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PARTS OF A COMPETENCY-BASED LEARNING MATERIAL PACKAGE

References/Further Reading

Performance Criteria Checklist

Operation/Task/Job Sheet

Self Check Answer Key

Self Check

Information Sheet

Learning Experiences

Learning Outcome Summary

Content
Module Content

Module
List of Content
Competencies

Module Content

Module Content

Front Page

Date Developed: Document Number:

ELECTRONIC PRODUCTS January, 2018
ELC724335
AND SERVICING NCII Date Revised:
January, 2018
Developed by: Checked by:
ASSEMBLE ELECTRONIC
PRODUCTS PENCIL, JOSEPH L. LA ACADEMIA TVET AND
TOURISM ACADEMY
 HOW TO USE THIS LEARNER’s GUIDE

Welcome to the module: ASSEMBLING ELECTRONIC PRODUCTS. This

module contains training materials and activities for you to complete.

The unit of competency ASSEMBLE ELECTONIC PRODUCTS contains the

knowledge, skills and attitudes required for electronic company and industries. It is one
of the CORE Modules at National Certificate Level (NCII).

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

each learning outcomes of the module. In each learning outcome there are
Information Sheets, Resource Sheets and Reference Materials for further reading to
help you better understand the required activities. Follow these activities on your own
and answer self-check at the end of each learning outcome. Get the answer key from
your instructor and check your work honestly. If you have questions please don’t
hesitate to ask your facilitator for assistance.

Recognition for Prior Learning (RPL)

You may already have some or most of the knowledge and skills covered in this
learner’s guide because you have:

Been working for some time.

Already completed training in this area.

If you can demonstrate to your trainer that you are competent in a particular
knowledge or skills, talk to him/her about having them formally recognize so you won’t
have to do the same training again. If you have qualification or Certificate of
Competency from previous training, show them to your trainer. If the skills you acquired
are still relevant to the module, they may become the part of the evidence you can
present for RPL.

At the end of this learning material is a learner’s Diary. Use this diary to record
important dates, jobs undertaken and to other workplace events that will assist you in
further details to your trainer or assessors. A Record of Achievement is also provided
for your trainer to complete once you complete this module.

This learning material was prepared to help you achieve the required
competency, in Assembling Electronic Products. This will be the source of
information for you to acquire knowledge and skills in this particular trade, with
minimum supervision or help from your instructor.
In doing the activities to complete the requirements of this module, please be guided
by the following:

1. Talk to you trainer and agree on how you will both organize the training of this
unit. Read through the learning guide carefully. It is divided into sections which
cover all the skill and knowledge you need to successfully complete in this
module.

2. Work through all the information and complete the activities in each section. Read
information sheets and complete the self- check. Suggested references are
included to supplement the materials provided in this module.

3. Most probably your trainer will also be your supervisor or manager. He/she is
there to support you and show you the correct way to do things. Ask for help.

4. Your trainer will tell you about the important things you need to consider when you
are completing activities and it is important that you listen and take notes.

5. You will be given plenty of opportunity to ask questions and practice on the job.
Make sure you practice your new skills during regular work shifts. This way you
will improve both your speed and memory and also your confidence. Talk to more
experience workmates and ask for their guidance.

6. Use the self-check questions at the end of each section to test your own progress.

7. When you are ready, ask your trainer to watch you perform the activities outline in
this module.

8. As you work through the activities, ask for written feedback on your progress.
Your trainer keeps feedback/pre-assessment reports for this reason. When you
have this learning material and feel confident that you have sufficient knowledge
and skills your trainer will arrange and appointment with a registered assessor to
assess you. The results of the assessment will be recorded in you competency
Achievement Record.
ELECTRONIC PRODUCTS AND SERVICING NC II
COMPETENCY-BASED LEARNING MATERIAL
LIST OF COMPETENCIES
(260 HOURS)

Unit of Competency Module Title Code

1. Assemble Electronic 1.1 Assembling Electronic

ELC724335
Products Products

2.1 Servicing Consumer

2. Service consumer electronic
Electronic Products and ELC724336
products and systems
Systems

3. Service industrial electronic 3.1 Servicing Industrial

modules, products and Electronic Modules,
ELC724337
systems Products and System
 MODULE OF INSTRUCTION

QUALIFICATION ELECTRONIC PRODUCTS AND SERVICING NC II

UNIT OF
COMPETENCY ASSEMBLE ELECTRONIC PRODUCTS

MODULE TITLE
ASSEMBLING ELECTRONIC PRODUCTS

This unit covers the knowledge, skills and

attitudes required to assemble electronic products and
MODULE systems for consumer/ industrial uses/applications. This
DESCRIPTOR role is generally undertaken by electronic and electrical
technician but may also involve all those personnel
whose line is in the field of electronics/electrical services

NOMINAL
40 HOURS
DURATION

LEARNING OUTCOMES

1. Prepare to assemble electronics products

2. Prepare/ Make PCB modules
3. Mount and solder electronic components
4. Assemble electronic products
5. Test and inspect assembled electronic products
 LEARNING OUTCOME SUMMARY
PREPARE TO ASSEMBLE ELECTRONIC
LEARNING OUTCOME No. 1
PRODUCTS

CONTENTS:

1. OHS Policies Standard and Procedures and hazard and risk assessment
mechanism
2. Personal Protective Equipment
3. Tools, Equipment and Testing Instruments
4. Procedure how to prepare electronic components for Assembly

ASSESSMENT CRITERIA:
 Assembly workplace is prepared in accordance with OH&S
policies and procedures
 Established risk control measures for work preparation are followed.
 Work instructions are obtained and clarified based
on job order or client requirements
 Responsible person is consulted for effective and proper
work coordination
 Required materials, tools and equipment are prepared
and checked in accordance with established procedures
 Parts and components needed to complete the work are
identified, prepared and obtained according to requirements
CONDITION:
The trainee / student must be provided with the following:
 Learning Station
 OHS manuals
 PEC
 Tools and equipment
 CBLM/Relevant Instructional Materials
 Video Clips
 Power point presentation
METHODOLOGY:
 Lecture/discussion
 Demonstration
 Self-paced instructions
ASSESSMENT METHOD:
 Written Test
 Practical Demonstration w/ oral questioning
 Interview
 Portfolio
 LEARNING EXPERIENCES

Learning Outcome No. 1 ASSEMBLE ELECTRONIC PRODUCTS

Learning Activity/Guide Special Instruction

Self pace (Modular)
Read Information Sheet 1.1.1 OHS
Policies Standard and Procedures and
hazard and risk assessment mechanism
Answer self-check 1.1.1.  Perform all activities required.
Compare self-check 1.1.1.to answer Key  You must get a rating of 80 to
1.1.1. 100%. If you get below 80% rating,
Observe the demonstration OHS go over the same activities.
Policies Standard and Procedures and If you get the required rating, proceed
hazard and risk assessment mechanism to next activities.
Perform Task Sheet 1.1.1.
Evaluate the demonstration using the
Performance Criteria Checklist 1.1.1.
Read Information Sheet 1.1.2 Personal
Protective Equipment
Answer self-check 1.1.2  Perform all activities required.
Compare self-check 2.1.2 to answer Key  You must get a rating of 80 to
1.1.2 100%. If you get below 80% rating,
Observe the Demonstration on Personal
go over the same activities.
Protective Equipment
Perform Task Sheet 1.1.2 If you get the required rating, proceed
Evaluate the demonstration using the to next activities.
Performance Criteria Checklist 1.1.2

Read Information Sheet 1.1.3 Tools,  Perform all activities required.

Equipment and Testing Instruments  You must get a rating of 80 to
Answer self-check 1.1.3 100%. If you get below 80% rating,
Compare self-check 1.1.3 go over the same activities.
answer Key 2.3.3. If you get the required rating, proceed
to next activities.

 Perform all activities required.

Read Information Sheet 1.1.3 Procedure
how to prepare electronic components  You must get a rating of 80 to
for Assembly Answer self-check 1.1.3 100%. If you get below 80% rating,
Compare self-check 1.1.3 go over the same activities.
answer Key 2.3.3. If you get the required rating, proceed
to next activities
 INFORMATION SHEET 1.1.1

OCCUPATIONAL HEALTH AND SAFETY

Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:

1. Give the Importance of Occupational Health and Safety

2. Define Safety
3. Identify hazardous and non-hazardous workplace
4. Enumerate the Components of Safety Management System
5. Familiarize with the safety signs and symbols

INTRODUCTION

Occupational Safety and Health was strongly believed to have emanated from the
introduction of machineries. This transition of manpower to machine power, exposed workers
to moving gears, cutting blades and power operation, which brought about the various
hazards confronting workers at the workplace.

HISTORY

PREHISTORIC
 Defensive weaponry
 Silicosis from hard quartz
 Mining for flint
BABYLONIANS
 2000 B.C. – 6th Ruler, Hammurabi
 Code of Hammurabi
 Set precedent the early form of worker’s compensation insurance
 “If a man has caused the loss of a gentleman’s eye, his own eye shall be
caused to be lost”
EGYPTIANS
 Organized construction of temples, pyramids and tombs
 Rameses II ( 1500 B.C.)
 • Canal from Mediterranean to Red Sea
• Constructed huge temples “Ramesseum”
• Provided medical services for workers to maintain a “healthy” workforce
GREEKS
 Nicander, poet & physician
 Wrote poem, “Alexipharmaca” describing lead poisoning
 Hippocrates, Father of Medicine
 Described effects of tetanus
 Hippocratic Oath
ROMANS
 Built extensive aqueducts, sewage systems, public baths, latrines and ventilated
houses
 Poets and philosophers wrote about ills of certain occupations, toxic substances,
plague etc.
 Alexander the Great – first medical services for the army
 Pliny the Elder – first respirators made of ox bladders for workers exposed to mercury

6TH – 17TH CENTURY

 Construction and world exploration
 Some power-driven factories
 Start of textile industry
 Poor living conditions and plague

18th CENTURY
 Ramazzini “ Father of Occupational Medicine”
 Wrote Discourse on Disease of Workers
 Suggested physicians ask: “What is your
occupation?”
 Mass manufacturing textiles cotton & wool followed by metal,
wood and leather goods

Industrial Revolution – 1837

The extensive use of power machinery initially imported from
England during a time referred to as the Industrial Revolution ushered in a period of work
deaths and disability never seen before or since.

INDUSTRIAL REVOLUTION
 Inanimate power sources - coal & steam
 Substitution of machines for human skills
 Invention of new methods of manufacturing.
 Organization of work in large units
 What effect did these changes have on the safety and health of workers?
The greatest upsurge in industrial growth occurred around 1880 with the rapid
increase of steel production.
Weaving machines & equipment – steam powered and later by electricity
Labor was untrained and unskilled.

The Worker’s Plight – 1900

11 to 13 hrs exposure to accident potential.

Public sympathy rises (Labor Organization)

The old employer’s liability law was of no help to the worker

because doctrines of the common law supplied employers with
an adequate defense against suits brought about by injured
workers or their families

COMMON LAW
1. The employee Contributed to the cause of the accident.
 2. Another employee contributed to the cause of the accident.
3. The employee knew of the hazards involved in the accident before the injury
was sustained and still agreed to work in the condition for pay.
4. There was no employer negligence.

ORGANIZED LABOR
 Organized labor has fought for safer working conditions and compensation for
injured workers.
 Overturned the anti-labor laws:
• Fellow-servant rule – employers were not liable for workplace injuries
that resulted from negligence of other employees
• Contributory negligence – If actions of employees contributed to own injuries
• Assumption of Risk – workers who accept a job assume the risks of the job and
consequences of the risk.
It was extremely difficult to obtain an adequate settlement since common law gave injured
workers very little chance for compensation due to:
 injured worker will usually hesitate to put his job in jeopardy by suing his employer;
 does not have much chance to prove his case in court;
 out of court settlement proved to be more beneficial on the part of the worker
than legal action.
A Demand for Change: Legislative Progress
• 1870 – Employer’s Liability Acts (first corrective measures)
• 1907 – The British Act also served as a model for the first compensation law in the US
(1908)
• 1911 – The Compensation Law of Wisconsin (first significant legislation in the US)
• 1913 – The US Dept. of Labor was created
• 1915 – The American Society of Safety Engineers was organized.
Comprehensive Federal Law in US
• 1948 – all states in the US had workmen’s compensation laws
• 1970 – US Congress passed OSHA of 1970
CHANGING FOCUS
 Until the beginning of the 20th century, many owners & society at large took a fatalistic
view of safety.
 Accidents are seen as regrettable, but not preventable.
  Farm workers & immigrants willing to risk their lives & limbs went to the city for
decent wage.
 The occurrence of accidents led social reformers & labor unions push for more
humane workplaces.
Progress of Safety Movement and OSH Legislations in the Philippines
The first period is characterized by the adoption of a reactive policies:
1903 – Development of OSH in the Philippines
1908 – Employer’s Liability Act was instituted requiring employers to
compensate workers who were injured while performing their job
1908 – DOLE started as a small Bureau.
1927 – Workmen’s Compensation Act No. 3428 was passed which
provided payment of damages by the employer for illnesses, in addition
to injury or death due to employment
1933 – DOLE became a Department on Dec. 8, 1933

The second period is characterized by the adoption of proactive measures/policies;

1936 – Commonwealth Act No. 104 was passed. The first legislation that directly enjoined
management to ensure the promotion of safety & health in the workplace. Called the First
Industrial Safety Law
 1945 – Commonwealth Act No. 696 was approved to include safety in the installation
& operation of boilers and pressure vessels.
1948 – Philippines became a member of ILO
1954 – Enactment of RA No. 1054 (Free Emergency Medical & Dental Treatment Act)
1967 – Proclamation No. 115-A was issued declaring the year & every year thereafter as
SAFETY & ACCIDENT PREVENTION YEAR.

January General Orientation

February Air Transportation

March Fire Prevention

April Vacation Hazards

May Land Transportation

June Sea Transportation

July Schools

August Farms

September Heath and Sanitation

October Industry & Commerce

November Mines

December Holiday Hazards & Homes

The second period is characterized by the adoption of proactive measures/policies

1974 – PD 442 (LCP) was passed.
1975 – Started the program on accreditation for safety training organization to conduct
OSH training
1977 – Tripartite body was created to study the proposed OSHS
1978 – OSHS was approved. National Tripartite Committee was created to study
the improvement of the OSHS
1984 – Tripartite consultation was held to amend OSHS Rule 1410 was amended
1988 – OSHC was inaugurated, created per EO 307 (the first in Southeast Asia)
 The second period is characterized by the adoption of
proactive measures/policies
1974 – PD 442 (LCP) was passed.
1975 – Started the program on accreditation for safety
training organization to conduct OSH training
1977 – Tripartite body was created to study the
proposed OSHS
1978 – OSHS was approved. National Tripartite
Committee was created to study the improvement Book IV, Title I
of the OSHS Chapter I
1984 – Tripartite consultation was held to amend Medical & Dental Services
Chapter II
OSHS Rule 1410 was amended Occupational Safety
1988 – OSHC was inaugurated, created per EO 307 (the first in
Southeast Asia)
Legal Basis of the Occupational Safety & Health Standards
Article 162, Chapter II, LCP:
Safety & Health Standards:
The Secretary of Labor shall, by appropriate orders, set and enforce mandatory
Occupational Safety and Health Standards to eliminate or reduce occupational safety
and health hazards in all workplaces and institute new, and update existing programs
to ensure safe and healthful working conditions in all places of employment.

Occupational Safety and

Health Standards, (OSHS)
Book IV, Title I – *Rules and Regulations
Medical, Dental and Implementing Art. 162, Title
Occupational Safety I, PD 442, Passed in 1978
 The second period is characterized by the adoption of proactive measures/policies
1989 – Major amendments of OSHS took place.
1998 – Tripartite Council on OSH in Construction Industry was created.
1998 – Department Order No. 13 (Implementing Guidelines in the Implementation of OSH in
Construction Industry) was issued.
1998 – Memorandum Circular No .02 – Guidelines for Classifying Hazardous & Non –
Hazardous Workplaces.
2000 – MC No.01–Guidelines for the Conduct of Work Environment Assessment (WEA)
2000 – MC No. 02–Guidelines in the Application of Workplace Component of RA 8504
known as “Phil. AIDS Prevention & Control Act of 1998”
2001 –Amendments of OSHS (Rule 1030, Rule 1160, Rule 1170, Rule 1180 & New Rule
1240)
2003 – Department Order No. 16 amending Rule 1030 of the OSHS (Training &
Accreditation of Personnel in OSH) was approved.
2004 – Department 54 – 07 (New Labor Standards Enforcement Framework) & Department
Order 53 – 03 (Guidelines in the Implementation of a Drug–Free Workplace Policy &
Programs in the Private Sector) was approved.

IMPORTANCE OF OCCUPATIONAL HEALTH AND SAFETY

Seven MAIN PROBLEMS of OSH in the Philippines
 There is low priority given to OSH.
 Lack of education & training on OSH among workers & management.
 Lack of trained OSH personnel.
 Weak enforcement of OSH Standards.
 Lack of OSH facilities.
 Needs to reinforce information.
 Statistics does not give reliable data due to low rate of compliance, absence of
strict penalties, and fragmented BWC administration.
Employers and Workers are Obliged to :

To fulfill the SOCIAL

obligation We must save
lives
Do whatever it takes
 To fulfill the FISCAL obligation
We must save
money Do what we
have to

To fulfill the LEGAL obligation

We must stay out of
trouble Do only what we
have to

To fulfill Social Obligation...

 People causes unsafe ACTS & unsafe CONDITIONS which are sources of hazards.
 Safety must be a way of life. It provides corrective, preventive &
predictive measures to minimize accidents.
 Loss avoidance through systematic approach in safety management.
 Safety is required by LAW.

To fulfill Fiscal Obligation...

 PROFITABILITY – a business must make money (profit) in order to survive.
 GROWTH – to increase its profit, it must expand, go into other types of business.
 CONTINUITY – any interruption or disruption of a business operation will affect
its productivity and profitability.

BUSINESS IS COMPETITION
COMPANIES are now geared to meet customers’ requirements.
Many of them are now working for
ISO Certification Programs on QMS (ISO 9001:2000), EMS (ISO 14001:2004) & OHSMS
(OHSAS 18001:2007).

ISO PROGRAM OBJECTIVES

 QUALITY MANAGEMENT SYSTEM … Customer Satisfaction
 ENVIRONMENT MANAGEMENT SYSTEM … Zero Waste
 SAFETY & HEALTH MANAGEMENT SYSTEM … Zero Accident Performance
 DO IT RIGHT THE FIRST TIME.
  NO RE-WORK.
 JUST IN TIME.
 WORKING TOGETHER, GROWING TOGETHER.
 COST REDUCTION, INNOVATION.
 5S, GOOD HOUSEKEEPING, Etc.

WHAT IS SAFETY ?
SAFETY – freedom from HAZARDS.
HAZARD – anything that may likely cause personal injury or damage to property, or their
combination.
Since NO WORKPLACE with ZERO hazards:
SAFETY is control of hazards to attain an acceptable level of RISKS.
RISKS is the degree of exposure or chances of exposure to hazards.
SAFETY – freedom from HAZARDS.
HAZARD – anything that may likely cause personal injury or damage to property, or their
combination.
Since NO WORKPLACE with ZERO hazards:
SAFETY is control of hazards to attain an acceptable level of RISKS.
RISKS is the degree of exposure or chances of exposure to hazards.

ACCIDENT

ACCIDENT – is an [unplanned, unexpected, unwanted, unforeseen] EVENT that interrupts

or disrupts the normal and orderly progress of any activity which may result in injury
(minor, serious or fatal) to people and/or damage or destruction of property that result to
losses; or their combination.

How do ACCIDENTS occur?

Accidents (with or without injuries) occur when a series of unrelated events coincide at
a certain time and space.
- This can be from a few events to a series of a dozen or more events, thus actual
accidents only happen infrequently.
 The immediate causes of accidents are the :
 unsafe ACTS
 unsafe
CONDITIONS. UNSAFE ACTS
(Human Factors)
 Negligence
 Anger/Temper
 Hasty Decisions
 Indifference
 Distractions
 Curiosity
 Inadequate Instructions
 Poor Work Habits
 Over-Confidence
 Lack of Planning

Unsafe Acts [Human Factors)

An unsafe act occurs in approximately 85%- 95% of all analyzed accidents with injuries
- An unsafe act is usually the last of a series of events before the accident occurs (it
could occur at any step of the event)
- By stopping or eliminating the unsafe act, we can stop the accident from occurring
- Although an accident could occur with the first unsafe act, studies have shown that
between 300 to 1000 of the same unsafe acts occur before an injury is sustained
- This is mainly due to the other series of events that may not align.

UNSAFE CONDITIONS
 Presence of defective tools/equipment/materials
 Congestion or restricted body movement
 Inadequate warning systems
 Presence of Fire/explosion hazards
 Poor housekeeping/disorder
 With Noise/radiation exposure
 Exposure to extremes of temperature / ventilation
 Inadequate guards / barriers
TO FULFILL LEGAL OBLIGATIONS
 Laws contain administrative requirements,
general safety & health rules, technical
safety regulations & other measures to
eliminate or reduce hazards in the
workplace.
 Laws are meant to be
implemented/enforced by the government
 Laws are meant to be followed by
the citizens

 Labor Code of the Philippines (DOLE)

 OSH Standards (DOLE/BWC)
LAWS
 Fire Code of the Philippines (DILG)
 Sanitation Code of Philippines (DOH)
 Building Code of the Philippines (LGU)
 Philippine Electrical Code
 Philippine Society of
Mechanical Engineers, etc.
LIFE

 BUSINESSES & INVESTMENTS

 WORKERS
PROTECTION FROM :
 Property :
 damage/spoilage,
 thief/fire, etc.
 Workers :
 injury/harm/death
 Illness/sickness
TYPES OF WORKPLACES
1. HAZARDOUS
2. HIGHLY HAZARDOUS
3. NON–HAZARDOUS

IMPORTANCE OF OCCUPATIONAL SAFETY & HEALTH

 It preserves the lives of
 workers, and the
 company
  It is mandated by law
 It is a form of motivation
 It creates understanding
“SAFETY …is without doubt,
the most crucial investment we can make, and the question is not what it costs
us but what it saves.”
Frank Bird

TRENDS IN SAFETY MANAGEMENT

• 1910 – reformers succeeded in getting worker’s compensation laws.
• 1920 – interest in scientific management, improved safety leads to improved
productivity.
• 1930 – companies began to study not just physical workplaces, but
human contributions to accidents.
• 1940 – focus on safety management broadened to include prevention
from accidents/illnesses.
• 1950 – management adopted the behavioral approach, applied motivational principles,
emphasis on engineering control.
• 1960 – concerns broadened to include environmental hazards.
• 1970 – workers participation in safety & health concerns increased.
• 1980 – priorities shifted from hazard identification to hazard prevention, inception
of general movement toward pro-active, rather than reactive.
• 1990 – integrating safety, health & environmental management; safety, health,
& environmental (SHE) programs contribute to company’s success.
• 2000 – empowerment of workers; integrating quality, safety & health, and
environment management systems; and multi-tasking of workers.

What’s a safety and health management system? . . .

an orderly arrangement of interdependent activities and related procedures which
implement and facilitate the performance of a major activity within an organization.
“All systems have . . . Structure,
Inputs,
Processes and Outputs”
All systems have structure, inputs, processes and outputs

Processes – System Design

Inputs -Resources
1. Commitment - leading, following,
Programs Structure
managing, planning, funding
People Materials
2. Accountability – role,
Facilities Time
responsibility,
Equipment Money
discipline
3. Involvement - safety
Outputs - Performance
committees, suggestions,
Safe/Unsafe conditions, behaviors
recognizing/rewarding
Many/Few incidents and accidents
4. Identification - inspections, audits,
High/Low accident costs
observation, surveys, interviews
High/Low productivity, morale, trust
5. Analysis – incidents, accidents,
tasks, programs, system
6. Controls - engineering,
management, PPE, interim
measures, maintenance
7. Education - orientation,
instruction, training, personal
experience
8. Evaluation - judging effectiveness
of conditions, behaviors, systems,
results
9. Improvement - change
management, design,
 They care They don’t
about me! care...

Proactive Programs Reactive Programs

Proactive Vs. Reactive Approach

to Safety & Health Management

COMPONENTS OF SAFETY MANAGEMENT SYSTEM (PEME)

1 PEOPLE
2 EQUIPMENT
3 MACHINE
4 ENVIRONMENT
 But now, the following two (2) factors are equally important in
managing the program in Safety & Health.
5 PROCEDURES, METHODS & WORK INSTRUCTIONS
6 TIME

PRINCIPLES OF SAFETY MANAGEMENT

1 That most accidents can be prevented;
2 That incidents are near accidents;
3 That accidents are not random events but preventable events;
4 That accidents can be prevented with full management commitment
& support to S&H programs that includes proper hazard
identification & evaluation, preventive & corrective procedures,
monitoring, evaluation, and training.
5 That team leaders & supervisors are important links in the chain of
safety consciousness and that they are responsible for watching
over the workplace and protecting their employees from faulty
 equipment, carelessness, and the many other potential hazards from
the job.

SAFETY MANAGEMENT SYSTEMS

The company should manage the safety culture through:
 Safety values (company goals)
 Safety behavior (practices)
 Organization for safety & health (H&S Committee and S&H Program)
 Safety leadership (leadership by example)
CHANGING MANAGEMENT STYLES
1 Participative Management – is now applied
2 Employee Empowerment – is now actively promoted
3 Team Approach – to promote workplace harmony is now introduced.
4 Forward Thinking Companies now have S&H Program that includes
written principles that guide safety & health efforts. These principles are
called Key Result Areas (KRA).
WHAT IS SAFETY ?
• Freedom of oneself from HAZARDS.
• Control of hazards to attain an acceptable level of RISKS.
• Control of hazards through injury prevention & property damage
control. HAZARDS – anything that may likely cause personal injury or damage
to property, or their combination.
RISKS – the degree of exposure or chance of exposure to hazards.
ACCIDENT – an unplanned, undesired, unwanted & unwanted event, which may
or may not result to injury or property damage, and that may disrupt the
completion of an activity.
HAZARDS comes from :
1. UNSAFE ACTS / PRACTICES
2. UNSAFE CONDITIONS

UNSAFE ACTS/CONDITIONS
Basic Causes
 Personal Factors
– Inadequate physical/mental capability
 – Physical/psychological stress
– Poor/improper motivation
 Job (Management System) Factors
– Poor/inadequate leadership/supervision
– Inadequate purchasing/tools/equipment
– Inadequate maintenance/engineering
– Inadequate work standards
HAZARDS also occur due to
Lack of Control or Absence/Inadequacy of
 Systems/Programs
 System/Program Standards
 Compliance to set Standards

LACK OF CONTROL RESPONSIBILITY

INADEQUATE Management Employee
 System/Program 33% 0%
 Standards 33% 0%
 Compliance to Standards 16.16% plus 16.16 %

The bulk of control lies with Management.

About 15% or more of company’s problems are controlled by employees, while 85% or
more are controlled by management.

MANAGEMENT STYLES CONCIEVED

• Empowerment
• Total Quality Management
• Continuous Improvement Model/Cycle
1. Management Commitment & Involvement (vision & leadership
2. Establish a Baseline (“as is”)
3. Set Goals (“where we should be”)
4. Implement Strategies (close gap between “as is” & “where we should
be”)
5. Review and Adjust (reach for ”where we could be”)
 BENEFITS OF MANAGEMENT SYSTEMS
Approach to Safety
• Results (consistent, cope demands, continuous improvement)
• Prevention (from unforeseen events)
• Competitive advantage (attain world class performance/recognition)
• Management systems: automate monitoring, reporting,
accomplishment of goals, personnel development, improved
business process, integrated quality-safety & health-environment
approach avoiding duplication of efforts/functions.

“Safety is without doubt, the most crucial investment we can make, and the
question is not what it costs us but what it saves.”
“Insurance premiums are reduced through improving systematic
management of health & safety.”

Safety Management Measures

• It should be Pro-active rather than Reactive.
• It should be Preventive & Predictive rather than Corrective.

14 Elements in Safety Management Systems

A Safety Policy
B Safe Work Practices
C Safety Training
D Safety Group Meetings
E Incident/Accident Investigation Analysis
F In-house Safety Rules & Regulations
G Safety Promotion
H Evaluation, Selection & Control of Sub-Contractors (Outsourcing Safety
Policy)
I Safety Inspections
J Maintenance Program for all Machinery & Equipment
K Hazard Analysis
L Control of Movement & Use of Hazardous Substances/Chemicals
M Emergency Preparedness
 N Occupational Health Programs

Nine (9) Mistakes of Change Management

 Acting without seeking input
 Seeking input but ignoring it
 Acting without laying the proper groundwork
 Ignoring the effects of change
 Poor convincing effects
 Becoming impatient
 Ignoring the benefits
 Trying to change too much & too fast
 Failure to adequately communicate

MISSION
“BUILD A GREAT PLACE TO WORK”

EXECUTIVE COMMITMENT
“To be successful, safety must be more than a program or a book of
procedures; it must be a company philosophy – an attitude that is
unquestioned.”

HAZARD IDENTIFICATION, RISK ASSESSMENT AND RISK CONTROL

Introduction:
• Planning for Hazards Identification, Risk Assessment & Risk Control is
OHSAS 18001 – Element 4.3.1.
• OHSAS: Occupational Health & Safety Assessment Series. This
was developed by British Standards Institute.
• It is a voluntary standard for developing an (OHSMS) Occupational Health &
Safety Management System.
• WHAT IS A HAZARD?
WHAT IS A HAZARD?

■ The meaning of the word hazard can be confusing. Often, dictionaries do not give
specific definitions or combine it with the term "risk". For example, one dictionary
defines hazard as "a danger or risk" which helps explain why many people use
the terms interchangeably.
■ There are many definitions for hazard but the more common definition when
talking about workplace health and safety is:
 A hazard is any source of potential damage, harm or adverse health effects on
something or someone under certain conditions at work.

WHAT ARE EXAMPLES OF A HAZARD?

■ Workplace hazards can come from a wide range of sources.

■ General examples include any substance, material, process, practice, etc. that has
the ability to cause harm or adverse health effect to a person under certain
conditions.
Table 1 - Examples of Hazards and Their Effects

Example of
Workplace Hazard Example of Harm Caused
Hazard

Thing Knife Cut

Substance Benzene Leukemia

Material Asbestos Mesothelioma

Source of Energy Electricity Shock, electrocution

Condition Wet floor Slips, falls

Process Welding Metal fume fever

Practice Hard rock mining Silicosis

WHAT IS RISK? & WHAT IS SAFETY?

• RISK is the chance or probability that a person will be harmed or experience an

adverse health effect if exposed to a hazard. It may also apply to situations with
property or equipment loss.
• SAFETY is freedom from unacceptable risk or harm.

Factors that influence the degree of risk include:

■ how much a person is exposed to a hazardous thing or condition,

■ how the person is exposed (e.g., breathing in a vapor, skin contact), and
■ how severe are the effects under the conditions of exposure.
HAZARD
 HAZARD is any existing or potential condition in the workplace that, by itself or inter-
acting with other variables (man, machines, materials, etc.) can result in death,
injuries, property damage & other losses.
 HAZARDS are grouped into two broad categories, namely:
 Those dealing with safety-------injuries.
 Those dealing with health-------illnesses.

INCIDENT (OR NEAR MISS)

INCIDENT (OR NEAR MISS) – event that gave

rise to an accident or had the potential to lead to
an accident.
NOTE:
An incident where no ill health, injury, damage, or
other loss occurs is also referred to as a “near
miss”. The term incident also includes near
misses.
 P a g e | 31

Date Developed: Document Number:

ELECTRONIC PRODUCTS January, 2018
ELC724335
AND SERVICING NCII Date Revised:
January, 2018
Developed by: Checked by:
ASSEMBLE ELECTRONIC
PRODUCTS PENCIL, JOSEPH L. LA ACADEMIA TVET AND
TOURISM ACADEMY
 P a g e | 32

TYPES OF HAZARDS

1 PHYSICAL HAZARDS (noise, illumination, ventilation).

2 CHEMICAL HAZARDS (gases, fumes, vapors, mists).
3 BIOLOGICAL HAZARDS (virus, germs, bacteria).
4 ERGONOMIC HAZARDS (prolonged standing).

HAZARDS IDENTIFICATION

HAZARD IDENTIFICATION is the systematic use of all

available information to identify hazards in order to
analyze and evaluate their overall effect on people,
property and the environment.
 Identify all of the possible ways in which
workers may be harmed through work-related activities
(tasks).
 The company hazard identification
program should include the following elements:
 Companies are responsible for identifying
existing & potential workplace hazards for each task associated with the scope of
work

Date Developed: Document Number:

ELECTRONIC PRODUCTS January, 2018
ELC724335
AND SERVICING NCII Date Revised:
January, 2018
Developed by: Checked by:
ASSEMBLE ELECTRONIC
PRODUCTS PENCIL, JOSEPH L. LA ACADEMIA TVET AND
TOURISM ACADEMY
  Develop a list of hazards for each task of the scope of work. Hazard
identification data must be recorded so that it can be used for risk assessment
activities & in determining appropriate control measures.
 Describe method used for review & update of modifications, changes to
existing operations & work practices. How are the changes evaluated for new
hazards?
 The company shall maintain & provide employees access to MSDS for all hazardous
chemicals that are used when performing work.

It should be regarded as an ongoing, integral part of workplace hazard review.

Re-evaluate the hazards & controls when the following occurs:
a. Before & during the introduction of a new scope of work
b. Before & during alterations or changes to the scope of work
c. New information on hazards or control measures becomes available
d. The start of a new project
e. A change in the work process
f. A change or addition to tools, equipment, machinery (including locations or
the way they are used)
g. As new employees are hired
h. Moving to a new building or work area
i. Introduction of new chemicals or substances
j. Significant changes in weather conditions that will effect the scope of work
and/or safety of the workers

COMPONENTS of HAZARD IDENTIFICATION

A Information about the Industry
B Information on Working Conditions
C Information on Materials & Substances
D Information about the Machine & Equipment
 P a g e | 34

Date Developed: Document Number:

ELECTRONIC PRODUCTS January, 2018
ELC724335
AND SERVICING NCII Date Revised:
January, 2018
Developed by: Checked by:
ASSEMBLE ELECTRONIC
PRODUCTS PENCIL, JOSEPH L. LA ACADEMIA TVET AND
TOURISM ACADEMY
 P a g e | 35

C. INFORMATION ON MATERIALS & SUBSTANCES

1 Quantity (consumption: handling & storage) of materials & substances
involved.
2 Substance/material data (chemical & physical characteristics).
3 Safety-related data (ex: explosive limit, flash point, etc.).
4 Toxicology-related data (toxicity, effects, etc.).
5 Threshold Limit Values (TLV).
D. Information about the Machine & Equipment
1 Design & Construction
2 Installation & Maintenance (PM)
3 Protective & Safety Devices
MACHINE GUARDS, ETC.
FIRE PROTECTION DEVICES/SYSTEMS, ETC.

ELEMENT (2) : HAZARD RISK ASSESSMENT

• Refers to the process of assessing risks associated with each hazard identified
during the hazard identification process.
• Companies should evaluate each hazard to determine its' level of risk. Risk
assessments are very important as they form an integral part of a good occupational
health and safety management plan or system.
• To research the hazard, companies should consider the following information:
A. Product information/manufacturer documentation.
B. Past experience (workers, etc.).
C. Legislated requirements and/or applicable standards.
D. Industry codes of practice or best practices.
E. Health & safety material about the hazard such as material safety data
sheets (MSDS), or other manufacturer information.
F. Information from reputable organizations.
G. Results of testing (atmospheric, air sampling of workplace, biological, etc).
H. The expertise of an occupational health & safety professional.
I. Information about previous injuries, illnesses, "near misses", lessons
learned, accident reports etc.
Date Developed: Document Number:
ELECTRONIC PRODUCTS January, 2018
ELC724335
AND SERVICING NCII Date Revised:
January, 2018
Developed by: Checked by:
ASSEMBLE ELECTRONIC
PRODUCTS PENCIL, JOSEPH L. LA ACADEMIA TVET AND
TOURISM ACADEMY
RANKING OR PRIORITIZING HAZARDS
Ranking or Prioritizing Hazards is one way to determine the potential for accident,
injury or illness. The company should consider the following when ranking or
prioritizing hazards:
a. Percentage of workforce exposed.
b. Frequency of exposure.
c. Degree of harm likely to result from the exposure.
d. Probability of occurrence.

ELEMENT (3) : HAZARD CONTROL PROGRAM

A hazard control program consist of all steps necessary to protect workers from
exposure to a harmful substance or system, & the procedures required to monitor
worker exposure & their health to hazards such as hazardous chemicals, materials or
substance, or other types such as noise & vibration.
A written workplace hazard control program will outline which methods are
being used to control the exposure & how these controls will be monitored for
effectiveness.
Hazard control provides a means by which risks can be systematically evaluated
against a set of control options, known as the “HIERARCHY OF CONTROLS” to
determine the most effective control methods for the risks associated with each
hazard. This process involves:
a. analyzing the data collected during the hazard identification &
risk assessment processes, and
b. developing a strategic plan to control the risks identified.
USE OF HIERARCHY OF CONTROLS
The HIERARCHY OF CONTROLS is a list of control measures, in priority
order, that shall be used to eliminate or minimize exposure to the hazard.
The HIERARCHY OF CONTROLS provides a sequence of options which
offer a number of ways to approach the hazard control process.
The company’s worker’s protection program (WPP) shall reference the use of
the HIERARCHY OF CONTROLS for controlling workplace hazards.
1. ELIMINATION OF HAZARDS: An option use to get rid of the hazard
altogether. The best way to eliminate the risk is to completely remove the
hazard. It is the first line of defense for eliminating employee exposure.
 Subcontractors shall fully exercise this option at every opportunity when
feasible or practical.
2. SUBSTITUTION OF HAZARDS: Substitution involves replacing a highly
toxic substance or hazardous work practice with a less toxic substance/
hazardous one. Use this option when feasible.
3. USE OF ENGINEERING CONTROLS: If the hazard cannot be eliminated,
substituted or isolated, an engineering control is the next preferred option. It
involves such things as guards, introducing remote stop & start buttons,
and use of muffling to reduce noise levels. Use this option when feasible
and practical.
4. USE OF WORK PRACTICES & ADMINISTRATIVE CONTROLS TO LIMIT
EXPOSURE: Includes the use of warning signs, regular rest breaks for
employees exposed to hot environments, reducing employee exposure to
noisy machines by using a worker rotation policy, & providing supervision &
employee training on the associated hazards.
5. USE OF PERSONAL PROTECTIVE EQUIPMENT (PPE) should be
considered only when other control measures are not practical. Employees
must be trained in the proper use, fitting, cleaning & maintenance.
3 MAJOR AREAS WHERE HAZARDOUS CONDITIONS CAN BE CONTROLLED

ESTABLISHING PREVENTIVE & CORRECTIVE MEASURES

Three (3) Methods of Controlling Occupational Hazards

1. Engineering Controls
2. Administrative Controls
3. Personal Protective Equipment

ENGINEERING CONTROLS
● Isolation of source (hazard)
● Lockout & Tag-out procedures
● Design
● Process or procedural changes
● Monitoring & warning equipment
● Chemical or material
substitution ADMINISTRATIVE
CONTROLS
● Personnel (recruitment)
● Management (H&S program)
● Monitoring
● Limiting worker exposure
● Measuring performance
● Training & education (TNA)
 ● Housekeeping & maintenance (PM)
● Purchasing

PERSONAL PROTECTIVE EQUIPMENT

● To reduce exposures, while other controls are being implemented.
● To provide protection during activities, such as, maintenance & repairs when
controls are not feasible.
● To provide protection during emergencies.
● To supplement other controls.

MONITORING
• To provide assurance that hazard controls are working properly;
• To ensure that modifications have not so altered the workplace that current
hazard controls can no longer function adequately;
• To discover/locate new or previously undetected hazards &
assess effectiveness of existing controls.
COVERAGE:
 Inspection
 Industrial hygiene testing
 Medical surveillance

EVALUATING PROGRAM EFFECTIVENESS

 The final process in hazard control is to evaluate the effectiveness of
the Safety & Health Program.
 Evaluation involves answering the following questions:
● What is being done to locate & control hazards?
● What impact are the benefits having on improving operational
efficiency & effectiveness?

SAFETY SIGNS AND SYMBOLS

Safety signs must be used whenever a hazard or danger can not be avoided adequately
or reduced in another way. Before installing safety signs an employer should examine

whether the hazard can be avoided or reduced by collective precautions (precautions that
protect everybody) or safer ways of doing the work.
What types of safety signs are there?
A safety sign provides information about safety or health and can be a signboard,
colour, acoustic signal, verbal communication, or hand signal.
What is a signboard?
A signboard is a sign that provides information or instruction using a combination
of shape, colour and symbols but excludes information in writing.
Why must safety signboards not contain text?
Safety signboards should not contain text. This is because the symbols or pictograms
on a signboard are intended to be understood, independently of the language ability of the
worker viewing it.
How will workers understand the meaning of safety signs?
Employers must provide information to employees on the meaning and requirements
of any signs used in the workplace, especially where text on supplementary signboards is
used.
Can any text be included on a safety sign?
Safety signboards put in place after 1 November 2007 should not contain text. Text
may be included on a supplementary signboard provided that it does not adversely affect the
effectiveness of the safety signboard.
What is a Supplementary Signboard?
A supplementary signboard (often with text) is used to give clarity to a signboard. A
signboard and supplementary signboard can be located on one "carrier". A carrier could be a
single sheet of metal, plywood, laminated plastic or other material as might be appropriate to a
location.
How will workers understand the meaning of safety signs?
Employers must provide information to employees on the meaning and requirements
of any signs used in the workplace, especially where text on supplementary signboards is
used.
Do existing safety signs containing text have to be replaced?
Where a signboard is already in place before 1 November 2007 and it meets all the
requirements of Part 7 and Schedule 9 to the General Application Regulations 2007, except
that it contains text, an employer may leave that signboard in place until 1 January 2011.
What colours and shapes should be used on safety signboards?
 Red for prohibition
 Yellow for caution
 Green for positive action
 Blue for mandatory actions
 O Discs for prohibitions and instructions
 Δ Triangles for warnings
 □ Squares and rectangles for emergency and information signs

Examples of Prohibition Signs

Examples of Mandatory Signs

Examples of Warning Signs

 SELF CHECK 1.1.1

1. What is Safety?
2. Give the two major causes of accident.
3. Give the five elements to control hazard.
4. What are the four types of hazards?
5. Give five Importance of Occupational Health and Safety.
 SELF-CHAECK ANSWER KEY 1.1.1
1. Safety means…
 Freedom of oneself from HAZARDS.
 Control of hazards to attain an acceptable level of RISKS.
 Control of hazards through injury prevention & property damage control.
2. Major causes of accident
 Unsafe Act
 Unsafe Condition
3. Five elements to control hazard
 Elimination
 Substitution
 Engineering Controls
 Administrative Controls
 Personal Protective Equipment

4. Types of Hazard
 PHYSICAL HAZARDS (noise, illumination, ventilation).
 CHEMICAL HAZARDS (gases, fumes, vapors, mists).
 BIOLOGICAL HAZARDS (virus, germs, bacteria).
 ERGONOMIC HAZARDS (prolonged standing).

5. Importance of OHS
 There is low priority given to OSH.
 Lack of education & training on OSH among workers & management.
 Lack of trained OSH personnel.
 Weak enforcement of OSH Standards.
 Lack of OSH facilities.
 Needs to reinforce information.
 Statistics does not give reliable data due to low rate of compliance, absence
of strict penalties, and fragmented BWC administration.
TASK JOB 1.1.1
PERFORMANCE CRITERIA CHECKLIST 1.1.1
 INFORMATION SHEET 2.1.1

PERSONAL PROTECTIVE EQUIPMENT (PPE)

Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:

1. Give the Importance of Personal Protective Equipment

2. Define Personal Protective Equipment
3. Identify the different types of PPE
4. Familiarize with the Personal Protective Equipment

PERSONAL PROTECTIVE EQUIPMENT (PPE)

Refers to protective clothing, helmets, goggles, or other garment designed to protect

the wearer's body from injury by blunt impacts, electrical hazards, heat, chemicals, and
infection. The terms "protective gear" and "protective clothing" are in many cases
interchangeable; "protective clothing" is applied to traditional categories of clothing, and
"gear" is a more general term and preferably means uniquely protective categories, such
as pads, guards, shields, masks, etc.

FOUR (4) METHODS OF CONTROLLING OCCUPATIONAL HAZARDS

1. Engineering Controls
2. Administrative Control
3. Safe Work Practices/Procedures
4. Use of Personal Protective Equipment
PERSONAL PROTECTIVE EQUIPMENT PROGRAM
1. Establish the need for PPE.( Policy)
2. Select the proper type of PPE.
3. Use the equipment properly/correctly.
4. Conduct training on “Proper Use & Maintenance of PPE.
5. Conduct periodic PPE compliance audit.
6. Implement PPE rules & regulations, PPE issuance procedure/system.
7. Prepare necessary budget.
8. Review & update the PPE program.
 USE OF PPE
Factors to Consider:
1. Should be taken as the last thin line of defense.
2. Does not reduce the hazard.
3. Merely set up a frail barrier.
4. Must be constantly maintained.

SELECTION OF PERSONAL PROTECTIVE EQUIPMENT

1. There must be a clear understanding of the specific hazard.
2. Degree of protection must be proportional to seriousness of hazard.
3. Balance between protection and interference.
4. Acceptability of PPE to worker.
5. Quality of PPE
6. Factor of cost.
Administering the PPE Program (or how to ensure employees wear PPE)
 Have a published plant policy regarding PPE. Consult employees when
formulating the policy and obtain their support.
 Inform your people of hazards and company efforts to eliminate those hazards.
 Include the plant policy and regulations in training programs for new employees.
 Provide good quality and comfortable PPE.

Administering…
 Try to minimize the financial burden to the employees.
 Gradually introduce a mandatory PPE program: set intention , set target date for
compliance, then allow workers a period to become accustomed to wearing
PPE.
 Management and supervisors must set example.
 Make wearing of PPE an important part of the Plant PPE program.

Enforcement of Standards
Compliance to PPE can be assured by:
1. Direct observation of actual plant conditions during inspection/tour of
the workplace.
 2. Implementing rules/procedures for non-compliance i.e. verbal warnings, written
reprimands, suspensions, demotions, termination, but with prior consultation
with concerned parties.
3. Implementing rules/procedures for commending consistent group or individual
compliance.
Approaches to Counter Negative Attitudes
 resent the need for the device.
 Inform worker what PPE his area demands and how to use the equipment.
 Give worker opportunity to select.
 Keep stock of PPE available.
 Replace worn-out PPE immediately.
 Supervisor should set the example.
 Disciplinary sanctions can be worked out not to penalize the worker but to
protect him.
Classification of Personal Protective Equipments’:

At a minimum personnel must wear basic PPE which includes

 Work Clothing
 Head Protection
 Eye and Face Protection
 Foot Protection
 Hearing Protection
 Hand Protection

WORK CLOTHING –
FIRE RESISTANT/RETARDANT CLOTHING
(FRC)

FRC is mandatory for all areas of offshore

production or drilling facilities, other than living
quarters/accommodation unless a sign or field
directive is posted to the contrary. Other locations
(e.g. shorebases and construction barges) may also
have areas designated where FRC is required. FRC is
not required for short term visitors and contractor
personnel for less than three days visit unless their exposure is deemed to require FRC.
Determination FRC requirement for visitors and short term personnel shall be determined
before visit arrangements and are finalized by the sponsoring manager, in consultation with
the Facility Manager or HES Specialist. If required, visitors will be provided with FRC during
their HESS orientation.
FRC Compliance

 For all trades except welders, clothing shall be either Nomex or a CTEP
approved FRC material.

 Shirt and pant combinations or coveralls consistent with industry

standard protective clothing shall be worn by contractor
employees when working for Chevron.

 Colors may match clothing normally supplied by

the contractor to their employees.

 Contractors shall supply two (2) sets of FRC to each

employee free of charge before their assignment to a
designated area.

 Replacement shall be issued in accordance with the policies of the contractor

company.

HEAD PROTECTION

HELMETS

Protective helmets (hard hats) come in a variety of shapes. They may be

made of tough polyethylene or polycarbonate, one of the toughest hat materials
yet developed. When falling objects strike the hats, the shock-absorbing suspension
capabilities minimize injuries. Regular hard hats must be insulated so that
personnel may be protected from accidental head contacts with electrical circuits
and equipment at comparatively low voltages (less than 2200 volts). Electrical
workers requiring head protection necessary to their duties or to the working
environment, must wear insulating safety helmets or all purpose protective helmets
which must be capable of withstanding 20,000 volt minimum proof-tests.
 Contractors shall provide their employees with head protection in compliance
with this document or as stipulated in their contract with Chevron.
 Non-conductive (plastic) head protection in compliance with ANSI-Z89.1 shall
be worn at all times by personnel and visitors when in any area designated as
 requiring head protection or where dropped object or head bump exposure
exists. Generally this includes:
o Wellhead platforms.
o All areas of Production Platforms, Drilling Rigs, Construction Barges,
vessel/boat decks except the living accommodations, control rooms,
work shops and offices.
o All areas outside the accommodation module where or when there
is head injury exposure.
o When identified as needed during the
JSA. Safety Helmet (Hard Hat) Colors as follows:

White - For Long Term Personnel

Green - For SSE Personnel during their SSE Term

Orange – Visitors

Exceptions:

Helmets may only be removed by WELDERS during activities when they must
wear welding shields or hoods.

EYE AND FACE PROTECTION

Eye and face protection in compliance with ANSI-Z87.1 or CTEP approved equivalent
shall be worn at all times by contractor personnel, and visitors when in the locations where
eye injury exposure exists, or when carrying out work near but not limited to the following
operations:

 Use of hand tools where chips, sparks or dust may be generated including
the opening of packing cases
 Use of powered hand tools
 Use of machine tools
 Welding, flame cutting, burning, chipping and grinding.
 De-scaling , sand and shot blasting
 Paint removal and spraying
  Pressure testing
 Work with any chemical
or substance requiring eye or face protection by the
applicable Material Safety Data Sheet (including
hydrocarbon process/products).
 When identified as needed during the JSA.

Goggles and safety glasses are forms of protective

eyewear that usually enclose or protect the eye area in
order to prevent particulates or chemicals from striking the
eyes. They are used in chemistry laboratories and in woodworking. They are often used
in snow sports as well, and in swimming. Goggles are often worn when using power
tools such as drills or chainsaws to prevent flying particles from damaging the eyes.
Many types of goggles are available as prescription goggles for those with vision
problems
EYE AND FACE PROTECTION

Where prescription safety glasses are required, the following minimum requirements
shall apply:
 Persons wearing prescription glasses without safety lenses must wear
approved cover goggles in areas requiring eye protection.
 Where prescription glasses are required to be worn with full-face respirators, a
spectacle kit for the respirator shall be provided for the glasses in order to
preserve the respirator's seal.
Face Protection Shields must be worn in addition to safety glasses or safety goggles
when performing activities which have the potential for face injury
from flying objects during welding, hammering, grinding, grit
blasting etc., including working with chemicals.
Exceptions:
 Welders may remove their safety
glasses only when using welding goggles. (Safety glasses
shall be worn in combination with welding hoods/shields.)
Contact Lenses
 It discourages the use of contact lenses
in laboratories and in areas where chemicals or dust is handled or present.
 Personnel who choose to wear contact lenses must always wear eye protection
Protective masks have these functions:
 Providing a supply of breathable air or other oxygen-containing gas.
 Protecting the face against flying objects or dangerous environments, while
allowing vision

FOOT PROTECTION
Safety footwear in compliance with ASTM-F2412 and F2413 or approved
equivalent shall be worn in all areas where work related foot
injuries can occur.
Safety footwear shall be part of the basic PPE for all
personnel in the categories listed below and shall be worn at all
times when outside accommodations, offices, etc.
 Offshore Production, Drilling, Construction and Marine Vessels
 Workshops
 Shorebases (warehouses, docks, jetty’s and storage areas)
Contractors shall replace safety footware free of charge to their
employees as and when it becomes worn or unserviceable.

Safety shoes protect and prevent injury or loss of toes. Some safety shoes
are designed to limit damage to your toes from falling objects. A steel plate is placed in the
toe area of such shoes so that your toes are not
crushed if an object falls on them. Other safety
shoes are designed SAFETY SHOES for use where
danger from sparking could cause an explosion.
Such danger is minimized by elimination of all
metallic nails and eyelets and the use of soles
which do not cause static electricity

HEARING PROTECTION
Hearing protection tested in compliance with ANSI S12.6 must be utilized when working
in areas where noise levels exceed time weighted average (TWA) of 85 decibels A scale
for an 8 hours exposure.

The following are the designated areas required hearing protection at all times:
All areas of central processing platform for offshore operations
 All areas outside the LQ’s on drilling rigs both offshore and onshore
On helicopters (all flight)
Areas around rotating machinery
Any other areas which have a noise level
above 85 decibels based on noise
surveys
When identified as needed during JSA’s

Recommended Hearing Protection Include:

Ear plugs (disposable and reusable)
Ear muffs
HAND PROTECTION
Use gloves whenever you are required to handle rough, scaly, or splintery
objects. Two types are shown above. Special flameproof gloves are designed for gas
and electric welding in order to limit danger and damage from sparks and other
hot, flying objects. Personnel working with electricity are usually required to wear
insulating rubber gloves. Be sure to follow all regulations prescribed for the use of
gloves. Gloves must not be worn around rotating machinery unless sharp or rough
material is being handled. If such is the case, extreme care should be used to
prevent the gloves from being caught in the machinery.

1. Hand injuries have been identified as a high risk concern.

2. Hand protection in compliance with ANSI-105 is recommended to be worn whenever
there is an exposure to hand injury from hot surfaces, sharp objects, chemicals, etc.
3. Appropriate hand protection must be worn when handling chemicals or
working with electricity.
4. There is no one glove that can suit every purpose.
5. All supervisors shall ensure their subordinates understand, have and wear the
appropriate hand protection when assigning work or when identified as
needed during JSA’s.
GLOVE TYPES, SELECTION AND USAGE
 SAFETY BELTS AND SAFETY STRAPS

The safety belt and safety strap are

a must when working in high places.
The safety belt, strapped around the waist,
contains pockets for small tools. It also has
two D-rings used to attach the safety strap.
The safety strap is a nylon-reinforced leather belt that is placed around the item to
be climbed. It is then attached to the two D-rings on the safety belt.
ADDITIONAL AND SPECIALIZED PPE

Respiratory Protection
Electrical Insulating Gloves
Life Jackets, Work Vests
Safety Harness with fall arrest and arranged for 100% tie off
Diving, Rescue and Medical Equipment
LEL, H2S, Benzene, Hg, radiation Monitors/Respirators
Fireman Outfits (Bunker Coats, Overall Pants, Boots, etc.)
 RESPIRATORY PROTECTION
Appropriate respirators in compliance
with ANSI Z88.2 shall be provided and worn
when required by the MSDS for chemicals,
toxics, dusts, fumes, mists, vapors, gases,
sprays, and smoke or when identified as
needed during JSA’s.

Respirators include either purifying or filtering and air supplied.

Purifying or filtering respirators
Single use filtering half face (disposable)
Air purifying half or full face mask

PURIFYING AND FILTER COLOR CODES

RESPIRATORY PROTECTION

Air Supplied Respirators

Self-contained breathing apparatus
(SCBA) Full Face Positive Pressure
Supplied (compressed) air-line
respirators Full Face Positive Pressure
 When wearing respirators, the following must be complied with:
For SCBA and Airline Supplied Respirators, the wearer must have a current physical
examination confirming their health for breathing apparatus and have been trained
in the use of the breathing apparatus within 1 year.
The selected respirator must fit the wearer properly.
Users must be fit tested at least annually per the manufacturer’s procedure for the fit
test kit.
If the exposure consists of two or more contaminants for which air-purifying
canisters are recommended (e.g. Mercury and Benzene) and a combination
canister is not available, then an air supplied respirator must be used.
Purifying or filtering respirators must not be used if the working area has less than
19.5% oxygen.
Wearers/users must not have:
 Contact lenses
 Glasses with temple pieces
 A beard, mustache, or long sideburns
 Breathing problems, such as asthma
 Claustrophobia (fear of confined space)
 Heat sensitivity (often suffered from heat such as heat cramp, heat stroke, etc.)

When using respirators, the user must immediately leave the area if:
 Breathing becomes difficult
 Dizziness or other distress occurs
 Irritation, smell and taste contaminants is sensed
 The respirator becomes damaged

Specialized PPE Protection

 Responsible contractor shall provide specialized PPE to personnel as appropriate

but not limited to:
 Workplace/Activities Specialized PPE

Electrical Electrical Insulating

Gloves Over Water/On Boats Life Jackets, Work Vests

At Height Safety Harness with fall arrest and arranged for

100% tie off

Under Water Diving, Rescue and Medical Equipment

Confined Space LEL, H2S, Benzene, Hg, Radiation Monitors/
Respirators
Fireman Outfits (Bunker Coats, Overall Pants, Boots,
Fire Fighting Etc.)
 SELF CHECK 2.1.1
Instruction. : A. Match column A to column B. Write your answer on the provided space
before the number.

A B

1. Strapped around the waist, a. Safety shoes

contains pockets for small tools b. Safety glass/goggles
c. Safety belt/straps to handle
2. PPE used whenever you are rough, scaly, or splintery
required objects.
d. Safety Gloves
3. PPE used & serve as your e. Safety helmet/cap
protection when there is falling objects on your f. Safety mask
head , the Shock-absorbing suspension g. PPE
capabilities minimize injuries. h. finger coats

4. PPE used to protect and

prevent injury or loss of toes.

5. Providing a supply of breathable

air or other oxygen-containing gas.

6. It is usually enclose or protect the

eye area in order to prevent particulates or
hemicals from striking the eyes.

7. Refers to protective clothing,

helmets, goggles, or other garment designed to
protect the wearer's body from injury by blunt
impacts, electrical hazards, heat, chemicals,
and infection.
 SELF-CHECK ANSWER KEY 2.1.1
A.

1. c
2. d
3. e
4. a
5. f
6. b
7. g
 TASK JOB 2.1.1

Title: Identify appropriate PPE in Laboratory works

Performance Objective:
Given a following PPE, you should be able to identify the appropriate PPE for a
specific task/job.

Supplies and Materials:

Personal Protective Equipment as prescribe by the OHS

Steps and Procedure:

1. Proceed to the Laboratory Area and get the necessary PPE

for a particular job/task
2. You will identify and give the purpose of that PPE
 PERFORMANCE CRITERIA CHECKLIST 2.1.1

Trainee’s Name: Date:

YES NO

1. I can enumerate OHS policies and procedures in

assembling and disassembling consumer electronics
products and systems

2. I can explain OHS policies and procedures in

assembling and disassembling consumer electronics
products and systems

3. I can apply OHS policies and procedures in assembling

and disassembling consumer electronics products and
systems

Comments/Suggestions:

Trainer: Date:
 INFORMATION SHEET 3.1.1

TOOLS, EQUIPMENT AND TESTING INSTRUMENTS

Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:

1. Identify the different tools used in electronics technology

2. Give the uses and function of the different tools and equipment
3. Manipulate the different tools and equipment
4. Familiarize with the different tools and equipment

INTROCTION

DRIVER TOOLS
Screwdrivers

A screwdriver amplifies the hand's turning motion to the small, specially designed tip
that is inserted into the screw's head. There are numerous tip designs for special applications
(such as appliance assembly), but the two most common are standard (also called flat, flared,
or straight) and Phillips (X-shaped) tips. The screwdriver handle can be of plastic or wood,
sometimes with a rubberized cover to improve grip. Other tips include clutch (hourglass
shape), Robertson (square), and Torx (six slots). Some fasteners can be turned either by
standard or Phillips tips.
Common screwdriver tips
(a) Slotted,
(b) Phillips,
(c) Pozidriv,
(d) Torx,
(e) Hex,
(f) Robertson,
(g) Tri-Wing,
(h) Torq-Set,
(i) Spanner
 To ensure that the screwdriver is at good condition is to check if there is
deformation on the tip of the screwdriver and the shaft should be straight with good grip on
the handle.

Wrenches
The purpose of a wrench is to turn a bolt head or nut. Selecting the appropriate wrench
depends on the fastener's design and size. It can also depend on how difficult the fastener is
to reach. Wrench types include open end, combination, adjustable, and Allen.

Some of the different types of wrenches from which you can choose are;
Box-end. A box, or closed, end wrench is used where there is room to place the
wrench mouth around the fastener. Box end wrenches are available in 6- and 12-point
versions to match the number of sides on the fastener. Hexagon fasteners have 6 sides, or
points, and are the most popular.

Open end. This type of wrench is used for turning fasteners in locations where a box end
wrench cannot encompass the fastener.

Combination. A combination wrench has ends that perform specific tasks. One end
may be open and the other closed, one may be offset and the other straight, or the two ends
might be of fractionally different sizes.
 Adjustable. An adjustable wrench
can be used on a variety of fastener sizes.
The disadvantage is that it is less stable
than a fixed-size wrench and can easily
injure you or damage the fastener. An
adjustable wrench should be used only if
the correct size wrench is not available.

Socket. Socket wrenches fit over the fastener,

making removal easier and safer than with other
wrenches. Sockets come in standard and extended
depth; extensions are available to make removing
fasteners easier. They are often purchased in sets by
drive size.

Allen. Called by the Allen brand name, these are used

on fasteners with a hexagonal hole in the head. Allen
wrenches are available with L- or T-shape handles.

A well conditioned wrench has a perfect jaw to fit on the bolt head or nut. Provides a
good grip when use.

SPLCING TOOLS
Pliers

The primary purpose of the tool known as pliers is to grip objects firmly. The objects
can then be turned, bent, or otherwise manipulated. Pliers have parallel handles, a pivot
where the handles join, and parallel jaws that grasp the object. Special-use pliers may have
additional components and purposes, such as cutting pliers. Types of pliers include engineer's
pliers for gripping metal, flat-nosed pliers for grasping smaller objects, electrician's pliers for
gripping electrical wires, and round-nosed pliers for bending wire into loops. The most
common are slip-joint and plumber's pliers, both with slip-joint adjustments to change the
width of the jaw grip. In addition, locking pliers, sometimes known by the Vice-Grip brand
name, are popular for firmly holding objects.

1. Long Nose is used for holding, bending, and stretching the lead of electronic
component or connecting wires.

2. Side Cutter is a wire-cutting pliers, though they are not used to grab or turn
anything, but are used to cut wires.

3. Wire Stripper is a pair of opposing blades much like scissors or wire cutters.
The addition of a center notch makes it easier to cut the insulation without
cutting the wire.
4. Linemen’s Plier - type of pliers used by linemen and other tradesmen primarily for gripping,
twisting, bending and cutting wireand cable. Linemen's pliers owe
their effectiveness to their plier design, which multiplies force through leverage.
Lineman's pliers have a gripping joint at their snub nose and cutting edge in
their craw. Some versions include eith er an additional gripping

or crimping device at the crux of the handle side of the pliers' joint.

SOLDERING AND DESOLDERING TOOLS

1. Soldering Iron – is a device for applying heat to melt solder in attaching two
metal parts. A soldering iron is composed
of a heated metal tip and an insulated
handle. For electrical work, wires are
usually soldered to printed circuit boards,
other wires, or small terminals. A low-
power iron (20-30 Watts) is suitable for
this work.

2. Soldering Tool Stand – is a place where

the soldering iron is placed during usage.
This will keep the soldering iron away
from flammable materials. The stand
often comes with a sponge used in
cleaning the tip of the soldering iron.
 3. Desoldering tool is used in removing soldered wires and components on printed
circuit boards for troubleshooting and repair purposes.

BORING TOOLS

1. 12V Mini-Drill – is used to bore or drill holes in the printed circuit board (PCB) with
sizes from 1/32” – 1/16”.

2. Portable Electric Drill is used for boring hole(s) in plastic or metal chassis with the
used of drill bits having sizes from 1/6” to approximately 1/4”.
3. Metal Files These are hand tools having a series of sharp, parallel ridges or teeth.
Most files have a narrow, pointed tang at one end to which a handle can be fitted.

Flat File is parallel in width and tapered in thickness; they

are used for flat surfaces and edges.

Half Round File is tapered in width and thickness, coming

to a point, and is narrower than a standard half round and
used for filing inside of rings.

Round File - is also called rat-tail file which is gradually

tapered and used for many tasks that require a round tool,
such as enlarging round holes or cutting a scalloped edge.

4. American wire gauge (AWG), also known as the Brown & Sharpe wire gauge,
is a standardized wire gauge system used since 1857 predominantly in the United
States and Canada for the diameters of round, solid, nonferrous, electrically
conducting wire.[1] The cross-sectional area of each gauge is an important factor for
determining its current-carrying capacity.
CUTTING TOOLS
1. Utility Knife is a common tool used in cutting various trades and crafts
for a variety of purposes.

2. Hacksaw is used for cutting metals. Some have pistol grips which keep the
hacksaw firm and easy to grip. The small hand-held hacksaws consist of a
metal arch with a handle that fits around a narrow, rigid blade.

Auxiliary Tools

1. Magnifying Glass is a convex lens which is used to produce a magnified

image of an object. The lens is usually mounted on a frame with a handle.
Roger Bacon is the original inventor of the magnifying glass. A magnifying
glass works by creating a magnified virtual image of an object behind the lens.
Some magnifying glasses are foldable with built-in light.
 2. Paint Brush – made of bristles set in handle, use for cleaning dirty parts of a
circuit or an object.

EQUIPMENT AND TESTING INSTRUMENTS

Aside from hand tools, equipment are also needed for more accurate and quality output. In
this connection, three of the most used equipment are presented here for you to be
familiar with their uses and the proper way of maintaining them.
a. Volt-Ohm-Milliammeter. It is an equipment that combines three functions: as
a voltmeter that measures both ac and dc voltages; an ohmmeter that
measures resistance; and milliammeter that measures small amount of dc
current. As safety precautions in the maintenance of this instrument, the
following should be observed:
 Always rest the function switch at 250V AC if an OFF position is not
available in the instrument.
 For current and voltage measurements, always set the function switch
in the correct setting which is a little higher than the expected current or
voltage present in the circuit.
 Place the instrument in a cool dry place, away from any
magnetic devices, and free from vibrations.

There are many types of and varieties of test and measuring equipments that are now
used in audio and video systems repair and diagnosis. Most instruments and equipments are
used to measure DC voltage, resistance, AC voltage and DC current values. The most basic
instrument that is still commonly used is the VOM or Multimeter.
 However there are types of instruments under the category of multimeters that are
being used today because of their special functions and high accuracy such as the
DVOM (digital VOM).

b. Oscilloscope. An oscilloscope (commonly abbreviated CRO, for cathode-ray

oscilloscope, or scope) is a piece of electronic test equipment that allows signal
voltages to be viewed, usually as a two-dimensional graph of one or more
electrical potential differences (vertical axis) plotted as a function of time or of
some other voltage (horizontal axis).
An oscilloscope, is fundamentally a voltmeter, although it is a
comparatively sophisticated type of instrument that displays the variation of an
AC voltage in time, it also shows instantaneous waveform values. An
oscilloscope indicates frequency values and can also be used for phase
measurements.
Modern oscilloscopes are designed to measure time intervals between
chosen points along the waveform.
 Oscilloscope

c. Signal generator. A signal generator is a device which produces simple

wave forms.This instrument provides sine waves, square waves and
triangular waves used purposely to substitute signals

Signal Generator

Such devices contain an electronic oscillator, a circuit that is capable of creating a

repetitive waveform. These are typically used in simple electronics repair and design where
they are used to stimulate a circuit under test.
 Oscilloscope and signal generator should be given regular checkup for at least once a
week by connecting them in the power line. This will help prevent their components from
having moisture that might cause trouble in their circuits.
In any activity involving skills, it is a standard procedure that you must always use
the right tool or equipment properly that would fit in a particular task. In spite of this
reminder or caution, some students abuse the use of tools and still practice the following
common faults that must NOT be done.

Common Faults in Using Hand Tools

Pliers:
 Do not increase the handle length of pliers to gain more leverage. Use a larger
pair of pliers or bolt cutters if necessary.
 Do not substitute pliers for a wrench when turning bolts and nuts. Pliers cannot
grip these items properly and might cause a slip and create an accident.
 Never use pliers as a hammer on the handle. Such abuse is likely to result
in cracks or breaks.
 Cut hardened wires only with pliers designed for that purpose.
 Always cut the wires in right angle. Never rock from side to side or bend wire back
and forth against the cutting edges.
Screwdrivers:

 Never use screwdrivers as a pry bar, chisel, and punch stirrer or scraper.
 Never use screwdrivers with broken or worn-out handles. Screwdrivers of these
kinds should have tags to indicate that it is defective.
 Never use pliers on a screwdriver for extra leverage. Only use wrench or
screwdrivers specifically designed for purpose.
Utility Knives/ Blades:
 Do not use dull blades because they require more force, thus are more likely to slip.
 Replace the blade when it starts to “tear” instead of cut.
 Never leave a knife unattended with the blade exposed.
 Don’t bend or apply side loads to blades by using them to open cans or
loosen tight cover of containers. Blades are brittle and can snap easily.
HOW TO OPERATE MULTITESTER (VOM)

A multimeter is an instrument used to check the AC or DC voltages, resistance and

continuity of electrical components, and small amounts of current in circuits. This instrument
will let you check to see if there is voltage present on a circuit. By doing so, a multimeter can
help you achieve a variety of useful tasks, such as measuring ohms, volts, and amps.

DIFFERENT PARTS OF A NALOG MULTI TESTER

Analog multitesters are those

that have a moving needle that
stops on a number that is printed
on the background behind the
moving needle. The number that
the needle stops on indicates
the volts, ohms or amps the
meter is measuring depending
on how the control knob is set.
Analog multimeters are cheaper
than digital multimeters but not
as robust or simple to use.
Analog multimeters are
preferred by some technicians
because the movement of the
needle can show you some things that are not so obvious with digital multimeters.

PARTS AND FUNCTION OF ANALOG MULTITESTER

1. Pointer or Needle – indicates the values read from the scale
2. Scale – shows the value of what is being measured
3. Dial/Infinity Knob – points the needle to the 0 at the left side of the scale
4. Zero Ohm Adjuster – adjusts the needle to the right side of the scale
5. Range Selector Knob – allows changing the function and scale
6. Range – allows more accurate measurement for small values
 7. Test Probes – Positive probe (red) and Negative Probe (black) are used to connect
to the circuit or device under test.

GETTING FAMILIAR WITH ANALOG MULTITESTER

6. Locate the dial of your

multimeter. This has the arc-shaped
scales visible through the window
and a pointer which will indicate the
[1]
values read from the
scale.
 The arc-shaped marks on the meter
dial face may be different colors that
indicate each scale, so they will have
different values. These determine the
ranges of magnitude.
 A wider mirror-like surface shaped
like the scales might also be present.
The mirror is used to help reduce
what's called "parallax viewing
error," by lining up the pointer with its reflection before reading the value the pointer is
indicating. In the image, it appears as a wide
gray strip between the red and black scales.
 Many newer multimeters have digital
readouts, rather than the analog scale. The
function is basically the same, you'll just get a
numerical readout.

7. Find the selector switch, or knob. This

allows you to change the function
between volts, ohms, and amps, and to
change the scale (x1, x10, etc.) of the
meter. Many functions have multiple
 ranges, so it's important to have both set correctly, otherwise serious damage to the
meter or harm to the operator may result.
Some meters have an "Off" position on this selector switch while others have a separate
switch to turn the meter off. The meter should be set to "Off" when stored and not in use.

8. Locate the openings in the case where you'll insert the test leads. Most multimeters have
several jacks used for this purpose.
One is usually labeled "COM" or
(-), which stands for for common.
This is where the black test lead
will be connected. It will be used
for nearly every measurement
taken.
The other jack or jacks should be
labeled "V" (+) and the Omega
symbol (an upside down
horseshoe) for Volts and Ohms,
respectively.
The + and - symbols represent
the polarity of probes when set
for and testing DC volts. If the
test leads were installed as
suggested, the red lead would be positive as
compared to the black test lead. This is nice to know when the circuit under test isn't labeled +
or -, as is usually the case.
Many meters have additional jacks that are required for current or high-voltage tests. It is
equally important to have the test leads connected to the proper jacks as it is to have the
selector switch range and test type (volts, amps, ohms) set. All must be correct. Consult the
meter manual if you're unsure which jacks should be used.
4. Locate the test leads. There should
be two test leads or probes.
Generally, one is black and the other
red. These are used to connect to
whatever device you're planning on
testing and measuring.
5. Find the battery and fuse
compartment. This is usually found
on the back, but is also sometimes
on the side of some models. This

holds the fuse (and possibly a spare), and the battery that supplies power to the meter
for resistance tests.
The meter may have more than one battery and they may be of different sizes. A fuse is
provided to help protect the meter movement. Likewise, there is often more than one
fuse. A good fuse is required for
the meter to function, and fully
charged batteries will be
required for
resistance/continuity tests.

6. Find the Zero Adjustment

knob. This is a small knob
usually located near the
dial that is labeled
"Ohms Adjust," "0 Adj,"
or something similar.
This is used only in the
ohms or resistance range,
while the probes are shorted
together (touching each other).
Rotate the knob slowly to move the needle as close to the 0 position on the Ohms scale
as possible. If new batteries are installed, this should be easy to do - a needle that will
not go to zero indicates weak batteries that should be replaced.
MEASURING RESISTANCE

1. Set the multimeter to Ohms

or Resistance. Turn the meter on
if it has a separate power switch.
When multimeter measures
resistance in ohms, it can not
measure continuity because
resistance and continuity are
opposites. When there is little
resistance, there will be a great
deal of continuity, and vice versa.
With this in mind, you can make
assumptions about continuity
based on the resistance values
measured.
Find the Ohm scale on the dial. It
is usually the top-most scale and
has values that are highest on the left of the dial ("∞" or a sideways "8" for infinity), gradually
reducing to 0 on the right. This is opposite of the other scales, which have the lowest values
on the left and increase
going right.
2. Observe the meter
indication. If the test
leads are not in contact
with anything, the
needle or pointer of an
analog meter will rest
at the left-most
position. This
represents an infinite
amount of resistance,
 or an "open circuit." It's safe to say there is the no continuity, or path between the black
and red probes.

3 Connect the test leads. Connect

the black test lead to the jack
marked "Common" or "-". Then,
connect the red test lead to the jack
marked with the Omega (Ohm
symbol) or letter "R" near it.
Set the range (if provided) to R x
100.

4 Hold the probes at the end of the test leads together. The meter pointer should move fully to
the right. Locate the "Zero Adjust" knob
and rotate it so that the meter
indicates "0" (or as
close to "0" as
possible).
Note that
this
position is the "short
circuit" or "zero ohms"
indication for this R x 1
range of this meter.
Always remember to "zero"
the meter immediately after changing resistance ranges or you'll get a faulty reading.
If you're unable to obtain a zero ohm indication, this may mean the batteries are weak and
should be replaced. Retry the zeroing step above again with fresh batteries.
5 Measure the resistance of something like a light bulb that you know is good.Locate the two
electrical contact points of the bulb.
They will be the threaded base
and the center of the bottom of
the base.
Have a helper hold the bulb by
the glass only.
Press the black probe against the
threaded base and the red probe
against the center tab on the
bottom of the base. Watch
the needle move from
resting at the left and
move quickly to 0 on the
right.

7. Try different ranges. Change the

range of the meter to R x 1. Zero
the meter again for this range and
repeat the step above. Observe how
the meter did not go as far to the
right as before. The scale of
resistance has been changed so
that each number on the R scale
can be read directly.
In the previous step, each number
represented a value that was 100
times greater. Thus, 150 really was
15,000 before. Now, 150 is just 150.
Had the R x 10 scale been selected,
150 would have been 1,500. The scale selected is very important for accurate measurements.
With this understanding, study the R scale. It is not linear like the other scales. Values at the
left side are harder to accurately read than those on the right. Trying to read 5 ohms on the
meter while in the R x 100 range would look like 0. It would be much easier at the R x 1 scale
instead. This is why when testing resistance, adjust the range so that the readings may be
taken from the middle rather than the extreme left or right sides.
7 Test resistance between
hands. Set the meter to the highest R x
value possible and zero the meter.
Loosely hold a probe in each hand and
read the meter. Squeeze both probes
tightly. Notice the resistance is
reduced.
Let go of the probes and wet your
hands. Hold the probes again. Notice
that the resistance is lower still.

8 Make sure your reading is accurate. It's very important that the probes not touch anything
other than the device being tested. A device that has burned out will not show "open" on the
meter when testing if your fingers provide an alternate path around the device, like when they
are touching the probes.
Testing round cartridge
type and older style glass
automotive fuses will
indicate low values of
resistance if the fuse is
lying on a metal surface
when under test. The
meter indicates the
resistance of the metal
surface that the fuse is
resting upon (providing an
alternate path between
the red and black probe
around the fuse) instead of trying to determine resistance through the fuse. Every fuse in this
case, good or bad, will indicate "good," giving you a faulty analysis.
 P a g e | 84

MEASURNG VOLTAGE

1 Set the meter for the highest

range provided for AC Volts. Many
times, the voltage to be measured
has a value that is unknown. For
this reason, the highest range
possible is selected so that the
meter circuitry and movement will
not be damaged by voltage greater
than expected.
If the meter were set to the 50 volt
range and a common U.S. electrical
outlet were to be tested, the 120
volts present could irreparably
damage the meter. Start high and work downward to the lowest range that can be safely
displayed.
2 Insert your test probes. Insert the black
probe in the "COM" or "-" jack. Next, insert the
red probe in the "V" or "+" jack.

3 Locate the voltage scales. There may be

several Volt scales with different maximum
values. The range chosen by the selector
knob

determines which voltage scale to read. The

maximum value scale should coincide with
selector knob ranges. The voltage scales,
unlike the Ohm scales, are linear. The scale is
accurate anywhere along its length. It will of
course be much easier accurately reading 24
volts on a 50 volt scale than on a 250 volt
scale, where it might look like it is anywhere
between 20 and 30 volts.
Date Developed: Document Number:
ELECTRONIC PRODUCTS January, 2018
ELC724335
AND SERVICING NCII Date Revised:
January, 2018
Developed by: Checked by:
ASSEMBLE ELECTRONIC
PRODUCTS PENCIL, JOSEPH L. LA ACADEMIA TVET AND
TOURISM ACADEMY
4 Test a common electrical outlet. In the US, you might
expect 120 volts or even 240 volts. In other places, 240 or
380 volts might be expected.
Press the black probe into one of the straight slots. It
should be possible to let go of the black probe, as the
contacts behind the face of the outlet should grip the
probe, much like it does when a plug is inserted.
Insert the red probe into the other straight slot. The
meter should indicate a voltage very close to 120
or 240 volts (depending on type outlet tested).

5. Remove the probes. Rotate the

selector knob to the lowest range
offered that is greater than the
voltage indicated (120 or 240).
6. Reinsert the probes as
previously. The meter may indicate
between 110 and as much as 125
volts this time. The range of the meter
is important to obtain accurate
measurements.
If the pointer did not move, it is likely
that DC was chosen instead of AC.
The AC and DC modes are not
compatible. The correct mode must be
set. If not set correctly, the user would
mistakenly believe there was no
voltage present, which could be a
dangerous mistake.
Be sure to try both modes if the pointer
does not move. Set meter to AC volts
mode, and try again.
 7. Try not to hold
both. Whenever possible,
try to connect at least one
probe in such a way that it
will not be required to hold
both while making tests.
Some meters have
accessories that include
alligator
clips or
other
types of
clamps that will assist doing this.
Minimizing your contact with electrical
circuits drastically reduces that chances
of sustaining burns or injury.

MEASURING CURRENT

1 Make sure you've

measured the voltage
first. You need to determine
whether or not the circuit is
AC or DC by measuring the
voltage of the circuit as
described in previous steps.

2 Set the meter to the highest

AC or DC Amp range
supported. If the circuit to be
tested is AC but the meter
will only measure DC amps
(or vice versa), stop. The meter must be able to measure the same mode (AC or DC) amps as
the voltage in the circuit, otherwise it will indicate 0.
 Be aware that most multimeters will only measure
extremely small amounts of current, in the uA and
mA ranges. 1 uA is .000001 amp and 1 mA is .001
amp. These are values of current that flow only in
the most delicate electronic circuits, and are literally
thousands (and even millions) of
times smaller than values seen in the home
and automotive circuits that most
homeowners would be interested testing.
Just for reference, a typical 100W / 120V light
bulb will draw .833 Amps. This amount of current
would likely damage the meter beyond repair.

3. Consider using a "clamp-on" ammeter. Ideal for the homeowner, this meter
were to be used to measure current through a 4700 ohm resistor across 9 Volts
DC.
To do this, insert the black
probe into the "COM" or "-" jack
and insert the red probe into the
"A" jack.
Shut off power to the circuit.
Open the portion of the circuit that
is to be tested (one lead or the other of
the resistor). Insert the meter
in series with the circuit such that it completes the
circuit. An ammeter is placed in series with the circuit
to measure current. It cannot be placed "across" the
circuit the way a voltmeter is used (otherwise the meter will
probably be damaged).
Observe the polarity. Current flows from the positive side to the
negative side. Set the range of current to the highest value.
Apply power and adjust range
of meter downward to allow accurate reading of pointer on the dial. Do not exceed the range
of the meter, otherwise it may be damaged. A reading of about 2 milliamps should be
indicated since from Ohm's law I = V / R = (9 volts)/(4700 Ω) = .00191 amps = 1.91 mA.
 4 Be wary of any filter capacitors or
other elements that
require an inrush
(surge) current
when switched
on. Even if the
operating current is
low and within the
range of the meter fuse, the surge can be many times higher than the
operating current, because the empty filter
capacitors are almost like a short circuit.
Blowing the meter fuse is almost certain if the
DUT's (device under test) inrush current is
many times higher than the fuses rating. In
any case, always use the higher range
measurement protected by the
higher fuse rating and be
careful.

THE DIGITAL MULTIMETER

Introduction
Digital multimeters, also known as DMMs, are among the most widely used
electronic testing instruments. DMMs are often referred to as the tape measure of the new
millennium. DMMs consolidate the functions of multiple instrum ents such as voltmeters,
ammeters and ohmmeters into one unit.
A basic DMM works with energized and de-energized electrical circuits and
measures alternating current (AC), AC voltage, direct current (DC), DC voltage, resistance,
continuity and diodes. Advanced models also measure capacitance, frequency,
temperature, pressure and vacuum (special accessories are required for some of these
measurements). It’s important to note that anytime you work with current (AC or DC) and
voltage you need to use extreme caution. To avoid catastrophic consequences, safe
practices must be followed whenever working with electricity.
 There are broad applications for
the use of DMMs particularly for
processes involving electrical
engineering design, maintenance,
quality control, inspection and any
application requiring electrical
servicing and diagnostic testing

PARTS AND FUNCTION OF A DIGITAL MULTIMETER

1. Function/Range Switch: selects the function

(voltmeter, ammeter, or ohmmeter) and the range
for the measurement.
2. COM Input Terminal:Common ground, used in
ALL measurements.
3. V Input Terminal: for voltage or
resistance measurements.
4. 200 mA Input Terminal: for small current
measurements.
5. 10 A Input Terminal: for large current measurements.
6. Low Battery LCD: appears when the battery needs
replacement.
MULTIMETER SELECTION AND FUNCTIONS

To choose a DMM that is best for your application, first consider resolution, digit and
accuracy.
Resolution refers to how fine a measurement a meter can make. By knowing the
resolution of a meter you can determine if it is possible to see a small change in the
measured signal. The terms digits and counts are used to describe a meter’s resolution.
DMMs are grouped by the number of counts or digits they display. A 3 ½-digit meter can
display three full digits ranging from 0-9 and one half digit which displays only a “1” or is left
blank. A 3 ½ digit meter will display up to 1,999 counts of resolution and a 4 ½ digit meter
can display up to 19,999 counts of resolution. Some DMMs may have enhanced resolution
offering higher counts within their digit range.
Accuracy is the largest allowable error in the readings. It’s an indication of how close the
DMM’s displayed measurement is to the actual value of the signal being measured.
Accuracy is generally expressed as a percent of the reading. An accuracy of one percent of
the reading means that for a display of 100 volts, the actual value of the voltage could be
somewhere between 99 and 101 volts.
Autoranging, or dialing, is also a useful multimeter feature. It allows the user to
quickly move from the instruments various measuring scales while maintaining accurate
readings.
Another important consideration to take into account when selecting a DMM is
whether it is a True RMS (root mean square) meter. The typical DMM is not a True RMS
meter and as a result it will produce misleading voltage readings when used to measure
anything other than DC signals or pure sine wave AC signals. True RMS meters allow non-
sinusoidal AC signals to be accurately measured.
Safety Considerations
DMMS are designed with different levels of protection against common electrical
hazards. Therefore, when selecting a DMM you must thoroughly understand the test
equipment and test requirements. Three key characteristics to consider are the maximum
voltage rating of the circuit, transient voltage rating of the circuit and the energy capacity.
Practice safety when using a DMM:
Use meters within their rating
Use replacement fuses approved by the manufacturer
Use high quality safety related testing leads
Whenever possible work on de-energized circuits and follow proper lockout/tagout
procedures
Refer to the Working Safely with Digital Multimeters resource below for a comprehensive
overview of DMM safety.
MEASRUING RESISTANCE
1. Connect the multimeter to the circuit. Insert the black probe into the common terminal and
the red probe into the terminal marked for
measuring volts and ohms. The terminal may
also be marked for testing diodes.

2 Twist the selector knob to set the multimeter to

measure resistance. This may be represented by
the Greek letter Omega, which stands for ohms,
the unit of measurement for resistance.

3. Turn off power to the circuit.

4. Remove the resistor you want to
measure. If you leave the resistor in the
circuit you may not get an accurate reading.

5. Touch the tips of the probes to each

side of the resistor.

6 Read the display, taking care to note the

units. A reading of 10 may indicate 10 ohms,
10 kilo-ohms or 10 mega-ohms.
PRECAUTIONS FOR RESISTANCE MEASUREMENTS
1. Turn the power off to the device and discharge any capacitors!
2. Plug the black test lead into the COM jack.
3. Plug the red test lead into the V jack.
4. Set the function/range switch to ohms ( ) in the lower left.
5. If you do not know the approximate resistance about to be measured, use the largest
range available.
6. Connect the free ends of the red and black test leads ACROSS the device to the
measured. Resistance is always measured with the meter in PARALLEL with the device.
7. If the LCD displays either "1." or "-1." with all other digits blank, the resistance is beyond
the selected range. Use the switch to select a larger range.
8. Once you know the approximate resistance of the device,
then use the switch to select the lowest range that will still
accomodate the resistance of the device.

MEASURING VOLTAGE

Picture of a meter in parallel with device

Measure voltage and resistance this way:

1 Connect the multimeter to a

circuit. Put the black probe in the
common terminal and the red probe in the
terminal marked for measuring volts and
ohms.

2 Set the multimeter for the voltage you're

measuring. You can measure volts DC
(direct current), millivolts DC or volts AC
(alternating current). If your multimeter has
an auto-range function, it's not necessary
to select the voltage you're measuring.
 3Measure AC voltage by placing the probes across
the component. It's not necessary to observe polarity.

4 Observe polarity when measuring DC

voltage or millivoltage. Place the black
probe on the negative side of the
component and the red probe on the
positive side.

5 Read the display, taking care to note

the units. If you prefer, you can use the
touch-hold feature to keep the reading
on the display after you remove the
probes. The multimeter will beep each
time a new voltage is detected.
Precautions for Voltage Measurements
1. Plug the black test lead into the COM jack.
2. Plug the red test lead into the V jack.
3. Set the function/range switch to either
4. DC volts in the upper left, or
5. AC volts in the upper right.
6. If you do not know the approximate voltage about to be measured, use the largest voltage
range available.
7. Connect the free ends of the red and black test leads ACROSS the device to the
measured. Voltage is always measured with the meter in PARALLEL with the device.
8. If the LCD displays either "1." or "-1." with all other digits blank, the voltage is beyond the
selected range. Use the switch to select a larger range.
9. Once you know the approximate voltage across the device, then use the switch to select
the lowest voltage range that will still accomodate the voltage across the device. For
example:

Range Actual value Display Comments

1000 VDC 18.75 V 19 Reduce range

200 VDC 18.75 V 18.8 Reduce range

20 VDC 18.75 V 18.75 Correct range

2 VDC 18.75 V 1. Overload - increase range

MEASURING CURRENT
The measurements of voltage and resistance are most simple and can be done with
certain precaution if required. But in the case of current measurement firm precaution is
obligatory. Reading current is quite tricky because current should be measured in series. To
do so, the flow of current is interrupted and keeps the digital multimeter in-line so that current
passes through DMM. The rest of the connection is same as done in the case of voltage
measurement and resistance.
Picture of a meter in series with device
Measure current this way:
Digital multimeter has two ports; A and µA
mA for measurement of current. The reason behind
the two ports is to avoid overloading. In digital
multimeter current has to pass through a fuse and if
large current passes through the fuse it will blow
out. A port is designated for large current and µA
mA for small current. For measuring large current,
plug one of the cords in A port and other in COM
port. For measuring small current in a circuit, plug
one cord in µA mA and the other in COM. While
doing the connection, one more thing keeps in
consideration and that is the direction of the current.
A multimeter is connected in such a way that
current enters from A port and leaves the DMM from the COM port, as shown in a figure.
Most of the multimeter uses direct current. But if the circuit is drawing alternate current then
you should use non-contact tester rather than the multimeter.
1 Choose either the terminal marked for measuring 10
amps or the one marked for measuring 300 milliamps
(mA). If you're unsure of the current, start in the 10 amp
terminal until you're sure the current is less than 300
milliamps.

2 Set the multimeter to measure current. This may

be represented by the letter A.
 3 Turn off power to the circuit.

4 Break the circuit. To measure

current, you must place the
multimeter in series with the circuit.
Place the probes on either side of
the break, observing polarity (black
probe on negative side, red probe
on positive side.)

5 Turn the power on. The current will run through

the circuit, up the red probe and through the
multimeter, then out the black probe and into the
circuit.
 6 Read the display, remembering
whether you are measuring amps or
milliamps.You can use the touch-
hold feature if desired.

Precautions for Current Measurements

1. Turn the power off to the device and discharge any capacitors!
2. Plug the black test lead into the COM jack.
3. Plug the red test lead into either the
 200 mA jack for small current measurements, or the
 10 A jack for large current measurements.
4. If you do not know the approximate current about to be measured, use the 10 A jack.
5. Set the function/range switch to either
 DC amperes in the lower right, or
 AC amperes in the middle right.
6. Break open the circuit at the point where you want to measure the current by removing
one of the wires. Connect the free end of the red test lead to one place at which the wire
was attached. Connect the free end of the black test lead to the other place at which the
wire was attached. Current is always measured with the meter in SERIES with the device.
If you do not understand the difference between SERIES and PARALLEL, ask your TA.
Using the current meter incorrectly will blow the fuse or damage the meter. Reapply the
power to the device.
7. If the LCD displays either "1." or "-1." with all other digits blank, the current is beyond the
selected range. Use the switch to select a larger range.
8. Once you know the approximate current through the device, then use the switch to select
the lowest current range that will still accomodate the current through the device.
9. Turn the power off to the device before removing the meter from the circuit.

TESTING DIODE USING MULTIMETER

1 Insert the black probe into the common terminal and the
red probe into the terminal marked for measuring ohms,
volts or diode test.

2 Use the selector knob to choose the test diode

function. This may be represented by a symbol
representing a diode, an arrow pointing at a vertical line.

3 Turn the power off to the circuit.

 4 Test forward bias. Place the red probe on the
positive side of the diode and the black probe on
the negative side. If you get a reading of less
than 1 but more than 0, the forward bias is
good.

5 Reverse the probes to test reverse bias. If

the display reads "OL (overload)," this
indicates that reverse bias is good.

6 A reading of "OL" or 0 while testing forward bias,

and 0 while testing reverse bias indicates that the
diode is bad.
Some multimeters will beep when the reading is less
than 1. This doesn't necessarily indicate a good
diode,
because
a shorted
diode will also cause a beep.
MEASURING CONTINUITY

1. Put the black probe into the common terminal

and the red probe into the terminal used to
measure volts and ohms.
2. Set the multimeter to the same setting you use
to test diodes.
3 Turn the power off to the circuit.

4 Place the leads on either side of

the section of circuit you're
testing. It's not necessary to observe
polarity. A reading of less than 210
ohms indicates good continuity.
 SELF CHECK 3.1.1

Multiple Choices: Write the letter of your choice on your answer sheet.
1. Kind of tool use to turn a bolt head or nut.
a. Screwdriver
b. Wrenches
c. Long nose pliers
d. Soldering iron
2. Tool that amplifies the hand's turning motion to the small, specially designed tip that is
inserted into the screw's head.
a. Diagonal pliers
b. Wrenches
c. Screwdriver
d. Soldering iron
3. Tool needed to grip objects firmly. The objects can then be turned, bent, or otherwise
manipulated.
a. Pliers
b. Screwdriver
c. Wrenches
d. Soldering iron
4. It is composed of a heated metal tip and an insulated handle. Heating is often
Achieved electrically, by passing a current, supplied through an electrical cord or a
battery, through a heating element.
a. Pliers
b. Soldering iron/gun
c. Wrenches
d. Screwdriver
5. Tool needed for the removal of solder and components from a circuit
for troubleshooting and repair purposes.
a. Wrenches
b. Pliers
c. Desoldering pump
d. Screwdriver
6. Instrument used to measure DC voltage, resistance, AC
voltage and DC current values.
a. Signal generator
b. Multitester
c. Oscilloscope
d. None of the above
7. A type of instrument that is fundamentally a voltmeter, that can displays the variation of
an AC voltage in time, it also shows instantaneous waveform values, indicates frequency
values and can also be used for phase measurements.
a. Signal generator
b. Multitester
c. Oscilloscope
d. None of the above
 SELF-CHECK ANSWER KEY 3.1.1

1. b
2. c
3. a
4. b
5. c
6. b
7. c
 P a g e | 105

TASK JOB 3.1.1

TASK SHEET 3.1.1

Title
Voltage Measurement using Multimeter
Performance Objective:
Given the tools, equipment & testing instrument needed in the task,
students/trainee should be able to identify the different parts of a Multimeter,
explain its uses/function & give its proper care following the training standard.
Supplies/Materials : electronic component

Equipment : Multi –meter, Power Supply

Steps/Procedure:
1. Prepare tools, materials & testing instrument needed.
2. Perform how to use a Multitester
3. Check your work against the Performance Criteria checklist
4. Ask your trainer for direct observation & help you to evaluate your
steps on how to use a Multitester.

Assessment Method:
1. Written test
2. Practical test
3. Direct observation

Date Developed: Document Number:

ELECTRONIC PRODUCTS January, 2018
ELC724335
AND SERVICING NCII Date Revised:
January, 2018
Developed by: Checked by:
ASSEMBLE ELECTRONIC
PRODUCTS PENCIL, JOSEPH L. LA ACADEMIA TVET AND
TOURISM ACADEMY
 P a g e | 106

PERFORMANCE CRITERIA CHECKLIST 3.1.1

Trainee’s Name: Date:

CRITERIA
Did you…. YES NO
1. Prepared an Assembly workplace in accordance. With
OH&S policies and procedures?
2. Checked the required materials, tools and. Equipment
needed?
3. Applied your knowledge & follow the given procedure in
using a Multimeter?

4. Observed safety practices?

5. Used Multitester with proper care handling?

6. Observed housekeeping procedures in accordance with

5S discipline?

Comments/Suggestions:

Trainer: Date:

Date Developed: Document Number:

ELECTRONIC PRODUCTS January, 2018
ELC724335
AND SERVICING NCII Date Revised:
January, 2018
Developed by: Checked by:
ASSEMBLE ELECTRONIC
PRODUCTS PENCIL, JOSEPH L. LA ACADEMIA TVET AND
TOURISM ACADEMY
 INFORMATION SHEET 4.1.1

OCCUPATIONAL HEALTH AND SAFETY

Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:

1. Give the Importance of Occupational Health and Safety

2. Define Safety
3. Identify hazardous and non-hazardous workplace
4. Enumerate the Components of Safety Management System
5. Familiarize with the safety signs and symbols
REFERENCES:

https://www.wikihow.com/Use-a-Multimeter#/Image:Use-a-Multimeter-Step-3-Version-
3.jpg
https://camillejoynava.wordpress.com/2015/07/24/analog-multitester/
https://www.wikihow.com/Use-a-Digital-Multimeter
https://www.grainger.com/content/qt-101-multimeter-functions
http://www.physics.smu.edu/~scalise/apparatus/multimeter/