Beruflich Dokumente
Kultur Dokumente
Sector:
ELECTRONICS
Qualification:
COMPUTER SYSTEMS SERVICING NC II
Unit of Competency:
TEST ELCTRONIC COMPONENTS
Module Title:
TESTING ELCTRONIC COMPONENTS
HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL (CBLM)
You may have some or most of the knowledge and skills included in this
learner’s guide because you have:
Been working in the same industry for some time.
Already completed training in this area.
If you can demonstrate to your trainer that you are competent in a
particular skill, you don’t have to do the same training again.
If you feel that you have some skills, talk to your trainer about having them
formally recognized. If you have a qualification or certificate of competence from
previous trainings, show them to your trainer. If the skills you acquired are still
current and relevant to the unit of competency, they may become part of the
evidence you can present for RPL. If you are not sure about the currency of your
skills, discuss this with your trainer.
A Trainee Record Book (TRB) is given to you to record important dates, jobs
undertaken and other workplace events that will assist you in providing further
details to your trainer/assessor. A Record of Achievement/Progress Chart is also
provided to your trainer to complete/accomplish once you have completed the
module. This will show your own progress.
DIRECTION FOR USE OF THE CBLM
This module was prepared to help you achieve the required competency:
Test Electronic Components. This will be the source of information for you to
acquire the knowledge and skills in this particular module with minimum
supervision or help from your trainer. With the aid of this material, you will
acquire the competency independently and at your own pace.
Talk to your trainer and agree on how you will both organize the training of
this unit. Read through the module carefully. It is divided into sections which
covers all the skills and knowledge you need to successfully complete in this
module.
Work through all the information and complete the activities in each section.
Do what is asked in the INSTRUCTIONAL SHEET ( TASK SHEET, OPERATION
SHEET, JOB SHEET ) and complete the SELF-CHECK. Suggested references are
included to supplement the materials provided in this module.
Most probably, your trainer will also be your supervisor or manager. He is
there to support you and show you the correct way to do things. Ask for help.
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.
You will be given plenty of opportunities 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 experienced workmates and ask for their guidance.
Use the self-check questions at the end of each section to test your own
progress.
When you are ready, ask your trainer to watch you perform the activities
outlined in the module.
As you work through the activities, ask for written feedback on your
progress. Your trainer gives feedback/pre-assessment reports for this reason.
When you have successfully completed each element or learning outcome, ask
your trainer to mark on the reports that you are ready for assessment.
When you have completed this module (several modules) and feel confident
that you have had sufficient practice, your trainer will arrange an appointment to
qualified trainer to assess/evaluate you. The result of your
assessment/evaluation will be recorded in your COMPETENCY ACHIEVEMENT
RECORD.
SUMMARY OF COMPETENCY-BASED LEARNING MATERIALS
Terminating and
Terminate and connect electrical connecting electrical
6. ELC724202
wiring and electronic circuits wiring and electronic
circuits
Test Electronic
7. Test Electronic Components ELC724205
Components
MODULE CONTENT
UNIT OF
Test Electronic Components
COMPETENCY
INTRODUCTION:
This unit covers the knowledge, skills and attitudes required to test electronic
components. It includes competencies in determining the criteria for testing electronics
components, planning an approach for component testing, testing the components and
evaluating the testing process.
LEARNING OUTCOMES:
1. Determine criteria for testing electronics
2. Plan an approach for component testing
3. Test components
4. Evaluate the testing process
ASSESSMENT CRITERIA:
1. Work instructions are obtained and clarified based on job order or client
Requirements
2. Responsible person is consulted for effective and proper work coordination
3. Data sheets/Application notes are obtained and interpreted based on
manufacturer’s specifications
4. Testing criteria are defined to ensure that components meet technical and
quality requirements.
5. Document and communicate testing criteria to relevant personnel
PREREQUISITE: NONE
LEARNING OUTCOME SUMMARY
LEARNING
Determine criteria for testing electronics components
OUTCOME #1
CONTENTS:
Conversion of Units
Knowledge in 5s application and observation of required timeframe
Knowledge of proper handling and disposal of chemicals
Identifying sources of electricity
Work efficiently & systematically
Skills in testing electronic components
Observing waveform using oscilloscope.
ASSESSMENT CRITERIA:
1. Work instruction obtained and work carried out in accordance with standard
operating procedures.
2. Received materials checked against workplace standards and specifications.
3. Faulty materials related to work are identified and isolated
4. Faults and any identified causes recorded and or reported to the supervisor
concerned in accordance with workplace procedures
5. Faulty materials are replaced in accordance with workplace procedures
CONDITION:
The students/trainees must be provided with the following:
Manuals
Tools and equipment (see range of variables)
Working area/bench
Electronics components
Testing instruments and equipment
Assessment rating sheet
Reporting forms.
EVALUATION METHOD:
Hands-on
Direct observation
Practical demonstration
Learning Experiences
What is a standard?
"Standards and specifications are documents that stipulate or recommend
1) minimum levels of performance and quality of goods and services, and 2)
optimal conditions and procedures for operations in science, industry, and
commerce, including production, evaluation, distribution, and utilization of
materials, products, and services.
Types of standards:
Category, type, dimension, structure, equipment, quality, grade,
component, performance, durability, or safety
Methods of manufacturing, methods of designing, methods of drawing,
methods of using, or methods of operation of safety condition of
production
Methods of testing, analyzing, appraising, verifying, or measuring
Terms, abbreviations, symbols, marks, preferred numbers, or units
Design, methods of execution, or safety conditions
Solution
There are two different methods a user can install a printer in Microsoft
Windows. Below is additional information about each of these methods
listed in the order we believe a user should try installing their printer in
Microsoft Windows.
Before being able to install your printer you must have the software that was
included with the printer. If you've lost the software for your printer you can
download the drivers for your printer and use the drivers to install your
printer. A listing of printer manufacturers and links to their associated
drivers pages can be found on our printer drivers page.
Every printer should come with the software used to install a printer in
Windows. Although not all installations are the same the steps for installing
this software should be similar to the below steps.
1. Connect the printer to the computer and a power outlet and make sure
it's on.
2. Insert the CD that was included with the printer. If the CD does not
automatically start the install program open My Computer, double-click
on the CD drive, and then the Setup or Install file.
3. Follow the installation wizard and your printer and its associated
software should be installed successfully.
In addition to the above steps a users can install a printer in Windows only
using the printer drivers. This is recommended if you only want the printer
to be installed but not the additional printer software programs that are
often included with the installation and you've download drivers.
A listing of printer drivers and software downloads can be found through
our printer drivers page.
Note: if you've installed the printer doing the above steps these steps should
not be necessary unless you encountered errors.
1. Connect the printer to the computer and a power outlet and make sure
it's on.
2. Click Start, Settings, and Control Panel.
3. In the control panel double-click the Printers or Printers and Fax icon.
4. In the Printers window click the Add a printer icon.
5. After completing the above steps the Windows Printer Wizard will appear.
Click Next, to start the wizard.
6. Windows will prompt you if you're installing a Local or Network printer. If
the printer is connected to your computer choose Local printer attached
to this computer and click Next.
7. When prompted for the location of the drivers for the printer. Browse the
computer to the directory of your drivers or point it to the CD that was
included with your printer.
First, make sure that the printer is on. When a printer is on it should have
some light (usually green) indicating it's receiving power and is on.
If you do not have any indicator light make sure the printer is connected to
a working power outlet by verifying each end of the power cable. Next, press
the printer power button.
If after following the above steps your printer still cannot get a power status
indicator it's likely you're encountering a serious printer issue and we
suggest contacting the printer manufacturer for additional steps and
instructions on repair or replacement.
1. Your printer should have two cables connected to it. The power cable
and the data cable, the power cable should have already been verified as
being connected if your printer has a power indicator light as mentioned
above. Make sure the data cable (parallel cable or USB cable) is also
connected from the printer to the computer.
Information Sheet 1.1.4
Quality Checking Procedures
Effective management checks are an important means of providing
assurance of the integrity and security of the benefit processes. They are also
useful in identifying training needs; indicating possible weaknesses in procedure
and ensuring the section meets its accuracy target set for Best Value Performance
Indicators purposes.
Methodology
The teacher will be the assessor. Students will be randomly assigned that
will: 1.) act as Quality Checker; 2.) responsible for monitoring and coordinating the
checking arrangements and; 3.) must generate reports when receiving the
equipments.
The Quality checker will record the date of receipt, name of the materials
purchased, quantity, official receipt number, signature of the person who bought
the materials and signed his name afterwards. The Quality checker will identify if
the materials are in good condition or damage and /or needing for replacements.
This will also be recorded on his report.
Feedback
Once the Quality checker has completed all the reports, the assessor will
check if the Quality Checker provides all the data needed in the report.
A. Receiving Materials:
1. Match the packing slip to the items received and ensures that the
materials are destined on tour department.
2. That you are receiving the materials indicated on the purchase order with
regard to quantity and discount.
3. That the materials are in acceptable condition.
4. That terms regarding installation and/or set-up of equipment are met.
B. Receiving Reports
C. Return of Merchandise
All materials received must be listed and be reported to monitor how many materials are
already on hand, purchased or damaged.
Information Sheet 1.1-6
Carry out work in accordance with policies and procedures
RANGE STATEMENT
This relates to the unit as a whole providing the range of contexts and
conditions to which the performance criteria apply. It allows for different work
environments and situations that will affect performance. This unit shall be
demonstrated in relation to carrying out repairs to personal computers and
servers. The repairs shall be limited to:
Replacement of at least three slot/plug connected modules/sub-
assemblies having different functions and in which the fault has been
previously established, and
Repair to broken wires/ribbon cable to industry standards, that may
include, minor soldering
Note:
1. Examples of Modules include self contained hardware components
such as motherboards, memory cards storage devices
2. Examples of Sub-assemblies include collections of integrated
components that may form part of a module that are designed to be
replaceable for servicing, such as the component part of a hard drive
module or motherboard.
Using Software
Once you have typed or created a new document or file on your computer, you will
have to decide what to do with it. You could print it right away using a Print
command and then Exit or Quit your program without saving it, but most of the
time you will want to Save your document for future use.
The computer saves its information on a disk, most often the hard disk, and the
users determines where and when the file or document is saved.
When a user adds or installs a new program on the computer the installation
process will usually create a new directory or folder to store the application's files.
Users can create and delete directories or folders as the need arises. Older
operating systems require that the directory be emptied of files before it can be
deleted. When removing a directory always check before deleting it to make sure
that it doesn't contain files you need.
You can easily move files from one folder or directory to another using menu
commands, drag & drop using the mouse or a file utility. It is important to
understand your computer's directory structure as a file can be misplaced if it
is saved in the wrong directory.
One of the main problems new users have is creating a filing system. Modern
operating systems address the 'filing problem' by automatically creating a (My)
Documents folder. By saving files or documents in this folder you will always
know where
Printing
When choosing a printer consider the peripheral equipment that you will need as
well as the actual printer. Peripherals include paper, ribbons or ink cartridges,
toner and occasionally print heads.
You may have to adjust some of the settings for the printer to get the output you
want. Density adjustments determine how much ink is placed on the paper or
how many dots per inch (DPI). Draft quality will printer quicker but creates a
fainter copy (less dense). Modern Software has a Preview option which show what
the page will look like when it is printed. Portrait prints the document up and
down. Landscape prints the document on it's side. Most software allows the user
to adjust the margin width or the blank space at the top, bottom, left and right
edge of the paper.
LEARNING OUTCOME SUMMARY
CONTENTS:
Communication skills needed to interpret and apply defined work procedures
Identifying errors (deviation from customer and or organization requirements)
ASSESSMENT CRITERIA:
1. Documentation relative to quality within the company identified and used
2. Completed work checked against workplace standards and specifications
3. Errors are identified and isolated
4. Information on the quality and other indicators of production procedures recorded
in accordance with workplace procedures
5. In cases of deviation from specific quality standards, causes documented and
reported in accordance with the workplace’s standard operating procedures.
CONDITION:
The students/trainees must be provided with the following:
Organization work procedures
Manufacturer’s Instruction Manual
Customer requirements
Other forms
EVALUATION METHOD:
Hands-on
Direct observation
Practical demonstration
Learning Experiences
Learning Outcome 2
ASSESS OWN WORK
Learning Activities Special Instructions
1. Read Information Sheet If you have doubt/verifications regarding the
1.2-1 Communication data on the information sheet 1.2-1, you
Skills Needed To may ask the trainer or co-trainees who are
Interpret And Apply done with this activity.
Defined Work Procedures
2. Answer Self-Check for Compare answers with the answer key 1.2-
1.2-1 1. You are required to get all answers
correct. If not, read the information sheet
1.2-1 again to answer all questions
correctly.
3. Read Information Sheet If you have doubt/verifications regarding the
1.2-2 data on the information sheet 1.2-2, you
Indentifying Errors may ask the trainer or co-trainees who are
(Deviation From Customer done with this activity.
And Or Organization
Requirements)
4. Answer Self-Check 1.2-2 Compare answers with the answer key 1.2-
2. You are required to get all answers
correct. If not, read the information sheet
1.2-2 again to answer all questions
correctly.
Today business and industry leaders are looking for specific skills in
entry-level employees. The current workplace trend in education helps to
teach those skills, based on the competencies established for all workers by
the U.S. Department of Labor. In particular, today's workers need
communication skills: oral, written, and technological.
We can trace the current emphasis on education's responsibility to train
students for the workplace to the 1980's. Think back to that decade.
America was rebounding from an economic slump. Competition with other
countries was reflected in slogans like "buy American" and movies like Gung
Ho. A disturbing series of reports on weak workplace skills grabbed the
attention of educators and the government. One of the first reports of that
decade, as explained by a recent article by Donovan and Schneider in
Technology and Learning, was the 1983 publication of A Nation at Risk. In
1984, a report called The Unfinished Agenda was published by the National
Commission on Secondary Vocational Education. That report proposed
reform that involved both theory and application. It also called for an
assurance of workplace relevance in academic courses. Another book with a
big impact came out in 1985, when Parnell published The Neglected
Majority. This book spotlights the plight of the ignored majority of high
school students who are headed neither for college nor for vocational
training. In his book, Parnell proposes the "2 + 2" approach: 2 years of
specialized high school training and 2 years in a Tech Prep Associate's
degree program (TPAD). By the late 1980's 34 state representatives reported
establishing a TPAD system. But the 2 + 2 approach was not widely
implemented. In 1989, George Bush and the state governors agreed to
educational reform goals. In April 1991, Bush called for World Class
Standards in Education the America 2000 program, readying the American
workplace for the next century. The U.S. Department of Labor, through the
Secretary's Commission on Achieving Necessary Skills, gathered data from
employers across the nation and published lists of competencies and basic
skills required of all workers (SCANS Report—fig. 1 & 2). Eventually,
legislatures passed laws to award grant money to schools so they could
implement the 2 + 2 approach.
WRITTEN COMMUNICATION
More often, the manager or executive will write the formal reports on
finances and planning. We have to remember that when our students are in
our classes, they are not just learning the skills they need for their first job.
They are gaining skills for a career. A clear, concise technical writing style
will always be an asset.
ORAL COMMUNICATION
Many employers talk about the importance of "fitting in"; in fact, Dr.
David Day, a Penn State psychologist, is quoted by Psychology Today as
saying that there are practical implications for fitting in: "If there are
mismatches, productivity suffers." If a team must deliver solutions, the
members must be able to function effectively, relying on interpersonal
communication skills to get the job done. Some companies even test
employees to see if they will fit in and work within policies. Capital City Club
uses the Interact Series to test applicants. Many companies use personality
tests with managers and supervisors. The Cary Police Department, for
example, uses the Myers-Briggs with supervisors. McLaurin Parking uses
the Reid test to check for leniency tendencies.
TECHNOLOGY
References:
http://www.nccei.org/newsletter/comskills.html
Information Sheet 1.2-2
Hopefully you won't encounter any difficult customers, but if you do, the following
guidelines are suggested.
If you're not the right person, assist connecting the customer to the
appropriate person. Make sure the customer gets connected.
Let's look at a few sample scenarios to see how a difficult customer might be
effectively handled!
Customer: Waiter! This isn't what I ordered! I ordered a pastrami on rye! And
I hate sprouts! What kind of @!&#! place is this?
Waiter: Yes, I see, sir. You ordered a pastrami, not a roast beef sandwich.
I'll get your correct order without sprouts right away.
Waiter: I'll be right back with your pastrami sandwich. (Waiter hurries off
to the cook and returns with the pastrami sandwich). I apologize for
the error and inconvenience. Is this sandwich okay?
In this scenario, notice how the waiter: 1) remains calm and courteous at
all times, 2) identifies and verifies the problem, 3) takes quick and immediate
action, and 4) apologizes for the error and inconvenience. The waiter focuses on
the problem, not the person.
Customer: I just bought it here last week! What kind of operation is this,
anyway? Is this any way to treat customers? Just give me a
#!@#&! refund!
Clerk: I can understand your frustration, but the company doesn't allow
me to take back return items without a receipt.
Clerk: I'm unable to help you, but let me have you speak with the assistant
manager. I'll be right back. (Clerk hurries off and returns). I'm
sorry, the assistant manager is out momentarily. I'll contact the
manager for you. (Clerk calls the manager, and the manager
arrives
to assist).
In this scenario, notice how the clerk: 1) remains calm and courteous, 2)
identifies the problem, 3) emphasizes it's the company's policy (not the clerk's),
4) seeks assistance, and 5) connects the customer to the appropriate person.
CONTENTS:
Relevant production processes, materials and products
Safety and environmental aspects of production processes
Critical thinking
Quality improvement processes
ASSESSMENT CRITERIA:
1. Process improvement procedures participated in relative to workplace
assignment
2. Work carried out in accordance with process improvement procedures
3. Performance of operation or quality of product of service to ensure customer
satisfaction monitored
CONDITION:
The students/trainees must be provided with the following:
Organization work procedures
Manufacturer’s Instruction Manual
Customer requirements
Other forms
EVALUATION METHOD:
Hands-on
Direct observation
Practical demonstration
LEARNING EXPERIENCES
Learning Outcome 3
Engage in Quality Improvement
It is very important for businesses to identify the processes that add value,
so that they can enhance these processes to the ongoing benefit of the
business.
There are three main types of process: job, batch and flow production.
Job production
1. The job is a unique product, which exactly matches the requirements of the
customer, often from as early as the design stage. It will therefore tend to be
specific to a customer\'s order and not in anticipation of a sale. For
example, someone doing a customised spray paint job on a motorcycle will
first discuss with a customer the sort of design he would like. A detailed
sketch would then be produced on a piece of paper. Once the sketch has
been approved the back of the sketch will be chalked over and traced on to
the relevant piece of the motorbike. The background work is then sprayed
on with an airbrush before the fine detail is painted on. The finished work is
then inspected by the customer who will pay for a unique product.
2. As the work is concentrated on a specific unit, supervision and inspection of
work are relatively simple.
3. Specifications for the job can change during the course of production
depending upon the customer\'s inspection to meet his or her changing
needs. For example, when a printing firm like Polestar is asked to produce a
catalogue for a grocery chain it is relatively simple to change the prices of
some of the goods listed in the catalogue.
4. Working on a single unit job, coping with a variety of tasks and being part of
a small team working towards the same aim would provide employees with a
greater level of satisfaction. For example, aircrews working for United
Airways would treat each flight as a specific job, with passengers requiring
individual attention to their specific needs - e.g. for vegetarian dishes,
wheelchair access to the flight, etc.
Batch production
It is particularly suitable for a wide range of almost similar goods, which can
use the same machinery on different settings. For example batches of letters
can be sent out to customers of an insurance company.
It economises upon the range of machinery needed and reduces the need for
a flexible workforce.
Units can respond quickly to customer orders by moving buffer stocks of
work-in-progress or partly completed products through the final production
stages.
It makes possible economies of scale in techniques of production, bulk
purchasing and areas of organisation.
It makes costing easy and provides a better information service for
management.
Flow production
Units are worked upon in each operation and then passed straight on to the
next work stage without waiting for the batch to be completed. To make sure
that the production line can work smoothly each operation must be of
standard lengths and there should be no movements or leakages from the
line, i.e. hold-ups to work-in-progress.For flow production to be successful
there needs to be a continuity of demand. If demand varied, this could lead
to aconstant overstocking of finished goods.
Resources:
http://www.thetimes100.co.uk
Musculoskelatal problems can occur when improper office equipment is used. Chairs should be
adjustable so that legs are at a right angle. The back should have good support for the spine and
lower back. The seat should swivel and be made from fabric that is porous.
Eye strain can be caused by staring at a fix object for extended periods of time (like a computer).
People who use glasses may have to get their prescriptions changed and people who use bifocals can
find that the line interferes with the screen and trifocals triple the problem. Regular users of
computers may develop focusing problems. Temporary colour distortion has also been reported.
A safe working environment is crucial. Ventilation is an integral part of the new technological
workplace. Though standards are set by the manufacturer of computer equipment the modern office
has many different pieces of equipment. All electronic equipment emit some level of
electromagnetic field which, on it's own, most likely isn't a concern but when combined with other
equipment can create hazardous working environments. Pregnant women should take extra care
when working around electromagnetic fields. Like any piece of equipment, computers should have
scheduled maintenance.
Stress is caused by many things including poor or inadequate training, monitoring, fear of new
technology, lack of control over work, physical problems, hardware problems causing delays, poor
layout of work space and the myriad of other problems that people experience that combine to create
stressful situations.
Time away from the computer during the work day is crucial! This gives the body a chance to
stretch and gives the eyes a chance to rest. Breaks should be scheduled and followed with great
discipline. Computers, even more so than television, have a mesmerizing effect on the user so that it
is easy to work right through breaks without noticing.
There are many other issues to be discussed around computer health and safety but it is important to
understand that there are problems and solutions to those problems that the user, administrator and
manager must address.Safety Precautions when Fixing or Assembling a Computer
This is very common especially those who are doing it for the first time. The
next safety precaution is to use the right tools for the job. If you have a screw with
a cross head, use a Phillips screwdriver. Don't force the flat tip screwdriver. There
are possible dangers such as if you slip, your hand may hit the interior of the
tower and it may result to injuries. Plus, you'll be exerting unnecessary extra
effort.
Static Electricity:
Making Connections:
Some devices have some tiny pins so try not bending or breaking them as they are
easily damaged. Read the installation manuals so you have a better overview
about how connections should be made.
Sharp Edges:
In your new desktop case you will come across some sharp edges. These sharp
edges can easily cut you like a razor if you are not careful. If you are not careful
when inserting your hands in some tight places you will certainly get cut or even
have a piece of flesh scrapped of your hands and cause bleeding. So be very
careful.
Electric Shocks:
Remember to always disconnect the power supply completely whenever you decide
to work inside your PC case. If you decide to replace a part or make any
connections inside your computer case, you need to disconnect completely from the mains
power or PSU (Power Supply Unit).
Never try to fix the Power Supply (PSU); they are not designed to be fixed by the user. Best
advice is to replace the PSU when it goes bad or don't work. You can purchase a PSU from
Newegg.com or any other online computer and electronic stores.
Handling:
When handling your PC parts or devices be sure to be very careful as they are very
delicate items. Remember you paid for those parts, so handle them with due care.
At one point you will notice your case is getting dusty both inside and outside. The
outside can be wiped clean but the inside of the case, you need to be very careful.
Before you start cleaning the computer case make sure to turn off the PC and
unplug or disconnect the power unit completely. The best way to clean inside the
PC case is to use an Air Duster.
Remove the case sides and use the Air Duster to blow out
the dust from inside the computer case. An Air Duster is
clean compressed air in a can. You can them from any of
the popular electronic stores or you can purchase an Air Duster by Clicking Here.
Warning: Never use a cloth or any liquids like detergents to clean any part of your
desktop PC.
Resources:
1. http://www.associatedcontent.com/article/1676152/safety_precautions_when_fixing_or_asse
mbling.html
2. http://www.squidoo.com/pc-building-precautions
CRITICAL THINKING
What is Critical Thinking?
No one always acts purely objectively and rationally. We connive for selfish
interests. We gossip, boast, exaggerate, and equivocate. It is "only human" to wish
to validate our prior knowledge, to vindicate our prior decisions, or to sustain our
earlier beliefs. In the process of satisfying our ego, however, we can often deny
ourselves intellectual growth and opportunity. We may not always want to apply
critical thinking skills, but we should have those skills available to be employed
when needed.
Rationality
We are thinking critically when we
Self-awareness
We are thinking critically when we
Honesty
We are thinking critically when we recognize emotional impulses, selfish motives,
nefarious purposes, or other modes of self-deception.
Open-mindedness
We are thinking critically when we
Discipline
We are thinking critically when we
In sum,
Critical thinkers are by natureskeptical. They approach texts with the same
skepticism and suspicion as they approach spoken remarks.
Critical thinkers areactive, not passive. They ask questions and analyze.
They consciously apply tactics and strategies to uncover meaning or assure
their understanding.
Critical thinkers do not take an egotistical view of the world. They areopento
new ideas and perspectives. They are willing to challenge their beliefs and
investigate competing evidence.
They see things in black and white, as either-or, rather than recognizing a
variety of possible understanding.
They see questions as yes or no with no subtleties.
They fail to see linkages and complexities.
They fail to recognize related elements.
A. Receiving Materials:
1. Match the packing slip to the items received and ensures that the materials are
destined on tour department.
2. That you are receiving the materials indicated on the purchase order with regard to
quantity and discount.
B. Receiving Reports
C. Return of Merchandise
All materials received must be listed and be reported to monitor how many
materials are already on hand, purchased or damaged.
The Quality checker will record the date of receipt, name of the materials
purchased, quantity, official receipt number, signature of the person who bought the
materials and signed his name afterwards. The Quality checker will identify if the
materials are in good condition or damage and /or needing for replacements. This will
also be recorded on his report.
Feedback
Once the Quality checker has completed all the reports, the assessor will check if
the Quality Checker provides all the data needed in the report.