Environment and Market (EM) 4 Hours Grade Level Standard: This is a specialization course which leads to Refrigeration and Air-conditioning National Certificate Level II (RAC-NCII). It covers two (2) core competencies that a Grade 10 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) communicate effectively using the English language and 2) deliver quality customer service. The preliminaries of this specialization course include the following: 1) discussion on the relevance of the course; 2) explanation of key concepts relative to the course and; 3) exploration on career opportunities. Content Standard The learner demonstrates understanding of environment and market in Refrigeration and Air-conditioning NC II in one’s community.. Performance Standard The learner independently creates a business vicinity map reflective of potential market in REFRIGERATION AND AIR-CONDITIONING NC II in a town/ municipality. Learning Competencies • Develop a quality and marketable product or services in Refrigeration and Air-conditioning NC II • Select a business idea based on the criteria and techniques set • Develop a brand for the product I. Introduction People who aspire to start a business need to explore the economic, cultural and social conditions prevailing in an area. Needs and wants of the people in a certain area that are not met may be considered as business opportunities. Identifying the needs of the community, its resources, available raw materials, skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity.

DRAFT

To be successful in any kind of business venture, potential entrepreneurs should always look closely at the environment and market. They should always be watchful on the existing opportunities and constraints. The opportunities in the business environment are those factors that provide possibilities for a business to expand and make more profits. Constraints, on the other hand, are those factors that limit the business to grow, hence reduce the chance of generating profit. One of the best ways to evaluate the opportunities and constraints is to conduct Strengths, Weakness, Opportunities and Threats (SWOT) Analysis. II. Objectives With your assistance and the guidance of this module, learners are expected to understand the underlying principles and concepts of EM more particularly in: ---

identifying what is of “value” to the customer; identifying the customer to sell to; 1

----

explaining what makes a product unique and competitive; applying creativity and innovative techniques to develop marketable product; and employing a unique selling proposition (USP) to the product and or service

III. Presentation of Content Introduction • • • • •

Utilizing appropriate activities lead learners in giving value to environment and market and its implication to be successful in a business relating to Refrigeration and Air-conditioning NC II. Guide learners in understanding the importance of environment and market; likewise lead them in appreciating the value of SWOT Analysis. Provide relevant, appropriate and meaningful examples of SWOT Analysis pertaining to Refrigeration and Air-conditioning NC II. Help learners in presenting the importance of assessing their immediate environment and market pertaining to Refrigeration and Air-conditioning NC II. Using your processing and questioning skills, guide learners in coming up with a generalization about environment and market and its relation to be successful in the field of Refrigeration and Air-conditioning NC II.

DRAFT

Pre-Assessment • •

Utilize the sample pre-assessment test available in the learner’s materials or craft a comprehensive teacher made-test to assess learner’s prior knowledge and skills in EM. Evaluate the result of the pre-assessment and prepare a plan of action to strategically address the learning needs and requirements of the learners. Guide Questions

• •

Ask learners to actively perform Task 2 and guide them in presenting their answers to the class. Process learner’s responses and guide them to have an appropriate generalization. Learning Goals and Target

• •

Help learners in planning their own learning goals and target as reflected on page 18 of the Learning Material (LM). Provide enrichment activities and guide them in analyzing available resources and technology in the community in accomplishing their learning goals and targets

2

IV. Know, Process, Reflect and Understand, and Transfer

Product development Know

• • • • • •

Discuss product development, concept of developing a product, finding value, innovation, unique selling proposition and its relationship to environment and market and business at large. Let learners actively participate in the discussion on the aforementioned topics. Assist or guide learners in presenting their ideas and relevant experiences. Design varied levels of learning activities for the learners to better understand the aforementioned topics. Guide learners in reflecting on the importance of product development, concept of developing a product, finding value, innovation, and unique selling proposition. Design an assessment to evaluate learner’s understanding on the previous topics. Utilize the result of the assessment in developing and designing learning activities that would enrich learner’s understanding. Process

• •

DRAFT

Guide learners in accomplishing Task 3 on page 24 of LM. Let them passionately conduct a thorough research by doing an interview with a successful entrepreneur or practitioner within the town/ municipality. Have learners present their research to the class and process their understanding in relation to the objectives of this module. Reflect and Understand

• • • •

Inspire learners to deepen their understanding on environment and market by carefully watching the videos related to the prescribed topics on task 4 on page 25 of LM. After letting the learners watch the videos, let them prepare a comprehensive narrative report on the topics they have watched. Encourage learners to present their accomplishments to the class. Process learner understands in relation to the objectives of this module. Transfer

• • •

Guide learners in developing their concept for their own product or service as reflected on Task 5 on page 25 to 26 of LM. Assist learners in analyzing and utilizing available resources in developing their concept of their own product or service. Evaluate learner’s output by referring to teacher-made rubrics which are aligned to the performance standards.

3

• •

Let learners share and present their output to the class. Lead learners in reflecting on the importance of product conceptualization.

Generating Ideas for Business Know • • •

Let learners read and understand topics relating to generating ideas for business, key concept of selecting a business idea, and branding. Let learners undergo varied levels of learning activities to better appreciate the importance of generating ideas for business, key concept of selecting a business idea, and branding. Process learner’s understanding relative to the objectives of this module. Process

• • • • •

Lead learners in reflecting on their SWOT Analysis and its importance in generating business ideas by engaging them to learning opportunities for interaction with others outside the classroom and with the use of technology. Instruct learners to enrich their knowledge on SWOT Analysis by conducting researches. Provide an appropriate type of assessment to evaluate learner’s understanding on SWOT Analysis. Utilize the result of the assessment to craft more appropriate and productive learning activities. Assist learners in performing Task 6 (SWOT Analysis). Evaluate / Assess learner’s output and check it against the objectives of this module.

DRAFT

Reflect and Understand • •

Let learners work on an independent learning activity or cooperative learning (ICL) in accomplishing Task 7 (Extra Readings and Video Viewing) on page 32. Assist learners in presenting their output. Assess the evidence of learning and provide useful input to improve their output. Transfer

• •

Have learners prepare task 9 (Making My Own Logo). Assist learners in accomplishing this task by connecting it with their real life experience. Assess learners output using a teacher-made rubrics following the standards and objectives of this module.

4

V. Feedback Pre / Post Assessment 1. 2. 3. 4. 5.

D C A B A

6. D 7. B 8. C 9. D 10. D

VI. References 1. Module 5, Project EASE, Effective and Affordable Secondary Education 2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A 3. http://www.thetimes100.co.uk/theory/theory--opportunities-constraintsbusiness-environment--165.php#ixzz1PVjUuaWu 4. http://www.thetimes100.co.uk/theory/theory--constraints--421. php#ixzz1PVki8a36

DRAFT

5. http://www.thetimes100.co.uk/theory/theory--constraints-onproduction--303.php#ixzz1PVkyDy8k 6. http://www.thetimes100.co.uk/theory/theory--production-and-resourcerequirements--354.php#ixzz1PVlGG7zv 7. http://www.thetimes100.co.uk/theory/theory--nature-and-role-ofmarketing--245.php#ixzz1PVlc88gR

5

Title

Page

PEC’s Environment and Market Process and Delivery

1 12

Instructions

Suggested No. of Hours

28 Quarter 1 A. Prepare notes about the clamp- 1 hour on ammeter, its parts and the procedure for measuring alternating current. The teacher will discuss the primary aim of airconditioning and that is comfort cooling.

Introduction

B. Explain to the learners that the introduction contains the topics that they will encounter for the duration of the quarter. Discuss with them that the purpose of the pre-assessment is to activate their prior knowledge and identify which topic will require more attention. The information sheet is the data bank of the module; the activity sheet contains the procedures involved in the hands-on activity and the self-check is an exercise to evaluate the level of understanding and mastery among learners. A. Instruct the learners to prepare a 1 hour ¼ sheet of paper and a pen before taking the pre/diagnostic test. Tell them to answer the questions with an honest response.

DRAFT 28

Pre-Assessment

29

B. Clarify to the learners that the purpose of the Pre/Diagnostic Test is not to grade them but to identify which contents they are aware of and which they are not.

6

C. Answer Key 1. C 2. B 3. B 4. B 5. B Information Sheet 1.1 Clamp On Ammeter

30

A. The information sheet contains all 2 hours the necessary data that you will use during the discussion. You are allowed to supplement necessary information and techniques that will make the discussion more effective. Prepare the actual clamp-on ammeter to show where to attach the instrument in the circuit. B. Emphasize the importance of measuring the amount of current flowing through the motor compressor. Draw the schematic diagram that displays the position of the ammeter in the circuit. Guide the learners on reflecting on the effects of excessive current or a lesser amount of a current flowing in the circuit. A. Prepare the following: 3 hours • Unit to be measured (e.g. window-type air-conditioning unit or refrigerator) • Clamp-on Ammeter • Notebook • Pen • Service Cord

DRAFT Activity Sheet 1.1 Procedure in Measuring Alternating Current

32

B. The activity should be performed individually. Each learner will be given five minutes to finish the task. Before the activity, discuss first the importance of selecting the proper range of the clamp-on ammeter based on the unit to be tested. The function and and purpose of each tool and material should be explained thoroughly. Demonstrate the correct sequence of measuring 7

the alternating current by providing a block diagram of the process and by giving some pointers to follow while performing the activity such as proper handling and use of clamp-on ammeter and materials, and safety precautions while working with circuits to be able to record the actual measurement. A. Provide a sample response 1 hour following the format given in the module. Emphasize the importance of an honest response while answering the activity.

Self-Check 1.1 Open Ended Statement

32

B. Discuss the rules before proceeding to the self-check proper. Explain the importance of answering the self-check activity. Discuss with the learners the correct procedure for answering the open-ended statement. Provide guide questions while the learners are performing the self-check activity.

DRAFT

A. Instruct the learners to answer the 2 hours self-check activity on a separate ¼ sheet of paper.

Self-Check 1.2 Identifying the Parts of Clamp on Ammeter

33

B. Discuss the rules before proceeding to the self-check proper. Explain the importance of answering the self-check activity. Discuss with the learners the importance of correct spelling of the parts of the clampon ammeter. C. 1. Current Sensing Clamp 2. Range Selector 3. Range Selection 4. Test Probe 5. Voltage Terminal (Jack) 6. Common Terminal (Jack) 7. Ohm Meter Terminal (Jack) 8. LCD Display

8

A. Prepare the schematic diagram of 1 hour a voltmeter connected in a circuit.

Information Sheet 1.2 Using AC Voltmeter

34

B. Differentiate the function of a voltmeter from that of an ammeter. The parallel connection in the circuit of a voltmeter must be emphasized to differentiate it in the context of reading an electrical circuit. The importance of paying attention to precautionary measures must be emphasized. The meaning of electrical symbols should be explained thoroughly as well.

A. Prepare the following: 3 hours • Voltmeter • Identified source (e.g. convenience outlet inside the classroom) • Notebook • Pen

Activity 1.2 Measuring Voltage

DRAFT 34

Self-Check 1.2

35

B. Discuss first the importance of selecting the proper range of the voltmeter which should be higher on the known voltage of the identified source to be tested. The function and purpose of the testing instrument and material should be explained thoroughly. Demonstrate the correct sequence of measuring the voltage and give some pointers while performing the activity such as proper handling and use of voltmeter and materials, and safety precautions while working with circuits to be able to record the actual measurement. A. Instruct the learners to answer the 1 hour self-check activity on a separate ¼ sheet of paper. B. Discuss the rules before proceeding to the self-check proper. and explain the importance of answering the self-check activity. 9

Emphasize the importance following directions.

of

C. 1. T 2. F 3. T 4. F 5. F A. Prepare the questionnaire, and 2 hours make writing materials available on which the learners can write and post their responses on the board.

Information Sheet 1.3 Air-conditioning and the Human Body

35

B. Ask the following guide questions: 1. How does the surrounding air feel during the summer season? 2. How does the surrounding air feel during the rainy season? 3. How does the surrounding air feel during the Christmas season? 4. How does your body react to the changes in the air movement in each season? 5. In which season do you feel the most comfortable? A. Prepare the questionnaire and 2 hours writing materials available where the learners can write and post their responses on the board.

DRAFT Heat

35

Activity Sheet 1.3 Grafitti Fact

36

B. Introduce these motivating questions: 1. Is heat present when you do not feel anything? 2. Are heat and temperature the same? C. Suggested online video resource. h t t p : / / w w w. y o u t u b e . c o m / watch?v=200RYkfUwrM A. Prepare a grouping technique. 3 hours Provide a sample template about the Grafitti Fact and scoring rubrics. Emphasize to the class the

10

importance questioning.

of

constructive

B. Divide the learners into five groups and guide them in preparing their Grafitti Fact table. Let the members of each group choose their leader. Explain the scoring rubrics before the start of the activity. C. Suggested online resource developing scoring rubrics: rubistar.4teachers.org

in

Note: Please do not forget to quote and acknowledge the author of the scoring rubric. A. Instruct the learners to answer the 1 hour self-check activity on a separate ½ crosswise sheet of paper.

Self-Check 1.3

37

B. Discuss the rules before proceeding to the self-check proper. Explain the importance of answering the self-check activity. Emphasize the importance of following directions.

DRAFT

A. Prepare the questionnaire and 3 hours make writing materials available on which the learners can write and post their responses on the board.

Information Sheet 1.4 Temperature

37

B. Ask the following questions: 1. Can temperature be identified without the invention of measurement? 2. To what extent do measuring instruments cause confusion? C. Suggested online video resource. h t t p : / / w w w. y o u t u b e . c o m / watch?v=W5teyd8srp8 h t t p : / / w w w. y o u t u b e . c o m / watch?v=MldH98iAtlk www.makemegenius.com

Air Temperature 38

A. Prepare the questionnaire and 2 hours writing materials available where the learners can write and post their responses on the board. 11

B. Ask the following questions: 1. Can temperature be identified without the invention of measurement? 2. To what extent do measuring instruments cause confusion? C. Suggested online video resource. h t t p : / / w w w. y o u t u b e . c o m / watch?v=EZxVivu1f9U A. Prepare the questionnaire and 2 hours make writing materials available on which the learners can write and post their responses on the board.

Instruments Used in Measuring Air Velocity

39

B. Ask the following questions: 1. How is air movement related to comfort cooling? 2. How does heat, which flows from human body related to air movement? C. Suggested online video resource. h t t p : / / w w w. y o u t u b e . c o m / watch?v=YxvvZhZryIw

DRAFT

h t t p : / / w w w. y o u t u b e . c o m / watch?v=ObKyoiOwfQY A. Prepare the scoring rubrics for 1 hour the research paper and oral presentation.

Activity Sheet 1.4 Research and Investigate

40

B. Discuss the format of the research paper and how the learners will present their paper. The teacher should also clarify the scoring rubrics and the time allotment per group presentation. A. Instruct the learners to answer the 1 hour self-check activity on a separate ¼ crosswise sheet of paper.

Self-check 1.4

43

B. Discuss the directions before proceeding to the self-check proper. Explain the importance of answering the self-check activity. Emphasize the importance of following the directions.

12

C. Answer Key 1. ANEMOMETER (ROTATING) 2. ANEMOMETER (HOT WIRE) 3. SWINGING VANE 4. DRY BULB THERMOMETER 5. WET BULB THERMOMETER A. Prepare the template of the Write 2 hours About activity template.

Suggested Differentiated Activity for Clampon Ammeter (Write About)

B. Instruct the learners to draw the clamp-on ammeter in the box allotted for the illustration in the template. Let the learners write the key words about the topic and the learners will summarize their learning using the keywords in the paragraph box.

DRAFT A. Prepare the questionnaires in the 4 hours module and the answer key.

Summative Assessment – Quarter I

44

B. Instruct the learners to prepare one whole sheet of paper and a pen before taking the summative test. Explain to the learners that the test is divided into two parts and the total number of test items is thirty (30). Discuss with the learners that part one is a multiple choice type of test and part two is an essay type of test. State the instructions in each part, especially the writing rubrics to avoid bluff in the answer of the learners.

13

Introduction

C. Answer Key 1. C 2. B 3. B 4. B 5. B 6. C 7. C 8. A 9. B 10. A 11. A 12. B 13. C 14. B 15. C 16. D 17. C 18. A 19. A 20. C Test II. The learner will be scored according to the scoring rubric in the learning module. P (10), A (8), and B (5) will be used as the rating scale Quarter II A. Prepare notes about the noise, 1 hour its causes and materials that contribute to its production. Prepare articles that discuss the effect on human health of noise produced by window-type air-conditioning unit in a controlled environment.

DRAFT 48

B. Explain to the learners that the introduction contains the topics that they will encounter for the duration of the quarter. Discuss with them the fact that the purpose of the preassessment is to activate their prior knowledge and identify which topic will require more attention. The information sheet is the data bank of the module; the activity sheet contains the procedures involved in the hands-on activity and the selfcheck is an exercise to evaluate 14

the level of understanding and mastery among learners. A. Instruct the learners to prepare a 1 hour ¼ sheet of paper and a pen before taking the pre/diagnostic test. Tell them to answer the questions with an honest response.

Pre-Assessment

48

B. Clarify to the learners that the purpose of the pre/diagnostic test is not to grade them but to identify which contents they are aware of and which they are not. C. Answer Key 1. C 2. A 3. A 4. B 5. D

Information Sheet 2.1 Noise

A. Prepare the make writing on which the and then post the board.

questionnaire and 1 hour materials available learners can write their responses on

DRAFT 49

B. Ask the following questions: 1. Do we hear noise whenever sound is present? 2. Does anything that moves produce noise? C. Suggested online video resource. h t t p : / / w w w. y o u t u b e . c o m / watch?v=i_0DXxNeaQ0

Type of Noise

49

A. Prepare the make writing on which the and then post the board.

questionnaire and 2 hours materials available learners can write their responses on

B. Ask the following questions: 1. Can we tell the difference between sound and noise without measurement? 2. To what extent does interruption relate to noise?

15

C. Suggested online video resource. h t t p : / / w w w. y o u t u b e . c o m / watch?v=5cfimskZr_8 h t t p : / / w w w. y o u t u b e . c o m / watch?v=DMlLEZMXOmc A. Prepare the scoring rubrics for 3 hours the research paper and oral presentation.

Activity Sheet 2.1 Research and Investigate 51

B. Discuss the format of the research paper and explain to the learners how they will present their paper. Clarify the scoring rubrics and the time allotment for group presentation. A. Instruct the learners to answer the 1 hour self-check activity on a separate ¼ sheet of paper.

Self-Check 2.1

B. Discuss the directions before proceeding to the self-check proper. Explain the importance of answering the self-check activity. Emphasize the importance of following the directions.

DRAFT 53

C. Answer Key 1. 47-63 Dba 2. Sound Pressure 3. Noise Intrusion 4. Ambient Noise 5. Noise

Information Sheet 2.2 Minimizing Noise Created by Window Air-conditioner

A. Prepare the make writing on which the and then post the board. 54

questionnaire and 3 hours materials available learners can write their responses on

B. Ask the following questions: 1. Are concentration and windowtype air-conditioning related? 2. To what extent does interruption relate to noise? C. Suggested online video resources. h t t p : / / w w w. y o u t u b e . c o m / watch?v=Cq2K6XmrEw8

16

h t t p : / / w w w. y o u t u b e . c o m / watch?v=hg0Jw-NLUnw A. Prepare the list of offices and 3 hours laboratories to be visited. Provide a sample template showing the correct way of filling out the observation form.

Activity Sheet 2.2.1 Choose the Parts

55

B. Emphasize the importance of alertness while performing the activity. Present a scoring rubric for scoring the learners’ recommendation. C. Suggested online resource for developing scoring rubrics: rubistar.4teachers.org Note: Please do not forget to quote and acknowledge the author of the scoring rubric. A. Prepare the list of offices and 3 hours laboratories to be visited. Provide also a sample template showing the correct way of filling up the observation form.

Activity Sheet 2.2.2 Observation of AirConditioned Offices and Laboratories

DRAFT 56

B. Emphasize the importance of alertness while performing the activity. Remind the learners that observing the presence of an annoying sound is their primary goal. Present a scoring rubric in scoring the learners’ recommendations. C. Suggested online resource for developing scoring rubrics: rubistar.4teachers.org Note: Please do not forget to quote and acknowledge the author of the scoring rubric. A. Prepare a sample template.

Self-Check 2.2.1

57

B. Show learners how to answer the metacognition template properly. Present a rubric for scoring the learners’ responses.

17

C. Suggested online resource for 1 hour developing scoring rubrics: rubistar.4teachers.org Note: Please do not forget to quote and acknowledge the author of the scoring rubric. A. Instruct the learners to answer the 1 hour self-check activity on a separate ¼ sheet of paper.

Self-Check 2.2.2 Completion Type of Test

58

B. Discuss the directions before proceeding to the self-check proper. Explain the importance of writing the correct term and its spelling when answering the self-check activity. Emphasize the importance of following directions. After the result has been revealed, let the learners stop and reflect, make sense of what they have learned and derive their own meaning from their learning experiences by writing a one-minute essay in their journal.

DRAFT Information Sheet 2.3 Installation, Testing, and Commissioning Report (ITC)

Installation, Testing, and Commissioning Report Form

58

59

C. Answer Key 1. Duct Grills 2. Sound 3. Noise Carrier 4. Frequency 5. Vibrations A. Prepare the questionnaire and 1 hours make writing materials available on which the learners can write and then post their responses on the board. B. Ask the following questions: 1. Is record procedure necessary for maintenance? 2. Why record the performance of installed window airconditioning unit? A. Prepare the sample template 2 hours of the installation, testing, and commissioning report form.

18

B. The teacher will discuss the correct procedure for filling up the Installing, Testing, and Commissioning (ITC) Form and emphasize the importance of the data written on the report form. A. Prepare the rubrics for the research 3 hours paper and oral presentation.

Activity Sheet 2.3 Research and Investigate 60

Self-Check 2.3 Jigsaw Group

63

B. Discuss the format of the research paper and how the learners will present their paper. Clarify also the scoring rubrics and the time allotment for group presentation. A. Prepare the drawing of lots 3 hours containing the names of the teams. Present scoring rubric for the group presentation. B. The teacher will divide the class into six (6) groups. Each group will pick their group name for the drawing lots during the first round and then regroup until the rotation is done. Emphasize that the learners should be able to re-group six (6) times with different set of group mates A. Prepare a statement about the 4 hours topic and the learners will fill up the SOS template.

DRAFT Suggested Differentiated Activity for Minimizing Noise Created by WindowType Air-conditioning

Summative Assessment – Quarter II

64

A. Prepare the questionnaires in the 4 hours module and the answer key.

19

B. whole sheet of paper and a pen before taking the summative test. Explain to the learners that the test is divided into three parts and the total number of test items is thirty (30). Clarify to the learners that part one is a multiple choice type of test, and part two is a modified true or false type of test and part three is arranging the procedure for installing a window-type airconditioning unit. State clearly the instructions for each part especially the writing rubrics to avoid guessing on the part of the learners. C. Answer Key Test I. 1. C 2. A 3. A 4. B 5. D 6. C 7. A 8. A 9. B 10. C

DRAFT Test II. Modified True or False 1. F, amount, strength or F, strength, wave 2. F, strength, amount or F, wave, strength 3. F, does not, does 4. T 5. F, must not be, must be Test III. 5 1 3 4 2

20

Quarter III A. Prepare his/her notes on the air filter 1 hour and its types. Prepare articles about the importance of regular cleaning of the air filter and how to replace it.

Introduction

66

B. Explain to the learners that the introduction contains the topics that they will encounter for the duration of the quarter. Explain further to the learners that the purpose of the pre-assessment is to activate their prior knowledge and identify which topic will require more attention. The information sheet is the data bank of the module; the activity sheet contains the procedures involved in the hands-on activity and the selfcheck is is an exercise to evaluate the level of understanding and mastery of learners

DRAFT

A. Instruct the learners to have a ¼ 1 hour sheet of paper and a pen ready before taking the pre/diagnostic test. Tell them to answer the questions with an honest response.

Pre-assessment

66

Information Sheet 3.1 Filtering the Surrounding Air

68

B. Clarify to the learners that the purpose of the pre/diagnostic test is not to grade them but to identify which topics they are aware of and which they are not. C. Answer Key 1. B 2. D 3. A 4. C 5. D A. Prepare the questionnaire and 4 hours make writing materials available for the learners. Post their responses on the board. B. During discussion ask the following questions: 1. When is it ok to breathe polluted air?

21

2. What makes for a good air filter? A. Prepare the questionnaire and will 5 hours make writing materials available to the learners. Post their responses on the board.

Different Types of Air Filters Used in Window AirConditioning units

69

B. Ask the following questions: 1. To what extent will the modernday urban life activities affect air quality? 2. What are the different types of air filters used in refrigeration and air-conditioning? C. Suggested online video resource. h t t p : / / w w w. y o u t u b e . c o m / watch?v=Ovn6CUCWGgI A. Prepare samples of air-conditioning 5 hours filters.

Activity Sheet 3.1 Cleaning the Window Type Air Conditioning Air Filter

DRAFT 70

B. Emphasize the importance of alertness while performing the activity. Remind the learners that cleaning the air filter of the window air-conditioner will make the unit work more efficiently with less power consumption. C. Suggested online video resource. h t t p : / / w w w. y o u t u b e . c o m / watch?v=0HOxdbxYh68h t t p : / / w w w. y o u t u b e . c o m / watch?v=eJcjy8G6OaA A. Prepare checklist then provide 10 the list of safety procedures do be hours followed throughout the duration of the activity.

Self-Check 3.1.1 Cleaning the Air Filter 73

B. Emphasize the importance of alertness while performing the activity, and remind the learners that they will be graded according to how they disassemble, clean, and re-assemble the air filter.

22

C. Scoring Rubrics CATEGORY

4

3

2

1

Writing process

Learners devote a lot of time and effort to the writing process

Learners devote sufficient time and effort to the writing process

Learners devote some time and effort to the writing process but the output was not very thorough.

Learners devote little time and effort to the writing process Output shows lack of interest.

Neatness

The final draft of the selfcheck is readable, clean, neat and attractive It is free of erasures The student took great time in preparing the draft.

The final draft of the selfcheck is readable, clean, neat and attractive. It may have one or two erasure s, but they are not distracting. It looks like the author took some pride of it.

The final draft of the selfcheck is readable, and, some of the pages are attractive. It looks like the parts of it might have been done in a hurry.

The final draft is not neat or attractive. It looks like the learners just wanted to get done and didn’t care what it looked like.

DRAFT

23

Focus on the assigned topic

The selfcheck is related to the assigned topic and allows the reader to understand much more about the topic.

Most of the contents of the selfcheck are assigned topic. The self check wanders off at one point, but the reader can still learn something about the topic.

Some of the contents of the selfcheck are related to the assigned topic, but a reader does not learn much about the topic.

DRAFT

No attempt was made to relate the selfcheck to the assigned topic.

Accuracy of facts

All facts are presented in the selfcheck are accurate.

Almost all facts presented in the selfcheck are accurate.

Most facts presented in the selfcheck are accurate (atleast 70%)

There are several actual errors in the selfcheck.

Recommendation

The recommendation of the learner is easy to understand and is logical. There are no loose ends.

The recommendation of the learner is easy to understand and somewhat logical.

The recommendation of the learner is hard to understand.

No recommendation is attempted or impossible to understand. It is way out of the line.

24

Data

All of the written data requirements were met.

Almost all (about 90%) the data requirements are met.

Most (about 75%) of the data requirements were met, but several were..

Many data requirements were not met.

A. Prepare the list of offices and 6 hours laboratories to be visited. Provide as well a sample template showing the correct way of filling out the observation form.

Self-Check 3.1.2 Air Filter Maintenance

B. Emphasize the importance of alertness while performing the activity. Remind the learners that they need to take note of the schedule of cleaning the air filter for them to be able to determine if it is well maintained or not. Present a scoring rubric in scoring the learners recommendation.

DRAFT 73

C. Suggested online resource for developing scoring rubrics: rubistar.4teachers.org

Suggested Differentiated Activity for Different Types of Air Filters Used in Window Airconditioning

D. Note: Please do not forget to quote and acknowledge the author of the scoring rubric. A. Let the learners choose from the 4 hours Think Tac Toe board how they will demonstrate their understanding of the different air filters used in a window air-conditioning.

25

A. Prepare the questionnaires in the 4 hours module and the answer key.

Summative Assessment – Quarter III

B. Instruct the learners to have one whole sheet of paper and a pen ready before taking the summative test. Explain to the learners that the test is divided into three parts and the total number of test items is thirty (30). Discuss with the learners that part one is a multiple choice type of test and part two is arranging the procedure for cleaning the air filter and part three is an essay type of test. State the instructions in each part especially the writing rubrics, to avoid confusion in the answer of the learners. C. Answer Key Test I 74

1. B 2. D 3. A 4. C 5. D 6. A 7. B 8. C 9. B 10. A 11. C 12. A 13. B 14. A 15. B

DRAFT Test II. 4 2 1 3 5

26

Test III The learner will be scored according to the scoring rubric in the learning module. P (10), A (8), and B (5) will be used as the rating scale. Quarter IV A. Prepare notes on cleaning the 1 hour evaporator and condenser coils and articles that discuss the functions and importance of well- maintained evaporator and condenser coils.

Introduction

77

B. Explain to the learners that the introduction contains the topics that they will experience for the duration of the quarter. Discuss with them that the purpose of the pre-assessment is to activate their prior knowledge and identify which topic will require more attention. The information sheet is the data bank of the module; the activity sheet contains the procedures involved in the hands-on activity, and the self-check is an exercise to evaluate the level of understanding and mastery among learners. A. Instruct the learners to have a ¼ sheet of paper and a pen ready before taking the pre/diagnostic test. Tell them to answer the questions with an honest response.

DRAFT Pre-assessment

78

B. Clarify to the learners that the purpose of the Pre/Diagnostic Test is not to grade them but to identify which contents they are aware of and which they are not. C. Answer Key 1. A 2. C 3. B 4. B 5. A

27

A. Prepare the questionnaire and 1 hour make writing materials available to the learners.

Information Sheet 4.1 Cleaning the Evaporator and Condenser Coils

79

B. Ask the following questions during discussion: 1. When is cleaning the evaporator and condenser coil not the best solution to make the window air-conditioner perform best? 2. What are the consequences of the improper cleaning of the evaporator and condenser coil? C. Suggested online video resources. h t t p : / / w w w. y o u t u b e . c o m / watch?v=CMC6oufo-34 h t t p : / / w w w. y o u t u b e . c o m / watch?v=gE9vGaI2SrU h t t p : / / w w w. y o u t u b e . c o m / watch?v=pgByiya0dwQ

DRAFT

h t t p : / / w w w. y o u t u b e . c o m / watch?v=th0IEZ3fg7g

h t t p : / / w w w. y o u t u b e . c o m / watch?v=t3w6CyBjm4w A. Prepare the air-conditioner unit to 3 hours be cleaned, the pressure washer, the air compressor and plenty of water in a container.

Activity 4.1.1 Cleaning the Finned Evaporator using Pressure Washing

79

B. Call a volunteer learner to perform the demonstration while strictly guiding him. Emphasize the importance of alertness while performing the activity. Remind the learners that cleaning the finned evaporator of the window air-conditioner will promote proper circulation of conditioned air in a controlled environment. Inform the learners that the self-check will be used to assess their level of understanding about the topic.

28

C. Suggested online video resource. h t t p : / / w w w. y o u t u b e . c o m / watch?v=th0IEZ3fg7g A. Prepare the air-conditioner unit to 3 hours be cleaned, the pressure washer, the air compressor and plenty of water in a container.

Activity Sheet 4.1.2 Cleaning the Condenser

81

Self-Check 4.1 Cleaning the Evaporator and Condenser

B. Call a volunteer learner to perform the demonstration while strictly guiding him. Emphasize the importance of alertness while performing the activity. Remind the learners that cleaning the condenser of the window airconditioner will promote proper dissipation of heat to the surrounding air that will result in less consumption of electricity. Inform the learner that the selfcheck will be used to assess their level of understanding about the topic.

DRAFT

C. Suggested online video resource. h t t p : / / w w w. y o u t u b e . c o m / watch?v=mUlOUhPBQmM A. Prepare the air-conditioner unit to 3 hours be cleaned, the pressure washer, the air compressor and plenty of water in a container.

82

B. Emphasize the importance of alertness while performing the activity. Remind the learners that they will be graded according to the assessment criteria in the module. A. Prepare the materials: air- 3 hours conditioner, and fin comb or widenose pliers.

Activity Sheet 4.1.3 Straightening Bent Fins 82

B. Call a volunteer learner to perform the demonstration while strictly guiding him. Emphasize the importance of alertness while performing the activity. Remind the learners that straightening the fins of the condenser will prevent airflow blockage that will make the 29

window-type air-conditioner unit work more efficiently. Inform the learners that the self-check will be used to assess their level of understanding about the topic. C. Suggested online video resource. h t t p : / / w w w. y o u t u b e . c o m / watch?v=4nYxHnD5TE0 h t t p : / / w w w. y o u t u b e . c o m / watch?v=mwzwboqN5Cw Self-Check 4.2 Straightening Bent Fins Using the Wide Nose Plier

A. Prepare the air-conditioner and fin 3 hours comb or wide-nose pliers. 84

B. Emphasize the importance of alertness while performing the activity. Remind the learners that they will be graded according to the assessment criteria in the module A. Prepare the air-conditioner to be 3 hours flushed, the flare nut and union, the compressed air or refrigerant, and lacquer thinner.

Activity Sheet 4.1.4 Servicing Clog Condenser and Evaporator

DRAFT 84

B. Call a volunteer learner to perform the demonstration while strictly guiding him. Emphasize the importance of alertness while performing the activity. Remind the learners that flushing can be done both to the condenser and the evaporator coils. Instruct the learners to silver braze the cut condenser coil after the flushing process for vacuuming, leak testing and recharging. Inform the learners that the self-check 4.4 will be used to assess their level of understanding of the topic. A. Instruct the learners to answer the 1 hour self-check activity on a separate ¼ sheet of paper.

Self-Check 4.3

85

B. Discuss the directions before proceeding to the self-check proper. Explain the importance of following a logical process when 30

answering the self-check activity. Emphasize the importance of following the directions. After the results have been revealed, let the learners stop and reflect, make sense of what they have learned and derive their personal meaning from their learning experiences by writing a one minute essay in their journal. C. Answer Key 5 1 2 4 3 A. Prepare the materials: air- 1 hour conditioner, the service tank and fitting, a bucket of water, silver braze, vacuum pump, and gauge manifold.

Activity Sheet 4.1.5 Servicing a Leaky Evaporator and Condenser

DRAFT 86

Self-Check 4.4 Flushing 87

B. Call a volunteer learner to perform the demonstration while strictly guiding him. Emphasize the importance of alertness while performing the activity. Remind the learners that a leak must be spotted promptly without spending too much. Instruct the learners to silver braze the cut condenser coil after the process for vacuuming, leak testing and recharging. A. Prepare the materials: air- 3 hours conditioner to be flushed, flare nut and union, compressed air or refrigerant, and lacquer thinner. B. Emphasize the importance of alertness while performing the activity. Remind the learners that they will be graded based on the assessment criteria in the module

31

A. Prepare the materials: air- 3 hours conditioner, water, lye, and pail.

Activity Sheet 4.1.6 Applying Lye on Evaporator Fins and Condenser Coils

87

B. Call a volunteer learner to perform the demonstration while strictly guiding him. Emphasize the importance of alertness while performing the activity. Remind the learners to avoid direct contact of their skin with lye and not to inhale its fumes since the fumes can damage their respiratory system. In case of direct contact of the body with lye, the teacher should instruct the learners to rinse the body part with clean water immediately. Inform the learners that the selfcheck 4.5 will be used to assess their level of understanding of the topic. Note: In modern refrigeration and air-conditioning maintenance, it is strongly advised to use liquid soap instead of lye because of the lye’s harmful effect on one’s health and the damage it can cause to the fins of the condenser and evaporator if not rinsed properly. The use of lye in refrigeration will be phased out in the industry in the advent of universal flushing substances.

DRAFT

C. Suggested online video resource. h t t p : / / w w w. y o u t u b e . c o m / watch?v=vDtT6hSpV4s Self-Check 4.5 Cleaning the Condenser/ Evaporator Coil with Lye Solution

Suggested Differentiated Activity for Applying lye on evaporator fins and condenser coils

A. Prepare the air-conditioner, water, 3 hours lye, and pail. 88

B. Emphasize the importance of alertness while performing the activity. Remind the learners that they will be graded according to the assessment criteria in the module. Flexible Grouping Procedure: 1. Give class instructions to the. 32

4 hours

whole class 2. Divide the class into group of struggling learners, and highly capable learners and allow each group to display their understanding of the topic. 3. Divide the class into two group, but this time the struggling and highly capable will be mixed together and will be learning buddies. 4. Allow the two groups to debate about the issues related to the topic. Note: The grouping should not be a permanent arrangement and should be changed from time to time. Use videos about the topic, materials like comics, newspaper articles, online journals and magazines that discuss the topic in presenting the lesson.

Summative Assessment – Quarter IV

DRAFT

A. Prepare the questionnaires in the 4 hours module and the answer key.

89

B. Instruct the learners to have one whole sheet of paper and a pen ready before taking the summative test. Explain to the learners that the test is divided into three parts and the total number of test items is thirty (30). Clarify to the learners that part one is a multiple choice type of test and part two is identifying the signs that the evaporator is icing and part three is arranging in correct order the procedures in applying lye for the evaporator fins. State the instructions in each part clearly. C. Answer Key Test I. 1. 2. 3. 4. 5. 33

A C B B A

6. A 7. C 8. C 9. C 10. A 11. C 12. B 13. C 14. B 15. C 16. A 17. B 18. C 19. B 20. C Test II. Clogged or dirty filter Evaporator fan tripping or defective

DRAFT

Room has low temperature Outside temperature is low Lack of refrigerant Test III 3 1 4 2 5

Glossary of Terms

93

References

95

34

K to 12 BASIC EDUCATION CURRICULUMS TECHNOLOGY AND LIVELIHOOD EDUCATION INDUSTRIAL ARTS – RAC SERVICING (DOMRAC) GRADE 10 (Specialization) Course Description: This is a specialization course which leads to a RAC Servicing National Certificate Level I (NC I). It covers two (2)core competencies that the Grade 10 Technology and Livelihood Education (TLE) student ought to possess: (1) domestic refrigeration and air-conditioning unit installation, and (2) service and maintainance of window- type air-conditioning / domestic refrigeration units The preliminaries of this specialization course include the following: (1) discussion on the relevance of the course, (2) explanation of key concepts relative to the course, and (3) exploration of career opportunities. CONTENT

CONTENT STANDARD

Introduction

The learner demonstrates an understanding of the basic principles of electricity and mechanical aspects of refrigeration and air conditioning unit.

PERFORMANCE STANDARD The learner independently demonstrates the core competencies in RAC servicing as prescribed by TESDA Training Regulations.

LEARNING COMPETENCIES 1. Explain basic principles of electrical and mechanical aspects of domestic refrigeration unit 2. Discuss the relevance of the course 3. Explore career opportunities in RAC servicing

CODE

DRAFT

1. Basic principles of electricity and mechanical aspects of refrigeration unit 2. Relevance of the course 3. Career opportunities

PERSONAL ENTREPRENEURIAL COMPETENCIES (PeCS) 1. Assessment The learner The learner LO 1. Develop TLE_ of Personal demonstrates independently and strengthen PECS10Competencies an creates a plan personal Ik-8 and Skills understanding of action that competencies (PeCS) vis-à- of one’s strengthens/ and skills vis a practicing Personal further (PeCS) needed entrepreneur/ Competencies develops one’s RAC employee in a and Skills PeCS in RAC. 35

CONTENT

CONTENT STANDARD

province. 1.1 Characteristics

PERFORMANCE STANDARD

(PeCS) in RAC.

LEARNING COMPETENCIES

CODE

1.1 Identify areas for improvement, development and growth

1.2 Attributes

1.2 Align one’s PeCS according to his/her business/career choice

1.3 Lifestyle 1.4 Skills 1.5 Traits 1. Analysis of PeCS in relation to a practitioner 2. Strengthening and further development of one’s PeCS ENVIRONMENT AND MARKET (EM) 1. P r o d u c t The learner The learner Development demonstrates independently 2. Key concepts an creates a in developing a understanding business product of the concepts vicinity map 3. Finding Value environment reflective of the 4. Innovation and market potential RAC 4.1 Unique in RAC, market within Selling particularly in the locality/ one’s town/ town. 4.2 Proposition municipality. (USP)

1.3 1.3 Create a plan of action that ensures success of his/ her business/ career choice

DRAFT

LO 1. Develop a product/ service in RAC 1.1 Identify what is of “Value” to the customer 1.2 Identify the customer 1.3 Explain what makes a product unique and competitive 1.4 Apply creative and innovative techniques to develop a marketable product.

36

TLE_ EM10-IkIIk-1

CONTENT

CONTENT STANDARD

PERFORMANCE STANDARD

1. Selecting Business Idea 2. Key concepts of Selecting a Business Idea 2.1 Criteria

LEARNING CODE COMPETENCIES 1.5 Employ a Unique Selling Proposition (USP) to the product/service LO 2. Select a TLE_ business idea EM10based on the IIIk-2 criteria and techniques set 2.1. Enumerate various criteria and steps in selecting a business idea

2.2 Techniques

2.2. Apply the criteria/steps in selecting a viable business idea

DRAFT

2.3. Determine a business idea based on the criteria/ techniques set LO 3. Develop a brand for the product

1. Branding

3.1 Identify the benefits of having a good brand 3.2 Enumerate recognizable brands in the town/province 3.3 Enumerate the criteria for developing a 37

TLE_ EM10IVk-3

CONTENT

CONTENT STANDARD

PERFORMANCE STANDARD

LEARNING COMPETENCIES brand

CODE

3.4 Generate a clear appealing product brand INSTALL DOMESTIC REFRIGERATION AND AIR-CONDITIONING UNITS (60 hours ) (IR) CONTENTS: LO4. TLE_ CONDUCT IARA10I 1. Measuring air PERFORMAN- R-Ia-IIj-4 circulation and CE TEST velocity ON THE 1.1 Velometer INSTALLATION OF WINDOW 1.2 anemomeTYPE AIRCON ter 4.1 Check voltage and current according to unit power requirements.

2. Temperature testing 2.1 Thermometer

DRAFT

3. Current and voltage measurement 3.1 Clamp ammeter

4.2 Check air temperature and velocity based on unit specifications. 4.3 Inspect sounds and vibration based on unit specifications 4.4 Prepare Installation, testing and commissioning (ITC) report

38

SERVICE AND MAINTAIN WINDOW- TYPE AIR-CONDITIONING / DOMESTIC REFRIGERATION UNITS (60 hours ) (SR) CONTENTS: The learner The learner LO1. CLEAN TLE_ demonstrates independently AND REPLACE IARA10S 1. Types and an performs the AIR FILTER R-IIIa-j-1 classification understanding servicing and of air filter used of the 1.1 Remove maintainance in WAC air filter from the principles of window type 2. Effects of in the unit air-conditions restricted air servicing and based on 1.2 Check flow in WAC maintainance the service air filter for 3. Cleaning and of window type manual. damage or replacing air air-conditioning replacement filters units. 1.3 Clean air filter

CONTENTS:

1.4 Replace defective air filter in accordance with manufacturer’s specification LO2. SERVICE TLE_ EVAPORATOR IARA10S AND R-IVa-j-2 CONDENSER

DRAFT

4. Assembling and disassembling evaporator/ condenser in WAC 5. Cleaning procedure using high pressure washer 6. Straightening of fins 7. Types and application of cleaning agent 8. Effects of heavily dented, corroded coil fins in unit operation

2.1 Select tools in dismantling the evaporator / condensing unit as per standard operating procedures (SOPs) 2.2 Use high pressure washer in cleaning evaporator/ condensing coil based on standard operating procedure 39

CONTENT

CONTENT STANDARD

PERFORMANCE STANDARD

9. Preventive and corrective maintenance of WAC 10. Safety practices

LEARNING COMPETENCIES 2.3 Repair defective evaporator/ condenser coil fins 2.4 Replace defective evaporator/ condenser coil fins in accordance with manufacturer’s specification

11. Montreal protocol 12. Ozone depletion substances (ODS)

2.5 Apply cleaning agent or non-corrosive chemical in cleaning and maintaining evaporator/ condensing coil, fins and other body accessories as per standard operating procedures (SOPs)

DRAFT

40

CODE