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EIM Y2 Module 4
EIM Y2 Module 4
com
Technology Teacher:
Contextual Teacher:
Facilitator:
Encoder:
Lemuel C. Valles
This learning instrument was refined and enriched by the following educators:
TECHNOLOGY TEACHERS
ROMMEL M, MEDIDA
AFG Bernardino Memorial Trade School FRANCOISE E. FRANCO
Marilao Bulacan Rodriguez Vocational High School
Nagtahan, Manila
HECTOR M. VALLARTA
San Pedro Relocation Center National SAMUEL T. ARANZA
High School San Pedro Relocation Center Nat’l HS
San Pedro, Laguna San Pedro, Laguna
CONTEXTUAL TEACHERS
Science:
MYLA V. COMBALICER
Manuel S. Enverga Memorial College LOIDA A. RABANG
of Arts and Trades (MSEMCAT) Ilocos Norte Regional School of Fisheries
Mauban, Quezon La Paz, Laoag City
Mathematics:
LORENZO Y. BALDOVINO JR. FRANCISCO P. BOGTONG
San Pedro Relocation Ctr National HS AJ Villegas Vocational HS
San Pedro, Laguna Tondo, Manila
English:
ANGELITO A. DINA F. PADERANGA GINA C. DELOS
ESPEDIDO AFG Bernardino SANTOS
San Pedro Relocation Memorial Trade School A.F.G. Bernardino
Center National HS Marilao, Bulacan Memorial Trade School
San Pedro, Laguna Lias, Marilao, Bulacan
FACILITATORS
ENCODER
FLORELYN B. MORADA
Dept. of Education
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ACKNOWLEDGEMENT
TECHNOLOGY TEACHER
RODRIGO S. CASTILLO
Bauan Technical High School
Bauan, Batangas
ENGLISH EDITOR
ANGELITO A. ESPEDIDO
San Pedro Relocation Center National HS
San Pedro, Laguna
FACILITATORS
ENCODER
LEONARDO L. FELICIANO
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TABLE OF CONTENTS
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If you have questions, do not hesitate to ask your teacher for assistance.
You have already some basic knowledge and skills covered in this module. If
you can demonstrate competence to your teacher in a particular skill, talk to
your teacher so you do not have to undergo the same training again. If you have
a qualification or Certificate of Competency from previous trainings, show it to
him/her. If the skills you acquired are consistent with and relevant to this
module, they become part of the evidence. You can present these for RPL. If you
are not sure about your competence/skills, discuss this with your teacher.
After completing this module, ask your teacher to assess your competence.
Result of your assessment will be recorded in your competency profile. All the
learning activities are designed for you to complete at your own pace.
In this module, you will find the activities for you to complete and relevant
information sheets for each learning outcome. Each learning outcome may have
more than one learning activities.
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Assessment Criteria
Resources
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LEARNING EXPERIENCES/ACTIVITIES
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Types of Manual
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I & T Service Manual is made for tractors and have been published
since the early 1950’s and are still available today. I & T service
manual has the necessary specifications and the brief but terse
procedural data needed by a mechanic when repairing a tractor on
which he has no previous actual experience.
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Operation and Test Manual is made by John Deere and this tells
you how to figure which component of the machine may be causing
the problem.
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Your power tool and its Owner’s Manual may contain "WARNING ICONS"
(a picture symbol intended to alert you to, and/or instruct you how to avoid, a
potentially hazardous condition). Understanding and heeding these symbols will
help you operating your tool better and safer.
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Use sensibly.
Use only in the normal position as explained
in the product documentation.
Qualified Service
Only qualified personnel may install or
repair this product.
Water Resistance
The product is not water resistant. Keep it
dry.
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Procedure:
2. Identify the information on how to safely operate and use the machine.
Guide Questions:
5. If you don’t follow the series of procedures, what may be the result?
CRITERIA YES NO
Information in the manual are read and
understood.
Provision in the manual are applied.
The given task is performed based on the
manual.
Gradual adjustment are made based on the
manual,
Observe proper use of Personal Protective
Equipment (PPE).
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Assessment Criteria
Resources
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LEARNING EXPERIENCES/ACTIVITIES
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Grinding operation
1. Wear an industrial quality face shield and safety glasses when grinding.
2. Select a grinding wheel which will fit the arbor shaft.
3. Match the R.P.M. range of the wheel to the R.P.M. of the grinder when
selecting grinder wheels. This protects the wheel from exploding due to high
R.P.M. and rim speed.
4. Examine the grinding wheel for cracks before installing.
5. Be sure that the grinding wheel is kept at room temperature. A very cold
wheel may become frozen and break when used.
6. Firmly secure all work to the ground.
7. Hold the grinder with both hands when using.
8. Be sure the wheel guard is in place when grinding.
9. Be sure that no one is near with the grinding wheel when you start the
grinding operation.
10. Turn the grinder on and off to see if the grinding wheel vibrates excessively
and that it runs properly.
11. Feed the grinding wheel lightly into the work after the motor has reached
full operating speed.
12. Do not try too much pressure to grinder that may cause the wheel speed to
be reduced.
13. Do not lay the grinder down until the wheel has stopped turning.
14. Lay the grinder at rest, so nothing touches the grinding wheel while not in
use to avoid harm.
15. Return the portable grinder to its proper storage place after use.
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6. The wheel guard should be in place and used at all times when operating the
portable grinder.
7. Do not direct the grinder discharge sparks at yourself or others. The sparks
may cause burns, fires and/or small pieces of metal or grit to become in the
skin.
8. When grinding small pieces, be sure they are held securely in a vise clamped
to a table.
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Hand Tool: A power tool (e.g. rechargeable electric drill) with its manual of
operation.
Question:
1. According to the manual, how will you operate the hand tool?
4. Did you notice the result of using power tool prior to the reading of the
manual? What was the outcome?
CRITERIA YES NO
1. The instruction in the manual are studied
and understood furtherly.
Total
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Manual of Specification
Introduction
Service location which contains the location of the factory and the
authorized technician to be consulted.
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SELF-CHECK 2.2
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INTERPRETING SPECIFICATION
Procedure:
1. The teacher will provide you the copy of the manual containing
specification.
Specification of the
Information given Importance
product
Name plate information
Running Capacity
Product manufactured
Product Model
Safety information
Service Center
Product Specification
Name of model
Set of instruction
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Assessment Criteria
Resources
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LEARNING EXPERIENCES/ACTIVITIES
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Storing Manuals
Introduction
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Question:
a. Rain
b. Extreme heat
c. Air exposure
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SELF-CHECK 3-1
Direction: Supply the word or group of words that will make the statement
complete. Write your answer in your test notebook.
a. Heat c. Chemical
b. Light d. Damp environment
a. Light c. Air
b. Moisture d. Chemicals
a. Vermin c. Moisture
b. Chemical d. all of the choices
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Storing Manual
6. Do not get the manual from the cabinet if its not needed.
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ASSESSMENT PLAN
Assessment Method
Written Test*
Demonstration
Work Sample
Questioning*
Observation
Assessment Criteria
Oral
LO 1 Identify, assess, and interpret
specification/manuals
1. Manuals are identified and assessed as per job
requirements.
2. Version and date of manual are checked to
ensure correct specification and procedures.
3. Relevant sections, chapters of
specifications/manuals are located in relation to
the work to be conducted.
4. Information symbols and procedure in the
manual are interpreted in accordance with the
industry practices.
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Observation Checklist
Student’s name:
Teacher’s name:
Name of the
School:
Competency
standards
Unit of
competency:
Instructions for the assessor:
1. Observe the student how to observe procedure, specification and manual of
instructions.
2. Describe the assessment activity and the date when it was undertaken.
3. Place a check at the box to show that the student completed each area of the
activity to the standard expected in the enterprise.
4. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can…. If completed, check the
box
Did the student’s overall performance meet the Yes No
standard?
Teacher’s feedback:
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Student’s name:
Teacher’s name:
Name of the
School:
Competency
standards
Unit of
competency:
Instructions for the teacher:
1. Observe the student how to observe procedure, specification and manual of
instructions.
2. Describe the assessment activity and the date when it was undertaken.
3. Put check in the box to show that the student completed each area of the
activity to the standard expected in the enterprise.
4. Ask the student a selection of the questions from the attached list to confirm
his/her underpinning knowledge
5. Place a tick in the box to show that the student has answered the questions
correctly.
6. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can…. If completed, check
the box
Did the student’s overall performance meet the Yes No
standard?
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Demonstration
Student’s name:
Teacher’s name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials the student must be able to:
The student’s demonstration was:
Satisfactory Not Satisfactory
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Written report
Student’s name:
Teacher’s name:
Name of the
School:
Competency
standards
Unit of
competency:
Task:
Your task is to:
[insert description of task]
Submission date:
Use the checklist below as the basis for judging whether the student’s
report meets the required competency standards.
The student’s report…. If completed, check
the box
Generally, did the student’s report meet the Yes No
standard?
Comments:
Student’s
Date:
signature:
Teacher’s
Date:
signature:
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PERFORMANCE TEST
PERFORMANCE STANDARDS
For acceptable achievement, check YES for un Yes No N/A
acceptable achievement, check NO; and for an
achieved skill, Check N\A.
Get from Performance criteria of the module
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1. Repair
2. dangerous voltage
5. water resistance
3. Warranty information
4. Assembly instruction
1. A
2. D
3. A
4. D
5. D
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