The document is a training module titled 'Using Basic Electronic Hand Tools' designed for the Consumer Electronic Servicing NC II program in the Philippines. It outlines learning outcomes for identifying, using, and maintaining basic electronic hand tools, along with various activities and assessment methods. The module includes technical terms, learning activities, and a structured approach to gain competency in using hand tools effectively and safely.

1. Unit of Competency: USE BASIC ELECTRONIC HAND TOOLS
Module No. 1 Module Title: USING BASIC ELECTRONIC HAND
TOOLS
Republic of the Philippines
Department of Education
PUBLIC TECHNICAL -VOCATIONAL
HIGH SCHOOLS

3. i
TABLE OF CONTENTS
How to Use this Module..........................................................................ii
Introduction ..........................................................................................iii
Technical Terms ....................................................................................iv
Learning Outcome 1: Identify Functional Basic Electronic
Hand Tools.............................................................................................1
 Learning Experiences/Activities ....................................................2
 Activity Sheet 1.1........................................................................10
 Activitiy Sheet 1.1 .......................................................................12
 Activity Sheet 1.2........................................................................13
 Activity Sheet 1.3........................................................................15
 Self-Check Sheet 1.3...................................................................15
Learning Outcome 2: Use Appropriate Basic Electronic
Hand Tools Based on the Safety Requirements............................16
 Learning Experiences/Activities ..................................................17
 Activity Sheet 2.1........................................................................18
 Operation Sheet 2.1 ....................................................................19
 Operation Sheet 2.2 ....................................................................20
 Operation Sheet 2.3 ....................................................................21
 Information Sheet 2.1 .................................................................22
 Activity Sheet 2.2........................................................................27
Learning Outcome 3: Maintain Basic Electronic Hand Tools .................28
 Learning Experiences/Activities ..................................................29
 Activity Sheet 3.1........................................................................30
 Operation Sheet 3.1 ....................................................................31
 Teacher Check Sheet 3.1.............................................................31
Assessment Plan ..................................................................................32
 Observation and Questioning Checklist.......................................34
 Demonstration............................................................................35
 Written Report ............................................................................36
Performance Test..................................................................................37
Answer Keys.........................................................................................38
Acknowledgment ..................................................................................39

4. ii
HOW TO USE THIS MODULE
Welcome to the Module “Using Basic Electronic Hand Tools”.
This module contains training materials and activities for you to
complete.
The unit of competency “Use Basic Electronic Hand Tools”
contains the knowledge, skills and desirable attitudes required for a
Consumer Electronic Servicing 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,
Assignment Sheets, and Activity Sheets. Follow these activities on
your own and answer the Self-Check at the end of each learning activity.
If you have questions, don’t hesitate to ask your facilitator for
assistance.
Recognition of Prior Learning (RPL)
You may already have some basic knowledge and skills covered in
this module because you have been working for sometime; or already
completed training in this area.
If you can demonstrate to your teacher in a particular skill, talk to
him/her about having them formally recognized so you don’t have to do
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 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.
Inside this module you will find the activities for you to complete
and followed by 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 “using basic electronic hand tools” independently at your own
pace or with minimum supervision or help from your teacher.

5. iii
Program/Course CONSUMER ELECTRONIC
SERVICING NC II
Unit of Competency USE BASIC ELECTRONIC HAND
TOOLS
Module Title Using Basic Electronics Hand Tools
INTRODUCTION
This module contains information and suggested learning activities
on Using Basic Electronic Hand Tools. It includes instructions and
procedure on how to use basic electronic hand tools.
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 instructor that you have acquired the knowledge necessary to
perform the skill portion of the particular learning outcome.
Upon completing this module, report to your instructor 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. identify functional basic electronics hand tools;
LO2. use appropriate basic electronics hand tools based on the safety
requirements; and
LO3. maintain basic electronics hand tools.
PREREQUISITE
None

6. iv
TECHNICAL TERMS
Active State. It is a condition of a semiconductor device that is
working.
Alternating Current. It is an electric current that is continually
varying in value and reversing its direction of
flow at regular interval.
Anode. It is a positive electrode of semiconductor device.
Biasing Current. It is a current supply needed by the semiconductor
in order to work properly.
Capacitance. It is a property that exits whenever two conductors are
separated by insulating material, permitting the storage
of electricity.
Capacitor. It is a component designed intentionally to have a definite
amount of capacitance.
Cathode. It is a negative electrode of semi-conductor devices.
Circuit. It is an arrangement of one or more complete paths of
electron flow.
Conductor. It is a wire, cable, or other body or medium that is
suitable for carrying electric current.
Couple. This is to connect two circuits so signals are transferred from
one to the other.
Current. It is the rate of transfer of electricity from one point to
another.
Cut-off State. It is a condition of a semiconductor device that is not
working.
DC Milli-Ammeter. It is an instrument that measures the amount of
direct current flow in a component or circuit.
Desoldering. It is a process of unsoldering unwanted parts or
components in the circuit with the support of soldering
tool.
Dielectric Material. It is a material that serves as insulator with poor
electric conductivity.
Direct Current. It is an electric current that flows in one direction.

7. v
Discrete Components. They are separated components.
Junction. It is a hybrid of an electronic circuit enclosed in a single
package having an output that varies directly proportional
to the input.
Ohmmeter. It is an instrument that measures the amount of
resistance in certain component or circuits.
PCB. It is a Printed Circuit Board or (PCB) which is actually printed
wiring boards that have components inserted into the hole and
soldered to form its circuit connection.
Quiescent Point. It is the least amount of operating current of semi
conductor in order to work properly.
Resistance. It is the opposition that a component or material offers to
the flow current.
Resistor. It is a component designed intentionally to have a definite
amount of resistance.
Soldering. It is a process of joining two metals caused by heat
Soldering Technique. It is a right process in which the solder (lead) is
being applied in a connection or in the printed circuit board.
Splicing. It is defined as a joint that connect two lengths of conductor.
Voltage. It is the electrical pressure that exist between two points and
capable of producing a flow of current when a close circuit is
connected between the points.
Voltmeter. It is an instrument that measures the amount of
electromotive force in a component or circuit.

8. 1
Learning Outcome 1: Identify functional basic electronic hand tools.
ASSESSMENT CRITERIA
1. Basic electronic hand tools are identified according to their
applications.
2. Basic electronic hand tools are specified according to job
requirements.
3. Functions of electronic hand tools are identified and explained.
REFERENCES:
- Buban, Peter andSchmitt, Marshall. Technical Electricity and
Electronics, New York: Mc Graw-Hill: 1972.
- Grob, Bernard. Basic Electronics, 4th Edition; New York: Mc Graw-
Hill Company: 1977
- Grob, Bernard. Electronics Circuits and Application; McGraw-Hill
Company, USA: 1982
- Markus, John. Electronics Dictionary, 4th Edition; New York:
McGraw-Hill Company: 1945
Program/Course CONSUMER ELECTRONIC
SERVICING NC II
Unit of Competency USE HAND TOOLS
Module Title USING HAND TOOLS

9. 2
LEARNING EXPERIENCE/ACTIVITIES
Learning Outcome 1: Choose functional basic electronic hand tools
Learning Activities Special Instruction
1. Read the Information Sheet 1.1
on identifying and classifying
the different hand tools used in
Consumer Electronics
Servicing.
2. Answer the Self-Check to
determine how much you have
learned.
3. Compare your answers with the
answer key on the last page of
this module.
4. If you have missed some of the
questions, go over the
information sheet again.
5. If you have any question or if
you need clarification on the
information, ask the assistance
from your teacher or from your
classmate who has finished
this learning outcome (LO).
6. If you have answered all the
questions, you may proceed to
the next learning outcome (LO).
Try to answer the Self-Check
without looking at the answer
key.

10. 3
INFORMATION SHEET 1.1
Classification of Hand Tools
Basic Electronic Hand Tools
Driving of Tools
Screwdriver. It is a device specifically designed to insert and
tighten or to loosen and remove screws. A screwdriver comprises
a head or tip which engages with a screw, a mechanism to apply
torque by rotating the tip and some way to position and support
the screwdriver. A typical hand screwdriver comprises an
approximately cylindrical handle of a size and shape to be held
by a human hand and an axial shaft fixed to the handle, the tip
of which is shaped to fit a particular type of screw. The handle
and shaft allow the screwdriver to be positioned and supported
when rotated to apply torque.
Handle
o Flat Screwdriver. It is used to drive or fasten negative
slotted screws.
o Phillips Screwdriver. It is used to drive or fasten positive
slotted screws. It is a screwdriver that could take greater
torque and can provide tighter fastenings.
Head or Tip

11. 4
Hex (Allen Wrench). It is used to drive or fasten hexagonal screws. The
head has a hexagonal hole turned by an allen key. An Allen key is a
hexagonal shaped wrench bent in letter-L. The Allen key was invented by
an American, Gilbert F. Heublein,
Precision Screwdriver Set. It is a set of small screw drivers
composed of slotted and Philips screwdrivers.

12. 5
 Soldering Tools
Soldering Iron. It is a device used for applying heat to melt
solder in attaching two metal parts. A soldering iron is
composed of a heated metal tip and an insulated handle.
Heating is often achieved electrically, by passing a current,
supplied through an electrical cord, through a heating element.
For electrical work, wires are usually soldered to printed circuit
boards, other wires, or small terminals. A low-power iron (15-
30 Watts) is suitable for this work.
Some soldering irons have interchangeable tips for
different types of work. Fine round or chisel tips are typically
used for electronics work. A new tip needs to be coated, heated,
and then covered with solder before its first use. This procedure
is called "tinning". The tinning forms a liquid layer which
facilitates the transfer of heat to the work piece. A dirty tip does
not transfer heat well. The tip needs to be kept coated with a
shiny layer of solder by occasional wiping and applying solder
directly to the tip.
- Soldering Tool Stand. It is a place of the soldering iron to keep
them away from flammable materials. The stand often also
comes with a sponge and flux pot for cleaning the tip.

13. 6
- Desoldering tool. It is used for the removal of solder and
components from a circuit when troubleshooting, repair
purposes and to save components. Electronic components are
often mounted on a circuit board and it is usually desirable to
avoid damaging the circuit board, surrounding components,
and the component being removed.
Splicing Tools
Long Nose. It is used for holding, bending and stretching the
lead of electronic component or connecting wire.
Side Cutter. It is a wire-cutting plier, though they are not used
to grab or turn anything, but are used to cut wire.

14. 7
Wire Stripper. It is a pair of opposing blades much like scissors or
wire cutters. The addition of a center notch makes it easier to cut
the insulation without cutting the wire. This type of wire stripper is
used by rotating it around the insulation while applying pressure in
order to make a cut around the insulation. Since the insulation is
not bonded with the wire, it will be pulled easily at the end.
Boring Tools
12 Volt Mini-Drill. It is used to bore or drill holes in the printed
circuit board (pcb).
Notch

15. 8
Portable Electric Drill. It is used for boring hole/s in the
plastic chassis or metal chassis with the used of drill bits.
Metal File. It is a hand tool used to shape metals by grinding. A file
series of sharp, parallel ridges or teeth. Most files have a
narrow, pointed tang at one end to which a handle can be
fitted.
Flat Files. They are parallel in width and tapered in
thickness. They are used for flat surfaces and edges.
Half Round Files. They are tapers in width and
thickness, coming to a point, and are narrower than a
standard half round which are used for filing inside of
rings.
Round Files. They are also called rat-tail files gradually
tapered and are used for many tasks that require a round
tool, such as enlarging round holes or cutting a scalloped
edge.
Round File
Flat File
Half Round
File
Narrow
Pointed
Tang

16. 9
Cutting Tools
Utility Knife. It is a common tool used in cutting various trades
and crafts for a variety of purposes.
Hacksaws. They are saws for cutting metal. Some of them have
pistol grips which keep the hacksaw firm and easy to grip. The
small hand-held hacksaws are consist of a metal arch with a
handle that fits around a narrow, rigid blade. The blade has
many small saw teeth along one side. It can either be attached
such that the teeth face away from the handle, resulting in
sawing action by pushing, or be attached such that the teeth
face toward the handle, resulting in sawing action by pulling. On
the push stroke, the arch will bend a little, releasing the tension
on the blade. The blade is normally quite brittle; so extra care is
needed to be taken to prevent brittle fracture of the blade.
Blade
Handle
Pistol Grip

17. 10
Auxiliary Tools
Ball-peen Hammer It is a type of hammer used in metalworking.
The ball-peen hammer remains useful for many tasks such as
tapping punches and chisels. The original function of the hammer
was to "peen" riveted or welded material so that it will exhibit the
same elastic behavior as the surrounding material. Specifically,
striking the metal imparts a stress at the point of impact which
results in strain-hardening of that area. Strain hardening raises the
elastic limit of a material into the plastic range without affecting its
ultimate strength. A strain-hardened material will not deform under
the same low stresses as a non-hardened material. Most metals can
be "worked" by such methods until they lose all of their ductile
characteristics and become strong but brittle.
Magnifying Glass It is a convex lens which is used to produce a
magnified image of an object. The lens is usually mounted in a
frame with a handle (see image). Roger Bacon is the original
inventor of the magnifying glass. A magnifying glass works by
creating a magnified virtual image of an object behind the lens.
The distance between the lens and the object must be shorter
than the focal length of the lens for this to occur. Otherwise, the
image appears smaller and inverted, and can be used to project
images onto surfaces. The framed lens may be mounted on a
stand, keeping the lens at the right distance from the table, and
therefore at the right distance from the object on the table. The
latter applies if the object is small and also if the height is
adjustable. Some magnifying glasses are foldable with built-in
light

18. 11
.
Magnifying Glass
-
Paint Brush. It is made of bristles set in handle used for
cleaning dirty parts of a circuit or an object.

19. 12
ACTIVITY SHEET 1.1
Classification of Basic Electronic Hand Tools
Instruction:
1. Without looking at the Information Sheet 1-1, answer the written
test on Self-Check 1.1.
2. After finishing your test, you can compare your answers with the
Answer Key 1.1.
3. You must get a score of 7 - 9 to have the rating of Very Good and
pass the Self-Check based on the Assessment Criteria 1.2.
.
SELF-CHECK SHEET 1.1
Direction: On a separate piece of paper, classify the different kinds of
hand tools according to their specifications in a Consumer Electronic
Servicing.
1. Desoldering Tools
2. Wire Stripper
3. Diagonal Cutting pliers
4. Long Nose Pliers
5. Mini Drill
6. Magnifying Glass
7. Soldering Stand
8. Flat Screw Driver
9. Soldering Iron
10. Portable Electric Drill
Assessment Criteria 1.1
Score Descriptive Grade
10 Excellent
7-9 Very good
6 Good
3-5 Fair
2-0 Poor

20. 13
ACTIVITY SHEET 1.2
Identification of Hand Tools and its Function
Instruction:
1. Without looking at the your Information Sheet 1.1, answer the oral
test in the Self-Check 1.2.
2. After finishing your test, you can compare your answers with the
Answer Key 1.2.
3. You must get at least the score of 7 - 9 to have the rating of Very
Good and pass the Self-Check based on the Assessment Criteria
1.2.
SELF-CHECK SHEET 1.2
Direction: Match the different hand tools with their actual pictures.
Write the letter on a separate sheet.
1. Desoldering Sucker
2. For soldering metal
3. Soldering Stand
4. Long Nose Pliers
5. For drilling small hole
6. Portable Electric Drill
7. For cutting metal
8. For cutting wires
9. Wire Splicer
10. Magnifying Glass

21. 14
Assessment Criteria 1.2
Score Descriptive Grade
10 Excellent
7-9 Very good
6 Good
3-5 Fair
2-0 Poor

22. 15
ACTIVITY SHEET 1.3
Specifying Basic Electronic Hand Tools
Instructions:
1 Without looking at the Information sheet 1.1, answer orally the
written questions regarding the specifications of hand tools.
2. You must get at least the score of 4 to have the rating of Very
Good and pass the Self-Check 1.3 based on Assessment Criteria
1.3
SELF-CHECK 1.3
Direction: Answer briefly the questions below
1. Why do you think a low-power soldering iron is suitable for
electronic work?
2. Why do you think is it best to use in electronics a magnifying glass
that is foldable with built-in light?
3. Why do you think is it best to use the right size of the Philips
screwdriver?
4. Why do you think is it best to use the right size of a drill bit in
boring a hole in the metal?
5. Why do you think is it best for a soldering iron to have its soldering
stand?
Assessment Criteria 1.3
Score Descriptive Grade
5 Excellent
4 Very good
3 Good
1-2 Fair
0 Poor

23. 16
Program/Course CONSUMER ELECTRONIC SERVICING
NCII
Unit of Competency USE BASIC ELECTRONIC HAND
TOOLS
Module Title USING BASIC ELECTRONIC HAND
TOOLS
Learning Outcome 2: Use appropriate basic electronics hand tools
based on safety requirements.
ASSESSMENT CRITERIA
1. Electronics tools are chosen in accordance with job requirements.
2. Electronics tools are used in accordance with the manufacturer’s
manual.
3. Safety procedures in using electronic hand tools are practiced.
REFERENCES
- Buban, Peter andSchmitt, Marshall. Technical Electricity And
Electronics, New York: Mc Graw-Hill :1972.
- Grob, Bernard. Basic Electronics, 4th Edition; New York: Mc Graw-
Hill Company: 1977
- Grob, Bernard. Electronics Circuits and Application; McGraw-Hill
Company, USA: 1982
- Markus, John. Electronics Dictionary, 4th Edition; New York:
McGraw-Hill Company: 1945

24. 17
LEARNING EXPERIENCE / ACTIVITIES
Learning Outcome 2: Use appropriate electronic hand tools based on
the safety requirements
Learning Activities Special Instructions
1. Read procedures on the
operation sheets of hand tools.
Activity Sheets 2.1.
2. Do the Operation Sheets 2.1,
2.2, and 2.3.
a. File
b. Hacksaw
c. Soldering Iron
3. Refer to the Assessment Criteria
2.1, 2.2, and 2.3.
4. Read the Information Sheet 2.1
on safety requirements with the
use of personal protective
equipment.
5. Answer the self-check to
determine how much you have
learned.
6. Compare your answer with the
answer key on the last pages of
this module.
7. If you have missed some of the
questions, go over the
information sheet again.
8. If you have any questions or you
need clarification on the
information, ask assistance
from your teacher or from your
classmate who have finished
this learning outcome (LO).
9. If you have answered all the
questions and finished all the
laboratory activities, you may
proceed to the next learning
outcome (LO).
 Perform the activity with
the supervision of the
your teacher
 Try to answer the self-check
without looking at the answer
key.

25. 18
ACTIVITY SHEET 2.1
Use of Appropriate Electronic Hand Tools based on safety
requirements
Instruction:
1. Do the following operation sheet:
a. Flat File - Operation Sheet 2.1
b. Hacksaw – Operation Sheet 2.2
c. Soldering Tools - Operation Sheet 2.3
2. You must get a score of 7 - 9 to have the rating of Very Good and
pass the Teacher-Check 2-1 based on the Assessment Criteria 2.1.

26. 19
OPERATION SHEET 2.1
Use of Appropriate Electronic Hand Tools Based on Safety
Requirements
Procedure in using a flat file
1. Position the metal file near the edges of the object (metal) you
want to smoothen.
2. Hold the handle of the file steadily.
3. Lay the file sideways on the object work, and carefully push or
pull it across the work.
4. Continue on pushing or pulling it across the work until you
attain the desired smoothness of the surface.
TEACHER-CHECK SHEET 2.1
Direction: The teacher will prepare an actual laboratory activity
regarding filling a flat metal bar.
Filling A Metal Bar
Item
no.
Flat File 70 75 80 85 90 95 100 Score
A Proper use of tool - 50%
B Quality of work - 40%
C Speed – 10%
Grade
Assessment Criteria 2.1
Score Descriptive Grade
96-100 Excellent
86-95 Very good
81-85 Good
75-80 Fair
70-74 Poor

27. 20
OPERATION SHEET 2.2
Use of Appropriate Hand Tools Based on Safety Requirements
Procedure in using a hacksaw
1. Position the hacksaw blade near the object (metal) where you
want to cut it. Mark a straight line where hacksaw blade will
pass.
2. Hold the steadily the handle steadily.
3. Lay the saw teeth along the surface of the object work and
carefully push or pulling it across the work.
4. Continue on pushing or pulling it across the work until you
attain a complete cut of the metal.
TEACHER-CHECK SHEET 2.2
Direction: The teacher will prepare an actual laboratory activity on
cutting a metal bar.
Cutting A Metal Bar
Item
no.
Hacksaw 70 75 80 85 90 95 100 Score
A Proper use of tool - 50%
B Quality of work - 40%
C Speed – 10%
Grade
Assessment Criteria 2.2
Score Descriptive Grade
96-100 Excellent
86-95 Very good
81-85 Good
75-80 Fair
70-74 Poor

28. 21
OPERATION SHEET 2.3
Use of Appropriate Electronic Hand Tools Based on Safety
Requirements
Procedure in using a soldering iron
1. Preparing the soldering iron:
a. Place the soldering iron on the stand before plugging it.
b. Wait a few minutes for the soldering iron to attain its operating
temperature of about 4000C.
c. Wipe the tip of the soldering iron on the wet damp sponge.
d. Melt a little solder (soldering lead – 60/40) on the tip of the iron.
e. Wipe again the tip of the soldering iron on the wet damp sponge.
2. Soldering technique:
a. Hold the soldering iron like a pen near the base of the handle.
b. Touch the soldering iron onto the joint to be made.
c. Feed a little solder onto the joint.
d. Remove the solder, then the soldering iron while keeping the
joint still.
e. Inspect the joint closely. It should look shiny with a volcano
shape.
TEACHER-CHECK SHEET 2.3
Use of Appropriate Electronic Hand Tools Based on Safety
Requirements
Direction: The teacher will prepare an actual laboratory activity
regarding soldering techniques.
Cutting A Metal Bar
Item
no.
Soldering Tool 70 75 80 85 90 95 100 Score
A Proper use of tool - 50%
B Quality of work - 40%
C Speed – 10%
Grade
Assessment Criteria 2.3
Score Descriptive Grade
96-100 Excellent
86-95 Very good
81-85 Good
75-80 Fair
70-74 Poor

29. 22
INFORMATION SHEET 2.1
Safety Requirements with the Use of Personal Protective Equipment
Hand Tool Design, Selection, and Setup
1. Weight. Use the lightest weight tool possible to avoid injury.
Excessively heavy tools should be equipped with the use of
mechanical support and attached hoses should be supported.
Support and equip tools with the use of mechanical support so
you don't need to hold them continuously while working. If a
mechanical support cannot be provided, the workstation should be
designed so you can put the tool down or rest in a holster when it is
not in use.
2. Balance. Additional force is required to use a badly balanced tool. The
tool's center of gravity should be close to the body, to the handles, and
in line with the center of the hands holding the tool. Also, the weight
of an unsupported hose can unbalance a tool.

30. 23
3. Torque Control. High torque requires a lot of force to keep the tool
from rotating out of your hand. Torque settings should be set to the
minimum required by job specifications, especially for in-line and
pistol-shaped tools.
4. Grip. Tool handles should allow stable and efficient grip. The handle
should be cylindrical or oval in shape, with a diameter of between 1.25
and 1.75 inches. Tool handles should contact as much of the hand
and fingers as possible. Grips should be made of non-slip
compressible and non-conductive material. However, if the task
requires fine manipulations, a small handle and a precision grip are
preferred. Handles should not press on the base of the palm. Use tools
with long handles or handles which are large and rounded enough to
distribute the force over a large area of the palm. Avoid form-fitting
handles (handles with finger grooves), since they may not fit the hand
size of every user. Handles should be kept clean of slippery grease, oil,
or sweat.
5. Span. For two-handled manual tools, like scissors, the open span
should be about 4 inches and the closed span should be about 1.5
inches.

31. 24
6. Spring-loaded handles. A spring-loaded mechanism saves muscular
effort and reduces mechanical stress on the backs and sides of fingers
for such tools as scissors, pliers, and other manual cutting and
gripping tools which have to be opened and closed repeatedly during
use.
7. Choose the right tool shape. Pistol-shaped tools should be used on a
vertical surface or on a horizontal surface below waist height. Bend
the tool, not the wrist.
8. Avoid bending over your work.
9. Avoid overhead work. Use a ladder to reduce the need for outstretched
arms.

32. 25
10. Keep the elbows close to the body.
11. Tilt the work surface instead of the wrist.
12. Stand with your weight evenly distributed between feet.
When standing for long periods of time, rest one foot on a sturdy
.

33. 26
13. Sit up straight so the chair offers good back support. Adjust the
chair back so that it will support the natural curve of the lower back.
Adjust the seat height to allow thighs to be in parallel to the floor.

34. 27
ACTIVITY SHEET 2.2
Safety Requirements with the Use of Personal Protective Equipment
Instruction:
1. Without looking at Information Sheet 2.1, answer the written
test on the safety requirements in using hand tools and test
equipment in theSelf-Check 2.1.
2. After finishing your test, you can compare your answer with the
Answer Key 2.1.
3. You must get at least a score of 7 - 9 to have a rating of Very
Good and pass the Self-check based on Assessment Criteria 2.1.
SELF-CHECK SHEET 2.2
Direction: Write the safety requirement indicated in each number on a
separate sheet of paper.
1. 2.
3. 4. 5.
Assessment Criteria 2.2
Score Descriptive Grade
5 Excellent
4 Very good
3 Good
1-2 Fair
0 Poor

35. 28
Program/Course CONSUMER ELECTRONIC
SERVICING NCII
Unit of Competency USE BASIC ELECTRONIC HAND
TOOLS
Module Title USING BASIC ELECTRONIC HAND
TOOLS
Learning Outcome 3: Maintain basic electronic hand tools
ASSESSMENT CRITERIA
1. Routine maintenance of electronic hand tools is practiced.
2. Electronic hand tools are kept safely in a designated location.
REFERENCES
- Buban, Peter andSchmitt, Marshall. Technical Electricity And
Electronics, New York: Mc Graw-Hill 1972.
- Grob, Bernard. Basic Electronics, 4th Edition; New York: Mc Graw-
Hill Company: 1977
- Grob, Bernard. Electronics Circuits and Application; McGraw-Hill
Company, USA: 1982
- Markus, John. Electronics Dictionary, 4th Edition; New York:
McGraw-Hill Company: 1945

36. 29
LEARNING EXPERIENCE / ACTIVITIES
Learning Outcome 3: Maintain basic electronic hand tools
Learning Activities Special Instruction
1. Read the procedure on the
Operational Sheets of hand
tools in Activity Sheets 3.1.
2. Do the Operational Sheet 3.1
on maintaining and storing of
hand tools.
3. Refer to the Assessment criteria
3.1.
4. If you have finished all the
laboratory activities, you may
proceed to the next module.
Perform the activity with the
observation of the teacher.

37. 30
ACTIVITY SHEET 3.1
Maintaining and Storing of Basic Electronic Hand Tools
Instruction:
1. Follow your teacher on how to maintain and store the basic
electronic hand tools properly. The students will be grouped into
five (5) and to be tested in the procedure in maintaining and
storing basic electronic hand tools.
2. After finishing each laboratory activity, your teacher will rate
you.
3. You must at least get a score of 7-9 to have a rating of Very
Good, for this laboratory activity. An assessment criteria will
guide your teacher.

38. 31
OPERATION SHEET 3.1
Maintaining and Storing of Basic Electronic Hand Tools
Procedure in maintaining and storing of hand tools
1. Provide a safety cabinet for all the hand tools and assign a specific
area for each tool.
2. Tools should be cleaned before returning them to the tool rack.
3. Damage hand tools should be repaired.
4. Apply oil on all moving parts if possible.
5. Cover the sharp parts of the tools with a cork when not in use.
TEACHER-CHECK SHEET 3.1
Maintain Basic Electronic Hand Tools
Direction: The teacher will rate each group.
Item
No.
Storing
Laboratory Tools
Rating
1 2 3 4 5 6 7 8 9 10 Score
1 Driving Tools
2 Soldering Tools
3 Splicing Tools
4 Boring Tools
5 Cutting Tools
6 Auxiliary Tools
Total Score /
6 = Final Rating
_____
Assessment Criteria 3.1
Score Descriptive Grade
10 Excellence
9-7 Very good
6-4 Good
3-1 Fair
0 Poor

39. 32
ASSESSMENT PLAN
Evidence Checklist
Competency standard: Consumer Electronic Servicing NC II
Unit of competency: Use Basic Electronic Hand Tools
Title of Module Using Basic Electronics Hand Tools
Ways in which evidence will be collected:
[tick the column]
Observation
Questioning
Third
party
Report
Demonstration
Portfolio
Written
The evidence must show that the student can…
 identify the basic electronic hand tools in
accordance with their applications.
 Specify electronic hand tools according
to job requirements.
 Identify functions of electronic hand tools.
 choose electronic hand tools in
accordance with the job requirements.
 use electronic hand tools in accordance
with the manufacturer’s manual.
 practice safety procedures in using
electronic hand tools.
 report defective electronic hand tools to
appropriate personnel.
 practice routine maintenance of electronic
hand tools according to manufacturer’s
standard operating procedures, principles
and techniques.
 keep safely electronic hand tools in a
designated location per manufacturer’s
specifications or standard operating
procedure.
Prepared
by:
Date:
Checked
by:
Date:

40. 33
Observation Checklist
Candidate’s name:
Assessor’s name:
Assessment
Center:
Competency
standards:
Unit of
competency:
Instructions for the assessor:
1. Observe the candidate Using hand tools
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the candidate 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 yes, tick the box
 identify electronic hand tools according to their
applications.
 specify electronic hand tools according to job
requirements.
 use electronic hand tools in accordance with
manufacturer’s manual.
 choose electronics tools in accordance with the job
requirements.
 practice safety procedures in using electronic
hand tools.
 practice routine maintenance of tools according to
manufacturer’s standard operating procedures,
principles and technology.
Did the candidate’s overall performance meet the
standard?
Yes No
Feedback to candidate:
Assessor signature: Date:

41. 34
Observation and Questioning Checklist
Candidate’s name:
Assessor’s name:
Assessment Center
Competency
standards
Unit of
competency:
Instructions for the assessor:
1. Observe the candidate use/identify functional hand tools.
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the candidate completed each aspect of
the activity to the standard expected in the enterprise.
4. Ask the candidate 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 candidate 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 yes, tick the box
 identify electronics hand tools according to their
applications.
 specify electronic hand tools according to the job
requirements.
 identify the functions of basic electronics hand
tools.
 use basic electronic hand tools in accordance with
the manufacturer’s manual.
 choose electronic hand tools in accordance with the
job requirements.
 practice safety procedure in using electronic hand
tools
 practice routine maintenance electronic hand tools
according to the manufacturer’s standard operating
procedure, principles and technology.
Did the candidate’s overall performance meet the
standard?
Yes No

42. 35
Demonstration
Candidate’s name:
Assessor’s name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials you must be able to : Use appropriate electronic
hand tools to a given task or application.
Various electronics hand tools
 Set of screw drivers
 Set of pliers
 Puncher
 Files
 Hacksaw
 Soldering iron
 Desoldering tool
 Ball hammer
 Wrenches
 Wire stripper
 to show if evidence is
demonstrated
During the demonstration of skills, did the student
able to...
Yes No N/A
choose electronic hand tools in accordance with
manufacturer’s manual?   
practice safety procedures in using
electronics hand tools?   
use electronic hand tools according to the job
Requirements?   
practice safety procedure in using basic
electronic hand tools?   
identify electronic hand tools according to the job
requirements   
practice routine maintenance of electronic hand tools
to the manufacturer’s standard operating procedure?   
The candidate’s demonstration was:
Satisfactory  Not Satisfactory 

43. 36
Written Report
Candidate’s name:
Assessor’s name:
Assessment Center
Competency
standards
Unit of
competency:
Task:
Your task is to:
 Maintain hand tool
Submission date:
Use the checklist below as a basis for judging whether the candidate’s
report meets the required competency standards.
The candidate’s report can…. If yes, tick the box
 practice routine maintenance of tools.
 operate procedures, principles and technologies
 keep tools safely in a designated location based
on manufacturer’s specification
Overall did the candidate’s report meet the
standard?
Yes No
Comments:
Candidate’s
signature:
Date:
Assessor’s
signature:
Date:

44. 37
PERFORMANCE TEST
Learner's Name Date
Competency: Test Attempt
1st 2nd 3rd
Directions:
Ask your teacher to
assess your
performance in the
following critical task
and performance
criteria below
You will be rated based
on the overall
evaluation on the right
side.
OVERALL EVALUATION
Level
Achieved PERFORMANCE LEVELS
4 - Can perform this skill without
supervision and with initiative and
adaptability to problem situations.
3 - Can perform this skill satisfactorily
without 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.
The teacher will initial the level achieved.
PERFORMANCE STANDARDS
For acceptable achievement, all items should
receive a "Yes" or "N/A" response.
Yes No N/A
Work station for the use of electronic hand tools were
cleaned in line with the manufacturer’s standards.
Necessary electronic hand tools and Personal Protective
Equipment were prepared in accordance with their
application or use.
Service manuals and information about electronics
hand tools were acquired.
Electronics hand tools are used in accordance with the
manufacturer’s manual.
Routine maintenance of electronics hand tools is
practiced.
Tools are kept safely in a designated location per
manufacturer’s specification.

45. 38
ANSWER KEYS
Answer Key of Self-Check 1.1
1 Soldering Tool 6. Auxiliary Tool
2. Splicing Tool 7. Soldering Tool
3. Splicing Tool 8. Splicing Tool
4. Splicing Tool 9. Soldering Tool
5. Boring Tool 10. Boring Tools
Answer Key of Self-Check 1.2
1. b 6. a
2. e 7. h
3. c 8. k
4. i 9. d or j
5. f 10. l
Answer Key of Self-Check 1.3
1. It is suitable for electronic work because if we exceed its maximum
temperature, it can cause the printed circuit board to break or for
an electronic component to damage.
2. It is best because it is flexible to use in observing all sides of the
circuit and you are guided by the bright light.
3. It is best to use the right size of the Philips screw driver because
this will prevent the screw to loosen its thread.
4. It is best to use the right size of the drill bit in boring a hole
because undersize drilled hole will be drilled again (This will
prolong the work activity) while too much size of the drilled hole
will cause a wastage of the material.
5. Soldering stand keeps the soldering iron from flammable materials
and sometime we accidentally touch it by our skin and results to
an injury.
Answer Key of Self-Check 2.1
1) Avoid bending over your work
2) Use a ladder to reduce the need for outstretched arms
3) Sit up straight so the chair offers good back support.
4) Stand with weight evenly distributed between feet
5) Torque settings should be set to the minimum level as
required by the job specifications

46. 39
ACKNOWLEDGMENT
Copyright Department of Education 2008
First Published JUNE 2008
This module is based on the Competency-Based Curriculum-
Contextual Learning Matrix (CBC-CLM) and finalized on the Instructional
Modules Finalization Development Workshop conducted at the
Development Academy of the Philippines, Tagaytay City on May 6 -10,
2008
This learning instrument was developed by the following personnel:
Technology Teachers:
 Mr. Vic P. Diola – Group Leader
Bauan Technical High School
 Dr. Gilbert M. Castor
Don Alejandro Roses Sr. Science-Technology High School
 Mr. Eddielou L. Dayao
Sanchez Mira School of Arts and Trade
 Mr. Rufo G. Malla
E. Rodriguez Vocational High School
 Mr. Sherwin P. Medrano
San. Pedro Relocation Center National High School
 Mr. Remar C. Pinsoy
Baguio National School of Arts and Trade
Contextual Teacher:
 Mrs. Daisy Carousel P. Cervantes
Don Alejandro Roses Sr. Science-Technology High School
Facilitators:
 Dr. Edward dela Rosa
TEC-VOC Task Force
 Dr. Corazon L. Echano
TEC-VOC Task Force
Encoders:
 Mrs. Rosario D. Briones
 Mr. Mhariel L. Echano

47. 40
 Mr. Jason O. Villena
Funding: Department of Education
ACKNOWLEDGMENT
Copyright Department of Education 2009
First Published JUNE 2008
This module is based on the Competency-Based Curriculum-
Contextual Learning Matrix (CBC-CLM) refined during the Writeshop on
the Refinement and Enrichment of Competency-Based Curriculum and
Contextual Learning Matrix of ARTS abd 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:
 Mr. Victorino P. Diola – Group Leader
TVE Coordinator, Bauan Technical High School
Bauan, Batangas
 Mr. Reynaldo C. Cunanan
Head Teacher VI, E. A. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila
 Mrs. Gigi C. Corpuz
Teacher III, Malvar National High School
Malvar, Batangas
 Mr. Ismael G. Gallardo
Teacher I, Community Vocational High School
Masipit, Calapan City, Oriental Mindoro
 Mr. Rufo G. Malla
Teacher II, E. A. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila
 Mr. George B. Fuazo
Teacher II, Gen. Mariano Alvarez Technical High School
GMA, Cavite

48. 41
ACKNOWLEDGMENT
Copyright Department of Education 2008
First Published JUNE 2008
This module is based on the Competency-Based Curriculum-
Contextual Learning Matrix (CBC-CLM) and finalized on the Instructional
Modules Finalization Development Workshop conducted at the
Development Academy of the Philippines, Tagaytay City on May 6 -10,
2008
This learning instrument was developed by the following personnel:
Technology Teachers:
 Mr. Vic P. Diola – Group Leader
Bauan Technical High School
 Dr. Gilbert M. Castor
Don Alejandro Roses Sr. Science-Technology High School
 Mr. Eddielou L. Dayao
Sanchez Mira School of Arts and Trade
 Mr. Rufo G. Malla
E. Rodriguez Vocational High School
 Mr. Sherwin P. Medrano
San. Pedro Relocation Center National High School
 Mr. Remar C. Pinsoy
Baguio National School of Arts and Trade
Contextual Teacher:
 Mrs. Daisy Carousel P. Cervantes
Don Alejandro Roses Sr. Science-Technology High School
Facilitators:
 Dr. Edward dela Rosa
TEC-VOC Task Force
 Dr. Corazon L. Echano
TEC-VOC Task Force
Encoders:
 Mrs. Rosario D. Briones
 Mr. Mhariel L. Echano
 Mr. Jason O. Villena
Funding: Department of Education

49. 42
ACKNOWLEDGMENT
Copyright Department of Education 2009
First Published JUNE 2008
This module is based on the Competency-Based Curriculum-
Contextual Learning Matrix (CBC-CLM) refined during the Writeshop on
the Refinement and Enrichment of Competency-Based Curriculum and
Contextual Learning Matrix of ARTS abd 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:
 Mr. Victorino P. Diola – Group Leader
TVE Coordinator, Bauan Technical High School
Bauan, Batangas
 Mr. Reynaldo C. Cunanan
Head Teacher VI, E. A. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila
 Mrs. Gigi C. Corpuz
Teacher III, Malvar National High School
Malvar, Batangas
 Mr. Ismael G. Gallardo
Teacher I, Community Vocational High School
Masipit, Calapan City, Oriental Mindoro
 Mr. Rufo G. Malla
Teacher II, E. A. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila
 Mr. George B. Fuazo
Teacher II, Gen. Mariano Alvarez Technical High School
GMA, Cavite
Contextual Teacher:
English
 Mrs. Teresita P. Tanael
Teacher III, Gen. Mariano Alvarez Technical High School
GMA, Cavite
o Mrs. Charlie I. Soriano
Teacher I, Don Alejandro Roces Sr. Science-Technology HS
Quezon City

50. 43
Mathematics
o Mrs. Analiza Rosa P. Librada
Teacher I,-Mathematics Coordinator, San Pedro Relocation
Center Nat’l. HS
San Pedro, Laguna
Science
o Mrs. Gemma G. Vallarta
Teacher III Science Coordinator, San Pedro Relocation
Center Nat’l. HS
San Pedro, Laguna
o Mrs. Lenalyn Manzano
Teacher I, E A. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila
Facilitators:
 Dr. Corazon L. Echano
TEC-VOC Task Force
 Dr. Victorio N. Medrano
TEC-VOC Task Force
o Dr. Orlando E. Manuel
TEC-VOC Task Force
Encoders:
o Marisol E. Saldivar
Funding: Department of Education
Contextual Teacher:
English
 Mrs. Teresita P. Tanael
Teacher III, Gen. Mariano Alvarez Technical High School
GMA, Cavite
o Mrs. Charlie I. Soriano
Teacher I, Don Alejandro Roces Sr. Science-Technology HS
Quezon City
Mathematics
o Mrs. Analiza Rosa P. Librada
Teacher I,-Mathematics Coordinator, San Pedro Relocation
Center Nat’l. HS

51. 44
San Pedro, Laguna
Science
o Mrs. Gemma G. Vallarta
Teacher III Science Coordinator, San Pedro Relocation
Center Nat’l. HS
San Pedro, Laguna
o Mrs. Lenalyn Manzano
Teacher I, E A. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila
Facilitators:
 Dr. Corazon L. Echano
TEC-VOC Task Force
 Dr. Victorio N. Medrano
TEC-VOC Task Force
o Dr. Orlando E. Manuel
TEC-VOC Task Force
Encoders:
o Marisol E. Saldivar
Funding: Department of Education