Unit of Competency: PREPARE CONSTRUCTION TOLLS AND MATERIALS

Module Title: PREPARING CONSTRUCTION MATERIALS

AND TOOLS
Module No.: 1

ACKNOWLEDGMENT

Copyright Department of Education 2008

First Published JUNE 2008

This draft was prepared during the Competency-Based Learning

Materials Development Workshop conducted at the Marikina Hotel,
Marikina City on February 18-22, 2008 and finalized on May 23-25, 2008
at the Development Academy of the Philippines (DAP), Tagaytay City.

This learning instrument was developed by the following personnel:

Technology Teacher:

Mr. Eduardo B. Como

Bauan National Vocational and Agricultural High School San
Agustin, Bauan, Batangas

Contextual Teacher:

Ms. Gina C. delos Santos

A.F.G. Bernardino Memorial Trade School
Lias, Marilao, Bulacan

Facilitator:

Dr. Corazon Echano

Project Coordinator
Department of Education TechVoc Task Force

Encoder:
 Mr.Lemuel C. Valles/Ms. Catherine Pearl Sevilleno

Fund: Department of Education

REFERENCES AND FURTHER READING

1. Philippine Electrical Code. Year 2000 Edition.

2. Fundamental and Elements of Electricity by: Elpidio Cardenas Coryright 1989.

National Bookstore.

ACKNOWLEDGEMENT

Copyright: Department of Education 2009

This module was based on Competency-based Curriculum- Contextual

Learning Matrix (CBC-CLM) refined during the Writeshop on the Refinement, Enrichment
of Competency-Based Curriculum and Contextual Learning Matrix of ARTS and TRADES
Specializations at Marikina Hotel, Marikina City on April 20-25, 2009.

This learning instrument was refined and enriched by the following educators:

TECHNOLOGY TEACHERS

RODRIGO S. CASTILLO FORTUNATO C. MESINA

Bauan Technical High School Angeles City National Trade School
Bauan, Batangas Angeles City

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 of LOIDA A. RABANG
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

GINA C. DELOS
SANTOS
A.F.G. Bernardino
Memorial Trade School Lias, Marilao, Bulacan

Dr. ORLANDO E.
MANUEL Tech - Voc Task Force

English:
ANGELITO A. DINA F. PADERANGA
ESPEDIDO AFG Bernardino
San Pedro Relocation Memorial Trade School
Center National HS Marilao, Bulacan
San Pedro, Laguna

Dr. VICTORIO N. Dr. CORAZON L.

MEDRANO ECHANO
Tech-Voc Task Force Tech - Voc Task Force

FACILITATORS

ENCODER

FLORELYN B. MORADA Dept.

of Education
ACKNOWLEDGEMENT

Copyright: Department of Education 2009

This module was based on Competency-based Curriculum-

Contextual Learning Matrix (CBC-CLM) refined during the Writeshop on
the Finalization and Packaging of Competency-Based Curriculum and
Contextual Learning Matrix of ARTS and TRADES Specializations
Specializations at Marikina Hotel, Marikina City on May 4-9, 2009.
 This learning instrument was finalized and packed by the following
educators:

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

Dr. VICTORIO N. Dr. CORAZON L. Dr. ORLANDO E.

MEDRANO ECHANO MANUEL
Tech - Voc Task Force Tech - Voc Task Force Tech - Voc Task Force

ENCODER

LEONARDO L. FELICIANO
 TABLE OF CONTENTS

Page

How to Use this Module ................................................................................... i

Introduction.................................................................................................... ii
Technical Terms ............................................................................................ iii

Learning Outcome 1: Prepare appropriate tools and materials needed in

Electrical wiring installation
• Learning Experiences/Activities
............................................................. 2
• Information Sheet 1.1
............................................................................ 3
• Self-Check 1.1
..................................................................................... 10
• Activity Sheet 1.1
................................................................................. 11
• Activity Sheet 1.2
................................................................................. 12
• Activity 1.3
……………………………………………………………………………14
Learning Outcome 2: Store electrical tools upon completion of job
• Learning Experiences/Activities
........................................................... 16
• Information Sheet 2.1
.......................................................................... 17
• Self-Check 2.1
..................................................................................... 19
• Activity Sheet 2.1
................................................................................. 20
• Activity Sheet 2.2
................................................................................. 21
Learning Outcome 3: Maintain and store basic tools and equipment
• Learning Experiences/Activities
........................................................... 24
• Information Sheet 3.1
.......................................................................... 25
• Self-Check 3.1
..................................................................................... 27
• Activity Sheet 3.1
 ................................................................................. 28

• Activity Sheet 3.2

................................................................................. 29 Assessment Plan
........................................................................................... 30
Observation Checklist ................................................................................... 31
Observation and Questioning Checklist ......................................................... 32
Demonstration ..............................................................................................
33
Written Report ..............................................................................................
34 Performance Test
.......................................................................................... 35 Answer Key 1.1
............................................................................................. 36
Answer Key 2.1 .............................................................................................

37 Answer Key 3.1

............................................................................................. 38
 HOW TO USE THIS MODULE

Welcome to the Module “Preparing Construction Materials and Tools”. This

module contains training materials and activities for you to complete.

The unit of competency “Prepare Construction Materials and Tools”

contains the knowledge, skills and attitudes required for Building Wiring
Installation course required to obtain the National Certificate (NC) level II.

You are required to go through a series of learning activities in order to

complete each of the learning outcomes of the module. In each learning outcome
there are Information Sheets, Job Sheets, Operation Sheets and Activity
Sheets. Do these activities on your own and answer the Self-Check at the end of
each learning activity.

If you have questions, do not hesitate to ask your teacher for assistance.

Recognition of Prior Learning (RPL)

You may already have some basic knowledge and skills covered in this module.
If you can demonstrate competence to your teacher in a particular skill, talk to
him/her 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 recognition of prior
learning. 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 activity.

This module is prepared to help you achieve the required competency, in

receiving and relaying information. This will be the source of information that will
enable you to acquire the knowledge and skills in Building Wiring Installation NC
II independently at your own pace with minimum supervision from your teacher.

Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: PREPARE CONSTRUCTION MATERIALS AND TOOLS

 Module Title: Preparing Construction Materials and Tools i

INTRODUCTION:

This module contains information and suggested learning activities on the

preparation of construction materials and tools. It includes instructions and
procedure on how to prepare appropriate tools and materials needed in electrical
wiring installation; in storing unused and surplus electrical materials upon
completion of the job; and maintaining and storing basic tools and equipment.

This module consists of three (3) learning outcomes. Each learning outcome
contains learning activities with instruction sheets. Before you start, read well
the information sheets, the answer the self-check and activities provided by your
teacher to assess your competence. He/she will check if you have acquired the
knowledge necessary to perform the skill portion of the particular learning
outcome.

After accomplishing this module, report to your teacher for an assessment. If you
pass the assessment, you will be given a certificate of completion.

SUMMARY OF LEARNING OUTCOMES

Upon completion of the module, you should be able to:

LO1. prepare appropriate tools and materials needed in electrical wiring

installation;
LO2. store electrical tools upon the completion of job; and LO3.
maintain basic electrical tools and equipment.

ASSESSMENT CRITERIA

Refer to the assessment criteria of learning outcomes 1-4 of this module.

PREREQUISITES

Basic and Common Competencies

 ii
TECHNICAL TERMS

Amperes is a unit of measure of electric current.

Circuit is the path of electric current from the source to the components and goes
back to the source.
Kilowatt is a unit of power which is equivalent to 1000w.
Conductor is a wire or a cord which provides path for current flow.
Resistance is the quality of electric current measured in ohms that resists the flow
of current.
Hot wire is a wire which a current flows through it.
Insulator may be a plastic, rubber, an asbestos used to cover electric wires.
Maintenance is an action carried out to retain an item in or to restore it in an
acceptable condition.
Lubricants are preventive agents which protect a material, tool, and equipment
from corrosion.
iii
Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: PREPARE CONSTRUCTION MATERIALS AND TOOLS

Module Title: Preparing Construction Materials and Tools

Learning Outcome 1: Prepare appropriate tools and materials needed in electrical

wiring installation

Assessment Criteria

1. Electrical tools and materials are prepared in line with the job specification.
2. Quantity, quality and rating of tools and materials/accessories are checked in line
with the job requirements.
3. Damaged electrical tools and materials are reported to the person concerned.

References:

1. Philippine Electrical Code. Year 2000 Edition.

2. Fundamental and Elements of Electricity by: Elpidio Cardenas. Copyright 1989.

National Bookstore.

LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome: Prepare appropriate tools and materials needed in the

electrical wiring installation

Learning Activities Special Instructions

1. Read the information Sheet 1.1 Do not write anything in this
about the types of tools and module.
electrical materials.

2. Do the Self-Check 1.1. • Provide extra sheet/s of paper in

answering the Self-Check.

• Check your answer using the

answer key at the back of this
module.

3. Do the Activity Sheet 1.1 on the Prepare a table showing the same
preparation of requisition slip details in accomplishing the
form. requisition form.

4. Read /Perform the Activity Sheet

1.2 on the preparation of wiring
materials.

5. Do the Activity Sheet 1.3 on the

accomplishing of an inventory form of
electrical materials.

INFORMATION SHEET 1.1

ELECTRICAL TOOLS AND MATERIALS

2
Electrical Tools and Equipments

Pliers are available with both insulated and uninsulated handles, which are
used in handling and twisting wires. The handle insulation is not considered
sufficient protection alone. Other safety precaution must be observed. Common
types of pliers are:

Slip joint Diagonal cutting Side cutting

Retainer ring Long nose Snap ring

Screw drivers come in various sizes and shapes. They are used to drive and
pull out screws. They are made of insulated handles with either sharp and square
tips. The width of the screw driver should match the width of the screw slot.
Common types of screw drivers are:

Standard type Phillips Offset

Wire puller (fish wire) is used to pull wires into the conduit or raceway.
3
 Conduit bender is a tool used to bend rigid metal conduit.
Drilling Equipment is needed to make holes in building structure for passage
of wires and conduit in both new and old installation, indoor or outdoor wiring.
Common types of drilling tools and equipments are:

Electric drill Auger brace Hand drill

Gimlet Drill bits Masonry bit

Soldering tools are used in making splices and taps connections of wires.

Soldering iron Soldering gun Blow torch

Hammers are used to drive and pull out nails. They are made of either hard steel
or plastic. Common examples of hammer are:

4
 Claw hammer Ball pin hammer Mallet (Plastic or rubber hammer)
Measuring tools and instrument. The electrician uses the following
measuring tools to measure value of voltage, current and resistance, wire length,
opening sizes of wire, conduit and other items.

Galvanometer Micrometer caliper Clamp meter

Multitester Voltmeter Ammeter

Metric rule Wire gauge Veneer caliper

5
 Megger Phase Sequence Tester High Potential Tester

Sawing and cutting tool. Two of the commonly used saw are:

Hack saw Keyhole saw

Electrical Materials

A. Wires and Cables

Wires are those electrical conductors with 8 mm America Wire Gauge (AWG) size
no.8 or can be smaller.

Stranded wire
Stranded wire

AWG no. 8

Cables are larger than wires. They are either solid or stranded.

Types of Wire and Cable Insulation

Insulations Letter Type

Weather Proof WP

6
Slow Burning SB
Slow Burning Weather proof SBW
Rubber – Code Compound R
Heat Resistant RH
Moisture Resistant RW
Moisture and Heat Resistant RH – RW
Latex (Regular) RU
Latex (Moisture Resistant) RU
Mineral (Metal – Sheated) MI

Thermoplastic Compound
Thermoplastic T
Moisture – Resistant Thermoplastic TW
Moisture and Heat Resistant Thermoplastic THW
Thermoplastic and Fibrous Outer Braid TBS
Thermoplastic and Asbestos T
Varnish Cambric
Standard Black
Heat Resisting V
Paper
Solid Type
Oil – Filled
Oilastati
Untreated
Treated

Asbestos
Non – impregnated A and AA
Impregnated AI and AIA
Asbestos – Varnished – Cambric
Outer Asbestos Braid AVA
Lead Covered

7
 Cotton Braid Covered AVB
Silicon Asbestos SA

B. Electrical Boxes

Boxes are made of steel and nonmetallic materials(plastic). Metal boxes are made
of #14 heavy galvanized steel and available in four principal shapes:
square, octagon, rectangular and circular.

Utility box Octagonal box Square box

Circuit breaker box Panel box Safety switch box

C. Fuses and circuit breakers

They are electrical protective devices which are used to prevent short or
over circuit. They are available in different sizes and shapes. The common
types are:

8
 Circuit breaker
Cartridge fuse Knife blade fuse Plug fuse
(Three-phase type)

D. Switch

It is an electrical device which is used to turn ON and OFF the circuit.

Flush type Tumbler type

E. Fittings and accessories

These are some electrical materials which are commonly used to fit wiring
devices during wiring installation. The following are some examples of these
materials:

Insulated staple Condulets Porcelain tubing

Electric tape Sand paper PVC fittings

9
 Metal clamp Double clamp Male plugs

Connectors Coupling Liquid Tight Connector

Locknut and Bushing Wire Bushing Wire Connector

SELF-CHECK 1.1

A. Direction: Identify what is being referred by the following sentence. Write your
answer on a separate sheet of paper.

10
________1. It is used to drive and loose cross – slotted – head screws.

________2. It is used to scrape surfaces of conductors and to remove big cables’

insulation.
________3. It is a pipe bending tool with handles of several sizes and lengths.

________4. It is commonly used to make terminal loops on copper wire and can reach
tight places.

________5. It is used to drive and to pull out nails.

B. Direction: On a short bond paper, illustrate the following electrical materials:

1. Fuse

2. Utility box

3. Switch

4. Cable

5. Insulated staple

ACTIVITY SHEET 1.1

PREPARE REQUISITION SLIP FORM

Direction: Using the given format below, make an inventory of your shop laboratory tools
and materials.

REQUISITION SLIP FORM

Name:
Project:
Location:
Classification:
Purpose:
11
 UNIT TOTAL
NO. QUANTIY UNIT DESCRIPTION COST COST

REQUISITIONER TEACHER HEAD PRINCIPAL

ACTIVITY SHEET 1.2

PREPARE ELECTRICAL TOOLS AND MATERIALS

Direction: Using the given wiring plan below, list down the tools, materials and
equipment needed for the installation of the circuit.

Working drawing

12
 Two connected circuits in parallel controlled by a
single pole switch with duplex convenience outlet.

Procedure:

1. Analyze the given working drawing.

2. Determine the type of wiring method to be used.

3. List down all the necessary tools needed for the installation.(Use the table at the next
page)

4. List down the required instruments to be used in wiring the circuit.

5. List down the needed materials such as electrical boxes, wiring supports and fittings;
electrical conductors; switches; and lamp sockets.
6. Identify the PPE required for the installation.
Materials, Tools, Equipment and Personal Protective Devices (PPE)

Materials, Tools. Descriptions Quantity

Equipment and PPE

13
Materials

Tools

Equipment

Personal Protective
Equipment (PPE)

Assessment Criteria:

Criteria Yes No

Electrical tools materials, equipment are prepared in line with

the job requirement.

Quantity, quality and rating of tools and materials are checked

in line with the job requirements.

Personal protective equipment are identified.

14
 ACTIVITY SHEET 1.3

PREPARING AN INVENTORY FORM

Direction: Using the given format below, make an inventory of your shop laboratory
materials.

Inventory Form of Materials

Name: ________________________________ Section:

________________________________
School: ________________________________ Shop
lab: ________________________________
Purpose: ________________________________

NO. OF NOT
TOOLS / FUNCTIONAL NO. OF NO. OF NO. OF
QUANTITY NO. OF CONDEMNABLEBORROWED
EQUIPMENT BUT MISSING
FUNCTIONAL REPAIRABLE

15
REQUISITIONER TEACHER HEAD PRINCIPAL
Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: PREPARE CONSTRUCTION MATERIALS AND TOOLS

Module Title: Preparing Construction Materials and Tools

Learning Outcome 2: Store unused / surplus electrical materials upon

completion of the job

Assessment Criteria

1. Unused electrical materials are stored in line with the manufacturer’s specification.
2. Proper inventory of materials is kept.

References

1. Philippine Electrical Code. Year 2000 Edition.

2. Fundamental and Elements of Electricity by: Elpidio Cardenas. Copyright 1989.

National Bookstore.

LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome 2: Store electrical tools upon the completion of job.

16
 Special Instructions
Learning Activities

1. Read the Information Sheet 2.1 Do not write anything in this

about the proper tool storage. module.

2. Do the Self-Check 2.1. • Provide an extra sheet of paper in

answering the Self-Check.

• Check your answer using the given

answer key at the back of this
module.

3. Do the Activity Sheet 2.1 on storing Prepare a table showing the same
tools. detail of performing the inventory
form.

4. Do the Activity Sheet 2.2 on

preparing an inventory of electrical
tools.

INFORMATION SHEET 2.1

17
 PROPER TOOL STORAGE

Tool Storage

Proper storage of tools ensures their durability and efficiency. They must be
stored in dry places. Correct labeling of cabinets and tool racks in accessible
locations for laboratory activity in the shop is also important. To classify the tools
according to their function or uses are needed so that the user will not have hard
time locating them. Tools are classified as follows:

• Cutting tools

Tools under this classification are the pliers, saw and chisel. Pliers are
available with both insulated and uninsulated handle primarily intended for
cutting, twisting and skinning wires or electrical conductors. Saw is generally
intended for cutting wood. Hack saw is used to cut metals. Chisel is an edge
cutting tool which can also be considered as a boring tool. It bores hole for the
purpose of making passage for electrical conduit or raceway.

• Driving tools

Hammer and the screw drivers are the tools under this classification.
Hammers are manufactured with either soft faced or hard faced. Mallet is an
example of soft faced hammer commonly used to fix the winding of an electric
motor. The claws and the ball hammers are used to drive and pull out nails and
to strike metals. Screwdrivers are composed of two types: the standard and the
Phillips type. They are intended as well to drive and pull out nails.

• Drilling Equipment

Drilling equipment is needed to make holes in building structure for the

passage of conduit and wires in both new and old constructions. Examples of
them are the power drill and the hand drill.

• Soldering equipment

It is used in joining electrical wiring, splices and taps connections. They

should be soldered, unless connections do not need so. Some examples of this
equipment are soldering iron or gun and blow torch or propane torch.

• Measuring tools

The extension rule, metric rule, wire gauge and caliper are the common
tools under this classification. It is intended to measure length opening size of
conduit, wires and other items.

18
 • Hydraulics
An equipment used with a pressure fluid oil to accomplish work

• Portable Tools / Equipment

Tools that can be easily moved from one place to another in normal use

• Bending Tools
It is done to produce a desired bend angle on conduit for installation. This is done
with the use of a hickey or conduit bender.

Measuring and testing tools

The tools under this kind are the multi-tester, insulation tester and clamp meter.

Basic tips in storing electrical tools and equipments

• Commonly used tools and equipment should be placed at the center shelves of the
cabinet.
• Heavy tools and equipment like power grinder should be placed at the lowest shelf.
• Light tools should be placed at the upper shelf.
• Tools and equipment must be stored according to their kinds.
• Defective tools shall be kept in section intended for them for inventory purposes.

How to handle and maintain tools?

1. Wipe or clean tools after every use with a clean and soft cloth to remove dirt.
2. Keep all tools in the tool room and tool rack.
3. Tools should be applied/wiped with an appropriate oil to prevent them from
rusting.
4. Drill tools should be sharpened properly.
5. Tooth cutting tools should be sharpened as often as necessary.
6. Never drop tools especially precision instrument or testing tools.
7. Except for hammers, never use other tools as hammers.
8. Never use screwdrivers as wood chisel or cold chisel.
9. Never file the soldering tip of the soldering copper. If necessary, wipe the tip with
a clean soft cloth to remove dirt.
10. Do not overheat the electric soldering copper.
11. Never use drill tools. They will cause harm to your work or even to yourself.
12. Always issue or lend tools with a receipt.
13. Tools borrowed should be returned in a good condition; otherwise it should be
replaced with a new and similar kind.

SELF-CHECK 2.1

19
I. Direction: On a separate sheet of paper, write T if the statement is correct and F if
it is wrong.

_____ 1. All tools can be used as hammers.

_____ 2. Chisel is an example of boring tools.
_____ 3. Light tools and equipment should be placed at the lowest part of the cabinet
shelf.
_____ 4. Tooth cutting tools should be sharpened as often as necessary.
_____ 5. Tools and equipment must be stored according to their kind.

II. Direction: Match the tools in column A with their classification in column B. Write
the letter only of the correct answer in your answer sheet.

Tools Classification

_______ 6. Screw driver A. drilling equipment

_______ 7. claw hammer B. cutting tool
_______ 8. pliers C. measuring tool
_______ 9. wire gauge D. driving tool
_______10. power drill E. measuring and testing

ACTIVITY SHEET 2.1

20
 STORING TOOLS

Direction: Arrange the tools inside the cabinet or tool rack, then write the name
of the tools that should be placed at the upper, center and lower
shelves using the given table below.

Name: ____________________________________
Section: ____________________________________ School:
____________________________________
Shop lab: ____________________________________
Purpose: ____________________________________

Tool cabinet

Heavy duty plier Drill bits

Upper shelf
Multi – tester VOM

Screw driver Megger

Claw hammer Round file

Center shelf

Hacksaw Cross cut saw

Soldering iron L- square

Center shelf

Cold chisel Gimlet

Wrench adjustable Ribeter

Lower she
lf
Ammeter Long nose
Level

21
 Rubber mallet Diagonal cutting plier

ACTIVITY SHEET 2.2

PREPARING AN INVENTORY FORM

Direction: Using the given format below, make an inventory of your shop laboratory tools.

Inventory Form of Tools

Name: ________________________________ Project:

________________________________
Location: ________________________________
Classification: __________________________
Purpose: ________________________________

NO. OF NOT
TOOLS FUNCTIONAL NO. OF NO. OF NO. OF
QUANTITY NO. OF CONDEMNABLE
EQUIPMENT BUT BORROWED MISSING
FUNCTIONAL REPAIRABLE

22
REQUISITIONER TEACHER HEAD PRINCIPAL

ACTIVITY SHEET 2.3

PREPARING AN INVENTORY FORM

Direction: Using the given format below, prepare an inventory of your shop laboratory
materials.

Inventory Form of Materials

Name: ________________________________
Section: ________________________________
School: ________________________________
Shop lab: ________________________________
Purpose: ________________________________

NO. OF NOT
TOOLS FUNCTIONAL NO. OF NO. OF
QUANTITY NO. OF NO. OF
BUT
EQUIPMENT FUNCTIONAL REPAIRABLE CONDEMNABLE BORROWED MISSING

23
REQUISITIONER TEACHER

HEAD PRINCIPAL

Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: PREPARE CONSTRUCTION MATERIALS AND TOOLS

Module Title: Preparing Construction Materials and Tools

Learning Outcome 3: Maintain basic electrical tools and equipment.

Assessment Criteria

1. Basic hand tools are lubricated and stored properly upon completion of the job in
line with the manufacturer’s specifications.

2. Defective hand tools are segregated and reported to the person concerned in line
with the company standards.

References

1. Philippine Electrical Code. Year 2000 Edition.

2. Fundamental and Elements of Electricity by: Elpidio Cardenas. Copyright 1989.

National Bookstore.

24
LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome 3: Maintain basic electrical tools and equipments

Learning Activities Special Instructions

1. Read the Information Sheet 3.1 Do not write anything in this

about the maintenance procedure module.
of tools.

2. Do the Self-Check 3.1. • Provide an extra sheet of paper in

answering the Self-Check.

• Check your answer using the given

answer key at the back of this
module.

3. Do the Activity Sheet 3.1 on the Prepare checklist for the inspection
lubrication of pliers. of tools.

4. Do the Activity Sheet 3.2 on how to

maintain tools and equipment.

INFORMATION SHEET 3.1

Maintenance Procedure

Maintenance is an action carried out to retain an item in or to restore it to an

acceptable condition.

25
 Regular maintenance and servicing of power tools and electric tools will help
to ensure that they operate with the optimum efficiency at all times. This will not
only help to keep tool operating costs low but it can also increase tool safety and
productivity.

The first thing to do in any preventive maintenance system is to use your power
of observation. The most important items of "equipment" for implementing an
effective preventive maintenance system are our eyes, nose, ears, experience, and
judgment.

Planned maintenance

1. Preventive maintenance is performed in order to prevent failures before they

develop into a breakdown.
2. Corrective maintenance is performed in order to correct a failure.
3. Emergency maintenance is necessary to put the item at hold immediately to avoid
serious consequences such as the loss of production, extensive damage of assets,
and for safety reasons.

Sample checklist of tools and equipment

YES NO STORING TOOLS AND EQUIPMENT
Are the tools stored in proper storage area when not in use?
Are the defective hand power tools removed from the storage area
for repair?
Are the power equipment turned OFF when not in use or when
adjustments are needed?
Are the tools and equipment kept clean and in good working
conditions?
Are the worn-out, deteriorated or poorly insulated power tools
and equipment replaced/repaired?

Lubrication
The following features contribute to safety and economic lubricating machine tools:

26
 1. Plates on machines clearly show the grades of
lubricant, quantities and intervals are required. The
machine name, type and model should be visible.

2. Lubrication, either automatic are required not less

than 200 hour intervals, and should have reservoirs
large enough for that period.

3. Suitable method of lubrication should be followed to

minimize or prevent metal – to – metal contact at all
times.

4. Sufficient lubricant capacity is needed to prevent overheating and thermal

distortion of machine tool structures.

5. Adequate sealing should be properly observed to prevent contamination

and provision for removal of contaminant collected by the lubricant in use
(e.g., filters).

Types of Lubricant

1. Liquid
2. Solid
3. Grease
4. Paste
• Liquid lubricant. A lanolin or natural water repellent lanolin is derived from wool
grease and a safe alternative of those common petro chemical based lubricants.
These lubricants are also preventive agents against corrosion.
• Water. It can also be used as a major component aside from other based oils.
• Vegetable oils. These are primarily derived from plants and animals.

Purpose of Lubricating:

Lubricating performs the following key functions:

• Keeps moving part apart

• Reduces friction
• Transfers heat
• Carries away contaminant and debris
• Transmits power
• Protects against wear
• Prevents corrosion

SELF CHECK 3.1

27
I. Direction: Identify what is being referred by the following sentence. Write your answer
on a separate sheet of paper.

____________________ 1. It is an action carried out to retain an item in or to restore it

at an acceptable condition.

____________________ 2. It is a lanolin or natural water repellent lanolin which is

derived from a wool grease and a safe alternative of these
more common petro-chemical based lubricants.

____________________ 3. It is performed in order to prevent failures before they develop

into a breakdown.

____________________ 4. It is performed in order to correct a failure.

____________________ 5. It is the first step of any preventive maintenance system.

II. Direction: Give at least 5 reasons why we need to put lubricants on our tools and
equipment.

ACTIVITY SHEET 3.1

CLEANING AND LUBRICATING PLIERS

Materials

• Soft rug
• Lubricating oil
• Fine sand paper
• WD 40 (Rust remover)

Tools

• Lineman’s pliers
• Long nose pliers
• Personal protective equipment; gloves, goggles, and dust mask.

Procedure

1. Prepare the materials needed.

2. Select/identify stock – up pliers.

3. Wear the appropriate personal protective equipment.

28
4. Clean the rusty and insulated part with a fine sand paper.

5. Wipe out the loosened rust.

6. Apply oil on insulated part especially on the jaw with both handles in upward
position to prevent oil to drip down the insulation.

7. Move the handle in “out and in” directions with both hands.

8. Wipe out dirt and excess lubricant.

9. Repeat steps 4 and 5 until the jaw loosened well.

10. Store them in the tool cabinet.

11. Observe good house keeping.

ACTIVITY 3.2

MAINTAIN TOOLS AND EQUIPMENT

Direction: Using the given table below, check/identify the tool defects with the possible
remedies.

Supplies
• Activity form
• Pencil

Materials
• Lubricants
• Rugs
• WD 40 (Rust remover)

Tools
• Screw driver
• Files
• Abrasive

29
 Tool defect Possible remedy Remarks ( after remedy)

Sample: stock-up pliers Lubricate the pliers Functional

1.

2.

3.

4.

5.

6.

7.

8.

REPORTED BY: TEACHER HEAD

______________________ ____________________ __________________

ASSESSMENT PLAN

Course Title : BUILDING WIRING INSTALLATION NC II

Unit of :
PREPARE CONSTRUCTION MATERIALS AND TOOLS
Competency
Module Title : Preparing Construction Materials and Tools

30
Observation Checklist

Student’s name:

31
Teacher’s name:

Name of School:

Competency
standards

Unit of
competency:

Instructions for the teacher:

1. Observe the student how to prepare construction tools and materials.

2. Describe the assessment activity and the date when it was undertaken.
3. Put a check in the box to show that the student has completed each area of the
activity according to the standard expected in the enterprise.
4. Complete the feedback section of the form.
Date of observation

Description of assessment
activity

Location of assessment
activity

The student can: If completed, check

the box

32
Did the student’s overall performance meet the Yes No
standard?

Teacher’s Feedback:

Teacher’s signature: Date:

Observation and Questioning Checklist

Student’s name:

Teacher’s name:

Name of School:

Competency
standards

Unit of
competency:

Instructions for the teacher:

1. Observe the student how to prepare construction tools and materials.

2. Describe the assessment activity and the date when it was undertaken.
3. Place a tick in the box to show that the student has completed each activity
according to the standard expected in the enterprise.
4. Ask the student with those questions the attached to confirm his/her
underpinning knowledge
5. Place a check 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

33
Location of assessment
activity

The student can: If completed, check

the box

Did the student’s overall performance meet the Yes No

standard?

Demonstration

Student’s name:

Teacher’s name:

Unit of competency:

Competency standards:

Date of assessment:

Time of assessment:

Instructions for demonstration

34
 Given the necessary materials the student must be able to:

Materials and equipment:

 to show if the skill is

demonstrated

During the demonstration the student can: Yes No N/A

  
  
  
  
The student’s demonstration was:

Satisfactory  Not Satisfactory 

Written report

Student’s name:

35
Teacher’s name:

Name of School:

Competency
standards

Unit of
competency:

Task:

Your task is to:

[insert description of task]

Submission date:

Use the checklist below as a 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?

36
Comments:

Student’s

signature: Date:

Teacher’s

signature: Date:
PERFORMANCE TEST

Student's Name Date

Competency: Test Attempt

1st 2nd 3rd

Direction: OVERALL EVALUATION

Level
Achieved
Ask your teacher to
assess your performance PERFORMANCE LEVELS
in the following critical
task and performance 4 - Can perform this skill without direct
criteria below supervision and shows initiative and adaptability
to problem situations.
You will be rated based on
the overall evaluation at 3 - Can perform this skill satisfactorily without
the right side. direct assistance or supervision.

2 - Can perform this skill satisfactorily but

requires some assistance and/or supervision.

1 - Can perform parts of this skill satisfactorily,

but requires considerable assistance and/or
supervision.

Teacher will put initial on the level achieved.

37
 PERFORMANCE STANDARDS
For acceptable achievement, check YES; for Yes No N/A
unacceptable achievement, check NO; and for
achievement skill, check N/A.
Get from Performance criteria of the module

ANSWER KEY 1.1

A. Direction: Identify what is being referred by the following sentence. Write your answer
on a separate sheet of paper.

PHILLIP SCREW DRIVER 1. It is used to drive and loose cross – slotted – head screws.

ELECTRICIAN’S PLIERS 2. It is used to scrape surfaces of conductors and to remove

big cables insulations.

HICKEY 3. It is a pipe bending tool with handles of several sizes and

lengths.

LONG NOSE PLIERS 4. It is commonly used to make terminal loops on copper wire and
can reach tight places.

38
 CLAW HAMMER 5. It is used to drive and to pull out nails.

B. Direction: On a short bond paper, illustrate the following electrical materials.

6. Fuse 7. Utility box 8. Switch

9. Cable 10. Insulated staple

ANSWER KEY 2.1

I. Direction: On a separate sheet of paper, write T if the statement is correct and F

if it is wrong.

F 1. All tools can be used as hammers.

T 2. Chisel is an example of boring tools.
F 3. Light tools and equipment should be placed at the lowest part of the cabinet shelf.
T 4. Tooth cutting tools should be sharpened as often as necessary. T 5.
Tools and equipment must be stored according to its kind.

II. Direction: Match the tools in column A with their classification in column B. Write the
letter only of the correct answer on your answer sheet.
39
 Tools Classification
D 6. Screw driver A. drilling equipment
D 7. claw hammer B. Cutting tools
B 8. pliers C. measuring tools
C 9. wire gauge D. driving tools
A 10. power drill E. measuring and testing

ANSWER KEY 3.1

I. Direction: Identify what is being referred by the following sentence. Write your answer
on a separate sheet of paper.

MAINTENANCE 1. It is an action carried out to retain an item in or to restore it

at an acceptable condition.

LIQUID LUBRICANT 2. It is a lanolin or natural water repellent lanolin which is

derived from a wool grease and a safe alternative of those
more common petro-chemical based lubricants.

PREVENTIVE MAINTENANCE 3. It is performed in order to prevent failures before they

develop into a breakdown.

CORRECTIVE MAINTENANCE 4. It is performed in order to correct a failure.

POWER OF OBSERVATION 5. It is the first step of any preventive maintenance

system.

II. Direction: Give at least 5 reasons why we need to put lubricants on our tools and
equipment.

• To keep moving part apart

• To reduce friction
• To carry away contaminant and debris
• To protect against wear

40
• To prevent corrosion

41
Unit of Competency: PERFORM MENSURATION AND CALCULATION
 Module Title: PERFORMING MENSURATION AND

Module No.: 2 CALCULATION

ACKNOWLEDGMENT

Copyright Department of Education 2008

First Published JUNE 2008

This draft was prepared during the Competency-Based Learning

Materials Development Workshop conducted at the Marikina Hotel,
Marikina City on February 18-22, 2008 and finalized on May 23-25,
2008 at the Development Academy of the Philippines (DAP), Tagaytay
City.

This learning instrument was developed by the following personnel:

Technology Teacher:

Mr. Rodrigo S. Castillo

Bauan Technical High School
Bauan, Batangas

Contextual Teacher:

Ms. Gina C. delos Santos

A.F.G. Bernardino Memorial Trade School
Lias, Marilao, Bulacan

Facilitators:

Dr. Corazon Echano

Project Coordinator
DepED - TechVoc Task Force

Encoder:

Mr. Lemuel C. Valles

 Administrative Officer II
Educational Information Division

Fund: Department of Education.

REFERENCES AND FURTHER READING

1. Enriquez, Michael Q., Gantalao, Fred T. and Lasala, Rommel M.

Simple Electronics. Andes Mountain Printers: 2004.

2. Velasco, Benjamin S. Electronic Components Testing Simplified.

National Bookstore: 1994.

ACKNOWLEDGEMENT

Copyright: Department of Education 2009

This module was based on Competency-based Curriculum- Contextual

Learning Matrix (CBC-CLM) refined during the Writeshop on the Refinement,
Enrichment of Competency-Based Curriculum and Contextual Learning Matrix of ARTS
and TRADES Specializations at Marikina Hotel, Marikina City on April 20-25, 2009.

This learning instrument was refined and enriched by the following educators:

TECHNOLOGY TEACHERS

RODRIGO S. CASTILLO FORTUNATO C. MESINA

Bauan Technical High School Angeles City National Trade School
Bauan, Batangas Angeles City

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 of LOIDA A. RABANG
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

Dr. ORLANDO E.
MANUEL Tech - Voc Task Force
ANGELITO A.
ESPEDIDO
San Pedro Relocation
Center National HS San
Pedro, Laguna
English:
DINA F. PADERANGA AFG
Bernardino
Memorial Trade School
Dr. VICTORIO N. Marilao, Bulacan
MEDRANO
Tech-Voc Task Force
GINA C. DELOS
SA
NT
OS Dr. CORAZON L.
A ECHANO
Tech
. - Voc Task Force
F
.
G
.
FACILITATORS
B
e
r ENCODER
n
a
FLORELYN B. MORADA
r
Dept. of Education
d
i
n
o
Memorial Trade School
Lias, Marilao, Bulacan

ACKNOWLEDGEMENT

Copyright: Department of Education 2009

This module was based on Competency-based Curriculum-

Contextual Learning Matrix (CBC-CLM) refined during the Writeshop on
the Finalization and Packaging of Competency-Based Curriculum and
Contextual Learning Matrix of ARTS and TRADES Specializations
Specializations at Marikina Hotel, Marikina City on May 4-9, 2009.

This learning instrument was finalized and packed by the

following educators:

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

Dr. VICTORIO N. Dr. CORAZON L. Dr. ORLANDO E.

MEDRANO ECHANO MANUEL
Tech - Voc Task Force Tech - Voc Task Force Tech - Voc Task Force

ENCODER

LEONARDO L. FELICIANO
 TABLE OF CONTENTS

Page

How to Use this Module ................................................................................... i

Introduction ....................................................................................................
ii

Technical Terms .............................................................................................

iii

Learning Outcome 1: Select measuring instruments

• Learning Experiences/Activities .............................................................
2
• Information Sheet 1.1 ............................................................................ 3
• Self-Check 1.1 .......................................................................................
6
• Activity Sheet 1.1 ...................................................................................
7

Learning Outcome 2: Carry out measurement and calculation

• Learning Experiences/Activities .............................................................
9
• Information Sheet 2.1 .......................................................................... 10
• Self-Check 2.1 ..................................................................................... 13
• Activity Sheet 2.1 .................................................................................
14
• Activity Sheet 2.2 .................................................................................
15
• Information Sheet 2.2 .......................................................................... 17
• Activity Sheet 2.3 .................................................................................
21
• Activity Sheet 2.4 .................................................................................
22

Assessment Plan ...........................................................................................

23

Observation Checklist ................................................................................... 24

Observation and Questioning Checklist ......................................................... 25
Demonstration ..............................................................................................
26

Written Report .............................................................................................. 27

Performance Test .......................................................................................... 28

Answer Key 1.1 ............................................................................................. 29

Answer Key 2.1 ............................................................................................. 30

 HOW TO USE THIS MODULE

Welcome to the Module “Performing Mensuration and Calculation”. This

module contains training materials and activities for you to complete.

The unit of competency “Perform Mensuration and Calculation” contains the

knowledge, skills and attitudes required for Building Wiring Installation course
required to obtain the National Certificate (NC) level II.

You are required to go through a series of learning activities in order to

complete each of the learning outcomes of the module. In each learning outcome
there are Information Sheets, Operation Sheets and Activity Sheets. Do these
activities on your own and answer the Self-Check at the end of each learning
activity.

If you have questions, do not hesitate to ask your teacher for assistance.

Recognition of Prior Learning (RPL)

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
him/her 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 accomplish and relevant
information sheets for each learning outcome. Each learning outcome may have
more than one learning activity.

This module is prepared to help you achieve the required competency, in

receiving and relaying information. This will be the source of information that will
enable you to acquire the knowledge and skills in Building Wiring Installation NC
II independently at your own pace with minimum supervision from your teacher.

Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: PERFORM MENSURATION AND CALCULATION Module

Title: Performing Mensuration and Calculation

 i

INTRODUCTION:

This module contains information and suggested learning activities in

performing mensuration and calculation. It includes instructions and procedure
on how to perform mensuration and calculation.

This module consists of two (2) learning outcomes. Each learning outcome
contains learning activities supported by instruction sheets. Before you perform
the instructions, read the information sheets and answer the self-check and
activities provided to ascertain to yourself and your teacher that you have
acquired the knowledge necessary to perform the skill portion of the particular
learning outcome.

Upon completing this module, report to your teacher for assessment to check
your achievement of knowledge and skills requirements of this module. If you
pass the assessment, you will be given a certificate of completion.

SUMMARY OF LEARNING OUTCOMES

Upon completion of the module, you should be able to:

LO1. select measuring tools and instruments; and LO2.

carry out measurement and calculation.

ASSESSMENT CRITERIA

Refer to the assessment criteria of learning outcomes 1-3 of this module.

PREREQUISITES

None
 ii
TECHNICAL TERMS 2

Amperage (Amps) is a unit of measurement of electrical current flow.

Ampere is a unit of measurement which describes the amount of electric current

passing a certain point at a particular time.

Infinite is the unlimited extending beyond measure or comprehension.

Multi-tester is used to measure the voltage, the resistance or the current of a

circuit. It is connected in either parallel or series with the circuit depending on
what to measure.

Megger is an instrument used to measure the insulation resistance of conductors

or wire. It gives measurement in ohms or meg-ohms.

Ohm is the unit of measurement used to express resistance.

Ohmmeter is an instrument used to measure resistance in ohms.

Volt is a unit of measurement of electrical pressure or voltage.

Voltmeter is an instrument specially designed for measuring voltage.

Wire Gauge is used to measure magnetic wire.

iii
Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: PERFORM MENSURATION AND CALCULATION

Module Title: Performing Mensuration and Calculation

Learning Outcome 1: Select measuring tools and instruments

Assessment Criteria

1. Measuring instruments are selected according to the job requirements.

2. Measuring tools are selected/identified as per job requirements.

References:

1. Enriquez, Michael Q., Gantalao, Fred T. and Lasala, Rommel M. Simple

Electronics. Andes Mountain Printers: 2004.

2. Velasco, Benjamin S. Electronic Components Testing Simplified. National

Bookstore: 1994.

LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome 1: Select measuring instruments

Learning Activities Special Instruction

 1. Read the Information Sheet 1.1
about types of electrical measuring
tools

2. Do the Self-Check. Do not write anything in this

module. Prepare a separate sheet
of paper for your answers in the
Self-Check and the Activity Sheet.

3. Read the Activity Sheet 1.1 about

the types of electrical measuring
tools.

4. Prepare the Activity Sheet using

separate sheet of paper.

INFORMATION SHEET 1.1

TYPES OF ELECTRICAL MEASURING INSTRUMENTS

There are types of measuring tool which are commonly used to perform
electrical work. There are two ways on how tools can be utilized. Tools like vernier
caliper, metric rule, steel rules are tools used to perform layout and installation
of a particular wiring materials. The tools like multi meter, clamp meter, electric
meter are common examples of tools used for measuring electrical magnitude like
the voltage current resistance or even the power consumption of particular
electrical appliances.

Multimeters are very useful test instruments. By operating a multi-position

switch on the meter they can be quickly and easily set to be a voltmeter, an
ammeter or an ohmmeter. They have several settings called “ranges” for each type
of meter and the choice of AC or DC. Some multimeters have additional features
such as transistor testing and ranges for measuring capacity and frequency.
2
Choosing a multi-meter

The photographs below show modestly priced multi-meters which are suitable
for general electronics use. A digital multimeter is the best choice for your first
multimeter. Even the cheapest will be suitable for testing simple projects.

If you are buying an analog multimeter make sure it has a high sensitivity of
20k /V or greater on DC voltage ranges. Anything less is not suitable for
electronics. The sensitivity is normally marked in a corner of the scale, ignore the
lower AC value (sensitivity on AC ranges is less important), the higher DC value
is the critical one. Beware of cheap analogue multimeters sold for electrical work
on cars because their sensitivity is likely to be too low.

Analog Digital

Clamp meter is another type of measuring instrument which is specialized to

measure the value of electric current indirectly in an electrical circuit. This can
also be a voltmeter, and an ohmmeter. They have several settings called “ranges”
for each type of meter and the choice of AC or DC. It is also available either in
digital type or analog type. (See picture at next page)

Digital multi meter

Electric meter is an electrical device used to record the amount of electrical

energy consumed by an appliance or electrical system in a particular period of
time

3
 Insulation tester (megger) is an electrical measuring instrument intended to
measure the insulation resistance of electrical conductor. It is particularly used
to detect the condition of the coil of an electric motor. Below are pictures of a
digital and analogue type insulation tester.

The steel rule is considered to be the most convenient size to carry around.
Many steel rules have a "hook" feature that provides an accurate "stop" at the end
of the rule. This can be used to set calipers, dividers, etc. and to take
measurements where it is not possible to make sure that the end of the rule is
even with the edge of the work. Some workers refer steel rules as "machinists
scales."

Metric rule is a tool used measure short and long distances. It is very
important when performing a layout and installation of electrical wiring fixture.

4
 Caliper rule can be either vernier or micro meter. These tools are commonly
used to measure the diameter of a wires or thickness of steel plates . It can also
be used to measure the inner distance of a hole.

Vernier caliper Micrometer caliper

SELF-CHECK 1.1

A. Direction: Write the letter of your answer in your answer sheet.

1. It is the tool used to measure the amount of electric current.

A. clamp meter B. micrometer C. steel rule D. service meter

2. It is a measuring instrument used to record the amount of electrical

consumption.
A. clamp meter B. micrometer C. steel rule D. service meter

3. It is a tool used to measure short and long distances

A. clamp meter B. micrometer C. steel rule D. metric rule

4. It is a very useful test instrument which can easily be set as

voltmeter, ammeter and ohmmeter.

A. multi-meter B. clamp meter C. caliper D. megger

5
 5. These are the tools which is considered as the most convenient size

to carry around.
A. steel tape B. ammeter C. straight edge D. steel rule

B. Direction: Name the following measuring tools.

ACTIVITY SHEET 1.1

IDENTIFYING ELECTRICAL MEASURING TOOL

Supplies and Materials

• Activity sheet
• Paper and pencil

Tools and Equipment

• Measuring tools
6
Direction: The following activity requires you to write notes, to draw sketches
and to describe the measuring electrical tools. Do this in a separate
sheet of paper.

Write your description on

this side
Draw your illustration on this side

Steel Rule

Multi-meter

Insulation tester

Clamp meter

Vernier caliper

Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: PERFORM MENSURATION AND CALCULATION

Module Title: Performing Mensuration and Calculation

7
Learning Outcome 2: Carry out measurements and calculations.

Assessment Criteria

1. System of measurement is identified and converted according to the job

requirements.
2. Electrical measuring instruments are selected according to the job
requirements.
3. Proper handling of measuring instruments is strictly followed.

References:

1. Velasco, Benjamin S. Electronic Components Testing Simplified.

2. www.en.wikipedia.org/system-of-measurement-84k

3. www.regentsprep.org/Regents/Math/meteng/LesEng.htm

4. www.fine-tools.com/mass.htm-29k

LEARNING EXPERIENCES/ACTIVITIES

8
Learning Outcome 2: Carry out measurement and calculation

Learning Activities Special Instructions

1. Read the Information Sheet 2.1

about the system of measurement.

2. Do the Self-Check 2.1. Do not write anything in this module.

Prepare a separate sheet of paper on
the Self-Check and Activity Sheet.

3. Answer the Activity Sheets 2.1

about reading the inches
graduation.

4. Read the Activity Sheet 2.2 about

measuring actual object.

5. Answer the Activity Sheet 2.2.

6. Read the Information Sheet 2.2

about the parts and function of the
multi tester.

7. Answer the Activity Sheet 2.3 about

the reading of ohmmeter scale.

8. Answer the Activity Sheet 2.4 about

the reading of the voltmeter scale.

9
 INFORMATION SHEET 2.1

SYSTEM OF MEASUREMENT

A system of measurement is a set of units which can be used to specify

anything can be measured.

These are common units of measurement used in making layout and

installation of electrical materials.

Linear measures

1. English system:

The English system of measurement provides the creative way on how

people can measure by themselves. For example, people measure shorter
distance on the ground with their feet. They measure long distances by their
palms which is equal to a yard.

• Inch
• Yard
• Miles

2. Metric system is a decimalized system of measurement. It exists in several

variations with different choices of base units. Metric units are widely used
around the world for personal, commercial and scientific purpose.

• Millimeter
• Centimeter
• Decimeter
• Meter

English units and each equivalent

12 inches = foot(ft)
1 foot = 3yard (yd)
1 yard = 36 inches

Metric units and each equivalent

• 10millimeter (mm) = 1centimeter (cm)

• 10centimeter = 1decimeter(dm)
• 10 decimeter = 1meter

10
English to metric equivalent

• 1 inch = 2.54 cm
• 1 foot = 30.48 cm
• 1 yard = 91.44 cm

The centimeter graduation

.5mm 1mm 10mm or 1cm

The graduation shows that every digit is .5mm

How to read the cm graduation:

• First graduation is .5 mm
• Second graduation is 1mm Third graduation is 1.5mm
• Fourth graduation is 2mm

If the graduation reaches 10mm, it is equivalent to 1cm.

The inch graduation

11
 0 1/8 1/4 3/8 1/2 5/8 3/4 7/8 1 inch

1/16 3/16 5/16 7/16 9/16 11/16 13/16

15/16

How to read the inch graduation:

• First graduation is 1/16

• Second graduation is 18
• Third graduation is 3/16
• Fourth graduation is 1/4, then follow the given scale above.

The inch graduation in a steel rule:

Converting the unit of measurement from English to metric and vice versa

Example:

1. 24 inches = ________ cm Cancel the common unit and apply cross

Since multiplication.

24 inches = 2.54 cm
1 inch

Perform the indicated operation.

24 x 2.54 cm
1
Therefore: 24 inches = 60.96 cm

12
 2. 5 feet = ________ inches
Since
5 feet = 12 inches
1 feet

5 x 12 inches
1
Therefore: 5 feet = 60 inches

SELF-CHECK 2.1

A. Direction: Write the equivalent value of the given unit.

_______ 1. 1cm is _____ mm

_______ 2. 1 yard is _____ inches
_______ 3. 1dm is _____ cm
_______ 4. 10mm is _____ cm
_______ 5. 1foot is _____ inches

B. Direction: Write the correct unit abbreviation of the following:

_______ 6. Centimeter
_______ 7. Meter
_______ 8. Decimeter
_______ 9. Yard
_______ 10. Feet

C. Direction: Convert the following:

1. 10 feet = _________ cm
2. 70 cm = _________ mm
3. 15 inches = _________ ft

4. 5 meters = _________ yard

13
 ACTIVITY SHEET 2.1

Supplies and Materials

• Sheet of paper
• Pencil

Tools and Equipment

• Steel rule
• Bench rule Metric rule
• Foot rule

Direction: Read the given inch graduation, write your answer in a separate paper.

14
 ACTIVITY SHEET 2.2

USE MEASURING TOOLS

Supplies and Materials

• Sheet of paper
• pencil

Tools and Equipment

• Steel rule
• Bench rule Metric rule
• Foot rule

Direction: Using any of the given measuring tools, read the actual
measurement of the given samples. Write your answer on the space
provided.

Sample Actual measurement in centimeter

Block of wood

Length of wire

15
 Length of the tool
cabinet

Height of the ceiling

INFORMATION SHEET 2.2

INTORDUCTION

The Multitester or multimeter is sometimes called the VOM (voltmeter,

ohmmeter, milliammeter). It is the best instrument that can measure voltage,
resistance and current. It is generally made of two types: the analog and the
digital.

Parts of the multi tester

16
Function of each parts of a multitester

Meter scale is used to identify the amount of voltage current and resistance
of the circuit being measured.

Pointer is a movable part of the multi-tester which deflects and indicates the
reading.

17
 Pointer

Infinite position adjusting screw is used to adjust the pointer to zero before
testing is performed in order to gain an accurate measurement.

Range Selector switch is composed of several setting for voltage, current and
resistance which is used to indicate the kind of range ( voltage, current and
resistance)to be measured.

Test probe positive (red), negative (black) is used to connect the circuit to
the electrical components being tested.

Proper care and maintenance of the multi tester

• Read manual of instructions on how to operate the multi tester.

• In reading the amount of voltage, always start with the highest range to
avoid reading voltage higher than the tester setting.
• Be sure that the tester is set to the correct range setting: resistance range
when measuring the ohm, voltage range when measuring voltage and
ammeter range when measuring the value of electric current.
• Always check the condition of its battery. Worn out batteries will damage
the internal setting of the tester.
• When the tester is not in used or will be stored, set the selector switch to
1000V or to OFF position.
• Never drop the tester.

How to read the meter scale of the multi tester

To read the resistance range of the multi tester, the given table below will be
used. The unit of measurement to be used to determine its resistance is ohm.

18
 Range 0-2 2-10 10-20 20-50 50-100 100-200

Range x1 0.2 0.5 1 2 5 20

Range x10
2 5 10 20 50 200

Range x1k 20 50 100 200 500 2K

Range x
10k 200 500 1K 2K 5K 20K

Voltage scale

19
 Range Value/div

Range 10V 0.2V

Range 50V 1V

Range 5V
250V

Range 20V
100V

Voltage scale

Range setting is 10 V( used 0-10 scale

Reading is 4.4V

Range Value/div

Range 10V 0.2V

Range 50V 1V

Range 250V 5V

Range 100V 20V

20
Voltage scale

Range setting is 50V (used 0-10 scale)

Reading is 44V

Range Value/div

Range 10V 0.2V

Range 50V 1V

Range 250V 5V

Range 1000V 20V

21
Voltage scale

Range setting is 250V (used 0-10 scale)

Reading is 110V

ACTIVITY SHEET 2.3

Supplies and Materials

• Sheet of paper
• Pencil

Measuring Instrument

• Multitester

Direction: Complete the table by reading the value indicated by the ohmmeter
scale. Please use the table below as your guide in filling out the table.

No Range X1 X10 X1K

22
0 2 5 10 20 30 50 ohms

1 2 3 4 5

Resistance range- the unit of measurement is ohm

Range 0-2 2-10 10-20 20-50 50-100 100-200

Range
x1 0.2 0.5 1 2 5 20

Range
x10 2 5 10 20 50 200

Range
x1k 20 50 100 200 500 2K

Range x
10k 200 500 1K 2K 5K 20K

ACTIVITY SHEET 2.4

VOLTMETER SCALE READING

Supplies and Materials

• Sheet of paper
• pencil

Measuring Instrument

• Multitester

Direction: Complete the table below by reading the value using the range setting
given in the table.

0 2 4 6 8 10V

23
 0 10 20 30 40 50V
0 50 100 150 200 250V

1._____ 2._____ 3._______ 4._______ 5._______

No Range10V Range 50V Range 250V

ASSESSMENT PLAN

Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: PERFORM MENSURATION AND CALCULATION

Module Title: Performing Mensuration and Calculation

24
Observation Checklist

25
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 perform mensuration and calculation.

2. Describe the assessment activity and the date when it was undertaken.
3. Put a check in the box to show that the student has completed each area of the
activity according 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

26
Did the student’s overall performance meet the standard? Yes No

Teacher’s feedback:

Teacher’s signature: Date:

Observation and Questioning Checklist

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 perform mensuration and calculation.

2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the student has completed each aspect 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

27
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?

Demonstration

Student’s name:

Teacher’s name:

Unit of competency:

Competency standards:

Date of assessment:

28
 Time of assessment:

Instructions for demonstration

Given the necessary materials the student must be able to:

Materials and equipment:

 to show if a skill is
demonstrated

During the demonstration, the student can: Yes No N/A

  
  
  
  
The student’s demonstration was:

Satisfactory  Not Satisfactory 

Written report

Student’s name:

Teacher’s name:

Name of the
School:

Competency
standards

Unit of
competency:

29
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
signature:
Date:
Teacher’s
signature:
Date:
PERFORMANCE TEST

Student's Name: Date:

30
Competency: Test Attempt
1st 2nd 3rd

Directions: OVERALL EVALUATION

Level
Achieved
Ask your teacher to PERFORMANCE LEVEL
assess your performance
in the following critical
task and performance 4 - Can perform this skill without direct
criteria below supervision and with initiative and adaptability
to problem situations.
You will be rated based on
the overall evaluation at 3 - Can perform this skill satisfactorily without
the right side. direct assistance or supervision.

2 - Can perform this skill satisfactorily but

requires some assistance and/or supervision.

1 - Can perform parts of this skill satisfactorily,

but requires considerable assistance and/or
supervision.

Teacher will put his / her initial at level achieved.

PERFORMANCE STANDARDS
For acceptable achievement, check YES; for Yes No N/A
unacceptable achievement, check NO; and for
achievement skill, check N/A.
Get from Performance criteria of the module

31
 ANSWER KEY 1.1

A. Direction: Write the letter of your answer in your answer sheet.

A 1. Tool used to measure the amount of electric current.

A. clamp meter B. micrometer C. steel rule D. service meter

D 2. It is a measuring instrument used to record the amount of electrical

consumption.
A. clamp meter B. micrometer C. steel rule D. service meter

D 3. It is a tool used to measure shrt and long distances

A. clamp meter B. micrometer C. steel rule D. metric rule

A 4. A very useful test instrument which can easily be set as voltmeter,

ammeter and ohmmeter.

A. multi-meter B. clamp meter C. caliper D. megger

A 5. The tools which is considered as the most convenient size to carry

around.
A. steel tape B. ammeter C. straight edge D. steel rule

B. Direction: Name the following measuring tools.

32
 Megger Digital multitester Watt meter

Clamp meter Pull rush rule

ANSWER KEY 2.1

A. Direction: Write the equivalent value of the given unit.

10 mm. 1. 1cm is _____ mm

36 in. 2. 1 yard is _____ inches
10 cm. 3. 1dm is _____ cm
1 cm. 4. 10mm is _____ cm
12 in. 5. 1foot is _____ inches

B. Direction: Write the correct unit abbreviation of the following:

Cm 6. Centimeter
M 7. Meter
Dm 8. Decimeter
Yd 9. Yard
Ft. 10. Feet

C. Direction: Convert the following:

1. 10 feet = _________ cm
2. 70 cm = _________ mm
33
3. 15 inches = _________ ft
4. 5 meters = _________ yard

34
Unit of Competency: INTERPRET TECHNICAL DRAWINGS AND PLANS

Module Title: INTERP RETING TECHNICAL DRAWINGS

Module No.: 3 AND PLANS
 ACKNOWLEDGMENT

Copyright Department of Education 2008

First Published JUNE 2008

This draft was prepared during the Competency-Based Learning

Materials Development Workshop conducted at the Marikina Hotel,
Marikina City on February 18-22, 2008 and finalized on May 23-25,
2008 at the Development Academy of the Philippines (DAP), Tagaytay
City.

This learning instrument was developed by the following personnel:

Technology Teacher:

Mr. Rodrigo S. Castillo

Bauan Technical High School
Bauan, Batangas

Contextual Teacher:

Ms. Gina C. delos Santos

A.F.G.Bernardino Memorial Trade School
Lias Marilao, Bulacan

Facilitator:

Dr. Corazon L. Echano Project

Coordinator
DepED-TechVoc Task Force

Encoders:

Mr. Lemuel C. Valles/ Ms. Catherine Pearl Sevilleno

Fund: Department of Education

REFERENCES AND FURTHER READING

1. Philippine Electrical Code Year 2000 Edition.

2. Azares, Efren F. Recana, Cirilo B. Electricity III Adriana Publishing.

1999.

3. Fajardo, Max B. Jr, Electrical Layout and Estimate, Second Edition.

Copyright 2000. 5138 Merchandising.

ACKNOWLEDGEMENT

Copyright: Department of Education 2009

This module was based on Competency-based Curriculum- Contextual

Learning Matrix (CBC-CLM) refined during the Writeshop on the Refinement,
Enrichment of Competency-Based Curriculum and Contextual Learning Matrix of ARTS
and TRADES Specializations at Marikina Hotel, Marikina City on April 20-25, 2009.

This learning instrument was refined and enriched by the following educators:

TECHNOLOGY TEACHERS

RODRIGO S. CASTILLO FORTUNATO C. MESINA

Bauan Technical High School Angeles City National Trade School
Bauan, Batangas Angeles City

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

GINA C. DELOS
SANTOS
A.F.G. Bernardino
Memorial Trade School Lias, Marilao, Bulacan

Dr. ORLANDO E.
MANUEL Tech - Voc Task Force

English:
ANGELITO A. DINA F. PADERANGA
ESPEDIDO AFG Bernardino
San Pedro Relocation Memorial Trade School
Center National HS Marilao, Bulacan
San Pedro, Laguna

Dr. VICTORIO N. Dr. CORAZON L.

MEDRANO ECHANO
Tech-Voc Task Force Tech - Voc Task Force

FACILITATOR
S

ENCODER

FLORELYN B. MORADA
Dept. of Education

ACKNOWLEDGEMENT

Copyright: Department of Education 2009

This module was based on Competency-based Curriculum-

Contextual Learning Matrix (CBC-CLM) refined during the Writeshop on
the Finalization and Packaging of Competency-Based Curriculum and
Contextual Learning Matrix of ARTS and TRADES Specializations
Specializations at Marikina Hotel, Marikina City on May 4-9, 2009.
 This learning instrument was finalized and packed by the
following educators:

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

Dr. VICTORIO N. Dr. CORAZON L. Dr. ORLANDO E.

MEDRANO ECHANO MANUEL
Tech - Voc Task Force Tech - Voc Task Force Tech - Voc Task Force

ENCODER

LEONARDO L. FELICIANO
 TABLE OF CONTENTS

Page

How to Use this Module ................................................................................... i

Introduction ....................................................................................................
ii
Technical Terms .............................................................................................
iii
Learning Outcome 1: Analyze signs, symbols and data
• Learning Experiences/Activities
............................................................. 2
• Information Sheet 1.1
............................................................................ 3
• Self-Check 1.1
....................................................................................... 9
• Information Sheet 1.2
.......................................................................... 11
• Activity Sheet 1.1
................................................................................. 12
Learning Outcome 2: Interpret technical drawings and plans
• Learning Experiences/Activities
........................................................... 14
• Information Sheet 2.1
.......................................................................... 15
• Information Sheet 2.2
.......................................................................... 19
• Self-Check 2.1
..................................................................................... 24
• Activity Sheet 2.1
................................................................................. 25
Learning Outcome 3: Apply freehand sketching
• Learning Experiences/Activities
........................................................... 27
• Information Sheet 3.1
.......................................................................... 28
• Self-Check 3.1
..................................................................................... 30
• Activity Sheet 3.1
................................................................................. 31
 • Assessment Check 3.1
......................................................................... 32
• Job Sheet 3.1
...................................................................................... 33 Assessment Plan
........................................................................................... 34
Observation Checklist ...................................................................................
35 Observation and Questioning Checklist
......................................................... 36 Demonstration
.............................................................................................. 37
Written Report .............................................................................................. 38
Performance Test .......................................................................................... 39
Answer Key 1.1 ............................................................................................. 40
Answer Key 2.1 ............................................................................................. 42

Answer Key 3.1 ............................................................................................. 43

 HOW TO USE THIS MODULE

Welcome to the Module “Interpreting Technical Drawings and Plans”. This

module contains training materials and activities for you to complete.

The unit of competency “Interpret Technical Drawings and Plans” contains

the knowledge, skills and attitudes required for Building Wiring Installation
course required to obtain the National Certificate (NC) level II.

You are required to go through a series of learning activities in order to

complete each of the learning outcomes of the module. In each learning outcome
there are Information Sheets, Job Sheets, and Activity Sheets. Do these
activities on your own and answer the Self-Check at the end of each learning
activity.

If you have questions, do not hesitate to ask your teacher for assistance.

Recognition of Prior Learning (RPL)

You may already have some basic knowledge and skills covered in this module.
If you can demonstrate competence to your teacher in a particular skill, talk to
him/her 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 activity.

This module is prepared to help you achieve the required competency in

receiving and relaying information. This will be the source of information that will
enable you to acquire the knowledge and skills in Building Wiring Installation NC
level II independently at your own pace with minimum supervision from your
teacher.

i
Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: INTERPRET TECHNICAL DRAWINGS AND PLANS

Module Title: Interpreting Technical Drawings and Plans

INTRODUCTION:

This module contains information and suggested learning activities on

interpreting technical drawing and plans.

This module consists of three (3) learning outcomes. Each learning outcome
contains learning activities supported by instruction sheets. Before you perform
the instructions, read the information sheets and answer the self-check and
activities provided to ascertain to yourself and your teacher that you have
acquired the knowledge necessary to perform the skill portion of the particular
learning outcome.

Upon completing this module, report to your teacher for an assessment to

check your achievement of knowledge and skills requirements of this module. If
you pass the assessment, you will be given a certificate of completion.

SUMMARY OF LEARNING OUTCOMES

Upon completion of the module, you should be able to:

LO1. analyze signs, symbols and data;

LO2. interpret technical drawings and plans; and LO3.
apply freehand sketching.

ASSESSMENT CRITERIA

Refer to the assessment criteria of learning outcomes 1-3 of this module.

PREREQUISITE

None
 ii

TECHNICAL TERMS

iii
Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: INTERPRET TECHNICAL DRAWINGS AND PLANS

Module Title: Interpreting Technical Drawings and Plans

Learning Outcome 1: Analyze signs, symbols and data

Assessment Criteria:

1. Electrical signs, symbols, and data are identified according to the job specifications.
2. Work plans are drawn according to the specifications based on the working/technical
drawing.

References:

1. Azares, Efren F. and Recana, Cirilo B. Practical Electricity III; Adriana Publishing:
1999.

2. Agpaoa, Feleciano. Interior and Exterior Wiring Troubleshooting; National Bookstore:

1991.

3. Acorda, Aidaida V. and Robles, Rosemarie D.; Drafting I & II

1
LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome 1: Analyze signs, symbols and data

Learning Activities Special Instructions

1. Read the Information Sheet 1.1 Do not write anything in this module.
about electrical signs, symbols,
and data.

2. Answer the Self-Check 1.1. Provide an extra sheet of paper in

answering the Self-Check.

Compare your answer with the given

answer key at the back of this
module.

3. Read the Information Sheet 1.2 Prepare a table showing the same
about the guidelines in making detail of load specifications.
electrical layout.

4. Read/perform the Activity Sheet Complete the table of load schedule

on how to read electrical plan.

INFORMATION SHEET 1.1

ELECTRICAL SYMBOLS

2
 Electrical symbol is one of the most important electrical principles that
engineers and technician should know and understand for them to interpret
electrical installation of equipment, fixture and correction stated in the plan. Aside
from drawing pictures or preparing special photograph of equipment and
connections, symbols are essential in indicating the parts of an electrical circuit.

The following symbols are used to indicate electrical connection:

3
Electrical Signs Your power tool with its manual may contain "WARNING ICONS" (a
picture symbol intended to alert you to, and/or to instruct you how to avoid a potentially
hazardous condition). Knowing and understanding these symbols will help you operate
your tool better and safer.

4
CAUTION: Indicates some
precautionary measures against
potential hazardous situation which, if
not avoided, may result to a minor or
moderate injury.

This sign indicates SAFETY ALERT. A

person should observe extra awareness

PROHIBITION means that any activity

is not allowed as stated by the symbol.

DANGER: It specifies hazardous

situation which, if not avoided, will
result to a serious injury or even death.

WARNING: It specifies a potentially

hazardous situation which, if not
avoided, could result to serious injury
or even death.

READ AND UNDERSTAND

INSTRUCTION MANUAL: This means
that a person should make some
reading before doing any activity.

WEAR EYE PROTECTION: This

indicates that a person should wear
safety goggles or any related protection
for the eyes

ELECTRICAL HAZARD: This symbol

indicates that electrical hazard is
present in the area.

5
 VOLTAGE DANGER: This indicates
high voltage in the area and
surrounding equipment.

Electrical data

Data refer to a collection of natural phenomena descriptors including the

results of experience, observation or experiment, or a set of premises. They are
information translated into other forms that may help you to move conveniently
and to process things easily.

For example, the name plate data of the motor will help the technician to interpret
the performance of the motor

Name plate data of the capacitor start motor

This guide gives the basic specifications typically found on a motor nameplate.
Use the sample nameplates pictured below as an aid in locating and identifying
the data. When replacing a motor, certain specs must match or fall within a
particular range. These are indicated in bold print below.

The tables below show the complete information on:

6
 Wire color coding

Conductor types and sizes

7
 The number of wires in the service depends on the limits given in the figures
and other factors, such as equipment rating. Two-wire service requires two
circuits in general-service buildings and four circuits or a 3-kilowatt connected
load in barracks. Three-wire services requires greater loads. Use three- or fourwire
service to supply more than one service switch.

SELF-CHECK 1.1

I. Direction: Inside the box, draw what symbol is being asked.

8
 Incandescent Light Outlet Convenience Outlet

Air Conditioning Unit Door Bell

Push Button Switch Service Entrance

II. Direction: Give the meaning of the following electrical sign. Write your answer on a
separate sheet of paper.

9
 INFORMATION SHEET 1.2

GUIDELINES IN MAKING ELECTRICAL LAYOUT

1. The code requires sufficient circuitry to supply residential load of 30 watts per
square meter.
10
2. The requirement 30 watts per square meter is up to 80 square meters for 20 amp
circuit (2400 watts) or 60 square meters for 15 amp circuit (1800watts).

3. The code requires a minimum of 20 amperes for appliance branch to feed all small
appliances outlet in the kitchen, dining and living room.

4. The general purpose branch shall be rated 20 amperes. Wire no. 12 AWG is the
minimum size of conductor required for all the convenience outlets.

5. The circuit load of 15 ampere circuit shall be used for light circuit.

6. Plug outlet or convenience receptacles shall be counted in computing the load if its
not in the load of general lighting circuit.

• For 15 amp circuit: 9/1.5= 6 outlets

• For 20 amp circuit 12/1.5= 8 outlets
7. Convenience outlet should be planned properly. It should not be placed in one
circuit so that the failure of one will not deprive the supply of power.

8. All kitchen outlets should be fed from any of the circuits except lighting circuit.

9. Certain outlet in the room should be designed as appliances outlet.

• All kitchen receptacles

• Dining room receptacles
• One in the living room
10. The code requires that at least one 20 amp circuit is supplied to the laundry outlets.

11. Provide a separate circuit for air conditioning units.

ACTIVITY SHEET 1.1

READING ELECTRICAL PLAN

Materials
• Paper
• Pencil

Working Drawing

11
 Electrical Layout

Direction: Complete the data in the table below by writing the correct number of light
and outlet, size of wire and branch rating.

THE LOAD SCHEDULE

Branch
Branch
Light Outlet Size of Wire Circuit
circuit No.
Rating

Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: INTERPRET TECHNICAL DRAWINGS AND PLANS

Module Title: Interpreting Technical Drawings and Plans

Learning Outcome 2: Interpret technical drawings and plans

Assessment Criteria:

12
1. Necessary tools, materials and equipment are identified according to the plan.
2. Components, assemblies or object are recognized as per job requirement.
3. Dimensions and specification are identified according to the job requirements.

References:

1. Azares, Efren F. and Recana, Cirilo B. Practical Electricity III; Adriana Publishing:
1999.

2. Agpaoa, Feleciano. Interior and Exterior Wiring Troubleshooting; National Bookstore:

1991.

3. Fajardo, Max B. Electrical Layout and Estimate. 5138 Merchandising. Copyright

2000.

LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome 2: Interpret technical drawings and plans

Learning Activities Special Instructions

1. Read the Information Sheet 2.1 Do not write anything on this

about the basic drawing. module.

13
 2. Read the Information Sheet 2.2
about electrical layout.

3. Do the Self –Check 2.1. • Provide extra sheet of paper in

answering the Self-Check.

• Compare your answer with the

given answer key at the back of
this module.

4. Read/perform the Activity Sheet 2.1

on drawing the orthographic and
isometric view of an object.

INFORMATION SHEET 2.1

BASIC DRAWING

Alphabet of lines

Each line in a technical drawing has a definite meaning and is drawn in various ways.

Visible lines are lines which are seen on the edge of an object. When drawn
using the ink, the lines are heavy and solid; when pencil is used, the line produced
is medium. The thickness of the lines depends on the size of the drawing.

14
 Long break lines are lines which show that a line has been broken. These lines have
definite breaks and are medium in weight.

Short break lines are lines drawn with a heavy freehand line.

Hidden lines are also called dotted line. They are short medium weight dashes
measuring about 3-4 millimeter wide. These kind of lines are used to represent
hidden view of an object.

A leader line is a fine broken line. It has an arrow head at one end. The broken
line has a short horizontal and an inclined line to indicate either a part or
measurement of an object.

Reference line is a curve line with an arrow at one end. This kind of line is used to
label the parts of an object.

15
 Centre lines are lines used to pinpoint center of objects, arcs and circle. They are
drawn using one long and one short dash alternately.

Section lines are lines used to show sectional view. The spaces are placed evenly so
that a shaded effect may be achieved.

Dimension lines show the measurement of an object. It consists of

arrowheads, fine line and the measurement. The arrow heads are short and placed
at both end of the line. The measurement is placed at the middle of the fine line.

Types of drawing

Orthographic working drawing shows the front, the top and the right side
views of an object. In orthographic drawing, lines are true size. Hidden lines are
dotted. Center line indicates circle and cylinder.

16
 Isometric Pictorial Drawing shows the 3 dimensional views of the object. The
height of the object is shown in vertical lines. The length and the width are the
isometric axes that were drawn at 30° angle line which is the true size. Circle that
appears as eclipses isometric drawings usually has center line. Hidden lines are
not shown.

Steps in
Performing
Orthographic
Projection

1. Draw the
front view of the
object.
2. Project all
corners of front
view to top then
to side view.

17
 3. Draw
the top view
of the object.
4. Project
the corners
of the top
view to the
front view.

INFORMATION SHEET 2.2

ELECTRICAL LAYOUT

Electrical Plan is a technical representation of electrical system proposed to be

installed in building or house, which includes material, devices and equipment.

Isometric
Orthographic

18
Parts of an Electrical Plan

The Floor Plan shows the layout of the location of light, switches, convenience outlets,
and the power outlets.

The following details can be seen in the floor plan:

1. Location, type and rating of lighting fixture

2. Location, type of power outlet and their rating
3. Outlet that belongs to that branch 4. Location, type of control system used.

19
 Drawing of floor Plan

The Legend shows the meaning of each symbol used in the electrical plan. The
following are sample symbol commonly used in the plan.

20
 Symbols
commonly used in
the plan

The Load
Schedule

The following
details can be seen
in the schedule of
load:

• Number of
branch circuit of
electrical wiring
system
• Number of
light outlet, power
outlet and switches
per branch
• Total wattage
rating and of the load per circuit branch
• Total current load per circuit and size of wire used
• Computation of the total wattage and current of each circuit branch.

The Riser Diagram is a schematic presentation of the entire electrical circuit

from the service entrance up to the smallest circuit branch (See illustration at the
next page). It shows:

• Character and type of service, single phase 2 wire/ 3 wire

• Size of service entrance conductor and the conduit used
• Type and size of wire for each branch
• Size of protective device for main circuit breaker and each branch

21
 Riser diagram

Title Block

The title block or the name plate indicates the following details:

1. Name and location of the proposed installation.

2. Name and address of the owner.
3. Name and signature and dry seal of master electrician or electrical engineer.
4. Printed name of the owner
5. Initial of the draft man and the data when drawing was done.

RESIDENCE
LOCATION

DRAWN BY

CHECKED BY

Title block

Specification

Specification includes the following:

22
 1. Classification of service
2. Type of wiring method to be used
3. Number of branch circuit and their corresponding sizes
4. Supplies materials to be used by the contractor

Location map

Location map shows the following details:

1. Bordering areas showing the well know streets

2. Location of the utility company pole which supplies electric energy

SELF-CHECK 2.1

I. Direction: Identify what is being asked by the following statement. Write your answer
on a separate sheet of paper.

1. It is a technical representation of an electrical

23
 system proposed to be installed in building or house.

2. It is a part of electrical plan which shows the size

of service entrance conduit.

3. It is a part of wiring plan which shows the

number of branch of electrical circuit.

4. It shows the meaning of electrical symbols used

in the electrical plan.

5. It shows the name and location of the proposed

wiring installation.

II. Direction: Use the riser diagram to identify the following:

__________6. The size of fuse for branch

circuit number 1.

__________7. The size and type of wire

use of circuit number 5.

__________8. The total number of

circuit branch seen on the
riser.

__________9. The ampere capacity of

branch circuit no. 2.

_________10. The type of service .

ACTIVITY SHEET 2.1

Material

• Oslo paper/ bond paper

24
Tools

• Pencil
• Ruler
• Eraser
• Triangle 30° x 60°

Working Drawing

Direction: Draw the orthographic views of the following isometric.

1. 2.

3.

Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: INTERPRET TECHNICAL DRAWINGS AND PLANS

Module Title: Interpreting Technical Drawings and Plans

Learning Outcome 3: Apply freehand sketching

Assessment Criteria:

25
1. Correct freehand sketching is produced in accordance with the job requirements.
2. Work plan is drawn according to the specifications.

Refernces:

1. Azares, Efren F. and Recana, Cirilo B. Practical Electricity III; Adriana Publishing:
1999.

2. Agpaoa, Feleciano. Interior and Exterior Wiring Troubleshooting; National Bookstore:

1991.

LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome 3: Apply freehand sketching

Learning Activities Special Instructions

26
 1. Read the Information Sheet 3.1 Do not write anything on this module.
about free hand sketching.

2. Do the Self –Check 3.1. Provide extra sheet of paper in

answering the Self-Check.

Compare your answer with the given

answer key at the back of this module.

3. Read/perform the Activity Sheet Use sample on this module and

about freehand sketching of prepare your own electrical wiring plan
electrical diagram.

4. Read /perform the Activity Sheet

3.1 about the preparation of
wiring plan.

5. Perform the Job Sheet 3.1. Use 1 drawing paper for every drawing

INFORMATION SHEET 3.1

Free Hand Sketching

Free hand sketching is the fast and convenient way to draft an idea on paper.
Supposing that an electrician wants to determine the number of a conductors
passing in a conduct, he must draft a free hand sketch of what the connection
will be and the number of wires that will be utilized. A sketch has its purposes:

27
 Sample Isometric Free Hand Sketch

• Presents an idea and reduces to chances for an error

• Provides communications between the drafter, engineer and the technician
• Decision can be made as to how good or poor the idea is Determines what idea
should be developed or be changed.

Free hand sketch helps to:

• develop new product

• organize ideas
• formulate ideas
• record ideas
• change design
• lay out drawing
• find graphic solution to many problem in design
• save time and expenses of making good design

28
 Sample Floor Plan

SELF-CHECK 3.1

A. Direction: Identify what is being referred by the following statements. Write your
answer on a separate answer sheet.

1. It is the fast and convenient way to draft ideas on

paper.

29
 2. It is a kind of drawing which shows the front, top
and right side view of an object.

3. It is a kind of drawing which shows the 3

dimensional views.

4. In isometric drawing, circle appears as

___________.

5. The length and width of the isometric axes are

drawn at ___________ angle.

6. In orthographic drawing, hidden lines are

_______________.

7. It is a line which indicate circle and cylinder.

8.
9. The three main purposes of sketching.
10.

ACTIVITY SHEET 3.1

Material:

• Oslo paper/ bond paper

Tool:

• Pencil

Working Drawing:

Direction: Draw the schematic diagram of the given working drawing using the free hand
sketch.

Condition: Two bulbs are controlled individually with multi-ground convenience outlet.

30
 CB 1 2

ASSESSMENT CHECK 3.1

Students will be graded based on the following criteria:

Connection of the bulbs 20 pts

Connection of the outlet 10 pts

Neatness of Work 10 pts

Total 40 pts

*Note: One point is deducted for every error committed.

31
 JOB SHEET 3.1

Draw an Electrical Plan

Material

• Oslo paper / bond paper

Tools

• Pencil • Eraser Procedure:

Note: one oslo paper/ bond paper for each task required.

1. Draw a floor plan.

2. Layout the position of light outlet in your floor plan.

3. Lay out the position of power outlet in your floor plan.

4. Connect the power outlet to its corresponding circuit branch.

5. Prepare the load schedule.

6. Prepare legends.

7. Prepare the schematic feeder diagram (riser).

8. Prepare the specification.

9. Prepare the location map.

10. Prepare the title block.

32
 ASSESSMENT PLAN

Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: INTERPRET TECHNICAL DRAWINGS AND PLANS

Module Title: Interpreting Technical Drawings and Plans

LO 1. Analyze signs, symbols and data

1. Electrical signs, symbols, and data are identified

according to the job specifications.

2. Work plans are drawn following specification based on

working/technical drawing.

LO 2. Interpret technical drawings and plans

1. Necessary tools, materials and equipment are identified

according to plan.

2. Components, assemblies or object are recognized as

per job requirement.

3. Dimensions and specification are identified according

to the job requirements.

LO 3. Apply freehand sketching

1. Correct freehand sketching is produced in accordance

to the job requirements.

2. Work plan is drawn according to specifications.

*Note: The teacher will check the criteria wether it was performed or not.

33
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 interpret technical drawing and plan.

2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the student has completed each aspect 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

34
Did the student’s overall performance meet the Yes No
standard?

Feedback to student:

Teacher’s signature: Date:

*Note: The teacher will check the criteria wether it was performed or not.
Observation and Questioning Checklist

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 interpret technical drawing and plan.

2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the student has completed each aspect 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.
35
 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?

*Note: The teacher will check the criteria wether it was performed or not.

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:

36
 Materials and equipment:

 to show if evidence is
demonstrated

During the demonstration of skills, did the

Yes No N/A
student:

  
  
  
  
The student’s demonstration was:

Satisfactory  Not Satisfactory 

*Note: The teacher will check the criteria wether it was performed or not. Written
report

Student’s name:

Teacher’s name:

Name of School:

Competency
standards

Unit of
competency:

Task:

Your task is to:

(insert description of task)

Submission date:

Use the checklist below as a basis for judging whether the student’s
report meets the required competency standards.

37
The student’s report…. If completed, check
the box

Overall did the student’s report meet the standard? Yes No

Comments:

Student’s

signature: Date:

Teacher’s

signature: Date:

*Note: The teacher will check the criteria wether it was performed or not.
PERFORMANCE TEST

Student's Name Date

Competency: Test Attempt

1st 2nd 3rd

Directions: OVERALL EVALUATION

Level
Achieved
Ask your teacher to
assess your performance PERFORMANCE LEVELS

38
 in the following critical
task and performance 4 - Can perform this skill without supervision
criteria below and with initiative and adaptability to problem
situations.
You will be rated based
on the overall evaluation 3 - Can perform this skill satisfactorily without
at the right side. assistance or supervision.

2 - Can perform this skill satisfactorily but

requires some assistance and/or supervision.

1 - Can perform parts of this skill satisfactorily,

but requires considerable assistance and/or
supervision.

Teacher will initial level achieved.

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

*Note: The teacher will check the criteria wether it was performed or not.
ANSWER KEY 1.1

I. Direction: Inside the box, draw what symbol is being asked.

39
 Incandescent High Outlet Convenience Outlet

Air Conditioning Unit Door Bell

Push Bottom Service Entrance

II. Direction: Give the meaning of the following electrical sign. Write your answer on a
separate sheet of paper.

40
 READ AND UNDERSTAND
INSTRUCTION MANUAL

VOLTAGE DANGER

WEAR EYE GOGGLES

ELECTRICAL HAZARD

SAFETY ALERT

ANSWER KEY 2.1

I. Directions: Identify what is being asked in the following statements. Write your
answer on a separate sheet of paper.

ELECTRICAL PLAN 1. It is a technical representation of an electrical

41
 system proposed to be installed in building or
house.
RISER DIAGRAM
2. It is a part of electrical plan which shows

the size of service entrance conduit.

LOAD SCHEDULE
3. It is a part of wiring plan which shows the
number of branch of electrical circuit.
LEGEND 4. It shows the meaning of electrical symbols used

in the electrical plan.

TITLE BLOCK 5. It shows the name and location of the proposed

wiring installation.

II. Direction: Use the riser diagram to identify the following:

20A 6. The size of fuse for branch

circuit number 1.

#12 AWG 7. The size and type of wire

use of circuit number 5.

8 BRANCHES 8. The total number of

circuit branch seen on
the riser.

20A 9. The ampere capacity of

branch circuit no. 2.

1 PHASE 10. The type of service.

ANSWER KEY 3.1

A. Direction: Identify what is being referred by

42
 PRESENT IDEAS AND following statement. Write your answer on a separate REDUCE
THE CHANGE 8. answer sheet.

FREEHAND DRAWING 1. It is the fast and convenient way to draft ideas on a

paper.
ORTHOGRAPHIC
2. It is a kind of drawing which shows the front, top DRAWING
and right side view of an object.

ISOMETRIC DRAWING 3. It is a kind of drawing which shows the 3

dimensional views.
ELIPSE 4. In isometric drawing, circle appears as
___________.

30 ANGLE 5. The length and width of the isometric axes are

drawn at ___________ angle.

CENTER LINES 6. In orthographic drawing, hidden lines are

_______________.

HIDDEN LINES 7. It is a line which indicates circle and cylinder.

COMMUNICATE WITH
DRAFTER 9.
The three
main purposes of sketching.
DETERMINE WHAT
IDEAS SHOULD BE
DEVELOPED 10.

43
 GRADE 11

Unit of Competency: OBSERVE PROCEDURE,

SPECIFICATION AND MANUAL OF
INSTRUCTIONS

Module Title: Observing Procedure,

Specification and Manual of
Module No.: 9 Instructions
 ACKNOWLEDGMENT

Copyright Department of Education 2008

First Published JUNE 2008

This draft was prepared during the Competency-Based Learning

Materials Workshop conducted at the Marikina Hotel, Marikina City on
February 18-22, 2008 and finalized on May 23-25, 2008 at the
Development

This learning instrument was developed by the following personnel:

Technology Teacher:

Mr. Noel M. Espineli

General Mariano Alvarez Technical Highschool GMA, Cavite

Contextual Teacher:

Ms. Gina C. delos Santos

A.F.G. Bernardino Memorial Trade School
Lias, Marilao, Bulacan

Facilitator:

Dr. Corazon L. Echano

Encoder:

Lemuel C. Valles

Fund: Department of Education Project

REFERENCES AND FURTHER READING

1. Philippine Electrical Code Year 2000 Edition

2. www.wikipedia.com
 ACKNOWLEDGEMENT

Copyright: Department of Education 2009

This module was based on Competency-based Curriculum- Contextual

Learning Matrix (CBC-CLM) refined during the Writeshop on the Refinement, Enrichment
of Competency-Based Curriculum and Contextual Learning Matrix of ARTS and TRADES
Specializations at Marikina Hotel, Marikina City on April 20-25, 2009.

This learning instrument was refined and enriched by the following educators:

TECHNOLOGY TEACHERS

RODRIGO S. CASTILLO FORTUNATO C. MESINA

Bauan Technical High School Angeles City National Trade School
Bauan, Batangas Angeles City

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

GINA C. DELOS
SANTOS
A.F.G. Bernardino
Memorial Trade School Lias, Marilao, Bulacan

Dr. ORLANDO E.
MANUEL Tech - Voc Task Force

English:
ANGELITO A. DINA F. PADERANGA
ESPEDIDO AFG Bernardino
San Pedro Relocation Memorial Trade School
Center National HS Marilao, Bulacan
San Pedro, Laguna

Dr. VICTORIO N. Dr. CORAZON L.

MEDRANO ECHANO
Tech-Voc Task Force Tech - Voc Task Force

FACILITATOR
S

ENCODER

FLORELYN B. MORADA
Dept. of Education

ACKNOWLEDGEMENT

Copyright: Department of Education 2009

This module was based on Competency-based Curriculum-

Contextual Learning Matrix (CBC-CLM) refined during the Writeshop on
the Finalization and Packaging of Competency-Based Curriculum and
Contextual Learning Matrix of ARTS and TRADES Specializations
Specializations at Marikina Hotel, Marikina City on May 4-9, 2009.

This learning instrument was finalized and packed by the following

educators:

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

Dr. VICTORIO N. Dr. CORAZON L. Dr. ORLANDO E.

MEDRANO ECHANO MANUEL
Tech - Voc Task Force Tech - Voc Task Force Tech - Voc Task Force

ENCODER

LEONARDO L. FELICIANO
TABLE OF CONTENTS

Page

How to Use this Module ................................................................................. i

Introduction ................................................................................................... ii
Technical Terms ............................................................................................ iii
Learning Outcome 1: Identify, assess, and interpret specification/manuals 1 ……………2
Learning Experiences/Activities ............................................................ 3
• Information Sheet 1.1 ............................................................................ 4
• Information Sheet 1.2 ............................................................................ 8
• Self-check 1.2 ...................................................................................... 10
• Activity Sheet 1.1 ................................................................................. 11
Learning Outcome 2: Apply information in the manual
• Learning activities ............................................................................... 13
• Information Sheet 2.1 .......................................................................... 14
• Activity Sheet 2.1…………………………………………………………………………………. 16
• Activity Sheet 2.2 ................................................................................. 17
• Information Sheet 2.2……………………………………………………………… 18
• Self-Check 2.2………………………………………………………………………..19
• Activity Sheet 2.3 ................................................................................. 20
Learning Outcome 3: Store manuals
• Learning Experiences/Activities …………………………………………………22
• Information sheet 3.1……………………………………………………………….23
Self check
3.1…………………………………………………………………………25
• Operation sheet 3.1… ……………………………………………………………. 26
Assessment
Plan……………………………………………………………………………. 27
Observation Checklist………………………………………………………………………28
Observation and Questioning checklist……………………………………………….. 29
Demonstration………………………………………………………………………………..30
Written Report………………………………………………………………………………. 31
Performance test……………………………………………………………………………. 32
Answer key 1.1……………………………………………………………………………….33
Answer key 2.2……………………………………………………………………………….33
Answer key 3.1……………………………………………………………………………….33
 HOW TO USE THIS MODULE

Welcome to the Module “Observing Procedures, Specifications and Manuals

of Instructions”. This module contains training materials and activities for you
to complete.

The unit of competency “Observe Procedures, Specifications and Manual of

Instructions” contains the knowledge, skills and attitudes required for Building
Wiring Installation course required to obtain the National Certificate (NC) level
II.

You are required to go through a series of learning activities in order to

complete each of the learning outcomes of the module. In each learning outcome
there are Information Sheets, , Operation Sheets and Activity Sheets. Do
these activities on your own and answer the Self-Check at the end of each learning
activity.

If you have questions, do not hesitate to ask your teacher for assistance.

Recognition of Prior Learning (RPL)

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.

This module is prepared to help you achieve the required competency, in

receiving and relaying information. This will be the source of information that
will enable you to acquire the knowledge and skills in Building Wiring Installation
NC level II independently at your own pace with minimum supervision from your
teacher.
1
Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: OBSERVE PROCEDURES, SPECIFICATIONS AND

MANUAL OF INSTRUCTIONS

Module Title: Observing Procedures, Specifications and Manuals of

Instructions

Learning Outcome 1: Identify, assess, and interpret specification/manuals

Assessment Criteria

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.

Resources

1. Azares, Efren F. and Recana, Cirilo B. Practical Electricity III; Adriana

Publishing: 1999.

2. Agpaoa, Feleciano. Interior and Exterior Wiring Troubleshooting; National

Bookstore: 1991.

3. www.google.com

4. www.yahoo.com

2
LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome 1: Identify, assess and interpret specialization/ manual

Learning Activities Special Instructions

1. Read the attached information Do not write anything in this manual.

sheet # 1 on Basic type of
Manuals
Prepare manual of instruction for your
activity.
2. Answer Self – checked no. 1 to
test your knowledge on the Basic
Types of Manuals.

3. Read the information sheet no.

1 – 2 about Signs and Symbols

3
 INFORMATION SHEET NO.1

Types of Manual Used in Construction Sector

Types of Manual

There are basically three types of manuals;

• Operation Manual is also called an owners manual, instruction

book, handbook or handuchen. This type of manuals has information
on how to safely use the machine. It usually includes basic
maintenance, safety information and specifications. This manual is
usually with the machine when it is packed and delivered.

• Parts Manual is also called a parts book, parts catalogue, or spare

parts list. This is similarly used by the representative at your dealers
parts counter although most of these manuals are now in computer
database format. Parts manual have exploded views of all parts, their

4
 relationship and location. Usually these manuals also include the
part number and a brief description.

• Service Manual is also called a shop, repair, workshop, technical

manual. Service manuals tell you how to repair the machine, remove
parts, rebuild and replace the machine. One may be very detailed
dealer manual while others are short or brief.
5
 Sample service manual

Other Types of Manual:

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.

Sample I &T Manual

• 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.

6
• Diagnostic manual is introduced/designed by John Deere.
Diagnostic manual helps the user to diagnose the problem.
Diagnostic manual usually contains electrical and hydraulic
schematic (fold outs). This manual rarely contains actual repair
information.

• Schematics manual is commonly produced by many companies.

This manual usually folds out plans/diagrams of electrical and/or
hydraulic systems. This manual show cables, pipes, hoses and
connectors and illustrate their colors, routing and sizes.

7
 INFORMATION SHEET NO.1.2

SIGNS AND SYMBOLS COMMONLY USED IN MANUALS

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.

CAUTION: To reduce the risk of fire, electric

shock, do not to remove cover or back of the
unit for a reason, to avoid other possible
hazards.

This lightning flash arrowhead symbol

within an equilateral triangle is intended to
alert the user to the presence of un –
insulated “dangerous voltage” within the
product’s enclosure that may be of sufficient
magnitude to constitute risk of electric shock
to a person.

The exclamation point within an equilateral

triangle is intended to alert user to the
presence of important operating and
maintenance (servicing) instruction within
the literature accompanying the device.

The marking of products using lasers means

that the units have been classified as class
1 and is utilizing laser beams that are of
weaker class. There is no danger of
hazardous radiation outside the unit.

Invisible laser radiation occurs when opened

and interlock failed or defeated This warns
the user to avoid exposure from the laser
beam.

8
The symbol for CLASS II (double Insulation)

Switch off when refueling. Do not use near

fuel or chemicals.

Do not use where blasting is in progress.

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.

Connecting to Other Devices

When connecting to any other device, read
its user guide for detailed safety
instructions. Do not connect incompatible
products.

9
 SELF CHECK NO.1.2

Direction: Fill in the blanks the meaning of the following symbol

1. The product needs _____________________________________

2. There is ______________________________ within the product

3. The product ___________________________________________

4. When the product is ___________________________________

5. The product is _________________________________________

ACTIVITY SHEET NO.1.1

ASSES INFORMATION AND DATA UNDER TYPES OF MANUAL

Instrument: Any device with its manual of instruction

10
Procedure:

1. Use safety information and specifications from any available manual for basic
maintenance.

2. Identify the information on how to safely operate and use the machine.

3. Perform the operation of the device using the instructions in a manual.

4. Observe Personal Protective Equipment (PPE).

Guide Questions:

1. Which type of manual do I need to operate for my machine?

2. Which manual serves a distinct purpose for my machine?

3. Did you follow the procedures in the series of information?

4. What are the desirable features of parts service manual in performing the
task?

5. If you don’t follow the series of procedures, what may be the result?

Check your performance based on the following criteria.

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).
11
 Program/Course: BUILDING WIRING INSTALLATION NC II
Unit of Competency: OBSERVE PROCEDURES, SPECIFICATIONS AND
MANUAL OF INSTRUCTIONS

Module Title: Observing Procedures, Specifications and Manuals of

Instructions

Learning Outcome 2: Apply information in the manual

Assessment Criteria

1. Work steps are correctly followed in accordance with the manufacturer’s

specification.
2. Manual data are applied according to the given task.
3. Adjustments are interpreted in accordance with the information contained in the
manual or specifications.

Resources

1. Azares, Efren F. and Recana, Cirilo B. Practical Electricity III; Adriana Publishing:
1999.
2. Agpaoa, Feleciano. Interior and Exterior Wiring Troubleshooting; National
Bookstore: 1991.
3. www.aged.vt.edu/VaAgEd/safety/pdf/pgrinder.pdf
4. www.yahoo.com

LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome 2: Apply Information in Manual

Learning Activities Special Instruction

12
 1. Read the attached information Answer the Activity sheet 2-1 on
sheet # 2 – 1 manual of identification of steps and procedures.
specification.

2. Do the Self-Check. Do the Self-Check # 2-1 on

Performance Criteria.

3. Perform the activity about

identify steps and procedure

Information sheet 2.1 Identify steps and procedures

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
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.

Safety procedures for grinder operation

1. Obtain the instructor’s permission before

operating the portable grinder.
2. Wear an industrial quality eye protection, i.e., a
face shield and safety glasses. Ear protectors are
recommended. Be sure the grinder is properly
grounded or double insulated.
3. Be sure that the switch is off and the cord is
disconnected from the power source before
adjusting, lubricating, inspecting or changing
grinding wheels.
4. Never use a cracked grinding wheel or one that vibrates excessively.
5. Use only wheels that are designed to operate at the speed indicated on the grinder
nameplate. The exposed area of the grinding wheel should not exceed more than ¼
of the area of the entire wheel.
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.

9. Do not talk with anyone while operating the grinder.

10. Never use the grinder in areas where flammable materials are stored.
11. Never wear loose clothing such as long sleeve, coats, neck ties, and confine long
hair when using the grinder.
12. Make sure that the floor of the work area is clean before operating the grinder.
13. Keep the power cord away from the grinding wheel and material being ground.
14. Hold the grinder firmly with both hands.
15. After use always make that sure the switch is turned off before the grinder is put
down.
16. Never operate the portable grinder while standing in water or on a wet floor.
17. Never use a grinding wheel which is worn to less than ½ of it’s original diameter.
18. Make certain that the grinding wheel is fastened securely at the arbor.
Perform this with the power disconnected.
19. Never lay down a grinder while the wheel is turning.
20. Do not force the grinder when grinding a metal.
14
 ACTIVITY SHEET 2.1
Identify steps and procedures

Portable electric drill

Direction: Prepare safety and correct operating procedure in the use of portable
electric drill.

Portable Electric Drills

Safety procedure in drilling operation

Procedures of drilling operation

15
 ACTIVITY SHEET 2.2

Identify steps and procedures

Hand Tool: A power tool (e.g. rechargeable electric drill) with its manual of operation.

1. Read the General Information part of the manual.

2. Read the technical specification part of the manual.

3. Read the trouble shooting part of the manual.

4. Apply information gradually when performing the task related to the

construction work.

Question:

1. According to the manual, how will you operate the hand tool?

2. Did you follow the step by step guidelines indicated instructions?

3. If you fail to follow one of the steps, what may happen?

4. Did you notice the result of using power tool prior to the reading of the
manual? What was the outcome?

16
 ASSESSMENT (SELF-CHECK) 2.2

Check your performance based on the following criteria.

CRITERIA YES NO

1. The instruction in the manual are studied and

understood furtherly.

2. Work steps are correctly identified.

3. Work steps are correctly followed.

4. The power tool was operated properly.

Total

INFORMATION SHEET 2.2

Manual of Specification

Introduction

Instructional manual is a booklet which serves as a user guide in knowing

desirable and undesirable feature of certain product such as electrically operated
equipment devices and appliances. Information in the instructional manual
typically includes:

17
 • Safety instruction which includes
warnings and precaution in using the
product.

• Assembly instruction for dismantling

and assembling product in case of
repair.

• Set up instruction for devices that keep

track of time or which maintain user
accessible state.

• Normal usage instruction for obtaining

usual features.

• Maintenance instruction for long life

use

• Troubleshooting guide for separation and maintenance

• Service location which contains the location of the factory and the
authorized technician to be consulted.

• Regulatory code compliance information for approval of regulatory

standards.

• Warranty information for some agreement and conditions set by

company.

SELF-CHECK 2.2

Direction: Identify the type of manual to be used under the following situation.

Write your answer on your test booklet.

1. There is something wrong with the normal function of the product

after warranty period

18
 2. Untoward accident has to be prevented using power tools.

3. One week after purchasing of the products, trouble has occured.

4. Dismantled parts need complete assembly after the repair.

5. How to determine if the product has passed the quality standards?

ACTIVITY SHEET 2.3

INTERPRETING SPECIFICATION

Materials: Manual of Specification

Procedure:

1. The teacher will provide you the copy of the manual containing
specification.

2. Make a careful inspection of the given manual.

3. Identify the specific items in the manual.

19
 4. List down the information given in each section of the manual of
specifications.

5. Identify the importance of specification in each section of the manual.

6. Fill out the table below with the required information.

Specification of the
Information given Importance
product

Name plate information

Running Capacity

Product manufactured

Product Model

7. Locate the following information in your manual.

• Safety information
• Service Center
• Product Specification
• Name of model
• Set of instruction

Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: OBSERVE PROCEDURES, SPECIFICATIONS AND

MANUAL OF INSTRUCTIONS

Module Title: Observing Procedures, Specifications and Manuals of

Instructions

Learning Outcome 3: Store manuals

Assessment Criteria

20
 1. Manuals are stored in their designated locations.
2. Proper arrangement of the stored manuals is implemented in accordance with
the established policies.

Resources

1. Azares, Efren F. and Recana, Cirilo B. Practical Electricity III; Adriana

Publishing: 1999.
2. Agpaoa, Feleciano. Interior and Exterior Wiring Troubleshooting; National
Bookstore: 1991.

3. www.aged.vt.edu/VaAgEd/safety/pdf/pgrinder.pdf www.yahoo.com

LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome 3: Store Manual

Learning Activities
Special Instructions

21
 Try to answer the Self-Check
without looking at the information
1. Read the information sheet #3.1 sheet.

Do the operation sheet 3-2 is

2. Answer the self check # 3 to test storing manual
your knowledge on storing
Manu your answer using the
answer key

3. If you miss some of the items, go

over to this enabling objectives
again

4. If you are done proceed to the

next operation sheet# 3-2

5. Rate the quality of your

performance based on the
criteria.

6. If you pass the criteria you can

now ready to proceed to the next
activity.

INFORMATION SHEET 3.1

Storing Manuals

Introduction

Familiarization of various features of construction power tools, devices and

equipment can be achieved using manuals. They need to be stored properly to
22
prevent damage. They must be taken care well while being used so that they can
still be accessed for future references. In storing manuals, the following factors
should be considered:

• The types of paper can be easily damaged by either heat or

moisture under the extreme temperature. Sudden change of
climate will create certain effect in the condition of the paper.
Below are sample characteristics of paper to be considered.

Water resistance Dissolving paper

• A damp environment causes paper to become softened. This will

produce mold that will contribute to the deterioration. Extreme
heat and insufficient air causes paper to become brittle so that
it will be weaker and easily torn.

Fire resistant paper

• The ultraviolet component of light may also be the source of

paper decomposition in any form causes damage and even
animals like ants, insect and termites causes also the same.

23
Question:

Is it proper to store manuals in the cabinet together with some other tools and
chemicals used in electrical work, adhesive solvents, oil and other form of
lubricant? Why it is proper to use book mark instead of folding the corner of the
manual to remember certain page?

How does each other condition affects the manual paper?

a. Rain

b. Extreme heat

c. Air exposure

SELF-CHECK 3-1

24
Direction: Supply the word or group of words that will make the statement complete.
Write your answer in your test notebook.

1. __________ environment causes paper to become brittle.

a. Extreme heat c. Open

b. Damp d. Crowded

2. Softening of the paper can be in the effect of ____________.

a. Heat c. Chemical
b. Light d. Damp environment

3. Too much __________fades inks and dyes and accelerate decomposition of paper
in which manuals are made of

a. Light c. Air
b. Moisture d. Chemicals

4. Manuals must be stored in ____________ place.

a. In a cabinet where liquid material are stored

b. In a cabinet where tools are stored
c. In a kitchen cabinet near the store
d. In a cool, dry and vermin free cabinet

5. Which of the following can easily damage the manual?

a. Vermin c. Moisture
b. Chemical d. all of the choices

25
 OPERATION SHEET 3.1

Storing Manual

Points to be remembered in storing manuals:

1. Notify the person in charge in borrowing manual in a shop room.

2. Read posted reminders in taking care of the manuals.

3. Store manuals in a cabinet with room temperature.

4. Arrange manual according to the labelled number posted by the

students keepers for proper arrangement.

5. Provide accessible place for the manuals.

6. Do not get the manual from the cabinet if its not needed.

ASSESSMENT CRITERIA YES NO

1. Posted reminders in taking care of manuals

are interpreted.

2. Procedures of borrowing manuals are

strictly followed.

3. Manuals are stored according to label and

sizes.

4. Manuals are carefully inspected before

storing.

5. The conditions of manual are reported to

proper authority before storing.

26
 ASSESSMENT PLAN

Program Course : BUILDING WIRING INSTALLATION NC II

Unit of : OBSERVE PROCEDURES, SPECIFICATIONS AND Competency

MANUAL OF INSTRUCTIONS

Module Title : Observing procedures, specification and manual of

instructions

LO 3 Store manuals

1. Manuals are stored in their designated locations.

27
2. Proper arrangement of the stored manuals is
implemented in accordance with the established
policies.

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

28
Did the student’s overall performance meet the Yes No
standard?

Teacher’s feedback:

Teacher’s signature: Date:

Observation and Questioning Checklist

Student’s name:

Teacher’s name:

Name of the
School:

Competency
standards

Unit of
competency:

Instructions for the teacher:

29
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?

30
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:

Materials and equipment:

 to show if all s is
skill demonstrated

During the demonstration the students can… Yes No N/A

  
  
  
  
The student’s demonstration was:

Satisfactory  Not Satisfactory 

Written report

Student’s name:

31
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:

32
Student’s

signature: Date:

Teacher’s

signature: Date:
PERFORMANCE TEST

Student's Name: Date:

Competency: Test Attempt

1st 2nd 3rd

Directions: OVERALL EVALUATION

Level
Achieved
Ask your teacher to
assess your performance PERFORMANCE LEVEL
in the following critical
task and performance 4 - Can perform this skill without direct
criteria below supervision and with initiative and adaptability
to problem situations.
You will be rated based
on the overall evaluation 3 - Can perform this skill satisfactorily without
on the right side. assistance or supervision.

2 - Can perform this skill satisfactorily but

requires some assistance and/or supervision.

1 - Can perform parts of this skill satisfactorily,

but requires considerable assistance and/or
supervision.

Teacher will put his\her level achieved.

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

33
34
Answer key 1.1

1. Repair

2. dangerous voltage

3. has laser radiation

4. connected to other devices

5. water resistance

Answer key for self – check 2.2

1. Trouble shooting guide manual

2. Safety instruction manual

3. Warranty information

4. Assembly instruction

5. Regulatory code compliance information

Answer key for self check 3-1

1. A

2. D

3. A

4. D

5. D
33
 Republic of the Philippines
Department of Education
PUBLIC TECHNICAL-VOCA TIONAL
HIGH SCHOOLS

Unit of Competency: MAINTAIN TOOLS AND EQUIPMENT

 Module Title: MAINTAINING TOOLS AND EQUIPMENT

Module No.: 5

ACKNOWLEDGMENT

Copyright Department of Education 2008

First Published JUNE 2008

This draft was prepared during the Competency-Based Learning Materials

Development Workshop conducted at the Marikina Hotel,
Marikina City on February 18-22, 2008 and finalized on May 23-25, 2008
at the Development Academy of the Philippines (DAP), Tagaytay City.

This learning instrument was developed by the following personnel:

Technology Teacher:

Mr. Marino C. Cueto

Community Vocational High School
MinSCAT Calapan Campus
Masipit, Calapan City

Contextual Teacher:

Ms. Gina C. delos Santos

A.F.G. Bernardino Memorial Trade School
Lias, Marilao, Bulacan

Facilitator:

Dr. Corazon Echano

TechVoc Task Force

Encoder:

Mr. Lemuel C. Valles

Administrative Officer II
Educational Information Division
Fund: Department of Education

REFERENCES AND FURTHER READINGS

1. Institute of Integrated Electrical Engineers of the Philippines Incorporated.

Philippine Electrical Code of 1992.

2. Max B. Fajardo Jr. & Leo R. Fajardo. Electrical Layout and Estimate, 2nd
Edition.

3. Azares, Efren F. and Recana, Cirilo B. Practical Electricity III; Adriana

Publishing: 1999.
4. Roland E. Palmquist. Audel House Wiring, 7th Edition.
ACKNOWLEDGEMENT

Copyright: Department of Education 2009

This module was based on Competency-based Curriculum- Contextual

Learning Matrix (CBC-CLM) refined during the Writeshop on the Refinement, Enrichment
of Competency-Based Curriculum and Contextual Learning Matrix of ARTS and TRADES
Specializations at Marikina Hotel, Marikina City on April 20-25, 2009.

This learning instrument was refined and enriched by the following educators:

TECHNOLOGY TEACHERS

RODRIGO S. CASTILLO FORTUNATO C. MESINA

Bauan Technical High School Angeles City National Trade School
Bauan, Batangas Angeles City

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

GINA C. DELOS
SANTOS
A.F.G. Bernardino
Memorial Trade School Lias, Marilao, Bulacan

Dr. ORLANDO E.
MANUEL Tech - Voc Task Force

English:
ANGELITO A. DINA F. PADERANGA
ESPEDIDO AFG Bernardino
San Pedro Relocation Memorial Trade School Center
National HS Marilao, Bulacan
San Pedro, Laguna

Dr. VICTORIO N. Dr. CORAZON L.

MEDRANO ECHANO
Tech-Voc Task Force Tech - Voc Task Force

FACILITATOR
S

ENCODER

FLORELYN B. MORADA
Dept. of Education

ACKNOWLEDGEMENT

Copyright: Department of Education 2009

 This module was based on Competency-based Curriculum-
Contextual Learning Matrix (CBC-CLM) refined during the Writeshop on
the Finalization and Packaging of Competency-Based Curriculum and
Contextual Learning Matrix of ARTS and TRADES Specializations
Specializations at Marikina Hotel, Marikina City on May 4-9, 2009.

This learning instrument was finalized and packed by the following

educators:

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

Dr. VICTORIO N. Dr. CORAZON L. Dr. ORLANDO E.

MEDRANO ECHANO MANUEL
Tech - Voc Task Force Tech - Voc Task Force Tech - Voc Task Force

ENCODER

LEONARDO L. FELICIANO
 TABLE OF CONTENTS

Page

How to Use this Module ................................................................................... i

Introduction ....................................................................................................
ii
Technical Terms .............................................................................................
iii
Learning Outcome 1: Check conditions of tools and equipment
• Learning Experiences/Activities
............................................................. 2
• Information Sheet 1.1
............................................................................ 3
• Activity Sheet 1.1
................................................................................. 10
• Self Check
1.1………………………………………………………………………...... 11
Learning Outcome 2: Perform basic preventive and corrective maintenance
• Learning Experiences/Activities
........................................................... 14
• Information Sheet 2.1
.......................................................................... 15
• Operation Sheet 2.1
............................................................................. 26
• Self-Check 2.1
..................................................................................... 28
• Self-Check 2.2
..................................................................................... 29
Learning Outcome 3: Store tools and equipment
• Learning Experiences/Activities
........................................................... 32
• Information Sheet 3.1
.......................................................................... 33
• Operation Sheet 3.1
............................................................................. 34
• Operation Sheet 3.2
............................................................................. 37
• Operation Sheet 3.3
............................................................................. 38
 • Operation Sheet 3.4
............................................................................. 39 Assessment Plan
........................................................................................... 40
Observation Checklist ...................................................................................
41 Observation and Questioning Checklist
......................................................... 42 Demonstration
.............................................................................................. 43
Written Report .............................................................................................. 44
Performance Test ..........................................................................................
45
Answer Key 1.1, 2.1, 2.2……………………………………………… ....................... 46
 HOW TO USE THIS MODULE

Welcome to the module “Maintaining Tools and Equipment”. This module

contains training materials and activities for you to complete.

The unit of competency “Maintain Tools and Equipment” contains the

knowledge, skills and attitudes required for Building Wiring Installation
course required to obtain the National Certificate (NC) level II.

You are required to go through a series of learning activities in order to

complete each of the learning outcomes of the module. In each learning
outcome there are Information Sheets, Job Sheets, Operation Sheets and
Activity Sheets. Do these activities on your own and answer the SelfCheck
at the end of each learning activity.

If you have questions, do not hesitate to ask your teacher for assistance.

Recognition of Prior Learning (RPL)

You may already have some basic knowledge and skills covered in this
module. If you can demonstrate competence to your teacher in a particular
skill, talk to him/her 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 activity.

This module is prepared to help you achieve the required competency in

receiving and relaying information. This will be the source of information that
will enable you to acquire the knowledge and skills in Building Wiring
Installation NC II independently at your own pace with minimum supervision
from your teacher.

Program/Course: BUILDING WIRING INSTALLATION NC II

i
Unit of Competency: MAINTAIN TOOLS AND EQUIPMENT

Module Title: Maintaining Tools and Equipment

INTRODUCTION:

This module contains information on practices in inspecting, cleaning,

arranging and storing tools and equipment, including waste materials/
lubricant and reporting of damaged tools and equipment in the shop.

It consists of three (3) learning outcomes. Each learning outcome

contains learning activities for the competency supported with information
sheets, self-check and job/operation sheets, gathered from different sources.
Before you perform the practical exercises, read the information/operation
sheets and answer the self-check provided to confirm to yourself and to your
teacher that you are equipped with the knowledge necessary to perform the
skills portion of each learning outcome.

SUMMARY OF LEARNING OUTCOMES

Upon completion of the module, you should be able to:

LO 1. check condition of tools and equipment;

LO 2. perform basic preventive and corrective maintenance; and

LO 3. store tools and equipment.

ASSESSMENT CRITERIA

Refer to the assessment criteria of learning outcomes 1-3 of this module.

PREREQUISITE

None
ii
 TECHNICAL TERMS

5S means Sort, Systematize, Sweep, Sanitize, and Self-Discipline.

CANDO means Cleanup, Arranging, Neatness, Discipline, and Ongoing

improvement.
Fire Point is the temperature at which oil will be burn if ignited.

Flash Point is the temperature at which oil gives off ignitable vapors. The
flash point is not necessarily a safe upper limit for oil because some
decomposition takes place below the flash point.

Hirano refers to the terms Organization, Orderliness, Cleanliness,

Standardized Cleanup, and Discipline

Lubrication Additives is defined as many of the physical properties of various

oils and greases.

Pour Point is the lowest temperature at which oil will pour or flow and is most
critical in low temperature applications.

Sorting means to sort everything in a work area

Viscosity Index indicates how viscosity varies with temperature, which can
be an important consideration in applications where operating temperatures
very widely.

Viscosity is a measure of “flow ability.” It is the resistance to flow caused by

an internal friction between the lubricant molecules.

iii
Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: MAINTAIN TOOLS AND EQUIPMENT

Module Title: Maintaining Tools and Equipment

Learning Outcome 1: Check condition of tools and equipment

Assessment Criteria

1. Materials, tools and equipment are identified according to their classification

and to the job requirements.
2. Non-functional tools and equipment are segregated and labeled according to
their classification.

3. Safety of tools and equipment are observed in accordance with the

manufacturer’s instructions.

References

1. Institute of Integrated Electrical Engineers of the Philippines Incorporated.

Philippine Electrical Code of 1992.
2. Max B. Fajardo Jr. & Leo R. Fajardo. Electrical Layout and Estimate, 2nd
Edition.

3. www.wikihow.com/

4. www.thefabricator.com/Safety/Safety_Article.cfm?ID=1095

1
LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome 1: Check condition of tools and equipment

Learning Activities Special Instruction

1. Read the attached Information You can ask assistance from your
Sheet 1.1 about the importance teacher to explain the topics you
and types of tools and equipment. cannot understand well.

1. Answer the Self-Check 2.5.

INFORMATION SHEET 1.1

Introduction

Tools are defined as implements used to modify raw materials for

human use. Tools can be considered as extension of the human hand thereby
increasing its speed, power, and accuracy.

Importance of Tools

Advantages of using the proper tools

1. Efficiency of the work

2. High quality of the work
3. Speed of accomplishment
4. Accuracy

However, these advantages depend on the three factors, namely:

2
 1. Availability and sufficiency of the materials
2. Experience and skill of the workers in their respective fields
3. Tools and equipment of good quality

Types of tools and equipment

There are three main types of tools/equipment in the shop. One type is
known as hand tools because your hand supplies the energy to operate them.
The other type is called machine or power tools/equipment which uses either
electricity, compressed air, or hydraulic pressure to make them operate. The
last type is referred to as measuring tools.

Hand tools

They include screwdrivers, hammers, pliers, wrenches and pullers.

1. Screwdrivers are used to drive, or turn screws. The common type has a single
flat blade for driving screws with slotted heads. The other type has the cross
slotted head

2. Hammers are mostly used tools in the shop. They should be gripped at the
end of the handle.

3. Pliers are specified types of adjustable wrenches. The two legs move on a pivot
so that items of various sizes can be gripped.

4. Wrenches are used to turn screws, nuts and bolts with hexagonal heads.
“Hexagonal” means six-sided. A variety of wrenches are used in the shop.

5. Pullers are used to remove gears and hubs from shafts, bushings from blind
holes, and cylinders’ liners from the engine blocks.

Power tools/Equipment

A. Electric tools

1. Electric drill has an electric motor that drives a chuck. The chuck has jaws
that can be opened and then closed to grip a drill kit.

2. Grinding wheels can be either bench-mounted or installed on a pedestal.

They may either have a grindings wheel, view wheel, or two grinding wheels.

3. Vacuum cleaner is used for cleaning the floor and car interiors after service.

3
B. Pneumatic tools

1. Air chisel uses reciprocating motion to drive a cutting hammering tool. An air
hammer drives a chisel to cut off a nut that has frozen to a stud. It can be
used with a variety of tools-cutters and punches-to do many jobs.

2. Air impact wrenches use a pounding or impact force to loosen or tighten nuts
or bolts.

3. Air drill is lighter than a comparable electric drill. Repeatedly stalling or

overloading does not damage or overheat the air drill.

4. Air racket uses the sockets and attachments from a standard socket set.

5. Pneumatic floor jack uses compressed air to flow into the jack cylinder and
causes the ram to extend and raise the vehicle.

C. Hydraulic tools

1. Car lifts-single or double post are both have pads that must be placed under
the designated lift points of the car frame.

2. Hydraulic floor jack is used to raise the lifting saddle. A lever on the handle
releases the pressure so that the saddle and load will settle back down.

3. Portable crane is used for lifting the engine out of the car. It is operated
hydraulically by a hand pump.

4. Hydraulic press is used to apply force on bent parts to straighten them. It

can also do such jobs as press brushing in and out and can press out rivets.

Measuring tools

The different kinds of measuring tools that are used in electrical workshop
otherwise known as “Rules” are:

1. Two foot four folding rule 4. Push pull tape rule

2. Extension rule 5. Slide caliper rule
3. Zigzag rule 6. Marking gauge

1. Zig-Zag rule is available in 4 feet long commonly used by carpenters for rough
lay-out.

4
2. Push pull Tape is used to measure longer distances available from one meter
to 50 meters long.

3. Slide Caliper Rule is a special tool used to measure outside diameter of

cylindrical objects.

4. Marking Gauge is a tool most appropriate in making lines parallel with the
edges of the wood.

Electrical safety practices save lives

Electricity improves life. During power failures, much work and many
routine activities halt. However, electricity can cause serious injury and even
death if you fail to follow electrical safety practices, particularly in the
workplace.
However, electricity is recognized widely as well as a serious workplace
hazard that may cause electric shock, burns, fires, and explosions. In fact,
according to the Bureau of Labor Statistics (BLS), 289 employees were killed
by contact with electric current in 2002. Others were killed or injured in fires
and explosions caused by electricity.

Causes of Electrical Accident

The U.S. Occupational Safety and Health Administration (OSHA) cites

three possible factors causing electrical accidents: work involving unsafe
equipment and installations; workplaces made unsafe by the environment;
and unsafe work performance (unsafe acts). The first two factors sometimes
are combined and referred to simply as unsafe conditions. Thus, electrical
accidents can be generally considered as being caused by unsafe conditions,
unsafe acts, or in most cases, combinations of the two. It should also be noted
that inadequate maintenance can cause serious damages and can create
unsafe conditions.

Occupational Health Safety Act (OHSA) also states that some unsafe
electric equipment and installations can be identified by faulty insulation,
improper grounding, loose connections, defective parts, ground faults,
unguarded live parts, and underrated equipment. The environment can also
contribute to electrical accidents. Environments containing flammable
vapors, liquids, or gases; areas having corrosive atmospheres; and wet and
damp locations are some unsafe environments affecting electrical safety.
Finally, unsafe acts include the failure to de-energized electric equipment
when it is being repaired or inspected, using obviously defective and unsafe
tools, and using tools or equipment too close to energized parts.

5
 Figure 1. Cord- and plug-connected equipment without a grounded
connector

SAFE WORK PRACTICES

THE WRONG WAY THE RIGHT WAY

• Use hand tools or power tools

Repetitious hand work may whenever possible.
cause pain and result in
permanent injury, limiting • Keep tools close to your body to
your ability to use your hands reduce fatigue and to increase
to any kind of work. productivity.

6
The force and awkward Avoid manual wire pulling and
posture and to pull wire by use a tugger or a handtool
hands is hard and tiring. whenever possible

Communication between the

puller and feeder to
coordinate movements will
make the job easier and safer.

Use lighter-weight tools.

SAFETY TIPS

LIGHTEN YOUR LOAD. Plan what you are going to

do. Carry only the tools or equipment you will need.
Wear a tool belt that fits and distribute the tools and
materials evenly.

PROTECT YOURSELF. Wear safety gear that fits.

Protect your knees from hard, sharp surfaces by
wearing knee pads. Wear appropriate eye protection
to protect your eyes from debris and flying particles.
Protect your hands from friction and sharp edges by
wearing gloves.

SELECT THE RIGHT TOOL. Choose tools that fit

your hand comfortably and have soft grips. A good
handle grip prevents your hand from slipping while
using the tool. Consider using tools that reduce the
amount of force or movements you use. Keep tools
well maintained.

7
 PRACTICE GOOD HOUSEKEEPING. Pick up debris
and scrap material to prevent from trips, slips, and
falls. Good housekeeping allows you and your
equipment to get closer for an efficient work.

CHANGE BODY POSITIONS. Working overhead, at

floor level, or in cramped spaces forces the body into
awkward postures. To relieve muscle tension and
improve circulation, change body positions, alternate
tasks, and stretch throughout the day.

BELOW IS AN EXAMPLE OF A SITUATION SHOWING UNSAFE WORK

PRACTICES

Arc ignites sawdust in service panel

At a wood products manufacturing plant, a three-phase motor was

single-phasing. To find out why, an electrician tested the incoming voltage to
the electrical components inside a 600-volt 600-amp main service panel. A
planer man assisted him by holding the multi-meter, which was rated at 600
volts and was not qualified personnel. There was a flashover across the circuit
board inside the multi-meter. The arc ignited sawdust in the service panel. A
sudden fireball caused burns to both workers.

Safe work practices

8
 • Use a good-quality multi-meter
with external fused leads when
measuring voltage on energized
electrical equipment. Fuses and
thermal resistors inside older
multi-meter cannot react quickly
enough to protect against sudden
spikes in voltage.

• Expect line voltages to be 20

percent higher than rated when
build-out capacitors are connected
to the electric circuit. Investigation
has found that build-out capacitors
may cause higher than rated
voltages at the motor input
terminals.

• Use a multi-meter rated at least 25

percent higher than the expected
voltage when testing energized
electrical equipment.
This allows spikes in voltage.

• Use electrical testing equipment

that meets specific safety
requirements.

ACTIVITY SHEET 1.1

Identification of Non-Functional Tools and Equipment

Introduction:

Electrical work is not an easy task. It is highly recommended that you must
check all the tools, instruments and equipment before using. Use them
according to their specification. Avoid using defective hand tools and
equipment to avoid accident.

I. Method of identifying non-functional tools and equipment

1. Visual inspection. It refers to the visual observation of an expert on the

appearance of the tools and equipment.
2. Functionality. Vibration or extra noise from the operation means problems
on parts and accessories started to develop.

9
3. Performance. When there is something wrong with the performance of either
hand tools or equipment they need an immediate repair or maintenance.
4. Power supply (for electrically operated only). Failure to meet the required
power supply, malfunction will occurs in the part of hand tools or equipment.
5. Person’s involved. It refers to the technical person who has the knowledge
and skills about the technology.

II. Classifications of tools and equipment according to their uses:

1. Measuring tools
2. Holding tools
3. Cutting tools
4. Driving tools
5. Boring tools
6. Electrical equipment
7. Miscellaneous tools/instrument/equipment

III. Perform the segregation of non functional or defective hand tool and
equipment, following the given method previously.

IV. Safety Practices:

1. Always check the tools/instrument and equipment before using.

2. Use the appropriate materials, tools, instrument and equipment as per
job or task requirement.
3. Always wear personal protective equipment like gloves, goggles, hard hat
etc., at all times.
4. Wait for the final instruction before doing the job or task.
5. Report to the person in authority whenever untoward incident happens.
SELF – CHECK 1.1

Direction: Write the letter only of the correct answer on a separate sheet of paper.

1. The three types of power tools are:

a. pneumatic, air, electric
b. pneumatic, hydraulic, electric
c. hydraulic, brake, electric
d. electric, mechanical, hydraulic

2. The following are pneumatic tools, except:

a. air hammer, impact wrenches, air jacks

10
b. air hose, air rackets, air jacks
c. air hammer, air racket and air hoses
d. power saw, disk grinder, socket

3. Hydraulic tools include:

a. car lifts, floor jacks, impact wrenches, air hammers
b. car lifts, portable cranes, air rackets and air jacks
c. car lifts, floor jacks, portable cranes and hydraulic presses
d. floor jacks, hydraulic presses, air hammers, rackets

4. When using a grinding wheel,

a. always wear safety goggles
b. never adjust the tool when it is working
c. never touch the wheel when it is rotating
d. use apron

5. Electrician A says it is all right to perform activity without permission from the
teacher because he knows the procedure. Electrician B says you should seek
permission from the teacher before performing any activity. Who is right? a.
Electrician A
b. Electrician B
c. neither A or B
d. both A and B

6. The two basic tools used in the shop are:

a. power tools and machine tools
b. hand tools and power tools
c. screwdrivers and wrenches
d. hand tools and cutting tools

7. To tighten wood screw accurately, use

a. tension wrench
b. screw driver
c. hammer
d. mallet

8. The simplest wrench used is the

a. open-end wrench
b. box wrench
c. socket
d. adjustable wrench

11
9. The most often used hammer in the electrical shop is the
a. claw hammer
b. plastic-tipped hammer
c. brass hammer
d. rawhide hammer

10. American wire gauge

a. measures thickness of wire,
b. has a pair of blades.
c. is marked in inches and fractions of an inch
d. has a blade of two thickness

11. A thickness-gauge is often called as:

a. wire stripper
b. double-thickness gauge
c. go-no-go gauge
d. micrometer gauge

12. The two basic types of micrometers are:

a. direct and indirect
b. parallel and perpendicular
c. inside and outside
d. upside and downside

13. The United State Code Standard (USCS) micrometer reads in:
a. thousandths of an inch
b. centimeters
c. thousandths of millimeter
d. meters

14. The metric micrometer reads in:

a. thousandths of an inch
b. centimeters
c. hundredths of a millimeter
d. meters

15. It is used to measure longer distances available from one meter to 50

meters long.
a. zig-zag rule

12
b. push pull tape rule
c. marking gauge
d. slide caliper rule
Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: MAINTAIN TOOLS AND EQUIPMENT

Module Title: Maintaining Tools and Equipment

Learning Outcome 2: Perform basic preventive and corrective maintenance

Assessment Criteria

1. Appropriate lubricants are identified according to the type of equipment.

2. Tools and equipment are lubricated according to the preventive maintenance
schedule or to the manufacturer’s specification.

3. Measuring instruments are calibrated in accordance with the manufacturer’s

instruction.

4. Tools are cleaned and lubricated according to the standard procedures.

5. Defective instrument, equipment and accessories are inspected and replaced
according to manufacturer’s specification.

6. Tools are inspected, repaired and replaced according to the manufacturer’s

standards.
7. Work place is cleaned and kept in safe state in line with the Occupational
Health Standard (OHS) regulation.

References

1. Institute of Integrated Electrical Engineers of the Philippines Incorporated.

Philippine Electrical Code of 1992.

2. Max B. Fajardo Jr. & Leo R. Fajardo. Electrical Layout and Estimate, 2nd
Edition.

3. Azares, Efren F. and Recana, Cirilo B. Practical Electricity III; Adriana

Publishing: 1999.

4. www.thefabricator.com/Safety/Safety_Article.cfm?ID=1095

13
LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome 2: Perform basic preventive and corrective

maintenance

Learning Activities Special Instruction

1. Read the Information Sheet 2.1 You can ask assistance from teacher
about basic lubrication. to explain furtherly the topics you
cannot understand well.

2. Perform the Operation Sheet 2.1 on

cleaning tools and work area.

2. Answer the Self-Check 2.6

INFORMATION SHEET 2.1

BASIC LUBRICATION

The function of a lubricant is simple. It reduces friction between moving

metal surfaces. A lubricant coats surfaces and resists being displaced by the

14
pressure, keeping the metal parts separated. Lubricants also prevent
corrosion, block contaminants and can serve as a coolant. A good lubricant
flows easily under pressure and remains in contact with moving surfaces. It
does not leak out from gravitational or centrifugal forces nor does it stiffen in
cold temperatures.

There are several types of lubricants:

• Oils cover a broad class of fluid lubricants which has particular physical
properties and characteristics. Petroleum oils (mineral oils) are made from
naphthenic or paraffinic oils. Naphthenic oils contain little wax and their
low pour point makes them good lubricants for most applications.
Paraffinic oils, on the other hand, are very waxy, which makes them useful
for hydraulic equipment and other machineries.

• Ideal for lubricating bearings, gaskets, seals and other moving parts,
greases consist of an oil or synthetic fluid (~80%), a thickening agent
(~10%) and additives (~10%). The consistency of greases is usually ranked
by their relative hardness on a scale set by the National Lubricating Grease
Institute (NLGI). The softest greases are rated at 000 (which is a flowing
liquid) with higher numbers indicating harder grease. Most grease falls in
the range between 1 and 4.

• Solid lubricants are usually fine powders, such as Molybdenum Disulfide

(Moly), graphite and Teflon® (PTFE). They can be used alone, or as
additives in grease or dispersions, or as dry film bonded lubricants.
Lubricating solids can last longer than unfortified oils and greases because
of their ability to form burnished films on surfaces.

• Rust remover is used mainly to dissolve rust. It is

also use as an excellent cleaner. For example, to
remove a rusted bolt, spray remover directly on the
bolt, wait for approximately five minutes and unscrew.
For a bicycle chain, apply the rust remover to clean
the chain, and then apply a thick lubricant (oil or
PL100). Another useful trick, try it to remove stuck-on
store labels! It works perfectly and won't harm glass
or plastic. WD-40 and Release All are two of the many
brands of rust removers on the market.

15
• Dry lubricant is a product that, although greasy when applied,
dries in a few minutes and leaves a protective film. Since it dries
rapidly, it doesn't attract dust, so there is no mess. This is why
it is recommended to be used on rubber, car door gaskets,
handsaws, mitre saw, saw sliders, window sashes, etc. It can
also be used on balky wooden drawers, but cabinetmakers
usually prefer floor wax because it is more durable. JIG-A-LOO
is the common brand of a dry lubricant.

Locksmiths also use a dry lubricant, graphite, to free stuck door

locks. This product, commonly found in stores, should be
applied sparingly into the keyhole, as it is very messy. Graphite lubricant
is composed of a fine black powder that no cleaner can remove,
so it is wise to protect the door when graphite is applied.

• Penetrating lubricant. Its lubricating properties persist even

after having removed residues, as it penetrates into metal. It is
ideal for door hinges, even the fridge, hard to open pliers, ski
bindings, etc., as it does not hold dirt and dust. The PL-100
which is thick and very efficient.

Synthetic lubricants cover a broad category of oils, greases, and

pastes of varied properties. Synthetic lubricants are more inert, generate less
waste, are capable of a wider range of temperatures and have a longer life
than petroleum materials. They are even applicable to elastomers, seals and
O-rings.

• Synthetic oils are used to lubricate instrument bearings, hydraulics, air

compressors, gas and steam turbines and other applications. They have
excellent viscosity-temperature characteristics, good resistance to
oxidation and an extremely wide operating temperature range.

• Synthetic greases can last a lifetime, making them very cost-effective. They
are chemically inert, and their high thermal stability makes them useful
for aerospace, electrical, automotive and other high-tech or industrial
applications. Some of these lubricants keep their viscosity in temperatures
ranging as high as 550° F and are nonflammable up to 1,200° F.

Silicones are very stable and very inert lubricants, which provide a wider
range of operating temperatures than non-silicone synthetic lubricants. Other
advantages include water repulsion and electrical insulation. Flourosilicones
have a higher resistance to harsh environments and the ability to carry
bearing loads. Lubricant manufacturers can provide technical data sheets on
their products to advise you on the best applications of each type of lubricant.

16
Kinds, Uses and Properties of Cleaning Solvents

Kinds of Cleaning Solvents

Solutions are homogeneous mixture of two or more components; can

be gaseous, liquid or solid. When we speak of a solution, we usually think of
a solid dissolved in water. While water is the most common solvent, other
liquids are frequently employed as solvents for certain substances – for
example wax maybe dissolved in gasoline. The dissolved material in a solution
is termed as solute (e.g. wax) while the dissolving medium is called solvent
(e.g. gasoline). However, the term can be interchanged depending on which
substance is of greater amount.

Solvent is a component of a solution that dissolves solute and is

usually present in large proportion or amount. It can be classified as polar or
nonpolar. Polar solvents are solvents which dissolve/are soluble in water;
while nonpolar solvents are solvents which do not dissolve/are insoluble in
water.

Solvents are usually used for cleaning in automotive shops. They are
water, gasoline, kerosene, thinner and detergent soap.

The table below shows the kinds of cleaning solvent based on their
solubility in water.

Cleaning Solvents Solubility in Water Polar Nonpolar

a. water soluble x
b. gasoline insoluble X X
insoluble x
c. kerosene
insoluble x
d. thinner
soluble
e. detergent
soap

Properties of Cleaning Solvents

A useful generalization much quoted is that “Like dissolves like”. More

specifically, high solubility occurs when the molecules of the solute are similar
in structure and electrical properties to the molecules of the solvent.

When there is a similarity of electrical properties (e.g. high dipole

element between solute and solvent) the solute-solvent attractions are
particularly strong. When there is dissimilarity, solute-solvent attractions are
weak. For this reason, a polar substance such as H2O usually is a good

17
solvent for a polar substance such as detergent soap but a poor solvent for a
nonpolar substance such as gasoline.

Uses of Cleaning Solvents

Cleaning Solvents Uses

1. Gasoline - It is used to wash oil/greasy tools/
equipment.
2. Diesoline - It is used to wash oil engine,
transmission and other parts of the
vehicle.
3. Kerosene - It is used to remove dust, grease oil,
paint, etc.
4. Thinner - It is used to remove spilled paint on the
floor, walls and tools.
5. Soap and water - It is used to wash/clean upholstered
furniture such as seats, tables,
cabinets, etc.

Occupational Health and Safety Practices in Handling Cleaning Solvents

A great percentage of eye injury and cuts results from a disregard for
the simplest of rules in handling cleaning solvents. You should never use
compressed air to clean your clothes, hands or body. The pressure can cause
the cleaning solvents and dirt particles to penetrate your skin, resulting in
infection and /or blood poisoning.

Do not use compressed air to clean an object immediately after it has

been removed from a hot cleaning tank. Rinse the cleaning solvents away with
water. Do not use carbon tetrachloride as a cleaning solution. The fumes,
when inhaled can cause serious internal injury and possibly result in death.
When steam-cleaning, place the object to be cleaned on a pallet and wear a
face shield and rubber gloves for protection against loose debris.

If a job or cleaning task requires the use of gloves, use the appropriate
gloves. If you have cut, nicked, or burned yourself, or something has got into
your eyes, report immediately to the first-aid person.

Keep all inflammable cleaning solvents in closed tin containers and

whenever possible, store them in a separate area.

5S (METHODOLOGY)

18
 5S is a reference to a list of five Japanese words translated into English,
the letter 5S are actually the first name methodology. This list is a mnemonic
for a methodology that is often incorrectly characterized with "standardized
cleanup. In fact, it is much more than a cleanup. 5S is a philosophy and a
way of organizing and managing the workplace and work flow with the intent
to improve efficiency by eliminating wastes, improving flow of production,
reducing process delays.

5S is a method of organizing a workplace, especially shared workplaces

(like a shop floor or an office space, even in school). It is sometimes referred
to as a housekeeping methodology, however this characterization can be
misleading because organizing a workplace goes beyond housekeeping.

The key targets of 5S are workplace morale and efficiency. The assertion
of 5S is, that time must not be wasted. Additionally, it is quickly obvious when
something is missing from its designated location. 5S advocates believe the
benefits of this methodology come from deciding what should be kept, where
it should be kept, and how it should be kept. This decision making process
usually comes from a concept of standardization which builds a clear
understanding, among employees how work should be done.

In addition, another key distinction between 5S and "standardized

cleanup" is Seiton. Seiton is often misunderstood, perhaps due to the efforts
of translating into an English beginning with "S" (such as "sort" or
"straighten"). The key concept here is to order items or activities in a manner
to promote work flow. For example, tools should be kept accessible for use,
workers will not find difficulty to access materials, flow paths can be altered
to improve efficiency, etc.

The 5S's are:

SEIRI: SORT (CLEAN UP)

This is the step 1 in the 5S program:

"Sorting" means to sort everything in each work area. Keep only what is
necessary. Materials, tools, equipment and supplies that are not frequently
used should be moved to a separate, specified storage area. Items that are
not any more useful should be discarded. Do not keep things around
thinking they might be used someday.
Sorting is the first step in making the work area tidy. It makes easier to find
the things you need and frees up additional space.
In sorting process, you can eliminate (or repair) broken equipment and tools.
Obsolete fixtures, molds, jigs, scrap material, waste and other unused items
and materials are disposed.

19
SEITON: SET IN ORDER (ORGANIZE)

This is the step 2 in the Five S program: Step two is to organize, to arrange
to identify everything in a work area for the most efficient and effective
retrieval and return of the item to their proper places.

Commonly used tools should be readily available. Storage areas, cabinets

and shelves should be properly labeled. Clean and paint floors for you to make
it easier to spot dirt, waste materials and spilled parts and tools. Outline areas
on the floor to identify work areas, movement lanes, storage areas, finished
product areas, etc. Put shadows on tool boards, making it easy to be located.

In an office/school, provide bookshelves for frequently used manuals, books

and catalogs. Label the shelves and books so that they can be easily found.

The objective of this step is to put everything in the workplace and properly
identified and labeled.

This means that there are two important parts to systematic organization. The
first part is putting everything in its proper place and setting up a system so
that it is easy to return each item to its proper place. The second part is where
good labeling and identification practices are important. Both the
equipment/tools and materials you use, as well as their proper storage
locations, need to be clearly identified and labeled.

SEISŌ: SWEEP (REGULAR CLEANING)

Step Three: Once you have everything from each individual work area up to
your entire facility, sorted (cleaned up) and organized, you need to keep it that
way. This requires regular cleaning or to go along with our third S, "shining"
things up.

Regular, usually daily, cleaning is needed or everything will be returned to

their original places. This can be done by regular inspection. While cleaning
its needed also to inspect the machines, tools, equipment and supplies you
work with.

Regular cleaning and inspection makes it easy to spot lubricant leaks,

equipment misalignment, breakage, missing tools and low levels of supplies.
Problems can be hardly identified and fixed when they are small. If these minor
problems that are not addressed they can lead to a serious loss of production.
On the other hand, frequent cleaning and inspecting waste time will result to
good production.

SEIKETSU: STANDARDIZE (SIMPLIFY)

20
Step Four: To ensure that the first three steps in your Five S program are done
effectively, the fourth step is to simplify and to standardize actions

The good practices developed in steps 1 through 3 should be standardized

and made easy to accomplish. Develop a work structure that will support the
new practices and make them into habits. As you learn more, update and
modify the standards to make the process simpler and easier.

One of the hardest steps is avoiding old work habits. It is easy to slip back
into what you have been doing for years. It gives comfort most of the time for
this is part of your habit. Use standards to help people work into new habits
that are a part of your Five S program.

Any easy way of making people to be aware of, and reminded of the
standards is to use labels, signs, posters and banners in the workplace.

SHITSUKE: SUSTAIN

Step Five: The final step is to continue training and maintaining the standards.

Have a formal system for monitoring the results of your Five S program.
Do not expect that you can clean up, get things organized and labeled, and
ask people to clean and inspect their areas every day -- and then have
everything continue to happen without any follow-up.

Continue to educate people about maintaining standards. When there are

changes - such as new equipment, new products, new work rules - that will
effect your Five S program, and adjustments to accommodate those changes.
Make any needed changes in the standards and provide training that
addresses those changes.

Translations and modifications

Often in the west, alternative terms are used for the five S. These are
"Sort, Straighten, Shine, Systemize and Sustain". "Standardize" is also used
as an alternative for "Systemize". Sometimes "Safety" is included as 6th S.
Similarly 5Cs aim at same goal but without the strength of maintaining the
5S name.

• Clear out and Classify o Clearing items no longer required o Tagging items
that may be required and storing away from workplace

• Configure o A specific place for specific items o “ A place for everything

and everything in its place”

21
 • Clean and check o Identify the cleaning zones and establishing cleaning
routines

• Conformity

• Custom and practice o Monitoring process adherence o Continually

validating process o Customer satisfaction by doing scientific training to
workers o Continually focus on man, machine, material & method

Alternative acronyms have also been introduced, such as CANDO

(Cleanup, Arranging, Neatness, Discipline, and Ongoing improvement). Even
though he refers to the ensemble practice as "5S" in his canonical work,
Hirano prefers the terms Organization, Orderliness, Cleanliness,
Standardized Cleanup, and Discipline because they are better translations
than the alliterative approximations. In the book, there is a photo of a
Japanese sign that shows the Latin "5S" mixed with Kanji.

Practice Good Housekeeping

Good housekeeping is one of the surest ways to identify a safe

workplace. You can tell how workers feel about safety just by looking at their
housekeeping practices. Good housekeeping is not the result of cleaning up
once a week or even once a day. It is the result of keeping cleaned-up all the
time. It is an essential factor in a good safety program, promoting safety,
health, production, and morale.

Whose responsibility is housekeeping? It is everyone's. Clean work

areas and aisles help eliminate tripping hazards. Respecting "wet floor" signs
and immediately cleaning up spills prevents slipping injuries. Keeping storage
areas uncluttered reduces the chances of disease and fire as well as slips,
trips, and falls. Accumulated debris can cause fires and clutter slows
movement of personnel and equipment during fires.

Other housekeeping practices include keeping tools and equipment

clean and in good shape or keeping hoses and cables or wires bundled when
not in use. Broken glass should be picked up immediately with a broom and
dustpan, and never with bare hands. Be aware of open cabinet drawers,
electric wires, sharp corners or protruding nails. Either to correct the unsafe
condition if you are able to do so, or to notify the person responsible for overall
maintenance should be done.

How a workplace looks makes an impression on employees and visitors

alike. A visitor's first impression of a business is important because that image

22
affects the amount of business it does. Good housekeeping goes hand-in-hand
with good public relations. It projects order, care, and pride.

Besides preventing accidents and injuries, good housekeeping saves

space, time, and materials. When a workplace is clean, orderly, and free of
obstruction; work can get done safely and properly. Workers feel better, think
better, do better work, and increase the quantity and quality of their work.

Preventive Maintenance of Electrical Tools and Equipment

There have been a large number of workplace incidents where workers have
been electrocuted or suffered electrical shock or burns while using electrical
tools and equipment. Most often, the lack of proper maintenance is the cause
of these incidents.

Preventive maintenance is a schedule planned maintenance actions aimed at

the prevention of breakdowns and failures. The primary goal of preventive
maintenance is to prevent the failure of equipment before it actually occurs.
It is designed to preserve and enhance equipment reliability by replacing worn
components before they actually fail. Preventive maintenance activities
include equipment checks, partial or complete overhauls at specified periods,
oil changes, lubrication and so on. In addition, workers can record equipment
deterioration so they know to replace or repair worn parts before they cause
system failure. Recent technological advances in tools for inspection and
diagnosis have enabled even more accurate and effective equipment
maintenance the ideal preventive maintenance program would prevent all
equipment failure before it occurs.

There are multiple misconceptions about preventive maintenance. One such

misconception is that PM is unduly costly. This logic dictates that it would
cost more for regularly scheduled downtime and maintenance than it would
normally cost to operate equipment until repair is absolutely necessary. This
maybe true for some components; however, one should compare not only the
costs but the long term benefits and savings associated with preventive
maintenance. Without preventive maintenance, for example, costs for lost
production time from unscheduled equipment breakdown will be incurred.
Also preventive maintenance will result in savings due to an increase of
effective system service life.

Long term benefits of preventive maintenance include:

o Improved system reliability o Decreased cost of replacement o Decreased

system downtime

23
 o Better spares inventory management

The following safety precautions should be adopted to prevent possible

electrocution.

ALWAYS:

o Test and tag electrical leads, tools and equipment regularly.

o Visually inspect electrical leads, tools and equipment for damage before
each use.
o Use safety switches when using electrical tools and equipment.
o Use flameproof electrical tools and equipment in areas where there is the
potential for flammable and explosive atmospheres.
o Tools for competent people to repair damaged electrical leads, tools and
equipment.
NEVER:

o Use damaged electrical leads, tools and equipment.

o Use electrical leads, tools and equipment in damp or wet conditions unless
they are specially designed for use in those conditions.
o Place electrical leads in areas where they may be damaged (on the ground,
through doorways and over sharp edges).

PREVENTIVE MAINTENANCE TASKS

The following tasks should be performed at least every three months:

1. Clean the exterior and the interior of the equipment cabinet, using a
vacuum cleaner and/ or a clean cloth.

2. On larger systems clean air filter using a vacuum cleaner to remove

accumulated dust or dirt.
3. Visually inspect all wiring and cables for cuts, fraying, deterioration, kinks,
strains and mechanical holders. Tape, solder or replace any defective
wiring or hooded connectors.

4. Inspect all mechanical security: key switches, indicating lamps, control

knobs, fans and data entry keyboards. Tighten or replace as required.

5. Inspect all modules mounted in panels on I/O slots to insure that each
module is securely seated in its connector. Remove and clean any module
which may have collected excess dust or dirt.

24
6. Inspect the power supply for proper voltages and check components such
as capacitors or resistors for leakage or overheating. Replace any defective
components.

7. Check disk drive for proper speed. Adjust speed according to the
manufacturer’s specifications.

8. Clean disk drive heads, magnetic tape heads or optical paper tape reader.

9. Perform all preventive maintenance procedures for each peripheral device

included in the system.

25
 OPERATION SHEET 2.1

Title: Procedure in Cleaning Tools and Work Area

Instruction: Bring cleaning solvents, rags, brooms, air compressor, washing

pan and safety apparel. Clean tools and work area and observe
Occupational Health and Safety practices.

Procedure:

A. Tools

1. Wear protective clothing and goggles.

2. Gather the tools to be cleaned in the designated area for

cleaning.

3. Classify the tools to be cleaned according to how dirty they are.

4. Measure and pour enough amount of cleaning solvent to the

washing pan.

5. Submerge the tools in the washing pan.

6. Use paint brush to remove the dirt from the tools.

7. Get the tools from the washing pan and wipe them with rags
until dry.

8. Clean and keep all materials used for cleaning.

B. Work Area

1. Wear protective clothing and goggles.

2. If there is dirt on the floor such as paint, used oil, grease, rust,
etc., remove it first using the appropriate cleaning solvent.

3.Use the air compressor to dry the floor and the broom in
cleaning the remaining dirt in the work area.
Assessment: The teacher will assess the students based on the
performance criteria listed below.

26
 PERFORMANCE
PERFORMANCE CRITERIA LEVEL
YES NO NA
1. Were protective clothing and goggles worn at all
times?
2. Were tools and equipment free of dust, grease, oil
and other substances?

3. Was the work area dry, free of dust, grease and

other substances?

4. Were excess cleaning substances cleaned and kept

in proper places?

Satisfactory
Overall Performance Unsatisfactory

Student’s name: __________________________

Teacher’s comment: ___________________________________________________

___________________________________________________
___________________________________________________

SELF – CHECK 2.1

Test – I. Identification

Direction: Identify what type of lubricant is needed whether. “RUST

REMOVER”, “SOLID LUBRICANT”, “OIL”, “GREASE”, AND PENETRATING
LUBRICANT”. Use separate sheet of paper for your answer.

_____________ 1. Removing rust from bolts, hand tools, bicycle chain and
equipment parts.
_____________ 2. Maintaining heavy structures like garage door or gate and other
related tasks.
_____________ 3. Application of maintenance activity for common hand tools,
equipment and other hardware.
_____________ 4. Recommended to be used on rubber, car door gaskets and
window sashes.

27
_____________ 5. Maintenance for stock-up parts like bearing, bushing and heavy
bolts and nuts.

Test – II. Identification

Direction: Identify the following information by writing “ALWAYS” and “NEVER”

before each number. Use separate sheet for your answers.

_________ 1. Perform regular check or the condition of tools, instrument and

equipment.
_________ 2. Place electrical leads in areas where they can be damaged. _________
3. Use competent people to repair damaged electrical leads, tools and equipment.
_________ 4. Decrease cost of replacement.
_________ 5. Test and tag electrical tools and equipment regularly.
_________ 6. Use damaged electrical leads, tools and equipment.
_________ 7. Use safety switches when using electrical tools and equipment.
_________ 8. Improved system reliability.
_________9. Apply preventive maintenance on tools and equipment to prevent
electrocution.
_________10. Use electrical leads, tools and equipment in damp a wet condition.
SELF – CHECK 2.2

Direction: Read the instruction in each sub-test. Write your answer on a separate
sheet of paper.

A. Classify the following cleaning solvents whether they are Polar or Nonpolar.
Write P for polar and NP for nonpolar.

1. water

2. gasoline

3. kerosene

4. diesoline

5. thinner

6. detergent soap

B. Identify the cleaning solvents used in the following substances.

1. Polar substances
a. dust
b. mud

28
 2. Nonpolar substances
c. oil
d. grease oil

C. Match the cleaning solvents at the right with their uses at the left. Write
the letter only of your answer.

Uses Cleaning Solvents

1. It is used to clean upholstery and other A. alcohol furniture.

2. It is used to wash out spilled paint on the B. diesoline floors and
walls as well as on the tools/ equipment.
3. It is used to wash out oil, grease from tools C. gasoline and
equipment.

4. It is used to remove dust, grease and oil. D. kerosene

5. It is used to clean oil engine, transmission E. soap and and other
parts of the vehicle. water

F. thinner

D. Write the letter only of your answer on the answer sheet provided.

1. Which of the following injuries will be caused by compressed air if used

to clean clothes, hands or body soiled with a flammable cleaning solvent?

a. pimples b. burn c. blood poisoning

2. Which of the following solvents should not be used as a cleaning solution

for it poses hazards to health?

a. gasoline b. kerosene c. carbon tetrachloride

3. As a safety precaution, which of the following safety devices should be

worn in electrical wiring ?

a. face shield b. rubber gloves c. Apron

29
 4. Which of the following should we use to keep a flammable cleaning
solvent?

a. closed tin container b. plastic pail c. aluminum basin

Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: MAINTAIN TOOLS AND EQUIPMENT

Module Title: Maintaining Tools and Equipment

Learning Outcome 3: Store tools and equipment

Assessment Criteria

1. Inventory of tools, instrument and equipment is conducted and recorded as

per shop practices.

2. Tools and equipment are stored in a safe and appropriate location in

accordance with the manufacturer’s specifications or company procedures.

3. Workplace is cleaned and kept in safe state in line with the OHS regulations.

References

1. Institute of Integrated Electrical Engineers of the Philippines Incorporated.

Philippine Electrical Code of 1992.

2. Max B. Fajardo Jr. & Leo R. Fajardo. Electrical Layout and Estimate, 2nd
Edition.

3. Azares, Efren F. and Recana, Cirilo B. Practical Electricity III; Adriana

Publishing: 1999.

4. www.wikihow.com/

5. www.acmehowto.com/howto/maintenance/electrical/

6. www.thefabricator.com/Safety/Safety_Article.cfm?ID=1095

7. www2.worksafebc.com

30
LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome 3: Store tools and equipment

Learning Activities Special Instruction

1. Read the Information Sheet 3.1 on Ask assistance from your teacher to
why we have to maintain inventory explain topics you cannot understand
of tools and equipment. well.

2. Perform the Operation Sheet 3.1 on

arranging and storing tools and
equipment.

3. Perform the Operation Sheet 3.2 on

making and posting visible labels.

4. Perform the Operation Sheet 3.3 on

logging in tools and equipment in
the log book.

31
 INFORMATION SHEET 3.1

Why Maintain Inventory of Tools and Equipment

The most important point to consider at the beginning of your career is

to purchase top-grade tools. They must be made of high-quality steel and
manufactured for precision. Special consideration is given to balance so that
the tool/equipment will be properly maintained and prevent loses. Since the
technician must work with his tools daily, regular inventory of
tools/equipment is very important.

The initial cost of a minimum number of tools is high but there is

accompanying warranty guarantees satisfaction and many years of service. It
is better, in the long run, to start with a few carefully selected tools that will
take care of your most common needs and then gradually build-up to a
complete set. It is sometimes hard to identify and memorize the huge number
of tools and equipment in the workshop, maintaining the inventory record is
of great value.

32
 OPERATION SHEET 3.1

INVENTORY OF TOOLS AND EQUIPMENT

Instruction: Given the record book/memorandum, receipts, inventory

form, ball pen and correction fluid, you will conduct
inventory of tools and equipment, identify, record and
report damaged tools and equipment and give repair
recommendations if repairable.

Procedure:

1. Secure inventory forms/memorandum receipt of tools and

equipment.

2. Study the parts of the Inventory Form.

3. Check whether the list of tools and equipment in the memorandum

receipt tallies with the existing tools and equipment found in the
workshop including their specifications and condition.

4. List down any losses and damages you find while conducting the
inventory.

5. Fill out the remarks column of the inventory forms for any losses/
damages.

6. Recommend for replacement of lost tools and equipment and repair

of damaged tools and equipment if reparable.
Assessment: The teacher will assess you based on the performance criteria listed
below.

PERFORMANCE
PERFORMANCE CRITERIA LEVEL
YES NO NA
1. Were the Record Book and the Inventory Form
secured from your trainer before starting the
performance of task?
2. Were all tools of different sizes, conditions and
quantities checked and recorded in the inventory
form?

33
3. Were all equipment of different ratings/capacities,
conditions and quantities checked and recorded in
the inventory form??
4. Were damaged/lost tools/equipment identified and
recorded?

5. Were repair recommendations made for the

damaged but repairable tools/equipment?

6. Were reports on damaged tools/equipment

submitted and accurate?

Satisfactory
Overall Performance Unsatisfactory

Student’s name: __________________________

Teacher’s comment: ___________________________________________________

___________________________________________________
___________________________________________________
COMMUNITY VOCATIONAL HIGH SCHOOL
Masipit, Calapan City

INVENTORY FORM OF TOOLS AND EQUIPMENT

Item
Quantity Unit Description Condition Remarks
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

34
12.
13.
14.
15.
16.
17.
18.
19.
20.

Prepared by:

Name and Signature

OPERATION SHEET 3.2

PROCEDURE IN ARRANGING AND STORING TOOLS AND EQUIPMENT

Instruction: In a particular tool cabinet and a tool rack assigned to you,

you will arrange and store tools and equipment accordingly.

Procedure:

1. Classify the tools and equipment according to their types.

2. Arrange the tools by their types in the shelves/racks.

3. Place equipment in designated places or location.

Assessment: The teacher will assess you based on the performance criteria
listed below.

PERFORMANCE
PERFORMANCE CRITERIA LEVEL
YES NO NA
1. Were the tools and equipment ready before
performing the task?

35
2. Were the tools arranged according to their types?

3. Were the equipment placed in their proper location

and arranged according to their types?

4. Were the tools/equipment placed in their respective

location and accessible for use when needed?

Satisfactory
Overall Performance Unsatisfactory

Student’s name: __________________________

Teacher’s comment: ___________________________________________________

___________________________________________________
___________________________________________________

OPERATION SHEET 3.3

PROCEDURE IN MAKING AND POSTING VISIBLE LABELS

Instruction: Given a cartolina, pair of scissors and glue, you will make
and post visible corresponding labels on the tools and
equipment using a computer.

Procedure:

1. Prepare necessary tools, supplies and materials.

2. Determine the number of tools and equipment to be labeled in
accordance with each type.
3. In the computer, type the name of the tools using Arial font style
and a font size of 60.
4. Print the document in the cartolina.
5. Cut the cartolina with a dimension of 1” x 8”.
6. Post corresponding labels on the tools and equipment.
7. Review your work to check the accuracy of the labels posted.

Assessment: The teacher will assess you based on the performance criteria
listed below.

36
 PERFORMANCE
PERFORMANCE CRITERIA LEVEL
YES NO NA
1. Was the spelling of tools correct?

2. Were the labels properly posted on the respective

tools/equipment?
3. Were the labels visible at a distance of at least 10
meters?

4. Was the specified font style and size used?

Overall Performance Satisfactory

Unsatisfactory

Student’s name: __________________________

Teacher’s comment: ___________________________________________________

___________________________________________________
___________________________________________________
OPERATION SHEET 3.4

LOGGING-IN TOOLS AND EQUIPMENT IN THE LOG BOOK

Instruction: Given a record book, ball pen and correction fluid, you
will log-in tools and equipment in the record book
satisfactorily.

Procedure:

1. Enter the item number.

2. Specify the quantity- number of tools/equipment available.
3. Specify unit (e.g. pcs., dozen, unit, etc.) 4. Write the description
including the:
a. name of tools/equipment
b. brand

37
 c. dimension/capacity/power rating
5. Indicate the date of acquisition- data to be taken from the
Memorandum Receipt.
6. Indicate the date of issuance- data to be taken from the
Memorandum Receipt.
7. Submit your record book to your teacher for assessment.
8. Lock up the workshop.

Assessment: The teacher will assess students based on the performance

criteria listed below.

PERFORMANCE
PERFORMANCE CRITERIA LEVEL
YES NO NA
1. Were tools/equipment and materials prepared
prior to the performance of the task?
2. Were the parts of the Record Book identified and
enumerated?

3. Were the entries accurate and legible?

4. Was the workshop secured/locked?

Satisfactory
Overall Performance Unsatisfactory

Student name: __________________________

Teachers’ comment: ___________________________________________________

___________________________________________________
ASSESSMENT PLAN

Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: MAINTAIN TOOLS AND EQUIPMENT

Module Title: MAINTAINING TOOLS AND EQUIPMENT

38
4 Tools are cleaned and lubricated according to standard
procedures.

5 Defective instrument, equipment and accessories are

inspected and replaced according to manufacturer’s
specification.

6 Tools are inspected, repaired and replaced after use.

7 Work place is cleaned and kept in safe state in line with

OHS regulation.

LO 3. Store tools and equipment

1. Inventory of tools, instrument and equipment are

conducted and recorded as per shop practices.

2. Tools and equipment are stored in safe and

appropriate location in accordance with
manufacturer’s specifications or company procedures.

39
3. Workplace is cleaned and kept in safe state in line with
OHS regulations.

Observation Checklist

Student name:

Teacher name:

Name of the
School:

Competency
standards:

Unit of
competency:

Instructions for the teacher:

1. Observe the student how to maintain tools and equipment.

2. Describe the assessment activity and the date when it was undertaken.
3. Place a tick in 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

40
Did the student’s overall performance meet the Yes No
standard?

Teacher’s feedback

Teacher signature: Date:

Observation and Questioning Checklist

Student name:

Teacher name:

Name of the School

Competency
standards

Unit of competency:

Instructions for the teacher:

41
1. Observe the student how to maintain tools and equipment.
2. Describe the assessment activity and the date when it was undertaken.
3. Place a tick 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. Put check in the box to show that the student 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 standard? Yes No

Demonstration

42
 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:

Materials and equipment:

 to show if a skill is
demonstrated

During the demonstration of skills, did the

Yes No N/A
student:

  
  
  
  
The student’s demonstration was:

Satisfactory  Not Satisfactory 

Written report

Student’s name:

43
Teacher’s name:

Name of 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:

44
Student’s
signature:
Date:
Teacher’s
signature:
Date:
PERFORMANCE TEST

Student's Name: Date:

Competency: Test Attempt

1st 2nd 3rd

Directions: OVERALL EVALUATION

Level
Achieved

Ask your teacher to PERFORMANCE LEVELS

assess your performance

in the following critical
task and performance 4 - Can perform this skill without direct
criteria below supervision and with initiative and adaptability to
problem situations.
You will be rated based
on the overall evaluation 3 - Can perform this skill satisfactorily without
at the right side. assistance or supervision.

2 - Can perform this skill satisfactorily but

requires some assistance and/or supervision.

1 - Can perform parts of this skill satisfactorily,

but requires considerable assistance and/or
supervision.

Instructor will put his\her initial level achieved.

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 (TR)

45
46
ANSWER KEY 1.1 4. c
5. a

1. b 6. b

2. d 7. b

3. c 8. a

4. a 9. a

5. b 10. a

ANSWER KEY 2.1

11. d
Test I
12. c

13. a
1. Rust remover

2. Grease 14. c
3. Oil 15. B

4. Dry lubricant Test II

5. Penetrating
lubricant 1. Always
2. Never
3. Always 4. Always
5. Always
ANSWER KEY 2.2 6. Never 7. Always 8.
Always
A.
9. Always 10. Never
1. polar

2. nonpolar 3.
B.
nonpolar 4.
nonpolar a. water and detergent soap
5. nonpolar b. water and detergent soap
6. polar c. gasoline, kerosene, diesoline,
thinner
C. d. gasoline, kerosene,
1. d diesoline, thinner
2. e
D.
3. b
1. c 3. b 4. a
2. c
46
47
Unit of Competency: PREPARE ELECTRICAL AND HYDRAULIC TOOLS
 Module Title: PREPARING OF ELECTRICAL AND
HYDRAULIC TOOLS
Module No.: 6
ACKNOWLEDGMENT

Copyright Department of Education 2008

First Published JUNE 2008

This draft was prepared during the Competency-Based Learning

Materials Development Workshop conducted at the Marikina Hotel,
Marikina City on February 18-22, 2008 and finalized on May 23-25, 2008
at the Development Academy of the Philippines (DAP), Tagaytay City.

This learning instrument was developed by the following personnel:

Technology Teacher:

MR. MARINO C. CUETO

Community Vocational High School
MinSCAT Calapan City Campus,
Masipit, Calapan City

Contextual Teacher:

Ms. Gina C. delos Santos

A.F.G. Bernardino Memorial Trade School
Lias, Marilao, Bulacan

Facilitators:

Dr. Corazon C. Echano Project

Coordinator
DepED - TechVoc Task Force

Encoder:

Mr. Lemuel C. Valles

Adminstrative Officer II
Educational Information Division
Fund: Department of Education

REFERENCES AND FURTHER READING

Handley, William, Industrial Safety Handbook, McGraw-Hill Book Co.; 1977,

pp.
Hubert, Charles I. Preventive Maintenance of Electrical Equipment – 2nd Ed.,
New York: McGraw Hill Book Co.; 1974, pp.
Institute of Integrated Electrical Engineers, Inc. Philippine Electrical
Code, Part I, 2002, # 41, Monte de Piedad St., Cubao, Quezon
City, Philippines: Bookman Inc., June 2002.

ACKNOWLEDGEMENT

Copyright: Department of Education 2009

This module was based on Competency-based Curriculum- Contextual

Learning Matrix (CBC-CLM) refined during the Writeshop on the Refinement, Enrichment
of Competency-Based Curriculum and Contextual Learning Matrix of ARTS and TRADES
Specializations at Marikina Hotel, Marikina City on April 20-25, 2009.

This learning instrument was refined and enriched by the following educators:

TECHNOLOGY TEACHERS

RODRIGO S. CASTILLO FORTUNATO C. MESINA

Bauan Technical High School Angeles City National Trade School
Bauan, Batangas Angeles City

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

GINA C. DELOS
SANTOS
A.F.G. Bernardino
Memorial Trade School Lias, Marilao, Bulacan

Dr. ORLANDO E.
MANUEL Tech - Voc Task Force

English:
ANGELITO A. DINA F. PADERANGA
ESPEDIDO AFG Bernardino
San Pedro Relocation Memorial Trade School
Center National HS Marilao, Bulacan
San Pedro, Laguna

Dr. VICTORIO N. Dr. CORAZON L.

MEDRANO ECHANO
Tech-Voc Task Force Tech - Voc Task Force

FACILITATOR
S

ENCODER

FLORELYN B. MORADA
Dept. of Education

ACKNOWLEDGEMENT

Copyright: Department of Education 2009

This module was based on Competency-based Curriculum-

Contextual Learning Matrix (CBC-CLM) refined during the Writeshop on
the Finalization and Packaging of Competency-Based Curriculum and
Contextual Learning Matrix of ARTS and TRADES Specializations
Specializations at Marikina Hotel, Marikina City on May 4-9, 2009.

This learning instrument was finalized and packed by the following

educators:

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

Dr. VICTORIO N. Dr. CORAZON L. Dr. ORLANDO E.

MEDRANO ECHANO MANUEL
Tech - Voc Task Force Tech - Voc Task Force Tech - Voc Task Force

ENCODER

LEONARDO L. FELICIANO
 TABLE OF CONTENTS

Page

How to Use this Module ................................................................................... i

Introduction .................................................................................................... ii
Technical Terms ............................................................................................. iii
Learning Outcome 1: Prepare electrical tools
• Learning Experiences/Activities
............................................................. 2
• Information Sheet 1.1
............................................................................ 3
• Self-Check 1.1
..................................................................................... 12
• Self-Check 1.2
..................................................................................... 13
• Self-Check 1.3
..................................................................................... 15
• Activity Sheet 1.1
................................................................................. 17
• Activity Sheet 1.2
................................................................................. 18
Learning Outcome 2: Prepare hydraulic tools
• Learning Experiences/Activities
........................................................... 20
• Information Sheet 2.1
.......................................................................... 21
• Job Sheet 2.1
...................................................................................... 24
• Job Sheet 2.2
...................................................................................... 26
Learning Outcome 3: Store electrical power and hydraulic tools
• Learning Experiences/Activities
........................................................... 28
• Information Sheet 3.1
.......................................................................... 29
• Self-Check 3.1
..................................................................................... 33 Assessment Plan
........................................................................................... 34
Observation Checklist ................................................................................... 35
Observation and Questioning Checklist ......................................................... 36
Demonstration .............................................................................................. 37
Written Report .............................................................................................. 38
Performance Test .......................................................................................... 39
Answer Key 1.1 ............................................................................................. 40
Answer Key 1.2 ............................................................................................. 40
Answer Key 1.3 ............................................................................................. 40
Answer Key 3.1 ............................................................................................. 41
 HOW TO USE THIS MODULE

Welcome to the Module “Preparing of Electrical Power and Hydraulic

Tools”. This module contains training materials and activities for you to
complete.

The unit of competency “Prepare Electrical Power and Hydraulic Tools”

contains the knowledge, skills and attitudes required for a Building Wiring
Installation course. It is one of the specialized modules under the National
Certificate (NC) Level II.

You are required to go through a series of learning activities in order to

complete each of the learning outcomes of the module. In each learning outcome
there are Information Sheets, Job Sheets, Operation Sheets and Activity
Sheets. Do these activities on your own and answer the Self-Check at the end of
each learning activity.

If you have questions, do not hesitate to ask your teacher for assistance.

Recognition of Prior Learning (RPL)

You may already have some or most of the 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 activity.

This module is prepared to help you achieve the required competency, in

receiving and relaying information. This will be the source of information that
will enable you to acquire the knowledge and skills in Building Wiring Installation

i
NC II independently at your own pace or with minimum supervision or help from
your teacher.

Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: PREPARE ELECTRICAL POWER

AND HYDRAULIC TOOLS

Module Title: Preparing Electrical Power and Hydraulic Tools

INTRODUCTION:

This module contains the “know” and “do” units in preparing electrical power
and hydraulic tools.

It covers the knowledge, skills and attitude in preparing electrical power tools
needed before starting work. Tools are inspected and damaged tool, if any, must
be reported to the teacher and serviced. Proper checking must also be done before
commencing work so that lubrications and auxiliary parts are per enterprise
specifications. Proper storing must also be practiced.

This module consists of three (3) learning outcomes (LOs) that contain learning
activities for both knowledge and skills supported with information sheets,
job/operation sheets and self-check. Before attempting to perform the manual
exercises, see to it that you have already read and understood the
information/operation sheet and answered correctly the self-check provided in
every Learning Activities.

SUMMARY OF LEARNING OUTCOMES:

Upon completion of the module, you should be able to:

LO1. prepare electrical power tools;

LO2. prepare hydraulic tools; and
LO3. store electrical power and hydraulic tools.

ASSESSMENT CRITERIA:

Refer to the assessment criteria of learning outcomes 1-3 of this module.

PREREQUISITE:

ii
None

TECHNICAL TERMS

Accuracy means how near the instrument reading to its actual value.
Amperage means electricity; electrical current flow; and electron flow which is
measured at a point within a circuit.
Bender is a tool used to make various angles or bends in conduit. Calibration
is a technique of testing and adjusting an instrument by referring to
another instrument or device of known accuracy and precision.
Chuck is a portion of drill that holds the bit.
Cross handle is the handle set across a power tool to prevent the tool from
burning.
Cutter is a hardened steel device used to cut holes in metal boxes.
Die is a component that bucks up cutter on opposite side of the metal box. Cold
is the absence of heat. A temperature which is considerably below normal.
Ground is an electrical point or any good conductor that is connected to a
common chassis with zero relative voltage. Usually, conductors are
connected to the earth.
Hydraulic is using pressurized fluid oil to accomplish work.
Hydraulic oil is specially formulated oil for hydraulic pumps.
NOTE: No oil or other fluid should ever be used as a substitute
hydraulic oil.
Knockout punch is a device used to make openings for conduit in metal
enclosures.
Ram is a device used to transfer hydraulic pressure to a mechanical device.

iii
Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: PREPARE ELECTRICAL POWER AND HYDRAULIC

TOOLS

Module Title: Preparing Electrical Power and Hydraulic Tools

Learning Outcome 1: Prepare electrical power tools

Assessment Criteria:

1. Parts and functions of electrical power tools are identified in accordance with
the manufacturer’s manual.
2. Electrical power tools are inspected for damage in line with the prescribed
checklist.
3. Defective parts /components/accessories are replaced according to the
manufacturer’s specification.
4. Electrical power tool is stored in line with the manufacturer’s requirements.

References:

1. Mulin, R.C., Smith R.L. Electrical Wiring-Commercial, Six Ed., New York:
Delmar’s Publishing Inc.; 1984, pp.

2. Agpoa, Feleciano. Interior and Exterior Wiring Troubleshooting ; National

Bookstore: 1991

3. www.diydata.com/tool/drills/drills.php

4. www.powertoolinstitute.com

5. www.technologystudent.com
 1

LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome 1: Prepare electrical power tools

Learning Activities Special Instructions

1. Read the Information sheet # 01 in You can ask the assistance of your
this module teacher to show you and explain
further topic you can’t understand.

2. Listen to the teacher’s • Observe and write the different

demonstration and list the different kinds of defect of electrical tools
kinds of defects of electrical tools. from the teacher’s demonstration.

• Perform the Activity Sheet 1.1 -1.2

2
 3. Answer the Self-check 1.1 – 1.3 Check your answer by using the
answer key.

INFORMATION SHEET 1.1

PREPARE ELECTRICAL POWER TOOLS

COMMON ELECTRICAL POWER TOOLS

Tools are used to modify raw materials for human use. Tools can be considered
as extension of the human hand thereby increasing its speed, power and
accuracy.

Advantages of using the proper tools

1. Efficiency of the work is met.

2. High quality of work is achieved.
3. Speed of accomplishment is faster.
4. Accuracy is obtained.

However, these advantages depend upon the three factors, namely:

3
 • availability and sufficiency of materials
• experience and skill of the workers in their respective fields
• quality of tools and equipment

Different kinds of construction tools maybe classified according to the different

kinds of trade namely:

• carpentry tools
• masonry tools
• tinsmith tools
• painters tools
• plumbing tools
• electrical tools

General safety rules for using power equipment

• Always follow manufacturer’s operating instructions Never

place hands in a pinch point.
• Use eye protection.
• Wear gloves when working with hot equipment or materials.
• Always secure loose clothing such as shirt sleeves and shirttails. •
Tie back long hair and do not wear dangling jewelry. Never
exceed rated capacity of the equipment.
• Never remove protective guards from the equipment. Be
prepared for an unexpected event.

Portable Electric drill is a small drilling machine with a chuck of ¼” and 3/8”.
It is used to bore holes on lighter metal work.

4
 Figure 1. Parts of a Portable Electric Drill

Safety Precautions in Using Portable Electric Drill

1. Wear safety glasses when operating the portable electric drill.

2. Disconnect the drill from the electrical supply when installing the bits.
3. Clamp stock so it will not move during the drilling operation.
4. Before drilling, turn the drill on to see if the bit is centered and at place.
5. Align the bit with the desired hole location before turning on the drill.
6. Hold the drill firmly with both hands while drilling.
7. When drilling deep holes with a twist drill, move the bit up and down
several times while drilling to remove cuttings and reduce overheating in
the bit.
8. Do not allow the cord to wrap around the drill when working.
9. If the electrical cord becomes frayed or begins to separate from the drill
housing, repair it immediately.
10. Remove the bit from the drill as soon as the work is completed.
11. Select the correct bit for the finish and material being drilled. Make sure
the bit is securely tightened in the drill chuck.
12. Be extremely careful when using larger portable electric drills (3/8" and
1/2"). If the bit hangs or gets caught the drill will twist in the operator’s
hands causing a sprain or bruised fingers.
13. Always remove the key from the chuck before drilling.
14. To prevent seizing, reduce the feed pressure when the drill bit is about to
come through the material.

5
Procedure in using Portable Electric Drill

1. Always put the punch at the center or make a starting indentation in the
material being drilled to get an accurate starting point for the drill bit.
2. Tighten the drill bit by rotating the chuck key to all three holes in the chuck.
This will help you to keep the drill bit centered.
3. Use only straight shank or silver and deming drill bits in portable electric
drills.
4. Apply moderate pressure to the drill during the drilling operation. If
excessive pressure is required to make the bit cut, it means that the bit
needs to be sharpened.
5. Maintain good balance at all times when drilling.
6. Use slow drill speeds for drilling metal and fast speeds for drilling wood.
7. To obtain holes that are placed accurately, drill a small pilot first then drill
the final hole.

Portable Grinder is a small drilling machine used for several function

including grinding and cutting processes depending on the type of disc fitted to
the machine.

Figure 2. Parts of a Portable Grinder

Safety Precautions in Using the Portable Disc Grinder

1. Wear safety glasses, or face shield at all times when using the portable disc
grinder.
2. Wear hearing protection when grinding operating the portable disc grinder.
3. Position the grinder so that sparks and grits thrown during grinding will
not hit the operator or the others working in the area.
6
 4. Make sure the material being ground is well secured.
5. Never grind with the portable disc grinder in an area with flammable
materials or combustible gases.
6. Replace the grinding disk when half its original diameter worns out.
7. Wear long sleeve leather gloves when grinding to protect hands and
forearms from injury.
8. Hold the portable disk grinder with both hands when grinding.
9. Never lay the portable disc grinder down until the disk stopped rotating.
10. Keep the electrical cords and extension cords out of the way work when
grinding.
11. When using the wire brush attachment on the portable disc grinder, hold
the grinder firmly to prevent it from being thrown away and from causing
an accident.
12. Caution others in the work area to wear safety glasses, hearing protection
and to watch out for any thrown sparks and grits.

Procedure in using Portable Disc Grinder

1. Tighten the grinding disk snuggly when mounting it on the portable disc
grinder. The disk will tighten itself during normal operation.
2. Be sure to hold the portable disc grinder firmly when the switch is turned
on. The centrifugal force created by the rotating disk will cause the portable
disc grinder to move or jump.
3. For extended periods of grinding, the operator may lock the switch on
position to avoid fatigue from holding the switch on manually.
4. When an extension cord is used with the portable disc grinder, make sure
that the cord is sufficiently large in size for the grinder. A #14 gauge
extension cord is minimum and #12 gauge is preferred.
5. Keep the electrical and extension cords away from the grinding area. Cords
can be damaged by the portable disc grinder.
6. When laying the portable disc grinder down, always position it on the tool
rest.
7. Before using the switch lock on the portable disc grinder always check to
make sure the lock is functioning properly.
8. Hold the portable disc grinder so that sparks and grit are thrown away from
the operator and from others who are working in the area.
9. Operating the portable disc grinder is a hard work and causes fatigue. Take
rest and don’t be exhausted.

7
 Figure 3
TYPICAL POWER EQUIPMENT

Parts of a hammer drill

Safety Precautions in using a hammer drill

• Always hold the drill steady and perpendicularly to prevent the bit from
breaking or binding.
• Always use a T-handle when drilling to allow you to secure the drill when it
encounters hard surfaces.
• Never lock the trigger to “on” position.
• Never drill while not in balance.
• Always wear eye protection.

8
Parts of a core drilling machine

Safety Precautions in using a core drilling machine

• Ensure that the core drilling machine is securely mounted to the surface to
be drilled.
• Never leave the machine drilling unattended.
• Do not force the drill to cut faster than what is suggested by the
manufacturer.
• Never drill while not in balance.
• Always wear eye protection.

9
Parts of a power drill

Figure 5

Safety Precautions in using power drills

• Check the drilling area with possible hidden wires or pipes.

• Hold drill securely with both hands.
• Place small objects to be drilled in a vise.
• Always hold the drill steady and perpendicular to the work to prevent the
bit from breaking or binding.
• Always use a T-handle when drilling to allow you to secure the hammer drill
when it encounters especially hard surfaces.
• Never lock the trigger to “on” position.
• Never drill while not in balance.
• Always wear eye protection.

10
Portable Power Threader

Figure 4. Parts of a Portable Power Threader

Safety Precautions in Using Portable Power Threader

If spend your day operating a drill press thinking that your hand drill may not
cause any danger, think again. It is estimated that about 8% of industrial
accidents involve the unsafe use of hand tools (both manual and power). These
accidents result from using the wrong tool for the job, or using the right tool
incorrectly, failing to wear personal protective equipment, or failure to follow
approved safety guidelines. The following checklist provides some basic rules for
the safe use of portable power tools. Take a moment to review this list and use the
tips here whenever you use a portable power tool.

11
Power Tool Rules

• Use your tool only for the specific task it was designed for.
• Read the owner's manual before using your tool.
• Never use any tool (power or manual) unless you are trained to do so.
• Inspect before each use and replace or repair if parts are worn out or
damaged.
• Inspect screws, nuts, bolts and moveable parts to make sure they are
tightened.
• Before plugging or unplugging tools, make sure that the power switch is
turned "OFF."
• Never disconnect power by pulling out the cord. Remove the plug from the
outlet.
• Never clean or repair a tool in use unless power is disconnected. (Repair
tools only if you are trained to do so.)
• When working on ladders or scaffolding, rest power tools on a flat surface
or in a bin secured to the ladder itself. (A falling tool can seriously injure a
coworker or a bystander)
• Use a ground fault circuit interrupter when working with power tools.
• Do not wear rings, jewelry, or loose clothing when operating power tools.
• Wear Personal Protective Equipment (PPE) such as face shields, safety
goggles, disposable masks, etc. as required.

Common Defects of Electrical Power Tools

1. Mechanical Parts

a. Chuck – rusted or stock – up

b. Bearing – worn – out
c. Rotor Shaft – worn – out

2. Electrical Parts
a. Switch (lock, reversing and trigger) – defective
b. Line cord – open line
c. Carbon brush – worn – out
12
 d. Rotor winding – shorted / open
e. Stator winding – shorted / open

NOTE: In servicing electrical power tools, always replace parts according to the
manufacturer’s specification.

SELF-CHECK 1.1

Direction: Identify the parts of a portable electric drill from the options. Write the
number on the space before each item.

A. Chuck

B. Chuck Wrench

C. Cord Strain Relievers

D. Electrical Cord

E. Pistol Grip

F. Reversing Switch

G. Switch Lock

H. Trigger Switch

13
 SELF-CHECK 1.2

Portable Electric Drill Safety and Procedure Test

Name _________________________ Date___________________ Year/Sec:____________

Multiple Choice: Write the letter of the correct answer in your answer sheet.

1. The purpose of turning the drill on before attempting to drill a hole is to

____.

a. see if the drill operates.

b. see if the drill bit is running true.
c. make sure the chuck key has been removed.
d. check if the power cord is good

2. The purpose of moving the drill and the bit up and down oftenly while
drilling deep hole is to __________________.

a. ream the hole slightly larger.

b. give the drill operator better drilling leverage.
c. help keep the hole centered.
d. reduce overheating in the drill bit.

3. If a large capacity portable drill bit hangs during the drilling operation what
will likely to happen?

a. The bit will break.

b. The drill will twist in the operator's hands causing injuries.
c. The drill will likely stall out and overheat.
d. The hole will become badly distorted.

14
4. What kind of pressure should be applied to a drill during the drilling
operation?

a. Light, even
b. Medium, even
c. Moderate, even
d. Heavy, even

5. What type of drill speed is needed for wood drilling operation?

a. Low
b. Low-medium
c. Medium
d. High

6. What type of drill speed is needed for most metal drilling operations?

a. Low
b. Medium-low
c. Medium-high
d. High

7. The purpose of a pilot hole when drilling is to ____________.

a. make the final hole drilling operation easier.

b. guide the final drilling operation and achieve a more accurately place
hole.
c. reduce the feed pressure needed to drill a hole.
d. allow the final hole to be drilled at a faster revolution per minute (rpm)
and to finish smoothly.

8. To prevent seizing when drilling, the operator should ____________.

a. reduce the rpm's of the portable electric drill

b. lubricate the drill bit.
c. use a high speed drill bit.
d. reduce the feed pressure when the bit is about to finish drilling.

15
 SELF-CHECK 1.3

Portable Disc Grinder Safety and Procedure Test

Name _________________________ Date___________________ Year/Sec:____________

Multiple Choice: Write the letter of the correct answer in your answer sheet.

1. What personal protective equipment should be worn when operating the

portable disc grinder?

a. Safety glasses
b. Safety glasses and hearing protection
c. Safety glasses, hearing protection and gloves
d. Safety glasses, hearing protection, gloves and respirator.

2. When operating the portable disc grinder, the grinding disk should be
positioned so that the sparks and grit are thrown.

a. away from the operator.

b. away from the operator and others in the work area.
c. up to avoid hitting others.
d. down to avoid hitting others.

3. Grinding with the portable disc grinder should not be done in an area
which______________.

a. is enclosed.
b. is freshly painted.
c. has windows.
d. contains flammables or combustible gases.

4. The grinding disc should be replaced when worn out and reduces
_____________ of its original diameter.

a. 1/4
b. 1/2
c. 5/8
d. 3/4
16
5. Hands and arms should be protected by wearing ____________ when using
the portable disc grinder.

a. gloves
b. long sleeved shirt
c. long sleeved leather jacket
d. long sleeved leather gloves.

6. What can the operator expect to happen when the wire brush attachment is
used on the portable disc grinder?

a. The grinder may be jumped out or be thrown out.

b. The grinder moves back and forth.
c. The grinder stays steady on the material being bushed.
d. The grinder performs well.

7. When the portable disc grinder is laid down, it should be positioned

_____________.

a. with the disc down.

b. on its left side.
c. on its right side.
d. on the tool rest with the grinding disc facing up.

8. What is the minimum size of the electrical extension cord used with most
portable disc grinders?

a. #14
b. #12
c. #10
d. #8

9. Why is it necessary to tighten the disk lock nut snuggly only when the disc
is replaced on the portable disc grinder?

a. The threads will be stripped on the spindle.

b. The disc may be too difficult to remove next time.
c. The natural rotation of the disc and spindle will cause the threads to
tighten.
d. The loose threads are allowed to hold some of the vibration created
by the portable disc grinder.

17
 10. What can the operator do to avoid hand and finger fatigue when using
the portable disc grinder for extended periods of time?

a. Eat lots of carbohydrates.

b. Drink plenty of water.
c. Wear long sleeved gloves.
d. Use the switch lock.

ACTIVITY SHEET 1.1

PREPARE ELECTRICAL POWER TOOLS

Portable Electric Drill

Name _________________ Date________________ Year/Sec:____________

The student will perform the following while operating the portable electric
drill.
Yes No

1. Safety glasses are worn while the portable electric drill is

being used.

2. The portable drill is unplugged while the drill bit is being

changed.

3. The drill bit is tight in the chuck, runs true, and the chuck
wrench has been removed from the chuck key before the
drilling operation begins.

4. The portable electric drill is held firmly in both hands as the

switch is turned on and as the hole is being drilled.

5. The portable electric drill has been stopped rotating before

the drill is laid down.

6. The portable electric drill is positioned so that chips are

thrown away from the operator and others working in the
area.

7. The electrical cord and extension cord(s) are positioned away

from the work being performed.

18
 8. The student can properly select, remove and replace bits on
the portable electric drill.

9. The correct drill speed is selected for the type of material

being drill.

10. The student can safely control the portable electric drill and
perform satisfactory drill work.

Comments: _________________________________________________________
_________________________________________________________

I do hereby certify that my student has passed this activity by

demonstrating desired abilities in operating the portable electric drill.

Conformed: Attested:

_________________ __________ _______________ _______

Student Date Teacher Date

ACTIVITY SHEET 1.2

PREPARE ELECTRICAL POWER TOOLS

Procedure in checking the condition of electrical power tools.

1. Follow the procedure in checking the condition of electrical power tools.

2. Label the good as well as the defective electrical power tools and the
defective parts.

3. Report to the teacher those defective electrical power tools and the defective
parts.

4. Replace the defective parts according to manufacturer’s specification.

Direction: Put a check if the part is operational or defective.

Electrical Power Tool - Portable Hand Drill

19
 Parts to be checked Operational Defective

Mechanical Parts:

a. Chuck

b. Bearing

c. Rotor Shaft

Electrical Parts:

a. Switch

b. Line cord

c. Carbon brush

d. Rotor winding

e. Stator winding

TOTAL
Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: PREPARE ELECTRICAL POWER AND HYDRAULIC

TOOLS

Module Title: Preparing Electrical Power and Hydraulic Tools

Learning Outcome 2: Prepare hydraulic tools

Assessment Criteria:

1. Parts and functions of hydraulic tools are identified in accordance with the
manufacturer’s manual.
2. Hydraulic tools are inspected for damage in line with the prescribed
checklist.
3. Defective parts/components/accessories are replaced according to the
manufacturer’s specification

References:
:

20
 1. Mulin, R.C., Smith R.L. Electrical Wiring-Commercial, Six Ed., New York:
Delmar’s Publishing Inc.; 1984, pp.

2. Agpoa, Feleciano. Interior and Exterior Wiring Troubleshooting ; National

Bookstore: 1991

3. www.diydata.com/tool/drills/drills.php

4. www.powertoolinstitute.com

5. www.technologystudent.com

LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome # 2: Prepare Hydraulic Tools

Learning Activities Special Instructions

1. Read the Information sheet # 2.1 You can ask the assistance of your
teacher to show you and explain
further topic you can’t understand.

21
 2. Listen to the teacher’s Observe and write the different
demonstration and answer the kinds of defect of electrical tools
attached activity sheet # 01 and from the teacher’s demonstration.
list the different kinds of defects
of electrical tools.

3. Read the activity sheet # 1 and Follow the procedure, label the good
listen to the teacher’s presentation and defective tools, and report the
defective tools to your teacher.

4. Perform the Job Sheet No. 1: Bend You can ask the assistance of your
a 90-Degree Stub Using a
teacher to show you and explain
Hydraulic Pipe Bender
further topic you can’t understand.

INFORMATION SHEET 2.1

PREPARE HYDRAULIC TOOLS

Common Parts of Hydraulic Tools

• Hydraulic means using pressurized fluid oil to accomplish the work.

• Hydraulic oil is a specially formulated oil for hydraulic pumps.
(Note: No oil or fluid should ever be used as a substitute for hydraulic oil.)
Hydraulic Pump is used to drive the pressurized oil.
• Ram is a device used to transfer hydraulic pressure to a mechanical device.
• Hydraulic Pipe Bender is used for bending conduit at various angles.

22
 Figure 1. Parts of a Hydraulic Pipe Bender

Safety rules in using hydraulic pipe bender

• Never substitute brake fluid for hydraulic oil.

• Never disconnect the hose when it is under pressure.
• Never place hands near ram or shoe while bending.
• Always use proper size conduit shoe and support.
• Be sure that floor area is clear for the pipe to move freely.
• Lift heavy bender parts correctly.
• Make sure that the shoe, follow bar, saddle, pipe support and other
accessories are appropriate to the size and the type being bent.

Hydraulic Knockout Set is used for boring holes on metal enclosures.

23
 Figure 2. Parts of a Hydraulic Knockout Set

Safety rules in using hydraulic knockout sets

• Never substitute brake fluid for hydraulic oil.

• Do not come near to live electrical parts.
• Never force the pump handle.
• Always wear eye protection.

Dieless Hydraulic Crimper is used for splicing conductor easily.

Note: This model has a hinged crimping head for easy splice loading and
unloading. The crimper swivel head also rotates 180 degrees for flexibility.

Figure 3. Parts of a Dieless Hydraulic Crimper

24
Safety rules in using hydraulic crimpers

• Ensure that die is mounted securely on threading machine.

• Keep die flooded with cutting oil during operation.
• Keep hands, clothings and hair away from rotating parts. Always wear eye
protection.

Common defects of hydraulic tools

• Hydraulic pump – leaking

• Hydraulic ram – worn – out shaft
• Hydraulic hose – leaking
• Hydraulic ram travel gauge – worn – out shaft
• Hydraulic oil – inadequate oil

JOB SHEET 2.1

Bend a 90-Degree Stub Using a Hydraulic Pipe Bender

Name ________________________________________ Attempt Number ____

Date _________________________________________ Overall Rating ____

Instruction: When you are ready to perform this task, ask your teacher to observe
the process and to rate your performance using the specified
criteria.

Equipment and Materials

• Hydraulic pipe bender

• 5 feet of 1-inch rigid galvanized conduit
• Tape
• Marking pencil

25
Procedure (NOTE: The procedure below is specified for a Greenlee #880 bender.
Other benders may vary in measurements, but the procedure will be basically the
same. See figure 1 in the information sheet 2.1)

1. Assemble hydraulic bender using a 1-inch shoe and pipe support.

2. Check chart on bender for a minimum stub length, required deduction

for stub, and a ram travel measurement. Record the data.

• Minimum stub length = _____________________

• Stub deduction= ___________________________

• Ram travel= ___________________________

3. Mark stub length (24 inches) on a pipe.

4. Subtract stub deduction measurement from 24-inch mark, and make

a second mark at that point.

5. Place the pipe on a bender shoe, matching center mark of shoe with
second mark on pipe.

6. Close the hydraulic pump valve and pump handle until the ram travel
gauge indicates amount of travel for a 1-inch pipe with a 90-degree
bend.

7. Release hydraulic pump valve and allow ram to return fully before
removing pipe.

8. Check the height of the stub and its accuracy for evaluation.

9. Disassemble bender.

10. Clean the work area.

11. Return the equipment and materials to their proper places.

Assessment Criteria Yes No

Appropriate equipment and materials are gathered and

used in line with the job requirements.

26
 The procedure was safely performed.

The procedure was followed in chronological order.

Work area was cleaned.

Teacher’s Comments:

___________________________________________________

___________________________________________________

___________________________________________________

JOB SHEET 2.2

PREPARE HYDRAULIC TOOLS

Procedure in checking and repairing the condition of hydraulic tools.

Specific Instruction:

1. Follow the procedure in checking the condition of hydraulic tools.

2. Label the good and defective hydraulic tools and its parts.
3. Report to the teacher the defective hydraulic tools and its parts.
4. Replace the defective parts according to the manufacturer’s specification.

Direction: Place a check if the parts is operational or defective.

Hydraulic Tools - Hydraulic Crimper

Parts to be checked Operational Defective

27
 1. Hydraulic hose

2. Hydraulic Pump

3. Hydraulic Ram

4. Ram travel gauge

5. Bender shoe

6. Pipe support

TOTAL

Course BUILDING WIRING INSTALLATION

Unit of PREPARE ELECTRICAL POWER AND
Competency HYDRAULIC TOOLS
Module Title Preparing Electrical Power and Hydraulic Tools

Learning Outcome 3: Store electrical power and hydraulic tools.

Assessment Criteria:

1. Electrical and hydraulic tools are stored in line with the manufacturer’s
requirements.
2. Safety procedure in using and storing tools is strictly followed according
to the occupational health and safety procedure.
3. Electrical tools and equipment are safely stored in line with the
prescribed requirements.
4. Tools are properly kept according to its classification.
5. Damaged tools are reported.

References:

1. Handley, William, Industrial Safety Handbook, McGraw-Hill Book Co.;

1977, pp.

2. Hubert, Charles I. Preventive Maintenance of Electrical Equipment – 2nd Ed.,

New York: McGraw Hill Book Co.; 1974, pp.

28
 3. www.diydata.com/tool/drills/drills.php

4. www.powertoolinstitute.com

5. www.technologystudent.com

LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome # 3: Store Electrical Power and Hydraulic Tools

Learning Activities Special Instructions

1. Read the Information sheet # 3.1 You can ask the assistance of your
teacher to show you and to explain
further topic you can’t understand.

29
 2. Answer the Self-Check Check your answer by using the
Answer Key.

INFORMATION SHEET 3.1

STORE ELECTRICAL POWER AND HYDRAULIC TOOLS

Power Tool Safety Rules

Safety within the shop and beyond is an ongoing concern for every vocational
teacher. Teaching young people to respect power tools and take hazards and
safety procedures to heart represents a continual challenge and a serious
responsibility. Some students come to class without any idea what a power tools
are. Others have received poor instruction or downright bad advice and
mistakenly think they “know what they are doing.” It’s essential that both groups
must gain from you a solid foundation in modern power tool safety practices that
30
they can use in class and throughout their lives. To avoid accidents, power tool
operators must be knowledgeable in handling these tools. Inexperienced,
untrained, and unprepared operators can be injured within minutes of attempting
to use them.

Handling every tool has its rules and precautions to be observed. In terms of
the power tools, many of these precautions are common to all. Learn these by
heart and you’ll always be at safe.

• Always read, understand and follow the Instruction Manual before using
any power tool. Also read the nameplate information and follow the warning
labels of the tool itself.

• Always wear safety goggles or safety glasses with side shields. Use a dust
mask for dusty operations and wear hearing protection if you’ll be using the
tool for an extended period of time.

• Dress right and remember that looks don’t count. No loose-fitting clothing,
no neckties, no jewelry, no dangling objects of any kind. Long hair must be
tied back out of your way. Non-slippy footwear are recommended.

• Make sure your work area is neat and clean and free from any debris that
might get in your way or be ignited by hot tools, chips or sparks.

• Make sure your work area is well - lighted.

• Before you plug in any power tool, make sure the power switch is off.
• Make sure that all appropriate guards are in place and working.
• Always turn off and unplug the tool before you make any adjustments or
changes in accessories.

• Never use any accessory except those specifically supplied or recommended

by the manufacturer. They should be described in the tool’s Instruction
Manual.

• Never use power tools in wet or damp conditions.

• Never use a tool that is damaged or malfunctioning in any way.

• Make sure that extension cord to be used is a heavy-duty cord and don’t
use indoor rated cords outside. If the tool has a three-pronged plug, make
sure you use a three-pronged extension cord plugged into a three pronged
outlet.

• Never use power tools if you are tired, sick, distracted, or under the
influence of drugs or alcohol.

• Make sure cutters or blades are clean, sharp and securely in place. Never
use bent, broken, or warped blades or cutters.

• Never overreach while using a power tool. Stay in balance.

31
 • Never rush what you are doing. Be in focus. Don’t let anything distract you.

• When using hand-held power tools, always keep a firm grip with both
hands. Losing control creates a hazardous situation. Do not use any tool
that is too heavy for you to easily control.

• Always use the right tool for the right job. No substitutions are allowed.
• Always unplug, clean and store the tool in a safe, dry place when done.

Safety Symbols

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 operate your tool better and safer.

SAFETY ALERT
(Potential Personal Injury Hazards)

PROHIBITION

DANGER: It indicates an imminently

hazardous situation which if not avoided,
may result serious injury or death.

WARNING: It indicates
a
potentially hazardous situation
which, if not avoided, could result serious injury or death.

32
 CAUTION: It indicates
a potentially hazardous situation which if
not
avoided, may result in minor or major
injury.

CAUTION: It is used without the

safety alert symbol indicates a potentially hazardous

situation
which if not avoided, may result in
property damage.

WEAR EYE PROTECTION

READ AND UNDERSTAND INSTRUCTION

MANUAL

SAFE STORAGE OF ELECTRICAL POWER AND

HYDRAULIC TOOLS

Develop a system of racks, bins and tools panels to make it easy to find the right
tool or materials quickly. Don’t store tools, supplies or spare parts in the aisle or
on the floor where they become tripping hazards. Keep other flammable materials
away from heaters and welding areas to prevent fire. Grease oil, paint and solvent
should be stored in a close metal container, preferably in metal cabinets. Gasoline
or other fuels should never be stored inside a shop. Supplies, tools and equipment
should be stored in any area designed specifically for them. Electrical power tools

33
should have its own racks or tool panels while hydraulic tools should have its own
racks or tool panels.

SELF-CHECK 3.1

Direction: Identify the safety symbols. Choose from the options below and then
write the letter on the space provided for.

1. It is used without the safety alert symbol indicates a

potentially hazardous situation which, if not avoided, may result
in property damage.

2. It indicates an imminently hazardous situation which, if

not avoided, may result in death or serious injury.
3. It indicates a potentially hazardous situation which, if not
avoided, may result in minor or serious injury. 4. Read and
understand instruction manual.
5. It indicates a potentially hazardous situation which, if not
avoided, may result in death or serious injury.
6. Potential Personal Injury Hazards 7. PROHIBITION

A B E

34
 C D F

G H
ASSESSMENT PLAN

Program/Course: BUILDING WIRING INSTALLATION NC II

Unit of Competency: PREPARE ELCTRICAL POWER AND HYDRAULIC

TOOLS

Module Title: Preparing Electrical Power and Hydraulic Tools

35
Observation Checklist

Student’s name:

Teacher’s name:

36
Name of the
School:

Competency
standards:

Unit of
competency:

Instructions for the assessor:

1. Observe the student how to prepare electrical and hydraulic tools.

2. Describe the assessment activity and the date when it was undertaken.
3. Put a check in the box to show that the student has completed each area of the
activity according to the standard expected in the enterprise.
4. Complete the feedback section of the form.
Date of observation

Description of assessment
activity

Location of assessment
activity

The student can: If completed, check

the box

37
Did the student’s overall performance meet the Yes No
standard?

Teacher’s Feedback:

Teacher’s signature: Date:

Observation and Questioning Checklist

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 prepare electrical and hydraulic tools.

2. Describe the assessment activity and the date when it was undertaken.
3. Place a tick in the box to show that the student has completed each activity
according to the standard expected in the enterprise.
4. Ask the student with those questions the attached to confirm his/her
underpinning knowledge
5. Place a check 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

38
Did the student’s overall performance meet the Yes No
standard?

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:

39
Materials and equipment:

 to show if skill is
demonstrated

During the demonstration the student can: Yes No N/A

  
  
  
  
The student’s demonstration was:

Satisfactory  Not Satisfactory 

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:

40
Use the checklist below as a basis for judging whether the student’s
report meets the required competency standards.

The student’s report…. If yes, check the box

Generally, did the student’s report meet the Yes No

standard?

Comments:

Student’s

signature: Date:

Teacher’s

signature: Date:
PERFORMANCE TEST

Student's Name: Date:

Competency: Test Attempt

1st 2nd 3rd

Directions: OVERALL EVALUATION

Level
Achieved
Ask your teacher to
assess your performance PERFORMANCE LEVELS

41
in the following critical
task and performance 4 - Can perform this skill without direct
criteria below supervision and shows initiative and adaptability
to problem situations.
You will be rated based on
the overall evaluation at 3 - Can perform this skill satisfactorily without
the right side. direct assistance or supervision.

2 - Can perform this skill satisfactorily but

requires some assistance and/or supervision.

1 - Can perform parts of this skill satisfactorily,

but requires considerable assistance and/or
supervision.

Teacher will initial the level achieved.

PERFORMANCE STANDARDS
For acceptable achievement, check YES; for Yes No N/A
unacceptable achievement, check NO; and for
achievement skill, check N/A.
Get from Performance criteria of the module

ANSWER KEY

PREPARE ELECTRICAL POWER TOOLS

42
Self-Check No. 1.1

1. E
2. C
3. D 4. G
5. H
6. B
7. F
8. A

Self-Check No. 1.2

1. A
2. A
3. D
4. C 5. B 6. C
7. B
8. D

Self-Check No. 1.3

1. A
2. A
3. D
4. C 5. B
6. C
7. D
8. A
9. C
10. D

43
 ANSWER KEY

STORE ELECTRICAL POWER AND

HYDRAULIC TOOLS

Self-Check No. 3.1

1. E
2. C
3. D 4. G
5. H
6. B
7. F
8. A

44