess learners business ideas based on the criteria provided in Stage 2. (Assessment at the Level of Performance).

Sample Performance Test (Checking for Transfer)

Directions:

Challenge learners ability to generate a business idea. Ask them to study the sample vicinity map of a community with a

population of one thousand people. The OCESTH Empire, a housing project will be constructed along Gen Aguinaldo Hi -Way, its

main road, where the commercial establishments are situated. This housing project as the brochure announces, targets young

couples with two kids.

1. Ask learners to answer questions below that may lead to the generation of a probable business. The answers to

these questions will serve as bases in formulating their own business ideas.

a. Who do you think are your target consumers/markets?

b. Where is the most ideal location to situate your business?

c. Which products or services would appeal to your target consumers/markets?

d. Can you say that you have seized the most feasible business opportunity?



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Career Pathways in Technology and Livelihood EducationIndustrial Arts - Electronics Technology III

2. Request learners to generate business ideas based on the answers to the given questions. Assess the merits of

their business idea based on the suggested criteria:

profitability / feasibility practicality

responsiveness to customers needs innovativeness

Formulate a business idea based on the analysisof:

Personal Entrepreneurial Competencies PECs)

Environment and Market- Product/service analysis- Customer analysis

Describe your business idea here:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2010 Secondary Education CurriculumC P th i T h l d Li lih d Ed ti


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Quarter 1: Digital Electronic CircuitsAnalysis, and Operation

Topic: Digital Electronic CircuitsAnalysis, Assembly and

O ti

Time Frame: 40 Days


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OperationStage 1

Content Standard:The learner demonstrates understanding of concepts andunderlying principles of process and delivery in producing andrendering efficient servicing jobs of quality and marketableelectronic digital timers circuits.

Performance Standard:The learner independently assembles, calibrates, and serviceselectronic digital timers based on market demands.

Essential Understanding(s):Assuring the quality of assembled electronic digital timers withdifferent circuit designs ensures that will competitiveness andmarketability.

Essential Question(s):1. How does one assure quality, competitive and marketableelectronic digital timers?

Learners will know:

Electronic Digital Timer Assembly Components and Materials

- Resistors - Inductors - LED- Capacitors - Transformer - Neon light- Transistors - Wires - AC plug- ICs - Case - Diodes

- PCB - Fuse - Potentiometers-bread board

Tools and instruments needed in assembling, operatingand servicing electronic digital timer.

- Proper uses of tools and instruments.- Proper care and maintenance

Assembly and Wiring Techniques- Location of components- Mounting of components- Wires and wiring techniques- Wire routing and connecting practices

- Wire harness- Inspection and testing- Soldering

-- Techniques in good soldering-- Desoldering techniques

Electronic digital timer assembly- Inspection and testing

Learners will be able to do:

Practice proper care and safety measures in using toolsand instruments

Use appropriate or prescribe tools and instruments for thejobs.

Read and interpret digital electronic circuit.

Check all components before mounting on PCB.

Assemble simple digital circuit using breadboard to checkthe functionality before using PCB for permanentconnection.

Place and mount all components on PCB in their properlocation. Observe proper polarity of polarized componentsand take note of proper orientation of semiconductordevices.

Make wiring connections by applying the correct wiringtechniques in routing wire runs and proper connectingpractices and wire harness consideration.

Solder connections using the techniques in good soldering.

Resolver connections to correct improper connectionsapplying the steps in desoldering techniques, if necessary.



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Packaging and Labeling Costing Marketing Journalizing

Repair and maintain electronic digital timer applying thesystematic order of assembling procedures.

Provide appropriate product and label.

Compute for unit cost.

Prepare effective marketing strategy.

Keep accurate business transaction.

Stage 2Product or Performance Task:

Producing quality and marketableelectronic digital timer and providingefficient and effective servicing jobs in themaintenance and repair of such devices.

Evidence at the level of understanding

Learners should be able to articulate andmanifest at three (3) of the six (6) facetsof understanding

Explain the importance of following thesteps in assembling electronic digital timerwith the necessary precautionarymeasures to produce high quality,marketable and functional electronicdigital timer.Criteria:

- Correctness of information- Organization of information- Clarity of account- Accuracy

Make an account of the development ofdigital timers from the basic design to the

Evidence at the level of performance

Assessment of the performance of asound system/Background Music (BGM)provider in assembling electronic digitaltimer based on its existing schematicdiagram with the following criteria:

Accuracy

Workmanship

Time management

Quality of work



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more advanced and complicated digitaltimers used as timing device, display andmonitoring device used in homeentertainment, industry and many more.Criteria:- Accuracy of information

- Insightful interpretation- Evidence of effortsPerform Digital electronic timer assembly.Criteria:- Accuracy-Effectiveness- Level of competence- Level of confidence- Attitude/behaviorShareyour views on the design andperformance of digital electronic timer as

used in paging and background musicsystem.Criteria:-sequence of thoughts- Diversity ( range of ideas presented )- Relevance ( significance )- Plausibility ( believable)

Express your feelings when theassembled digital electronic timer cannotproduce the expected display output.

Criteria:- Openness- Perceptiveness- Sensitivity



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y gyIndustrial Arts - Electronics Technology III

Self asses your level of competence andlevel of confidence in assembling digitalelectronic timers.

Criteria:

- Depth of learning experience- Reflectiveness- Objectivity

Stage 3Teaching-Learning Sequence:

In the field of electronics, digital electronics is one of the most interesting topic. In this area, the whole topic will be literallyfocused only with two digits, namely One (1) and Zero (O). Where 1 corresponds to ON, orHIGH. While O corresponds to OFF, orLOW.In digital computers. Nowadays, practically, all the field in electronics have already adoptedthe advancement of digital technology. Even audio, radio communication, and information technology has adopted the advances of

digital technology. In digital electronics, constructed projects will be very useful to the students. It can be used at their homes suchas the electronic digital timer. They could utilize it to their television unit to monitor or time the usage of their television sets.

In assembling and servicing electronic digital timer, it is a requirement that the operation of the circuit and functions ofcomponents be clearly understood to ensure quality production, maintenance and servicing. When the learner possesses thesecompetencies, the learner may become ready to face the challenges for future employment or business venture. Hence the learnershall:

In this phase, learners are expected to take the pre-test, orient with the following; CP-TLE Frame Work ElectronicsTechnology III Quarter I, content standard, performance standard and expectation at the end of the quarter.

Guide learners in assessing their prior knowledge about designing, producing, rendering efficient digital electronictimer using either of the following:

Paper and pencil test



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y gyIndustrial Arts - Electronics Technology III

ELECTRONICS III

- Sample Diagnostic Test

Direction: Check ()Yes on the items that you are familiar, and No for those that you are not.

YES NO Remarks

1. Do you know the process/steps in assembling an electronic digital timer to be used in sound

system/Background Music (BGM)?

2. Do you know the circuit configuration of an electronic digital timer?

3. Have you experienced assembling an electronic digital timer?4. Have you experienced analyzing and servicing an electronic digital timer?

5. Can you enumerate the safety practices in working at electronic workshop?

Total score

RATING SCALE:

4 -5 YES You are familiar

2 -3 YES Almost familiar

0 -1 YES Not familiar

Name of Student:________________________________________ Year & Section: ______________

Name of Teacher: _______________________________________ Final Rating: _________________



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Performance test

Attachment B: Sample Performance Checklist

Name of Student: __________________________________________ Year & Section: ___________________

Activity: Assembly of Electronic Digital Timer for sound system/Background music system (BGM).

Direction: Put a check () under Yes on the item/s that you can perform independently, and check () under No on the item/s you feel needsfurther discussion.

Performance Task Yes No Remarks

1. Can you place and mount all the electronic components of an electronic digital timer in their

proper locations?

2. Can you solder all the components and wirings of an electronic digital timer properly?3. Can you make wiring connections by applying proper wiring practices from the circuit going to

the panel in compliance with the universal standards in wire harnessing?

4. Can you repair and maintain an electronic digital timer?

5. Can you practice and apply all the proper care and safety measures in using tools and

equipments?

Total Score

RATING SCALE:

0 -1 - YES - Cant perform the task2 -3 - YES - Needs little assistance

4-5YES - Can perform the task independently Name of Teacher: __________________

Check list


I d t i l A t El t i T h l III


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Check list (See Customers Checklist)

Electronics III

: Sample Costumers Checklist

CUSTOMERs CHECKLISTName: ______________________________ Date: __________________________Year & Section: ______________________ Teacher: ________________________

Directions: Check reasons for patronizing services.

SERVICE PRODUCT

- Location of shops - location of store

- Quality of service offered - quality of working plans

- Amenities offered - - trendy design

- Latest trends/techniques - product innovation


Industrial Arts Electronics Technology III


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Note to the Teacher: The pre assessment result will tell you about the learners readiness to engage in the new lesson. This willalso determine your lessons entry point as well as it will give you an idea on how to plan for the proceeding learning activ ities.

1. Explore

Orient learners on the CP-TLE standards in electronic digital timer assembly, and analysis for the first quarter. Content standard

- The learner demonstrates understanding of concepts and underlying principles of process and delivery in electronic digitaltimerAssembly and analysis.

Performance standard

- The learner produces quality and marketable electronic digital timer and provides efficient digital timer servicing. Essential question- Why does one assure the quality of assembled electronic digital timer and efficient digital timer servicing? Assessment

- At the level of understanding using the six (6) facets of understanding

Explaining Interpreting Applying Showing empathy Sharing perspective Revealing self-knowledge

- At the level of performance using performance rubrics based of the following criteria:

Workmanship

Use of appropriate tools and materials

Observance of shop work procedures and safety measures

Housekeeping and maintenance Time management

Quality of work Have learners observe an electronic service shop in the municipality engaged in assembling and servicing quality and

marketable electronic digital timer with different designs and variety of actual applications. Provide a list of things to beobserved.

- types electronic digital timer being assembled and serviced




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- availability of instruments and equipment used- attitude of workers- quality control of products being assembled and serviced- quantity of products produced and serviced Processing the observations made during the shop visit by:

- Drawing initial understanding by asking initial questions such as:

Why one needs to assure the quality and marketability of those assembled and serviced electronic digital timer? How are standards of quality applied in the assembly and service of quality and marketable electronic digital timer?

Unlock difficulties and misconception by asking leading questions. Reflect on the importance of quality assurance in assembling and servicing quality electronic digital timer. Guide the learners in understanding the concepts and underlying principles of process and delivery in electronic digital timer

assembly and servicing. Assist learners in applying the procedures in assembling and servicing electronic digital timer and show samples of different

type of electronic digital timer. Facilitate learners through the checklist to verbalize their understanding of the following concepts:

- Assembling electronic digital timer.- Servicing (maintenance, troubleshooting, and repair electronic digital timer).- Process and delivery- Product and performance

Guide learners in viewing pictures/video presentations of the different electronic tools and instruments, and materials in theproduction of quality and marketable electronic digital timer.




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Industrial Arts Electronics Technology III

Sample CHECKLIST of MATERIALS IN ELECTRONIC DIGITAL TIMER

Name: _____________________________________ Date: _______________________Year & Section: _____________________________ Teacher: ____________________

Directions: After viewing pictures/video presentations in the production of working plans, put a check mark() of the differentmaterials, electronic instruments, equipment, and computer software below which you observed was used in the production ofworking plans.

- cutter blade - bond paper - Soldering iron - drawing pencil

- templates - electronic parts - multi meter - PCB

- photo copier - adobe photo shop - pliers - wires

- block diagrams - computer - printer - diagrams

Assist learners in raising issues and concerns related to the operation of a quality sound system.

Appropriateness of the materials used

What I know about ___________________?

Accuracy of the required data.

What I want to learn about _____________?

Work values.

What I understand about_______________?

Quality of output..

What I can do in relation to ____________?

Have learners raise issues and concern related to the production and servicing of quality electronic digital timer in conjunctionwith electronic circuits.

- Appropriateness of components and materials used proper placements of components, correct polarity, and properorientation of semiconductor devices and correctness of wiring connections.




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gy

- Choice of tools, instruments, and materials- Features of techniques used in assembly and troubleshooting. Guide learners in assembling at least three digital circuits: Count up timer, Countdown timer, and sequential running lights

with timer.

NOTE TO THE TEACHER: If in case you have found out that the learners are not yet ready to proceed to the firm up stage,

you have to provide exploratory activities which would bridge learning gaps.

2. Firm Up Have learners explain the procedures and techniques in the production and service of quality digital electronic timer. Have learners analyze proper assembly and systematic servicing procedures of digital electronic timer. Have learners view PowerPoint /video presentation on how electronic shops operate in producing and servicing quality digital

electronic timer. The video presentation should detail the step-by-step procedure in assembling, testing and servicingelectronic digital timer Process learners critical views on the video presentation; guide questions may be given to focuslearners understanding.

Advise learners to interview electronic technicians on the importance of the following factors in the production and service of quality

digital electronic timer.




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gy

Sample Interview Questionnaire

As a successful sound system/Background Music (BGM) provider, and entrepreneur, we would like to request you to please answer the

following questions.

1. How did you acquire your skills in assembling electronic digital timers used in sound system/Background Music (BGM)?_________________________________________________________________________________

2. As an entrepreneur, how much was your initial capital?____________________________________________________________________________________

3. How did you start your business?_____________________________________________________________________________________

4. How long have you been a sound system/Background Music (BGM) provider?

_____________________________________________________________________________________

5. How do you assure the marketability and profitability of your products and services?______________________________________________________________________________________

Name of Entrepreneur: ______________________________________

Business Name: ___________________________________________

Business Address: _________________________________________

Contact Number: _________________________________________

- Appropriateness of components and materials used, proper placements of components and correctness of wiring

connections- Choice of tools, instruments, and materials- Proper handling and maintenance of electronic tools, instruments, and economic way of using materials. Have learners prepare an interview guide to focus the discussion on the aforementioned factors. Have learners check their understanding using formative assessment on the concepts of the procedures and techniques in

the production and service of electronic digital timer.




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ELECTRONICS III

: Sample Formative Test

A guide in making questions to learners after every lesson presented to check the percentage of comprehensive attainment. The number ofitems would depend on the level of lesson presented.

A. KNOWLEDGE (Remembering the previously learned materials, tools, and processes)

Example: What is the best wattage rating of a soldering iron to be used in electronic bench works?

a. 30 watts b. 40 watts c. 60 watts d. 100 watts

B. COMPREHENSION (Identification of electronic components, materials, tools and processes.)

Example: An electronic device that process the command of a circuit and a combination

of various components in a single package.

a). resistor b). Transistorc). integrated circuit (IC) d). Capacitor

C. APPLICATION (Using information in concrete or near situation)

Example: One of the components of a complete sound system has malfunctioned, what is the primary

component to be checked in order to troubleshoot the problem?

a). speaker b). Power supply

b). microphone d). Plug

D. ANALYSIS (Breaking down materials into its parts.)

Example: A sound system is composed of different system in order to facilitate good sound output,

such system includes the speaker system, amplifier, mixer and

a). audio source (input) b). Antenna




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Have learners perform processes involved in the production and service of quality electronic digital timer.

Sample Performance Sheet

Performance Test: Setting Up and Operating a digital timer for sound system/ background music (BGM)

Directions: Set up and operate a digital sound system/background (BGM) using the materials and devices below: Please beguided by the given procedure. Your final performance will be rated using the performance scoring rubrics.

Signal sources of input devices- DVD player,- MP3 player,- Computer,- Video camera,- Microphones

- Radio tuners

Signal processing devices- Power amplifiers- Tone Controls- Audio mixer- Equalizer

Output devices- Speaker system- LCD projector/TV monitor

- Earphones- Headphones




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Materials and accessories- Microphone cables- Microphone jacks (PL 55)- Microphone stand- RCA jacks- Baby plug

Reminders:

1. Determine the size of the venue where to install the sound system/background (BGM) to be provided.

2. List down all the materials needed in setting up the sound system/(BGM).

3. Make a working plan the different devices of the sound system/background music (BGM) be placed.

4. Check all the needed materials and accessories to be used in sound system/background music (BGM)

5. Test all materials and devices of the sound system/background music (BGM) system before making any connection.

6. Place all devices in their respective location as indicated in the working plan.

7. Make all connections in the multi-media system by applying the correct wiring techniques in routing wire runs and proper

connecting practices and wire harness considerations.

8. Check the wiring connections of the wired sound system/background music (BGM) before applying power.

9. Test the sound system/background music (BGM) music for normal operation.

10. Adjust the controls of the devices in the sound system/background music (BGM) for maximum performance.

11. Be sure that the sound system/background music (BGM) is properly ventilated during its operation.




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Packaging and Labeling Costing Marketing

Note to the teacher: If in case you have found out that the learners are not yet ready to proceed to the deepen stage, youhave to make some reinforcement to link learning gaps.

3. Deepen Invite successful electronic technicians to talk about their best practices. Encourage learners to ask questions about how

these technicians managed to become experts in this field of technology. Encourage learners to observe/work with successful electronic technicians in the municipality. Have learners construct a low cost project on digital electronic timer and make dc voltage measurements at different test

points of the circuit that will serve as reference in troubleshooting the circuit.




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Sample of Project Plan

Carlos P. Garcia High School

Pandacan, Manila

Name of Student_______________________________ Date Began______________________Year & Section_________________________ Date Finished____________________

DIGITAL ELECTRONIC TIMER

(Name of the Project)

Purpose of the Project:

1. Be used at home to automatically switch off electronic appliances.

2. Test the components to used in assembling digital electronic timer.

3. Be familiar with the tools used in constructing digital electronic timer.

A. Plan & Sketches (Working Drawing)




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B. Bill of Materials:

Quantity Unit Description Unit Cost Total Cost

Grand Total Php:

C. Order of Operation:

1. Make a project plan.

2. Prepare tools and materials needed.

3. Test the components to be used.

4. Design, cut, etch, drill, and varnish the PCB.

5. Mount and solder the components in the PCB.

6. Make the necessary connections, wirings.

7. Test the project and pass.

D. Tools Needed:

1. Soldering iron

2. Desoldering tool

3. Pliers




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4. Screwdrivers

5. Cutter blade

6. Drill press

E. Comments and suggestions:

______________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________

FINAL RATING: ____________________________________

Teachers Signature: _________________________________

Have learners track their progress using an accomplishment record.

Assess learners understanding of the procedures and techniques in the production and service of quality digital electronictimer through performance test.

Have the learners conduct research through the internet on the latest models of digital timers and modern techniques ofassembly and servicing.

Assess learners level of performance using the criteria in Stage 2- Level of Understanding.




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Assessment for the Level of Understanding

Name: _____________________________________ Date: ____________________________Year & Section: _____________________________ Teacher: _________________________

Directions: Below is the tool for assessing the Level of Understanding in producing working plans. Assess yourself using the givencriteria below.

Explanation1. Explaining the importance and purpose of setting up, operating, and maintaining multi-media system in the community.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

CriteriaPerformance Level and Description

RemarksE5

VS4

S3

Poor2

NI1

Clarity of content

Sequence of thought:a. inductiveb. deductive

Delivery/presentation

Total:

Interpretation

2. Interpreting steps in setting up, operating, and maintaining the multi-media system to validate its maximum performance.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________




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RemarksE5

VS4

S3

Poor2

NI1

Completeness of notations andspecifications of materials and devices

Accuracy of the factors to be considered


Delivery/presentation

Total:

Application3. Demonstrating how multi-media are set up, operated, and maintained based on the wiring and pictorial diagrams.

__________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________


RemarksE5

VS4

S3

Poor2

NI1


Clarity of contentDelivery/Presentation

Total:




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Perspective

4. How would multi-media rentals and installations affect the services and its target market?_________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________

Performance Level and DescriptionRemarksE

5VS4

S3

Poor2

NI1

Clarity of contentCompleteness of the required data


Delivery/Presentation

Total:

Empathy5. Expressing your feelings when an assistant electronic technician is not able to provide the needed service prescribed in the joborder.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


RemarksE

5

VS

4

S

3

Poor

2

NI

1Clarity of content

Work attitude/behaviorDelivery/Presentation

Total:




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Self-Knowledge6. Assessing you level of competence and confidence in providing quality and marketable services in multi-media operation and

maintenance.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


RemarksE5

VS4

S3

Poor2

NI1

Clarity of contentWork attitude/behavior

Time managementDelivery/Presentation

Total:

Rating Scales:

Score Grade Score Grade Score Grade

3029282726252423

2221

10099979694939190

8887

2019181716151413

1211

8584828180787776

7571

109876543

210

7069676664636160

585755



N t


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Note:Refer to the Rating Scales when giving grades in the assessment of the learners Level of Understanding

Legend: E Excellent VS Very Satisfactory S Satisfactory NI Needs Improvement

4. Transfer Have learners produce and service quality and marketable electronic digital timer. Have learners put up a display/exhibition of various electronic digital timers.

- Learner-made electronic digital timer with innovation.- Commercially available electronic digital timer

- Electronic digital timer used as timing device for home appliance. Encourage learners to join electronic digital timer circuits skills competition. Have learners market their products/services in the municipality. Assess learners level of performance using the criteria in Stage 2 Level of Performance. Have learners innovate attractive labels and product package. Have learners calculate the actual cost of production and labor cost in servicing jobs. Have learners develop and validate marketing strategies appropriate for target market.

- Have learners plan for a possible business venture using the GRASPS Task Design Prompts as guide

- Goal- Role- Audience (Target clients/customers)- Situation- Product, Performance and Purpose- Standards and Criteria for Success



ELECTRONICS III


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ELECTRONICS III

Sample GRASPS Model

GRASPS Model

GOAL

Your task is to : provide electronic digital timer for sound system/Background Music (BGM)

The goal is to : produce quality electronic digital timer for sound system/Background Music (BGM)

The problem or challenge is to : have the electronic digital timer for sound ystem/Background Music (BGM) function efficiently as

designed

You have been asked to : set up the electronic digital timer for sound system/Background Music (BGM) in the establishment

ROLE

Your job is to : assemble, operate, and service the electronic digital timer for sound system/Background Music (BGM)

AUDIENCEThe target clients/ customer are the : electronic enthusiasts, establishment owners, entrepreneurs

SITUATION

The challenge involves dealing with : prospective buyers, business partners

PRODUCT, PERFORMANCE and PURPOSE

You will create an : electronic digital timer for sound system/Background Music (BGM) kit or project

In order to : be sold to establishment owners,e lectronic shops, electronic enthusiasts

STANDARDS AND CRITERIA FOR SUCCES : quality, durability, leak free and cost efficient (scoring rubrics for products and performance)Your product must meet the following standards



Products Scoring Rubrics


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Products Scoring RubricsName: ___________________________ Date: _______________________Year & Section: ____________________ Teacher: ____________________

Directions: Below is the tool for assessing the finished products/services in the production of working plans. Assess yourself usingthe criteria listed and rating scales arelisted below for grading purposes.

Dimension Expert Practitioner Apprentice Novice

Accuracy in wiringconnections

Wiring the soundsystem/background(BGM) is accurately

done10 pts.

One to two wirings in thesignal source is not

accurately done8 pts.

Some wirings in thesound system/background(BGM) are not accurately

done6 pts.

The soundsystem/backgroundmusic (BGM) fails tooperate because ofwrong connections

4 pts.

Accuracy of wireruns and wireharness.

Wire runs and wire

10 pts.

Most measurements

performed wereaccurate8 pts.

Most measurements

performed wereinaccurate6 pts.

Inaccurate

measurements

4 pts.

Application of theprocedures

Project/task exceeds thestandards; thorough andeffective application ofknowledge and skills is

evident10 pts.

Project/tasks meets thestandards; application ofessential knowledge and

skills is evident

8 pts.

Project/tasks does notmeet the standard;

inconsistent application ofknowledge and skills

evident6 pts.

Project/tasks isincomplete and does notmeet standards; limited

application of knowledgeand skills evident

4 pts.Work values- Safe work habits Observe safety

practices at all timeswhile working

5 pts.

Observe safety

practices at times whileworking4 pts.

Makes conscious effort in

observing safety practiceswhile working

3 pts.

Little evidence of safety

practices is observed2 pts.

- TimeManagement

Tasks completed aheadof time5 pts.

Tasks completed just ontime

4 pts.

Tasks completed a daylate

3 pts.

Completion of tasksmore than a day late

2 pts.



Resources (Web sites Software etc )


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Writer : Roland L. Dela Cruz

Specialist : Helen N. Flora

Consultant: Lauro Z. de Guzman Ed.D

Language Editor: Nedia E. Lagustan

Resources (Web sites, Software, etc.)1. Internet www.wikipedia.com2. Interactive/Animated CD3. Video presentation on CDsMaterials/Equipment Needed:1. Pre-post assessment questionnaire in Electronic Digital Timer Assembly, Checklist and Troubleshooting.2. Books on Assembly and Servicing Electronic digital timer

3. Collection of different Electronic Diagrams of electronic digital timer.4. Diagrams of different appliances with digital timers.5. Actual electronic components, materials.6. Latest innovations of digital timer available in the market.

Date post:	14-Apr-2018
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Electronics III

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