Docslide.us Grade 9 Learning Module in Technology and Livelihood Education Selected

GRADE 9 Learning Module

TLE (Selected)

Compilation by Ben: [email protected]

CONTENTS

1. 2. 3. 4. 5. 6. 7. 8.

Agricultural Crop Production Agriculture ‐ Aquaculture Agriculture ‐ Food (Fish) Processing Horti._Prep. and Maintaining Tools Horti._Prep. Tools Horti._Securing Farm Tools Horticulture PC Servicing ‐ Configuring‐of‐computer‐systems‐and‐ networks 9. PC Servicing ‐ maintaining‐of‐computer‐systems‐and‐ networks 10. PC Servicing ‐ terminating‐and‐connecting‐of‐electrical‐ wirings‐and‐electronics‐circuits‐2nd 11. TLE ‐ Selected


LEARNING MODULES AGRICULTURAL CROP PRODUCTION


AGRICULTURAL CROP PRODUCTION (ENTREPRENEURSHIP) Module 1

This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected]. We value your feedback and recommendations.

Department of Education Republic of the Philippines

Technology and Livelihood Education – Grade 9 Agricultural Crop Production Learner’s Material First Edition, 2014 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, Ph.D. Development Team of the Learner’s Material Consultant: Andres Z. Taguiam, Ph.D. Subject Specialist & Management: :

Emmanuel S. Valdez Albert B. Erni

Authors: JESUS B. NAZARENO, MDM RODOLFO C. SAJORDA Validated By:

ANICIA P. LORICA Reviewers: Pacifico T. Vizmonte Jr. Illustrator: Erich David Garcia Language Editor: Brenda B. Corpuz Layout Artists and Encoders: Jocelyn M. Gamo and Joel G. Castillo

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

Telefax: E-mail Address:

5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600 (02) 634-1054 or 634-1072 [email protected]

Table of Contents MODULE I - ENTRPRENEURSHIP LESSON 1 Personal Entrepreneurial Competencies (PECs) ..................................................... 2 Introduction ................................................................................... 2 Learning Objectives ........................................................................ 2 Pre-Test ......................................................................................... 2 What to Know ................................................................................ 4 What to Process ........................................................................... 12 What to Reflect On and Understand ............................................. 13 What to Transfer .......................................................................... 13 Post-Test...................................................................................... 15 Summary ..................................................................................... 17 Definition of Terms ...................................................................... 17 References ................................................................................... 18 LESSON 2 Market and Environment............................. 19 Introduction ................................................................................. 19 Learning Objectives ...................................................................... 19 Pre-Test ....................................................................................... 20 What to Know .............................................................................. 22 What to Process ........................................................................... 30 What to Reflect On and Understand ............................................. 32 What to Transfer .......................................................................... 32 Post-Test...................................................................................... 43 Summary ..................................................................................... 45 Glossary of Terms ........................................................................ 46 References ................................................................................... 46

MODULE 1 ENTREPRENEURSHIP

Courtesy of CvSU and DA-TMC, Cavite

DEVELOPING PERSONAL ENTREPRENEURIAL COMPETENCIES (PECs) ACROSS PRODUCTS AND SERVICES

Content Standards

The

learner

understanding Personal

Performance Standard

demonstrates The learner recognizes his/her Personal of

one’s Entrepreneurial

Competencies

(PEC’s)

Competencies and prepares an activity plan that aligns

(PEC’s) in agricultural crop with that of a practitioner/entrepreneur production

in agricultural crop production

1

Lesson 1

PERSONAL ENTREPRENEURIAL COMPETENCIES (PECs)

Introduction Everybody loves to earn money and accumulate wealth. In the present times, we have many ways to achieve it. The most common way is to offer products and services to your friends and to other people in the community and even in the online arena that can cover a global market. All the business activities undertaken in selling products and services to people is known as entrepreneurship and the one who manages these business activities is an entrepreneur. Students are encouraged to develop skills required in entrepreneurial activities. Many wealthy people in the country started with small and community-based entrepreneurial activities. Learning Objectives 1. Explain the different factors to be considered in setting up a business 2. Assess one’s PEC’s, such as, characteristics, lifestyle features, and skills 3. Assess practitioner’s entrepreneurial competencies, such as, characteristics, attributes, lifestyle, skills, and traits Pretest Direction: Choose the letter of the correct answer. Do not write your answer on this manual. 1. Which of the following is a common activity of an entrepreneur? a. Advocating against global warming b. Delivering goods and services to the market c. Preaching in different churches or group of churchgoers d. Volunteering in a community clean-up activity 2. The saying “Necessity is the mother of all inventions” means a. basic commodities are made for mothers b. basic commodities are made to satisfy our needs c. necessity is invented by mothers d. our mother tells us what we really need 3. What really makes up a successful entrepreneur? a. Ability to act like a customer b. Ability to study a market 2

c. Knowledge, skills, and attitude d. Knowledge, skills, and money 4. People who always feel positive in every effort in order to achieve something are known to have _______. a. courage c. self-confidence b. optimism d. self-control 5. A set of skills that entrepreneurs must possess to take control of the challenges in business is known as _____. a. personal business capacities b. personal entrepreneurial competencies c. professional enterprise competencies d. personally preferred competencies 6. Information-seeking and goal-setting belong to what PEC’s cluster? a. Achievement cluster c. Planning cluster b. Empower cluster d. Power cluster 7. Which of the following best describes a risk-taker? a. Accomplishes targets on time as agreed with customers b. Anticipates a loss and countering it with feasible alternatives c. Acts as the prime mover of resources in the achievement of objectives d. Pays attention to the needs and demands of people 8. Systematic planning and monitoring include the following EXCEPT ______. a. be logically flexible for the emergent constraints, challenges, and needs b. make a well-organized plan with clearly defined methods c. Schedule periodic gap-proof monitoring and response activities to determine emergent constraints, challenges, and needs d. set calculated goals and objectives 9. When entrepreneurs face a significant obstacle with a well-planned action, they have Personal Entrepreneurial Competency known as _____. a. initiative c. persuasion b. Persistence d. risk-taking 10. Luis is good in convincing his customers that his product is not only of best quality but also safe to use. Many of his customers bought and even returned to buy more of the product because they want to share it with their friends. What personal entrepreneurial competency does Luis have? a. Demand for efficiency and quality c. Persuasion b. Goal setting d. Self-confidence 3

READING RESOURCES AND INSTRUCTIONAL ACTIVITIES

What to know Do you want to get rich like the successful entrepreneurs in your community? Let’s find out how?

Activity #1: Before immersing ourselves into the exciting discussion about setting up and running a business in the most sustainable ways, we will first do inspiration-drawing activity through the conduct of casual interviews with entrepreneurs in the community. Look for a partner in doing this. Identify 3 retailers, 3 service providers, and 1 producer. Use the template below for the interview and in tracking the answers of the selected entrepreneurrespondents. Discuss the responses with your partner and present to your class a brief analysis/report of the interview. Interview Guides Students’ guide questions to be used but not limited to the following:

Responses of Entrepreneurs Retailers Service Producer Providers (commerci al scale) For example, For farm Producer of example, machinery rice, corn, rice retail operators, Banana, store farm broiler, owners machinery vegetables, repair shop chicken, owners, etc. etc.

Why did you choose this business? How did you start it? What are the challenges you met? How did you counter all those challenges? 4

Comments Our reactions to entrepreneurs responses

Did you experience losses? How did you respond to losses? Can you share some strategies in keeping customers? What personal qualities help this business flourish up to now? Are you afraid of your competitors? Why? Can you give us some pieces of entrep-based advice? WHAT STARTED BUSINESSES? A popular adage that says, “Necessity is the mother of all inventions” simply means that we develop technologies to produce something that will answer mankind’s diverse needs. In the 1970’s the most popular way of tilling the soil for crop production is through the use of plow and harrow drawn by a carabao. This method is so tedious and also consumes much of the farmer’s time. Because there is a need for faster crop production processes, farm mechanization was started to be introduced. Many entrepreneurs engaged in farm machinery operation business like tractor services, to cultivate large tracks of lands; rice threshing machine for faster threshing and for minimal postharvest losses; and now the latest the combine harvester which does harvesting and threshing rice at once. 5


Need-based business opportunities WHAT MAKES UP A SUCCESSFUL ENTREPRENEUR? Knowledge alone does not guarantee success in a business. Skills developed can greatly help in the production process but it is not an assurance to the sustainability of the business as well. It takes right attitude combined with adequate knowledge, competitive skills, and upheld passion to make significant revenues, profit, and sustainability of the chosen business.

6

Supply of raw materials is abundant in the locality An accomplished entrepreneur has so much to share with business enthusiasts like us. Many were not born with a silver spoon meaning most of them came from poor families. They have passion to produce and sell to an identified market or even to serve target clients. These contributed to their success. Likewise, they accumulated wealth because they possess characteristics, lifestyles, and skills, suited to their chosen businesses. CHARACTERISTICS OF SUCCESSFUL ENTREPRENEURS Below is a set of characteristics common to entrepreneurs who excel in their businesses:

1

2

Optimistic Selfconfident

Be someone who always feel positive in every effort in order to achieve something. Once the plan to do entrepreneurial activities is ready to be started, assure yourself to overcome risks and many other forms of business constraints. In any situation that needs to be handled, never

3

Self-control

react immediately. Instead respond to the situation in the most legal and beneficial ways. Be a risk-taker with alternative courses of action on

4

Courageous

hand. Business risks are always there however, one’s readiness to face, reduce or eliminate them depends on how brave you can be. Sustain every effort you have started. Profit may

5

Committed

dwindle in the most unacceptable way but never hesitate to invoke your right to persist and regain lost glory. Do not stay inside the box which means go out and flaunt your potential to be effectively different. Use

6

Creative

your imagination to create marketable ideas and push it. If you think of potentially good ones, be the first to act upon it. Chances are others’ have thought about it, too. Be precise in your principles or standards. Goals

7

Well-defined

coated with well-defined values provide guidance in

values

what your business must achieve with reduced inconveniences. 7

Competitive entrepreneurs are fueled to succeed. 8

High energy

Your passion in the endeavor is an energy enhancer.

level

Success in business comes from your being passionately energetic. Guide, direct and influence people according to what

9

Leadership

benefits the business. The many ways in which you

ability

lead people can spell success or failure of your business. As a business leader, you are accountable to

10

Responsible

everyone and everything for the business including your strategies. Value everything and everyone as you value yourself.

Decision11

making skills

Your ability to choose good decision may be innate or experience-based. Learn the art and the systematic and methodical process of decision-making. Good decisions must be sensible and culture-sensitive Pay close attention to what the market generally is

12

Desire for

saying to your products or services. The ultimate

immediate

consumer of the product and services must be

feedback

heard. These feedback become the bases of further product or services development. Develop a competitive attitude. Right pricing and

13

Strong

quality-based product development or service

desire to

delivery will draw more business revenues. Work

achieve

with the goals in mind and take the best way to achieve them. Bad experiences in business should never be taken

14

Ability to

as traumatic. Options that supposedly had

learn from

prevented those to happen must be noted and

past failures

archived. Benchmark on past experiences to know which decision to take.

LIFESTYLE OF SUCCESSFUL ENTREPRENEURS We often observe that entrepreneurs live a life different from that of an ordinary citizen. They adapt to new lifestyles gradually and professionalize every task embedded into it. They follow established standards and even customize some to fit to the tasks particular to a business type. To sustain business entrepreneurs develop expertise in all tasks including constraints 8

and problem solution. Decision making is excellent. Albarico, et.al, (2011) describes the characteristics of an entrepreneur as follows: It is one of the highest lifestyle considerations that A sense of

entrepreneurs must adopt. Although inspired by their

freedom and

freedom to lead and control all elements of the

control

business, they must exercise care in choosing the right course of actions and decisions to take.

Flexibility of time

Choosing their own time for work is a privilege of entrepreneurs. This feature will allow them to choose their most productive time. Entrepreneurs

are

the

greatest

asset

of

their

businesses. A check and balance between the actual Energy and stamina

accomplishment of tasks and physical and mental work

capacity

must

be

established.

Rest

and

relaxation can help maintain health. Proper stress management is also of primal importance. A family does not only serve as inspiration but also as Family support

a

group

of

people

to

oversee

the

welfare

of

entrepreneurs. Suggestions and recommendations of a family member must be carefully considered. Remember that seeking advice from specialist is

Professional support

helpful in decision making process. There are people more knowledgeable than us in a particular area of expertise.

THE PERSONAL ENTREPRENEURIAL COMPETENCIES (PECs) OF SUCCESSFUL ENTREPRENEURS There are two major reasons why many people fail in their attempt to do entrepreneurial activities. First, people who are starting entrepreneurial activities may only have insufficient experiences to address the problems posed by the numerous external business constraints. Second, they lack sufficient skills to lead the people and make the products and services competitive in the market. Low profit of the business will create problem and many more problems in the future. Thus, anyone who wants to succeed in a 9

business

arena

must

be

equipped

with

the

different

personal

entrepreneurial competencies or PECs, a set of skills that entrepreneurs must possess to take control of the challenges in business. PECs are the key abilities of entrepreneurs’ success in business. PECs are clustered into three according to its area of application: Achievement Cluster These are the skills that will propel an entrepreneur to resounding success. It will definitely separate an individual the rest of his/her competitors thereby creating a clear path towards the sustainability of his/her business.  Pay attention to the needs and demands of people.  Never procrastinate. Act immediately on marketable Opportunity

ideas. Seeking and  Common business are well competed in the market Initiative while unique ones offer lower competition resulting to higher revenues and profit.  Calculate risks by identifying the most beneficial alternative courses of action to minimize effect of risks Risk Taking

in the net profit  Be proactive. Anticipate a loss and counter it with feasible alternatives.  In business realities, seasoned entrepreneurs sometimes take riskier business to get higher profits.  Perform business tasks better, faster, cheaper, but do

Demand for Efficiency and Quality

not put safety and quality aside.  Accomplish tasks by meeting or exceeding standards of excellence.  Face a significant obstacle with a good plan of action.  Identifies a good alternative for every decision to meet a challenge or overcome an obstacle.

Persistence

 Act as the prime mover of resources in the achievement of goals and objectives.  Offer personal sacrifices or give extraordinary efforts in

Commitment to the Work Contract

completing tasks.  Accomplish

targets

customers satisfied. 10

on

time,

as

agreed,

to

keep

Planning Cluster These skills ensure the entrepreneur’s attainment of goals and objectives. Equipped with well-defined goals and objectives and all the needed information on the business will certainly make one above the rest.

 Gather data and information or feedbacks from clients, Information

suppliers, and competitors and use those for the

Seeking

improvement of products or services.  Study the market personally for innovation of new product development.  Talk with experts for technical advice.  Sets goals and objectives which are specific and must

Goal Setting

guarantee customer satisfaction.  Set calculated goals and objectives.

Systematic Planning and Monitoring

 Make

a

well-organized

plan

with

clearly

defined

methods.  Be logically flexible for the emergent constraints, challenges, and needs.  Periodic gap-proof monitoring and response activities must be scheduled to determine emergent constraints, challenges, and needs.

Power Cluster These skills represent the personal touch of creativity and decisiveness of the entrepreneur. It is the ability to expand, convince and sustain customers to hasten business development. Persuasion and Networking

 Always be ready to give facts and benefits to convince customers to patronize products and services offered.  To accomplish the business objectives, key people can be used as agents or channels to hasten product and services delivery to customers.

Independence  Develop self-trust in the attainment of goals and objectives. and self11

confidence

 Do

not

need

external

approval

before

acting

constraints and challenges. Being consultative does not purely mean dependence on others’ advice. An entrepreneur must be brave enough use one’s ability to choose which alternative course of action is the most appropriate.

What to process At this point, let us examine ourselves if we can really become successful entrepreneurs. Let us know our chances. Activity #2: This is a self-examination activity. After knowing the different characteristics that an entrepreneur must possess, examine yourself if you have these characteristics too. Simply put check () if that particular characteristic is present in you or an x (X) if you do not possess it. Comment on your own status by giving possible options that can help you acquire it.

Do I have Characteristics of an Entrepreneur

this? YES ()

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Optimism Self-confidence Self-control Courage Commitment Creatively Well-defined values High energy level Leadership ability Desire for responsibility Decision-making skills Desire for immediate feedback Strong desire to achieve Ability to learn from past failures 12

NO (X)

Realizations (What are my options?)

Commented [H1]:

What to reflect on and understand Let’s check for the chances by filling ourselves with competencies we do not have yet and work for it while we are in our present growth and development. Activity #3: Consider the PECs of successful entrepreneurs. Compare these competencies with you. As a growing individual can you develop these in yourself? Do I have this? Competencies of an Entrepreneur

YES (/)

NO (X)

Realizations (If Yes how can I improve this?) (If NO what will I do acquire it?)

Opportunity Seeking and Initiative Risk Taking Demand for Efficiency and Quality Persistence Commitment to the Work Contract Information Seeking Goal setting Systematic Planning and Monitoring Persuasion and Networking Independence and Self-confidence

What to transfer We will act like analyst.

Activity #4: Let us match the result of our Activity #1 with the standard characteristics, lifestyle, and skills of our interviewees. Do you think that their businesses will be sustained? Support your answer and present it to the class. Use the template in Activity #2 and Activity #3 to help you analyze and forecast the sustainability of their businesses.

13

Responses of Entrepreneurs Retailers Personal Entrepreneurial Competencies (PECs)

REFER

Producer

Service

(commercial

Providers TO

THE

scale) RESPONSES

IN

ACTIVITY #1. Check if the respondents above possess the PEC’s enumerated in the

first

column.

Put

check

observed and x(X) if not observed. Opportunity Seeking and Initiative Risk Taking Demand for Efficiency and Quality Persistence Commitment to the Work Contract Information Seeking Goal setting Systematic Planning and Monitoring Persuasion and Networking Independence and Selfconfidence GENERAL ANALYSIS Sustainability of business (Do you think the entrepreneur-respondents can sustain their businesses? Enumerate your justifications)

14

()

if

Lifestyles of Entrepreneurs

Responses of Entrepreneurs Producer Service Retailers (commercial Providers scale) REFER TO THE RESPONSES IN ACTIVITY #1. Check if the respondents above possess the lifestyle features enumerated in the first column. Put check (/) if observed and x(X) if not observed

A sense of freedom and control Flexibility of time Energy and stamina Family support Professional support GENERAL ANALYSIS Sustainability of business (Do you think the entrepreneur-respondents can sustain their businesses? Enumerate your justifications).

Posttest Direction: Choose the letter of the correct answer. Do not write your answer on this manual. 1. Which of the following is a common activity of an entrepreneur? a. Preach in different churches or group of churchgoers b. Advocate against global warming c. Deliver goods and services to the market d. Volunteer in a community clean-up activity 2. The saying “Necessity is the mother of all inventions” means _____. a. our mother told us what we really need b. basic commodities are made to satisfy our needs 15

c. basic commodities are made for mothers d. necessity is invented by mothers 3. What really makes up a successful entrepreneur? a. Knowledge, skills, and attitude b. Knowledge, skills, and money c. Ability to study a market d. Ability to act like a customer 4. People who always feel positive in every effort in order to achieve something are known to have _____. a. self-control c. self-confidence b. courage d. optimism 5. A set of skills that entrepreneurs must possess to take control of the challenges in business is known as _____. a. personal entrepreneurial competencies b. personal business capacities c. personally preferred competencies d. professional enterprise competencies 6. Information seeking and goal setting belong to what PEC’s cluster? a. Achievement cluster c. Power cluster b. Planning cluster d. Empower cluster 7. Which of the following best describes a risk-taker? a. Paying attention to the needs and demands of people b. Acting as the prime mover of resources in the achievement of objectives c. Accomplishing targets on time as agreed with customers d. Anticipating a loss and countering it with feasible alternatives 8. Systematic planning and monitoring include the following EXCEPT _____. a. set calculated goals and objectives b. make a well-organized plan with clearly defined methods c. be logically flexible for the emergent constraints, challenges, and needs d. Schedule periodic gap-proof monitoring and response activities to determine emergent constraints, challenges, and needs 9. When entrepreneurs face a significant obstacle with a well-planned action, they have Personal Entrepreneurial Competency known as _____. a. persuasion c. persistence b. initiative d. risk-taking 16

10. Luis is good in convincing his customers that his product is not only of best quality but also safe to use. Many of his customers bought and even return to buy more of the product because they want to share it with their friends. What personal entrepreneurial competency does Luis have? a. Demand for efficiency and quality b. Goal setting c. Persuasion d. Self-confidence

Summary We have studied the different factors in setting up an entrepreneurial activity. It can be perceived as a complex activity. The market is so diverse and if we fail to consider one factor which directly affects our business, we will have to face lots of challenges as consequences. Albeit challenging, we must remember that wealth accumulation as a return of our legal investments will also give others opportunities for employment or for making our products and services available. The different characteristics, lifestyle, and Personal Entrepreneurial Competencies or PEC’s of successful entrepreneurs we learned will surely inspire us to do our best to start our own business. Be optimistic and take the risks. Use the PEC’s we learned and progress into a life full of challenges that will hone us to become one of the most successful entrepreneurs, one of these days. Good luck guys!

Glossary of Terms

Business

refers to any activity that ultimately buys and sells goods, makes products, or provides services to a market.

Competency is an ability to do something, especially measured against a standard. Entrepreneurs a person who has a possession of enterprise, venture or idea and assumes significant accountability for the inherent risks and the outcome. Entrepreneurship refers to the business activity of an entrepreneur. 17

Goal is anything an entrepreneur wants to achieve. Leadership is the activity of leading a group of people or an organization or the ability to do this. Lifestyle

is a way of living of individuals, families (households), and societies, manifested in their way of coping with their physical, psychological, social, and economic environments from day to day.

Objective is a specific result that a person or system aims to achieve within a time and with available resources. Need is anything required by someone in order to satisfy particular goals and objective basis. Sustainability of business is the ability to maintain or support business over the long term. References: http://www.businessdictionary.com Microsoft® Encarta® 2009. © 1993-2008 Microsoft Corporation Albarico J.M., Celarta C.B, Fernando E., and Valdez E.S. 2011. Agriculture and Fishery Arts I. United Eferza Academic Publications, Co., BagongPook, Lipa City, Batangas 4217.

18

Lesson 2

MARKET AND ENVIRONMENT


Content Standards The learner demonstrates understanding of environment and market in agricultural crop production in one’s town/municipality.

Performance Standard The learner independently creates a business vicinity map reflective of potential agricultural crop production market within the locality/town.

Introduction Entrepreneurs with enough knowledge and background in the market and environment where their businesses operate will have better strategies and decisions and will find it easier to sustain business activities. The intended market of a particular product and service must be carefully studied before and during the actual operations of the business. Many entrepreneurs fail because of a very simple reason. There is no enough information gathered about the target market. Consequently, they incur so much losses leading to bankruptcy.

19

Learning Objectives

1. 2. 3. 4.

Determine the common characteristics of a business market Describe the legal forms of business Describe the different industries in the country today Map and analyze the opportunities offered by the industries in the community 5. Check the needs, wants. and demands of the market through environmental scanning process 6. Know the 4M’s of production 7. Discuss the importance of acquiring a start-up capital 8. Make a business plan 9. Apply the standards in selecting the best business location 10. Assess the internal and external environment of the business through Strength, Weaknesses, Opportunities, and Threats method of business assessment 11. Practice simple record keeping

Pretest Direction: Choose the letter of the correct answer. Do not write your answer on this manual. 1. Which term refers to a group of people with economically important needs and demands which opens entrepreneurial opportunities to everyone? a. Environment c. Geography b. Ethnicity d. Market 2. Which type of business is owned by only 1 person? a. Cooperative c. Partnership b. Corporation d. Sole Proprietorship 3. Which of the following is NOT considered an emerging industry in the Philippines? a. Agribusiness c. Creative Industries b. Power and utilities d. Renewable Energy 4. In the 4M’s of production, which M refers to the persons in the business known as the labor force? a. Machines c. Materials b. Manpower d. Money 20

5. The process of recording the money received and spent by the operations of the business is known as _____. a. bookkeeping c. administering b. booking d. posting 6. Which combination is focused on the internal assessment of the business? a. Opportunities and Threats c. Strengths and Threats b. Strengths and Weaknesses d. Weaknesses and Threats 7. Which combination is focused on the external assessment of the business? a. Opportunities and Threats c. Strengths and Threats b. Strengths and Weaknesses d. Weaknesses and Threats 8. Study the table and the items on the right. Then answer the question. Group

a. b. c. d. e. f.

Part Of Business Plan

A

Production

B

Marketing

Plan Plan

_________

Competitors analysis Product description Maintenance and repair Promotional strategies Sources of equipment Terms and conditions of purchase

_________

Which of the following is the correct grouping of the six indicators in the box? a. c. Group


A

Production Plan

B

Marketing Plan

Group

a, b, d

A

c, e, f

B

b. Group

A

Production Plan Marketing Plan

c, d, a b, e, f

d. Part Of Business Plan

Production Plan B


Marketing Plan

Group

A


Production Plan

c, e, f

Marketing Plan

a, b, d

a, c, e B

d, b, f

21

9. Which business principle is applicable in products and development and marketing? a. Ask researchers in other communities about their needs and demands. b. Follow the result of a national survey of needs and demands. c. Pay attention to the needs and demands of the market. d. Your own needs and demands are the same with others. 10. What is the reason why an aspiring entrepreneur must make a sound and impressive business plan? a. A sound and impressive business plan is likely to be approved for a loan package. b. A sound and impressive business plan attracts more customers. c. A sound and impressive business plan commands tax rebates. d. A sound and impressive business plan can improve a particular segment of a market.

Reading Resources and Instructional Activities

What to know The environment and market of the business must be dealt with sincerity and cautions should we intend to accumulate long-term profit.

Activity #1: Let us do simple community mapping activity to develop a barangay-based market profile. Use the template below in posting accurate and relevant data of your barangay. Dimension Market

Data to be gathered

Data

Number of households

demographics Number of businesses

Number of retailers of various products Number of wholesalers of various products Number of producers (specify products) Number of service-based businesses

1. COMMON CHARACTERISTICS OF A BUSINESS MARKET Market refers to a group of people with economically important needs and demands which open entrepreneurial or business opportunities to everyone. 22

Market is a socially, politically, and economically organized people whose needs and demands are based on tradition, culture, and technology. Enumerable business opportunities are open in a market. Their needs and demands are enormous depending on the class of people being referred to. These classes of people are known as market segments. These may be high-end, middle-end, and low-end market segments. Each segment will have varying needs of various products and services.


Entrepreneurs must be skillful enough to address needs and demands of the market. Many successful entrepreneurs’ secret of success is just paying attention to the markets’ needs and demands and later they accumulate so much wealth. A need or demand-based business will always have a share of market. 2. THE LEGAL FORMS OF BUSINESS The following are 3 legal forms of business and their characteristics, advantages and disadvantages: Forms

Characteristics

Advantages

Disadvantages

Sole Proprietorship

 Owned by only 1 person who is responsible for the whole business  The owner can assume the role of manager, finance officer, and worker

 Very easy to establish  Decision comes from 1 person only

 Owner-manager is required to render full operation time.  No one else can share in the financial burden of the owner  In case of financial instability, the firm can dissolve easily.

 2 persons have combined resources and skills.  Any of the 2

 Comparativel y easy to establish.  There is check and

 Decision making is shared between the two owners.  In times of partner conflict, the

Partnership

23

partner can act as financier or manager.  They can also share responsibilities and roles in the business operations. Corporation

balance among partners only.

business is at risk.  Limited funding may constraint business operations.

 2 or more  Business  The complex persons own the risks are organizational setbusiness. shared by up imposes a long many people. line of more  Aside from the expensive ways of owners, many  If business is control. people known as good, growth shareholders, is maximized  Complex decision are engaged in a due to bigger making process corporation capital. will delay through their operation.  Burdens in investment the known as operations shares or are shared by stocks. various specialized individuals.

3. THE DIFFERENT INDUSTRIES IN THE COUNTRY TODAY There are many established and emerging industries in the country. Having mapped all of those in the community will give a would-be entrepreneur a chance to examine what entrepreneurial opportunities may be brought to the community. Once these opportunities are identified, entrepreneurs will lay down their plan of actions and then start the business activities. Some or may be all of the industries listed below are located in your locality that could be related to agribusiness: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Health and Wellness (organic agri-products) Hotel, Restaurant and Tourism (Specialized farm products) Banking and Finance(Financing crop production ) Manufacturing/Processing (Farm products as raw materials) Transport and Logistics (From farm to market) Wholesale and Retail Trade (Farm products and inputs) Creative Industries (Using farm by-products) Diversified/Strategic Farming and Fishing High value crop production

24


4. CHECKING THE NEEDS, WANTS. AND DEMANDS OF THE MARKET THROUGH ENVIRONMENTAL SCANNING PROCESS The needs and demands of the community can be determined through environmental scanning. In this process, an aspiring entrepreneur must make a thorough examination of the target market before a particular business is set. Many elements of the target market can change from month to month or year to year, thus, updated data and information of the following must be gathered which shall become the bases of setting up the planned business. a. Demographic data such as population size, growth rate, b. List of competitors which is available in the Department of Trade and Industry c. List of Suppliers which can also be sourced from Department of Trade and Industry d. Result of a Reliable Mini Survey using considerable samples of target market 5. KNOW THE 4M’s OF PRODUCTION Raw materials, whether local or outsourced, are processed into goods to be sold to an identified market or segments of the market. This economic activity is referred to as production. Success in production is strictly determined with four (4) factors popularly known as the 4M’s:

Manpower

Refers to all persons in the business who are also popularly called labor force. That means the word manpower includes the entrepreneur himself.

Money

It is known to be the life juice of the business and has to do with the economic status of the business. These 25

can be in paper bills or coins, generally used to pay for goods and services, repayment of debts, and saving or restoring purchasing power of the business. These can be raw materials or finished products which Materials

shall undergo certain process or combined procedures which shall end as the expected output of production.

Machines

Any semi or fully-automated devices that are used in converting raw materials into marketable products or outputs.

6. THE IMPORTANCE OF ACQUIRING A START-UP CAPITAL Business capital, usually in the form of money, is an indispensable factor to start a new business. It is considered a working capital because it will keep the operations going. Entrepreneurs must secure enough capital to start and to sustain business operations. Raising the needed capital is not a problem for the wealthy families. However, if you do not have the cash on hand yet, you need to consider favorable sources. Would-be entrepreneurs must carefully choose which capital source to take. Money lenders which offer high interest are always not a good choice. The following are the possible sources of the start-up capital for any types of businesses to be established:

SOURCES

ADVANTAGES

DISADVANTAGES

No interest payment to be Usually it takes some Personal

paid.

Savings

In case of bankruptcy, no one money will

time to save enough run

after

to

start

a

cases,

if

the business.

entrepreneur for legal actions Entrepreneur has full control over

future

net

profit

generated. Family Savings

Low or no interest at all will In

rare

be charged to the would-be problem 26

exists

entrepreneurs. Monthly

between

amortizations

parties,

may capital may be taken

not be charged depending on in partial or at once the agreements. External

by parents.

There are many well-reputed Monthly

Sources, such

lending institutions, not loan amortizations

as, banks and

sharks, in the community.

be paid even amidst financial

credit cooperatives

Lending

institutions

confidently capital

in

lend

must

difficulties

can of an enterprise.

adequate

exchange

of

a

sound feasibility study. Well-reputed lending institutions in the community can offer the following types of loans according to term of repayment:

In

this

type

of

loan,

monthly

amortizations which will include low interest will be paid one year or less. Short-term loans

Advanced or on-time payment of monthly amortization increases trust and confidence of a bank on the entrepreneur. This good relationship will offer more opportunities to the entrepreneur.

Intermediate loans

Term of payment can range from one to three years. Depending on the soundness of the feasibility or the established trust

Long-term loans

and confidence of the bank on the entrepreneur, terms of payment can stretch from four to ten years where lending policies of banks or credit cooperatives apply. 27

7. FACTORS IN SELECTING THE BEST BUSINESS LOCATION The following must be considered in choosing the right business location: a. b. c. d. e. f.

Nearness to target markets Availability and quality of raw materials and supplies Accessibility to consumers and transportation. Consider zoning and local ordinances. Availability of power and fuel sources. Taxation, such as municipal tax policies, other local fees and rates.


8. HIRING AND TRAINING PERSONNEL Before the actual operations of the business begin, hiring the right person for the right task must be considered. Your business plan will tell you how many workers you need for the start and how many will be hired again as the operations progress. Excess personnel will be an extra cost of the business and this condition must be avoided. 9. REGISTRATION OF A NEW BUSINESS New business must be registered in the name of legalities. Before you let your well-planned business rocks the market the following official processes must be undertaken: a. Register your official business name in the Department of Trade and Industry (DTI). b. Apply for a Mayor’s Permit to operate the business and the Municipal Business License of the business. c. Register your business at the Securities and Exchange Commission (SEC). The Articles of Incorporation and By-Laws are required for all corporations and for partnership. 28

d. Register your business in the Bureau of Internal Revenue whereupon your business will be assigned a Tax Identification Number (TIN). e. Register your employees with the PhilHealth, PAG-IBIG, and Social Security System (SSS). Registration in other agencies which provide welfare and other insurance benefits must also be consulted and legally followed. 10.

PRACTICING SIMPLE RECORD KEEPING

Entrepreneurs must be knowledgeable on the operations of the business. Although you are already the manager of the business, still you need to develop expertise in what all your workers are actually doing. This practice helps you monitor the progress of your business and to carefully track the profit and losses. Record keeping coexists with bookkeeping. The latter is the process of recording the money received and spent by the operations of the business. The following are the most important activities in bookkeeping: a. Keep and maintain records on a daily basis. b. Identify source of receipts. c. Record all incurred expenses. d. Keep complete records in all assets. In order to maintain proper recording of business transactions keep supporting documents, namely, sales slips, paid bills, invoices, receipts, deposit slips, checks issued and cancelled. Payrolls must be kept. Generally, the benefits of recording system and good records kept are the following: a. It is easy to monitor the success or failure of your business. b. Information needed to make decisions is provided and accessible. c. Information needed to take bank financing package is available. d. References for budgeting are at hand. e. Easy preparation of income tax return. f. Easy computation of sales taxes. g. Profit distribution is facilitated by organized record keeping.

29

What to process Let’s proceed a little bit further. It would be great if we prepare ourselves for the possible opportunities in the community.

Activity #2: Use the data in Activity 1. Analyze and identify business opportunities as well as challenges these data can offer to aspiring entrepreneurs.

Dimension

Data to be gathered

Data

Business Opportunities Offered

Challenges to Aspiring Entrepreneurs

Market Number of demographics households Number of Retailers of various agrirelated products

Number of businesses

Number of wholesalers of various agriproducts Number of producers (specify agriproducts) Number of agri-based service businesses

Activity #3: Choose one agri-crop related business opportunity identified in Column 4. Carefully study the potential of that business idea. Use the SWOT guide below to accomplish this task. Present your SWOT Sheet to the class for critiquing and feed backing. Be sure to record feedbacks given by the teacher and classmates. 30

Business ideas must be carefully analyzed prior to its actual operations. A popular way of doing this is to do business idea assessment through the use of the SWOT analysis. SWOT stands for Strengths, Weaknesses, Opportunities, and Threats. This technique will signal us either to continue the business idea because it is viable and profit is expected or to consider other options because the factors dominate the positive ones and this condition signals imminent losses for the proposed business. A SWOT sheet can look like this: STRENGTHS

WEAKNESSES

Enumerate all strengths of selected

agri-crop

a Enumerate all weaknesses of the

related selected agri-crop related business

business here.

here.

(These are internal positive

(These are negative indications that

qualities of the agri-crop business deter the good future of the agri-crop idea that offer advantages and

business idea probably contributory

benefits to the aspiring

to business losses).

entrepreneurs). OPPORTUNITIES

THREATS

Enumerate all opportunities of Enumerate all threats of the selected the

selected

agri-crop

related agri-crop related business here.

business here. (These are external indications of (These are external indications

unfavorable situations leading

that offer chance for progress or

business to problems and other

advancement of the business)

difficulties that will put profits into risks.)



Bear in mind these simple rules for successful SWOT analysis. a. Be realistic about the strengths and weaknesses of your business when conducting SWOT analysis. b. SWOT analysis should distinguish between where your business is today, and where it could be in the future. c. SWOT should always be specific. Avoid any grey areas. d. Always apply SWOT in relation to your competition i.e. better than or worse than your competition. e. Keep your SWOT short and simple. Avoid complexity and over analysis f. SWOT is subjective. 31

What to reflect on and understand Now it’s about time for evaluation as we analyze and discuss the data we gathered from the presentations of our resource persons.

Activity # 4: Refer to your SWOT Sheet and make further analysis. This time the ultimate task is make decision whether to pursue the proposed business idea or consider other alternative businesses. There are two possible facets after the final decision will be made. First, pursue the business because the SWOT reveals more positive indications than negative ones or, second, disregard the business idea because there are more negative indications. Consequently, try another business idea and subject it to the same process of analysis. Make a presentation of your task and be proud to inspire others that you now have chosen a viable agri-crop related business idea chosen from the opportunities obtained from the data generated by the simple community mapping we did.

What to transfer Why don’t we act like a real farm consultants? We shall hand down the final recommendations to our focus resource person. Activity #5: Since you have chosen one viable agri-crop related business idea, it is just-in-time to develop an impressive Business Plan. Refer to the guide given below and read the sample business plan provided. Your own plan must not be limited to a few pages only, as the example is presented. All data and information must be given in order to come up with a completely sound and impressive business plan. THE BUSINESS PLAN A business plan refers to the intention of aspiring or experienced entrepreneurs which precisely defines their business, identifies their goals and objectives, a current and pro forma balance sheet, an income statement, and a cash flow analysis. A business plan can help so much in the proper allocation of resources, initially handle and counter forecasted complications, and make the right decision for the business operations. A good business plan contributes to the approval or rejection of any loan package because it provides specific and organized information about your 32

proposed business and how you will repay borrowed money. A business plan is equivalent to a business resume. A business plan has five major parts, namely, the executive summary, marketing plan, production plan, organization and management plan, and financial plan. Below is a detailed guide in the development of a comprehensive business plan. PART OF A BUSINESS

BUSINESS PLAN DEVELOPMENT GUIDES

PLAN

Focus

Guide Questions

Business address Telephone/Contact Number Business Name Contents Background of the business

Contact Person The usual table of contents Brief History Information of the business Form of ownership Organizational set-up Industry where it plays

Benefits to the community

Brief statement of business social responsibility in Economic, community, and human resources development  Brief Description of the Project

the project?

 Brief Profile of the Executive summary

 What is the nature of

Entrepreneur

 What are the entrepreneur’s

 Project’s Contributions to the Economy

competencies and qualifications?  What are the project’s contributions to the local and national economy?

33

 Description of the Product

 What is the product?

 Comparison of the Product

 How does it compare

with Its Competitors  Location

in quality and price with its competitors?

 Market Area

 Where will the

 Main Customers

business be located?

 Total Demand

 What geographical

 Market Share

areas will be covered

 Selling Price

by the project?

 Sales Forecast

 Within the market

 Promotional Measures

area, to whom will

 Marketing Strategy

the business sell its

 Marketing Budget

products?  Is it possible to estimate how much of the product is currently being sold?  What share or

Marketing plan

percent of this market can be captured by the business?  What is the selling price of the product?  How much of the product will be sold?  What promotional measures will be used to sell the product?  What marketing strategy is needed to ensure that sales forecasts are achieved?  How much do you need to promote and 34

distribute your product?  Production Process  Fixed Capital

production process?

 Life of Fixed Capital

machinery (fixed

 Sources of Equipment

assets) are needed

 Planned Capacity

and what will be their cost?

 Terms and Conditions of Purchase of Equipment  Factory Location and Layout  Raw Materials

 What is the useful life of the building and machinery?  How will maintenance

 Cost of Raw Materials Raw Materials Availability  Labor

be done and are spare parts available locally?

 Cost of Labor

plan

 What buildings and

 Maintenance and Repairs

 Future Capacity

Production

 What is the

 When and where can

 Labor Availability

the machinery be

 Labor Productivity

obtained?

 Factory Overhead Expenses  Production Cost

 How much capacity will be used?  What are the plans for using spare capacity?  When and how will the machinery be paid for?  Where will the factory be located and how will the factory be arranged?  How much raw materials are required?  How much will the raw materials cost?  What are the sources

35

of raw materials? Are they available throughout the year?  How many direct and indirect labor are needed and what skills should they have?  What will be the cost of labor?  Are workers available throughout the year? If not, what effect will this have on production?  How will the workers be motivated?  What factory overhead expenses are involved?  What is the production cost per unit?  Form of Business  Organizational Structure

be managed and

 Business Experience and

operated?

Qualifications of the Organization

Entrepreneur

 What is the business experience and

and

 Pre-Operating Activities

management

 Pre-Operating Expenses

plan

 How will the business

 Office Equipment  Administrative Expenses

qualifications of the entrepreneur?  What pre-operating activities must be undertaken before the business can operate?  What pre-operating expenses will be

36

incurred?  What fixed assets will be required for the office?  What administrative cost will be incurred?  Project Cost

 What is the total

 Financing Plan and Loan

capital requirement?  Is a loan needed?

Requirement  Security for Loan

What will be the

 Profit and Loss Statement

equity contribution of

 Cash Flow Statement

the entrepreneur?

 Balance Sheet

And how much?

 Loan Repayment Schedule

 What security

 Break-even Point (BEP)

(collateral) can be

 Return on Investment (ROI)

given to the bank?

 Financial Analysis

 What does the Profit and Loss Statement indicate?

Financial plan

 What does the Cash Flow Statement indicate?  What does the Balance Sheet indicate?  What is the loan repayment schedule?  What is the breakeven point (BEP)?  What is the return of investment (ROI)?  Is the project feasible?

The template is applicable to both production and marketing businesses. There are entrepreneurs who want to venture in marketing alone, thus, the resulting business plan is done sans the production part. 37

However, in the marketing part, the source of products to be marketed must be clearly stated including the details of the product outsourcing process. Below is a sample business plan prepared by Mr. Godwin N. Nazareno, rice trader from Alcala, Pangasinan. I. Executive Summary A. Brief Summary of the Plan Godwin’s Rice Trading is a small business that buy dried rice grains ready to mill from rice farmers in the locality and nearby municipalities. The total grain purchases for the day will be milled at night and deliver to the rice retailers in the nearby municipalities in Pangasinan the next day. The well-milled rice of Godwin will offer a competitive price to the local market since its target market is in nearby vicinity with minimal transportation cost. B. Major purpose of the business The major objective of the business is to provide high quality, and competitively-priced well-milled rice to the public and to ensure a good market price for the farmer’s rice grains produce in the locality. C. Description of the Business The brand name of the business comes from the name of the owner. It is single /sole proprietorship business. The business name shall be prominently placed and clearly visible to customers during buy and sales activities. Sold well-milled rice shall be packed at the time of milling in a well leveled sack. D. Organizational Plan Godwin’s Rice Trading will hire ten laborers, with one who could drive a truck for the buying of grains and delivery of milled rice; and another ten laborers for the milling of rice at night time. Godwin will serve as the manager, treasurer and secretary, to minimize cost. The target opening date will be on September 18, 2014. E. Production Plan As a profit-generating business, we chose the location that is not only well known, but also accessible to the farmer/customers. With this location, we will capture our target market. Moreover, the location has access to electricity; water and transportation that will help Godwin realize his objectives. The business will start by buying 300 bags of rice grains from the farmers for one day. The purchased rice grains will be milled at night which will be immediately be delivered in the morning to the pre-contacted rice retail in the nearby municipalities. 38

F. Marketing Plan The business will target the rice retailers in the nearby municipalities because they have already a considerable number of satisfied customers in their respective areas. Competition is to be countered through friendly and respectful disposition of personnel and competitive pricing. G. Financial Plan UNDERLYING ASSUMPTIONS: 1. Strong economy is assumed. It is further assumed that demand and supply in rice will not change. 2. Cash beginning balance will be provided in order to meet daily cash inflows. 3. All purchases and sales will be strictly on cash basis only. 4. Rice grains (palay) will be processed further to turn into rice which will produce an output of 60% (in units) and a by-product which is equivalent to 10% (in units). 5. Sale of the by-product will be treated as a reduction in cost of goods sold. 6. All purchases (300 sacks per day weighing 50 kg each) will be stored in the storage room exactly at 8:00 pm to be milled. Milling time will be from 8:00 pm up to 4:00 am. 7. All products will be sold a day after the purchase (in the morning) @ Php 38.00/ kg delivered to the rice retailers in the nearby municipalities. The by-product (rice bran) will also be sold to the nearest piggeries @ Php 4.00 per kilo. 8. The truck costing 500,000 will be depreciated over a 15-year useful life. The 90% of depreciation expense will be allocated to Factory Overhead and 10% will be allocated to selling expense. 9. The rice mill machinery costing 100,000 will be depreciated over a 20-year useful life. 10. The storage room will be constructed prior to the commencement of the business for a total construction cost of 300,000 and will be depreciated over a 30-year useful life. The 90% of depreciation expense will be allocated to Factory Overhead and 10% will be allocated to administrative expense. 11. All fixed assets are ready before the commencement of the business. 12. All depreciable assets will be depreciated using straight line method. 13. There will be 1 driver and 9 laborers relating to buying and selling of rice at Php 420 each. 14. There will be 10 laborers who will be responsible for the milling of rice at Php 350 each. 15. Wages will be allocated between freight-in and freight out. A 75% will be allocated to freight-in and the remaining will be allocated to 39

freight-out. Also, it will be paid on daily basis in order to help them in their daily needs. 16. The owner will be the manager, treasurer of the business. 17. Utilities expense of 20,000 will be allocated 90% on Factory Overhead and 10% on General and administrative expense. 18. For simplicity purposes, assume that the tax rate will be 32%. A. Projections will be made for a time period of 1 month only. A. TOTAL INVESTMENTS ORGANIZATION COST CASH

P

330,000.00

OFFICE SUPPLIES

1,000.00

TRUCK

500,000.00

RICE MILL MACHINERY

100,000.00

LAND

100,000.00

STORAGE ROOM

P

300,000.00

TOTAL INVESTMENTS

P

1,331,000.00

B. PROJECTED DAILY CASH OUTFLOW PURCHASES @ PHP 21/KG

P 315,000.00

FREIGHT IN: WAGES

P 3,150.00

GASOLINE

P 1,500.00

DIRECT LABOR

P 4,650.00 3,000.00

FREIGHT OUT: WAGES

P1,050.00

GASOLINE

500.00

P 1,550.00 P324,200.00

TOTAL DAILY CASH OUTFLOW

*300 sacks x 50kg x Php 21.00 **Php 420.00 x 10 Laborers x 0 .75 ***Php 420.00 x 10 Laborers x 0.25

40

C. PROJECTED DAILY CASH INFLOW SALES @ PHP 38/KG

P342,000.00

SALE OF BY PRODUCT (RICE BRAN)

6,000.00

TOTAL DAILY CASH INFLOW

P348,000.00

*300 Sacks x 50kgx 0.60 (milling recovery) x Php 38.00 **300 Sacks x 50kg x 0.10 x Php 4.00 D. STATEMENT OF FINANCIAL POSITION-BEGINNING GODWIN'S RICE TRADING AS OF XXX ASSETS Current Assets: Cash

P330,000.00

Office Supplies

1,000.00

P331,000.00

Non-current Assets: Land

100,000.00

Truck

500,000.00

Rice Mill

100,000.00

Storage room

P300,000.00 P1,000,000.00

Total Assets

P1,331,000.00

TOTAL LIABILITIES AND OWNER'S EQUITY

Mr. Godwin's Capital

P1,331,000.00

41

E. INCOME STATEMENT GODWIN’S RICE TRADING INCOME STATEMENT FOR THE MONTH________ Sales(300x50x.6x38x3) Cost of goods sold Purchases (315,000x30Days) Freight-in (4,650x30Days) Direct labor (10LaboresxPhp350x30Days) Factory overhead

P 10,260,000.00 P 9,450,000.00 139,500.00 105,000.00

Utilities Expense (Php20,000 x 0.9) P Depreciation- Storage Room(300,000/30)(0.9) (1/12) Depreciation- Rice Mill Machine (100,000/20) (1/12) Depreciation- Truck (500,000/15)(0.9)(1/12) P

18,000.00 750.00 416.67 2,500 .00 P 21,667.00 P-180,000.00 P 9,536,167.00 P 723,833.00

Sale of By-product (6,000 x 30) Gross Profit Selling Expense Freight-out (1550x30) P 46,500.00 Depreciation- Truck (500,000/15)(0.1)(1/12) 277.078.00 Packaging (300Sacks x .6 x Php10 x 30Days P 54,000.00 P100,778.00 General And Administrative expense Office Supplies P 1,000.00 Utilities Expense (20,000 x 0.1) P 2,000.00 Depreciation- Storage Room(300,000/30)(0.1) (1/12) P83.33.00 P3,083.00 Net Income Before Tax P 619,972.00 Income Tax Expense P 198,391.11 Net Income After Tax P 421,581.00

Return on Investments =

=

Payback Period=

=

Gross Profit Ratio= Net Margin Ratio=

= .31674

= =

= 3.127283 yrs

= 0.070549 = 0.0410898

H. Financial Statement The projected sale for 1 month is amounting to P10,200,000.00 at a price of @ P38.00/kg for well-milled rice less all the expenses and tax it has a projected net income of P 421,581. Financial ratios show that Gross Profit IS 7% and Net Margin Ratio is 4% each. The investment costs will be recovered within approximately 3 years and 2 months. I. Critical analysis Risk is always present in any form of business. That includes Godwin’s Rice Trading business. The foreseen problem is not being able 42

to meet the targeted number of 300 bags of rice grain every day and/or the other way of exceeding it with the difficulty of disposing the excess milled rice to the rice retailers the next day. As a new entrant of the rice trading business, it is expected that Godwin’s Rice Trading will have to gradually establish customers trust. With excellent personnel training in quality customer ship, the business will slowly draw-in more customers like the big food chains and supermarkets as an efficient supplier of wellmilled rice. J. Social significance This business offers opportunity for the farmers to have a steady market of their farm produce. It will also open a door of possible employment to some people in the community. As a registered business, tax payments can go to the government. Later as the business grows bigger wholesaling will help other small scale retailers who can avail of competitive pricing.

Posttest

Direction: Choose the letter of the correct answer. Do not write your answer on this manual. 1. Which is a group of people with economically important needs and demands which opens entrepreneurial opportunities to everyone? c. Environment C. Geography A. Ethnicity D. Market 2. Which type of business is owned by only one person? A. Cooperative C. Partnership B. Corporation D. Sole Proprietorship 3. Which of the following is NOT considered an emerging industry in the Philippines? A. Agribusiness C. Creative Industries B. Power and utilities D. Renewable Energy 4. In the 4M’s of production, which M refers to the persons in the business known as the labor force? A. Machines C. Materials B. Manpower D. Money 5. The process of recording the money received and spent by the operations of the business is known as _____? c. bookkeeping C. administering A. booking D. posting 43

6. Which combination is focused on the internal assessment of the business? A. Opportunities and Threats C. Strengths and Threats B. Strengths and Weaknesses D. Weaknesses and Threats 7. Which combination is focused on the external assessment of the business? A. Opportunities and Threats C. Strengths and Threats B. Strengths and Weaknesses D. Weaknesses and Threats 8. Study the table and the items on the right. Then answer the question. Group


A

Production Plan

B

_________

Marketing Plan

_________

a. Competitors analysis b. Product description c. Maintenance and repair d. Promotional strategies e. Sources of equipment f. Terms and conditions of purchase

Which of the following is the correct grouping of the six indicators in the box? A. C. Group


Group

A

Production Plan

a, b, d

A

Production Plan

c, d, a

B

Marketing Plan

c, e, f

B

Marketing Plan

b, e, f

B.

D.

Group


Group

A

Production Plan

A

B


Marketing Plan

c, e, f

B

a, b, d

Part Of Business Plan Production Plan Marketing Plan

a, c, e d, b, f

9. Which business principle is applicable in products and development and marketing? A. Ask researchers in other communities about their needs and demands. B. Your own needs and demands are the same with others. C. Pay attention to the needs and demands of the market D. Follow the result of a national survey of needs and demands 44

10. What is the reason why an aspiring entrepreneur must make a sound and impressive business plan? A. A sound and impressive business plan is likely to be approved for a loan package. B. A sound and impressive business plan attracts more customers. C. A sound and impressive business plan commands tax rebates. D. A sound and impressive business plan can improve a particular segment of a market.

SUMMARY

Now we know that market and environment are the two major factors that dictate any business activities. It is so diverse, however; this diversity offers numerous opportunities for businesses. An aspiring entrepreneur must consider a lot of factors prior to setting up a business. Careful examination on the needs and demands must be made. Competition must be clearly addressed because it may either lead to accumulation of profit or worse, incurring losses depending on how entrepreneurs manage their businesses. Other important task of entrepreneurs is to determine how much capital is needed to start a business. Selection of the best business location is crucial, too. Record keeping or bookkeeping is also a skill that entrepreneurs must possess so he/she can personally ascertain the financial status of the business. Entrepreneurs play a very important role in the national growth and development. Aside from tax payment to the government, an entrepreneur is responsible human resources development. Employment, whether casual, probationary, and permanent, offers workplace trainings which help employees in their personal and professional growth. Entrepreneurs must not only possess passion for the business but personally learn the work of their employee as well. The benefit of this best practice is that entrepreneurs will find it easier to track the operations of the business including its profitability. Finally, getting all these business prerequisites into the heart and mind of entrepreneurs and together with adequate knowledge, skills and work values, their businesses will be sustained.

45

Glossary of Terms Capital refers to money invested in a business to generate income. Environmental scanning refers to careful monitoring of the internal and external environment of an organization purposely done to detect early signs of opportunities and threats that may influence present and future plans of the business. Industry is a commercialized, standardized, and organized economic activity connected with the production, manufacture, or construction of a particular product or range of products in which many people are involved. Market refers to a group of people with economically important needs and demands which open entrepreneurial or business opportunities to everyone. Opportunities in SWOT analysis in is the exploitable set of circumstances with uncertain outcome, requiring commitment of resources and involving exposure to risk. Personnel people employed in an organization. Production is the processes of transforming inputs such as raw materials, semi-finished goods, subassemblies and intangible inputs, namely, ideas, information, knowledge into goods or services. Strength in SWOT analysis is the capital, knowledge, skill, or other advantage that a firm has or can acquire over its competitors in meeting the needs of its customers. Threats in SWOT analysis are negative indications that can cause a risk to become a loss, expressed as an aggregate of risk, consequences of risk, and the likelihood of the occurrence of the event. Weaknesses in SWOT analysis refers to any negative indications that increases the risk of a losses and failure

REFERENCES: http://www.businessdictionary.com Microsoft® Encarta® 2009. © 1993-2008 Microsoft Corporation Albarico J.M., Celarta C.B, Fernando E., and Valdez E.S. 2011. Agriculture and Fishery Arts I. United Eferza Academic Publications, Co., Bagong Pook, Lipa City, Batangas 4217. 46

LEARNING MODULES

Horticulture


AFA- HORTICULTURE (PERSONAL ENTREPRENEURIAL COMPETENCIES (PEC’S) ACROSS MARKET AND ENVIRONMENT)

Module 1

This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected]. We value recommendations.

your

feedback


and

Technology and Livelihood Education – Grade 9 AFA-Horticulture Learner’s Material First Edition, 2014

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, Ph.D.

Development Team of the Learner’s Material Consultant:

Andres Z. Taguiam, Phd.

Authors:

Ofelia F. Bernardo, May Martinez-Leano, Mario S. Donio, William V. Engay, Levi P. Siazar

Validators/Reviewers: Pedrito S. Nituoral, Rey G. Aleman Language Editor:

Naida U. Rivera,

Illustrator :

Erich David Garcia

Subject Specialists and Management: Emmanuel S. Valdez, Albert B. Erni, Layout Artists/Encoders: Jocelyn M. Gamo, Joel G. Castillo

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054 or 634-1072 E-mail Address: [email protected]

Table of Contents Module - 1 Personal Entrepreneurial Competencies (PEC’S) Across Environment and Market Entrepreneurship and Personal Entrepreneurial Competencies (PEC’S) .............................................................. 2 Introduction .................................................................................................. 2 Learning Competencies/Objectives ............................................................. 2 Pre-Diagnostic Assessment ......................................................................... 3 Reading Resources and Instructional Activities .......................................... 4 What to know? ............................................................................................ 4 What started businesses? ............................................................................ 5 Need-Based Business Opportunities ........................................................... 5 Supply of Raw Materials is Abundant in the Locality .................................... 6 What Makes up a Successful Entrepreneur? ............................................... 6 Characteristics of Successful Entrepreneurs .............................................. 6 Lifestyle of Successful Entrepreneurs .......................................................... 8

The Personal Entrepreneurial Competencies (PEC’S) of Successful Entrepreneurs ................................................. 16 Understanding the Market and Environment of Businesses......................................................................... 16 Introduction ............................................................................................... 16 Learning Competencies/Objectives ........................................................ 16 Pre-Diagnostic Assessment ...................................................................... 17 Reading Resources and Instructional Activities .....................................

18

What to know? ......................................................................................... 18 Common Characteristics of a Business Market ........................................ 19 The Legal Forms of Business ................................................................... 19 The Different Industries in the Country Today ......................................... 20 Checking the Needs, Wants, and Demands of the

Market Through Environment Scanning Process

.................................. 21

Determining the 4M’S of Production.......................................................... 21 The Importance of Acquiring a Start-up Capital ...................................... 22 Factors in Selecting the Best Business Location ...................................... 23 Hiring and Training Personnel ................................................................... 24 Registration of a New Business .............................................................. 24 Practicing Simple Record Keeping ............................................................ 24 What to process? ...................................................................................

24

What to reflect and understand? ............................................................. 26 Supplementary Reading: The SWOT ...................................................... 26 What to reflect and understand? ............................................................... 27 What to transfer? .................................................................................... 27 Supplementary Reading: The Business Plan .......................................... 27 Summative Assessment............................................................................ 37 Summary/Synthesis/Feedback ................................................................. 39 References................................................................................................ 39

INTRODUCTION This Learner’s Materials on Conducting Pre-Agricultural Farm Operations contains various Learning Competencies designed to develop the knowledge, skills, and attitude of Grade 9 Technology and Livelihood (TLE) students. It covers four (4) modules namely: Personal Entrepreneurial Competencies (PECs) across the environment and market, 2. Preparing farm tools, implements, and simple equipment, 3. Preparing and maintaining farm tools, implements, simple equipment, and facilities, and 4. Securing farm tools, implements, simple equipment, and facilities. Each module is subdivided into several lessons with the following parts: I – Introduction, giving an overview of the lesson; II – The Learning Competencies/Objectives contain specific topics about a certain Learning Competency; III – The Pre-Diagnostic Assessment provides evaluation of the prior learning of students; IV – the Reading Resources and Instructional activities include the content and activities about what the students must know, what to process, what to reflect and understand, and what to transfer. These activities could be done in school, at home, and in the community. V – The Summative Assessment evaluates how much the students have learned; and VI – The Summary/Synthesis/Feedback give generalization and enhancement on a specific module. A glossary section is at the back page of the Learner’s Materials as further reference, and a List of References to acknowledge the sources of the ideas taken from them. Conducting pre-agricultural farm operations is one of the Core Competencies in Agricultural Crop Production NC II. Students must be able to take the five (5) core competencies to finish the course. The teacher must conduct Institutional Assessment towards the end of the school year to evaluate the underpinning knowledge, skills, and attitudes of the students based from the set of criteria in the Training Regulations/prepared by Technical Education and Skills Development Authority (TESDA)

1

AFA - HORTICULTURE GRADE 9 Module 1 PERSONAL ENTREPRENEURIAL COMPETENCIES (PEC’S) ACROSS MARKET AND ENVIRONMENT

Content Standards The learner demonstrates understanding of one’s Personal Competencies (PEC’s) across horticultural products and services

Performance Standard The learner recognizes his/her Personal Competencies (PEC’s) across horticultural products and services and prepares an activity plan that aligns with that of a practitioner/entrepreneur in Horticulture

ENTREPRENEURSHIP AND PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS) Introduction Everybody loves to earn money and accumulate wealth and in the present times, we have many ways to achieve it. The most common way is to offer good quality agricultural products and services to your friends and to other people in the community and even in the online arena that can cover a global market. All the business activities undertaken in selling products and services to people is known as entrepreneurship and the one who manage these business activities is an entrepreneur. Students are encouraged to develop skills required in entrepreneurial activities. Many wealthy people in the country had started in small and communitybased entrepreneurial activities.

Learning Competencies/Objectives 1. Identify the different factors to be considered in setting up a business 2. Assess one’s PEC’s, in terms of, characteristics, lifestyle features , and skills 3. Assess practitioner’s entrepreneurial competencies, in terms of, characteristics, attributes, lifestyle, skills, and traits 2

Pre-/Diagnostic Assessment: Direction: Choose the letter of the correct answer. Write your answer on your test booklet. 1. Which of the following is a common activity of an entrepreneur? A. Advocate against global warming B. Deliver goods and services to the market C. Volunteer in a community clean-up activity D. Preach in different churches or group of churchgoers 2. The saying “Necessity is the mother of all inventions” means ____________. A. Necessity is invented by mothers B. Our mother told us what we really need C. Basic commodities are made for mothers D. Basic commodities are made to satisfy our needs 3. What really makes up a successful entrepreneur? A. Ability to study a market B. Ability to act like a customer C. Knowledge, skills, and money D. Knowledge, skills, and attitude 4. People who always feel positive in every effort in order to achieve something are known to have ______________. A. Courage C. Self-confidence B. Optimism D. Self-control 5. A set of skills that entrepreneurs must possess to take control of the challenges in business is known as _____________. A. Personal business capacities B. Personally preferred competencies C. Professional enterprise competencies D. Personal entrepreneurial competencies 6. Information seeking and goal setting belongs to what PEC’s cluster? A. Achievement cluster C. Planning cluster B. Empower cluster D. Power cluster 7. Which of the following best describes a risk-taker? A. Accomplish targets on time as agreed with customers B. Paying keen attention to the needs and demands of people C. Anticipating a loss and countering it with feasible alternatives D. Acting as the prime mover of resources in the achievement of objectives 8. Systematic planning and monitoring includes the following except one. A. Set calculated goals and objectives B. Make a well organized plan with clearly defined methods C. Be logically flexible for the emergent constraints, challenges, and needs 3

D. Periodic gap-proof monitoring and response activities must be scheduled to determine emergent constraints, challenges, and needs 9. When entrepreneurs face a significant obstacle with a well planned action, they have Personal Entrepreneurial Competency known as ___________. A. Initiative C. Persuasion B. Persistence D. Risk-taking 10. Luis is good in convincing his customers that his product is not only of best quality but also safe to use. Many of his customers bought and even return to buy more of the product because they want to share it to their friends. What personal entrepreneurial competency does Luis has? A. Persuasion B. Goal setting C. Self-confidence D. Demand for efficiency and quality

READING RESOURCES AND INSTRUCTIONAL ACTIVITIES What to KNOW: Activity #1: Before immersing ourselves into the exciting discussion about setting up and running a business in the most sustainable ways, we will first do inspirationdrawing activity through the conduct of casual interviews with entrepreneurs in the community. Look for a partner in doing this. Identify 3 retailers, 3 service providers, and 1 producer. Use the template below for the interview and in tracking the answers of the selected entrepreneur-respondents. Discuss the responses with your partner and present to your class a brief analysis/report of the interview.

Interview Guides

Students’ guide questions to be used but not limited to the following:

Responses of Entrepreneurs Producer Service Retailers (commercial Providers scale) For example, Fruit and Vegetables Vendors, Ornamenta l Plants Retailers

For example, Plant Rental Services, Landscaping Services, Landscape Maintenance Services 4

Producer of Vegetables, Fruits,Seedlings of Fruit Trees, Ornamental and Flowering Plants,

Comments

Our reactions to entrepreneurs responses

Why did you choose this business? How did you start it? What are the challenges you met? How did you counter all those challenges? Did you experience losses? How did you respond to losses? Can you share some strategies in keeping customers? What personal qualities help this business flourish up to now? Are you afraid of your competitors? Why? Can you give us some pieces of entrepbased advice?

WHAT STARTED BUSINESSES? Need-based business opportunities A popular adage that says, “Necessity is the mother of all inventions” simply 5

means that we develop technologies to produce something that will answer mankind’s diverse needs. In 1980’s the most popular way of long distance communication is through a snail mail, telegraph, or long distance telephone calls which is not only expensive but also consume much of our time. Because there is a need for faster communication flows as global economy has grown into scale, cellular phones came to the market to answer our communication-related needs. Today, global communication is already at the tip of our fingers. SUPPLY OF RAW MATERIALS IS ABUNDANT IN THE LOCALITY Business investors are happy if the raw materials and other resources are readily available in the community. Aside from secured volume of quantity, this opportunity is cheaper as when the entrepreneur outsource production inputs from other places. WHAT MAKES UP A SUCCESSFUL ENTREPRENEUR? Knowledge alone does not guarantee success in a business. Skills developed can greatly help in the production process but it is not an assurance to the sustainability of the business as well. It takes right attitude combined with adequate knowledge, competitive skills, and upheld passion to make significant revenues, profit, and sustainability of the chosen business. Accomplished entrepreneur have so much to share to business enthusiasts like us. Many are not born with a silver spoon meaning most of them came from poor families. They have passion to produce and sell to an identified market or even to serve target clients which contributed to their success. Likewise, they accumulated wealth because they possess entrepreneurial characteristics, lifestyles, and skills, suited to their chosen businesses. CHARACTERISTICS OF SUCCESSFUL ENTREPRENEURS The set of characteristics common to entrepreneurs who excel in their businesses are the following: 1

Optimism

2

Self-confidence

3

Self-control

4

Courage

Be a someone who always feel positive in every effort in order to achieve something. Once the plan to do entrepreneurial activities is ready to be started, assure yourself to overcome risks and many other forms of business constraints. In any situations that needs to be handled, never react immediately. Instead respond to the situation in the most legal and beneficial ways. Be a risk-taker with alternative courses of action on hand.

6

5

Commitment

6

Creativity

7

Well-defined values

8

High energy level

9

Leadership ability

10

Desire for responsibility

11

Decision-making skills

12

Desire for immediate feedback

13

Strong desire to achieve

14

Ability to learn from past failures

Business risks are always there however, one’s readiness to face, reduce or eliminate it depends on how brave you can be. Sustain every effort you have started. Profit may dwindle in the most unacceptable way but never hesitate to invoke your right to persist and regain a lost glory. Do not stay inside a box which means go out and flaunt your potential to be effectively different. Use your imagination to create marketable ideas and push it. If you thought of a potentially good ones, be the first to act upon it. Chances are, others’ have thought about it, too. Be precise in your principles or standards. Goals coated with well defined values provide guidance to what your business must achieve with reduced inconveniences. Competitive entrepreneurs are fueled to succeed. Passion in the endeavor is an energy enhancer. Success in business comes from being passionately energetic. Guide, direct and influence people according to what benefits the business. People and the many ways you may lead them can spell success or failure of your business. As a business leader, you are accountable to everyone and everything in the business including your strategies. Value everything and everyone as you value oneself One’s ability to choose good decision may be innate or experience-based. Learn the art and the systematic and methodical process of decision-making. Good decisions must be sensible and culture-sensitive Pay close attention to what the market generally is saying to your products or services. The ultimate consumer of the product and services must be heard and become the bases of further product or services development Develop a competitive attitude. Right pricing and qualitybased product development or service delivery will draw more business revenues. Work with the goals in mind and take the best way to achieve them Bad experiences in business should never be taken as traumatic. Options that supposedly had prevented those to happen must be noted and archived. Benchmarked on past experiences to know which decision to take.

Elizabeth Bowen (1899 - 1973) an Irish novelist and short-story writer, wrote, “The best that an individual can do is to concentrate on what he or she can do, in the course of a burning effort to do it better”.

7

LIFESTYLE OF SUCCESSFUL ENTREPRENEURS People who plan to live in the world of entrepreneurship will live a life different from “ENTREPRENEURSHIP that of an ordinary citizen. They adapt to the IS LIVING A FEW YEARS OF YOUR LIFE new lifestyles gradually and professionalize LIKE MOST PEOPLE WON’T. SO THAT, YOU CAN SPEND THE REST OF YOUR every task embedded into it. They follow LIFE LIKE MOST PEOPLE CAN’T.” established standards and even customize Annonymous some to fit to the tasks particular to a business type. As the business is sustained and entrepreneurs developed expertise in all tasks including constraints and problem solution, excellent decision making is easier to achieve.

According to Valdez, et.al, the following are the common lifestyle features of an entrepreneur: A sense of freedom and control

Flexibility of time

Energy and stamina

Family support

Professional support

It is one of the highest lifestyle considerations that entrepreneurs must adapt. Although inspired by their freedom to lead and control all elements of the business, they must exercise careful in choosing the right course of actions and decisions to take. Choosing their own time for work is a privilege of entrepreneurs. This feature will allow them to choose their most productive time. Entrepreneurs are the greatest asset of their businessses, a check and balance between the actual accomplishment of tasks and physical and mental work capacity must be established. Rest and relaxation can help maintain good physicality and overall health. Proper stress management is also of primal importance. A family does not only serve as inspiration but also as a group of people to oversee the welfare of the entrepreneurs. Suggestions and recommendations of a family member must be carefully considered. Remember that seeking advise from specialist is helpful in decision making process. There are people more informed than us in a particular area of expertise.

8

THE PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS) OF SUCCESSFUL ENTREPRENEURS There are two major reasons why many people failed in their attempt to do entrepreneurial activities. First, people who are starting entrepreneurial activities may only have insufficient experiences to address the problems posed by the numerous external business constraints. Second, they lack sufficient skills to lead the people and make the products and services competitive in the market. Low profit of the business will create consequent problem and many more problems in the future. Thus, anyone who wants to succeed in a business arena must be equipped with the different Personal Entrepreneurial Competencies or PEC’s, a set of skills that entrepreneurs must possess to take control of the challenges in business. PEC’s are the key abilities of entrepreneurs’ success in business. PEC’s are clustered into three clusters according to its area of application:

Achievement Cluster  Pay attention to the needs and demands of people  Never procrastinate. Act immediately on marketable ideas Opportunity  The common business are well competed in the market Seeking and while unique ones offer lower competition resulting to higher Initiative revenues and profit  Calculate risks by identifying the most beneficial alternative courses of action to minimize effect of risks in the net profit Risk Taking  Be proactive. Anticipate a loss and counter it with feasible alternatives  In business realities, seasoned entrepreneurs sometimes take riskier business to get higher profits Demand for  Perform business tasks better, faster, cheaper, but do not Efficiency and put safety and quality aside Quality  Accomplish tasks by meeting or exceeding standards of excellence  Face a significant obstacle with a good plan of action  Identifies a good alternative to every decision to meet 9

Persistence

Commitment to the Work Contract

challenge or overcome an obstacle  Act as the prime mover of resources in the achievement of goals and objectives  Offer personal sacrifices or give extraordinary efforts in completing tasks  Accomplish targets on time, as agreed, to keep customers satisfied

Planning Cluster

Information Seeking

Goal setting Systematic Planning and Monitoring

 Gather data and information or feedbacks from clients, suppliers, and competitors and use those for the improvement of products or services  Study the market personally for innovation of new product development  Talk with experts for technical advice  Sets goals and objectives which are specific and must guarentee customer satisfaction  Set calculated goals and objectives  Make a well organized plan with clearly defined methods  Be logically flexible for the emergent constraints, challenges, and needs  Periodic gap-proof monitoring and response activities must be scheduled to determine emergent constraints, challenges, and needs

Power Cluster Persuasion and Networking

Independence and selfconfidence

 Always ready to give facts and benefits to convince customers to patronize products and services offered.  To accomplish the business objectives, key people can be used as agents or chanels to hasten product and services delivery to customers  Develop self-trust in the attainment of goals and objectives  Do not need external approval before acting constraints and challenges. Being, consultative does not purely mean dependence on others advice. An entrepreneur must be brave enough to use one’s ability to chose which alternative course of action is the appropriate decision.

What to Process: Activity #2: This is a self examination activity. After knowing the different characteristics that an entrepreneur must possess, examine yourself if you have these 10

characteristics too. Simply put check (/) if that particular characteristic is present in you or an x (X) if you do not possess it. Comment on your own status by giving possible options that can help you acquire it.

Characteristics of an entrepreneur

Do I have this? YES(/)

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Realizations (What are my options?)

NO (X)

Optimism Self-confidence Self-control Courage Commitment Creativity Well-defined values High energy level Leadership ability Desire for responsibility Decision-making skills Desire for immediate feedback Strong desire to achieve Ability to learn from past failures

What to REFLECT and UNDERSTAND: Activity #3: Consider the PEC’s of successful entrepreneurs. Compare these competencies with you. As a growing individual can you develop these in yourself? Do I have this? Competencies of an entrepreneur

YES (/)

Opportunity Seeking and Initiative Risk Taking Demand for Efficiency and Quality Persistence Commitment to the Work Contract Information Seeking Goal setting Systematic Planning and Monitoring 11

NO (X)

Realizations (If Yes how can I improve this?) (If NO what will I do to acquire it)

Persuasion and Networking Independence and self-confidence

What to TRANSFER: Activity #4: Let us match the result of our activity #1 with the standard characteristics, lifestyle, and skills of our interviewees. Do you think that their businesses will be sustained? Support your answer and present it to the class. Use the template in Activity #2 and Activity #3 to help you analyze and forecast the sustainability of their businesses.

Personal Entrepreneurial Competencies (PEC’s)

Responses of Entrepreneurs Producer Service Retailers (commercial Providers scale) REFER TO THE RESPONSES IN ACTIVITY #1. Check if the Respondents above possess the PEC’s enumerated in the first column. Put check (/) if observed and x (X) in not observed

Opportunity Seeking and Initiative Risk Taking Demand for Efficiency and Quality Persistence Commitment to the Work Contract Information Seeking Goal setting Systematic Planning and Monitoring Persuasion and Networking Independence and self-confidence GENERAL ANALYSIS Sustainability of business (Do you think the entrepreneur-respondent can sustain their businesses? Enumerate your justifications)

12

Responses of Entrepreneurs Retailers Lifestyles of Entrepreneurs

Service Providers

Producer (commercial scale)

REFER TO THE RESPONSES IN ACTIVITY #1. Check if the Respondents above possess the lifestyle features enumerated in the first column. Put check (/) if observed and x (X) if not observed

A sense of freedom and control Flexibility of time Energy and stamina Family support Professional support GENERAL ANALYSIS Sustainability of business (Do you think the entrepreneurrespondent can sustain their businesses? Enumerate your justifications) Finally, make a matrix of recommendations in order to sustain the respondents’ respective business:

Entrepreneur-Respondent

Recommendations (Give recommendations, as options 1 and 2, for the sustainability of the respondents entrepreneurial activities) Option 1 Option 2

Retailer Service Providers Producer (Commercial Scale)

Summative Assessment Direction: Choose the letter of the correct answer. Write your answer on your test booklet. 1. Which of the following is a common activity of an entrepreneur? A. Advocate against global warming B. Deliver goods and services to the market C. Volunteer in a community clean-up activity D. Preach in different churches or group of churchgoers 13

2. The saying “Necessity is the mother of all inventions” means A. Necessity is invented by mothers B. Our mother told us what we really need C. Basic commodities are made for mothers D. Basic commodities are made to satisfy our needs 3. What really makes up a successful entrepreneur? A. Ability to study a market B. Ability to act like a customer C. Knowledge, skills, and money D. Knowledge, skills, and attitude 4. People who always feel positive in every effort in order to achieve something are known to have A. Courage C. Self-confidence B. Optimism D. Self-control 5. A set of skills that entrepreneurs must possess to take control of the challenges in business is known as A. Personal business capacities B. Personally preferred competencies C. Professional enterprise competencies D. Personal entrepreneurial competencies 6. Information seeking and goal setting belongs to what PEC’s cluster? A. Achievement cluster C. Planning cluster B. Empower cluster D. Power cluster 7. Which of the following best describes a risk-taker? A. Accomplish targets on time as agreed with customers B. Paying keen attention to the needs and demands of people C. Anticipating a loss and countering it with feasible alternatives D. Acting as the prime mover of resources in the achievement of objectives 8. Systematic planning and monitoring includes the following except one A. Set calculated goals and objectives B. Make a well organized plan with clearly defined methods C. Be logically flexible for the emergent constraints, challenges, and needs D. Periodic gap-proof monitoring and response activities must be scheduled to determine emergent constraints, challenges, and needs 9. When entrepreneurs face a significant obstacle with a well planned action, they have Personal Entrepreneurial Competency known as A. Initiative C. Persuasion B. Persistence D. Risk-taking 10. Luis is good in convincing his customers that his product is not only of best quality but also safe to use. Many of his customers bought and even return to buy more of the product because they want to share it to their friends. 14

What personal entrepreneurial competency does Luis has? A. Persuasion B. Goal setting C. Self-confidence D. Demand for efficiency and quality

SUMMARY/SYNTHESIS/FEEDBACK

We have studied the different elements necessary in setting up a business as well as acknowledged the different factors influencing the different entrepreneurial activities. Of course, most of us perceive business as a complex activity. The market is so diverse and if we fail to consider one factor which directly affects our business, we will have to face lots of challenges as consequences. Albeit challenging, we must remember that wealth accumulation as a return of our legal investments will also give others opportunities through employment or avail from our products and services.

The different characteristics, lifestyle, and Personal Entrepreneurial Competencies or PEC’s of successful entrepreneurs we learned will surely inspire us to do our best to start our own business. Be optimistic and take the risks. Use the PEC’s we learned and progress into a life full of challenges that will hone us to become one of the most successful entrepreneurs, one of these days. Good luck!

References: http://www.businessdictionary.com Microsoft® Encarta® 2009. © 1993-2008 Microsoft Corporation Albarico J.M., Celarta C.B, Fernando E., and Valdez E.S. 2011. Agriculture and Fishery Arts I. United Eferza Academic Publications, Co., BagongPook, Lipa City, Batangas 4217.

15

PERSONAL ENTREPRENEURIAL COMPETENCIES (PEC’S) ACROSS MARKET AND ENVIRONMENT

Content Standards


The learner demonstrates understanding The learner independently generates of Market and Environment across a business idea related to Horticultural products and services Horticulture based on the analysis of environment and market in Horticulture

UNDERSTANDING THE MARKET AND ENVRINOMENT OF BUSINESS Introduction Entrepreneurs with enough knowledge and background in the market and environment where their businesses operate will have better strategies and decisions and will find it easier to sustain business activities. The intended market of a particular product and service must be carefully studied before and during the actual operations of the business. Many entrepreneurs failed because of a very simple reason; there is no enough information gathered about the target market, consequently, they incurred so much losses leading to bankruptcy. Learning Competencies/Objectives 1. Determine the common characteristics of a business market 2. Identify the legal forms of business 3. Describe the different industries in the country today 4. Map and analyze the opportunities offered by the industries in the community 5. Check the needs, wants. and demands of the market through environmental scanning process 6. Determine the 4M’s of production 7. Discuss the importance of acquiring a start-up capital 8. Make a business plan 9. Apply the standards in selecting the best business location 10. Assess the internal and external environment of the business through Strength, Weaknesses, Opportunities, and Threats method of business assessment 11. Practice simple record keeping 16

Pre-/Diagnostic Assessment:

Direction: Choose the letter of the correct answer. Write your answer on your test booklet. 1. It is a group of people with economically important needs and demands which opens entrepreneurial opportunities to everyone. A. Environment C. Geography B. Ethnicity D. Market 2. This type of business is owned by only one person. A. Cooperative C. Partnership B. Corporation D. Sole Proprietorship 3. Which of the following is not considered an emerging industry in the Philippines? A. Agribusiness C. Creative Industries B. Power and utilities D. Renewable Energy 4. In the 4M’s of production, which M refers to the persons in the business known as the labor force? A. Machines C. Materials B. Manpower D. Money 5. The process of recording the money received and spent by the operations of the business is known as A. Bookkeeping C. Administering B. Booking D. Posting 6. Which combination is focused to the assessment internal of the business? A. Opportunities and threats C. Strengths and Threats B. Strengths and weaknesses D. Weaknesses and Threats 7. Which combination is focused to the assessment external of the business? A. Opportunities and threats C. Strengths and Threats B. Strengths and weaknesses D. Weaknesses and Threats 8. Place the indicators found inside the box at the right into the third column of the matrix at the left. Group the indicators correctly. Group A

B

Part Of Business Plan Production Plan Marketing Plan

A. Competitors analysis B. Product description C. Maintenance and repair D. Promotional strategies E. Sources of equipment F. Terms and conditions of purchase

______ _ ______ _ 17

Which of the following is the correct grouping of the six indicators in the box? A.

C.

Group

Group



A

Production Plan

A, B, D

A

Production Plan

C, D, A

B

Marketing Plan

C, E, F

B

Marketing Plan

B, E, F

B.

D.

Group

Part Of Business Plann

Group


A

Production Plan

A, C, E

A

Production Plan

C, E, F

B

Marketing Plan

D, B, F

B

Marketing Plan

A, B, D

9. Which business principle is applicable in products and development and marketing? A. Pay attention to the needs and demands of the market. B. Your own needs and demands are the same with others. C. Follow the result of a national survey of needs and demands. D. Ask researchers in other communities about their needs and demands. 10. What is the reason why an aspiring entrepreneur must make a sound and impressive business plan? A. A sound and impressive business plan commands tax rebates. B. A sound and impressive business plan attracts more customers. C. A sound and impressive business plan is likely to be approved for a loan package. D. A sound and impressive business plan can improve a particular segment of a market. Reading Resources and Instructional Activities

What to KNOW: Activity #1: Let us do simple community mapping activity to develop a barangay-based market profile. Use the template below in posting accurate and relevant data of our barangay. 18

Dimension Market demographics Number of businesses

Data to be gathered Number of households

Data

Number of Retailers of various products Number of wholesalers of various products Number of producers (specify products) Number of service-based businesses

1. COMMON CHARACTERISTICS OF A BUSINESS MARKET Market refers to a group of people with economically important needs and demands which opens entrepreneurial or business opportunities to everyone. Market is a socially, politically, and economically organized people whose needs and demands are based on tradition, culture, and technology. Enumerable business opportunities are open in a market. Their needs and demands are enormous depending on the class of people being referred to. These classes of people are known as market segments. These may be high-end, middle-end, and low-end market segments. Each segment will have varying needs of various products and services. Entrepreneurs must be skillful enough to address needs and demands of the market. Many successful entrepreneurs’ secret of success is just paying attention to the markets’ needs and demands and later they accumulated so much wealth. A need or demand-based business will always have a share of market. 2. THE LEGAL FORMS OF BUSINESS There following are 3 legal forms of business and their characteristics, advantages and disadvantages:

Forms

Characteristics

Advantages

Disadvantages

Sole Proprietorship

 Owned by only 1 person who is responsible for the whole business  The owner can assume the role of manager, finance officer, and worker

 Very easy to establish  Decision comes from 1 person only

 Owner-manager is required to render full operation time  No one else can share in the financial burden of the owner  In case of financial

19

Partnership

Corporation

 2 persons have combined resources and skills  Any of the 2 partner can act as financier or manager  They can also share responsibilities and roles in the business operations  2 or more persons own the business  Aside from the owners, many people known as shareholders, are engaged in a corporation through their investment known as shares or stocks

 Comparatively easy to establish  There is check and balance among partners only

 Business risks are shared by many people  If business is good, growth is maximized due to bigger capital  Burdens in the operations are shared by various specialized individuals

instability, the firm can dissolve easily.  Decision making is shared between the two owners  In times of partner conflict, the business is at risk  Limited funding may constraint business operations

 The complex organizational setup impose a long line of more expensive ways of control  Complex decision making process will delay operation

3. THE DIFFERENT INDUSTRIES IN THE COUNTRY TODAY There are many established and emerging industries in the country. Having mapped all of those in the community will give a would-be entrepreneur a chance to examine what entrepreneurial opportunities it would bring to the community. Once these opportunities are identified, entrepreneurs will lay down their plan of actions and then start the business activities. The following are the key industries distributed all over the country. Some or may be all of them are located in your locality: 1. Agribusiness 2. Cyber services 3. Health and Wellness 4. Hotel, Restaurant and Tourism 5. Mining 6. Construction 7. Banking and Finance 8. Manufacturing 20

9. 10. 11. 12. 13. 14.

Ownership Dwellings and Real Estate Transport and Logistics Wholesale and Retail Trade Overseas Employment Creative Industries Diversified/Strategic Farming and Fishing We also have emerging industries:

15. 16. 17. 18.

Creative Industries Diversified/Strategic Farming and Fishing Power and Utilities Renewable Energy

CHECKING THE NEEDS, WANTS, AND DEMANDS OF THE MARKET THROUGH ENVIRONMENTAL SCANNING PROCESS

The needs and demands of the community can be determined through environmental scanning. In this process, an aspiring entrepreneur must make a thorough examination of the target market before a particular business is set. Many elements of the target market can change from month to month or year to year, thus, updated data and information of the following must be gathered shall become the bases of setting up the planned business. a. Demographic data such population size, growth rate. b. List of competitors which is available in the Department of Trade and Industry. c. List of Suppliers which can also be sourced from Department of Trade and Industry. d. Result of a Reliable Mini-Survey using considerable samples of target market. DETERMINING THE 4M’S OF PRODUCTION Raw materials, whether local or outsourced, are processed into goods to be sold to an identified market or segments of the market. This economic activity is referred to as production. Success in production is strictly determined with four (4) factors popularly known as the 4M’s:

Manpower

Refers to all persons in the business who are also popularly called labor force. That means the word manpower includes the entrepreneur himself. 21

Money

Materials

Machines

It known to be the life juice of the business and has to do with the economic status of the business. These can be in paper bills or coins, generally used to pay for goods and services, repayment of debts, and saving or restoring purchasing power of the business. These can raw materials or finished products which shall undergo certain process or combined which shall end as the expected output of production. Any semi or fully-automated devices that are used in converting raw materials into marketable products or outputs.

4. THE IMPORTANCE OF ACQUIRING A START-UP CAPITAL Business capital, usually in the form of money, is an indispensable factor to start a new business. It is considered a working capital because it will keep the operations going. Entrepreneurs must secure enough capital to start and to sustain business operations. Raising the needed capital is not a problem for the wealthy families. However, if you do not have the cash on hand yet, you need to consider favorable sources. Would-be entrepreneurs must carefully choose which capital source to take. Money lenders which offer high interest are always not a good choice. The following are the possible sources of the start-up capital for any types of businesses to be established:

SOURCES

ADVANTAGES

Personal Savings

No interest payment to be paid in case of bankruptcy, no one will run after the entrepreneur for legal actions

DISADVANTAGES

Usually it takes some time to save enough money to start a business

Entrepreneur has full control over future net profit generated. Family Savings

Low or no interest at all will be charged to the would-be entrepreneurs

22

In rare cases, if problem exist between parties, capital may be taken in partial or at

External Sources, such as, banks and credit cooperatives

Monthly amortization may not be charged depending on the agreements.

once by parents.

There are many well-reputed lending institutions, not loansharks, in the community.

Monthly amortization must be paid even amidst financial difficulties of an enterprise.

Lending institutions can confidently lend adequate capital in exchange of a sound feasibility study.

Well-reputed lending institutions in the community can offer the following types of loans according to term of repayment:

Short-term loans

Intermediate loans

Long-term loans

In this type of loan, monthly ammortizations which will include a low interest will be paid in a year or less. Advanced or on-time payment of monthly ammortization increases trust and confidence of a bank on the enrepreneur. This good relationship will offer more opportunities to the entrepreneur. Term of payment can range from one to tree years. Depending on the soundness of the feasibility or the established trust and confidence of the bank on the entrepreneur, terms of payment can stretch from four to ten years where lending policies of banks or credit cooperatives apply.

5. FACTORS IN SELECTING THE BEST BUSINESS LOCATION The following must be considered in choosing the right business location: a. b. c. d. e. f.

Nearness to target markets. Availability and quality of raw materials and supplies. Accessibility to consumers and transportation. Consider zoning and local ordinances. Availability of power and fuel sources. Taxation, such as municipal tax policies, other local fees and rates.

23

6. HIRING AND TRAINING PERSONNEL Before the actual operations of the business begin, hiring the right person for the right task must be considered. Your business plan will tell you how many workers you need for the start and how many will be hired again as the operations progress. Excess personnel will be an extra cost of the business and this condition must be avoided. 7. REGISTRATION OF A NEW BUSINESS New business must be registered in the name of legalities. Before you let your well-planned business rocks the market, the following official processes must be undertaken: a. Register your official business name in the Department of Trade and Industry (DTI). b. Apply for a Mayor’s Permit to operate the business and the Municipal Business License of the business. c. Register your business at the Securities and Exchange Commission (SEC). The Articles of Incorporation and By-Laws are required for all corporations and for partnership. d. Register your business in the Bureau of Internal Revenue whereupon your business will be assigned a Tax Identification Number (TIN). e. Register your employees with the PhilHealth, PAG-IBIG, and Social Security System (SSS). Registration in other agencies which provide welfare and other benefits must also be consulted and legally followed.

8. PRACTICING SIMPLE RECORD KEEPING Entrepreneurs must be knowledgeable on the operations of the business. Although you are already the manager of the business, still you need to develop expertise in what all your workers are actually doing. This practice helps you monitor the progress of your business and to carefully track the profit and losses. Record keeping coexists with bookkeeping. The latter is the process of recording the money received and spent by the operations of the business. The following are the most important activities in bookkeeping: a. Keep and maintain records on a daily basis. b. Identify source of receipts. 24

c. Record all incurred expenses. d. Keep complete records in all assets. In order to maintain proper recording of business transactions keep supporting documents namely; sales slips, paid bills, invoices, receipts, deposit slips, checks issued and cancelled. Payrolls must be kept too. Generally, the benefits of recording system and the good records kept are the following: a. Easy monitoring of the success or failure of your business. b. Information needed to make decisions is provided and accessible. c. Information needed to take bank financing package is available. d. References for budgeting are at hand. e. Easy preparation of income tax return. f. Easy computation of sales taxes. g. Profit distribution is facilitated by organized record keeping.

What to PROCESS: Activity #2: Use the data in Activity #1 in this activity. Analyze and identify business opportunities as well as challenges these data can offer to aspiring entrepreneurs.

Dimension Market demographics

Number of businesses

Data to be gathered

Data

Number of households Number of Retailers of various products Number of wholesalers of various products Number of producers (specify products) Number of service-based businesses

25

Business Opportunities Offered

Challenges to Aspiring Entrepreneurs

What to REFLECT and UNDERSTAND Activity #3: Choose one business opportunity identified in column 4. Carefully study the potential of that business idea. Use the SWOT guide below to accomplish this task. Present your SWOT Sheet to the class for critiquing and feed backing. Be sure to record feedbacks given by the teacher and classmates. Supplementary Reading:

The SWOT

INTERNAL EXTERNAL

HELPFUL STRENGTH OPPORTUNITIES

HARMFUL WEAKNESSES THREATS

Business ideas must be carefully analyzed prior to its actual operations. A popular way of doing this is to do business idea assessment through the use of the SWOT analysis. SWOT stands for Strengths, Weaknesses, Opportunities, and Threats. This technique will signal us either to continue the business idea because it is viable and profit is expected or to consider other options because the factors dominates the positive ones and this condition signals imminent losses for the proposed business. A SWOT sheet can look like this:

STRENGTHS Enumerate all business here

strengths

of

WEAKNESSES the Enumerate all business here

(These are internal positive qualities of the business idea that offers advantages and benefits to the aspiring entrepreneurs)

weaknesses

of

the

(These are negative indications that deters the good future of the business idea probably contributory to business losses)

OPPORTUNITIES THREATS Enumerate all opportunities of the Enumerate all threats of the business business here here (These are externat indications that

(These are external indications of 26

offer chance for progress or advancement of the business)

unfavorable situatons leading business to problems and other difficulties that will put profits into risks)

Bear in mind these simple rules for successful SWOT analysis. a. Be realistic about the strengths and weaknesses of your business when conducting SWOT analysis. b. SWOT analysis should distinguish between where your business is today, and where it could be in the future. c. SWOT should always be specific. Avoid any grey areas. d. Always apply SWOT in relation to your competition i.e. better than or worse than your competition. e. Keep your SWOT short and simple. Avoid complexity and over analysis f. SWOT is subjective.

What to REFLECT and UNDERSTAND Activity # 4: Refer to your SWOT Sheet and make further analysis and this time the ultimate task is make decision whether to pursue the proposed business idea or consider other alternative businesses. There are two possible facets after the final decision will be made. First, pursue the business because the SWOT reveals more positive indications than negative ones or, second, disregard the business idea because there are more negative indications. Consequently, try another business idea and subject it into the same process of analysis. Make a presentation of your task and be proud to inspire others that you now have chosen a viable business idea chosen from the opportunities obtained from the data generated by the simply community mapping we did.

What to TRANSFER: Activity #5: Since you have chosen 1 viable business idea already, it is just-in-time to develop an impressive Business Plan. Refer to the guide given below and read the 27

sample business plan provided. Your own plan must not be limited to few pages only, as the example is presented. All data and information must be given in order to come up with a completely sound and impressive business plan. Supplementary Reading THE BUSINESS PLAN A business plan refers to the intention of aspiring or experienced entrepreneurs which precisely defines their business, identifies their goals and objectives, a current and pro forma balance sheet, an income statement, and a cash flow analysis. A business plan can help so much in the proper allocation of resources, initially handle and counter forecasted complications, and make the right decision for the business operations. A good business plan contributes to the approval or rejection of any loan package because it provides specific and organized information about your proposed business and how you will repay borrowed money. A business plan is equivalent to a business resume. A business plan has five major parts, namely, the executive summary, marketing plan, production plan, organization and management plan, and financial plan. Below is a detailed guide in the development of a comprehensive business plan. PART OF A BUSINESS PLAN

BUSINESS PLAN DEVELOPMENT GUIDES Focus Guide Questions

BUSINESS NAME

Business address Telephone/Contact Number Contact Person

CONTENTS

The usual table of contents

BACKGROUND OF THE BUSINESS

Brief History Information of the business Form of ownership Organizational set-up Industry where it plays

28

BENEFITS TO THE COMMUNITY

EXECUTIVE SUMMARY

MARKETING PLAN

Brief statement of business social responsibility Economic, community, and human resources development

 Brief Description of the Project  Brief Profile of the Entrepreneur  Project’s Contributions to the Economy

 What is the nature of the project?  What are the entrepreneur’s competencies and qualifications?  What are the project’s contributions to the local and national economy?

 Description of the Product  Comparison of the Product with Its Competitors  Location  Market Area  Main Customers  Total Demand  Market Share  Selling Price  Sales Forecast  Promotional Measures  Marketing Strategy  Marketing Budget

 What is the product?  How does it compare in quality and price with its competitors?  Where will be the business be located?  What geographical areas will be covered by the project?  Within the market area, to whom will the business sell its products?  Is it possible to estimate how much of the product is currently being sold?  What share or percent of this

29











PRODUCTION PLAN

 Production Process  Fixed Capital  Life of Fixed Capital  Maintenance and Repairs  Sources of Equipment  Planned Capacity  Future Capacity  Terms and Conditions of Purchase of Equipment  Factory Location and Layout  Raw Materials  Cost of Raw Materials Raw Materials Availability  Labour  Cost of Labour  Labour Availability  Labour Productivity  Factory Overhead Expenses 30

market can be captured by the business? What is the selling price of the product? How much of the product will be sold? What promotional measures will be used to sell the product? What marketing strategy is needed to ensure that sales forecasts are achieved? How much do you need to promote and distribute your product?

 What is the production process?  What buildings and machinery (fixed assets) are needed and what will be their cost?  What is the useful life of the building and machinery?  How will maintenance be done and are spare parts available locally?  When and where can the machinery be obtained?

 Production Cost

 How much capacity will be used?  What are the plans for using spare capacity?  When and how will the machinery be paid for?  Where will the factory be located and how will the factory be arranged?  How much raw materials are required?  How much will the raw materials cost?  What are the sources of raw materials? Are they available throughout the year?  How many direct and indirect labour are needed and what skills should they have?  What will be the cost of labour?  Are workers available throughout the year? If not, what effect will this have on production?  How will the workers be motivated?  What factory overhead expenses are involved? 31

 What is the production cost per unit?

 Form of Business ORGANIZATION  Organizational Structure AND  Business Experience and MANAGEMENT Qualifications of the Entrepreneur PLAN  Pre-Operating Activities  Pre-Operating Expenses  Office Equipment  Administrative Expenses

 Project Cost FINANCIAL PLAN  Financing Plan and Loan Requirement  Security for Loan  Profit and Loss Statement  Cash Flow Statement  Balance Sheet  Loan Repayment Schedule  Break-even Point (BEP)  Return on Investment (ROI)  Financial Analysis

32

 How will the business be managed and operated?  What is the business experience and qualifications of the entrepreneur?  What pre-operating activities must be undertaken before the business can operate?  What pre-operating expenses will be incurred?  What fixed assets will be required for the office?  What administrative cost will be incurred?

 What is the total capital requirement?  Is a loan needed? What will be the equity contribution of the entrepreneur? And how much?  What security (collateral) can be given to the bank?  What does the

Profit and Loss Statement indicate?  What does the Cash Flow Statement indicate?  What does the Balance Sheet indicate?  What is the loan repayment schedule?  What is the breakeven point (BEP)?  What is the return of investment (ROI)?  Is the project feasible? The template is applicable to both production and marketing businesses. There are entrepreneurs who want to venture in marketing alone, thus, the resulting business plan is done sans the production part. However, in the marketing part, the source of products to be marketed must be clearly stated including the details of the product outsourcing process. Below is a sample business plan with its major parts presented briefly: BUSINESS PLAN Jean’s Garden Contents: (Note to the readers: The table of content is not presented here.) Background of the Business: Jean’s Garden started as a backyard/home-based hobby which gradually grew into commercial propagation of landscaping plants both ornamental and flowering. Today it includes trading plants propagated by other gardeners. It is a sole proprietorship business whereupon the owner assumes multiple tasks which include ordering, receiving, and arranging plants, cashiering, attending to walk-in customers, identifying and contacting possible repeat customers, and maintain plants in the store. This business aptly belongs to the agribusiness industry in the southern part of the country. 33

Benefits to the community: A landscape area will add beauty to the surroundings. It will please everybody’s eyes and encourages them to appreciate, love, and care for the beauty of the plants growing in nature. Quality of plants is always assured to the customers. Landscapers’ use of quality landscaping plants will increase the aesthetic effect of landscapers’ output. This will lead to the increase of people’s appreciation of the importance of landscaping and thereby creates more landscaping opportunities for both the landscapers and the traders of landscaping plants. Executive Summary Brief Description of the Project: Jean’s Garden is a landscaping plants trading business that offers variety of quality landscaping plants both ornamental and flowering types. It is located in a rented space at the heart of General Santos City. This business sells competitivelypriced plants to cater the demand of small and large scale landscaping services of the city and the adjacent municipalities. The owner-entrepreneur is a plant hobbyist who wishes to see all types of plants in her backyard. Her collection ranges from partial shade, outdoor and even plants in very dry semi-arid parts of the world. Her family is into the challenging yet successful breeding program of desert rose or Adenium sp. of single, double, and triple/multiple petals. This trading business aims to provide commercial landscapers with quality, affordable, and well-hardened landscaping plants. The business also aims to create a trading network between commercial landscapers and other landscaping-related service providers in the General Santos City and other nearby cities and municipalities.

Marketing Plan The target market will include the small and large-scale commercial landscapers of General Santos City and other nearby cities and municipalities. Walk-in customers like tourists, homeowners, and plant collectors who will buy few pieces only are likewise valued as important customers who can possibly create word of mouth about the business to other enthusiasts.

34

Production Plan Production or propagation of plants happens in other gardens which are the potential suppliers of Jean’s Garden. Outsourcing of landscaping plants will be done regularly by contacting the owner about availability list. Plants will be delivered by the producers/propagators to the store as soon as the ordering processes is completed and finalized. Organization and Management Plan This business is a sole proprietorship. The owner-proprietor is a plant hobbyist-collector for 20 years already. This trading business of landscaping plants requires suppliers where some of the plants will be outsourced. It also considers and values a network of customers which can be landscapers or walk-in tourists and local collectors. Financial Plan FINANCIAL REQUIREMENTS Jean’s Landscaping Plants Trading Total Project Costs Particulars

Amount(PhP)

Fixed Asset: Dipper

20

Pale

60

Watering hose

120 200.00

Subtotal: Working Capital(1month) Direct Materials

23,000.00

Direct Labor

3,000.00

Overhead Expenses

1,800.00

Operating Expenses

200.00

Subtotal:

28,000.00

Total Project Costs

28,200.00

Underlying Assumption: 1.) 360 pcs of assorted ornamental and flowering plants are assumed to be sold per month. Katsura (100 pcs), Pandakaki (100 pcs), Bougainvillea (100 pcs), Adenium (60pcs) 2.) Purchased price for: Katsura (P20.00), Pandakaki (P25), Bougainvillea (P25), Adenium (single P200), 35

Adenium (double P250), Adenium (triple P300) 3.) Operating hours per day is 8-9 hours from Mondays to Sundays and 30 days a month (P100/day paid for sales personnel). 4.) Fixed asset are subject to depreciate in 3years. PROJECTED SALES AND INCOME Jean’s Landscaping Plants Trading (1 Month Operation) Particulars Amount(PhP) Sales: Bougainvillea (P50 @100pcs) Katsura (P50 @100pcs) Pandakaki (P50@ 100pcs) Adenium (single P250@20pcs) (double P300@20pcs) (triple P350@20pcs) Total Less Cost of Sales: Direct Materials(Garden Inputs) Bougainvillea (P25 @100pcs) Katsura (P20@100pcs) Pandakaki (P25@100pcs) Adenium (single P200@20pcs) (double P250@20pcs) (triple P300@20pcs)

5,000.00 5,000.00 5,000.00 5,000.00 6,000.00 7,000.00 33,000.00 0 2,500.00 2,000.00 2,500.00 4,000.00 5,000.00 7,000.00 23,000.00

Direct Labor (P100/day x 30 days) Overhead Expenses Depreciation(FA/EUL) Total Gross Profit Less Operating Expense Net Income Before Tax Return on Investment(Ave. Net Income/TPC) Payback Period(TPC/Ave. Net Income+ Depreciation) Gross Profit Ratio(Gross Profit/Total Sales) Net Margin(Net Income/Total Sales)

36

3,000.00 1,800.00 66.67 27,866.67 5,133.33 200.00 4,933.33 18% 72 days or 2months and 12 days 15% 18%

G.

Critical analysis

During rainy days rate of visit of walk-in customers is low consequently sales for this period is equivalently low. However the booming real estate business in General Santos City will commend higher demand in landscaping, thus, there will be more orders of landscaping plants.

Summative Assessment

Direction: Choose the letter of the correct answer. Write your answer on your test booklet. 1. It is a group of people with economically important needs and demands which opens entrepreneurial opportunities to everyone. A. Environment C. Geography B. Ethnicity D. Market 2. This type of business is owned by only 1 person. A. Cooperative C. Partnership B. Corporation D. Sole Proprietorship 3. Which of the following is not considered an emerging industry in the Philippines? A. Agribusiness C. Creative Industries B. Power and utilities D. Renewable Energy 4. In the 4M’s of production, which M refers to the persons in the business known as the labor force? A. Machines C. Materials B. Manpower D. Money 5. The process of recording the money received and spent by the operations of the business is known as A. Bookkeeping C. Administering B. Booking D. Posting 6. Which combination is focused to the assessment internal of the business? A. Opportunities and threats C. Strengths and Threats B. Strengths and weaknesses D. Weaknesses and Threats 7. Which combination is focused to the assessment external of the business? A. Opportunities and threats C. Strengths and Threats B. Strengths and weaknesses D. Weaknesses and Threats

37

8. Place the indicators found inside the box at the right into the third column of the matrix at the left. Group the indicators correctly. Group A

Production Plan Marketing Plan

B

G. Competitors analysis H. Product description I. Maintenance and repair J. Promotional strategies K. Sources of equipment L. Terms and conditions of purchase

Part Of Business Plan _______ _______

Which of the following is the correct grouping of the six indicators in the box? A.

C. Group

Group



A

Production Plan

A, B, D

A

Production Plan

C, D, A

B

Marketing Plan

C, E, F

B

Marketing Plan

B, E, F

B.

D. Group

Part Of Business Plann

Group


A

Production Plan

A, C, E

A

Production Plan

C, E, F

B

Marketing Plan

D, B, F

B

Marketing Plan

A, B, D

9. Which business principle is applicable in products and development and marketing? A. Pay attention to the needs and demands of the market. B. Your own needs and demands are the same with others. C. Follow the result of a national survey of needs and demands. D. Ask researchers in other communities about their needs and demands. 10. What is the reason why an aspiring entrepreneur must make a sound and impressive business plan? A. A sound and impressive business plan commands tax rebates. B. A sound and impressive business plan attracts more customers. C. A sound and impressive business plan is likely to be approved for a loan package. D. A sound and impressive business plan can improve a particular segment of a market.

38

SUMMARY/SYNTHESIS/FEEDBACK

Now we know that the market and environment are the two major factors that dictate any business activities. It is so diverse however, this diversity offers numerous opportunities for businesses. An aspiring entrepreneur must consider a lot of factors prior to setting up a business. Careful examination on the needs and demands must be made. Competition must be clearly addressed because it may either lead to accumulation of profit or, worse, incurring losses depending on how entrepreneurs manage their businesses. Other important task of entrepreneurs is to determine how much capital is needed to start a business. Selection of the best business location is crucial too. Record keeping or bookkeeping is also a skill that entrepreneurs must possess so he can personally ascertain the financial status of the business. Entrepreneurs play a very important role in the national growth and development. Aside from tax payment to the government, an entrepreneur is responsible of the human resources development. Employment, whether casual, probationary, and permanent, offers workplace trainings which help employees’ personal and professional growth. Entrepreneurs must not only possess passion of the business but personally learn the works of their employee as well. The benefit of this best practice is that entrepreneurs will find it easier to track the operations of the business including its profitability. Finally, getting all these business prerequisites into the heart and mind of entrepreneurs and together with adequate knowledge, skills and work values, their businesses will be sustained.

References http://www.businessdictionary.com Retrieved November 23, 2013 Microsoft® Encarta® 2009. © 1993-2008 Microsoft Corporation Albarico J.M., C.B, Celarta, E., Fernando, and E.S.Valdez 2011. Agriculture and Fishery Arts I. United Eferza Academic Publications, Co., BagongPook, Lipa City, Batangas 4217. 39

HORTICULTURE Preparing Farm Tools, Implements, and Simple Equipment for Agricultural Farm Operations

This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and or/universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected].

We value your feedback and recommendations.


Technology and Livelihood Education (TLE) – Grade 9 Learner’s Material First Edition, 2013 ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dr. Dina S. Ocampo Development Team of the Learner’s Material Consultant: Andres Z. Taguiam, PhD Student Teacher Supervisor, Technological University of the Philippines Authors: Ofelia F. Bernardo, Jones Rural School, Jones, Isabela May Martinez-Leano, Bukig National Agricultural & Technical School, Bukig, Aparri, Cagayan Mario S. Donio, Educational Program Specialist I, Division of Saraggani William V. Engay, Head Teacher III, Itwais National Agricultural High School, Basco, Bataan Levi P. Siazar Head Teacher VI, F.F. Halili National Agricultural School, Sta.Maria, Bulacan Validators/Reviewers: Pedrito S. Nituoral, PhD Central Luzon State University, Science City of Munoz, Nueva Ecija Rey G. Aleman Language Editor: Naida U. Rivera, PhD Department of English and Comparative Literature, UP Diliman Campus, Quezon City Illustrator: Erich David Garcia Principal I, National High School, Macabebe, Pampanga Subject Specialists and Management: Emmanuel S. Valdez, Vocational School Administrator Albert B. Erni, Education Program Specialist II Layout Artists/Encoders: Jocelyn M. Gamo,Teacher I, F.F. Halili National Agricultural School Joel G. Castillo, Teacher I, F.F. Halili National Agricultural School


Table of Contents Lesson 1: Preparing Farm Tools, Implements, and Simple Equipment for Agricultural Farm Operations Introduction

1

Learning Competencies/Objectives

1

Pre-Diagnostic Assessment

2

What to Know

4


5

Hand tools

5

Other Materials, Tools, and Equipment

10

Farm Implements

11

Farm Equipment

13

Pre-operative Check-up of Farm Tools, Implements, and Equipment

14

Inventory of Farm Tools, Implements and Simple Equipment

14

What to Process

15

What to Reflect and Understand

16

What to Transfer

16

Summative Assessment

17

Summary/Synthesis/Feedback

19

References

20

iii

INTRODUCTION

This Learner’s Materials on Conducting Pre-Agricultural Farm Operations contains various Learning Competencies designed to develop the knowledge, skills, and attitude of Grade 9 Technology and Livelihood (TLE) students. It covers four (4) modules namely: Personal Entrepreneurial Competencies (PECs) across the environment and market, 2. Preparing farm tools, implements, and simple equipment, 3. Preparing and maintaining farm tools, implements, simple equipment, and facilities, and 4. Securing farm tools, implements, simple equipment, and facilities. Each module is subdivided into several lessons with the following parts: I – Introduction, giving an overview of the lesson; II – The Learning Competencies/Objectives contain specific topics about a certain Learning Competency; III – The Pre-Diagnostic Assessment provides evaluation of the prior learning of students; IV – the Reading Resources and Instructional activities include the content and activities about what the students must know, what to process, what to reflect and understand, and what to transfer. These activities could be done in school, at home, and in the community. V –The Summative Assessment evaluates how much the students have learned; and VI – The Summary/Synthesis/Feedback give generalization and enhancement on a specific module. A glossary section is at the back page of the Learner’s Materials as further reference, and a List of References to acknowledge the sources of the ideas taken from them.

Conducting pre-agricultural farm operations is one of the Core Competencies in Agricultural Crop Production NC II. Students must be able to take the five (5) core competencies to finish the course. The teacher must conduct Institutional Assessment towards the end of the school year to evaluate the underpinning knowledge, skills, and attitudes of the students based from the set of criteria in the Training Regulations/prepared by Technical Education and Skills Development Authority (TESDA).

iv

MODULE 2 Conducting Pre-agricultural Farm Operations TOPIC: Preparing Farm Tools, Implements, and Simple Equipment for Agricultural Farm Operations Content Standard


The learner demonstrates

The learner independently prepares understanding in preparing farmtools, farm tools, implements, and simple implements, and simple equipment for equipment for agricultural farm agricultural farm operations. operations in accordance with the Manufacturer’s Manual.

Lesson 1: Preparing Farm Tools, Implements, and Simple Equipment for Agricultural Farm Operations

Introduction The lesson deals with the identification and classification of tools, implements, and simple equipment according to use. It also includes the pre-operative check-up of farm tools, implements, and simple equipment for agricultural farm operations.

Learning Competencies/Objectives At the end of the quarter, the students are expected to: 1. Identify and classify tools, implements and simple equipment according to use; 2. Perform basic operative check-up of farm tools, implements, and simple equipment in accordance with the manufacturer’s manual.

3. Conduct beginning inventory of tools, implements, and simple equipment; and, 4. Segregate and treat tools with wear and corrosion according to a maintenance schedule.

1

Pre-Diagnostic Assessment: A. Choose the best answer by writing only the letter in your quiz notebook. 1. Farm tools, implements and equipment are very important in agricultural crop production because: A. They make work faster B. They make work easier C. They save time and effort D. All reasons above are correct 2. Use the appropriate tool for a specific task will result to quality performance. Which of the following tools is least used for digging garden plots? A. Bolo B. Grub-hoe C. Pick mattock D. Light hoe 3. Which of the following harvesting tools is seldom used in harvesting cucurbits and solanaceous crops? A. Harvesting knife B. Harvesting scissors C. Pruning shears D. Scythe 4. It is a tool with one end flattened and the other pointed at a right angle toward its handle. A. Bolo B. Crowbar C. Pick mattock D. Spade 5. Small seeded vegetable crops are usually pre-germinated to attain quality seedlings. Which among the following methods of seedling production is not applicable for planting in a wide production area? A. Seed box B. Seedling tray C. Seedbed D. Individual plastic bags 2

6. Which among the following are not classified as digging tools? A. Shovel, spade B. Bolo, knife C. Pick-mattock, grub-hoe D. Crowbar, post hole digger 7. Farm equipment are used to facilitate initial tillage operation in a wide tract of land. Which among the following equipment is used to perform the task stated above? A. Tractor with disc plow B. Tractor with disc harrow C. Tractor with rotavator D. Tractor with seed driller 8. It is a tool with tines used to loosen the soil, dig out root crops, and turn over materials in a compost heap. A. Hand fork B. Spading fork C. Pick-mattock D. Toothharrow 9. The inventory of tools, implements and simple equipment is conducted for the following reasons except: A. To find out lost items B. To segregate and repair damaged tools C. To check the items that are present D. To determine available tools, implements, and equipment for use 10. Which among the following is not a cultivating tool? A. Hand fork B. Spading fork C. Hand trowel D. Hand cultivator

3

What to KNOW

Activity 1

Let’s find out how much you know about farm tools, implements, and simple equipment. Some of you may be sons and daughters of farmers who have some experience in farming. In this activity you will do simple recall or will give ideas on the topics you will discuss with your Learning Barkada. Divide the class into four groups with equal members to form four Learning Barkadas. Select your leader and the rapporteur who will take down notes on discussions/decisions your group will make. The following topics will be picked by your leader for you to discuss.

1. How to differentiate farm tools, implements, and simple equipment from each other? 2. How are tools classified? Give at least 3 examples under each classification that you know. 3. What is an inventory? Prepare an inventory form for tools, implements, and simple equipment for your school. 4. Why is a pre-operative check up of tools, implements, and simple equipment necessary?

The availability of farm tools, implements, and simple equipment is one of the important factors needed to make farm work easier, better, and faster. These make tools, implements, and equipment play a very important role in successful agricultural crop production operations. However, their availability alone does not guarantee success in production if the farmer/owner does not know how to use them. For the farmer/owner to perform agricultural operations successfully, he/she must have a good working knowledge of tools, implements, and equipment prior to use. 4

Reading Resources and Instructional Activities Classifications of tools According to Asuncion, (1983), the following are the farm tools classified according to use: Digging tools 1.

Crowbar (bareta) is used for digging big holes and for digging out big stones tree and stumps.

2. Pick-mattock (mattock) is used for digging canals, breaking hard topsoil (flattened blade), and digging up stones and tree stumps (pointed portion). 3. Grub-hoe(asarol) is used for breaking hard topsoil and pulverizing soil

4. Spade is used for removing trash or soil, digging canals or ditches, and mixing soil media.

5. Shovel (pala) is used in removing trash, digging loose soil, moving soil from

one

place

to

another, and for mixing soil media.

5

6.

Spading fork(tinidor)is used for loosening the soil, digging out root crops, and turning over the materials in a compost heap.

Cutting Tools

1. Bolo (itak)is used for cutting weeds, bamboo poles and pegs use for construction and trellis. 2. Pruning shears are used for cutting branches of planting materials and unnecessary or unproductive branches of plants.

3. Axe is used for cutting trunks or branches of trees and bigger posts.

4. Knives are used for cutting planting materials, harvesting, and used in performing other operations in crop production.

6

Cultivating tools

1. Light hoe is used for loosening, leveling, and digging out furrows for planting.

2. Hand trowel is used for loosening or cultivating the soil around the growing plants and putting small a amount of manure and compost in the soil.

3. Hand fork are used for cultivating the soil in between rows of plants.

4. Hand cultivator (pangbakulkul) is used for cultivating the garden plot by loosening the soil and removing weeds growing around the plant.

5. Rake (kalaykay) is used for cleaning the ground and leveling the topsoil.

7

Harvesting tools 1.

Harvesting knives/scissors/pruning shears are used for harvesting vegetables crops.

2.

Scythe is used for harvesting rice and for cutting grasses for animal feeds.

3.

Bolo (itak) is used for harvesting bananas, sugarcane, and other crops.

Carpentry tools

1. Hammer is used to draw and remove nails and to drive nails into wood .

2. Cross cut saw is used to cut wood when doing some repair of tools, constructing compost piles and fixing vicinity fence.

3. Pliers are used in repairs of tools and other carpentry works.

8

4. Screw drivers are used tighten and loosen knots and bolts.

5. Chisel is used smoothen wooden handle of garden tools and implements.

Measuring tools 1. Weighing balance is used for weighing Harvests and fertilizers.

2. Meter stick is used for measuring garden plots and heights of plants.

3. Steel tape is used for measuring distance of planting in lay outing an area.

4. Foot rule is used for measuring the height of seedlings.

9

Other materials 1. Knapsack sprayer is used for applying insecticides, herbicides, and foliar fertilizers.

2. Trigger sprayer is used in applying insecticides/fungicides in seedboxes/seedtrays/seedbeds.

3. Sprinklers are used for watering Seedlings and other plants, such as vegetables and ornamentals.

4. Wheel barrow is used for hauling and transporting growing media, fertilizers, and farm supplies.

5. Crates are used for carrying harvests (fruits, vegetables, and cut flowers) from the point of production to the market.

6. Seed trays are containers used for raising or growing seedlings.

10

7. Seed boxes are containers used in growing vegetable seedlings.

Farm Implements

Farm implements are accessories pulled by draft animals or mounted to machineries that are usually used in land preparation. They are usually made of an iron or other metals.

Examples: 1. Plows. They refer to farm implements used in land preparation for agricultural crop production. They are either pulled by a draft animal or a tractor. The plow is specifically used for tilling wide areas, making furrows, and for inter- row cultivation.

Plows pulled by draft animals are made of either pure metal or wood and their combination of metal and wood.

Native plow

Disc plow

11

2. Harrow. The native wooden harrow is made up of wood with metal teeth and pulled by draft animals while disc harrow is made up of metal mounted to a tractor. Harrows are used for pulverizing the soil.

Native Wooden Harrow

Disc harrow

3. Rotavator. The rotavator is an implement mounted to a tractor also used for pulverizing the soil.

Rotavator

12

Farm Equipment Farm equipment are machineries used in land preparation and in transporting farm inputs and products. To use these machineries, a highly skilled operator is needed to perform the task. 1. Hand tractor is used to pull a plow and harrow in preparing the field for planting. 2. Four-wheel tractor is used to pull a disc plow and a disc harrow in preparing a much wider area of land. 3. Water pump is used to draw water from a source for use in irrigating the field.

Hand Tractor

Four Wheel Tractor

13

Water Pump

PRE-OPERATIVE CHECK UP OF FARM TOOLS, IMPLEMENTS, AND SIMPLE EQUIPMENT

Inventory of Farm Tools, Implements and Simple Equipment

An inventory is initially prepared to check the items that are present, available for use, operational, and adequate for the training activities.

An inventory should be done at the beginning of the school year to provide a list of the existing tools, implements, and equipment. It is important because you will find out how many are serviceable and need repair. As a result, accidents can be prevented because damaged tools will be brought to the farm shop for repair. Students must be aware of their responsibilities as borrowers. They should replace lost and repair damaged tools. Likewise, a yearend inventory is essential to ensure that the tools, implements, and equipment are still complete and in good condition, ready for use in the next school year. Below is a sample of an inventory record form.

Table 1. Sample Inventory Record Date

6/2/2014

Unit

Qty

Item

Remarks In Good

Needs

condition

Repair 5

Pcs

25

Bolo

20

Unit

2

Hand tractor with

2

complete accessories Set

3

Soil-testing

kit

(STK)

14

3

Imagine that the long, hot summer vacation has finally come to an end. It is the beginning of the school year and you are ready to start working in your vegetable gardens. But before you start, check the tools, implements, and equipment you plan to use.

Dressed in your working clothes and armed with your personal protective equipment (PPE), proceed to the shop to retrieve your tools so that you can start clearing away the last remnants of the summer and begin breaking the soil for a new year. Imagine your frustration when you see that the tools covered with rust and dirt from the last vacation. It seems that on this nice day, you will be spending more time cleaning and repairing tools than actually using them.

What to PROCESS

Activity 2 In Activity 1, a group was assigned to give the classification of tools. After discussing this topic, the group was requested to post their output in front of the room for the class to assess. Find out how many correct ideas they have. Now, after learning the different classifications of tools, all Learning Barkadas will classify the tools in your tool room. List down all the tools under each classification. Present your output to the class in 3 minutes. The Learning Barkada that will get the most number of correct answers will be rated 5, 4, for the second highest, etc.

15

What to REFLECT and UNDERSTAND

Activity 3 You have just learned the importance of having an inventory of tools. You have also seen an example of an inventory record form. You already know the classifications of tools. This time, each Learning Barkada will prepare an inventory of tools according to their classification. Prepare your output on a short bond paper after encoding it.

What to TRANSFER

Activity 4 Farmer – Student Encounter Interview a farmer about the farm tools, implements and simple equipment he has. Construct interview questions and show them to your teacher for correction and approval. To facilitate your task, prepare a table where you will indicate the tools, implements, and equipment the farmer possess. Tools should be listed under each classification. Compare your output with that of your Learning Barkada. Present your output to the class.

Summary/Synthesis/Feedback

Tools, implements, and simple equipment facilitate work. As the user, bear in mind that safety precautions on knowing the proper use of these tools can lead to a safe and successful endeavor. Before using any of the tools, implements and equipment, always check whether or not they are still usable or serviceable. It is also

16

good practice to always check with or refer to the manual of operations as prescribed by the manufacturer. When necessary, seek assistance of a skilled operator. Keep a record of tools, implements, and simple equipment so you know what tools are stored in the tool room. Tools that are defective should be segregated and fixed immediately to prevent accidents.

Summative Assessment Multiple Choice Directions: Choose the best answer by writing only the LETTER in your quiz notebook. 1. Which of the following harvesting tools is seldom used in harvesting cucurbits and solanaceous crops? A. Harvesting knife B. Harvesting scissors C. Pruning shears D. Scythe 2. Which among the following are not classified as digging tools? A. Shovel, spade B. Bolo, knife C. Pickmattoc, grub-hoe D. Crowbar, post hole digger 3. It is a tool with one end flattened and the other pointed at a right angle toward its handle. A. Bolo B. Crowbar C. Pick mattock D. Spade

17

4. Using the appropriate tool for a specific task will result to quality performance. Which of the following tools is least used for digging garden plots? A. Bolo B. Grub-hoe C. Pick-mattock D. Light hoe 5. Farm equipment are used to facilitate initial tillage operation in a wide tract of land. Which among the following equipment is used to perform the task stated above? A. Tractor with disc plow B. Tractor with disc harrow C. Tractor with rotavator D. Tractor with seed driller 6. Which among the following is not a cultivating tool? A. Hand fork B. Spading fork C. Hand trowel D. Hand cultivator 7. Farm tools, implements and equipment are very important in agricultural crop production because: A. They make work faster B. They make work easier C. They save time and effort D. All reason above are correct 8. It is a tool with tines used to loosen the soil, dig out root crops, and turn over materials in a compost heap. A. Hand fork B. Spading fork C. Pickmattock D. Tooth harrow

18

9. Small seeded vegetable crops are usually pre-germinated to attain quality seedlings. Which among the following methods of seedling production is not applicable for planting in a wide production area? A. Seed box B. Seedling tray C. Seedbed D. Individual plastic bags 10. The inventory of tools, implements and simple equipment is conducted for the following reasons except: A. To find out lost items B. To segregate and repair damaged tools C. To check the items that are present D. To determine available tools, implements, and equipment for use Summary/Synthesis/Feedback

The lesson in this module on horticulture was an eye opener to what you can do in the workplace. The course is designed to prepare you to be farmers or farm technologists in the future; that is, if you decide to become either a farmer or farm technologist. But even if you don’t, you will surely learn a lot from the activities in this model and thus develop an appreciation for the valuable contributions of farmers to food production. The different knowledge and skills acquired in horticulture are essential for you to become good crop producers. Such factor in the preparation of farm tools, implements and simple equipment for horticultural farm operations will help you a lot. Likewise, it is expected that this module will help you develop some of the skills required on pre-horticultural farm operations that may someday enable you to prosper in your venture into agricultural crop production.

19

References

Asuncion, Jr. R. G. 1983. Elementary Agriculture. Saint Mary’s Publishing, Inc.., Quezon City, Philippines http://www.antiquefarmtools.info. Retrieved November 23, 2013 http://www.cdc.gov/niosh/pdfs/01-111b. Retrieved November 23, 2013 http://www.ebc.com.au. Retrieved November 23, 2013

20

HORTICULTURE Securing Farm Tools, Implements, Equipment, and Facilities

This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and or/universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected]. We value your feedback and recommendations.


Technology and Livelihood Education (TLE) – Grade 9 Learner’s Material First Edition, 2013 ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dr. Dina S. Ocampo Development Team of the Learner’s Material Consultant: Andres Z. Taguiam, PhD Student Teacher Supervisor, Technological University of the Philippines Authors: Ofelia F. Bernardo, Jones Rural School, Jones, Isabela May Martinez-Leano, Bukig National Agricultural & Technical School, Bukig, Aparri, Cagayan Mario S. Donio, Educational Program Specialist I, Division of Saraggani William V. Engay, Head Teacher III, Itwais National Agricultural High School, Basco, Bataan Levi P. Siazar Head Teacher VI, F.F. Halili National Agricultural School, Sta.Maria, Bulacan Validators/Reviewers: Pedrito S. Nituoral, PhD Central Luzon State University, Science City of Munoz, Nueva Ecija Rey G. Aleman Language Editor: Naida U. Rivera, PhD Department of English and Comparative Literature, UP Diliman Campus, Quezon City Illustrator: Erich David Garcia Principal I, National High School, Macabebe, Pampanga Subject Specialists and Management: Emmanuel S. Valdez, Vocational School Administrator Albert B. Erni, Education Program Specialist II Layout Artists/Encoders: Jocelyn M. Gamo,Teacher I, F.F. Halili National Agricultural School Joel G. Castillo, Teacher I, F.F. Halili National Agricultural School


Table of Contents Preparing Farm Tools, Implements, and Simple Equipment for Agricultural Farm Operation Introduction…………………………………………………………………… Learning Competencies/Objectives………………………………………… Pre-Diagnostic Assessment………………………………………………… What to Know………………………………………………………………… Reading Resources and Instructional Activities…………………………… Simple Repair and Modification of Tools and Implements………………… Important Features of a Safe and Efficient Workshop……………………… Installation of Preventive Structure…………………………………………… Prepare Farm Facilities and Equipment for Storage……………………… Machinery and Equipment Storage Buildings……………………………… Storage of Fertilizers and Other Non-hazardous Materials………………… What to Process……………………………………………………………… What to Reflect and Understand…………………………………………… What to Transfer……………………………………………………………… Summative Assessment……………………………………………………… Summary/Synthesis/Feedback……………………………………………… References…………………………………………………………………… Glossary………………………………………………………………………

iii

1 1 2 4 4 4 5 6 9 9 12 13 14 14 14 15 16 17

QUARTER 4 Conducting Pre-agricultural Farm Operations Topic: Securing Farm Tools, Implements, Simple Equipment, and Facilities

Courtesy: Jones Rural School, Jones, Isabela

Content Standards The learner demonstrates understanding in securing farm tools, implements, simple equipment, and facilities.

Performance Standard The learner independently secures farm tools, implements, simple equipment, and facilities according to approved practices.

1

Securing Farm Tools, Implements, Equipment, and Facilities Introduction This lesson deals with the safety of farm tools, implements, simple equipment, and farm facilities. It includes simple repair, installation of preventive structures, and storage.

Learning Competencies/Objectives At the end of the quarter, the students are expected to: 1. Perform simple repair and modification of farm tools, implements and equipment 2. Install preventive structures in the farm 3. Maintain and store farm tools, implements, and simple equipment according to approved practices

Pre-Diagnostic Assessment: Directions: Read the questions carefully and choose the letter of the correct answer. Write the answer in your quiz notebook.

1. Which of the following less describe a work shop? A. Provides an area for repairs B. Provides an area for storage C. Provides an area for lectures D. Provides an area where work can be carried out during inclement weather 2. Which of the following is not true about a work shop? A Presence of water supply for convenience and safety B. Presence of wide entrance only for large equipment C. Presence of storage cabinet for tools, supplies, and spare parts 2

D. Presence of fire extinguishers 3. What is the advantage of living windbreaks? A. Protect people and livestock B. Benefit soil and water conservation C. Wildlife habitat for birds and little furry creatures D. Take several years to develop, therefore, the economic benefit is not immediate 4. Hazardous materials should be stored in a safe place to prevent accidents. Which of the following is not a good practice in storing hazardous materials? A. Flammable and poisonous materials should be stored in a separate room or cupboard B. Hazardous products must be well-ventilated C. Hazardous materials are kept in places which children cannot reach D. Unconsumed or extra chemicals are stored in empty beverage bottles. 5. Which among the following practices of storing garden tools is not effective? A. Remove any dirt or rust B. Sharpen tools C. Store tools on the ground D. Spray metal parts with a good coat of lubricating oil

3

What to KNOW:

Activity 1

Below are some of the farm facilities in agri-crop production. Draw a square if the facilities are familiar to you and a triangle

if it is not, opposite each column.

Put a () if you know how to describe and (x) if you don’t in the next column.

Remarks Farm Facility Familiar

Not familiar

Can

Can’t

describe

describe

1. Storage barn 2. Shop building 3. Nursery 4. Vicinity fence 5. Greenhouse


Simple Repair and Modification of Tools and Implements “Repair means to restore by replacing a part or putting together what is torn or broken” http://www.merriam-webster.com/dictionary/repair A workshop provides a focal point at the farmstead for the repair and maintenance of machines, implements and structures. It also provides a place where tools can be stored in an orderly manner, a store for supplies and spare parts, and a shelter where work can be carried out during inclement weather. A facility of this type should be available on every farm. The size and design of a

4

workshop, however, should be commensurate with the size of the farm and the work to be done in the shop. http://www.fao.org/docrep/s1250e/s1250e19.htm Retrieved

Important Features of a Safe and Efficient Workshop 1.

Sufficient room for the largest machine that may need repair, including

workspace around it. If the machine is large, truss roof construction may be needed to provide the required space without intermediate supports. 2. An entrance that is both wide enough and high enough for the largest equipment that the shop has been designed to accommodate. If the building is enclosed with either solid walls or wire netting, a second door is essential for safety in case of fire. 3. Some means of lifting and supporting heavy loads. When the roof span is 3m or less, a timber beam is often adequate. For larger spans or very heavy loads a truss will be required. Alternatively, a portable hoist can be used. 4. Electric lighting and electrical service for power tools. 5. A water supply for both convenience and safety. 6. One or more fire extinguishers of a type suitable for fuel fires. Two or three buckets of dry sand are a possible substitute or supplement for a fire extinguisher. 7. Storage cabinets for tools, supplies and spare parts. Sturdy doors can be locked for security and also provide space to hang tools and display small supplies for easy access. 8. .A heavy workbench attached to the wall or otherwise firmly supported. It should be 1 m high, up to 800mm deep and at least 3m long and equipped with a large vice. There must be sufficient clear space around it to maneuver work pieces and, if attached to a solid wall, ample window openings above it to provide light. http://www.fao.org/docrep/s1250e/s1250e19.htm

Simple garden tools are easy to repair. Spend a little time checking your garden tools for things to fix and recycle. 5

To replace a tool handle: 1.

Clamp the tool blade in a bench vise.

2.

Remove the handle from the hasp using a drill, hammer, or other tools as needed.

3.

Insert the new handle into the hasp.

4.

Tighten the handle in the hasp using fasteners. Use a screw and screwdriver to firmly attach the handle to the tool head.

To fix a leaky hose: 1. Cut through the hose on either side of the bad section using a sharp knife. 2. Attach male and female hose couplings to the cut ends, following the directions that come with the couplings. If the new hose fittings don't slide in easily, try softening the ends of the hose in hot water or lubricating them with soap or cooking oil. To fix a broken tooth of a rake or fork: Bring this to the shop and weld the broken portion of the tools. Do the same with the other tools and implements that need welding. For farm machineries that need repair, contact expert mechanics to do the job.

Installation of Preventive Structure It has been observed that as we go on with our agricultural crop production work we often experience the occurrence of inclement weather. Before it is too late, we think of preventive measures we can take to safeguard our crops, tools, and other facilities. We should not only focus our attention on the occurrence of inclement weather, but we also have to consider other elements that may cause loss or damage to our property, such as stray animals, fire, and thieves. The Philippines is particularly prone to natural disasters due to its geographical location and physical environment. The country experiences an average of 20 typhoons yearly, which trigger landslides, flashfloods, mudslides, widespread flooding, and cause destruction and damages to homes, community buildings, communications, infrastructure, and agriculture. To address these hazards and [to] slow [down] setting

6

climate change impacts, the integration of lemon trees in vegetable farms can be a suitable option for slope protection. Planting of trees such as Calliandra reduces weed growth, conserves soil moisture, and improves soil structure and fertility. It is planted in contour hedge-rows to decrease erosion on steep slopes, acts as windbreaks and as an understory component. http://teca.fao.org/read/7703#sthash.WmLjxFJP.dpuf

To safeguard our agricultural crops and farm facilities from damage cause by strong winds and typhoons, preventive structures should be installed beforehand. Examples of preventive structures are windbreaks. “Windbreaks could be linear plantings of trees and shrubs designed to enhance crop production, protect people and livestock, and benefit soil and water conservation or buildings situated along vegetable areas or plantations”. https://edis.ifas.ufl.edu/fr253 Retrieved

There are two types of windbreaks, living (natural) and non-living (artificial). Each type serves to reduce wind, but there are economic tradeoffs associated with each. This paper will focus on the advantages and disadvantages. Living windbreaks are mostly composed of trees and shrubs, and in some cases tall grasses. Artificial windbreaks are vertical structures made from a variety of materials including metal and plastic cloth. One of the primary economic advantages of a living windbreak is that it is a cheap and costeffective technology due to low establishment and maintenance costs. The primary economic disadvantage is that a living windbreak may take several years to develop; therefore, the economic benefit is not immediate. https://edis.ifas.ufl.edu/fr253 ,

Basic reasons why we plant windbreaks 

Reduce wind speed



Windbreaks reduce heating and cooling cost to homes, and add value



Provide a barrier from sound and site, smell



Protect livestock 7



Aesthetics -they look good



Wildlife habitat -birds and little furry critters http://www.nrcs.usda.gov/Internet/FSE_PLANTMATERIALS/publications/txpmcot5584.pdf ,

Let’s take a look at our facilities, such as the nursery shed, storage house, and farm shops. Examine their physical conditions (roofing, sidings, or floorings). Can they survive any disaster that may occur? Are the things inside safe? If not, what preventive structures should you undertake? Below is a table indicating the facilities, physical conditions, possible calamities or disasters that may occur and the suggested preventive structures or contingency measures to be undertaken. Physical

Facilities

conditions

Calamities/

Suggested preventive/

Disaster

contingency measure

Weak posts

Nursery shed

Typhoon

Put braces

Leaking roofing

Storage barn

Heavy rains

Put water sealant (vulcaseal)

Unsafe

windows Farm shop

Thieves/burglars

and doors

Put grills and heavy duty padlocks

Fires

Provide fire hydrants call fire department

Dilapidated

Vicinity fence

Run off

Construct drainage canal

Astray animal

Reconstruct fence

8

Prepare Farm Facilities and Equipment for Storage

After quite a long time, farming operations finally come to an end. At this time, we have to check the tools, implements, and equipment we used and prepare them for storage. Machinery and implement storage On many small-scale farms or schools machineries and implements are stored in a simple shed just to keep them. The few small-sized hand tools and implements used in farming can normally be stored in any multipurpose structure at the farmstead or backyard. The tools, implements, and equipment need only to be secured for their protection from theft and vandalism, and kept dry avoid deterioration of the metal and wooden parts. The tools will last longer if they are cleaned and working surfaces are greased prior to storage. The tools may be hung on rails or hooks on the wall or from the ceiling for order and convenience and to protect them from dampness penetrating an earth floor in the store. Implements, such as plows, harrows and cultivators, are little damaged by rust when left outdoors. If they are properly cleaned prior to storage and metal surfaces, particularly all threaded parts used for adjustments, are greased, then a little rust is not likely to harm performance enough to justify the cost of a storage structure. A fenced compound can offer adequate protection against theft during storage. Although implements containing wooden parts are more susceptible to decay, those parts can usually be replaced at low cost. Machinery and Equipment Storage Buildings There are numerous precautions that should be observed when storing machinery on the farm. Precautions include: 

Buildings where machinery and power tools are stored should be located far enough away from structures that house livestock and hay in case of fire.



Fuel storage tanks should preferably be located below the ground, and a minimum of 40 feet from the nearest structure. Fuel cannot be stored in the same structure as machinery or power tools. 9



Electrical lines coming into the building should be high enough to allow equipment to pass underneath.



Electrical systems in machine sheds should be sufficient for the power tools and equipment that will require the use of electric current.



Electric outlets should be of the three-prong grounded type.



Machinery storage buildings should not be used to store debris.



Doors on machine sheds should be wide enough so machinery can safely pass through without getting caught. It should be easy to pull or slide open doors and close them freely in case of an emergency.



Exits should be clearly marked.



Doors should be lockable to keep out children and unwanted visitors.



Floor surfaces should be level and smooth, free of bumps and protruding rocks.



Equipment should be parked so there is enough space for a person to walk freely around it.



Buildings should have adequate ventilation for the starting or running of an engine within the structure. (Note: engines should not be left running inside a building for a prolonged period of time unless the exhaust is being properly vented externally).



All tools and accessory equipment should be kept picked up and stored in their proper place, e.g., air hoses, oil cans, spare tires, jacks.



Keys should always be removed from all equipment or machinery to prevent children or unauthorized people from starting them.



Do not allow non-employees inside the machine shed. Children should never be allowed to play around or inside the machine shed or on farm machinery itself.

http://nasdonline.org/document/1049/d000844/farm-machinery-and-equipment-safety-part-i-

recognizing.html

10

Fuel and chemical storage Many materials that are used on farms fall into the category of "hazardous materials," since they are either highly flammable or poisonous. Other materials frequently used on farms, such as fertilizers and cement, also have special storage requirements, mainly because they are hydroscopic, i.e., they tend to pick up moisture from the atmosphere. http://www.fao.org/docrep/s1250e/s1250e19.htm Storage of Hazardous Products Generally speaking, accidents that happen among children are due to the carelessness of adults. Hazardous products are not kept in places where children could not reach them. Unconsumed chemicals are kept in bottles of beverages and not properly labeled. Hazardous materials stored on farms normally include the following: 

Highly flammable materials, such as engine fuel and oil, such as petrol, diesel, kerosene and lubricating oils.



Gases, such as butane, propane and acetylene. (Oxygen promotes the combustion of other materials and must be handled carefully.)



Paints containing flammable solvents, cellulose thinner or alcohol.



Poisonous materials such as herbicides, insecticides, rat poison and sheep and cattle dips.



Acids and alkali such as detergents, cleaning liquids, lye and quicklime (CaO).



Medicines, such as veterinary drugs and supplies. Some drugs may require refrigeration.



Wood preservatives and corrosion inhibiting paints. http://www.fao.org/docrep/s1250e/s1250e19.htm

To prevent accidents, precautions should be taken, especially in storing hazardous materials. Hazardous materials should always be stored in a separate location containing only those materials. If the quantities are larger, flammable and poisonous materials should be 11

stored in separate rooms. Ideally each type of material should have its own storage space, that is, its own shelf in a cupboard or a storage room, or its own room in a cooperative or merchant store. Any storage for hazardous products must be well ventilated so that explosive or toxic fumes cannot accumulate. http://www.fao.org/docrep/s1250e/s1250e19.htm retrieved

We should take note that some chemicals are harmful to the skin; therefore, washing facilities should be available nearby for immediate use. Storage of Fertilizers and Other Non-hazardous Materials Some fertilizers are hydroscopic and easily pick up moisture from humid air or from the ground. This causes them to become lumpy and to deteriorate. Fertilizers and cement are normally sold in plastic - lined bags offering some degree of protection. They should be handled and stored so that the bags are not punctured or otherwise damaged. In addition, the storage conditions should be as dry as possible. Bags should be placed on a raised platform in the storage. This will allow ventilation and prevent ground moisture from penetrating from below. The pile should be protected from rain by a roof or some other type of watertight cover. Fertilizer can be very corrosive to metals and

should

not

be

stored

close

to

machinery

or

tools.

http://www.fao.org/docrep/s1250e/s1250e19.htm retrieved

Greenhouses A greenhouse is a structure using natural light within which optimum conditions may be achieved for the propagation and growing of agricultural crops, for plant research or for isolating plants from disease or insects. Greenhouses should be located in an open areas with no shade from trees or buildings and with access to roads. The land should be nearly level and well drained. If possible, the site should be sheltered from excessive wind. However, normal air movement is essential for natural ventilation systems and to prevent locally stagnant conditions. A good, clean water supply is of paramount importance. 12

Electricity will be required if ventilation is to be mechanized and if stationary machinery is to be used in the greenhouse. http://www.fao.org/docrep/s1250e/s1250e19.htm retrieved

Regarding the preparation of garden tools for long storage, you can adopt some of these practical practices: 

Begin by gathering all hand tools and removing any dirt or rust with a wire brush, steel wool, or light sandpaper.



Sharpen the tools using a file that is made specifically for this task. Remember to move the file in one direction only, and at a 45-degree angle Sand wooden handles with sandpaper and follow up with a coat of paste wax or linseed oil if necessary.



Spray all metal parts with a good coat of lubricating oil. This will prevent rust when your tools are stored in your tool shed or garage.



Store your tools in a high place above the ground and in a dry spot.



Drain water hoses and hang them in the garage or in the workshop.



Don’t forget about the lawn mower. If you don’t have the chance to use up the gas before storing it, add a gas stabilizer to the fuel tank to prevent corrosion. By following these few basic preparatory steps, you can ensure that on the

following year, you’ll be working in your garden instead of working on your garden tools. With proper care of the farm tools, implements, and equipment, you can also save yourself from buying new ones to replace them.

What to PROCESS: Activity 2 Conduct an interview on experienced crop producers in the locality on how they secure and store their farm facilities. Make sure you answer the following questions: 13

1. What tools, implements, and equipment do farmers have to store? 2. How do they secure and store their tools, implements, and simple equipment? 3. What preventive structures do these farmers have?

What to REFLECT and UNDERSTAND:

Activity 3 Visit the school nursery and greenhouse. Are these facilities secured? Make a report of your findings and submit it to your teacher.

What to TRANSFER:

Activity 4 Visit the shop of the school and take note of whether the tools, implements, and equipment are properly arranged and stored. Check if the tools, implements, and equipment are prepared for long storage since the school year is about to end. Report your findings to your teacher.

Summative Assessment Directions: Read the questions carefully and choose the letter of the correct answer. Write the answer in your quiz notebook. 1. Which of the following is not true of a work shop? A. Presence of water supply for convenience and safety B. Presence of wide entrance only for large equipment C. Presence of storage cabinet for tools, supplies, and spare parts D. Presence of fire extinguishers 2. What is the advantage of living windbreaks? A. Protects people and livestock B. Benefits soil and water conservation 14

C. Wildlife habitat for birds and little furry creatures D. Takes several years to develop; therefore, the economic benefit is not immediate 3. Which of the following less describe a work shop? A. Provides an area for repairs B. Provides an area for storage C. Provides an area for lectures D. Provides an area where work can be carried out during inclement weather 4. Which among the following practices of storing garden tools is not effective? A. Remove any dirt or rust B. Sharpen tools C. Store tools on the ground D. Spray metal parts with a good coat of lubricating oil 5. Hazardous materials should be stored in a safe place to prevent accidents. Which among the following is not a good practice in storing hazardous materials? A. Flammable and poisonous materials should be stored in a separate room or cupboard B. Hazardous products must be well ventilated C. Hazardous materials are kept in places which children cannot reach D. Unconsumed or extra chemicals are stored in empty beverage bottle Summary/Synthesis/Feedback The availability of tools, implements, simple equipment, and facilities is one of the important factors to attain success in agricultural crop production. These materials are not easy to obtain because they are expensive. Relative to this, these materials should be handled with extra care to preserve their serviceability, effectiveness, and availability. These should be stored in safe places but before they are stored they must be cleaned, sharpened, or oiled ready for long storage.

15

References

http://www.fao.org/docrep/s1250e/s1250e19.htm Retrieved April 13, 2014

http://nasdonline.org/document/1049/d000844/farm-machinery-andequipment-safety-part-i-recognizing.html Retrieved April 13, 2014

http://www.fao.org/docrep/s1250e/s1250e19.htm. Retrieved April 13, 2014

http://www.nrcs.usda.gov/Internet/FSE_PLANTMATERIALS/publications/txpm cot5584.pdf Retrieved April 13, 2014 https://edis.ifas.ufl.edu/fr253 Retrieved April 13, 2014 http://teca.fao.org/read/7703#sthash.WmLjxFJP.dpuf Retrieved April 13, 2013

16

GLOSSARY

Business refers to any activity which entails the buying and selling of goods. The manufacturing of products or providing services to a market.

Capital refers to money invested in a business to generate income.

Competency is an ability to do something, especially measured against a standard.

Contingency means the state of preparedness for possible emergencies.

Disaster refers to a calamity, such as a flood, tornado, fire, plane crash, etc., that happens suddenly and causes damage to several properties

Entrepreneurs are those who initiate or finance business ideas. They are popularly known as businessmen.

Entrepreneurship refers to the business activity of an entrepreneur.

Equipment are powered-tool machineries used in farming

Environmental scanning refers to careful monitoring of the internal and external environment of an organization purposely done to detect early signs of opportunities and threats that may influence present and future plans of the business.

Facilities refer to something built designed or created to provide a service or fulfill a need

17

Farm implements are accessories pulled by animals or mounted to machineries to make the work easier

Goal is anything an entrepreneur wants to achieve.

Greenhouse is a structure in which seedlings are propagated before they are brought to the nursery shed. In most greenhouses, the environmental condition is controlled.

Hand tools are objects that are usually light and are used without the help of animals and machines

Industry is a commercialized, standardized, and organized economic activity connected with the production, manufacture, or construction of a particular product or range of products in which many people are involved.

Inclement weather means severe environmental conditions such, as typhoons and heavy rain.

Leadership is the capacity or ability to lead a group of people or an organization.

Lifestyle is way of living of individuals, families (households), and societies, which they manifest in coping with their physical, psychological, social, and economic environments on a day-to-day basis.

Maintenance is work performed regularly to keep a machine, building, or piece of equipment in good condition and in good working order.

Manual handling refers to any activity that requires a person to use force to push, hold, restrain, or carry an object. 18

Market refers to a group of people with economically important needs and demands. The market opens entrepreneurial or business opportunities to everyone.

Nursery is a light structure where seedlings are cared for before being planted. It also serves as a shed which provides shade for growers raising seedlings.

Need is anything required by someone in order to satisfy particular goals and objectives.

Objective is a specific result that a person or system aims to achieve within a time frame and with available resources.

Opportunities in SWOT analysis it is the exploitable set of circumstances with uncertain outcome, requiring commitment of resources and involving exposure to risk.

Personnel refer to people employed in an organization.

Prepare means to take the necessary action to put something into a state where it is fit for use for a particular event or purpose.

Production is the process of transforming inputs, such as raw materials, semi-finished goods, subassemblies and intangible inputs, namely, ideas, information, knowledge into goods or services.

Repair means to restore the good condition of something broken or damaged.

Shop building refers to a building where hand tools are stored and repaired.

19

Storage barn is a building where agricultural chemicals and other materials are stored.

Strengths in SWOT analysis, are the capital, knowledge, skill, or other advantages that a firm has or can acquire over its competitors in meeting the needs of its customers.

Sustainability of business is the ability to maintain or support business over the long term.

Threats in SWOT analysis are negative indications that can cause a risk or become a loss, expressed as an aggregate of risk, consequences of risk, and the likelihood of the occurrence of the event.

Weaknesses in SWOT analysis refer to any negative indications that increase the risk of a loss and failure.

20

LEARNING MODULES

Agriculture and Fishery


Agriculture and Fishery (Aquaculture) Learner’s Material Module 1 This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected].


We value your feedback and recommendations.

Technology and Livelihood Education – Grade 9 Agriculture and Fishery (Aquaculture) Learner’s Material First Edition, 2014 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, Ph.D. Development Team of the Learner’s Material Consultant: Andres Z. Taguiam, Ph.D. Authors:

Blair D. Castillon, Ph.D, Ma. Corazon D. Maguate, Ruby Jane S. Buising

Reviewers:

Leo I. Moral Jr. Dr. Jose Abucay

Illustrator:

Adonis A. Erni

Editha P. Durante, Rosa F. Vasquez

Subject Specialists: Albert B. Erni and Emmanuel S. Valdez Layout Artists and Encoders: Jocelyn M. Gamo, and Joel G. Castillo


Table of Contents Introduction ........................................................................................ 1 General Objectives .............................................................................. 1 What is this Learning Material About ..................................................... 2 How Do You Use the Module ................................................................ 2 Pre-assessment .................................................................................. 3 Learning Goals/ Targets ....................................................................... 4 Module I Personal Entrepreneurial Competencies (PECs) .................... 5 Learning Objectives ............................................................................. 6 Pre-Assessment.................................................................................. 6 Self-Assessment ................................................................................. 8 What to Know ..................................................................................... 9 What to Process................................................................................ 11 What to Reflect and Understand ......................................................... 13 What to Transfer ............................................................................... 15 Sample Action Plan ........................................................................... 15 Post-Assessment .............................................................................. 16

TECHNOLOGY AND LIVELIHOOD EDUCATION AGRICULTURE AND FISHERY Specialization (Aquaculture) Grade 9

Introduction This learning material will equip you with the knowledge, skills and attitudes pertaining to Aquaculture.

It covers one core competency that a Grade 9

Technology and Livelihood education (TLE) student ought to learn. It is composed of six modules. Module 1: Personal Entrepreneurial Competencies Module 2: Environment and Market Module 3: Conduct Pre-Operational Aquaculture Activities Module 4: Changing the Water of Aquaculture Facility Module 5: Monitor and Analyze Mortalities Module 6: Prepare and Secure Aquaculture Facilities As you go through the process of learning the six modules gaining the knowledge and skills in Aquaculture, you will have the readiness to participate in any fishery program of the government and promote economic progress of your community and the country.

General Objectives: At the end of the module, you are expected to  Demonstrate understanding of the underlying theories in aquaculture.  Demonstrate understanding of one’s Personal Entrepreneurial Competencies and Skill (PECs) in Aquaculture.  Demonstrate understanding of environment and market in Aquaculture in one’s town/municipality.  Demonstrate understanding on the preparation of tools, equipment and aquaculture facilities for operation.  Select appropriate method of water exchange in aquaculture facility. 1

 Determine and analyze mortality.  Prepare and secure Aquaculture facilities.

What Is This Learning Material About? Aquaculture K to 12 – Technology and Livelihood Education This learning material has 6 Modules. Each Module has the following parts. Learning Objectives 

Content Standards

Performance Standards Pre-Assessment 

Reading Resources/ Instructional Activities  What to KNOW?  What to PROCESS?  What to REFLECT or UNDERSTAND?  What to TRANSFER?



Post Assessment

How Do You Use The Module? To get the most from every module, you need to do the following:

1. Begin by reading and understanding the Learning Objective/s, Content and Performance Standards. These will tell you what you should know and be able to do at the end of each module. 2. Find out what you already know by taking the Pretest. If you get 80% to 100% of the items correctly, you may proceed to the next Module. This means that you need not to go through the Module because you already know what it is about. If you failed to get 80% to 100% correctly, go through the Module and review especially those items which you failed to answer correctly.

2

3. Do the required Learning Activities. They begin with one or more Information Sheets. An Information Sheet contains important notes or basic information that you need to know. After reading the Information Sheet, test yourself on how much you learned by means of the Self-check. Do not hesitate to go back to the Information Sheet when you do not get all test items correctly. This will ensure your mastery of basic information. 4. Demonstrate what you learned by doing what the Activity / Operation /Job Sheet directs you to do. 5. You must be able to apply what you have learned in another activity or in real life situation. 6. Accomplish the Scoring Rubrics for you to know how well you performed. Each lesson also provides you with references and definitions of key terms for your guide. They can be of great help. Use them fully.

Pre-Assessment Directions: Provide information on what you already know in the first column (K), and what you want to know in the second column (W). You will record what you have learned in the third column (L) as the lesson progress. In the fourth column (S) So What is used to list ways in which the new knowledge will be useful to you in relation to Personal Entrepreneurial Competencies (PECs), Environment and Marketing (E&M), Conduct Pre-Operation Aquaculture Activities (CPOA), Changing Water of Aquaculture facility (CWAF), Determine and Analyze Mortality (DAM), Prepare and Secure Aquaculture Facilities (PSAF). K (Know)

W (Want)

PECs

E &M

3

L (Learned)

S (So What)

CPOA

CWAF

DAM

PSAF

Learning Goals/Targets Having identified your strengths and areas for improvement, you are now ready to set your learning goals and target. Now, think further and write your goals and targets below.

GOALS ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ _________________________________________.

TARGETS (specific objectives with dates indicated)

___________________. 4

Module 1. Personal Entrepreneurial Competencies (PECs)

Have you ever thought of running your own business?

Entrepreneurship has

brought great success to some, but it's not a career path for all.

Do you think you

can handle the stress and hard work that go with running a small business enterprise?

The key to succeed in a small business enterprise is your

entrepreneurial ability to produce the desired results. Before embarking on your first business, it's worth spending some time evaluating your own preparedness for entrepreneurship. Try to examine your own personality and compare it with the Personal Entrepreneurial Competencies (PECs) of a successful entrepreneur. Ask yourself if you are ready to enter into the world of business. If your answer is yes, take this reminder: “Successful entrepreneurs continuously develop and improve their PECs”. Content Standard The

learner

understanding Entrepreneurial (PECs).

Performance Standard demonstrates The learner prepares an activity plan that of

Personal addresses his/her development areas based Competencies on his/her PECs and improves further his/her areas of strength.

5

Learning Objectives:

1. Assess

ones’

Personal

Entrepreneurial

Competencies

(PECs):

characteristics, attributes, lifestyles, skills and traits. 2. Assess practitioner’s characteristics, attributes, lifestyle, skills, and traits. 3. Compare one’s PECs with that of a practitioner /entrepreneur. 4. Align one’s PECs with that of a practitioner/ entrepreneur.

Hello there! Are you ready to assess yourself to become a successful entrepreneur in the future? As honest as you could, please answer the preassessment below.

Pre- Assessment

A. Matching Type Directions: Column A lists the characteristics of a successful entrepreneur. Draw a line from the items in Column A that connects with the correct definition of terms listed in Column B. Column A 1.Hardworking 2.Self-confident 3.Profit-Oriented 4.Goal-Oriented 5.Persistent 6.Responds to feedback 7.Willing to listen 8.Committed 9.Reliable and has integrity 10.Risk-taker

Column B a. b. c. d. e.

Ability to set realistic targets. Interest in money generation. Belief in oneself to succeed. Working diligently and industriously. Being able to listen to the advice of others. f. Obtaining useful feedback and advice from others. g. Being patient and strives to achieve the goal. h. Ability to take measured or calculated risks. i. Being honest, fair and trustworthy. j. A major priority in the entrepreneur’s life. 6

Are you done? This time you will do another set of pre-assessment which could give you a better understanding of what this module is all about. Are you ready? So, let’s begin! B. Multiple Choice. Directions: Read and study the situation that describes the entrepreneurial characteristics or attributes.

Answer the question by writing the

letter of your choice in your assignment notebook or in the answer sheet provided. Mrs. Gina Magno opens her own processed fish product business. She knows that her personal entrepreneurial characteristics are insufficient to ensure a successful operation of the business that she has in mind. Your answers to the questions below will help in developing her PECs. 1. What PECs must she possess if there are customers who complain about the quality of her product? a. Hardworking

c. Versatile

b. Patient

d. All of the above

2. Which of the following is NOT considered a characteristic of an entrepreneur? a. Copes with failure

c.

b. Dependent

d.

Opportunity seeker Persistent

3. If she wants to ensure a profitable business operation, what characteristic must she maintain? a. Committed

c.

Goal oriented

b. Futuristic

d.

Opportunity seeker

4. Mrs. Magno follows the advice of a friend to be flexible especially if she intends to open a retail business. What PECs does Mrs. Magno demonstrate? a. Open to feedback

c.

Reliable and has integrity

b. Persistent

d.

Confident

7

5. She tells Mary, her best friend that she has a strong will and does not give up in find a solution to a business problem. What PECs has been does Mrs. Magno demonstrate? a. Hard work

c.

Risk- taking

b. Persistence

d.

Confident

This time evaluate your own personal entrepreneurial characteristics to determine whether you too, can become an entrepreneur. If you are ready, you may begin!

C. Self- Assessment Directions: Below is a list of Personal Entrepreneurial Competencies (PECs) of a successful entrepreneur. Put a check mark on the 2nd column that indicates your strong PECs. The check mark on the 3rd column are those PECs that need to be developed. My Personal Entrepreneurial Personal Entrepreneurial

Competencies

Competencies of an Entrepreneur

Need to be Strength

Hardworking Self-confident Builds for the future Profit-oriented Goal-oriented Persistent Copes with failure Responds to feedback Demonstrates initiative

8

Developed

Willing to listen Sets own standards Copes with uncertainty Committed Builds on strengths Reliable and has integrity Risk-taker

Did you enjoy examining yourself? You can become a successful entrepreneur someday. Please don’t feel bad when you discover that you still have PECS to be developed. Continue your exploration to find answers to these underdeveloped PECs

What to KNOW?

Lesson1.

Important Entrepreneurial Traits

The following are the fundamental characteristics of an entrepreneur: 1. Hard working: If you are determined to run your own business, you must concentrate on your work either as a producer or a seller. The success of your business depends on how much time and effort you will spend on it. 2. Self- Confidence: You must have a strong faith in your ability despite the problems that you may encounter along the way. 3. Future-Oriented: Once you enter in a line of business, you must understand that you are in a non-stop contract. It may take several years to build up a business to a reasonable standard. The goal of most successful business people is to build a secure job with a stable income based on their own ability. 9

4. Profit-Oriented: When you enter into the world of business, obviously, you are looking for income because you know that this will be your bread and butter not only for you but also for your family. Therefore, you must see to it that the business can generate income. Another plan of action is to expand your own business through the use of your generated income. 5. Goal-Oriented: advanced

An entrepreneur is forward looking.

You must have an

preparation for your business. You must set a long-term goal for

the activities that are needed, an extensive preparation for the production process and procedures that you need to go through to acquire, human and non-human resources. Everything in your business will have to be set clearly, organized, and well-planned depending on the goal you want to achieve. 6. Persistence: Differences in opinion and judgment. Your opponent can be a part of the rejection on what you intend to do for your endeavor. As an entrepreneur, you must be firm, strong-willed, and stick or follow what you believe is the best. 7. Copes with Failure: “Learn from your mistakes”. As an entrepreneur, you must learn how to deal with the frustrations and failures. Instead, turn these into productive learning experiences. 8. Responds to Feedback or Open to Feedback: You must be concerned to know how well you are doing and keep track of your performance. You must obtain useful feedback and advice from others. 9. Takes the Initiative: A successful entrepreneur takes the initiative. You must put yourself in a position where you, personally, are responsible for the failure or success of your business. 10. Shows Willingness to Listen:

Take time to listen to the advice,

suggestions, and recommendations of fellow entrepreneurs. It will help your business grow. 11. Set your Own Standards: This involves developing and using logical, stepby-step plans to reach the goal; offering evaluation alternatives, monitoring progress, and switching to successful strategies. To be a successful entrepreneur, you must take into consideration that sales and production depend on your own standards.

10

12. Copes with Uncertainty:

Pursue your vision to be a successful

entrepreneur. You should know how to handle unusual events that may happen in the business. These include problems in; managing the workers, the delivery of goods and services, and the demand and production. You must be patient in dealing with these uncertainties. 13. Shows Commitment:

You should know that in your business, personal

needs, attachment to your friends, families, and relatives are set aside. You must separate the money for your business from the amount that you need to spend for personal obligations and lifestyles. 14. Builds on Strengths:

Successful business people base their work on

strengths. Use your manual skills, and knowledge in creating products or services. Use also your knowledge in trade and industry, and the ability to make and use a wide network of contacts to build your business. 15. Reliable and has Integrity: An entrepreneur must build a good reputation, and possess the courage to do the right thing. Do what you say, walk your talk, be loyal, and be fair in dealing with the subordinates and costumers. 16. Risk-Taker:

Risk sometimes cannot be anticipated.

When misfortunes

happen, consider these as challenges. Work them out and set good alternatives. Risks may result to loss of your business or even bankruptcy.

What to PROCESS:

Activity1:

Aligning one’s PECs

Directions: Choose from the list below the characteristics and traits that best describe your own personal entrepreneurial characteristics. Find ways on how to align them according to the personal characteristics of an entrepreneur which were discussed earlier. Write your answers in the activity sheet provided.

11

Creative

Resourceful

Persistent

Organized

Independent

Confident

Risk taker

Observant

Competent

Trustworthy

Optimistic

Passionate

Sensitive

Committed

Flexible Knowledgeable Efficient

Hardworking

Persevering

Decision-maker Decisive

Reliable

Strong–minded Dynamic Courteous

Example: My PECs

My PECs

My Simple Definition

Things to do to align with PECs of a successful entrepreneur.

1.Creative 2.Organized 3. Competent 4. Observant

Try to design a concept map that indicates your traits, characteristics and skills that you need to possess in order to become a successful entrepreneur.

Activity 2. My PECs that need to be further improved

Directions: At the center of the street are arrows where positive and negative characteristics and traits are written. Pick out the positive PECs that 12

you are already strong at, and write them down below the blank arrows on the left side. PECs written on the arrows at the right side are the negative characteristics that need to be further improved.

What to REFLECT and UNDERSTAND?

Strengthening your Identified PECs Here are your guides on how to strengthen your own PECs. 1. React positively to criticisms and be open to feedback. 2. Always demonstrate positive attitude to achieve a desired goal. 3. Always project strong and well-balanced behavior. 4. Always exercise the assertive style in your work environment. 5. Avoid being too passive and too aggressive. 6. Don’t let anyone worsen your business life. 7. Prioritize your business goal rather than your personal goal in order to become a successful entrepreneur. 8. Acquire specific skills for creating and maintaining a conducive work environment. 9. Be responsible in everything you do in your business. 10. Always observe business ethics in putting up a business. 13

Hello! I’m here once again check whether you have achieved a certain point when you could honestly tell that you are already successful in strengthening your own PECs. Let’s see!

Activity 1 My techniques to strengthen PECs

Directions: From the given chart below, write at least six techniques on how you could strengthen your own PECs. Write the PECs that you feel you still need to focus on to strengthen them. Example: Self-confidence

Selfconfidence

14

What to TRANSFER:

Preparation of an Action Plan

Culminating Activity Directions: Examine yourself once again. Make a list of PECs that you need to strengthen. Then, prepare an action plan to develop them further. You may opt to follow the suggested format below. You may improve or change it as long as it suits your own plan of action. Sample Action Plan Specific Purpose Statement: ( Your vision of your future) Ex. Developing self-confidence in retail business. Focus Area

Current Situation I

My PECs

I need to develop my undefined characterise -tics need for my retail business. such as: _________ __________ __________ __________ ______

Goal

Measures of Success

Actions Required

Time Frame

Reward/ Recognition

To exercise my own PECs during selling and producing products/ services -To become successful in my chosen business.

Achieve100 % completion of developme nt of my own PECs through selling and production of products, and proper manner in dealing with people.

-Selling -During the finished culminating products activities derived from -After culminating learning activities in my the chosen principles, career. theories, and -Participate process in in skills the chosen competition business sponsored by the NGO, and GOs

-Earns expected income -Outstanding performance in selling and promoting products and services

Answer the post assessment below to determine whether there is a significant increase in your understanding of PECs. Good Luck!

15

Post-Assessment A. Matching Type

Directions:

Column A lists the characteristics of a successful entrepreneur.

Draw a line from the items in Column A that connects with the correct definition of terms listed in Column B.

Column A

Column B

1.

Hardworking

2.

Self-confident

3.

Profit-oriented

4.

Goal-oriented

5.

Persistent

6.

Responds or open to

a.

Ability to set realistic targets.

b.

Interest in money generation.

c.

Belief in oneself to succeed.

d.

Working diligently and industriously.

e.

Being able to listen to the advice of others.

f.

feedback

from others.

7.

Willing to listen

8.

Committed

9.

Reliable

g.

Being patient and strives to achieve the goal.

and

has

h.

integrity 10. Risk-taker

Obtaining useful feedback and advice

Ability to take measured or calculated risks.

i.

Being honest, fair and trustworthy.

j.

A major priority in the entrepreneur’s life.

16

B. Multiple Choice Directions: Read and study the situation that describes entrepreneurial characteristics. Then answer the question by writing the letter of your choice in your assignment notebook or in the provided answer sheet. Mrs. Gina Magno opens her own processed fish products business. She knows that her personal entrepreneurial characteristics are insufficient to ensure a successful operation of the business she has in mind. Your answers to the questions below will help in developing her PECs.

1. What PECs must she possess if there are customers who complain about the quality of her product? a. Hardworking b. Patient c. Versatile d. All of the above 2. Which of the following is NOT considered as a characteristic of an entrepreneur? a. Copes with failure b. Dependent c. Opportunity seeker d. Persistent 3. If she wants to ensure a profitable business operation, what characteristic will she maintain? a. Committed b. Futuristic c. Goal oriented d. Opportunity seeker 4. Mrs. Magno follows the advice of a friend to be flexible especially if she intends to open a retail business. What PECs does Mrs. Magno demonstrate? a. Open to feedback b. Persistent c. Reliable and has integrity d. Self- confident 5. She tells Mary, her best friend that she has a strong will and does not give up in finding a solution to a business problem. What PECs does Mrs. Magno demonstrate? a. Hard work b. Persistence c. Risk- taking d. Self-confidence 17

AGRICULTURE AND FISHERY ARTS FOOD (FISH) PROCESSING

Learner’s Material Module 1 This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected].

of Education We Department value your feedback and recommendations. Republic of the Philippines

Technology and Livelihood Education – Grade 9 Food (Fish) Processing Learner’s Material First Edition, 2014 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, Ph.D.

Development Team of the Learner’s Material Consultant: Andres Z. Taguiam, Ph.D. Authors: Blair D. Castillon, Ph.D., Editha P. Durante, Ma. Corazon G. Maguate, Rosa F. Vasquez, Zenaida R. Delantar and Ruby Jane S. Buising Reviewers: Janet Orden Saturno Illustrator: Erich David Garcia Language Editor: Dr. Pamela Constantino Subject Specialists: Albert B. Erni and Emmanuel S. Valdez Management Team: Jocelyn DR Andaya, Bella O. Mariñas and Jose D. Tuguinayo Jr. Layout Artists and Encoders: Jocelyn M. Gamo & Joel G. Castillo


Table of Contents Introduction .................................................................................... 1 What Is This Learning Material About .................................................... 2 How Do You Use The Module? ............................................................. 2 Pre-Assessment.................................................................................. 3 Learning Goals and Targets ................................................................. 4 Module I: Personal Entrepreneurial Competencies (PECs) ................... 5 Learning Objectives ............................................................................. 5 Pre-Assessment.................................................................................. 6 What to Know ..................................................................................... 9 Lesson1 Important Entrepreneurial Traits ............................................... 9 What to Process................................................................................ 12 What to Reflect and Understand ......................................................... 14 What to Transfer ............................................................................... 15 Post- Assessment ............................................................................ 16

TECHNOLOGY AND LIVELIHOOD EDUCATION AGRICULTURE AND FISHERY ARTS FOOD (FISH) PROCESSING Grade 9

Introduction

Welcome! The Food (Fish) Processing is a course which comprises the knowledge, skills and attitude for Fish Processors and leads to the specialization on Food Processing NC I, II and III The course Food (Fish) Processing contains training materials and activities related to environment and market implementation of

sampling procedure,

inspection and sorting of materials and products, dispensation of non-bulk ingredients and preparation of raw and packaging materials and supplies for processing.

These

personal

entrepreneurial

competencies,

are

the

core

competencies that need to be satisfied to qualify for assessment for Food Processing NC I. In this course, you are required to go through a series of learning activities in order to complete each learning outcome. Most of the time you will do the task related to each learning outcome and apply what you have learned in class. You can approach your teacher if you have questions and clarifications.

General Objectives:

At the end of this course, you are expected to:  Recognize Personal Entrepreneurial Competencies ( PECs) and skills needed in Food( Fish) Processing.

1

 Recognize and understand the potential customer/market in food processing (E&M)  Create new business ideas in Fish Processing by using various techniques  Implement sampling procedures (SP)  Inspect and sort raw materials and products (IS)  Dispense non-bulk ingredients (DI)  Prepare raw and packaging materials and supplies for processing (PR)

What Is This Learning Material About? This learning material has 5 Modules. Each Module has the following parts: 

Content Standards



Performance Standards



Learning Objectives



Pre-Assessment



Reading Resources/Instructional Activities  What to KNOW?  What to PROCESS?  What to REFLECT and UNDERSTAND?  What to TRANSFER?



Post Assessment

How Do You Use The Module?

To get the most out of every module, you need to do the following: 1. Begin by reading and understanding the Content and Performance Standards and Learning Objectives. These will tell you what you should know and be able to do at the end of each module. 2. Find out what you know about the module by taking the Pre-assessment. 2

3. Do the required Learning Activities. Start with the Information Sheets. An Information Sheet contains important notes or basic information. This will ensure your mastery of basic information needed in each module. 4. Demonstrate what you have learned by doing what the Activity / Operation /Job Sheet directs you to do. 5. Find out what you already know about the information given by taking the Post-assessment 6. You must be able to apply what you have learned in another activity or in real life situation. 7. Accomplish the Scoring Rubrics for you to know how well you performed. The learning material also provides you with references and definition of key terms for your guidance. They can be of great help. Use them fully. You need to complete this course Fish Processing to take the assessment for Food Processing NC I before moving to the next course Food Processing NC II

Pre-Assessment

Directions: Provide information on what you already know in the first column (K), and what you want to know in the second column (W). You will record what you have learned in the third column (L) as the lesson proceeds. In the fourth column (S) So What list ways by which the new knowledge will be useful for you in terms of Personal Entrepreneurial Competencies (PECs) Environment and Marketing (E&M), Sampling Procedure (SP), Inspection and Sorting (IS), Dispensing Non-Bulk Ingredients (DI), and Preparing Raw and Packaging Materials and Supplies for Processing (PR).

K (Know)

W (Want)

PECs

3

L (Learned)

S (So What)

E&M

SP

IS

DI

PR

Learning Goals/Targets Having identified your strengths and areas for improvement, you should now be ready to set your learning goals and target. Now, think further and write your goals and targets below. GOALS

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ _______________________________________________________ TARGETS (specific objectives with dates indicated) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ______________________________________________________

4

Module I PERSONAL ENTREPRENEURIAL COMPETENCIES (PECs)

Have you ever thought of running your own business? Entrepreneurship has brought great success to some, but it's not a career path for all.

Do you think you

can handle the stress and hard work that go with running a small business enterprise?

The key to success with a small business enterprise is your

entrepreneurial ability to produce the desired results. Before embarking on your first business, it's worth spending some time evaluating your own preparedness for entrepreneurship.

Try to examine your own personality and compare it with the

Personal Entrepreneurial Competencies (PECs) of a successful entrepreneur. Ask yourself if you are ready to enter into the world of business. If your answer is yes, take this reminder: “Successful entrepreneurs continuously develop and improve their PECs”.

Content Standard The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs)

Performance Standard The learner prepares an activity plan that addresses his/her development areas based on his/her PECs and improves further his/her areas of strength.

Learning Objectives: 1. Assess ones Personal Entrepreneurial Competencies characteristics, attributes, lifestyles, skills and traits 2. Assess practitioner’s: characteristics, attributes, lifestyle, skills, traits 5

(PECs):

3. Compare one’s PECs with that of a practitioner /entrepreneur 4. Align one’s PECs with that of a practitioner/ entrepreneur

Hello there! Are you ready to assess yourself in order to be successful entrepreneur in the future? As honestly as you could, please answer the pre-assessment below.

Pre- Assessment A. Matching Type Directions: Column A lists the characteristics of a successful entrepreneur. Draw a line from the items in Column A that connects the correct definition of terms listed in Column B.

Column A

1. Hardworking 2. Self-confident 3. Profit-Oriented 4. Goal-Oriented 5. Persistent 6. Responds to feedback 7. Willing to listen 8. Committed 9. Reliable and has integrity 10. Risk-taker

Column B

a. b. c. d. e. f.

Ability to set realistic targets Interest in money generation Belief in oneself Working diligently and industriously Being able to listen to the advice of others Obtaining useful feedback and advice from others g. Being patient and strives to achieve the goal h. Ability to take measured or calculated risks i. Being honest, fair and trustworthy. j. Giving this a priority in his life as an entrepreneur

Are you done? This time you will do another set of pre- assessment which could give you a better understanding of what this module is all about. Are you ready? Let’s begin!

6

B. Multiple Choice. Directions: Read and study the situation that describes entrepreneurial characteristics or attributes. Answer the question by writing the letter of your choice in your assignment notebook or the answer sheet provided. Mrs. Gina Magno opens up her own processed fish product business. She knows that her personal entrepreneurial characteristics are insufficient to ensure a successful operationalization of a business that she has in mind. Your answers to the questions below will help in developing her PECs. 1. What PECs must she possess if there are customers who complain about the quality of her product? a. Hardwork b. Patience c. Versatility d. All of the above 2. Which of the following is NOT considered a characteristic of an entrepreneur? a. Copes with failure b. Dependent c. Opportunity seeker d. Persistent 3. If she wants to ensure a profitable business operation, what characteristics will she maintain? a. Has commitment b. Futuristic c. Goal oriented d. Opportunity seeker 4. Mrs. Magno follows the advice of a friend to be flexible especially if she intends to open a retail business. What PECs has been demonstrated by Mrs. Magno? a. Open to feedback b. Persistent c. Reliable and has integrity d. Self- confident 7

5. She tells Mary, her best friend that she has a strong will and does not give up to find a solution to a business problem. What PECs has been demonstrated by Mrs. Magno? a. Hard work b. Persistence c. Risk- taking d. Self-confidence

This time evaluate your own personal entrepreneurial characteristics to determine whether you too, can become an entrepreneur. If you are ready, you may begin!

C. Self- Assessment Directions: Below is a list of Personal Entrepreneurial Competencies (PECs) of a successful entrepreneur.

Put a check mark on the 2nd column that

indicates your strong PECs. The check mark on the 3 rd column are those PECs that need to be developed.

My Personal Entrepreneurial Competencies Personal Entrepreneurial Competencies of an Entrepreneur

Strength

Hardworking Self-confident Builds for the future Profit-oriented Goal-oriented Persistent

8

Needs to be Developed

Copes with failure Responds to feedback Demonstrates initiative Willing to listen Sets own standards Copes with uncertainty Committed Builds on strengths Reliable and has integrity Risk-taker

Did you enjoy examining yourself? You can become a successful entrepreneur someday. Please don’t feel bad when you discover that there are still to be developed. Continue your exploration to find answers to these underdeveloped PECs.

What to KNOW?

Important Entrepreneurial Traits The following are the fundamental characteristics of an entrepreneur: 1. Hard working: If you are determined to run your own business, you must concentrate on your work either as a producer or a seller. The success of your business depends on how much time and effort you will spend on it.

2. Self- Confidence: You must have a strong faith in your ability despite the problems that you will encounter along the way. 3. Future-Oriented:

Once a person enters in a line of business, you must

understand that you are in a non-stop contract that an entrepreneur should 9

understand. It may take several years to build up a business to a reasonable standard. The goal for most successful business people is to build a secure job and stable income for themselves based on their own ability.

4. Profit-Oriented: When you enter into the world of business, obviously, you are looking for income because you know that this will be your bread and butter not only for you but also for your family. Therefore, you must see to it that the business can generate income. Another plan of action is to expand your own business with generated income.

5. Goal-Oriented: An entrepreneur is forward-looking. You have an advance preparation for your business. Set a long-term goal for the activities that are needed make an extensive preparation for the production process and procedures that you need to go through to acquire human and non-human resources. Everything in your business will have to be set clearly, organized, and planned depending on the goal you want to achieve. 6. Persistence: Because of differences in opinion and judgment, your opponent can be a part of the rejection on what you intend to do for your endeavor. As an entrepreneur, you must be firm, strong-willed, and stick to or follow your own belief. 7. Copes with Failure: “Learn from your mistakes”. As an entrepreneur, you must learn how to deal with the frustrations and failures; Turn these into productive learning experiences.

8. Open and Responds to Feedback:

You must be concerned to know how

well you are doing and keep track of your performance. You must obtain useful feedback and advice from others.

9. Take the Initiative: A successful entrepreneur takes the initiative. You must put yourself in a position where you are personally responsible for the failure or success of your business.

10

10. Willing to Listen:

Take time to listen to the advice, suggestions, and

recommendations of fellow entrepreneurs. It will help your business grow.

11. Set your Own Standards: This involves developing and using logical, stepby-step plans to reach the goals, or offering evaluation alternatives, monitoring progress, and switching to successful strategies for the goal you want to achieve. To be a successful entrepreneur, you must take into consideration that sales and production depend on your own standards.

12. Copes with Uncertainty:

Pursue your vision to be a successful

entrepreneur. Know how to handle unusual events and problems that may occur in the business like in managing the workers, delivery of goods and services, and demand and production. You must be patient in dealing with these uncertainties. 13. Committed:

You should know that in your business, personal needs,

attachment to your friends, families and relatives are set aside. You must separate the money for your business from the amount that you need to spend for personal obligations and lifestyles. 14. Builds on Strengths: strengths.

Successful business people base their work on

Use your manual skills, knowledge in creating products or

services, knowledge in trade and industry, ability to make contacts and use these to expand your business. 15. Reliable and has Integrity: An entrepreneur must build a good reputation, possess the courage to do the right thing, do what you say, walk your talk, be loyal, and be fair in dealing with the subordinates and costumers.

16. Risk-Taker:

Risk sometimes cannot be anticipated.

When misfortunes

happen, consider these as challenges and work them out and set good alternatives. Risks may result to loss of your business or even bankruptcy.

11

Try to design a concept map that indicates your traits, characteristics and skills that you need to possess in order to become a successful entrepreneur.

What to PROCESS

My PECs

My simple definition

Things to do to align with PECs to be a successful entrepreneur

1. Creative 2. Organized 3. Competent 4. Observant

Example of my PECs Activity1: Directions:

Aligning one’s PECs Choose from the list below the characteristics and traits that best describe your own personal entrepreneurial characteristics. Find ways on how to align them according to the personal entrepreneurial characteristics of an entrepreneur as were discussed earlier. Write your answers in the activity sheet provided.

Creative

Resourceful

Persistent

Organized

Independent

Confident

Risk taker

Observant

Competent

Trustworthy

Optimistic

Passionate

Flexible

Sensitive

Committed

Dynamic

Efficient

Hardworking

Decision-maker

Reliable

Knowledgeable

Persevering

Decisive

Strong–minded

Courteous

12

Activity 2.

My PECs that need to be further improved

Directions: At the center of the street are arrows where positive and negative characteristics and traits are written. Pick out the positive PECs that you are already strong at, and write them down on the blank arrows on the left side. PECs written on the arrows at the right side are the negative characteristics that need to be further improved.

13

What to Reflect and Understand? Strengthening your Identified PECs Here are your guides on how to strengthen your own PECs: 1. React positively to criticisms and be open to feedback. 2. Always demonstrate positive attitude to achieve a desired goal. 3. Always project strong and well-balanced behavior. 4. Always exercise the assertive style in your work environment. 5. Avoid being too passive and too aggressive. 6. Don’t let anyone worsen your business life. 7. Prioritize your business goal rather than personal goal. 8. Acquire specific skills for creating and maintaining a conducive work environment. 9. Be responsible in everything you do in your business. 10. Always observe business ethics.

Hello! I’m here once again reminding you whether you have achieved a certain point that you could honestly tell that you are already successful in strengthening your own PECs. Let’ s see!

Activity 1. My techniques to strengthen PECs

Directions: From the given chart below, write at least six techniques on how you would strengthen your own PECs. Write the PECs that you feel you still need to focus on to strengthen these. 14

Example: Self-confidence

What to TRANSFER?

Preparation of an Action Plan Culminating Activity Directions: Examine yourself once again. Make a short list of PECs that you need to strengthen. From this activity, prepare an action plan for further development. You may opt to follow the suggested format below. You may improve or change it as long as it suits your own plan of action.

15

Sample Action Plan Specific Purpose Statement: ( Your vision of your future) Ex. Developing self-confidence in starting a Smoked Fish Processing Industry. Focus Area

Current Situation I

Goal

Measures of Success

Actions Required

Time Frame

Reward/ Recognition

Achieve 100%

-Selling

-During

-Earns

completion of

finished

culminating

expected

development

products

activities

income

-After

-Outstanding

-

My PECs I need to

To exercise

develop my

my own

undefined characteristi PECs during

of my own

derived from

c needed

selling and

PECs

culminating

for my

producing

through

activities in

learning

performance

business

products/

selling and

any chosen

the

in selling and

such as:

services

production of

career.

principles,

promoting

theories,

products and

process

services

_________

products;

_________

-To become

_________

proficient in

_________

my chosen

____

skill.

-Participate in

observe proper

skills

and any

decorum

competition

chosen

when dealing

sponsored

caree

with people.

by the NGO and GO

Post-Assessment

Answer the post assessment below to determine whether there is significant increase in your understanding of PECs. Good Luck!

A. Matching Type Directions: Column A lists the characteristics of a successful entrepreneur. Draw a line from the items in Column A that connects the correct definition of terms listed in Column B.

16

Column A

Column B

1.

Hardworking

2.

Self-confident

3.

Profit-oriented

4.

Goal-oriented

a. b. c. d. e. f.

5.

Persistent

g.

6.

Responds or open to feedback

h.

7.

Willing to listen

8.

Committed

9.

Reliable and has integrity

10.

Risk-taker

Ability to set realistic targets Interest in money generation Belief in oneself Working diligently and industriously. Being able to listen to the advice of others Obtaining useful feedback and advice from others Being patient and strives to achieve the goal Ability to take measured or calculated risks Being honest, fair and trustworthy Given this a priority in his life as an entrepreneur

i. j.

Multiple Choice.

Directions:

Read and study the situation that describes entrepreneurial characteristics. Then answer the question by writing the letter of your choice in your assignment notebook or in the provided answer sheet.

Mrs. Gina Magno opens up her own processed fish products business. She knows that her personal entrepreneurial characteristics are insufficient to ensure a successful operationalization of a business she has in mind. Your answers to the questions below will help in developing her PECs. 1. What PECs must she possess if there are customers who complain about the quality of her product? a. b. c. d.

Hardwork Patience Versatility All of the above

2. Which of the following is NOT considered a characteristic of an entrepreneur? a. Copes with failure b. Dependent 17

c. Opportunity seeker d. Persistent 3. If she wants to ensure a profitable business operation, what characteristic will she maintain? a. Has commitment b. Futuristic c. Goal oriented d. Opportunity seeker 4. Mrs. Magno follows the advice of a friend to be flexible especially if she intends to open a retail business. What PECs has been demonstrated by Mrs. Magno? a. Open to feedback b. Persistent c. Reliable and has integrity d. Self- confident 5. She tells Mary, her best friend that she has a strong will and does not give up to find a solution to a business problem. What PECs has been demonstrated by Mrs. Magno? a. Hard work b. Persistence c. Risk- taking d. Self-confidence

18

LEARNING MODULES

PC Servicing and Maintenance


Page How to Use this Module .................................................................................................................................. iii Introduction ..................................................................................................................................................... iv Technical Terms ................................................................................................................................................ v Learning Outcome # 1 ...................................................................................................................................... 1 Information Sheet # 6.1.1 ................................................................................................................................ 2 Activity Sheet # 6.1.1 ....................................................................................................................................... 3 Information Sheet # 6.1.2 ................................................................................................................................ 4 Self Check # 6.1.2 ........................................................................................................................................... 15 Information Sheet # 6.1.3 .............................................................................................................................. 16 Self Check # 6.1.3 ........................................................................................................................................... 21 Activity Sheet # 6.1.3 ..................................................................................................................................... 22 Learning Outcome # 2 .................................................................................................................................... 23 Information Sheet # 6.2.1 .............................................................................................................................. 24 Self Check # 6.2.1 ........................................................................................................................................... 27 Information Sheet # 6.2.2 .............................................................................................................................. 28 Operation Sheet # 6.2.2 ................................................................................................................................. 33 Information Sheet #.6.2.3.....................................…………………………………………………………...34 Information Sheet # 6.2.4 .............................................................................................................................. 43 Information Sheet # 6.2.5 .............................................................................................................................. 46 Operation Sheet # 6.2.5

.. ............................................................................................... 54

Information Sheet # 6.2.6 .............................................................................................................................. 55 Activity Sheet # 6.2.5 ..................................................................................................................................... 56 Learning Outcome # 3 .................................................................................................................................... 57

PC HARDWARE SERVICING The Strengthened Technical-Vocational Education Program

1|Page

Information Sheet # 6.3.1 ............................................................................................................................. 58 Operation Sheet # 6.3.1 ................................................................................................................................. 64 Answer Keys ................................................................................................................................................... 65


2|Page

Welcome to the Module “Configuring Computer System and Networks”. This module contains training materials and activities for you to complete. The unit of competency “Configure Computer System and Networks” contains knowledge, skills and attitudes required for a Computer Hardware Servicing NC II course. 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, Job Sheet 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 teacher for assistance.

Recognition of Prior Learning (RPL) You may already have some of the knowledge and skills covered in this module because you have: o o

been working for some time completed training in this area.

If you can demonstrate to your teacher that you are competent in a particular skill or skills, 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 your teacher. If the skills you acquired are still current and relevant to this module, they may become part of the evidence you can present for RPL. If you are not sure about the currency of your skills, discuss it with your teacher. After completing this module ask your teacher to assess your competency. 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 followed by relevant information sheets for each learning outcome. Each learning outcome may have more than one learning activity.


3|Page

Program/ Course: Computer Hardware Servicing NC II Unit of Competency: Configure Computer System and Networks Module: Configuring Computer System and Networks INTRODUCTION: This module contains information and suggested learning activities on Computer Hardware Servicing II. It includes training materials and activities for you to complete. Completion of this module will help you better understand the succeeding module on the Maintaining Computer System and Networks. This module consists of 3 learning outcomes. Each learning outcome contains learning activities supported by each instruction sheets. Before you perform the instructions read the information sheets and answer the self-check and activities provided to as certain to yourself and your teacher that you have acquired the knowledge necessary to perform the skill portion of the particular learning outcome. Upon completion of this module, report to your teacher for assessment to check your achievement of knowledge and skills requirement 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

Arrange, plan and prepare for configuration task

LO2

Configure a computer system

LO3

Analyze and try-out the configured computer system

PRE-REQUISITES:

You must have completed module 5 “Diagnose and Troubleshoot Computer System” before studying this module.


4|Page

Bluetooth

- wireless connection used to send and received messages

Coverall

- apparel suit won to protect the body

E-mail

- electronic messages received via internet

Fax

- abbreviation of facsimile; the electronic transmission of copies of documents for reproduction at a remote location.

Internet

- abbreviation for internetwork. A set of corrupt networks made up of a large number of smaller networks.

Intranet

- set of interconnected networks using the Internet Protocol

Modem

- translates between digital signals that the computer uses, and analog signals suitable for transmission over telephone lines.

Network

- interconnected group of computers

PDA

- abbreviation for Personal Digital Assistant; a tiny pen-based palm top computer that combines fax, e-mail and simple word processing into an easy-to-use unit that fits, into pocket.

OH&S

- Occupational Health & Safety

Peer-to-peer network - a network architecture in which driver files and printers on every PC can be available to every other PC on the network. Policies - approach, code, system, guidelines, theory, line Server

- any computer that makes access to files, printing, communications, or other services available to users of the network.

Software

- an application program or an operating system that the computer executes

Storage Media - devices used to store data from the computer. Topology

- map of a network

USB

- abbreviation of Universal Serial Bus

Wide Area Network - network that connects users across large distances, others cross the geographical boundaries of cities or state.


5|Page

Program/ Course: Computer Hardware Servicing NC II Unit of Competency: Configure Computer System and Networks Module: Configuring Computer System and Networks Learning Outcome 1: Arrange, plan and prepare for configuration task

Assessment Criteria:

1. The laboratory teacher’s instruction in identifying computer system network to be configured is followed.

2. The Configuration plan, organized and prepared based on the job requirements, is followed. 3. Performance of computer system network for configuration purposes is validated along with its specification. 4. Appropriate materials for the task are used to conform to OH& S standards. 5. Tools, equipment, and testing devices that conform to OHS standards are used to accomplish the task.

References:

• • • • • •

http://www.workcover.nsw.gov.au/OHS/default.htm www.industrialrelations.nsw.gov.au/resources/workplace_pp.pdf http://en.wikipedia.org/wiki/Network http://www.wikihow.com/Make-a-Network-Cable http://en.wikipedia.org/wiki/Network_topology http://en.wikipedia.org/wiki/IP_addresses


6|Page

Occupational Health and Safety (OHS) refers to the legislation, policies, procedures and activities that aim to protect the health, safety and welfare of all people at the workplace.

Every worker has a right to healthy and safe work and to a work environment that enables them to live a socially and economically productive life. Safety practices should be learned early and always adhered to when working with any electrical device including personal computers and peripherals.

Personal safety while working with PC’s

Here are some safety precautions to take before working with any computer devices:

• • • • • • • •

Before doing anything, listen to your teacher’s instruction to prevent accidents or any unwanted events that may occur on your workplace. Do not work on computer when you are wet because you might get electrocuted. Do not remove internal devices of the computer when it is turned on. Be sure not to mix electronic components and water. Avoid playing or running while inside the room. Always wear personal protective equipments (PPE) like coverall, shoes with rubber sole, anti-static wrist strap, etc. Ask for assistance from your teacher when it comes on dealing with computer devices. Applying safety measure when handling tools and equipment are necessary to avoid certain damages.

The student is further expected to maintain good health, to be neat in personal appearance and to practice safe working procedures at all time with appropriate equipment.


7|Page

1.

Group yourselves into six members.

2.

Conduct a simulation on: “Applying OH&S Policies and Procedures”.

3.

The performance will be rated according to the following:

Performance Criteria:

5 -

Have shown five OH&S policies in different areas

4 -

Have shown four OH&S policies in different areas

3 -

Have shown three OH&S policies in different areas

2 -

Have shown two OH&S policies in different areas

1 -

Have not shown any OH&S policies


8|Page

A computer network is an interconnected group of computers.

Computer Network In general, the term network can refer to any interconnected group or system. More specifically, a network is any method of sharing information between two systems (human or mechanical). BENEFITS OF SHARING INFORMATION VIA NETWORK In addition to reducing hardware costs by sharing expensive printers and other peripherals among multiple users, networks provide additional benefits to the users.    

Software and data files can be shared for access by multiple users Electronic mail e-mail can be sent and received Collaboration features allow contributions by multiple users to a single document Remote-control programs can be used to troubleshoot problems or show new users how to perform a task

SHARED HARDWARE COMPONENTS Virtually, any storage or output device can be shared over a network, but the most common devices to be used over a network include:      

Printers Disk drives CD-ROM and optical drives Modems Fax Tape backup units


9|Page

network topology Network Topology signifies the way in which intelligent devices in the network see their logical relations to one another. The use of the term "logical" here is significant. That is, network topology is independent of the "physical" layout of the network. Even if networked computers are physically placed in a linear arrangement, if they are connected via a hub, the network has a Star topology, rather than a Bus Topology. In this regard the visual and operational characteristics of a network are distinct; the logical network topology is not necessarily the same as the physical layout. •

Bus Topology

It is often used when network installation is small, simple or temporary. On a typical bus network the cable is just 1 or more wires with no active electronics to amplify the signal or pass it along from computer to computer. This makes the bus a passive topology. When 1 computer sends a signal up the wire all the computers receive the information but only one with the address that matches accepts the information, the rest disregard the message.

Bus Topology Advantages:

1) Easy to use and to understand. 2) Requires least amount of cable to connect the computers together. It is therefore less expensive than other cabling arrangements. 3) It is easy to extend a bus; two cables can be joined into 1 longer cable with a BNC, Barrel connector making a longer cable and allowing more computers to join the network.


10 | P a g e

Disadvantages:

1) Heavy network traffic can slow a bus considerably as only 1 computer can send a message at a time. 2) It is difficult to troubleshoot the bus. A cable break or loose connector causes reflection and stops all the activity. •

STAR TOPOLOGY

In this kind of topology all the cables run from the computers to the central location where they are all connected by a device called hub or switch. Each computer on a star network communicates with a central device that resends the message either to each computer or only to the destination computer, example if it is a hub then it will send to all and if it is a switch then it will send to only destination computer. When network expansion is expected and when the greater reliability is needed, star topology is the best.

Star Topology Advantages:

1) It is easy to modify and add new computers without disturbing the rest of the network. 2) The center of the star network is a good place to diagnose the faults. 3) Single computer failure does not necessarily bring down the whole star network. Disadvantages: 1) If the central device fails, the whole network fails to operate. 2) Star networking is expensive because all network cables must be pulled to one central point, requires more cable than other network topologies.


11 | P a g e

•

RING TOPOLOGY

In this type each computer is connected to the next computer with the last one connected to the first. Each retransmits what it receives from the previous computer. The message flows around the ring in one direction. The ring network does not subject to signal loss problem as a bus network experiences. There is no termination because there is no end to the ring.

Ring Topology Advantages: 1) Each node has equal access. 2) Capable of high speed data transfer.

Disadvantages:

1) Failure of one computer on the ring can affect the whole network. 2) Difficult to troubleshoot the network. Types of networks Below is a list of the most common types of computer networks in order of scale. •

Personal Area Network (PAN)

A personal area network (PAN) is a computer network used for communication among computer devices close to one person. Some examples of devices that may be used in a PAN are printers, fax machines, telephones, PDA’s or scanners. The reach of a PAN is typically within about 20-30 feet (approximately 6-9 meters).


12 | P a g e

Personal area networks may be wired with computer buses such as USB] and FireWire. A wireless personal area network (WPAN) can also be made possible with network technologies such as Bluetooth.

Personal Area Network •

Local Area Network (LAN)

A network covering a small geographic area, like a home, office, or building. Current LANs are most likely to be based on Ethernet technology. For example, a library will have a wired or wireless LAN for users to interconnect local devices (e.g., printers and servers) and to connect to the internet. All of the PCs in the library are connected by category 5 (Cat5) cable, running the IEEE 802.3 protocol through a system of interconnection devices and eventually connect to the internet. The cables to the servers are on Cat 5e enhanced cable, which will support IEEE 802.3 at 1 GB/s. The staff computers (bright green) can get to the color printer, checkout records, and the academic network and the Internet. All user computers can get to the Internet and the card catalog. Each workgroup can get to its local printer. Note that the printers are not accessible from outside their workgroup. Workgroup of Computers Hub

Server

Local Area Network


13 | P a g e

Client/Server Vs Peer-to-Peer Networks Although every computer on a LAN is connected to every other, they do not necessarily mean all communicate with each other. There are two basic types of LAN, based on communication patterns between the machines, called client/server networks and peer-to-peer networks. Client/Server Networks

Every computer has a distinct role, that of either a client or a server. A server is designed to share its resources among client computers on the network. The Client/Server is composed of:

Servers

− These are located in secured areas, such as locked closets and data centers, because they hold the organization's most valuable data and do not have the accessed by operators on a continuous basis. − The server runs a special network operating system such as: Windows NT Server, Windows 2000 or Novell Netware. Clients

− The rest of the computers on the network functions as client. A client standard PC that is running an operating system such as DOS or Windows.

Hub

Client

Server


14 | P a g e

Example of Client/Server

Peer-to-Peer Network

In a peer-to-peer network, every computer is equal and can communicate with other computer on a network to which it has been granted access rights. Essentially, every computer in this network functions as both server and client. Peer-to-peer network can be as small as two computers as many as hundreds of units.

There is no theoretical limit to the size of a peer-to-peer network, performance drops significantly and security becomes a major headache on peer -based network with more than 10 computers. Also, Microsoft imposes a 10-station limit on computers running Windows 2000 Professional who are sharing resources with other system. For this reason, it is better you switch to a client/server network when your network climbs to 10 stations.

Example of Peer-to-Peer Network CAMPUS AREA NETWORK (CAN) A network that connects two or more LANs but that is limited to a specific and contiguous geographical area such as a college campus, industrial complex, or a military base. A CAN may be considered a type of MAN (metropolitan area network), but is generally limited to an area that is smaller than a typical MAN. This term is most often used


15 | P a g e

to discuss the implementation of networks for a contiguous area. This should not be confused with a Controller Area Network. Campus Area Network Metropolitan Area Network (MAN) A Metropolitan Area Network is a network that connects two or more Local Area Networks or Campus Area Networks together but does not extend beyond the boundaries of the immediate town, city, or metropolitan area. Multiple routers, switches & hubs are connected to create a MAN.

Metropolitan Network Wide Area Network (WAN) A WAN is a data communications network that covers a relatively broad geographic area (i.e. one city to another and one country to another country) and that often uses transmission facilities provided by common carriers, such as telephone companies. WAN technologies generally function at the lower three layers of the OSI reference model: the physical layer, the data link layer, and the network layer.


16 | P a g e

Wide Area Network Global Area Network (GAN) Global area networks (GAN) specifications are in development by several groups, and there is no common definition. In general, however, a GAN is a model for supporting mobile communications across an arbitrary number of wireless LANs, satellite coverage areas, etc. The key challenge in mobile communications is "handing off" the user communications from one local coverage area to the next. In IEEE Project 802, this involves a succession of terrestrial Wireless local area networks (WLAN).

Global Area Network


17 | P a g e

Internetwork Two or more networks or network segments connected using devices that operate at layer 3 (the 'network' layer) of the OSI Basic Reference Model, such as a router. Any interconnection among or between public, private, commercial, industrial, or governmental networks may also be defined as an internetwork. In modern practice, the interconnected networks use the Internet Protocol. There are at least three variants of internetwork, depending on who administers and who participates in them: • • •

Intranet Extranet Internet

Intranets and extranets may or may not have connections to the Internet. If connected to the Internet, the intranet or extranet is normally protected from being accessed from the Internet without proper authorization. The Internet is not considered to be a part of the intranet or extranet, although it may serve as a portal for access to portions of an extranet. Intranet An intranet is a set of interconnected networks, using the Internet Protocol and uses IP-based tools such as web browsers and ftp tools, that is under the control of a single administrative entity. That administrative entity closes the intranet to the rest of the world, and allows only specific users. Most commonly, an intranet is the internal network of a company or other enterprise.

Extranet An extranet is a network or internetwork that is limited in scope to a single organization or entity but which also has limited connections to the networks of one or more other usually, but not necessarily, trusted organizations or entities (e.g. a company's customers may be given access to some part of its intranet creating in this way an extranet, while at the same time the customers may not be considered 'trusted' from a security standpoint). Technically, an extranet may also be categorized as a CAN, MAN, WAN, or other type of network, although, by definition, an extranet cannot consist of a single LAN; it must have at least one connection with an external network.


18 | P a g e

Internet

A specific internetwork, consisting of a worldwide interconnection of governmental, academic, public, and private networks based upon the Advanced Research Projects Agency Network (ARPANET) developed by ARPA of the U.S. Department of Defense – also home to the World Wide Web (WWW) and referred to as the 'Internet' with a capital 'I' to distinguish it from other generic internetworks. Participants in the Internet, or their service providers, use IP Addresses obtained from address registries that control assignments. Service providers and large enterprises also exchange information on the reach ability of their address ranges through the Border Gateway Protocol (BGP).


19 | P a g e

I. Identify the following. Choose your answer from the grid below. Use a separate sheet of paper in answering. ______________ 1.

The World Wide Web.

______________ 2.

The internal network of a company or other enterprise.

______________ 3.

A model for supporting mobile communications across an arbitrary number of wireless LANs.

______________ 4.

A data communications network that covers a relatively broad geographic area.

______________ 5.

A network that connects two or more Local Area Networks or Campus Area Networks together.

______________ 6.

It signifies the way in which intelligent devices in the network see their logical relations to one another

______________ 7.

It is the interconnected group of computers.

______________ 8.

A network covering a small geographic area, like a home.

______________ 9.

All the cables run from the computers to the central location where they are all connected by hub.

______________10. Each computer is connected to the next computer with the last one connected to the first. Topology

Ring Topology

Bus Topology

Network

Star Topology

GAN

LAN

Extranet

MAN

WAN

Internet

Intranet


20 | P a g e

These are the following materials needed in the Configuration task:

1.

Connectors - It is used to connect external devices to the computer system.

2.

Adapter - A piece of hardware that plugs into an expansion slot in your computer.

3.

Wires and Cables - It is used to connect computers for network.


21 | P a g e

4.

Appropriate software - This software packages are used to install new drivers needed in setting up your computer.

5.

Computer storage media - These help you in saving data and providing backup for your files such as diskette, compact disc, flash drives and memory cards.

6.

Reference book - These are books that will provide topics about networking or related books on computer.


22 | P a g e

7.

Manuals - These provide instructions for certain operation or task.

8.

Cable tie - It is used to organized wires and cables used in connecting computers to avoid tangling.


23 | P a g e

These are the following tools/ testing devices needed in the configuration task:

1. Screw drivers −

−

Flat screw driver is used to fasten negative slotted screws.

Philips Screw driver is used to fasten positive slotted screws.

2. Pliers −

Side Cutter pliers is used for cutting and trimming of connecting wires or terminal leads in the circuit board.

−

Long nose pliers is used for holding, bending and stretching the lead of electronics component and connecting wire.

3. Soldering iron/gun −

It is used to join two or more metal conductors with the support of soldering lead melted around it.

4. Multi-tester −

It is used by technician for measuring current, voltage and resistance.

5. Magnifying glass


24 | P a g e

−

It is a device made of glass with handle. It exaggerates or increase the apparent size of an object.

6. Safety apparel suit (coverall) - It is used by the person for body protection.

7. Anti-static wrist strap - It absorbs the static electricity of the material when being hold by the hands.

8. Tweezers - It is used to hold the small sensitive part of the computer.

9. Mini-vacuum cleaner - It is used for cleaning sensitive parts of the computer.

Note: Apply safety precautions when handling the materials, tools and testing devices for safe keeping purposes and long lasting use.


25 | P a g e

I. Identify the following. Use a separate sheet of paper in answering.

______________ 1.

It is a tool used to hold the small sensitive parts of computer.

______________ 2.

A device made glass with handle, to exaggerate or to increase the apparent size of an object.

______________ 3.

______________ 4.

______________ 5. the

It is an instrument used by technician for measuring current, voltage and resistance. It is a tool used for cutting and trimming of connecting wires or terminal leads in the circuit board. It is a tool used to join two or more metal conductors with support of soldering lead melted around it.

______________ 6.

It is a material used to organize wires and cables used in connecting computers to avoid tangling.

______________ 7.

These are the materials that are used in saving data and providing backup for your files such as diskette, compact disc, flash drives and memory cards.

______________ 8.

It is a piece of hardware that plugs into an expansion slot in your computer.

______________ 9.

It is a reference material that provides you instructions for certain operation or task.

______________ 10. It is a tool used for holding, bending and stretching the lead of electronics component and connecting wire.


26 | P a g e

1. Choose five materials, tools and testing devices discussed in the lesson. Demonstrate the use of the following tools and materials.

2. The performance will be rated according to the following:

Performance Criteria:

5 -

Has demonstrated and discussed five materials

4 -

Has demonstrated and discussed four materials

3 -

Has demonstrated and discussed three materials

2

- Has demonstrated and discussed two materials

1

-

Has not demonstrated and discussed any materials


27 | P a g e

Program/ Course: Computer Hardware Servicing NC II Unit of Competency: Configure Computer System and Networks Module: Configuring Computer System and Networks Learning Outcome 2: Configure a computer system


• • • • •

OHS policies are followed in selecting personal protection gadgets. Manufacturer’s instruction manual is followed for normal system network operation. Diagnostic SOP for the purpose of troubleshooting is followed strictly. Synchronization with the SOP configuration system and network configuration are performed. Accidental events are prioritized based on OHS.

References:

•

http://en.wikipedia.org/wiki/Personal_protective_equipment

•

http://www.pcguide.com/ts/x/sys/crash.htm

•

http://www.sciam.com/article.cfm?id=why-do-computers-crash&print=true

•

http://catalyst.washington.edu/help/computing_fundamentals/troubleshootingxp/

com mon_hardware.html •

http://www.ivc.k12.il.us/ivchigh/Departments/computer.htm

•

http://www.johnniemccoy.com/

•

http://www.microsoft.com/windowsxp/using/networking/setup/netadapter.mspx

•

http://support.microsoft.com/servicedesks/ShowMeHow/3061261.asx

•

http://support.microsoft.com/kb/250927


28 | P a g e

•

http://uis.georgetown.edu/software/documentation/win9598/win9598.print.to.ne

twork.

printer.html

Personal Protective Equipment

You must wear/use something in order to protect yourself against unexpected harm that may arise while performing certain tasks. Different jobs used different gadgets or suits to prevent unexpected harmful events that may hurt us. The equipments below may be used as PPE: • • • • • •

Goggles – is used to prevent tiny particles from entering our eyes. Coverall/apron- is worn by a person to prevent his body or clothes from any types of dirt. Gloves – are used in handling object without hurting your hands. Dust mask – is used to cover the mouth and nose from tiny particles when cleaning computer peripherals. Shoes with rubber sole and rubber mat – are used to avoid us from slippery. Anti-static wrist strap - It absorbs the static electricity of the material when being hold by the hands.

gloves

coverall with

rubber mat


29 | P a g e

goggles

apron

shoes with bb

l

anti-static i t t

Manufacturer’s Instruction Guide Manufacturer’s Instruction Guide or simply manual may be a big help for you especially when you bought new materials or appliances at home. You don’t have to be professional to operate the material but by just following the procedure/steps listed on the manual, it may lighten your work. Manual usually covers all the functions and steps in configuring the material and/or on how to operate it. Manuals also provide steps in troubleshooting. This is an example of what you may see on a Manufacturer’s Instruction Guide. How to install a wired network adapter To connect to a network, your computer needs a network adapter. Fortunately, most computer manufacturers know that connecting to the Internet or other computers is important to computer users, and they include a network adapter with your computer. If you need to add a network adapter, first choose which method you want to use to install it. Most people prefer to use a USB (Universal Serial Bus) network adapter, because it's easy to install. If you have a portable computer, you might find a CardBus (also known as PCMCIA or PC Card) or CF network adapter better meets your needs. If you have a desktop computer with the proper amount of available space, you may also have the option of adding an internal network adapter. The instructions you follow to install a network adapter depend on how you connect it. How to determine if you have a network adapter Many newer computers have a network adapter built in that you can use to connect to a wired network. If you want to install a wired network adapter and aren't sure whether your computer already has one, look for a network port on the back of the computer. Network ports resemble phone jacks, but they are slightly larger and have eight pins inside.


30 | P a g e

To see what kind of network adapters may already be installed in your computer. 1. Click the Start, and then click Control Panel 2. Under or pick a Control Panel icon, click Network Connections 3. Microsoft Windows XP displays your network adapters. If an adapter has a red X over it, it is disconnected. If the Network Connections window is blank, your computer doesn't have a network adapter 4. If you already have a network adapter, you are ready to configure your network.

How to install a wired USB network adapter Once you have the adapter… •

If your USB network adapter came with software, insert the CD or floppy disk into your computer, and follow the manufacturer's instructions to install the software.

• Find an available USB port on your computer. Note: If you need to move your computer to reach the USB ports, you should shut down Windows to avoid damaging your computer. If you can easily reach a USB port, you need not shut down your computer. • If you do not have an unused USB port, connect a USB hub to add additional ports. Then connect your USB network adapter to the unused USB port. • Connect the network cable to the network adapter. • Connect the other end of the network cable to your networking equipment. • If you had to shut down your computer to get to the USB port, you can now turn on your computer. Windows detects and installs the new hardware, and then displays a notification informing you that the hardware has been successfully installed.


31 | P a g e

I. Give the functions of the following PPE Use a separate sheet of paper in answering. •

Goggles _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________

•

Coverall _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________

•

Apron _____________________________________________________


32 | P a g e

_____________________________________________________ _____________________________________________________ _____________________________________________________

•

Gloves _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________

Today's computers have faster microprocessors, more memory and bigger hard drives. When you think about the differences between a Pentium 4 and 386, you have to conclude the improvement is astounding! But when error attacks your computer you have to do something for the computers to survive. Here are some of the common faults and problems that you may encounter: 1.

Why computer becomes slow? •

You need more memory.

Don't overlook the obvious. Up until recently not having enough memory wasn't a problem. With the price of RAM becoming very affordable, most people were filling their computers with more than enough memory to do the job. If your computer is slow and it has lower capacity of RAM, you need to add more memory to speed it up. •

Spyware and viruses


33 | P a g e

Spyware. It is a software program that is intentionally installed on the computer by the user to monitor or spy on what the other users of the same computer is doing. For this program to be effective, you have to keep up to date. By up to date, it means up to the minute. Virus. A software program, macro or script that has been designed to infect, destroy, modify or cause other problems with computer or software program.

•

Background programs

When you install new software on your computer, often times you install it to run in the background every time you start up. Most times you do this without knowing it. Look at the bottom right hand side of your screen. If you see several icons there, you have extra programs running and stealing resources. Right click on these and see if you have the option of closing them. Many times, you can open the program and choose an option to keep these programs from starting automatically. •

Corrupted registry

Any changes you make to your computer effects and actually, it corrupts your registry even when you do something positive like remove spyware and you end up with a corrupted registry. After months of corrupting your registry, it will become good. This will, in its early stages, cause your computer to slow down. In its advanced stages, it will freeze and crash and do more mysterious and troublesome things. 2. After I pressing the Power button... Nothing happened • •

Check mains plug switched on at wall PSU may have its own power switch - check this is on


34 | P a g e

• • • •

Check PSU-to-Motherboard cable(s) are correctly connected Check front panel power switch is correctly connected Check Reset button is not stuck 'in' Check mains cable fuse

There was a loud bang (possibly with smoke) at the back of the PC Case •

PSU was faulty or set to incorrect voltage for mains supply system. Replace PSU

PC is on but monitor shows no display and a sequence of beeps emits from the PC • • •

Check fitting of CPU, RAM, Video card, sound card etc. If necessary, remove and refit these components Check the motherboard manual and perform a BIOS reset procedure This may indicate a faulty motherboard

PC is on but monitor shows no display and one beep emits from the PC • • • • •

Check monitor is switched on at the wall socket Check monitor power cable is connected correctly Check that the monitor's signal cable is connected correctly to both the PC and Monitor Check that the monitor is switched on at its front panel This may indicate a faulty video card

PC is on but there are no power and/or HDD lights on the PC case front panel • •

Check correct connection of front panel connectors to the motherboard (see motherboard manual) This 'may' indicate a faulty Motherboard

PC is on but HDD does not spin up • • •

Check power connector to HDD is properly connected Check IDE ribbon cable is correctly connected to both Motherboard and HDD This may indicate a faulty Hard Drive

PC is on but CD-ROM shows no lights/will not eject tray •

Check power connector to CD-ROM is properly connected


35 | P a g e

• •

Check IDE ribbon cable is correctly connected to both Motherboard and CD-ROM This may indicate a faulty CD-ROM Drive

PC is on but the CPU fan/fans do not spin • • •

Disconnect the power immediately to prevent damage to the CPU from overheating Check fan power cables are correctly connected to the relevant power connector (in most cases, a motherboard FAN connector or one of the PSU power connectors) Disconnect the power and carefully spin the fan blades with a finger. If there is any resistance to this movement, this may indicate a faulty fan unit On boot up, the monitor shows corrupted display •

• •

Check seating of CPU, RAM, Video card, sound card etc. If necessary, remove and refit these components Check the motherboard manual and perform a BIOS reset procedure This may indicate a faulty Motherboard or Video card

On boot up, display shows incorrect CPU type/speed • • • • •

Check the motherboard manual for the appropriate CPU jumper settings (where applicable) Check BIOS settings for CPU type (see Motherboard Manual) Perform a BIOS reset procedure Perform a BIOS update (with an updated BIOS, the Motherboard may support your CPU) This may indicate a faulty/old motherboard

On boot up, display shows incorrect RAM total • • •

Check correct seating of Memory Modules in slots In cases of two or more modules, this may indicate a faulty module This may indicate a faulty/old motherboard

On boot up, display shows - FDD/Keyboard/Mouse not found (or similar) • • •

Check correct connection of device described, In the case of the FDD, check its ribbon and power connections Check that the BIOS is configured correctly for the device described This may indicate a fault with the described device or Motherboard


36 | P a g e

The monitor shows no picture • • • •

Is the power light on? Are the cables plugged in? Check brightness and contrast settings. Swap the monitor with another one, reboot the machine and see if it works. If the computer works the monitor has probably gone bad. If it still fails to work, something in the CPU perhaps a video card has gone bad.

Computer displays limited colors. •

Check display options for the monitor usually under control panel under the display icon. Select at least 256 colors for standard display. If you had 16 color selected, this may be why your screen displays limited colors. Some programs such as FastCat require you to set display settings to 256 colors.

Signs of Video Display Troubles If your screen is completely white or gray and you hear buzzing noises, this could indicate video card troubles. Before you panic, make sure all cables are secured from monitor to CPU. Try using another power cord for the monitor to see if this may be the problem.

If screen appears distorted around the edges and the color does not look right, you may have incorrect display adapters. Select Start, Settings, and Control Panel. Double click on System Icon and select Device Manager. You will see a listing of devices. Double click on Display adapters to view the type. If there is a yellow exclamation point next to device, there is a conflict. To view conflicts for a certain device, click on the device, select properties, and select the general tab. There should be a description of the device and why it is not working properly. Printer Does Not Print. • • • • •

Are all cables connected and is the printer turned on? Is the printer online? Is there paper in the tray? Is the printer an Inkjet/Deskjet or a Laserjet? If it's an inkjet, is the ink cartridge out of ink. Remove cartridge, hold up to light or gently shake it to see if it is empty.

•

Things to Try...


37 | P a g e

Do you have correct print drivers installed? Find print drivers under Device Manager. •

Check to be sure you have correct print drivers installed. Double click on System Icon and select Device Manager. You will see a listing of devices. Double click on the Ports button to view the type. If there is a yellow exclamation point next to device, there is a conflict.

Title: Identifying Common Faults and Errors of Computer

Equipment, Tools and Materials: System Unit, Monitor, Keyboard, Mouse, Printer Given the necessary tools, materials and equipment identify the common faults and errors of computer when you detached the following:

-

Devices Keyboard Mouse Hard disk Floppy disk drive CD-Rom drive

PC HARDWARE SERVICING

-

Port PS/2 PS/2 IDE cable IDE cable IDE cable

The Strengthened Technical-Vocational Education Program

38 | P a g e

-

RAM chip

-

Memory slot

List the messages or errors it will prompt you. You will be assessed using the following criteria:

CRITERIA

RATING

•

Safety Precautions are observed.

30%

•

All the peripherals are properly inspected.

20%

•

Standard checking of different peripherals is strictly noted.

30%

•

Proper boot-up and shutdown of the computer is observed.

20%

Total:

100%

What is a Network? A network consists of two or more computers that are linked in order to share resources (such as printers and CD-ROMs), exchange files, or allow electronic communications. The computers on a network may be linked through cables, telephone lines, radio waves, satellites, or infrared light beams. The three basic types of networks include: • •

Local Area Network (LAN) Metropolitan Area Network (MAN)


39 | P a g e

•

Wide Area Network (WAN)

Advantages of Installing a Network •

•

•

•

•

•

•

•

Speed. Networks provide a very rapid method for sharing and transferring files. Without a network, files are shared by copying them to floppy disks, then carrying or sending the disks from one computer to another. This method of transferring files (referred to as sneaker-net) is very time-consuming. Cost. Network cable versions of many popular software programs are available at considerable savings when compared to buying individually licensed copies. Besides monetary savings, sharing a program on a network allows for easier upgrading of the program. The changes have to be done only once, on the file server, instead of on all the individual workstations. Security. Files and programs on a network can be designated as "copy inhibit," so that you do not have to worry about illegal copying of programs. Also, passwords can be established for specific directories to restrict access to authorized users. Centralized Software Management. One of the greatest benefits of installing a network is the fact that all of the software can be loaded on one computer (the file server). This eliminates that need to spend time and energy installing updates and tracking files on independent computers throughout the building. Resource Sharing. Sharing resources is another area in which a network exceeds stand-alone computers. Most establishments cannot afford enough laser printers, fax machines, modems, scanners, and CD-ROM players for each computer. However, if these or similar peripherals are added to a network, they can be shared by many users. Electronic Mail. The presence of a network provides the hardware necessary to install an e-mail system. E-mail aids in personal and professional communication for all school personnel, and it facilitates the dissemination of general information to the entire school staff. Electronic mail on a LAN can enable students to communicate with teachers and peers at their own school. If the LAN is connected to the Internet, students can communicate with others throughout the world.

Flexible Access. School networks allow students to access their files from computers throughout the school. Students can begin an assignment in their classroom, save part of it on a public access area of the network, and then go to the media center after school to finish their work. Students can also work cooperatively through the network. Workgroup Computing. Workgroup software (such as Microsoft BackOffice) allows many users to work on a document or project concurrently. For example, educators located at various schools within a county could simultaneously contribute their ideas about new curriculum standards to the same document and spreadsheets.


40 | P a g e

Disadvantages of Installing a School Network •

•

•

•

Expensive to Install. Although a network will generally save money over time, the initial costs of installation can be prohibitive. Cables, network cards, and software are expensive, and the installation may require the services of a technician. Requires Administrative Time. Proper maintenance of a network requires considerable time and expertise. Many schools have installed a network, only to find that they did not budget for the necessary administrative support. File Server May Fail. Although a file server is no more susceptible to failure than any other computer, when the files server "goes down," the entire network may come to a halt. When this happens, the entire school may lose access to necessary programs and files. Cables May Break. Some of the configurations are designed to minimize the inconvenience of a broken cable; with other configurations, one broken cable can stop the entire network.

What is a Protocol? A protocol is a set of rules that governs the communications between computers on a network. These rules include guidelines that regulate the following characteristics of a network: access method, allowed physical topologies, types of cabling, and speed of data transfer. The most common protocols are: • • • • •

Ethernet Local Talk Token Ring FDDI ATM

What is Networking Hardware? Networking hardware includes all computers, peripherals, interface cards and other equipment needed to perform data-processing and communications within the network. CLICK on the terms below to learn more about those pieces of networking hardware.


41 | P a g e

This section provides information on the following components: • • • • • • •

File Servers Workstations Network Interface Cards Switches Repeaters Bridges Routers

File Servers A file server stands at the heart of most networks. It is a very fast computer with a large amount of RAM and storage space, along with a fast network interface card. The network operating system software resides on this computer, along with any software applications and data files that need to be shared. Workstations All of the user computers connected to a network are called workstations. A typical workstation is a computer that is configured with a network interface card, networking software, and the appropriate cables. Workstations do not necessarily need floppy disk drives because files can be saved on the file server. Almost any computer can serve as a network workstation. Network Interface Cards The network interface card (NIC) provides the physical connection between the network and the computer workstation. Most NICs are internal, with the card fitting into an expansion slot inside the computer. Some computers, such as Mac Classics, use external boxes which are attached to a serial port or a SCSI port. Laptop computers can now be purchased with a network interface card built-in or with network cards that slip into a PCMCIA slot.


42 | P a g e

Network interface cards are a major factor in determining the speed and performance of a network. It is a good idea to use the fastest network card available for the type of workstation you are using.

Switch A concentrator is a device that provides a central connection point for cables from workstations, servers, and peripherals. In a star topology, twisted-pair wire is run from each workstation to a central switch/hub. Most switches are active, that is they electrically amplify the signal as it moves from one device to another. Switches no longer broadcast network packets as hubs did in the past, they memorize addressing of computers and send the information to the correct location directly. Switches are: • • • • •

Usually configured with 8, 12, or 24 RJ-45 ports Often used in a star or star-wired ring topology Sold with specialized software for port management Also called hubs Usually installed in a standardized metal rack that also may store net modems, bridges, or routers

Repeaters Since a signal loses strength as it passes along a cable, it is often necessary to boost the signal with a device called a repeater. The repeater electrically amplifies the signal it receives and rebroadcasts it. Repeaters can be separate devices or they can be incorporated into a concentrator. They are used when the total length of your network cable exceeds the standards set for the type of cable being used. Bridges A bridge is a device that allows you to segment a large network into two smaller, more efficient networks. If you are adding to an older wiring scheme and want the new network to be up-to-date, a bridge can connect the two. A bridge monitors the information traffic on both sides of the network so that it can pass packets of information to the correct location. Most bridges can "listen" to the network and automatically figure out the address of each computer on both sides of the bridge. The bridge can inspect each message and, if necessary, broadcast it on the other side of the network.


43 | P a g e

The bridge manages the traffic to maintain optimum performance on both sides of the network. You might say that the bridge is like a traffic cop at a busy intersection during rush hour. It keeps information flowing on both sides of the network, but it does not allow unnecessary traffic through. Bridges can be used to connect different types of cabling, or physical topologies. They must, however, be used between networks with the same protocol. Routers A router translates information from one network to another; it is similar to a super intelligent bridge. Routers select the best path to route a message, based on the destination address and origin. The router can direct traffic to prevent head-on collisions, and is smart enough to know when to direct traffic along back roads and shortcuts. If you have a school LAN that you want to connect to the Internet, you will need to purchase a router. In this case, the router serves as the translator between the information on your LAN and the Internet. It also determines the best route to send the data over the Internet. Routers can: • • • •

Direct signal traffic efficiently Route messages between any two protocols Route messages between linear bus, star, and star-wired ring topologies Route messages across fiber optic, coaxial, and twisted-pair cabling

What is Network Cabling? Cable is the medium through which information usually moves from one network device to another. There are several types of cable which are commonly used with LANs. In some cases, a network will utilize only one type of cable, other networks will use a variety of cable types. The type of cable chosen for a network is related to the network's topology, protocol, and size. Understanding the characteristics of different types of cable and how they relate to other aspects of a network is necessary for the development of a successful network. The following sections discuss the types of cables used in networks and other related topics. • • • • •

Unshielded Twisted Pair (UTP) Cable Shielded Twisted Pair (STP) Cable Coaxial Cable Fiber Optic Cable Wireless LANs


44 | P a g e

Unshielded Twisted Pair (UTP) Cable Twisted pair cabling comes in two varieties: shielded and unshielded. Unshielded twisted pair (UTP) is the most popular and is generally the best option for school networks (See fig. 1).

Unshielded twisted pair

Categories of Unshielded Twisted Pair

Type

Use

Category 1

Voice Only (Telephone Wire)

Category 2

Data to 4 Mbps (Local Talk)

Category 3

Data to 10 Mbps (Ethernet)

Category 4

Data to 20 Mbps (16 Mbps Token Ring)

Category 5

Data to 100 Mbps (Fast Ethernet)

Unshielded Twisted Pair Connector The standard connector for unshielded twisted pair cabling is an RJ-45 connector. This is a plastic connector that looks like a large telephone-style connector. A slot allows the RJ-45 to be inserted only one way. RJ stands for Registered Jack, implying that the connector follows a standard borrowed from the telephone industry. This standard designates which wire goes with each pin inside the connector.


45 | P a g e

RJ-45 connector Shielded Twisted Pair (STP) Cable A disadvantage of UTP is that it may be susceptible to radio and electrical frequency interference. Shielded twisted pair (STP) is suitable for environments with electrical interference; however, the extra shielding can make the cables quite bulky. Shielded twisted pair is often used on networks using Token Ring topology. Coaxial Cable Coaxial cabling has a single copper conductor at its center. A plastic layer provides insulation between the center conductor and a braided metal shield. The metal shield helps to block any outside interference from fluorescent lights, motors, and other computers.

Coaxial cable Although coaxial cabling is difficult to install, it is highly resistant to signal interference. In addition, it can support greater cable lengths between network devices than twisted pair cable. The two types of coaxial cabling are thick coaxial and thin coaxial. Wireless LANs

Not all networks are connected with cabling; some networks are wireless. Wireless LANs use high frequency radio signals, infrared light beams, or lasers to communicate between the workstations and the file server or hubs. Each workstation and file server on a wireless network has some sort of transceiver/antenna to send and receive the data. Information is relayed between transceivers as if they were physically connected. For longer distance, wireless communications can also take place through cellular telephone technology, microwave transmission, or by satellite.


46 | P a g e

Wireless networks are great for allowing laptop computers or remote computers to connect to the LAN. Wireless networks are also beneficial in older buildings where it may be difficult or impossible to install cables.

What is a Network Operating System? Unlike operating systems, such as DOS and Windows, that are designed for single users to control one computer, network operating systems (NOS) coordinate the activities of multiple computers across a network. The network operating system acts as a director to keep the network running smoothly. The two major types of network operating systems are: • •

Peer-to-Peer Client/Server

Peer-to-Peer Peer-to-peer network operating systems allow users to share resources and files located on their computers and to access shared resources found on other computers. However, they do not have a file server or a centralized management source. In a peer-topeer network, all computers are considered equal; they all have the same abilities to use the resources available on the network. Peer-to-peer networks are designed primarily for small to medium local area networks. AppleShare and Windows for Workgroups are examples of programs that can function as peer-to-peer network operating systems.

Peer-to-peer network Advantages of a peer-to-peer network: • •

Less initial expense - No need for a dedicated server. Setup - An operating system (such as Windows XP) already in place may only need to be reconfigured for peer-to-peer operations.


47 | P a g e

Disadvantages of a peer-to-peer network: • •

Decentralized - No central repository for files and applications. Security - Does not provide the security available on a client/server network.

Client/Server Client/server network operating systems allow the network to centralize functions and applications in one or more dedicated file servers. The file servers become the heart of the system, providing access to resources and providing security. Individual workstations (clients) have access to the resources available on the file servers. The network operating system provides the mechanism to integrate all the components of the network and allow multiple users to simultaneously share the same resources irrespective of physical location. Novell Netware and Windows 2000 Server are examples of client/server network operating systems.

Client/server network Advantages of a client/server network: • • • • •

Centralized - Resources and data security are controlled through the server. Scalability - Any or all elements can be replaced individually as needs increase. Flexibility - New technology can be easily integrated into system. Interoperability - All components (client/network/server) work together. Accessibility - Server can be accessed remotely and across multiple platforms.

Disadvantages of a client/server network: • • •

Expense - Requires initial investment in dedicated server. Maintenance - Large networks will require a staff to ensure efficient operation. Dependence - When server goes down, operations will cease across the network.


48 | P a g e

UTP Cable

A UTP cable (category 5) is one of the most popular LAN cables. This cable consists of 4 twisted pairs of metal wires (that means there are 8 wires in the cable). Adding RJ45 connectors at both ends of the UTP cable it becomes a LAN cable they usually use. Preparation You need a UTP Cable, Crimping Tool, RJ45, and Cutter

Making Cable Follow the steps below.


49 | P a g e

1. Remove the outmost vinyl shield for 12mm at one end of the cable (we call this side A-side). 2. Arrange the metal wires in parallel (refer the each section's wire arrangement table). Don't remove the shield of each metal line. 3. Insert the metal wires into RJ45 connector on keeping the metal wire arrangement. 4. Set the RJ45 connector (with the cable) on the pliers, and squeeze it tightly. 5. Make the other side of the cable (we call this side B-side) in the same way. 6. After you made it, you don't need to take care of the direction of the cable. (Any cable in this page is directionless --- that means you can set either end of the cable to either device.)

How to see the wire arrangement Take the UTP cable with your left hand and a RJ45 connector with your right hand. Hold the RJ45 connector in the way you can see the contact metal face of the RJ45 connector.

The tables below are for the case where the UTP cable consists of green/green-white, orange/orange-white, blue/blue-white, brown/brown-white twisted pairs. 10 Base T / 100 Base T Straight

10BaseT and 100BaseT are most common mode of LAN. You can use UTP category5 cable for both mode. (You can use UTP category-3 cable for 10BaseT, in which there are only 3 wires inside the cable.) A straight cable is used to connect a computer to a hub. You can use it to connect 2


50 | P a g e

hubs in the case one of the hubs has an uplink port (and you use normal port on the other hub).

Pin ID side A

side B

1

orange-white orange-white

2

orange

3

green-white green-white

4

blue

blue

5

blue-white

blue-white

6

green

green

7

brown-white brown-white

8

brown

orange

brown

10 Base T / 100 Base T Cross A cross cable for 10BaseT and 100BaseT is used to connect 2 computers directly (with ONLY the UTP cable). It is also used when you connect 2 hubs with a normal port on both hubs. (In other words, the cross cable is used relatively in a rare case.) Pin ID side A

side B


51 | P a g e

1

orange-white green-white

2

orange

3

green-white orange-white

4

blue

blue

5

blue-white

blue-white

6

green

orange

7

brown-white brown-white

8

brown

green

brown

To create a peer network, you must have the following components:

•

A network interface or Local Area Network (LAN) adapter for each computer. The same manufacturer and model of network card is preferred.

• Cabling that is supported by the network cards. • Windows 98 drivers for the network cards. • A common network protocol. • A unique computer name for each computer.

To create a peer network, follow these steps for each computer connected to the network:

1. Shut down the computer and install the network card and appropriate cabling for each computer.


52 | P a g e

NOTE: For information about how to configure your network adapters and physically connect your computers, consult the documentation included with your network adapters or contact the manufacturer(s) of your network adapters.

2. Start Windows and install the network drivers. Windows may detect your network card and install the drivers when you start the computer. If the network card drivers are not included with Windows, follow the manufacturer's instructions about how to install the network drivers.

3. Choose a client and a common protocol for each computer. To do this, follow these steps:

a.

Click Start, point to Settings, click Control Panel, and then double-click Network.

b.

Click Add, click Client, and then click Add.

c.

In the Manufacturers box, click the appropriate manufacturer, click the appropriate client in the Network Clients box, and then click OK.

d.

Click Add, click Protocol, and then click Add.

e.

In the Manufacturers box, click the appropriate manufacturer, click the appropriate protocol in the Network Protocol box, and then click OK.

.

4. Configure a peer server. Each computer that is configured for File and Printer Sharing can act as a server. To configure a computer for File and Printer Sharing, use the following steps: . a. Click Start, point to Settings, click Control Panel, and then double-click Network. b. Click File and Print Sharing, click one or both options to share files and printers, click OK, and then click OK again.


53 | P a g e

c. Click Yes when you are prompted to restart your computer.

5. Give each computer a unique computer name. To do this, use the following steps: a. Click Start, point to Settings, click Control Panel, and then double-click Network. b. On the Identification tab, type a unique name in the Computer name box. c. Click OK, and then click Yes when you are prompted to restart your computer.

.

NOTE: The computer name must be unique for each computer on the network and should be no more than 15 characters in length. In small networks, the workgroup name should be the same for each computer so that all computers are visible in the same workgroup when browsing. You should not use spaces or the following characters in computer and workgroup names:

Windows XP Networking

As in previous versions of Windows, Windows XP provides a wizard for network connection setup. Wizards break down a task into individual steps and guide the user through the steps one at a time. The Windows XP New Connection Wizard supports two basic types of Internet connections, dialup and broadband. To access the network connection setup wizard in Windows XP, navigate through the Start menu to the Connect To and Show all connections options as shown below.


54 | P a g e

The same feature is also accessible via the Network Connections icon in Control Panel.

Choosing either of the above options causes a new window to appear on the desktop as shown below. On the right, this window displays icons for any pre-existing connections. The Create a new connection option on the left allows new connections to be set up.

Types of Windows XP Network Connection Setup


55 | P a g e

Clicking the Create a new connection option from the Network Connections dialog activates the wizard as shown below.

Clicking Next presents the user with three main choices for Internet and private network setup as shown below.

The Connect to the Internet option supports several types of Internet connection setup. This option allows the user to choose from a list of ISPs, use a setup CD-ROM provided by their ISP, or set up a connection manually. Connect to the network at my workplace supports client-side set up of both dialup remote access and VPN services. The Set up an advanced connection option supports serial, parallel and infrared port networking setups. This option also allows the user to enable certain types of incoming network connections.


56 | P a g e

Setting up an Internet Connection The Getting Ready page presents three choices as shown below: The Choose from a list of Internet Service Providers option gives instructions for setting up an account with an ISP, then making the Internet connection through that new account. The Set up my connection manually option sets up connections for accounts that have already been opened with an ISP (username and password are ready for use). The Use the CD I got from an ISP option should be used when possessing an installation CD-ROM from one of the service providers.

By default the first option Get online with MSN (Microsoft Network) is selected. To set up a new connection to MSN, click Finish. To set up a new connection to various other ISPs, change the radio button selection to the second option and then click Finish.

MSN Internet Connection Setup After choosing MSN and clicking Finish, the Windows XP network connection wizard closes and a new window opens as shown below.


57 | P a g e

This window leads to the MSN Explorer Wizard. Answering Yes to this question creates a key in the Windows Registry that allows access to MSN email from the Windows XP Start Menu. Answering No to this question skips that step. After answering either Yes or No, the MSN wizard launches automatically.

The MSN wizard sets up an MSN account and dial-up Internet connection but require a working phone line connected to a working modem. Other ISP Internet Connection Setup After choosing an alternate ISP and clicking Finish, the Windows XP network connection wizard closes and a new Windows Explorer window opens as shown below.

The first shortcut launches the MSN window shown above. The second shortcut launches a new Internet Connection Wizard. This wizard dials a public phone number to obtain a list of ISP referrals from Microsoft. Obviously, this wizard will provide a limited list of service providers and not necessarily the best ones for each individual's needs. These shortcuts, installed in C:\Program Files\Online Services, can be accessed at any time from Windows Explorer. It is not necessary to navigate through the Windows XP network connection wizard to execute them. This wizard assumes an account has been opened previously. Manual connections require the username (account name) and password from a working ISP service. Dial-up connections also require a telephone number; broadband connections do not.


58 | P a g e

The next step presents three options for creating a manual connection. The Connect using a dial-up modem option works for phone line Internet services (either traditional dial-up or ISDN). The Connect using a broadband connection that requires a user name and password option works for DSL or cable modem Internet services that use PPPoE. The Connect using a broadband connection that is always on option works for true "always on" DSL or cable modem services (those that do not require a username/password) as specified in their service agreement.

Microsoft added this option for informational purposes only. Service providers normally create their setup CDs to include all of the necessary setup data for an operating system in a self-contained package. Therefore, clicking Finish has no effect other than to exit the wizard.


59 | P a g e

Setting XP Network Connection Equipment, Tools and Materials Required: -

UTP cables 4 Computer units 1 hub

Given the following materials, set-up a network connection on four computers.

CRITERIA •

Safety Precautions are observed.

•

All the UTP are properly connected to the computer and hub. Computers are properly connected and seen in the network.

• •

PASSED FAILED

Proper boot-up and shutdown of the computer is observed.

Total:


60 | P a g e

Accident reports may contain the following details: • • • • •

Name of person injured Date and Time of accident Type of Injury First Aid given Action taken to prevent further accidents.

With this kind of report, the teacher and the students could see what type of accident mostly occur on their place that they could already prevent it from coming. Sample Accident Report

ACCIDENT, DANGEROUS OCCURRENCE AND INCIDENT REPORT Name: _______________________________ Year & Section: ______________________

Date: ________________

A. Subject of Report (Please tick the box) • • • • •

Injury Dangerous occurrence Damage to equipment Accidents/incidents with the potential to injure or cause damage Health Condition


61 | P a g e

B. Place, Date, Time: Exact location of event: ___________________________________ Time of event: ____________________________________________ Teacher-in-charge at the time of event: ___________________ C. Nature of Injury: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ D. First Aid Treatment: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Checked by: ____________________________

I.

Simulation 1. Group yourselves into six. 2. Show some situation where it can lead to an unwanted accidental event. Show the class on how you would come up with this. 3. The performance will be rated according to the following: Performance Criteria:

5 - Excellently performed 4 - Very Satisfactorily performed 3 - Satisfactorily performed 2 - Fairly performed 1 - Poorly performed


62 | P a g e

II. Make an Accident Report that you may encounter inside the computer laboratory.

Program/ Course: Computer Hardware Servicing NC II Unit of Competency: Configure Computer System and Networks Module: Configuring Computer System and Networks Learning Outcome 3: Analyze and try-out the configured computer system.


1. Another round of inspection and test following the specified manufacturer’s instruction is carried out. 2. Safe operation of the network and system is assured guaranteed 100%. References:

•

Introduction to PC Hardware and Troubleshooting by Mike Myers


63 | P a g e

•

http://support.microsoft.com

You have learned from Information Sheet #2.2.6 how to configure a Peer-to-Peer network and XP connection with Internet. Now to check if the LAN connection is really working, you must try to share your resources and accessed shared resources of other computer. Make sure that you follow the standard operating procedures in configuring network to achieve successful operation. Sharing Resources and Accessing Shared Resources 1. Open My Computer, double-click the C: drive, and create a new folder on the C: drive. Name it Shared. Right-click the Shared folder and select Properties.


64 | P a g e

2. In the Shared Properties dialog box, select the Sharing tab. Notice that the. Select the Share This Folder button. Type the Share Name. Click Apply and the computer you are linked to should be able to view your Shared folder.

3. Right-click My Network Places, which should be located on your desktop. Select Properties. Right-click your connection (look for a name like Local Area Connection) and again select Properties. In your Local Area Connection Properties dialog box, select File and Print Sharing for Microsoft Networks and click OK. If you don’t see an option for File and Print Sharing, click Install and select a service and then click Add. Now select the File and Print Sharing option.

4. Open My Network Places- double-click the icon- and select the Entire Network option under Other Places at the left of the window. In the main (right-hand) pane, you should see one or more options. Double-click the Microsoft Windows Network icon.

Local Disk (C:\PC 1)

5. You’re now at the main network screen, where you should see what’s called a workgroup. A workgroup is a basic group of computers connected to the same Ethernet


65 | P a g e

network. Double-click the workgroup to see all the computers connected to your Ethernet network.

At this point, you can access any of the other computers and see what folders they have shared. If you don’t see any computer but your own, just wait a few minutes and refresh your screen. Then it’s time to troubleshoot the network problems. In a network, other peripherals such as printer and faxes could also be shared. You could use one computer in a network of 10 computers. Click the Print command, when the dialog box appears click Find Printer. Then click Browse. Find the location of the printer you will use.

If you don’t have any printer installed in your computer, here’s the step on how: TO ADD A PRINTER: 1. Click Start button, then point to Printer and Faxes.


66 | P a g e

2. A window will be displayed showing Click Add a Printer on the Taskpane (if there are printers already installed).

3. To continue, click Next.

4. Select what kind of printer you are going to connect, Local printer or Network printer.


67 | P a g e

5. Select Printer port.

6. Below Manufacturer, Click on the name of the printer's manufacturer. Manufacturers are listed in alphabetical order and you may have to click on the little down arrow until the manufacturer's name appears in the list.

Below Model, Click on the model of the printer you will be using. Model names are listed in alphabetical order and you may need to click on the little down arrow until the model name appears in the list. Note: You can often find the manufacturer and model names by looking on the printer itself. 7. Click the Next button. Windows will check to see if it has the software necessary to communicate with the printer (the software your computer needs to communicate with devices like printers, monitors, and disk drives is known as a driver). If so, it will install the software automatically. Note: If you receive a message saying that Windows was unable to locate the necessary files, you will need to get the necessary software before continuing. Most often, the printer manufacturer's Web site will have a section called Drivers, from which you can download the software necessary to use their products. If you


68 | P a g e

are unable to locate the software on the manufacturer's Web site, inquire within your department to see if someone is in possession of a software installation disk for the printer. Once you have obtained the necessary software, click here for instructions on installing a driver.

•

Assign your Printer name. Click Next. If you want to test page, click Yes. Click Next.

9. Then Finish. Right-click on the printer you installed. Click Set as Default.


69 | P a g e

Writing an Accomplishment Report Accomplishment Report is done when you have finished a certain job. This report may be in narrative or tabular form. Sample of an Accomplishment Report

ACCOMPLISHMENT REPORT Name: ___________________________ Assigned Task

Working Properly

PC 1 PC 2 PC 3 Printer

√ √

Date:_________________ Not Working

Connected in a Network √ √

√ √

√

Accessing Printer in a Network Materials, Equipments: -

Computer Units Hub Printer


70 | P a g e

•

Given the following materials and equipments, access one document file on other computer in a network.

•

Print the file you open with the use of the network printer.

•

Make an Accomplishment Report on this operation.

CRITERIA

RATING

•

Computers are connected in the network.

30%

•

All the peripherals are properly inspected.

20%

•

Shared files are located and opened a document in the computer.

30%

•

Accessed file has been printed.

20%

Total:

100%

Self-Check# 6.1.2

1. Internet


71 | P a g e

2. Intranet 3. GAN 4. WAN 5. MAN 6. Topology 7. Network 8. LAN 9. Star topology 10. Ring topology Self-Check# 6.1.3 • • • • • • • • • •

tweezers magnifying glass multi-tester side-cutter pliers soldering iron cable tie Computer Storage device adapter manuals long nose pliers

Self-Check #6.2.1

Googles - used to prevent tiny particles from entering our eyes PC HARDWARE SERVICING The Strengthened Technical-Vocational Education Program

72 | P a g e

Coverall -worn to prevent the body or clothes from any types of dirt

Apron -also worn to protect the body from dirt

Gloves -used in handling objects without hurting the hands.


73 | P a g e

Page How to Use this Module ..................................................................................................................... ii Introduction ....................................................................................................................................... iii Technical Terms ................................................................................................................................. iv Learning Outcome # 1 ........................................................................................................................ 1 Information Sheet # 7.1.1 .................................................................................................................. 2 Operation Sheet # 7.1.1 ..................................................................................................................... 8 Learning Outcome # 2 ........................................................................................................................ 9 Information Sheet # 7.2.1 ................................................................................................................ 11 Self Check # 7.2.1 ............................................................................................................................. 14 Information Sheet # 7.2.2 ................................................................................................................ 15 Operation Sheet # 7.2.2 ................................................................................................................... 20 Self check # 7.2.2 ............................................................................................................................. 22 Information Sheet # 7.2.3 ................................................................................................................ 23 Operation Sheet # 7.2.3 ................................................................................................................... 30 Learning Outcome # 3 ...................................................................................................................... 31 Job Sheet # 7.3.1. ............................................................................................................................. 33 Answer keys ..................................................................................................................................... 37


1|Page

Welcome to the Module “Maintaining of Computer System and Networks”. This module contains training materials and activities for you to complete. The unit of competency “Maintain Computer System and Networks” contains knowledge, skills and attitudes required for a Computer Hardware Servicing NC II course. 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. 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 of the knowledge and skills covered in this module because you have: o been working for some time o already have completed training in this area. If you can demonstrate to your teacher that you are competent in a particular skill or skills, talk to him/her about having them formally recognized so you don’t have to do he same training again. If you have a qualification or Certificate of Competency from previous trainings show it to your teacher. If the skills you acquired are still current and relevant to this module, they may become part of the evidence you can present for RPL. If you are not sure about the currency of your skills, discuss it with your teacher. After completing this module ask your teacher to assess your competency. 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 followed by relevant information sheets for each learning outcome. Each learning outcome may have more than one learning activity.


2|Page

Course Unit of Competency Module

: : :

Computer Hardware Servicing NC II Maintain Computer System and Networks Maintaining Computer Systems and Networks

INTRODUCTION This module contains information and suggested learning activities on Computer Hardware Servicing NC II. It includes the following competencies: plan and prepare maintenance procedures; maintain computer system and networks; and inspect and test computer system and networks. It consists of 3 learning outcomes. Each learning outcome contains learning activities supported by each instructional sheet. Upon completion of this module, report to your teacher for assessment of what you achieved in terms of knowledge and skills requirement in 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.

Plan and prepare maintenance procedures

LO2.

Maintain computer system and networks

LO3.

Inspect and test computer system and networks

PRE-REQUISITES:

You must have completed module 5 “Diagnose and Troubleshoot Computer System” and module 6 “Configure Computer Systems and Networks” before studying this module.


3|Page

 OHS – Occupational Health and Safety  Port hub /Port – is a connector on the back of a computer or other device. A port is either a serial port or a parallel port.  Modem - (Modulator-Demodulator) The modem is a device that allows a given computer to share data or otherwise a device which let computers exchange information  USB – (Universal Serial Port)  Scanner- is an input device that read text or illustration printed on paper, translates the information into a form that a computer can use.  Printer - is a piece of hardware that produces a paper copy (also known as ‘hardcopy’) of the information generated by the computer.  Flash drive – a portable storage device which is plug directly to the USB port.     



   

Network – a group of computers and associated devices that are connected by communications facilities. OS (Operating system) software that controls the allocation and use of programs and data that a computer uses. Software – programs and data that a computer uses. Maintenance - is the testing and cleaning of equipment. Planning – is both the organizational process of creating and maintaining a plan; and the psychological process of thinking about the activities required to create a desired future on some scale Computer System - The complete computer made up of the CPU, memory and related electronics (main cabinet), all the peripheral devices connected to it and its operating system. Computer systems fall into two broad divisions: clients and servers. Client machines fall into three categories from low to high end: laptop, desktop and workstation. Servers range from small to large: low-end servers, midrange servers and mainframes. Defragmentation – the process of reorganizing and rewriting files so that they occupy one large continuous area on your hard disk. CRT – (Cathode Ray Tube) A display device used in computer monitors and television sets. Boot sector – The part of the formatted disk containing the operating system loading a program. Virus – A program intended to damage your computer system without your knowledge and permission.


4|Page

Course Unit of Competency Module

: : :

Computer Hardware Servicing NC II Maintain Computer System and Networks Maintaining Computer System and Networks

Learning Outcome 1: Plan and Prepare Maintenance Procedures


1. 2. 3. 4.

Planning and preparing for maintenance task is organized as a prerequisite. OHS policies are carried out along with the task. Computer system is regularly checked in compliance with maintenance procedures. Appropriate materials are used for ensuring work delivery that conforms with task specifications. 5. Proper tools, equipment and testing devices for maintenance purposes are obtained and checked against correct operation and safety. 6. Computer system and network are maintained based on the manual instructions

References: 1. Bigelow, Stephen J., PC Technician’s Troubleshooting, McGraw Hill 2. Kelly,DianneRose, Computer Maintenance and Troubleshooting Handbook Rose Nelson WEB: http://home.comcast.net/~ 3. Sandler,Corey, Fix Your Own PC,MIS Press 4. Kuhlman, Dave, [email protected] http://www.rexx.com/~dkuhlman Dave Kuhlman. This documentation is covered by The MIT License: http://www.opensource.org/licenses/mit-license 5. Meyers,Mike,Introduction to PC Hardware and Troubleshooting,McgrawHill 6. www.eserviceinfo.com 7. http:/csd/2.computer.org 8. http:/sevier.com/wps 9. www.yahoo.com


5|Page

Plan and Prepare Maintenance Procedures Introduction:

Planning and preparing systematic maintenance procedure save time, money and frustration. It is a good idea and opportunity to learn the proper care and maintenance of your computer. PC maintenance is an important topic for anyone who owns a PC. Looking after your PC properly ensures you of trouble-free use. Regular PC maintenance also keeps the machine’s performance optimal.

A. Plan Maintenance Procedures for Computer System and Networking.

1. Design a systematic maintenance plan for hardware. • • • • • •

Design a monitoring, evaluating and updating plan. Place your computer in a well-ventilated area. Schedule use of computer for its longer life. Move the computer only when it is turned off and unplugged. Treat your computer properly. Maintain your hard disk

2. Design a systematic maintenance plan for your software. • • • •

Backup your files Install or secure passwords Delete temporary files Update anti-virus and spy ware


6|Page

MONTHLY COMPUTER MAINTENANCE PLAN

JUNE

JULY

AUG

SEPT

OCT

NOV

DEC

Anti virus software checkups Disk space utilization

Defragmentation of hard drives

Troubleshoot hardware and software issues

TYPES OF MAINTENANCE PROCEDURE:

(1) Hardware maintenance is the testing and cleaning of equipment. (2) Information system maintenance is the routine updating of master files, such as adding and deleting employees and customers and changing credit limits and product prices. (3) Software or program maintenance is the updating of application programs in order to meet changing information requirements, such as adding new functions and changing data formats. It also includes fixing bugs and adapting the software to new hardware devices. (4) Disk or file maintenance is the periodic reorganizing of disk files that have become fragmented due to continuous updating.


7|Page

Work place procedures • Identify hazards and assess risk. • Execution of OHS policies are carried out along with the task.

Following certain procedure is very important to perform a given operation or evolution or in reaction to a given event. The table below shows different elements and their corresponding performance criteria to be able to identify occupational health and safety hazards, and assess risk, as well as follow instructions and procedure in the workplace with minimal supervision. The students will also be capable of participating and contributing to OHS management issues. ELEMENT

1. Identify hazards and assess risk.

PERFORMANCE CRITERIA

1.1 Identify hazards in the work area and during the performance of workplace duties. 1.2 Assess level of risk

2. Follow procedures and strategies for risk control.

2.1 Report hazards in the work area to designated personnel according to workplace procedures 2.2 Follow workplace procedures and work instructions for assessing and controlling risks with minimal supervision. 2.3 Whenever necessary, within the scope of responsibilities and competencies, follow workplace procedures for dealing with hazards and incidents, fire and/or other emergencies.


8|Page

ELEMENT

3. Contribute to OHS in the workplace.

PERFORMANCE CRITERIA

3.1 Describe employee’s rights regarding consultation on OH&S matters 3.2 Raise task and/or job specific OH&S issues with appropriate people in accordance with workplace procedures and relevant OH&S legislative requirements 3.3 Contribute to participative arrangement for OH&S management in the workplace within organisational procedures and the scope of responsibilities and competencies 3.4 Provide feedback to supervisor on hazards in work area in line with organisational OH&S policies and procedures 3.5 Provide support in implementing procedures to control risks in accordance with organisational procedures

Examples of OHS issues which may need to be raised by workers with designated personnel may include:

 Identified Hazards  Problems encountered in managing risks associated with hazards  Clarification on understanding of OHS policies and procedures  Communication and consultation processes  Follow up on reports and feedback.  Effectiveness of risk controls in place  Training needs


9|Page

Materials, Tools, Equipment and Testing Devices.

Programming Tools

(1) Programming tools are used for software development or system maintenance. Virtually, any program or utility that helps programmers or users develop applications or maintain their computers can be called a tool. Examples of programming tools are compilers, interpreters, assemblers, 4GLs, editors, debuggers and application generators. (2) Programming tools help the user analyze or search for data. For example, query and report programs are often called query tools and report tools. (3) An on-screen function in a graphics program; for example, line draw, circle draw or brush tool. (4) A software control panel for setting user preferences. (5) Sometimes people will call any software a "tool." For example, the phrase, "there aren't any tools to do that job" means that no application is available to perform the required processing.


10 | P a g e

Equipment/Facilities

Tools & Instruments

Supplies & Materials

Server

Protective eye wear

Floppy disk

Computer peripherals

Wire stripper with cutter

Compact Disk

Desktop computers

Pliers(Assorted)

OHS guidelines

Screw drivers (Assorted)

Phil. Environmental protection standards

Soldering iron/gun

Monitors Motherboard Power supply Network device and cablings Hubs Switches LAN Cards Printers and Scanners

De-soldering tool Flashlight Tweezers Mirrors Antistatic wrist wrap LAN Tester Crimping tool Software installer Work bench Magnifying glass

Routers USB Flash Drives


11 | P a g e

Plan and Prepare Maintenance Procedure 1. Prepare/Design a daily maintenance plan for your hardware, ( time allotment: 1 week)

MAINTENANCE TASK

MON

TUE

WED

THUR

FRI

Recalibrate the battery Clean computer case Clean the keyboard Clean the mouse Clean the screen Clean up hard drives

2. Design a systematic daily plan for your software, ( time allotment: 1 week) MAINTENANCE TASK

MON

TUE

WED

THUR

FRIDAY

Create an emergency diskette Check for viruses Back up files Defragment hard drive Scan hard drive for errors


12 | P a g e

Program course

: Computer Hardware Servicing NCII

Unit of Competency

: Maintain Computer System and Networks

Module

: Maintaining Computer System and Networks

LO.2


Assessment Criteria: 1. Appropriate personal protective equipment are used in conformity with the standard procedures. 2. Periodic maintenance of the equipment is performed following manufacturer’s requirements. 3. Established procedures are followed in case of repair and parts replacements. 4. Accidental events or conditions are responded to in accordance with the established standards. Resources: Equipment/Facilities

Tools & Instruments


Server

Protective eye wear

Floppy disk



Compact Disk

Desktop computers

Pliers(Assorted)

OHS guidelines



Soldering iron/gun

Monitors Motherboard Power supply Network device and cablings Hubs Switches LAN Cards Printers and Scanners Routers

De-soldering tool Flashlight Tweezers Mirrors Antistatic wrist wrap LAN Tester Crimping tool Software installer Work bench Magnifying glass


13 | P a g e

USB Flash Drives

Reference: 1. McLaughlin,Robert, Sasser,Susan, Ralston,Mary.Fix Your Own PC.Philippine Graphic Arts, Inc Tandang Sora St.Caloocan City 2. Meralco Faoundation. Microcomputer Servicing Plus. Pasig City, Philippines. 3. Legaspi,Carlos, Caiña, Mark Anthony. Operate A Personal Computer. Dasmariñas Computer Learning Center.Dasmariñas,Cavite, Philippines 4. Bigelow,Stephen J. PC Technician’s Troubleshooting ,McGaw Hill 5. www.helpwithpcs.com 6. http://en.wikipedia.org 7. www.techsoup.org 8. www.howstuffworks.com 9. www.microsoft.com/technet/network


14 | P a g e

Tools and equipment used to protect the user and the computer system. Types of personal protective devices 1. Anti-static devices 2. Power surge protectors 3. Personal equipments ESD (Electro Static Discharge) -A small amount of static electricity that can destroy small parts of your computer. Anti-static devices Devices designed to protect the computer from static electricity. Examples: 1. Anti-static wrist strap 2. Anti-static mat 3. Anti-static bag 4. Anti-static spray Power surge protectors Devices designed to protect the computer from sudden power surges from intermittent power sources. Examples: 1. AVR (Automatic Voltage Regulators) 2. UPS (Uninterrupted Power Supply) Personal Equipment 1. Small paint brush 2. Screw drivers 3. Pliers and tweezers 4. Compressed air 5. Handheld vacuum


15 | P a g e

Periodic Maintenance Scheme

Regular scheduled upkeep of your computer will keep you and your computer in working smoothly.

Daily Schedule

• • •

Update virus and spyware definitions Do incremental backup – back up updated files for each date. Reboot upon crash- Reboot the computer to fix your pc upon crash.

Weekly

• • •

Full virus and spyware scan Complete backup of files Patch up –Get latest software update for your operating system.

Monthly

• •

Clean your PC inside and out. Defrag your hard drive to speed up its operation.

Yearly

• • •

Check your programs – clean up unused programs Reformat your hard drive and reinstall the operating system Make a full diagnostic check on hardware and software


16 | P a g e

Sample Maintenance scheme Preventive Maintenance Activity

Recommended Frequency

Auto?

Scan hard disk file systems for errors

Daily

Yes

Scan for viruses

Daily

Yes

Back up data

Daily

No

Clean CRT screen

Weekly

No

Defragment hard disks

Monthly

Yes

Scan for hard disk read errors

Weekly

Yes

Clean mouse

Monthly

No

Check for full hard disk volumes and remove unnecessary files

Monthly

No

Update virus definition files

Monthly

Sometimes

Check power protection devices to ensure they are still protecting the system

Quarterly

No

Check power supply fan for ventilation and dirt buildup and clean if necessary

Quarterly

No

Back up CMOS information

Quarterly

No

Update emergency boot floppies

Quarterly

No

Clean floppy disk drive internals and read/write heads

Quarterly (depending on use)

No

Check processor temperature, inspect heat sink and fan to ensure they are working

Annually (or whenever case is opened)

No

Check hard disk for temperature and vibration

Annually (or whenever case is opened)

No

Clean exterior of case

Annually

No

Clean exterior of monitor

Annually

No

Check and clean interior, motherboard and expansion cards if necessary

Annually

No

Check internal connections and cables

Annually

No

Annually

No

Clean keyboard PC HARDWARE SERVICING The Strengthened Technical-Vocational Education Program

17 | P a g e

Answer the following questions

1. For somebody who always works with computers, what personal protective devices do you usually use? How often do you use them? 2. Computers should be protected from static electricity to prevent component malfunction. What anti-static devices can you utilize to avoid such malfunction?


18 | P a g e

Cleaning the Mouse 1. 2. 3. 4.

Shut down the PC before cleaning the mouse. Roll the mouse over onto its back and remove the ball access slide cover. Wash the mouse ball with water. Inspect the mouse ball’s chamber, for lint, dirt and threads and carefully remove any you find with tweezers. 5. Blow out the mouse ball chamber with compressed air. 6. If needed, you can use isopropyl alcohol to clean the exterior of the mouse. 7. Reconnect the mouse and restart the computer to give it a complete test


19 | P a g e

Cleaning the Monitor

1. 2. 3. 4. 5.

Turn off the monitor and unplug it from the power source. Using compressed air, clean away any dust on the top of the monitor’s case. Use a soft cloth and isopropyl alcohol to clean the outside of the monitor. Use an antistatic cleaner to clean the glass of the monitor. Reconnect the monitor and test the performance.

1

2

3

4


20 | P a g e

Procedure in cleaning the keyboard

1. Shut down the computer and turn off the computer. 2. Disconnect the keyboard from the computer and lay it upside-down on a flat, clean work surface. 3. Remove the screws that hold together the keyboard case. 4. Holding the case together, turn the keyboard over, and then remove the top cover. Use the compressed gas and/or brush and vacuum to clean out the keys. 5. Taking care not to dislodge any keys, remove the key assembly from the case. 6. If the keyboard has a circuit card attached to the key assembly, remove it and set it aside. 7. Remove the screws that hold the back metal plate to the key assembly. Put the screws in a cup or another container so you won’t lose them. 8. Carefully lift off the metal plate. What you find underneath depends on the design of the keyboard. Carefully lift and clean the contacts on the card with the alcohol and cloth. 9. Probably, there will be some type of rubber pad between the printed circuit and the back of the keys. Carefully lift this up and clean any spill residue from the pad as well as the backs of the keys. 10. Reassemble the pads, printed circuit, circuit card and metal plate, and then turn the assembly right-side up again. 11. It would be a good idea to remove the keys and clean them, as well. They should pop off. Just don’t remove more than a few at a time, because you’ll have a real nightmare to figure out which key go where. Clean under them with the alcohol and cloth.


21 | P a g e

Printer Cleaning

Inkjet Printer

1. Clean the print nozzle regularly. Most inkjet printers have a built-in utility to clean or unclog the print head nozzles. You should do this regularly, especially if the printer sits idle for a couple of weeks. 2. Never turn a printer off by pulling the plug from the power source. Always use the printer’s power switch to turn it off. The printer has some built-in functions, such as parking the print head that are tied to the power-off function of the printer’s on/off switch. 3. Use inkjet quality paper. 4. Dust and paper scraps and bits can collect in the bottom of the paper path in an inkjet printer. Remove the paper scraps and blow out any dust or paper bits that have accumulated with compressed air.


22 | P a g e

Cleaning your system unit

Cleaning the system unit and its parts is not really difficult to do; you just need the proper tools to clean it properly. Using compressed air antistatic strap and a Phillips screw driver you can effectively clean your unit

The parts that need cleaning are the ff:

1. 2. 3. 4. 5. 6.

Motherboard Memory Interface cards Hard drives Optical Drives System Case


23 | P a g e

Computer Hardware Maintenance and Cleaning

Equipment and Materials:

Equipment

System unit Monitor Keyboard and Mouse Printer

Materials

Screw driver Air Compressor Anti-static Strap Computer Hardware Maintenance and Cleaning The student is provided with the necessary equipment and materials to clean the different hardware components of a computer unit.


24 | P a g e

You will be assessed using the following criteria

Evaluation: CRITERIA

Passed

Failed

1. Periodic maintenance is observed

2. Observance of safety precautions.

3. Appropriate materials are used in cleaning the hardware components. 4. Confirmation of computers normal function.


25 | P a g e

Write your answers on your answer sheet:

1. Enumerate the basic tools needed in cleaning your system unit. 2. Can we use anti-static glass cleaner when cleaning the monitor? Yes or No. Why? 3. Is it safe to clean your printer when it is still on? Explain. 4. Why do we need to shutdown our computer unit before we clean and disassemble?


26 | P a g e

Computer Virus 

 

A virus is a destructive executable program that infects the other programs in the system and spreads by replicating itself. Such a program is designed to damage the victim’s computer files. Viruses are coded by malicious programmers in a way that they can spread in the system without one's permission and knowledge.

Virus Origins and History People create viruses. A person has to write the code, test it to make sure it spreads properly and then release the virus. A person also designs the virus's attack phase, whether it's a silly message or destruction of a hard disk. So why do people do it? There are at least three reasons. The first is the same psychology that drives vandals and arsonists. Why would someone want to bust the window on someone else's car, or spray-paint signs on buildings or burn down a beautiful forest? For some people, that seems to be a thrill. If that sort of person happens to know computer programming, then he or she may funnel energy into the creation of destructive viruses. The second reason has to do with the thrill of watching things blow up. Many people have a fascination with things like explosions and car wrecks. When you were growing up, there was probably a kid in your neighborhood who learned how to make gunpowder and then built bigger and bigger bombs until he either got bored or did some serious damage to himself. Creating a virus that spreads quickly is a little like that -- it creates a bomb inside a computer, and the more computers that get infected the more "fun" the explosion. The third reason probably involves bragging rights, or the thrill of doing it. Sort of like Mount Everest. The mountain is there, so someone is compelled to climb it. If you are a certain type of programmer and you see a security hole that could be exploited, you might simply be compelled to exploit the hole yourself before someone else beats you to it. Traditional computer viruses were first widely seen in the late 1980s, and they came about because of several factors. The first factor was the spread of personal computers (PCs). Prior to the 1980s, home computers were nearly non-existent or they were toys. Real computers were rare, and they were locked away for use by "experts." During the 1980s, real computers started to spread to businesses and homes because of the popularity of the IBM PC (released in 1982) and the Apple Macintosh (released in 1984). By the late 1980s, PCs were widespread in businesses, homes and college campuses.


27 | P a g e

The second factor is the use of computer bulletin boards. People could dial up a bulletin board with a modem and download programs of all types. Games are extremely popular, and so are simple word processors, spreadsheets, etc. Bulletin boards lead to the precursor of the virus known as the Trojan horse. A Trojan horse is a program that sounds really cool when you read about it. So you download it. When you run the program, however, it does something uncool like erasing your disk. So you think you are getting a neat game, but it wipes out your system. Trojan horses only hit a small number of people because they are discovered quickly. Either the bulletin board owner would erase the file from the system or people would send out messages to warn one another. Different Aspects of Computer Virus Finder- searches for the new uninfected files and the Replicator- actually targets these files and infects it by multiplying itself. Types of virus Resident Viruses This type of virus is a permanent which dwells in the RAM memory. From there it can overcome and interrupt all of the operations executed by the system: corrupting files and programs that are opened, closed, copied, renamed etc. Examples include: Randex, CMJ, Meve, and MrKlunky. Direct Action Viruses The main purpose of this virus is to replicate and take action when it is executed. When a specific condition is met, the virus will go into action and infect files in the directory or folder that it is in and in directories that are specified in the AUTOEXEC.BAT file PATH. This batch file is always located in the root directory of the hard disk and carries out certain operations when the computer is booted. Overwrite Viruses Virus of this kind is characterized by the fact that it deletes the information contained in the files that it infects, rendering them partially or totally useless once they have been infected. The only way to clean a file infected by an overwrite virus is to delete the file completely, thus losing the original content.


28 | P a g e

Examples of this virus include: Way, Trj.Reboot, Trivial.88.D. Boot Virus This type of virus affects the boot sector of a floppy or hard disk. This is a crucial part of a disk, in which information on the disk itself is stored together with a program that makes it possible to boot (start) the computer from the disk. The best way of avoiding boot viruses is to ensure that floppy disks are write-protected and never start your computer with an unknown floppy disk in the disk drive. Examples of boot viruses include: Polyboot.B, AntiEXE. Macro Virus Macro viruses infect files that are created using certain applications or programs that contain macros. These mini-programs make it possible to automate series of operations so that they are performed as a single action, thereby saving the user from having to carry them out one by one. Examples of macro viruses: Relax, Melissa.A, Bablas, O97M/Y2K. Directory Virus Directory viruses change the paths that indicate the location of a file. By executing a program (file with the extension .EXE or .COM) which has been infected by a virus, you are unknowingly running the virus program, while the original file and program have been previously moved by the virus. Once infected it becomes impossible to locate the original files. Polymorphic Virus Polymorphic viruses encrypt or encode themselves in a different way (using different algorithms and encryption keys) every time they infect a system. This makes it impossible for anti-viruses to find them using string or signature searches (because they are different in each encryption) and also enables them to create a large number of copies of themselves. Examples include: Elkern, Marburg, Satan Bug, and Tuareg.


29 | P a g e

File Infectors This type of virus infects programs or executable files (files with an .EXE or .COM extension). When one of these programs is run, directly or indirectly, the virus is activated, producing the damaging effects it is programmed to carry out. The majority of existing viruses belong to this category, and can be classified depending on the actions that they carry out. Companion Viruses Companion viruses can be considered file infector viruses like resident or direct action types. They are known as companion viruses because once they get into the system they "accompany" the other files that already exist. In other words, in order to carry out their infection routines, companion viruses can wait in memory until a program is run (resident viruses) or act immediately by making copies of themselves (direct action viruses). Some examples include: Stator, Asimov.1539, and Terrax.1069 FAT Virus The file allocation table or FAT is the part of a disk used to connect information and is a vital part of the normal functioning of the computer. This type of virus attack can be especially dangerous, by preventing access to certain sections of the disk where important files are stored. Damage caused can result in information losses from individual files or even entire directories. Worms A worm is a program very similar to a virus; it has the ability to self-replicate, and can lead to negative effects on your system and most importantly they are detected and eliminated by anti-viruses. Examples of worms include: PSWBugbear.B, Lovgate.F, Trile.C, Sobig.D, Mapson. Trojans or Trojan Horses Another unsavory breed of malicious code are Trojans or Trojan horses, which unlike viruses do not reproduce by infecting other files, nor do they self-replicate like worms. Logic Bombs They are not considered viruses because they do not replicate. They are not even programs in their own right but rather camouflaged segments of other programs.


30 | P a g e

How do Virus Affect a System? • • • •

It corrupts files It slows down the speed of the computer system It causes the system to hang frequently It deletes various files

Sources of Virus Infection A virus can enter the system and infect it through various sources. Some of the sources are • • • •

Infected CDs, DVDs, pen drives, etc E-mail Browsing infected sites Downloading files from the internet

Steps to Remove Viruses Removing viruses, though technical, is yet a very simple process if all the required steps are properly followed. The basic steps are: • •

Buy or download an antivirus software(AVG Anti-virus) Install the antivirus software


31 | P a g e

• •

Update antivirus software with the latest virus definitions Do a complete system scan

Methods of Eliminating Viruses Removing the virus – When the virus can be easily identified and can be removed without affecting other files, then the antivirus removes it from the host place. Quarantine – This is done when the virus cannot be easily identified removed from the file and the removal of virus means the removal of the complete file. In this method, although the virus is not eliminated, it is rendered inactive by moving the file into "quarantine" and renaming it. Anti-virus Software Software is designed to cure virus infected machines. An anti-virus is a program that searches for, identifies and removes potential viruses existing in the computer system


32 | P a g e

Examples of Anti-virus software • Symantec Norton antivirus • AVG antivirus • McAfee Scan • Microsoft Antivirus • Kaspersky • Avast


33 | P a g e

Virus removal

Equipment and Materials:

Equipment System unit Monitor Keyboard and Mouse

Materials Anti-virus Software (Any Anti-virus software) Virus removal Provided with the necessary equipment and materials troubleshoot the virus infected area. You will be assessed using the following criteria


Passed

Failed

1.Periodic maintenance is observed 2. Safety precautions are observed. 3. Appropriate materials are used in virus removal. 4. Computers Normal function is confirmed.


34 | P a g e

Program Course

: Computer Hardware Servicing NCII

Unit of Competency


Module

: Maintaining Computer System and Networks

LO.3 Title

: Inspecting and testing computer system and networks

Assessment Criteria: 1. Final inspection of the device is instituted to ensure task perfection. 2. Laboratory management and maintenance are observed to conform to company standard. 3. Accomplishment report is delivered to concerned teacher after finishing the task. Resources: Equipment/Facilities

Tools & Instruments


Server

Protective eye wear

Floppy disk



Compact Disk

Desktop computers

Pliers(Assorted)

OHS guidelines



Soldering iron/gun

Monitors Motherboard Power supply Network device and cablings Hubs Switches

De-soldering tool Flashlight Tweezers Mirrors Antistatic wrist wrap LAN Tester Crimping tool Software installer


35 | P a g e

LAN Cards

Work bench

Printers and Scanners

Magnifying glass

Routers

Allen key .05-.25

USB Flash Drives

IC insertion/extraction tool RS-232 pin insertion/extraction tool

Reference: 1. McLaughlin,Robert, Sasser,Susan, Ralston,Mary.Fix Your Own PC.Philippine Graphic Arts, Inc Tandang Sora St.Caloocan City

2. Meralco Faoundation. Microcomputer Servicing Plus. Pasig City, Philippines. 3. Legaspi,Carlos, Caiña, Mark Anthony. Operate A Personal Computer. Dasmariñas Computer Learning Center.Dasmariñas,Cavite, Philippines 4. Bigelow,Stephen J. PC Technician’s Troubleshooting ,McGaw Hill 5. www.helpwithpcs.com 6. http://en.wikipedia.org 7. www.techsoup.org 8. www.howstuffworks.com 9. www.microsoft.com/technet/network


36 | P a g e

Computer System and Network Inspection

Materials, Tools and Equipment

Equipment: 2 Computer units Printer HUB Switch MODEM/Router Network Cable LAN Tester Multi-tester

Materials: Windows XP CD installer Windows 98 CD installer Anti-virus Software Computer Maintenance Software

Hardware Inspection

Given the following tools and equipment, perform hardware inspection. Check the computers connection and configuration and check for the voltage output of the power supply.


37 | P a g e

Software Inspection

Given the following materials, perform software inspection.

Check for the ff: 1. Viruses 2. Unnecessary software 3. Drivers are installed Network Inspection

Given the following tools, perform network inspection.

Check the ff: 1. File and printer sharing 2. Internet connection 3. Proper cable connection You will be assessed using the following criteria


Passed

Failed

1. Sequence of steps. 2. Observance safety precautions. 3. Proper inspection of hardware components. 4. Proper inspection of the power supply.


38 | P a g e

Network and Internet Inspection You will be assessed using the following criteria


Passed

Failed

Passed

Failed

1. Sequence of steps. 2. Observance of safety precautions. 3. Proper inspection of network components. 4. Proper inspection of network connection.

Software Inspection You will be assessed using the following criteria

Evaluation: CRITERIA 1. Sequence of steps. 2. Observance of safety precautions. 3. Proper inspection of operating system. 4. Proper virus removal.


39 | P a g e

After the inspection, the student will create an accomplishment report to be submitted to the teacher.

Accomplishment report

` Area to be Inspected

Good running condition

Bad running condition

Remarks

HARDWARE

SOFTWARE

NETWORK


40 | P a g e

Answer key# 7.2.1

1. Personal protective devices are the tools and equipment used to protect the user and the computer system 2. Anti-static devices •

Anti-static wrist strap

•

Anti-static mat

•

Anti-static bag

•

Anti-static spray

Answer Key #7.2.2

1. 2. 3. 4.

Compress Air, Phillip Screw driver, Anti-static strap Yes No To avoid the risk of electrical shock.


41 | P a g e

How to Use this Module ....................................................................................................... Introduction .......................................................................................................................... Technical Terms .................................................................................................................... Learning Outcome #1 .......................................................................................................... 1 Information Sheet #1‐1 ....................................................................................................... 2 Operation Sheet #1‐1 .......................................................................................................... 6 Learning Outcome #2 .......................................................................................................... 8 Information Sheet #2.1 ....................................................................................................... 9 Activity Sheet #2.1 ............................................................................................................ 10 Learning Outcome #3 ........................................................................................................ 13 Job Sheet

PC HARDWARE SERVICING The Strengthened Technical‐Vocational Education Program

1 | P a g e

Welcome to the Module “Terminating and Connecting Electrical Wiring and Electronic Circuits”. This module contains training materials and activities for you to complete. The unit of competency “Terminate and Connect Electrical Wiring and Electronic Circuits” contains knowledge, skills and attitudes required for a Computer Hardware Servicing NC II course. 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 Job 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, do not hesitate to ask your teacher for assistance. Recognition of Prior Learning (RPL) You may already have some of the knowledge and skills covered in this module because you have: o been working for some time o completed training in this area. If you can demonstrate to your teacher that you are competent in a particular skill or skills, talk to him/her about having them formally recognized so you do not have to do the same training again. If you have a qualification or Certificate of Competency from previous trainings show it to your teacher. If the skills you acquired are still current and relevant to this module, they may become part of the evidence you can present for RPL. If you are not sure about the currency of your skills, discuss it with your teacher. After completing this module ask your teacher to assess your competency. 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 followed by relevant information sheets for each learning outcome. Each learning outcome may have more than one learning activity. PC HARDWARE SERVICING The Strengthened Technical‐Vocational Education Program

2 | P a g e

Program/Course

:

Computer Hardware Servicing NC II

Unit of Competency

:

Terminate and Connect Electrical Wiring and Electronic Circuits

Module

:

Terminating and Connecting Electrical Wiring and Electronic Circuits

INTRODUCTION This module contains information and suggested learning activities on Computer Hardware Servicing NC II. It includes the following competencies: plan and prepare for termination/ connections of electrical wiring/electronic circuits, terminate/connect electrical wiring/electronic circuits, and test termination/connections of electrical wiring/electronic circuits. It consists of three (3) learning outcomes. Each learning outcome contains learning activities supported by each instructional sheet. Upon completion of this module, report to your teacher to assess your achievement of knowledge and skills requirement 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.

Plan and prepare for termination and connection of electrical wiring and electronic circuits.

LO2.

Terminate and connect electrical wiring and electronic circuits.

LO3.

Test Termination and connection of electrical wiring and /electronic circuit.

REFERENCES: 1. Agpaoa, Feliciano, Interior and Exterior Wiring Troubleshooting, National books Store, 1991 2. Enriquez, Michael, Simple Electronics (Basic) Fully Illustrated, Antonio M. Andes Sr. Electronics Book Series 3. www.electronics‐lab.com 4. www.wikipedia.com


3 | P a g e

Voltage

‐ The measure of the push on each electron which makes the electron move. The term potential difference and voltage are often used interchangeably to mean the “push”, thus, you may see the term electromotive force (EMF) or just the word potential to describe the electron push in certain instances.

Current

‐ The flow of electrons in the circuit.

Resistance

‐ The opposition to current flow.

Power

‐ The rate of doing work.

Resistor

‐ A device designed intentionally to have a definite amount of

resistance Capacitor

Termination

‐ A device that stores electrical energy.

- The point where a line, channel or circuit ends.

OHS

‐ Occupational Health and Safety


4 | P a g e

Program/ Course

:

Computer Hardware Servicing NC II

Unit of Competency

: Terminate and Connect Electrical Wiring and Electronic Circuits

Module #3

: Terminating and Connecting Electrical Wiring and Electronic Circuits

Learning Outcome 1: Plan and Prepare for Termination and Connection of Electrical Wiring and Electronic Circuits

Assessment Criteria: 1. 2. 3. 4.

Materials are checked according to specifications and task. Appropriate tools and equipment are selected according to task requirements. Task is planned to ensure that OHS guidelines and procedures are followed. Electrical wiring electronics circuits are appropriately prepared for connection/ termination in accordance with instructions and worksite procedure.

References: 1. Agpaoa, Feliciano, Interior and Exterior Wiring Troubleshooting, National books Store, 1991 2. Enriquez, Michael, Simple Electronics (Basic) Fully Illustrated, Antonio M. Andes Sr. Electronics Book Series 3. Cardenas, Elpidio, Fundamentals and Elements of Electricity, National Book Store, 1991 4. www.wikipedia.com


5 | P a g e

Direct Current and Alternating Current Direct Current or DC is the first type of current because it was easy to produce. This type of current always flows in one direction. One of the disadvantages of using DC is the excessive voltage drop and power loss in the power lines in a long distance transmission. Batteries are common sources of direct current. Alternating Current or AC is the solution to the problem of DC. AC allows the flow of current in two directions. Today, it is possible to step‐up electricity, a power station, transmit it to any distant place and step it down to for consumption. A transformer is the device used for stepping‐up or stepping‐down AC voltage. Common sources of AC are found in our AC outlet (Typically, 220 volts, in the Philippines). AC and DC Wave Form

OHM’S LAW AND POWER LAW Ohm’s law states that, for a constant current, the current in a circuit is directly proportional to the total voltage acting in the circuit and inversely proportional to the total resistance of the circuit. PC HARDWARE SERVICING The Strengthened Technical‐Vocational Education Program

6 | P a g e

The law may be expressed by the following equation if the current I is in amperes, EMF E is in volts, and the resistance R is in ohms. The relationship of the foregoing three variables was discovered by Georg Simon Ohm, who theorized that current is in direct proportion to resistance. The relationship is explained algebraically, using this formula: where:

R = E/I

E=IxR

I = E/R

Resistance

Voltage

Current

E – EMF in Volts R – Resistance I – Current in Amperes


7 | P a g e

A. Practice Problems: 1.

Required…

I = ? E = 25 V

R = 25 Ω

G. I

H. P

2.

I = 9A E = ?

Required…

R = 72 Ω

E. E F. P

Required…

I = 25 A E = ?

P = 100W

C. R

D. E


8 | P a g e

3. I = 4.5A E = ?

Required…

P = 350 W

A. E

B. R


9 | P a g e

A Simple circuit contains the minimum things needed to have a functioning electric circuit. A simple circuit requires the following: 



AC/DC source  Equipment that will operate on either an AC or DC power source  Battery – A dc voltage source containing two or more cells that convert chemical energy to electrical energy.  Cell‐ Single unit used to convert chemical energy into a DC electrical voltage. FUSE Once you design a simple circuit on electronics, it is important to include a fuse in the primary or secondary of a transformer. 

 

Fuse is a safety device used to protect an electrical circuit from the effect of excessive current. Its essential component is usually a strip of metal that will melt at a given temperature. A fuse is so designed that the strip of metal can easily be placed in the electric circuit. If the current in the circuit exceed a predetermined value, the fusible metal will melt and thus break, or open the circuit. A fuse is usually rated in Amperes, which represent the maximum continuous current it could handle without blowing. The most popular type of fuse in Electronics is 3AG type. This code describes the case size and material where “G” indicates a glass materials and “A” indicates that intended for automotive application. A 3AG fuse measures approximately 32mm x 6mm.



Wires and Cable  A wire is a single slender rod or filament of drawn metal. This definition restricts the term to what would ordinarily be understood as solid wire. The word “slender” is used because the length of a wire is usually large when compared to its diameter. If a wire is covered with insulation, It is an insulated wire. Although the term “wire” properly refers to the metal, it also includes the insulation.  A conductor is a wire suitable for carrying an electric current.


10 | P a g e

 A stranded conductor is a conductor composed of a group of wire or any combination of group of wires. The wires in a stranded conductor are usually twisted together and not insulated from each other.  A cable is either a stranded conductor (single‐conductor cable) or a combination of conductors insulated from one another (multiple‐conductor cable). The term “cable” is a general one and usually applies only to the large sizes of conductor. A small cable is more often called a stranded wire or cord (such as that used for an iron or a lamp cord). Cables may be bare or insulated. Insulated cables may be sheathed (covered) with lead, or protective armor. 

Switch and its function  Switch is a device used to break an electric current or transfer it to another conductor. Switches are commonly used to open or close a circuit. Closed is the ON position, while open is OFF position. Normally, switch is installed in series with the line carrying current from the power source to the load.  A switch is a mechanical device used to connect and disconnect a circuit at will. Switches cover a wide range of types, from subminiature up to industrial plant switching megawatts of power on high voltage distribution lines.  Switch is a manually operated device capable of making, breaking, or changing the connection in an electronics or electrical circuit. A switch connected in series with one of the connecting wires of simple circuit affords a means of controlling the current in the circuit.  Switch function o When the switch is closed, the electron finds an interrupted path in the circuit. o Open is the OFF position of the switch, while closed is the ON position. o When the switch is opened, the current delivered by the power supply is normally insufficient to jump the switch gap in the form of an arc and the electron flow in the circuit is blocked.



Load – a source drives a load. Whatever component or piece of equipment is connected to a source and draws current from a source is a load on that source. o The following are examples but not limited to:  Bulb  Appliances


11 | P a g e

I.

Classifications of Electronic Component A. Passive devices ‐ A Passive Device is one that contributes no power gain (amplification) to a circuit or system. It has no control action and does not require any input other than a signal to perform its function. In other words, "A component with no brains!" Examples are Resistors, Capacitors and Inductors. RESISTOR

This is the most common component in electronics. It is used mainly to control current and voltage within the circuit. You can identify a simple resistor by its simple cigar shape with a wire lead coming out of each end. It uses a system of color coded bands to identify the value of the component (measured in Ohms)

Capacitors, or "caps", vary in size and shape ‐ from a small surface mount model up to a huge electric motor cap the size of paint can. Whatever the size or shape, the purpose is the same. It stores electrical energy in the form of electrostatic charge.

It is charged with a magnetic field and when that field collapses it produces current in the opposite direction. Inductors are used in Alternating Current circuits to oppose changes in the existing current.


12 | P a g e

B. Active Devices are components that are capable of controlling voltages or currents and can create a switching action in the circuit. In other words, "Devices with smarts!" Examples are Diodes, Transistors and Integrated circuits. Diodes are basically a one‐way valve for electrical current. They let it flow in one direction (from positive to negative) and not in the other direction. Most diodes are similar in appearance to a resistor and will have a painted line on one end showing the direction or flow (white side is negative). If the negative side is on the negative end of the circuit, current will flow. If the negative is on the positive side of the circuit no current will flow.

LEDs are simply diodes that emit light of one form or another. They are used as indicator devices. Example: LED lit equals machine on. They come in several sizes and colors. Some even emit Infrared Light which cannot be seen by the human eye.

The transistor is possibly the most important invention of this decade. It performs two basic functions. 1) It acts as a switch turning current on and off. 2) It acts as an amplifier. This makes an output signal that is a magnified version of the input signal. Integrated Circuits, or ICs, are complex circuits inside one simple package. Silicon and metals are used to simulate resistors, capacitors, transistors, etc. It is a space saving miracle.


13 | P a g e



ELECTRONIC SCHEMATIC SYMBOLS

Wires and connections Component

Circuit Symbol

Function of Component

Wire

To pass current very easily from one part of a circuit to another.

Wires joined

A 'blob' should be drawn where wires are connected (joined), but it is sometimes omitted. Wires connected at 'crossroads' should be staggered slightly to form two T‐ junctions, as shown on the right.

Wires not joined

In complex diagrams it is often necessary to draw wires crossing even though they are not connected. I prefer the 'bridge' symbol shown on the right because the simple crossing on the left may be misread as a joint where you have forgotten to add a 'blob'!

Power Supplies/Source Component

Circuit Symbol


Cell

Supplies electrical energy. The larger terminal (on the left) is positive (+). A single cell is often called a battery, but strictly a battery is two or more cells joined together.

Battery

Supplies electrical energy. A battery is more than one cell. The larger terminal (on the left) is positive (+).

DC supply

Supplies electrical energy. DC = Direct Current, always flowing in one direction.


14 | P a g e

AC supply

Supplies electrical energy. AC = Alternating Current, continually changing direction.

Fuse

A safety device which will 'blow' (melt) if the current flowing through it exceeds a specified value.

Transformer

Earth (Ground)

Two coils of wire linked by an iron core. Transformers are used to step up (increase) and step down (decrease) AC voltages. Energy is transferred between the coils by the magnetic field in the core. There is no electrical connection between the coils. A connection to earth. For many electronic circuits this is the 0V (zero volts) of the power supply, but for mains electricity and some radio circuits it really means the earth. It is also known as ground.

Output Devices/Loads: Lamps, Heater, Motor Component

Circuit Symbol


Lamp (lighting)

A transducer which converts electrical energy to light. This symbol is used for a lamp providing illumination, for example a car headlamp or torch bulb.

Lamp (indicator)

A transducer which converts electrical energy to light. This symbol is used for a lamp which is an indicator, for example a warning light on a car dashboard.

Heater

A transducer which converts electrical energy to heat.

Motor

A transducer which converts electrical energy to kinetic energy (motion).


15 | P a g e

A transducer which converts electrical energy to sound.

Bell

A transducer which converts electrical energy to sound.

Buzzer Inductor (Coil, Solenoid)

A coil of wire which creates a magnetic field when current passes through it. It may have an iron core inside the coil. It can be used as a transducer converting electrical energy to mechanical energy by pulling on something.

Switches Component Push Switch (push‐to‐ make)

Circuit Symbol

Function of Component A push switch allows current to flow only when the button is pressed. This is the switch used to operate a doorbell.

Push‐to‐Break Switch

This type of push switch is normally closed (on); it is open (off) only when the button is pressed.

On‐Off Switch (SPST)

SPST = Single Pole, Single Throw. An on‐off switch allows current to flow only when it is in the closed (on) position.

2‐way Switch (SPDT)

SPDT = Single Pole, Double Throw. A 2‐way changeover switch directs the flow of current to one of two routes according to its position. Some SPDT switches have a central off position and are described as 'on‐off‐on'.


16 | P a g e

DPST = Double Pole, Single Throw. A dual on‐off switch which is often used to switch mains electricity because it can isolate both the live and neutral connections.

Dual On‐Off Switch (DPST) Complete the table below:

A. Identify each of these symbols: COMPONENTS

SYMBOLS

1. 2.

3. 4.

5.


17 | P a g e

B. Identify the following basic electronic components COMPONENT

FIGURE

1. 2. 3. 4.


18 | P a g e

A simple circuit contains the minimum things needed to have a functioning electric circuit     

Source‐ a device used to supply AC or DC voltage Consuming‐ any device that consumes voltage, whatever component or piece of equipment that is connected to a source and draws current from a source is a load on that source. Controlling‐ any device having two states, on (closed) or off (open). Ideally having zero impedance when closed and infinite impedance when open. Protecting‐a component used to open the circuit when current exceeds a predetermined maximum value. Connecting‐ a material that conducts electric current very well and used to connect a complete path for current. CONTROLLING

source

CONSUMING

Connecting device



Procedure in Circuit Designing 1. Prepare all the tools and materials needed. 2. By using schematic symbol, make a simple circuit with the following : a. load b. consuming device c. protecting device d. consuming device e. connecting device 3. Make sure that the circuit has the following requirement that a simple circuit must have: a. A source of electrical potential difference or voltage. b. A conductive path which would allow for the movement of charges. c. An electrical resistance which is loosely defined as any object that uses electricity to do work.

4. Test the designed circuit by comparing it with the sample circuit produced by your teacher.


19 | P a g e

A. Fill in the blanks with what is referred to by each of the following. 1. _______________________ Interconnection of components which provides an electrical path between two or more components. 2. _______________________ A type of circuit in which the flow of current is cut off. 3. _______________________ A circuit in which the components are connected from end to end so that the current has only one path to follow through the circuit. 4. _______________________ A circuit where there is more than one path for the current to flow through. 5. _______________________ A device used to supply AC or DC voltage. 6. _______________________ Any device having two states, ON or OFF. 7. _______________________ A safety device used to protect an electrical circuit from the effect of excessive current. 8. _______________________ pathway for carrying an electrical current. 9. _______________________ Components or pieces of equipment connected to a source which draws current from a source. 10. _______________________ A DC voltage source containing two or more cells that convert chemical energy to electrical energy.


20 | P a g e

A.

Initial Steps in Using Analog Multi‐tester

1. Connect the test probe to the appropriate jack. The red test probe to the positive (+) jack and the black to the common (‐) jack.

‐COM

+ POS

(Black)

(Red)

2. Check if the pointer rests exactly at the infinite zero position in ohmmeter range.


21 | P a g e

3. Check the probes if they are in condition. (Ohmmeter calibration) a. Set the Multi‐tester to corresponding selector resistance range. b. Short the two test probes lead together.

Zero Ohm Adjustment knob

Note:

The pointer should deflect towards zero ohm reading


22 | P a g e

Zero ohm

As indicated, the pointer rests out of the range of ohmmeter scale. Adjust the ohm adjustment counter clockwise until the pointer rests “O” ohm reading.

Adjust the ohm adjustment if the pointer could not rest exactly at “O” ohm reading.

B.

Resistance Measurements 1. Always do the “Initial Steps in Using Analog Multi‐tester”. 2. In testing resistors, capacitors, diodes etc. do not touch both test probe lead, because our body also has resistance that could affect the reading value of the electronic components we are testing. 3. If you do not know the value of the resistor to be measured, find the ohmmeter selector setting until you have a clear reading in the ohmmeter scale.

Ohmmeter Scale

(From infinite to Zero)

Infinite Resistance open resistor – Open connection or

Ohm Adjustment

Ohmmeter Selector Range (x1, x10, x1K, x10K ohms)


23 | P a g e

4. Select the desired resistance range scale with selector switch. PC HARDWARE SERVICING The Strengthened Technical‐Vocational Education Program

24 | P a g e

Testing a 55 K ohm resistance

Range: x10 Kohm

The pointer stops at 5.5 in x10K range on selector switch

Testing a 55 K ohm resistance

Range: x1 K ohm

The setting (x1K in 56K Ohm resistor) is not an advisable setting in testing 55 K ohms resistance. Because, the pointer stops somewhere in 50. You cannot clearly read the resistance value, unlike in x10K ohm setting.


25 | P a g e

Docslide.us Grade 9 Learning Module in Technology and Livelihood Education Selected

Recommend Documents