IAE UbD TG in Electronics I-Q3_aug 18

7/28/2019 IAE UbD TG in Electronics I-Q3_aug 18

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2010 Secondary Education CurriculumIndustrial Arts - Electronics Technology I

Quarter 3: PCB Designing andFabrication

Topic: Personal EntrepreneurialCompetencies (PECs)

Time Frame: 4 days

STAGE 1Content Standard:The learner demonstrates understanding of Personal

Entrepreneurial Competencies (PECs) as PCB Designer.

Performance Standard:The learner prepares a plan of action that addresses his/

her development areas based on his/her PECs andimproves further his/her areas of strengthEssential Understanding:Successful entrepreneurs continuously develop andimprove their PECs

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

Learners will know:

Personal Entrepreneurial Competencies (PECs) Characteristics

Attributes Lifestyles

Skills Traits

Successful entrepreneur/practitioners in thecommunity

Learners will be able to:

Assess their PECs vis--vis: Characteristics

Attributes Lifestyles

Skills Traits

Compare ones PECs with that of the entrepreneur/practitioner

Make necessary alignment of PECsSTAGE 2

Product or Performance TaskEvidence at the level of

Understanding PerformancePlan of action that addressespersonal-

Areas of development based onones PECs, and Strengths needing further

improvement

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

Describe your PECs focusing onstrengths and developmental areas.Criteria:

Comprehensiveness (shouldinclude characteristics, attributes,etc.)

Assessment of the plan of actionbased on the following criteria:

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

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Clarity

Conciseness

Compare your PECs with those of asuccessful practitioner.

Criteria: Objectivity

Details/focus

Conclusiveness Illustration

Apply ones PECs in pursuing achosen entrepreneurial activity.Criteria:

Efficiency/effectiveness

Level of competence Level of confidence Attitude/behavior

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

Validity

Relevance Critical

Plausibility Sensitivity

Express your feelings if you are anentrepreneur who finds difficulty in

doability

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coping with the PECs of a chosencareer.Criteria:

Openness

Objectivity

Sensitivity

Assess based on the results of yourPECs, your level of confidence as aprospective entrepreneur in PCBDesigning and Fabrication.Criteria:

Reflectiveness/insightfulness

Depth Objectivity

STAGE 3Teaching-Learning Sequence:

Personal Entrepreneurial Competencies (PECs)Individuals possess different Personal Entrepreneurial Competencies (PECs) in PCB designing and fabrication.These PECs include characteristics, attributes, lifestyles, skills, or traits that make a person different from others.When one possesses these competencies, he/she may become ready to face the challenges of starting a business.

1. EXPLORE

Ask learners to name people in the community who are successful in the business of PCB designing andfabrication. Why are they successful? Do you wish to be like them?

Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs as PCB designer based on the following:

Character

Attribute

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Lifestyle

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

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

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

2. FIRM UP

In order to firm up their understanding, learners may be asked to work individually or in groups in collectinginformation about how entrepreneurs PCB designing and fabrication succeed in their chosen careers. Somesuggested activities: interview with successful entrepreneurs, inviting successful entrepreneurs as resourcepersons in class, video documentaries of successful entrepreneurs, web searching, etc.

Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities anddifferences among successful entrepreneurs in the following aspects: characteristics, traits, attributes,lifestyles, skills.

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

Process learners learning and check it against EU.

Check learners understanding against the content standard.

3. DEEPEN

Have learners align their PECs in PCB designing and fabrication with those of a successful entrepreneur oftheir choice.

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

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

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4. TRANSFER

Have learners prepare a plan of action that addresses their areas of development and strength based ontheir PECs.

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

performance).

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Topic: Environment and Market Time Frame: 6 days

STAGE 1Content Standard:

The learner demonstrates understanding of environmentand market that relates with his/her career choice inPCB Designing and Fabrication

Performance Standard:

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

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

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

Learners will know:

Environment and Market

Consumers needs and wants

industry that relates with a career choice product/service that satisfies the needs and wants

of customers

Learners will be able to:

conduct SWOT analysis seek and seize business opportunity

STAGE 2

Product or Performance TaskEvidence at the level of

Understanding PerformanceFormulation of a business idea basedon the analysis of the immediateenvironment and market

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

Explain the importance of theimmediate environment and market

in identifying business opportunities.Criteria:

Comprehensiveness

Clarity

Conciseness

Interpret the data gathered from

Assessment of the formulatedbusiness idea based on the followingcriteria: profitability/feasibility

practicality

responsiveness to consumer needs innovativeness

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the immediate environment andmarket in identifying businessopportunities.Criteria:

Reliability

Accuracy Objectivity

Relevance

Validity

Generate a business idea from dataanalysis.Criteria:

Appropriateness

Innovativeness

Practicality

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

Validity

Relevance Insightfulness

Express their feelings whenentrepreneurs offer the same type ofbusiness in a province.Criteria:

Objectivity Tactfulness

Persuasiveness

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Sensitivity

Open-mindedness

Self-assess ones level ofconfidence in formulating business

ideas.Criteria:

Reflectiveness

Insightfulness

ObjectivitySTAGE 3

Teaching-Learning Sequence:

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

1. EXPLORE

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

Have learners assess their immediate environment and market to determine the existing industries, needsand wants of the target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc.

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

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

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2. FIRM UP

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

Assist learners in conducting a community mapping to identify business establishments or industries in a provincerelated to PCB designing and fabrication.

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

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

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

2. DEEPEN

Ask learners to conduct an interview with a seasoned entrepreneur in the field of PCB designing and fabrication togather salient information as regards the manner he/she was able to seize a business opportunity.

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

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

3. TRANSFER

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

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

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Topic: PCB Designing andFabrication

Time Frame: 40 Days

STAGE 1

Content Standard:The learner demonstrates understanding of conceptsand underlying principles in the production of qualityand marketable printed circuit boards (PCBs) forelectronic circuits.

Performance Standard:The learner designs and fabricates printed circuit boards(PCBs) of different electronic circuits based on theirexisting schematic diagrams,

Essential Understanding(s):Assuring the quality of producing printed circuit boards(PCBs) using the conventional way and moderntechnology comparable to commercially availableitems but cheaper in price makes ones productcompetitive and marketable.

Essential Question(s):How does one quality assure production of quality andmarketable printed circuit boards (PCBs) used in theassembly of electronic circuits?

Learners will know: Wiring Boards

Types of wiring boards- Breadboard

Uses

Connections on breadboard Building a circuit on breadboard

Care and storage- Stripboard

Uses

Connections on stripboard Building a circuit on stripboard Advantages and disadvantages

Designing and fabricating stripboard- Printed Circuit Board (PCB)

Uses

Learners will be able to do: Practice proper care and safety measures in working

with wiring boards Interpret the internal connections of a breadboard

Mount components on the breadboard

Connect/Build a circuit on a breadboard Practice proper care and storage of breadboard

Design a stripboard Fabricate a stripboard

Check the foil pattern of the stripboard Mount components on the stripboard Connect/Build a circuit on a stripboard

Design a printed circuit board (PCB) Fabricate a printed circuit board (PCB)

Check the foil pattern of the printed circuit board(PCB)

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Connections on PCB

Building a circuit on PCB Layers Designing and Fabricating PCB

Mount components on the printed circuit board (PCB)

Connect/Build a circuit on a printed circuit board(PCB)

STAGE 2

Product or Performance Task Evidence at the level ofUnderstanding Performance

Producing quality and marketableprinted circuit boards (PCBs)

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

Explain the importance of followingthe steps in making PCB with thenecessary precautionary measuresto produce high quality, marketable,functional and reliable printed circuitboards.Criteria:

Correctness of information

Organization of information Clarity of account

Accuracy

Make an account of thedevelopment of electronic circuitassembly from the conventional

component-to-componentconnection to mounting thecomponent on PCB for printed wiringassembly and assembly ofintegrated circuits on a chip.Criteria:

Accuracy of information

Assessment on the performance of aPCB Designer in designing printedcircuit boards based on the setstandards by PCB manufacturersusing the following criteria:

Accuracy Workmanship

Time management

Quality of work

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Insightful interpretation

Evidence of effortsPerform designs and fabricatingprinted circuit boards.Criteria:

Accuracy Effectiveness

Level of competence Level of confidence

Attitude/behavior

Shareyour views on manualmethod and computer-basedtechnology production of PCB.Criteria:

Insightfulness (justification) Diversity (range of ideas

presented)

Relevance (significance) Plausibility (believable)

Express your feelings when thefinished product is not a faithfulreproduction of the design becauseof some technical problems whichoccurred during the process.Criteria: Openness Perceptiveness

Sensitivity

Make self-assessment to indicateyour knowledge and skills in

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designing and fabricating printedcircuit boards (PCBs).Criteria:

Knowledge and skills in PCBdesigning and fabrication using:

manual method

computer-aided technology

Depth of learning experience

Reflectiveness Objectivity

STAGE 3Teaching-Learning Sequence:

In performing laboratory activities or experiments or even building a project, the three most important types ofwiring boards that you can use are breadboard, stripboard, and printed circuit board (PCB). In designing andfabricating PCBs, it is very important that proper layout of components and wiring connections be done accuratelyto ensure that the fabricated PCB is of good quality and can be used for mass production in the assembly ofelectronic circuits. Breadboards and stripboards can be used in making temporary connections of the circuit, testits functionality and make all necessary adjustment(s) before the final design and fabrication of the PCB be done.

1. EXPLORE

Orient learners on the CP-TLE standards in PCB designing and fabrication for the third quarter. Content standard

- demonstrate understanding of concepts and underlying principles of process and delivery in PCBdesigning and fabrication

Performance standard

- produces quality and marketable printed circuit boards of electronic circuits. Essential question

- Why does one quality assure the quality and marketability of fabricated printed circuit boards?

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

Explaining

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Interpreting

Applying Sharing perspective Showing empathy Revealing self knowledge

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

Workmanship Time management Quality of work

Have learners observe an electronic shop in the community producing quality printed circuit boards. Providelist of things to be observed.

Different designs of printed circuit boards being fabricated.

availability of instruments and equipment attitude of workers

quality of printed circuit boards produced Drawing initial understanding by asking initial questions such as:

Why does one need to assure the quality and marketability of printed circuit boards produced?

How are standards of quality applied in the production of printed circuit boards? Unlocking difficulties and misunderstanding by asking leading questions.

Reflecting on the importance of quality assurance in producing quality and marketable printed circuit boards. Guide the learners in understanding the concepts and underlying principles of process and delivery in PCB

designing and fabrication. Assist learners in applying the procedures in designing and fabricating PCBs and show samples of finish

products of learner-made, teacher-made, and commercially available PCBs.

Have learners observe an electronic service shop in the community producing quality and marketable printedcircuit boards. Provide list of things to be observed.

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

PCB designing PCB fabrication

Process and delivery

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Product and performance

Guide learners in viewing pictures/video presentations of the different tools and instruments, and computersoftware in the production of quality and marketable printed circuit boards (PCBs).

Have learners raise issues and concerns related to the production of quality printed circuit boards (PCBs)produced by electronic kits (projects) manufacturers.

Appropriateness of symbols used, proper layout of components and correctness of printed wiring. Choice of instruments and materials. Features of manually produced PCBs and produced in a computer-based technology.

Advantages and disadvantages of manual method over computer-aided technology. Guide learners in producing at least four (4) quality, marketable, and profitable printed circuit boards

manually produced.

2. FIRM UP

Have learners explain the procedures in the production of quality printed circuit boards (PCBs). Have learners analyze proper design and fabrication of quality and marketable PCBs.

Have learners view PowerPoint /video presentation on how electronic service shops operate in producingquality printed circuit boards (PCBs). The video presentation should detail the step-by-step procedure inmanual and computer-aided production of quality PCBs.

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

Advise learners to interview electronic PCB designers on the importance of the following factors in theproduction of quality printed circuit boards.

Appropriateness of components symbols used, proper layout of components and correctness of printedwiring.

Proper choice, handling and maintenance of tools, instruments, and materials.

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

computer-aided production of printed circuit boards. Have learners perform processes involved in the production of quality printed circuit boards using manual

and computer-aided technology.

3. DEEPEN

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Invite successful electronic PCB designers to talk about their best practices. Have learners ask questionsabout how these designers managed to become experts in this field of technology.

Encourage learners to observe/work with successful PCB designers in the community. Have learners design and fabricate quality printed circuit board based from an existing schematic diagram

using manual and computer based technology.

Have learners track their progress using accomplishment record. Assess learners understanding of manual and computer-aided technology in the production of quality printed

circuit boards through performance test. Have the learners conduct research through the internet on the different methods of PCB production using

different software.

Assess learners level of performance using the criteria in Stage 2- Level of Understanding.

4. TRANSFER

Have learners produce quality and marketable printed circuit boards. Have learners put up a display/exhibition of PCBs of various electronic circuits.

Learner-made printed circuit boards Commercially available printed circuit boards

PCBs used in cellular phones, computers, and other electronic appliances Have learners market their products/services in the community.

Have learners join PCB designing and fabrication skills contest. Assess learners level of performance using the criteria in Stage 2 Level of Performance.

Resources (Web sites, Software, etc.)1. Internet www.wikipedia.com2. Interactive/Animated CD

3. Electronic Workbench54. PCB Maker

Materials/Equipment Needed:1. Pre-post assessment questionnaire in Designing and Fabrication of printed circuit boards (PCBs)2. Books on PCB Designing and Fabrication3. Collection of different Electronic Diagrams with PCB designs

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IAE UbD TG in Electronics I-Q3_aug 18

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