Grade 10

GOP – Textbook Funds

Teacher’s Guide
DRAFT

GOVERNMENT PROPERTY
NOT FOR SALE
ALLOTTED TO
District/ School: _________________________________________
Division _________________________________________________
First Year of Use: _________________________________________
Source of Fund (Year included):__________________________

Department of Education
Republic of the Philippines

1
 Technology & Livelihood Education– Grade 10
Teachers Guide
First Edition, 2014
ISBN: ___________
Republic Act 8293, section 176 states that: No copyright shall subsist
in any work of the Government of the Philippines. However, prior approval of
the government agency or office wherein the work is created shall be necessary
for exploitation of such work for profit. Such agency or office may, among other
things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission
to use these materials from their respective copyright owners. The publisher
and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Br. Armin A. Luistro, FSC
Undersecretary: Dina S. Ocampo, Ph.D.
Assistant Secretary: Lorna Dig-Dino, Ph.D.

DRAFT
Development Team of the Teachers Guide
Consultant: Rosendo R. Rafael, Howard Mark N. Plete and Clodualdo V. Paiton
Authors: Cris F. Diñozo Marvin A. Mendoza
Teacher II/ NC II Master Teacher I/NCII
Taytay National High School Community Vocational High School
Division of Rizal Division of Calapan City

Editors: Lando T. Guzman, Lyneth Guzman, Eugenio Masilungan, Olive Santelices,

Zenaida Amorsolo
Reviewers: Arnel C. Anonical,Joel Castillo, Arnold M. Mendoza, Marvin A. Mendoza,
Lino A. Olit, Atanacio D. Pagkaliwangan, Benjie R. San Juan, Rainbee Priol,
Gina Basa, Shearyl Arenas
Illustrators: Ruel C. Quindoy
Subject Specialists: Albert B. Erni, James Julius M. Liquigan, Owen S. Milambiling
Management Team: Jocelyn DR Andaya, Bella O. Mariñas and Jose D. Tuguinayo Jr.

Printed in the Philippines by ___________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Office Address: 2nd Floor Dorm G, Philsports Complex, Meralco Avenue, Pasig City, Philippines
1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com

2
 K to12 BASIC EDUCATION CURRICULUM
Industrial Arts
CONSUMER ELECTRONICS SERVICING NC II
GRADE 10
Personal Entrepreneurial Competencies (PECs)
Teacher’s Guide

4 hrs.
Grade Level Standard:

This is a specialization course which leads to Consumer

Electronics Servicing National Certificate Level II (CES-NC II). It covers
one (1) core competency that a Grade 10 Technology and Livelihood
Education (TLE) student ought to possess that is, to maintain and
repair electronically-controlled domestic appliances with electric
motor and heating element.
The preliminaries of this specialization course include the
following: 1) discussion on the relevance of the course; 2) explanation
of key concepts relative to the course and; 3) exploration on career

DRAFT
opportunities.
Content Standard

The learner demonstrates understanding of one’s Personal
Entrepreneurial Competencies in Consumer Electronics Servicing NC
II.
Performance Standard

The learner independently creates a plan of action that

strengthens and/or further develops his/her PECs in Consumer
Electronics Servicing NC II.
Learning Competencies

Develop and strengthen PECs needed in Consumer

Electronics Servicing NC II.
I. Introduction
This teacher’s guide will lead the teacher to effectively and
efficiently teach PECs. This will guide him/her in determining relevant
and appropriate teaching techniques and strategies that will fit into the
learning needs and demands of a technologically-advancing country
to make them best understand, appreciate and realize the utmost
importance of entrepreneurship and entrepreneurial competencies

3
related to Consumer Electronics Servicing NC II.

This module will also provide learners an opportunity to

know that individuals possess different PECs. These PECs include
characteristics, attributes, lifestyles, skills, or traits that make a
person different from other people. Likewise, when one aligns these
competencies with the competencies of successful practitioners or
entrepreneurs, he/she may become ready to face the experiences of
starting a business or getting employed.

Moreover, the module is designed to stimulate the learners’

minds to think of entrepreneurship and its vital role in the business
community, as well as for economic and social development.
II. Objectives

With the teacher’s assistance and with the use of this

module, learners are expected to understand the principles and
concepts of PECs, more specifically in:

DRAFT
- identifying areas for improvement, development and growth;
- aligning learners’ PECs to their business or career choice; and
- creating a plan of action that ensures success in their business
or career choice.
III. Presentation of Content
Introduction
• Guide learners in appreciating and understanding PECs in
order to be successful in business or in the world of work by
sharing/telling them inspiring real-life stories of successful
businessmen and/or well-known employees in the field of
Consumer Electronics Servicing NC II in town/municipality.
• Explain to learners the importance of assessing their PECs.
• Guide learners in understanding the importance of
entrepreneurs and entrepreneurship.
Pre-Assessment
• Utilize the sample pre-assessment test available in the
learners materials or craft a comprehensive teacher-made
test to assess learner’s prior knowledge and skills in PECs.
• Evaluate the result of the pre-assessment test and prepare
a plan of action to strategically address the learning needs
and requirements of the learners.

4
 Guide Questions
• Guide learners in actively performing Task 2, and then ask
them to share their answers and relevant experiences to the
class.
• Process learners’ understanding on the guide questions
presented on Task 2.

Learning Goals and Targets

• Help learners in utilizing available technology and
resources in planning their own learning goals and targets
as reflected on page 5.

Group Activity
• Group the learners, let them perform Task 3, then ask them
to share their thoughts to the class.
• Process learners’ understanding and guide them in arriving
at a relevant and acceptable generalization.
IV. Know, Process, Reflect, Understand and Transfer

DRAFT
Know
• Discuss/present the importance of assessing personal
entrepreneurial competencies (PECs) and skills vis-à-
vis a practicing entrepreneur or employee; cite a concrete
example of an entrepreneur or employee existing in your
town/municipality.
• Expand learner’s curiosity by asking essential questions on
the important characteristics/traits/attributes and skills of
a good entrepreneur.
• Assist/Guide learners in understanding the entrepreneurial
competencies (characteristics, traits, attributes) and skills
of a good entrepreneur.
• Develop an appropriate, relevant and timely learning
activity for the learners to appreciate best entrepreneurial
competencies.
• Assess learner’s knowledge, skills and understanding on
the topic. Utilize the result of the pre-assessment test to
improve their learning.
Process
• Guide learners in accomplishing Task 4 (PECs Checklist)
on page 8-9. Let them have their own interpretations or
personal insights based from the accomplished task.

5
 • Facilitate student-to-student interactions and process
learners’ understanding.

Reflect and Understand

• Deepen learners’ understanding on PECs by guiding them

to accomplish task 5 (Interview) on pages 9-12.
• Facilitate appropriate learning activities to finish the task.
• Encourage learners to report their accomplishments to the
class.
• Process learners’ understanding.

Transfer

• Assist learners individually in accomplishing task 6

(Preparation of a Plan of Action) on page 12. Let them craft
intelligently their own plan of action. Ask learners to present
this in class and process their understanding.
• Guide learners in answering the essential questions
presented on Task 7 on page 13.

DRAFT
• Make learners share their answers to the class and then
process their understanding.
• Provide learners more concrete examples and enrichment
activities to further deepen their understanding about
PECs and its importance in day-to-day living as future
entrepreneurs or workers.
• Provide learners applicable activities where they can share
to people in the community what they have learned.
• Encourage learners to utilize available resources in the
community to accomplish their tasks.

V – Feedback

Pre/Post Assessment

1. E 6. B
2. K 7. C
3. H 8. I
4. A 9. D
5. J 10. F

6
VI – References

1. Module 5, Project EASE, Effective and Affordable Secondary

Education

http://www.entrepreneur.com/article/77408#ixzz2twpYG49A

http://www.thetimes100.co.uk/theory/theory--opportunities-
constraints-business-environment--165.php#ixzz1PVjUuaWu

http://www.thetimes100.co.uk/theory/theory--constraints--421.
php#ixzz1PVki8a36

http://www.thetimes100.co.uk/theory/theory--constraints-on-
production--303.php#ixzz1PVkyDy8k

http://www.thetimes100.co.uk/theory/theory--production-and-
resource-requirements--354.php#ixzz1PVlGG7zv

DRAFT
http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-
marketing--245.php#ixzz1PVlc88gR

7
 Environment and Market (EM)

4 hrs.
Grade Level Standard:

This is a specialization course which leads to Consumer

Electronics Servicing National Certificate Level II (CES-NC II). It covers
one (1) core competency that a Grade 10 Technology and Livelihood
Education (TLE) student ought to possess that is, maintain and repair
electronically-controlled domestic appliance with electric motor and
heating element.
The preliminaries of this specialization course include the
following: 1) discussion on the relevance of the course; 2) explanation
of key concepts relative to the course and; 3) exploration on career
opportunities.
Content Standard

The learner demonstrates understanding of the environment
and market in Consumer Electronics Servicing NC II in one’s town/
municipality.

DRAFT
Performance Standard
The learner independently creates a business vicinity
map reflective of potential market in CONSUMER ELECTRONICS
SERVICING NC II in a town/municipality.
Learning Competencies
• Develop a quality and marketable product or service in Consumer
Electronics Servicing NC II
• Select a business idea based on the criteria and techniques set
• Develop a brand for the product

I. Introduction
People who aspire to start a business need to explore the economic,
cultural and social conditions prevailing in an area. Needs and wants of
people in a certain area that are not met may be considered as business
opportunities. Identifying the needs of the community, its resources,
available raw materials, skills, and appropriate technology can help a new
entrepreneur in seizing a business opportunity.
To be successful in any kind of business venture, potential
entrepreneurs should always look closely at the environment and market.
They should always be watchful on existing opportunities and constraints.
The opportunities in the business environment are those factors that provide
possibilities for a business to expand and to make more profit. Constraints,
on the other hand, are those factors that limit the business to grow, but to
reduce the chance of generating profit. One of the best ways to evaluate the

8
opportunities and constraints is to conduct SWOT (Strengths, Weakness,
Opportunities and Threats) analysis.
II. Objectives
With the teacher’s assistance and with the use of this module,
learners are expected to understand the principles and concepts of EM,
particularly in:
- identifying what is of “value” to the customer;
- identifying what to sell to the customer;
- explaining what makes a product unique and competitive;
- applying creativity and innovative techniques to make a
product marketable; and
- employing a unique selling proposition (USP) to the product
and/or service.

III. Presentation of Content
Introduction
• Utilizing appropriate activities, may lead learners in giving
value to environment and market and its implication to become
successful in a business relating to Consumer Electronics
Servicing NC II.

DRAFT
• Guide learners in understanding the importance of environment
and market; likewise lead them in appreciating the value of
SWOT analysis.
• Provide relevant, appropriate and meaningful examples of
SWOT analysis pertaining to Consumer Electronics Servicing
NC II.
• Help learners in presenting the importance of assessing their
immediate environment and market pertaining to Consumer
Electronics Servicing NC II.
• Using the teacher’s processing and questioning skills, will
guide learners in coming up with a generalization about the
environment and market and its relation to becoming successful
in the field of Consumer Electronics Servicing NC II.
Pre-Assessment
• Utilize the sample pre-assessment test available in the learner’s
materials or craft a comprehensive teacher made-test to assess
learner’s prior knowledge and skills in EM.
• Evaluate the result of the pre-assessment test and prepare a
plan of action to strategically address the learning needs and
requirements of the learners.
Guide Questions
• Ask learners to actively perform Task 2 and guide them in
presenting their answers to the class.

9
 • Process learner’s responses and guide them to have an
appropriate generalization.
Learning Goals and Targets
• Help learners in planning their own learning goals and targets
as reflected on page 18.
• Provide enrichment activities and guide them in analyzing
available resources and technology in the community in
accomplishing their learning goals and targets.
IV. Know, Process, Reflect and Understand and Transfer
Product development

Know
• Discuss product development, concept of developing
a product, finding value, innovation, unique selling
proposition and its relationship to environment and market
and business at large.
• Make learners actively participate in the discussion on the
aforementioned topics. Assist or guide learners in presenting

DRAFT
their ideas and relevant experiences.
• Design varied levels of learning activities for the learners, for
better understanding of the topics.
• Guide learners in reflecting on the importance of product
development, concept of developing a product, finding value,
innovation, and unique selling proposition.
• Design an assessment tool to evaluate learners’
understanding on the previous topics.
• Utilize the result of the assessment in designing/developing
learning activities that would enrich learner’s understanding.
Process
• Guide learners in accomplishing Task 3 on page 24. Let
them passionately conduct a research by doing an interview
with a successful entrepreneur or practitioner within the
town/municipality.
• Ask learners to present their research work to the class and
process their understanding in relation to the objectives of
this module.

Reflect and Understand

• Inspire learners to deepen their understanding on
environment and market by carefully watching the videos
related to the prescribed topics on task 4 on page 25.

10
 • After letting the learners watch the videos, let them prepare
a comprehensive narrative report on the topics they have
watched.
• Encourage learners to present their accomplishments to the
class.
• Process learner’s understanding in relation to the objectives
of this module.

Transfer
• Guide learners in developing their concept for their own
product or service as reflected on Task 5 on page 25-26.
• Assist learners in analyzing and utilizing available resources
in developing the concept of their own product or service.
• Evaluate learner’s output by referring to teacher-made
rubrics which are aligned to the performance standards.
• Ask learners to eloquently share and present their output
to the class.
• Lead learners in reflecting on the importance of product
conceptualization.

Know
DRAFT
Generating Ideas for Business

• Make learners read and understand topics on generating

ideas for business, key concepts of selecting a business
idea, and branding.
• Allow learners to undergo varied levels of learning activities
for them to better appreciate the importance of generating
ideas for business, key concepts of selecting a business
idea, and branding.
• Process learner’s understanding relative to the objectives of
this module.

Process
• Lead learners in reflecting on their SWOT analysis and its
importance in generating business ideas by engaging them
on learning opportunities for interaction with others outside
the classroom and with the use of technology.
• Instruct learners to enrich their knowledge on SWOT
Analysis by conducting researches.

11
 • Provide an appropriate type of assessment to evaluate
learner’s understanding on SWOT analysis. Utilize the result
of the assessment to craft more appropriate and productive
learning activities.
• Assist learners in performing Task 6 (SWOT Analysis).
• Evaluate/Assess learner’s output and check it against the
objectives of this module.

Reflect and Understand

• Let learners work on an independent learning activity or
cooperative learning (ICL) in accomplishing Task 7 (Extra
Readings and Video Viewing) on page 32.
• Assist learners in presenting their output. Assess the
evidence of learning and provide useful input to improve
their output.

Transfer
• Ask learners to prepare task 9 (Making My Own Logo). Assist
learners in accomplishing this task by adhering to their real
life experience.

DRAFT
• Assess learners’ output using a teacher-made rubrics
following the standards and objectives of this module.

V – Feedback

Pre/Post Assessment
1. D 6. D
2. C 7. B
3. A 8. C
4. B 9. D
5. A 10. D

VI – References

1. Module 5, Project EASE, Effective and Affordable Secondary Education

2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A
3. http://www.thetimes100.co.uk/theory/theory--opportunities-constraints-
business-environment--165.php#ixzz1PVjUuaWu
4. http://www.thetimes100.co.uk/theory/theory--constraints--421.
php#ixzz1PVki8a36

12
5. http://www.thetimes100.co.uk/theory/theory--constraints-on-
production--303.php#ixzz1PVkyDy8k
6. http://www.thetimes100.co.uk/theory/theory--production-and-resource-
requirements--354.php#ixzz1PVlGG7zv
7. http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-
marketing--245.php#ixzz1PVlc88gR

DRAFT

13
 Process and Delivery

TEACHER’S GUIDE IN CONSUMER ELECTRONICS SERVICING

GRADE 10

Content Standard Performance Standard

The learner demonstrates an
The learner independently maintains and
understanding of the concepts in
repairs appliances with motor and with a
maintaining and repairing appliances
heating element:
with motor and with a heating element:
1. washing machine
1. washing machine
2. flat iron
2. flat iron
3. toaster oven
3. toaster oven
4. rice cooker
4. rice cooker

QUARTER I TIME ALLOTMENT: 40 HOURS

TITLE PAGE Instructions Suggested

# of Hours
Quarter I: 37
Maintenance
and Repair of

DRAFT
Electronically-
Controlled
Domestic
Appliance
Introduction 37 This lesson shall give learners the
competencies in maintaining and
repairing electronically-controlled
washing machine. It includes
information, suggested learning activities,
instructions and procedures of the
following learning outcomes in which
learners are expected to:
LO1: Prepare Unit, Tools, Equipment and
Workplace for Maintain/Repair
LO 2: Diagnose Faults of Electronically-
Controlled Domestic Appliances
LO 3: Maintain/Repair of Washing
Machine
LO 4: Reassemble and Test Repaired
Appliance

Each learning outcome contains

learning activities with information
and activity sheets, Pre/Diagnostic
Assessment and Self-Check.

14
Pre/Diagnostic 37 A. Instruct learners to prepare a separate 1
Assessment sheet of paper for the Pre/Diagnostic
Assessment or let the learners bring their
own module together with their Activity
Notebooks.
B. Explain to the learners the importance
of Pre/Diagnostic Assessment as
evaluation of their prior knowledge and
its results to clarify misconceptions
and to serve as their guide for further
learning.
C. Answer Key
1. D 6. A
2. B 7. D
3. B 8. B
4. A 9. B
5. C 10. B
LO1: Prepare 38
Unit, Tools,
Equipment
and Workplace

DRAFT
for Maintain/
Repair
Information 39 A. Prepare/bring the following: 1
Sheet 1.1 Tools • Module
and Materials • Hand tools and equipment
in Maintaining • Visual aids
Electronically- B. Guide learners in the discussion of
Controlled the lesson. Describe in detail safety
Washing regulations regarding handling and
Machine using of tools and equipment. Let the
learners take hold of the available tools
and equipment found in the shop and
acquaint themselves with the parts and
let them identify the name and the use of
each part while being extra careful not to
damage the tools or hurt themselves.
Self-Check 1.1 40 A. Instruct learners to prepare/bring ½
their modules and Activity Notebooks.
B. Guide learners in taking Self-Check
1.1
C. Answer Key

15
DRAFT

16
Self-Check 1.3 47 A. Instruct learners to prepare/bring ½
their modules and Activity Notebooks.
B. Guide learners in taking Self-Check
1.3
C. Answer Key
1. Heavy-duty frame that contains and
supports the parts of the relay.
2. The coil of wire causes an
electromagnetic field.
3. A relay's moving part. The armature
opens and closes the contacts. An
attached spring returns the armature to
its original position.
4. The conducting part of the switch
that closes or opens a circuit.
5. Semiconductors that are used instead
of mechanical contacts to switch the
controlled power.
Activity Sheet 48 A. Instruct learners to prepare/bring the 2
1.1 Relay following resources:

DRAFT
Circuit Materials:
Breadboard
Diagram of a circuit with relay
Relay: 6-12vDC/220vAC (NC/NO)
Bulb 220vAC with socket
DC power supply (6-12vDC)
220vAC outlet
solid wire #22 (1.5ft)
AC plus with at least 24 inches cord
Tools:
Electronic hand tools
Pliers (long nose/side-cutting)

B. Before the activity starts, orient the

learners that they will individually check
their performance using Performance
Check 1.1. The performance of the
students will be assessed using the
Performance Assessment given with
directions and rubrics for the teacher's
guide, if they got 74 and below, they need
to go over the procedures again.

Performance 49 A. Instruct learners to prepare/bring 1

Check 1.1 their modules and Activity Notebooks.

17
 B. Before the activity, orient the learners
that their performance will be assessed
using the criteria on Performance
Check 1.1. Let the students copy and
accomplish the first table. The next table
is intended for the teacher to fill up to
rate the students’ performance.
Activity Sheet 51 A. Instruct the learners to prepare/bring 2
1.2 Receiving the following resources:
a Washing Washing Machine (preferably
Machine electronically-controlled)
(Electronically- Maintenance and Repair form (to be
Controlled) for copied on a separate sheet)
Maintenance/
B. Before the activity, orient the learners
Repair
that their performance will be assessed
using the task/criteria on Performance
Check 1.2 found in the module. They
should get at least 9 YES marks to be
able to proceed to the next LO. If not,
they need to go over the procedures and

DRAFT
ask assistance from their classmates/
teacher to guide them in doing the
activity.
Performance 52 A. Instruct learners to prepare/bring 1
Check 1.2 their modules and Activity Notebooks.
B. After the activity, the learner’s
performance will be assessed using the
task/criteria on Performance Check
1.2. Student’s and teacher’s signatures
are required with a date for student’s
self-assessment. Guide the students as
they rate themselves. Series of follow-up
questions could be given to confirm their
mark/s.

LO 2: Diagnose 53
Faults of
Electronically-
Controlled
Domestic
Appliances

18
Information 53 A. Prepare/bring the following: 2
Sheet 2.1: Pre- • Module
Testing and • Visual aids
Troubleshooting • Washing Machine (preferably
a Washing electronically-controlled)
Machine
B. Guide learners in the discussion of
(Electronically-
the lesson. Let the learners take a closer
Controlled)
look on the unit and jot down their
observations.
Activity Sheet 55 A. Instruct the learners to prepare the 4
2.1: Pre- following resources:
Testing and Service Manual of ECWM
Diagnosing/ Washing Machine (functional/
Troubleshooting defective)
an Activity Sheet/Form/s
Electronically- Tools and instruments:
Controlled Pliers
Washing Screwdrivers
Machine Volt-Ohm-Milliammeter
(ECWM) Cleaning materials
Personal Protective Equipment

DRAFT B. Before the activity, orient the students

that their performance will be assessed
using the criteria on Performance Check
2.1 found in the module. Directions are
given in the module for them to know
what to do. After the time allotment,
accomplished form should be submitted
to the teacher and subject for his/her
assessment.
Performance 57 A. Instruct learners to prepare/bring 1
Check 2.1 their modules and Activity Notebooks.
B. After the activity, instruct the learner
to have a copy of the Performance Check
2.1 form. Assess the performance of the
learners using the criteria and follow the
directions given for the corresponding
rating of students. Student’s and
teacher’s signatures are required with
a date for student’s self-assessment. If
they got lower than 75, they should go
over the Information sheet and repeat the
activity.

19
LO 3: Maintain/ 58
Repair of
a Washing
Machine
Information 58 A. Prepare/bring the following: 1
Sheet 3.1: • Module
Personal • Visual Aid (to include, but not limited
Protective to PPEs)
Equipment B. Guide learners in the discussion
of the lesson. Identify and clarify any
misconception/s on the topic.
Self-Check 3.1 61 A. Instruct learners to prepare/bring ½
their modules and Activity Notebooks.

B. Guide learners in taking Self-Check

1.2

C. Answer Key
1. Head protection
2. Ears protection

DRAFT
3. Tidy hair style
4. Eyes protection
5. Close-fitting high-buttoned overalls
6. Close fitting cuffs
7. No rings, watch, accessories
8. Cuff less trousers
9. Insulated soles
10. Reinforced footwear
Information 62 A. Prepare/bring the following: 1
Sheet 3.2: • Module
Occupational • Visual Aid (to include, but not limited
Health And to OHSP)
Safety Policies B. Guide learners in the discussion
and Procedures of the topic. Identify and clarify any
misconception/s on the subject.
Information 64 A. Prepare/bring the following: 1
Sheet 3.3: • Module
Component • Visual aid (to include, but not limited
Replacement to components testing and replacement
procedures)
B. Guide learners in the discussion
of the topic. Identify and clarify any
misconception on the subject.

20
Self-Check 3.3 65 A. Instruct learners to prepare/bring ½
their modules and Activity Notebooks.
B. Guide learners in taking Self-Check
1.2
C. Answer Key
1. Availability
2. Tolerance
3. Quality
4. Price
5. Service manual
Information 65 A. Prepare/bring the following: 1
Sheet 3.4: • Module
Troubleshooting • Visual aid (to include, but not limited
Tips to troubleshooting tips)
B. Guide learners in the discussion
of the topic. Identify and clarify any
misconception on the subject.
Activity 68 A. Instruct the learners to prepare the 2
Sheet 3.1: following resources:
Maintenance Service Manual of ECWM

DRAFT
And Repair Washing Machine (functional/
of a Washing defective)
Machine Activity Sheet/Form/s
Tools and instruments:
Pliers
Screwdrivers
Volt-Ohm-Milliammeter
Cleaning materials
Personal Protective Equipment

B. Before the activity, orient the students

that their performance will be assessed
using the criteria on Performance Check
3.1 found in the module. Directions are
given in the module for them to know
what to do. After the time allotment,
accomplished form should be submitted
to you and subject for your assessment.

Performance 70 A. Instruct learners to prepare/bring 1

Check 3.1 their modules and Activity Notebooks.

21
 B. After the activity, instruct the learners
to have a copy of the Performance Check
3.1 form. Assess their performance using
the criteria presented by following the
directions given for the corresponding
rating of students. Student’s and
teacher’s signatures are required with
a date for student’s self-assessment. If
they got lower than 75, they should go
over the Information sheet and repeat the
activity.

LO 4: 71
Reassemble and
Test Repaired
Appliances
Information 71 A. Prepare/bring the following: 2
Sheet 4.1: • Module
Reassembling • Visual aid (to include, but not limited
and Testing to reassembling and testing repaired
Repaired washing machine).

DRAFT
Washing
B. Guide learners in the discussion
Machine
of the topic. Identify and clarify any
misconception on the subject.
Activity 4.1: 72 A. Instruct the learners to prepare the 3
Reassembling following resources:
And Testing Repaired appliance (washing machine)
Repaired Hand tools and instruments
Appliances Maintenance and repair form
B. Before the activity, orient the students
that their performance will be assessed
using the criteria on Performance Check
4.1 found in the module. Directions are
given in the module for them to know
what to do. After the time allotment,
assess your students on how they
performed the activity.
Performance 72 A. Instruct learners to prepare/bring 1
Check 4.1: their modules and Activity Notebooks.

22
 B. After the activity, instruct the learners
to have a copy of the Performance Check
4.1 form. Assess the performance of the
students using the criteria presented
by following the directions given for
the corresponding rating of students.
Student’s and teacher’s signatures are
required with a date for student’s self-
assessment. If they got lower than 75,
they should go over the Information sheet
and repeat the activity.

Suggested This activity will enhance the skills 2

Differentiated of the students in pre-testing a washing
Activity for Pre- machine (electronically-controlled and
Testing and manually-operated).
Troubleshooting Instructions:
a Washing
1. Prepare at least two washing
Machine
machines (electronically-controlled and
manually-operated) in separate locations.
2. Instruct the students that they will

DRAFT
perform the pre-testing procedure on
both washing machines. They are about
to access the electrical connections for
proper testing.
3. As they perform the pre-testing,
they will note the observations gathered.
After the pre-testing, student’s write-up
will follow differentiating the procedures/
approaches done.
4. Each student will be given at least
five minutes to present/discuss his/her
write-up. Reactions from the group will
be allowed for further sharing of ideas.
SUMMATIVE 74 A. Ask the learners to prepare their 4
ASSESSMENT Activity Notebooks and Module.
B. Let the learners answer the Summative
Assessment on their Activity Notebooks.
C. Answer Key
I. II.
1. D 6. Static
2. C 7. Electrostatic Discharge (ESD)
3. A 8. Touch
4. C 9. Service Manual
5. D 10. Post-testing

23
III. Essay Type:
11-20 For scoring please refer to the
criteria given in the LM.
IV. Performance:
21-30 For scoring please refer to the
scoring rubrics in the LM.

DRAFT

24
Content Standard Performance Standard
The learner demonstrates an The learner independently
understanding of the concepts maintains and repairs appliances
in maintaining and repairing with motor and with a heating
appliances with motor and with a element:
heating element:

• Flat Iron • Flat Iron

Quarter II Time Allotment: 40Hours

UNIT OF COMPETENCY: MAINTENANCE AND REPAIR

OF ELECTRONICALLY-CONTROLLED DOMESTIC APPLIANCES

________________________________
I. INTRODUCTION:
This lesson contains necessary information and
suggested learning activities in Maintaining and Repairing an
Electric Flat Iron. In addition, pre-testing and disassembling-

DRAFT
assembling procedures of Electric Flat Iron are included to
comply with the standard operating procedures. There are
forms to accomplish for proper documentation.

TITLE PAGE Instructions Suggested

# of Hours
Quarter II: 76
Maintenance
and Repair
Electronically-
Controlled
Domestic
Appliances
(Electric Flat
Iron)

Introduction 76 This lesson contains necessary

information and suggested learning
activities in Maintaining and Repairing
an Electric Flat Iron. In addition, pre-
testing and disassembling-assembling
procedures of Electric Flat Iron are
included to comply with the standard
operating procedures. There are forms to
accomplish for proper documentation.

25
Pre/Diagnostic 76 A. Instruct learners to prepare a separate 1
Assessment sheet of paper for the Diagnostic
Assessment or let the learners bring their
own module together with their Activity
Notebooks.

B. Explain to the learners the importance

of Pre/Diagnostic Assessment as
evaluation of their prior knowledge and
its results to clarify misconceptions
and to serve as their guide for further
learning.

C. Answer Key
1. C
2. D
3. D
4. B
5. C
6. C
7. D

DRAFT
8. A
9. D
10. B

LO1: Prepare 77
Unit, Tools,
Equipment and
Workplace for
Maintain/Repair

Information 77 A. Prepare/bring the following: 2

Sheet 1.1 Tools • Module
and Materials • Hand tools and equipment
in Maintaining • Visual aids
Electronically- B. Guide learners in the discussion of
Controlled the topic. Let the learners take hold of
Domestic the available tools and equipment found
Appliance in the shop, acquaint themselves with
the parts, let them identify the name of
each part and its use, while being extra
careful not to damage the tools or hurt
themselves.

26
Information 79 A. Prepare/bring the following: 2
Sheet 1.2 • Module
Operation of • Hand tools and equipment
an Electric Flat • Visual aids
Iron, Parts and B. Guide learners in the discussion of the
Functions lesson. Encourage the learners to hold
and acquaint themselves with the basic
parts of flat iron and let them identify the
name and the function of each part.
Self-Check 85 A. Instruct learners to prepare/bring 1
1.1 Identify their modules and Activity Notebooks.
the Parts and B. Guide learners in taking Self-Check
Functions of an 1.1
Electric Flat Iron
C. Answer Key
Name Function
1 AC Cord Used to connect the unit
to power source.
2 Selector A type of switch used
Switch to select the amount of

DRAFT
heat required in ironing
different types of fabrics.
3 Thermal Fuse A safety protective device
used to cut-off the circuit
when the temperature
rises at above normal.
4 Heating A form of nichrome
Element wire that assembles
properly inside the high
temperature metallic tube
in flat iron to provide
heat.
5 Soleplate A base metal that serves
as fabric pressing part
made of metal where
the heating element are
placed.
6 Handle The part of a flat iron
by which it is carried or
controlled.
7 Body/Case Used to protect the
internal parts of the
flat iron and serves as
shield for the heat and
protection of the hand of
the user.
8 Neon/Pilot Indicates that electricity
Lamp is flowing along the
heating element.

27
 9 Thermostat Regulates the
Assembly temperature.
10 Electronic Added feature of modern
Control electric flat iron which
can act as timer or
automatic power cut-
off switch for additional
protection.
If the students got all the right answers
to the questions, that is an excellent
performance. If they missed one or more
item/s, they should review the questions,
go back to information sheet 1.1, and
study them more closely. Before they can
proceed to the next lesson they must get
all the right answers.
Self-Check 87 A. Instruct learners to prepare/bring 1
1.2 Schematic their modules, Activity Notebooks, pencil
Diagram of an and electric flat iron which will serve
Electric Flat as reference in drawing the schematic
Iron (Without diagram. Explain to the students the
the Electronic criteria:

DRAFT
Control)
Criteria Points
Complete diagram with labels. 10
With one missing component or label 8
With 1 missing component and label 6
With 2 missing components or labels 4
With 2 missing components and
2
labels
With more than 3 missing components
0
or labels
B. Guide learners in taking Self-Check
1.2

C. Answer Key (Diagram)

220VAC

28
Information 88 A. Prepare/bring the following: 2
Sheet 1.3 • Module
Heating as One • Visual aid (to include, but not limited
of the Effects of to nichrome wire, incandescent bulb or
Electricity any appliance that can produce heat for
demonstration purposes).
B. Guide learners in the discussion
of the lesson. Identify and clarify
any misconception/s on the topic.
Provide multimedia viewing where it is
appropriate, the sample website below
shows the applications of heating effect
of electricity:

http://www.youtube.com/
watch?v=Aq7c9Xi6Okc
Applications of Heating Effect of Electric
Current
Date Obtained: July 15, 2014
Information 89 A. Prepare/bring the following: 2
Sheet 1.4 Module

DRAFT
Basic Concept Visual aid (to include sample electronic
of Electronic control/timer for demonstration
Control purposes)
(Transistor B. Guide learners in the discussion
Timer) of the lesson. Identify and clarify any
misconception/s on the topic. Provide
actual electronic timer control for
viewing and demonstration, the website
below shows details on how to make
a Transistor Timer Circuit using a
breadboard:
http://startingelectronics.com/
beginners/start-electronics-now/tut2-
transistor-timer/"Tutorial 2: Transistor
Timer Circuit." Starting Electronics. 
Date Obtained: July 15, 2014

29
Activity Sheet 90 A. Instruct learners to prepare/bring the 2
1.1 Electronic following resources:
Timer Control • Materials:
Breadboard Diagram 1pc 9 V Battery or
of Electronic Timer DC Power Supply
1pc 470 ohm 1/4w 1pc 470/16v uF
Resistor Capacitor
1pc 1K ohm 1/4w 5 mm LED (preferably
Resistor red)
1pc 22K ohm 1/4w 1pc 2N222 Transistor
Resistor
# 22 Solid Wire
(Jumper)
• Hand tools
• Diagram (found on p.86 of the LM).

B. Before the activity, orient the learners

that their performance will be assessed
using the criteria for functional project
on pp. 87 – 88 of the LM. If they got
75 and below, they need to go over the
procedures and ask assistance from their

DRAFT
classmates/teacher. Guide the learners
in component placement.
Activity Sheet 91 A. Instruct learners to prepare/bring the 2
1.2 Receiving following resources:
Electronically- • Domestic appliance: Electric Flat
Controlled Iron
Domestic • Receiving/Check-up Form
Appliance for B. Before the activity, orient the learners
Maintain/Repair that their performance will be assessed
using Performance Check 1.1.
Performance 93 Give student one point for every task 1
Check 1.1 accomplished, 10 points maximum.
LO 2: Diagnose 93
Faults of
Electronically-
Controlled
Domestic
Appliances
Information 94 A. Prepare/bring the following: 2
Sheet 2.1: Pre- • Module
Testing and • Visual aid to include functional
Troubleshooting electric flat iron.
an Electric Flat • Handtools
Iron

30
 B. Guide learners in the discussion
of the lesson. Identify and clarify any
misconceptions on the topic. Provide
actual electric flat iron and handtools for
demonstration.
Activity Sheet 95 A. Instruct learners to prepare/bring the 2
2.1: Pre- following resources:
Testing and • Electric Flat Iron
Troubleshooting • Activity Sheet/Forms
an Electric Flat • Handtools and Equipment
Iron
• Cleaning Materials
• PPE
B. Before the activity, orient the learners
that their performance will be assessed
using criteria on Performance Check 2.1.
Advise the students to observe safety
precautions at all times.
Performance 97 Assess the students’ performance. If 1
Check 2.1 they got 75 and below, they need to go
over the procedures and ask assistance

DRAFT
from their classmates/teacher. Guide the
learners in component placement.
LO 3: Maintain/ 97
Repair of an
Electric Flat Iron

Self-Check 98 A. Instruct learners to prepare/bring 1

3.1 Personal their modules and Activity Notebooks.
Protective Before students’ self-check you must
Equipment and make an initial assessment of the
OHS workplace and take note of all possible
sources of danger.
B. Guide learners in taking Self-Check
3.1
C. Possible Answers (Answers may vary
depending on the location or workplace.)
Body Part Source of PPE
Danger
1Eyes Projectile Goggles
2Ears None
3Head None
4Respiratory Dust Masks
5Body None
6Hands and Hot Flat Iron, Gloves
Arms Electric Shock
7Feet Slippery Floor, Safety
Electric Shock Shoes

31
 The students should have identified
all possible sources of danger in the
workplace. If one or more items were
missed, let the students review the self-
check and guide them closely so that
they may get all the right answers.
Information 98 A. Prepare/bring the following: 2
Sheet 3.1: • Module
Component • Visual aid
Replacement • Electric Flat Iron with
Manufacturer’s Service Manual and
Schematic Diagram
B. Guide learners in the discussion
of the lesson. Identify and clarify any
misconception/s on the topic. Provide
electric flat iron, manufacturer’s
service manual with schematic diagram
and sample replacement parts for
demonstration.
Information 99 A. Prepare/bring the following: 2
Sheet 3.2: • Module
Troubleshooting, • Visual Aid

DRAFT
Maintenance • Handtools and Equipment
and Cleaning • Electric Flat Iron with Manufacturer
Tips Schematic Diagram
• Cleaning Materials
B. Guide learners in the discussion
of the lesson. Identify and clarify any
misconception/s on the topic. Provide
electric flat iron, manufacturer schematic
diagram and cleaning materials for
demonstration.
Activity 100 A. Instruct learners to prepare/bring the 2
Sheet 3.1: following resources:
Maintenance • Module
And Repair of an • Electric Flat Iron with Service
Electric Flat Iron Manual
• Activity Sheet/Forms
• Handtools and Equipment
• Cleaning Materials
• PPE
B. Before the activity, orient the learners
that their performance will be assessed
using criteria on Performance Check 3.1.
Instruct them to follow the directions on
the activity sheet.

32
Performance 101 Assess the students’ performance. If 1
Check 3.1: Pre- they got 75 and below, they need to go
testing and over the procedures and ask assistance
Diagnosing/ from their classmates/teacher. Guide the
Troubleshooting learners in pre-testing and diagnosing/
an Electric Flat troubleshooting.
Iron
LO 4: 102
Reassemble and
Test Repaired
Appliances
Information 102 A. Prepare/bring the following: 2
Sheet 4.1: • Module
Reassembling • Visual Aid
and Testing • Disassembled Electric Flat Iron with
Electric Flat Iron Manufacturer’s Service Manual
• Handtools and Equipment
• Cleaning Materials
B. Guide learners in the discussion
of the lesson. Identify and clarify any
misconception/s on the topic. Provide

DRAFT
disassembled electric flat iron with
manufacturer’s service manual and
schematic diagram for demonstration of
reassembling and testing.
Activity 103 A. Instruct learners to prepare/bring the 2
Sheet 4.1: following resources:
Reassembling • Module
And Testing • Electric Flat Iron with Service
Repaired Manual
Appliances • Activity Sheet/Forms
• Handtools and Equipment
• Cleaning Materials
• PPE
B. Before the activity, orient the learners
that their performance will be assessed
using criteria on Performance Check 3.1.
Instruct them to follow the directions on
the activity sheet.
Performance 103 Assess the students’ performance. If 1
Check 4.1: they got 75 and below, they need to go
Reassembling over the procedures and ask assistance
and Testing from their classmates/teacher. Guide
Repaired the learners in reassembling and testing
Appliances repaired appliances.

33
Suggested This activity will further enhance the 2
Differentiated knowledge and skills of the students in
Activity for troubleshooting of electric flat iron.
Troubleshooting
Instruction:
1. Prepare 3 flat irons with different
defects. Label it 1, 2 and 3. The
manufacturer’s diagram should be made
available for reference of students.
2. Also prepare necessary hand tools and
PPE.
3. Let each of the students troubleshoot
the rice cookers, identify the defects
and write the solutions on their activity
notebook.
4. Ask/interview each student how he/
she came-up with the solutions. If
you are not satisfied with the result,
additional differentiated activity may
be given to a student in the form of
homework, assignment or agreement

DRAFT
to ensure mastery. For safety, be sure
that the student will work under the
supervision of a knowledgeable adult or
technician.
SUMMATIVE 104 A. The Summative Assessment has 4
ASSESSMENT two types of test, Part I and II are both
written tests and should be answered
on a sheet of paper and should be
finished in 50 minutes. while part III is
a performance test and should be done
in 30 minutes. Written and performance
tests may be given in two separate days.

B. Answer Key
Part I
1. D
2. C
3. B
4. B
5. D
6. A
7. B
8. D
9. A
10. C

34
 Part II

220VAC

Use the following criteria in checking the

diagram.
Criteria Pts
Complete diagram with complete labels. 10
With 1 missing component or label. 8
With 1 missing component and label 6
With 2 missing components or labels. 4

DRAFT
With 2 missing components and labels. 2
With more than 3 missing components 0
or labels.
Part III
Ten (10) points will be given if the
appliance was repaired and 1 point
deduction will be applied for mistakes
following the criteria below:
Criteria
Workmanship Followed the steps
accordingly/Less 1 point for
every missed procedure.
Use of Tools Used tools/ materials in
right task/Less 1 point for
every wrong use.
Use of Personal Used PPE during the whole
Protective activity/Less 1 point for
Equipment every forgotten instances
Speed Finished within the time/
Less 1 point for every five
minutes delay
Housekeeping Cleaned the workplace
before, during and after
the activity/Less 1 point
for every dirt and disorder
observed

35
 Content Standard Performance Standard
The learner demonstrates an The learner independently maintains and
understanding of the concepts in repairs appliances with motor and with a
maintaining and repairing appliances heating element:
with motor and with a heating element:

• Toaster Oven • Toaster Oven

QUARTER III TIME ALLOTMENT: 40 HOURS

TITLE PAGE Instructions Suggested #

of Hours
Quarter III: 106
Maintenance
and Repair
Electronically-
Controlled
Domestic
Appliances (Toaster
Oven)
Introduction 106 This lesson shall give learners
the competencies in maintaining

DRAFT
and repairing electronically-
controlled domestic appliances. It
includes information, suggested
learning activities, instructions and
procedures of the following learning
outcomes in which learners are
expected to:
LO1: Prepare Unit, Tools,
Equipment and Workplace for
Maintain/Repair
LO 2: Diagnose Faults of
Electronically-Controlled Domestic
Applianced
LO 3: Maintain/Repair a Toaster
Oven
LO4: Reassemble and Test Repaired
Appliances

Each learning outcome contains

learning activities with information
and activity sheets, Pre/Diagnostic
Assessment and Self-Check.

36
 Safety procedures are
incorporated in the activities. In
addition, testing procedures and
proper documentation are specified
in accordance with standard
operating procedures. There are
forms to accomplish for proper
documentation. Safety practices are
expected to be observed at all times.
Pre/Diagnostic 106 A. Instruct learners to prepare a
Assessment separate sheet of paper for the
Pre/Diagnostic Assessment or
let the learners bring their own
modules together with their Activity
Notebooks.

B. Explain to the learners about

the importance of Pre/Diagnostic
Assessment as evaluation of their
prior knowledge and its results to
clarify misconceptions and to serve
as their guide for further learning.

DRAFT
C. Answer Key
1. C. Toaster Oven
2. C. Service Manual
3. B. Set of Tools
4. B. Heating Element
5. A. Convection Fan
6. A. Function control knob
7. C. Glass door
8. D. Timer Knob
9. C. Screwdriver
10. B. Ohmmeter
LO1: Prepare Unit, 107
Tools, Equipment
and Workplace for
Maintenance/
Repair
Information 107 A. Prepare/bring the following:
Sheet 1.1 Tools • Module
and Materials • Visual Aid (to include, but not
in Maintaining limited to hand tools, equipment
Electronically- and materials)
Controlled Toaster B. Guide learners in the discussion
Oven of the lesson. Identify and clarify
any misconception/s on the topic.

37
Self-Check 1.1 109 A. Instruct learners to prepare/
bring their modules and Activity
Notebooks.
B. Guide learners in taking Self-
Check 1.1
C. Answer Key: These are the names
of tools to be found on the table:
• Flat screwdriver
• Philip screwdriver
• Soldering iron
• Multitester
• ESD wrist strap
• Long nose plier
• Cable tie
• Mask
• Diagonal cutting plier
• Wrench
Information Sheet 109 A. Prepare/bring the following:
1.2 Operation of • Module
a Toaster Oven, • Visual Aid (to include, but not
its Parts and limited to the operation, function of

DRAFT
Functions parts, and safety reminders)
B. Guide learners in the discussion
of the lesson. Identify and clarify
any misconception/s on the topic.
Self-Check 1.2 117 A. Ask the learners to prepare their
Activity Notebooks and Modules.

B. Let the learners answer the

Summative Assessment on their
Activity Notebooks.

C. Answer Key
A. Multiple Choice
1. A
2. C
3. A
4. B
5. B
B. 6-10 Essay Type: (For scoring
please refer to the criteria given in
the LM.)

38
Information Sheet 118 A. Prepare/bring the following:
1.3 Basic Concept • Module
of Electronic- • Visual Aid (to include, but not
Controlled limited to the information about the
Transistor Timer concept of electronic control)
B. Guide learners in the discussion
of the lesson. Identify and clarify
any misconception/s on the topic.
Activity 1.3: 118 A. Instruct the learners to prepare
Electronic Timer the following resources:
Control (Transistor 1 Circuit diagram 2pcs. capacitors
Timer) 10uF/16v
2 pcs. resistors 2 pcs. transistors
220Ω ¼ w 2N3904
2pcs. resistors 1.f feet Solid wire
47K Ω ¼ w #22
2pcs. dry cell
(AA)
B. Before the activity, orient the
students that their performance will

DRAFT
be assessed using the criteria on
Performance Assessment 1.3 found
in the module. Directions are given
in the module for them to know
what to do. After the time allotment,
assess your students’ performance
using the given rubrics.
Performance 119 A. Instruct learners to prepare/
Assessment 1.3 bring their modules and Activity
Notebooks.

B. After the activity, instruct

the learner to have a copy of the
Performance Check 1.3 form. Assess
their performance using the criteria
presented by following the directions
given for the corresponding rating
of students. Student’s and teacher’s
signatures are required with a date
for student’s self-assessment. If
they got lower than 75, they should
go over the Information Sheet and
repeat the activity.

39
Activity 1.4: 120 A. Instruct the learners to prepare/
Receiving A bring the following resources:
Toaster Oven Toaster Oven (preferably
(Electronically- electronically-controlled)
Controlled) For Maintenance and Repair form (to
Maintain/Repair be copied on a separate sheet)

B. Before the activity, orient the

learners that their performance
will be assessed using the tasks/
criteria on Performance Check 1.4
found in the module. They should
have checked at least 9 YES mark
to be able to proceed to the next
LO. If not, they need to go over the
procedures and ask assistance from
their classmates/teacher. Guide
them in doing the activity.
Performance Check 121 A. Instruct learners to prepare/
1.4 bring their modules and Activity
Notebooks.

DRAFT
B. After the activity, the learner’s
performance will be assessed using
the task/criteria on Performance
Check 1.4. Guide the students as
they rate themselves. Student’s and
teacher’s signatures are required
with a date for student’s self-
assessment. Series of follow-up
questions could be given to confirm
their mark/s.
LO 2: Diagnose 121
Faults of
Electronically-
Controlled
Domestic
Appliances
Information 122 A. Prepare/bring the following:
Sheet 2.1: Pre- • Module
Testing and • Visual aid (to include, but
Troubleshooting not limited to the pre-testing and
a Toaster Oven troubleshooting guide)
(Electronically- B. Guide learners in the discussion
Controlled) of the lesson. Identify and clarify
any misconception/s on the topic.

40
Activity Sheet 124 A. Instruct the learners to prepare
2.1: Pre-Testing the following resources:
and Diagnosing/ Service Manual of Toaster Oven
Troubleshooting Toaster Oven (functional/
an Electronically- defective)
Controlled Toaster Activity Sheet/Form/s
Oven Tools and instrument:
Pliers
Screwdrivers
Volt-Ohm-Milliammeter
Cleaning materials
Personal Protective Equipment

B. Before the activity, orient the

students that their performance
will be assessed using the criteria
on Performance Check 2.1 found
in the module. Directions are given
in the module for them to know
what to do. After the time allotment,
the accomplished form should

DRAFT
be submitted to the teacher and
subject for his/her assessment.
Performance Check 126 A. Instruct learners to prepare/
2.1 bring their modules and Activity
Notebooks.

B. After the activity, instruct the

learners to have a copy of the
Performance Check 2.1 form. Assess
the performance using the criteria
on Performance Check 2.1 by
following the directions given for the
corresponding rating of students.
Student’s and teacher’s signatures
are required with date for student’s
self-assessment. If they got lower
than 75, they should go over the
Information Sheet and repeat the
activity.
LO 3: 127
Maintenance/
Repair of Toaster
Oven

41
Information Sheet 127 A. Prepare/bring the following:
3.1: PPE/OHS • Module
• Visual Aid (to include, but not
limited to PPEs)
B. Guide learners in the discussion
of the lesson. Identify and clarify
any misconception/s on the topic.
Self-Check 3.1 128 A. Instruct learners to prepare/
bring their modules and Activity
Notebooks.
B. Guide learners in taking Self-
Check 1.2
C. Answer Key
I. 1. Ears
2. Respiratory
3. Body
4. Eyes
5. Hands and Arms
II. 1-3. safety, health and welfare
4. safe work environment
5. removed

DRAFT
6-7. report and act
8. fire exit
9-10. reported and recorded
Information Sheet 129 A. Prepare/bring the following:
3.2: Component • Module
Replacement • Visual Aid (to include, but not
limited to components testing and
replacement procedures
B. Guide learners in the discussion
of the lesson. Identify and clarify
any misconception/s on the topic.
Self-Check 3.2 130 A. Instruct learners to prepare/
bring their modules and Activity
Notebooks.

B. Guide learners in taking Self-

Check 1.2

C. Answer Key
1. Availability
2. Tolerance
3. Quality
4. Price
5. Service manual

42
Information 130 A. Prepare/bring the following:
Sheet 3.3: • Module
Troubleshooting • Visual Aid (to include, but not
Tips limited to troubleshooting tips)
B. Guide learners in the discussion
of the lesson. Identify and clarify
any misconception/s on the topic.
Activity Sheet 3.1: 134 A. Instruct the learners to prepare
Maintenance and the following resources:
Repair of a Toaster Service Manual of Toaster Oven
Oven Toaster Oven (functional/
defective)
Activity Sheet/Form/s
Tools and instruments:
Pliers
Screwdrivers
Volt-Ohm-Milliammeter
Cleaning materials
Personal Protective Equipment

DRAFT
B. Before the activity, orient the
students that their performance
will be assessed using the criteria
on Performance Check 3.3 found
in the module. Directions are given
in the module for them to know
what to do. After the time alloted,
accomplished form should be
submitted to teacher for his/her
assessment.
Performance Check 136 A. Instruct learners to prepare/
3.1 bring their modules and Activity
Notebooks.
B. After the activity, instruct the
learners to have a copy of the
Performance Check 3.3 form. Assess
their performance using the criteria
presented by following the directions
given for the corresponding rating
of students. Student’s and teacher’s
signatures are required with the
date for student’s self-assessment. If
they got lower than 75, they should
go over the Information Sheet and
repeat the activity.

43
LO 4: Reassemble 137
and Test Repaired
Appliances

Information Sheet 137 A. Prepare/bring the following:

4.1: Reassembling • Module
and Testing • Visual aid (to include, but not
Repaired Toaster limited to reassembling and testing
Oven repaired toaster oven)
B. Guide learners in the discussion
of the lesson. Identify and clarify
any misconception/s on the topic.
Activity 4.1: 138 A. Instruct the learners to prepare
Reassembling And the following resources:
Testing Repaired Repaired appliance (toaster oven)
Toaster Oven Hand tools and instruments
Maintenance and Repair form

B. Before the activity, orient the

students that their performance will

DRAFT
be assessed using the criteria on
Performance Check 4.1 found in the
module. Directions are given in the
module for them to know what to
do. After the time alloted, assess the
students on how they performed the
activity.
Performance Check 138 A. Instruct learners to prepare/
4.1: bring their modules and Activity
Notebooks.

B. After the activity, instruct the

learners to obtain a copy of the
Performance Check 4.1 form. Assess
their performance using the criteria
presented by following the directions
given for the corresponding rating
of students. Student’s and teacher’s
signatures are required with a date
for student’s self-assessment. If
they got lower than 75, they should
go over the Information Sheet and
repeat the activity.

44
Suggested This activity will enhance the
Differentiated skills in pre-testing a toaster oven
Activity for Pre- (electronically-controlled and
testing a Toaster manually-operated).
Oven
Instructions:
1. Prepare at least three toaster
ovens (electronically-controlled and
manually-operated) in separate
locations.
2. Instruct the students that
they will perform the pre-testing
procedure on the three toaster
ovens. They are about to access the
electrical connections for proper
testing.
3. As they perform the pre-
testing, they will note the
observations gathered. After the pre-
testing, student’s write-up will follow
differentiating the procedures/
approaches done.
4. Each student will be given

DRAFT
at least five minutes to present/
discuss his/her write-up. Reactions
from the group will be allowed
for further sharing of ideas and
learning. The teacher will facilitate
the discussion.
SUMMATIVE 139 A. Ask the learners to bring their
ASSESSMENT Activity Notebooks and Modules.
B. Let the learners answer the
Summative Assessment on their
Activity Notebooks.
C. Answer Key
I.
1. B. Heating element
2. C. Timer
3. B. LCD screen
4. D. Relay
5. C. Timer
II.
6. Problem
7. Operation or service manual
8. Inspection
9. Infinite
10. Document or record

45
III.
11-20. Essay Type: (For scoring
please refer to the criteria given in
the LM.)
IV.
21-30. Performance (For scoring
please refer to the scoring rubrics in
the LM.)

DRAFT

46
Content Standard Performance Standard
The learner demonstrates an The learner independently
understanding of the concepts maintains and repairs appliances
in maintaining and repairing with motor and with a heating
appliances with motor and with element:
a heating element:

• Rice Cooker • Rice Cooker

QUARTER IV TIME ALLOTMENT: 40 HOURS

TITLE PAGE Instructions Suggested #

of Hours
Quarter IV: 141
Maintenance
and Repair of an
Electronically-
Controlled
Domestic
Appliances
Introduction 141 This lesson contains necessary

DRAFT
information and suggested
learning activities in Maintaining
and Repairing a Rice Cooker.
In addition, pre-testing and
disassembling-assembling
procedures of a rice cooker are
included to comply with the
standard operating procedures.
There are forms to accomplish for
proper documentation.
Pre/Diagnostic 141 A. Instruct learners to prepare a 1
Assessment separate sheet of paper for the
Pre/Diagnostic Assessment or
let the learners bring their own
modules together with their Activity
Notebooks.

B. Explain to the learners the

importance of Pre/Diagnostic
Assessment as evaluation of their
prior knowledge and clarification of
misconceptions as their guide for
further learning.

C. Answer Key
1. B 6. B

47
 2. C 7. C
3. A 8. A
4. A 9. B
5. A 10. C
LO1: Prepare Unit, 142
Tools, Equipment
and Workplace
for Maintenance/
Repair (Rice
Cooker)

Information 142 A. Prepare/bring the following: 1

Sheet 1.1 Tools • Module
and Materials • Hand tools and equipment
in Maintaining • Visual aids
Electronically- B. Guide learners in the discussion
Controlled of the lesson. Let the learners
Domestic Appliance take hold of the available tools and
equipment found in the shop and
acquaint themselves with the parts

DRAFT
and ask them to identify the names
and the uses of each part while
being extra careful not to damage
the tools or hurt themselves.
Information Sheet 144 A. Prepare/bring the following: 6
1.2 Operation of an • Module
Electric Rice Cooker • Hand tools and equipment
• Visual aids
B. Guide learners in the discussion
of the lesson. Encourage the
learners to hold and acquaint
themselves with the basic parts of
an Electric Rice Cooker and let them
identify the name and the functions
of each part of the appliance.

Self-Check 1.2 150 A. Instruct learners to prepare/bring 1

Schematic Diagram their modules, Activity Notebooks,
of an Electric Rice pencil and electric flat iron which
Cooker (Without will serve as reference in drawing
Electronic Control) the schematic diagram. Explain the
criteria to the learners:
Criteria Points
Complete diagram with 10
labels
With one missing 8
component or label

48
 With 1 missing component 6
and label
With 2 missing components 4
or labels
With 2 missing components 2
and labels
With more than 3 missing 0
components or labels
B. Guide learners in taking Self-
Check 1.2
C. Answer Key (Diagram)

1.3 Electronic
DRAFT
Information Sheet 150 A. Prepare/bring the following:
• Module
2

Control Systems • Visual Aid to include sample

Used in Rice Cooker electronic control and diagram.
B. Guide learners in the discussion
of the lesson. Identify and clarify
any misconception/s on the
topic. Provide actual electronic
control system for viewing and
demonstration.
Activity Sheet 152 A. Instruct learners to prepare/bring 2
1.1: Heat Sensor the following resources:
(Simple Fire Alarm) • Materials:
Breadboard Capacitors
Resistors (All ¼ C1 = 10 µF/16V
w,Carbon)
VR1=10 KΩ C2 = 0.04 µF
Variable
R3, R7, R8 = 470 C3 = 0.01 µF
Ω
R2 = 33 K Ω Semiconductors
R4 = 560 Ω IC1 = NE555
(timer IC)

49
 R5 = 47 KΩ T1 = BC548
R6 = 2.2 KΩ T2 = BC558
Miscellaneous T3 = SL100B
(any medium
power general
purpose NPN
transis
TH1=Thermistor10 or like: 2N4922 ,
KΩ 2N4921,2N4238,
FCX1053A)
LS1 = 8 Ω, 1W D1=1N4001
speaker
Mica Tape
• Hand tools
• Diagram (can be found on the
LM)
B. Before the activity, orient the
learners that their performance
will be assessed using the criteria
for functional project. If they got
75 and below, they need to go over
the procedures and ask assistance

DRAFT
from their classmates/teacher.
Guide the learners as they perform
the activity. Keep on reminding
students to practice safety
precautions at all times.
Activity 1.2: 154 A. Instruct learners to prepare/bring 2
Receiving the following resources:
Electronically- • Domestic appliance: Electric
Controlled Rice Cooker
Domestic Appliance • Receiving/Check-up Form
for Maintain/Repair B. Before the activity, orient the
learners that their performance
will be assessed using Performance
Check 1.1.
Performance Check 156 Give student one (1) point for every 1
1.1 Receiving task accomplished, ten (10) points
Electronically- maximum.
Controlled
Domestic Appliance
For Repair

50
LO 2: Diagnose 157
Faults of
Electronically-
Controlled
Domestic
Appliances (Rice
Cooker
Information Sheet 157 A. Prepare/bring the following: 4
2.1: Procedures in • Module
Pre-Testing and • Visual Aid to include functional
Troubleshooting an Rice Cooker
Electric Rice Cooker • Handtools
B. Guide learners in the discussion
of the lesson. Identify and clarify
any misconception/s on the topic.
Provide actual electric flat iron and
handtools for demonstration.
Activity Sheet 2.1: 161 A. Instruct learners to prepare/bring 2
Pre-Testing and the following resources:
Troubleshooting a • Rice Cooker
• Activity Sheet/Forms

DRAFT
Rice Cooker
• Handtools and Equipment
• Cleaning Materials
• PPE
B. Before the activity, orient the
learners that their performance
will be assessed using criteria on
Performance Check 2.1. Advise
the students to observe safety
precautions at all times.
Performance Check 162 Assess the students’ performance. 2
2.1 Pre-Testing If they got 75 and below, they need
And Diagnosing/ to go over the procedures and ask
Troubleshooting An assistance from their classmates/
Electric Rice Cooker teacher. Guide the learners in
pre-testing and diagnosing/
troubleshooting.
LO 3: Maintenance 163
and Repair of an
Electric Rice Cooker

51
Self-Check 3.1 164 A. Instruct learners to prepare/ 1
Personal Protective bring their modules and Activity
Equipment Notebooks. Before students’ self-
check, the teacher must make an
initial assessment of the workplace
and take note of all possible sources
of danger.
B. Guide learners in taking Self-
Check 3.1
C. Possible Answers (Answers may
vary depending on the location or
workplace.)
Organ Source of PPE
Danger
1 Eyes Projectile, Goggles
Steam
2 Ears None
3 Head None
4 Respiratory Dust Mask
5 Body None
6 Hands and Extreme Gloves
Arms Temperature,
Electric

DRAFT
Shock
7 Feet Slippery Safety
Floor, Electric Shoes
Shock
The student should have identified
all possible sources of danger in
the workplace. If one or more items
were missed, let the student review
the self-check and guide them
closely so that they may get all the
right answers.
Information Sheet 164 A. Prepare/bring the following:
3.1 Reminders • Module
for Component • Visual Aid (to include, but not
Replacement limited to components testing and
replacement procedures)
B. Guide learners in the discussion
of the lesson. Identify and clarify
any misconception/s on the topic.
Information 165 A. Prepare/bring the following: 2
Sheet 3.2 • Module
Troubleshooting, • Visual aid
Maintenance and • Disassembled Rice Cooker with
Cleaning Tips Manufacturer’s Service Manual
• Handtools and Equipment
• Cleaning Materials

52
 B. Guide learners in the discussion
of the lesson. Identify and clarify
any misconception/s on the topic.
Provide disassembled electric flat
iron with manufacturer’s service
manual and schematic diagram for
demonstration of reassembling and
testing.
Activity Sheet 3.1 166 A. Instruct learners to prepare/bring 2
Maintenance and the following resources:
Repair of a Rice • Module
Cooker • Rice Cooker with Service
Manual
• Activity Sheet/Forms
• Handtools and equipment
• Cleaning Materials
• PPE
B. Before the activity, orient the
learners that their performance
will be assessed using criteria on
Performance Check 3.1. Instruct

DRAFT
them to follow the directions on the
activity sheet.
Performance Check 167 Assess the students’ performance. 1
3.1 Maintenance If they got 75 and below, they
and Repair of a Rice need to go over the procedures
Cooker and ask them for assistance from
their classmates/teacher. Guide
the learners in pre-testing and
diagnosing/troubleshooting.
LO 4: Reassemble 168
and Test Repaired
Appliances
Information Sheet 168 A. Prepare/bring the following: 1
4.1: Reassembling • Module
and Testing an • Visual Aid
Electric Rice Cooker • Disassembled Rice Cooker with
Manufacturer’s Service Manual
• Handtools and Equipment
• Cleaning Materials
B. Guide learners in the discussion
of the lesson. Identify and clarify
any misconception/s on the
topic. Provide disassembled rice
cooker with manufacturer’s service
manual and schematic diagram for
demonstration of reassembling and
testing.

53
Activity 4.1 169 A. Instruct learners to prepare/bring 2
Reassembling and the following resources:
Testing a Rice • Module
Cooker • Rice Cooker with Service
Manual
• Activity Sheet/Forms
• Handtools and Equipment
• Cleaning Materials
• PPE
B. Before the activity, orient the
learners that their performance
will be assessed using criteria on
Performance Check 4.1. Instruct
them to follow the directions on the
activity sheet.
Performance Check 169 Assess the students’ performance. 1
4.1 Reassembling If they got 75 and below, they need
and Testing a Rice to go over the procedures and ask
Cooker assistance from their classmates/
teacher. Guide the learners in
reassembling and testing repaired
appliances.

DRAFT
Suggested This activity will further enhance the 2
Differentiated knowledge and skills of the students
Activity for in troubleshooting of a rice cooker.
Troubleshooting a
Rice Cooker Instruction:
1. Prepare three (3) rice cookers with
different defects. Label it 1, 2 and 3.
The manufacturer’s diagram should
be made available for reference of
students.
2. Also prepare necessary hand tools
and PPE.
3. Let each of the students
troubleshoot the rice cookers,
identify the defect and write the
solutions on their activity notebook.
4. Ask/interview each student how
he/she came up with the solutions.
If the teacher is not satisfied with
the result, additional differentiated
activity may be given to a student
in the form of homework or
agreement to ensure mastery. For
safety, be sure that the student will
work under the supervision of a
knowledgeable adult or technician.

54
SUMMATIVE 171 A. The Summative Assessment has 4
ASSESSMENT two types of test. Parts I and II are
both written tests and should be
answered on a sheet of paper and
finished in 50 minutes, while part
III is a performance test and should
be done in 30 minutes. Written and
performance tests may be given in
two separate days.

B. Answer Key
I. Multiple Choice:
1. A
2. B
3. A
4. A
5. A
6. A
7. B
8. C
9. C

DRAFT
10. B
II. Diagramming:

Use the following criteria in

checking the diagram.

III Performance:
Ten (10) points will be given if the
appliance was repaired and point
deduction will be applied following
the criteria below:

TECHNICAL 173
TERMS
BIBLIOGRAPHY 174

55
 Kto12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING NCII
Grade 10 (Specialization)
Course Description:

This is a standards-based curriculum leading to a TESDA Qualification Standard for

a Consumer Electronics Servicing National Certificate Level I (N II). It covers the core
competency of maintaining and repairing electronically-controlled domestic appliances that a
Grade 10 student should acquire.

The preliminaries of this course include the following: (1) discussion on the relevance
of the course, (2) explanation of key concepts relative to the course, and (3) exploration of
career opportunities.

CONTENT PERFORMANCE LEARNING

CONTENT CODE
STANDARD STANDARD COMPETENCIES

Introduction: The learner The learner 1. Explain core

1. Core concepts in demonstrates an independently concepts in
Electronics Servicing understanding demonstrates an electronics
2. Relevance of the of the basic understanding of the servicing
course concepts and core competency in 2. Discuss relevance
3. Employment / underlying electronics servicing of the course

DRAFT
business opportunities theories in as prescribed by 3. Explore
consumer TESDA Training opportunities for
electronics Regulations. employment/
servicing. business

PERSONAL ENTREPRENEURIAL COMPETENCIES (PeCS)

56
 CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES

1. Assessment of The learner The learner LO 1. Develop TLE_

learner’s Personal demonstrates an independently and strengthen PECS10-
Competencies and understanding creates a plan personal Ik-8
Skills (PeCS) vis-à-vis of one’s Personal of action that competencies
PeCS of a practicing Competencies strengthens/ further and skills
entrepreneur/ and Skills (PeCS) develops one’s (PeCS) needed
employee in a in Consumer PeCS in Consumer in Consumer
province. Electronics Electronics Servicing. Electronics
1.1 Characteristics Servicing. Servicing
1.2 Attributes 5.1 Identify
1.3 Lifestyles areas for
1.4 Skills improvement,
1.5 Traits development
2. Analysis of PeCS and growth
compared to the PeCS 5.2 Align one’s PeCS
of a practitioner according to his/
3. Strengthening and her business/
further developing career choice
one’s PeCS 5.3 Create a plan
of action that
ensures success

DRAFT
of his/her
business/career
choice
ENVIRONMENT AND MARKET (EM)

57
 CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES

1. Product Development The learner The learner LO 1. Develop a TLE_EM10-

2. Key concepts of demonstrates an independently product/ service Ik-IIk-1
developing a product understanding creates a business in Consumer
3. Finding Value of environment vicinity map Electronics
4. Innovation and market reflective of the Servicing
4.1 Unique Selling in Consumer potential Consumer 1.1 Identify what
4.2 Proposition (USP) Electronics Electronics Servicing is of “Value” to
Servicing in market within the the customer
one’s town/ locality/town. 1.2 Identify the
municipality. customer
1.3 Explain what
makes a
product unique
and competitive
1.4 Apply creative
and innovative
techniques
to develop
marketable
product
1.5 Employ a

DRAFT
Unique Selling
Proposition
(USP) to the
product/service

5. Selecting a Business LO 2. Select a TLE_EM10-

Idea business idea IIIk-2
6. Key concepts in based on the
Selecting a Business criteria and
Idea techniques set
6.1 Criteria 1.1 Enumerate
6.2 Techniques various criteria
and steps in
selecting a
business idea
1.2 Apply the
criteria/steps
in selecting a
viable business
idea
1.3 Determine
a business
idea based on
the criteria/
techniques set

58
 CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES

1. Branding LO 3. Develop TLE_EM10-

a brand for the IVk-3
product
3.1 Identify the
benefits of
having a good
brand
3.2 Enumerate
recognizable
brands in the
town/province
3.3 Enumerate
the criteria for
developing a
brand
3.4 Generate a
clear appealing
product brand
MAINTAINANCE AND REPAIR OF ELECTRONICALLY-CONTROLLED DOMESTIC APPLIANCES
(80) MR

DRAFT

59
 CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES
Servicing The learner The learner LO1. Prepare LE_
electronically- demonstrates an independently unit, tools, IAES10MR-
controlled domestic understanding maintains and equipment and Ia-j-1
appliances with motor of the concepts repairs appliances workplace for
and with heating in maintaining with motor and with maintenance/
elements and repairing a heating element: repair
1. Electronically appliances 1. washing 1.1 Prepare
controlled domestic with motor and machine necessary
appliances with a heating 2. flat iron tools, test
2. Service manuals element: 3. toaster oven instruments
3. Tools, materials and 1. 4. rice cooker and personal
test instruments washing protective
machine equipment in
2. flat iron line with job
3. toaster requirements
oven 1.2 Acquire service
4. rice manuals
cooker and service
information
required
for repair/
maintenance as

DRAFT
manufacturer’s
specifications
1.3 Conduct
complete
check-up of
electronically-
controlled
domestic
appliances
1.4 Document
the identified
defects based
on check-up
conducted

60
 CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES

4. Pre-testing procedure LO 2. Diagnose TLE_

in accordance with faults of IAES10MR-
the manufacturer’s electronically- Ia-j-2
manual. controlled
5. Steps in testing domestic
components appliances
6. Responsible persons 1.1 Observe
systematic
pre-testing
procedure in
accordance
with
manufacturer’s
instructions
1.2 Check and
isolate circuits
using specified
testing
procedure
1.3 Document
results of

DRAFT
diagnosis
and testing
accurately and
completely
within the
specified time
frame
1.4 Explain
identified
defects and
faults based on
the result of
diagnosis and
testing
1.5 Provide data/
information
regarding the
status and
serviceability of
the unit as per
procedure

61
 CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES

7. Personal protective LO 3 TLE_

equipment (PPE) MAINTAINANCE/ IAES10MR-
8. Troubles and possible REPAIR OF IIa-IVj-3
remedies APPLIANCES
9. Soldering and 1.1 Use PPE in
desoldering process accordance
10. Care and extreme with OHS
precaution in handling practices
the unit/product as 1.2 Perform repair
per procedure activity within
the required
timeframe
1.3 Observe safety
precautions in
handling the
unit/product as
per standard
operating
procedure
1.4 Replace
defective parts/

DRAFT
components
with identical
parts or
recommended
parts with
equivalent
ratings
1.5 Solder/mount
repaired or
replaced parts/
components
in accordance
with industry
standards
1.6 Clean unit in
accordance
with standard
operating
procedureS

62
 CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES

LO4 Reassemble TLE_

11. Reassembling
and test repaired IAES10MR-
repaired units
appliances IIa-IVj-4
according to
4.1 Perform
procedures
final test for
reassembled
units in
conformity with
manufacturer’s
specifications

DRAFT

63