IAE UbD TG in Electronics I-Q4_aug18

7/28/2019 IAE UbD TG in Electronics I-Q4_aug18

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2010 Secondary Education CurriculumIndustrial Arts - Electronics Technology I

Quarter 4: Power supplyAssembly

and Servicing

Topic: Personal EntrepreneurialCompetencies (PECs)

Time Frame: 4 days

STAGE 1Content Standard:

The learner demonstrates understanding of PersonalEntrepreneurial Competencies (PECs) as Electronic ShopAssistant

Performance Standard:

The learner prepares a plan of action that addresses his/her development areas based on his/her PECs andimproves further his/her areas of strength

Essential Understanding:Successful entrepreneurs continuously develop andimprove their PECs

Essential Question/s:How does one ensure success in a chosen career?

Learners will know:

Personal Entrepreneurial Competencies (PECs) Characteristics

Attributes

Lifestyles Skills Traits

Successful entrepreneur/practitioners in thecommunity

Learners will be able to:

Assess their PECs vis--vis: Characteristics

Attributes

Lifestyles Skills Traits

Compare ones PECs with that of the entrepreneur/practitioner

Make necessary alignment of PECsSTAGE 2

Product or Performance TaskEvidence at the level of

Understanding PerformancePlan of action that addressespersonal-

Areas of development based onones PECs, and

Strengths needing furtherimprovement

Learners should be able todemonstrate understanding coveringthe six (6) facets of understandingby:

Describe your PECs focusing onstrengths and developmental areasCriteria:

Comprehensiveness (should

Assessment of the plan of actionbased on the following criteria:

Comprehensiveness of personalplan on areas of development;appropriateness of strategies interms of addressing personal areasof development based on onesPECs and improving further onesareas of strength

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include characteristics, attributes,etc.)

Clarity

Conciseness

Compare your PECs with those of asuccessful practitioner.Criteria:

Objectivity

Details/focus

Conclusiveness Illustration

Apply ones PECs in pursuing achosen entrepreneurial activity.

Criteria: Efficiency/effectiveness Level of competence

Level of confidence

Attitude/behavior

Express your thoughts from theviewpoint of a seasonedentrepreneur the importance ofPECs.Criteria:

Validity

Relevance Critical

Plausibility

Sensitivity

doability

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Express your feelings if you are anentrepreneur who finds difficulty incoping with the PECs of a chosencareer.Criteria:

Openness Objectivity Sensitivity

Assess, based on the results of yourPECs, your level of confidence as aprospective entrepreneur in PowerSupply Assembly and Servicing.Criteria:

Reflectiveness/insightfulness

Depth Objectivity

STAGE 3Teaching-Learning Sequence:

Personal Entrepreneurial Competencies (PECs)Individuals possess different Personal Entrepreneurial Competencies (PECs) in power supply assembly andservicing. These PECs include characteristics, attributes, lifestyles, skills, or traits that make a person differentfrom others. When one possesses these competencies, he/she may become ready to face the challenges ofstarting a business.

1. EXPLORE Ask learners to name people in the community who are successful in their business

Why are they successful?

Do you wish to be like them? Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs on the following:

Character

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Attribute

Lifestyle Skills

Traits(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of

learners in class). Assist learners in analyzing and interpreting the results of the assessment of their PECs. Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen

career. The teacher may distribute meta cards for learners to write their answers. These may be posted onthe wall and revisited during the Firming up.

2. FIRM UP

In order to firm up their understanding, learners may be asked to work individually or in groups in collectinginformation about how entrepreneurs succeed in their chosen careers. Some suggested activities: interviewwith successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, video

documentaries of successful entrepreneurs, web searching, etc. Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and

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

Have learners reflect/rethink their understanding of how entrepreneurs succeed in their chosen field. Referlearners to their answers posted on the wall.

Process learners learning and check it against EU. Check learners understanding against the content standard.

3. DEEPEN

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

Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to dowith them.

Ask learners to express the EU.

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

4. TRANSFER

Have learners prepare a plan of action that addresses their areas of development and strength based on

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their PECs. Assess learners plan of action based on the criteria provided in Stage 2 (assessment at the level of

performance).

Quarter 4: Power Supply

Assembly and Servicing

Topic: Environment and Market Time Frame: 6 days

STAGE 1Content Standard:The learner demonstrates understanding of environmentand market that relates with career choice in PowerSupply Assembly and Servicing

Performance Standard:The learner formulates a business idea based on theanalysis of environment and market

Essential Understanding:Ones choice of entrepreneurial activity is influenced bythe needs and wants of consumers

Essential Question/s:How does one select an entrepreneurial activity to bepursued?

Learners will know:

Environment and Market

consumers needs and wants industry that relates with a career choice

product/service that satisfies the needs and wantsof customers

Learners will be able to:

conduct SWOT analysis seek and seize business opportunity

STAGE 2


Understanding PerformanceFormulation of a business idea basedon the analysis of the immediate

environment and market

Learners should be able todemonstrate understanding covering

the six (6) facets of understanding:

Explain the importance of theimmediate environment and marketin identifying a businessopportunities.Criteria:

Assessment of the formulatedbusiness idea based on the following

criteria: profitability/feasibility practicality

responsiveness to consumer needs innovativeness

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Comprehensiveness

Clarity Conciseness

Interpret the data gathered from

the immediate environment andmarket in identifying businessopportunities.Criteria:

Reliability

Accuracy Objectivity

Relevance Validity

Generate a business idea from dataanalysis.Criteria:

Appropriateness

Innovativeness Practicality

Express from the point of view of abusiness owner the importance ofscanning the environment andmarket in generating business ideas.Criteria:

Validity Relevance

Insightfulness

Express their feelings whenentrepreneurs offer the same type of

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business in the country.Criteria:

Objectivity

Tactfulness Persuasiveness

Sensitivity Open-mindedness

Self-assess ones level ofconfidence in formulating businessideas.Criteria:

Reflective

Insightful Objective

STAGE 3Teaching-Learning Sequence:

Environment and MarketEntrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, andsocial conditions prevailing in the community. Needs and wants of people in a certain community that are not metby existing business establishments may be considered as business opportunities. Identifying the needs of thecommunity, its resources, available local specialized skills, appropriate technology can help a new entrepreneur inseizing a business opportunity.

1. EXPLORE

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

Have learners assess their immediate environment and market to determine the existing industries, needsand wants of target market with the use of the following:

Survey questionnaire; Interview guide;

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Checklist, etc.

SWOT analysis Ask EQs to draw out their understanding of environment and market in generating business ideas. Consider

learner responses as tentative EUs that they need to explore further.

2. FIRM UP

Lead learners in analyzing the assessment conducted on the environment and market in the country.

Assist learners in conducting a community mapping to identify business establishments or industries in the country.

Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activitysuch as: interview, survey, community mapping, etc.

Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the targetmarket.

Ask learners to do supplementary reading and other compensatory activity to support the information presented.

2. DEEPEN

Ask learners to conduct interview with a seasoned entrepreneur to gather salient information as regards the mannerhe/she was able to seize a business opportunity.

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

Assess the learners level of understanding; refer to the assessment in Stage 2.

3. TRANSFER

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

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

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Quarter 4: Power Supply Assemblyand Servicing

Topic: Power SupplyAssembly

and Servicing

Time Frame: 40 Days

Stage 1Content Standard:The learner demonstrates understanding of conceptsand underlying principles of process and delivery inproducing and rendering efficient servicing jobs of

quality and marketable power supplies for electroniccircuits.

Performance Standard:The learner assembles and services power supplies ofdifferent electronic circuits based on their existingschematic diagrams,

Essential Understanding(s):Assuring the quality of assembled power supplies withdifferent circuit designs to be competitive andmarketable.

Essential Question(s):How does one assure quality, competitive andmarketable power supplies?

Learners will know:

Power Supply AssemblyTools and instruments

- Uses

- Proper care and maintenance

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

Learners will be able to do:

Practice proper care and safety measures in using toolsand instruments.

Use the right tools and instruments for the right jobs.

Place and mount all components in their properlocation.

Make wiring connections applying the wiring techniquesin routing wire runs and proper connecting practicesand wire harness consideration.

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- Wire harness- Inspection and testing- Soldering

-- Techniques in good soldering-- Desoldering techniques

Power Supply Servicing

Order of troubleshooting procedures

Solder connections using the techniques in goodsoldering.

Resolder connections to correct improper connectionsapplying the steps in desoldering techniques, ifnecessary.

Repair and maintain power supply applying thesystematic order of troubleshooting procedures.

STAGE 2


Understanding PerformanceProducing quality and marketablepower supply and provides efficientand effective servicing jobs in themaintenance and repair of suchdevices.

Learners should be able to articulateand manifest the six (6) facets ofunderstanding:

Explain the importance of followingthe steps in assembling powersupply with the necessaryprecautionary measures to producehigh quality, marketable andfunctional power supply.Criteria:

Correctness of information

Organization of information Clarity of account Accuracy

Make an account of thedevelopment of power supply fromthe basic design to the more

Assessment of the performance ofan electronic shop assistant inassembling power supplies based onits existing schematic diagram withthe following criteria: Accuracy

Workmanship

Time management Quality of work

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advance and complicated powersupplies used in the different state-of-the-art equipment like powersupplies of personal computers.Criteria:

Accuracy of information Insightful interpretation Evidence of efforts

Perform power supply assemblyand servicing.Criteria:

Accuracy

Effectiveness Level of competence

Level of confidence Attitudes/behavior

Shareyour views on ordinarypower supply and regulated powersupply.Criteria:

Insightful (justification)

Diverse (range of ideaspresented)

Relevant (significance)

Plausible (believable)

Express your feelings when theassembled powers supply did notconform with the expected finishedproduct.Criteria:

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Openness

Perception Tactful

Sensitivity

Make self-assessment to indicateyour knowledge and skills inassembling and servicing powersupplies.Criteria:

Knowledge and skills inassembling and servicing powersupplies using:

Depth of learning experience

Reflectiveness

Objective STAGE 3Teaching-Learning Sequence:

Power supplies are used to supply power to electronic circuits. The different stages of a power supply consists ofthe following: power transformer, rectifier, and filter circuits with the addition of regulator for sensitive circuitsthat needs constant output voltage even there is fluctuations or variations in the input power source. Powersupplies have different circuit designs like half-wave, conventional full-wave, and bridged-type for variousapplications. In assembling and servicing power supplies, it is a requirement that the operation of the circuit andfunctions of components be clearly explained to ensure quality service and production.

1. EXPLORE Orient learners on the CP-TLE standards in power supply assembly and servicing for the fourth quarter.

Content standard- demonstrate understanding of concepts and underlying principles of process and delivery in power

supply assembly and servicing.

Performance standard- produces quality and marketable power supplies and provides efficient power supply servicing.

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Essential question- Why does one assure the quality of assembled power supplies and efficient power supply servicing?

Assessment- at the level of understanding using the six (6) facets of understanding

Explaining

Interpreting Applying Sharing perspective

Showing empathy Revealing self knowledge

- at the level of performance using performance rubrics based of the following criteria: Accuracy Workmanship Time management

Quality of work

Have learners observe an electronic service shop in the community where assembling and servicing qualityand marketable power supplies are performed. Provide a list of things to be observed:

types power supplies being assembled and serviced availability of instruments and equipment used

attitude of workers

quality control of products being assembled and serviced quantity of products produced and serviced

Processing the observations made during the shop visit by: Drawing initial understanding by asking initial questions such as:

- Why does one need to assure the quality and marketability of assembled and serviced power supplies?

- How are standards of quality applied in the assembly and service of quality and marketable powersupplies?

Unlock difficulties and misunderstanding by asking leading questions. Reflect on the importance of quality assurance in assembling and servicing quality power supplies. Guide the learners in understanding the concepts and underlying principles of process and delivery in power

supply assembly and servicing.

Assist learners in applying the procedures in assembling and servicing power supplies and show samples of

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different type of power supplies. Have learners observe an electronic service shop in the community producing different types and designs of

power supplies. Provide list of things to be observed.

Lead learners through the checklist to verbalize their understanding of the following concepts: Assembling power supplies

Servicing (maintenance, troubleshooting, and repair) power supplies Process and delivery Product and performance

Guide learners in viewing pictures/video presentations of the different electronic tools and instruments, andmaterials in the production of quality and marketable power supplies.

Have learners raise issues and concerns related to the production and servicing of quality power supplies inconjunction with electronic circuits.

Appropriateness of components and materials used, proper placements of components and correctness ofwiring connections

Choice of tools, instruments, and materials

Features of techniques used in assembly and servicing Guide learners in assembling at least the three type of power supplies: half-wave, conventional full-wave,

and bridged-type using the breadboard of the electronic trainer.

2. FIRM UP

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

servicing quality power supplies. The video presentation should detail the step-by-step procedure inassembling and servicing power supplies.

Process learners critical views on the video presentation; guide questions may be given to focus learnersunderstanding.

Advise learners to interview electronic technicians on the importance of the following factors in theproduction and service of quality power supplies. Appropriateness of components and materials used, proper placements of components and correctness of

wiring connections

Choice of tools, instruments, and materials

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Proper handling and maintenance of electronic tools, instruments, and materials used.

Have learners prepare an interview guide to focus the discussion on the aforementioned factors. Have learners check their understanding using formative assessment of the concepts of the procedures and

techniques in the production and service of power supplies. Have learners perform processes involved in the production and service of quality power supplies.

3. DEEPEN

Invite successful electronic technicians to talk about their best practices. Have learners ask questions abouthow these technicians managed to become experts in this field of technology.

Encourage learners to observe/work with successful electronic technicians in the community.

Have learners construct regulated power supplies and voltage multipliers and measure ac and dc voltages atdifferent test points of the circuit.

Have learners track their progress using accomplishment record. Assess learners understanding of the procedures and techniques in the production and service of quality

power supplies through performance test.

Have the learners conduct research through the internet on the latest models of power supplies anddevelopments of power supply assembly and servicing. Assess learners level of performance using the criteria in Stage 2- Level of Understanding.

4. TRANSFER

Have learners produce and service quality and marketable power supplies. Have learners put up a display/exhibition of various power supplies of different electronic circuits.

Learner-made power supplies Commercially available power supplies

Power supplies of multi-media equipment

Have learners market their products/services in the community. Assess learners level of performance using the criteria in Stage 2 Level of Performance.

Resources (Web sites, Software, etc.)1. Internet www.wikipedia.com2. Interactive/Animated CD3. Video presentation on CDs

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Materials/Equipment Needed:1. Pre-post assessment questionnaire in Designing and Fabrication of printed circuit boards (PCBs)2. Books on Assembly and Servicing Power Supplies3. Collection of different Electronic Diagrams, electronic equipment and appliances with different power supply

designs.

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Documents

IAE UbD TG in Electronics I-Q4_aug18