Senior High School

Animation NCII
Quarter 1 – Module 1

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Animation NCII
Alternative Delivery Mode
Quarter 1 – Module
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government agency or office wherein the work is created shall be
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condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in
this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek
permission to use these materials from their respective copyright owners. The publisher and authors do not represent
nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers:
Editors:
Reviewers:
Illustrator:
Layout Artist:
Management Team:

Printed in the Philippines by __________________________________________________________

Department of Education – Region III
Office Address: ___________________________________________________________________
___________________________________________________________________
Telefax: ___________________________________________________________________
E-mail Address: ___________________________________________________________________

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Introductory Message

For the facilitator:

Welcome to the Animation NCII for Grade 11 Alternative Delivery Mode (ADM) Module on Personal
Entrepreneurial Competencies (PEC)!

This module was collaboratively designed, developed and reviewed by educators both from public and private
institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning activities at their own pace
and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the
learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Animation NCII for Grade 11 Alternative Delivery Mode (ADM) Module on Personal
Entrepreneurial Competencies (PEC)!

The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose.
Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you
as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace
and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for guided and independent learning
at your own pace and time. You will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or competencies you

What I Need to Know
are expected to learn in the module.

This part includes an activity that aims to check what you

What I Know already know about the lesson to take. If you get all the
answers correct (100%), you may decide to skip this module.

This is a brief drill or review to help you link the current

What’s In
lesson with the previous one.

In this portion, the new lesson will be introduced to you in

What’s New various ways such as a story, a song, a poem, a problem
opener, an activity or a situation.

This section provides a brief discussion of the lesson. This

What is It aims to help you discover and understand new concepts and
skills.

This comprises activities for independent practice to solidify

your understanding and skills of the topic. You may check
What’s More
the answers to the exercises using the Answer Key at the end
of the module.

This includes questions or blank sentence/paragraph to be

What I Have Learned
filled in to process what you learned from the lesson.

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 This section provides an activity which will help you transfer
What I Can Do your new knowledge or skill into real life situations or
concerns.

This is a task which aims to evaluate your level of mastery in

Assessment
achieving the learning competency.

In this portion, another activity will be given to you to enrich

Additional Activities your knowledge or skill of the lesson learned. This also tends
retention of learned concepts.

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

References This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate
sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher
or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep understanding of
the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you master the Personal
Entrepreneurial Competencies (PEC). The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be changed to correspond with the
textbook you are now using.

The module is divided into three lessons, namely:

1. Assessment of Personal Competencies and Skills (PECs) vis-à-vis a practicing entrepreneur/ employee in
locality/town
1.1 Characteristics
1.2 Attributes
1.3 Lifestyle
1.4 Skills
1.5 Traits
2. Analysis of PECs in relation to a practitioner’s
3. Align, strengthen and one’s PECs based on the results

Introduction

In this module, you will learn more about entrepreneurship and the entrepreneurial competencies related to
Animation. You will have a first-hand experience in educational activities leading to assessment of your personal
entrepreneurial competencies (PECs) and the entrepreneurial competencies of a successful animator within your
province. You will also have several activities that will align your competencies with those of successful practitioners.
Moreover, this module will encourage you to think about entrepreneurship and its role in the business community as
well as in the economic and social development of an individual.

To start with this module, let us first understand entrepreneurs and entrepreneurship.

Entrepreneurs are those with the skills and capabilities to see and evaluate business opportunities. They are
individuals who can strategically identify products or services needed by the community, and have the capacity to
deliver them at the right time and at the right place.

Entrepreneurs are agents of economic change; they organize, manage, and assume risks of a business. Some of the
good qualities of entrepreneurs are: opportunity-seeker, risk-taker, goal-setter, excellent planner, confident problem-
solver, hardworking, persistent and committed.

Entrepreneurship, on the other hand, is not just a simple business activity but a strategic process of innovation and
new product creation. Basically, entrepreneurship is both an art and science of converting business ideas into
marketable products or services to improve the quality of living.

Now that you have background knowledge about entrepreneurs and entrepreneurship, you can now walk through in
assessing your PECs. Always remember that successful entrepreneurs continuously develop and improve their PECs.

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To begin, let us find out the competencies you will have gained upon completion of this module.

After going through this module, you are expected to:

o identify areas for improvement, development, and growth,

o align your PECs according to your business or career choice, and
o create a plan of action that ensures success in your business or career choice.

What I Know

Now try to take the first challenge in this module, the pre assessment.

Pre-assessment
As part of your initial activity, try to assess your prior knowledge and experience related to personal
entrepreneurial competencies. Answer Task 1.

Task 1: Matching Type

Directions: Match the entrepreneurial competencies in column A with their meaning in column B. Write
the letter of the correct answer on the space provided before each number.

A B

____1. Creative A. makes wise decisions towards the set objectives

____2. Profit-oriented B. strategic thinking and setting of goals C. trusting in one’s ability

____3. Disciplined D. adoptable to change

____4. Sound decision maker E. innovates to have an edge over other competitors

____5. Possess people skills F. solid dedication

____6. Excellent Planner G. skillful in record keeping H. always sticks to the plan

____7. Confident I. work diligently

____8. Hardworking J. effective and efficient communication skills and relates well to people

____9. Ability to accept change K. always looking for an opportunity to have/earn income.

____10. Committed

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Task 2: Guide Questions
Directions: The following are guide questions which covers the entire module. Write your answers on your
assignment notebook. Discuss / share these to the class.

A. Explain why entrepreneurial activities are important to social development and economy progress.

B. What entrepreneurial activities related to Animation do you know and are capable of doing?

C. If you were given the opportunity to own a business that relates to Animation, do you think you will be confident
to manage it? Explain your answer.

D. What do you think are the most important competencies one must possess in order to be successful in running a
chosen business?

E. Name successful entrepreneurs from your province whose businesses are related to Animation. Make sure you will
be able to share with the class the PECs that made them successful.

After all the guide questions are answered, share these with your classmates. You may also compare your insigths,
personal knowledge, and relevant experiences on the topic to make the sharing more exciting and engaging.

Learning Goals and Targets

After understanding the objectives of this module, having gone through pre-assessment, and answering the
guide questions, you will be asked to set your own personal goals and targets. These goals and targets will urge you
to further achieve the ultimate objective of this module. In the end, these ultimate goals will motivate you to learn
more about PECs.

Goals and Learning Ultimate

Targets Activities Goal

Figure 1: Strategic process to achieve the objectives of this module

Reading Resources and Instructional Activities

After setting your own personal goals and targets in achieving the objectives of this module, check your
inherent knowledge of PECs. Answer the following guide questions with the help of your classmates.

Task 3: Group Activity

Directions: Answer the following guide questions on a separate sheet of paper. Share your answers with
the class.

1. Explain the importance of assessing one’s PECs before engaging in a particular entrepreneurial activity.

2. Are there other strategies or approaches where you can assess your PECs? Explain how these strategies
will become more useful in selecting a viable business venture.

3. What are the desirable personal characteristics, attributes, lifestyles, skills, and traits of a prospective
entrepreneur? Why are these important?

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 4. Why is there a need to assess one’s PECs in terms of characteristics, attributes, lifestyles, skills, and
traits before starting a particular business?

5. What is the significance of evaluating PECs of a successful entrepreneur? What helpful insights can you
draw from this activity?

How was your experience in answering the guide questions with your classmates? Were you able to benefit from
them? What were the insights you have realized?

This time you’re going to study the different topics that will enrich your knowledge of PECs. Read all the important
details about the succeeding topic carefully.

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 Lesson
Personal Entrepreneurial Competencies (PEC)
1
Assessment of Personal Competencies (PECs) and Skills vis-à-vis a practicing entrepreneur/ employee in
locality/town
1.1 Characteristics
1.2 Attributes
1.3 Lifestyle
1.4 Skills
1.5 Traits

Entrepreneurial competencies refer to the important characteristics that should be possessed by an individual
in order to perform entrepreneurial functions effectively. In this module, you will learn some of the most important
characteristics, attributes, lifestyle, skills and traits of a successful entrepreneur or an employee to be successful in a
chosen career.

What’s New

Below are few important characteristics / traits / attributes of a good entrepreneur:

• Hardworking: One of the important characteristics of a good entrepreneur is hardworking. This means
working diligently and being consistent about it. Hardworking people keep improving their performance to
produce good products and/or provide good services.

• Confident: Entrepreneurs have self-reliance in one’s ability and judgment. They exhibit self-confidence to
cope with the risks of operating their own business.

• Disciplined: Successful entrepreneurs always stick to the plan and fight the temptation to do what is
unimportant.

• Committed: Good entrepreneurs assume full responsibility over their business. They give full commitment
and solid dedication to make the business successful.

• Ability to accept change: Nothing is permanent but change. Change occurs frequently. When you own a
business, you should cope with and thrive on changes. Capitalize on positive changes to make your business
grow.

• Creative: An entrepreneur should be creative and innovative to stay in the business and in order to have an
edge over the other competitors. How was your experience in answering the guide questions with your
classmates? Were you able to benefit from them? What were the insights you have realized?

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 • Has the initiative: An entrepreneur takes the initiative. You must put yourself in a position where you are
responsible for the failure or success of your business.

• Profit-oriented: An entrepreneur enters the world of business to generate profit or additional income. The
business shall become your bread and butter. Therefore, you must see to it that the business can generate
income.

Listed below are the important skills of a successful entrepreneur:

• Excellent planner: Planning involves strategic thinking and goal setting to achieve objectives by carefully
maximizing all the available resources. A good entrepreneur develops and follows the steps in the plans
diligently to realize goals. A good entrepreneur knows that planning is an effective skill only when combined
with action.

• Possesses people skills: This is a very important skill needed to be successful in any kind of business. People
skills refer to effective and efficient communication and establishing good relationship to the people working
in and out of your business. In day-to-day business transactions, you need to deal with people. A well-
developed interpersonal skill can make a huge difference between success and failure of the business.

• Sound decision maker: Successful entrepreneurs have the ability to think quickly and to make wise
decisions towards a pre-determined set of objectives. No one can deny that the ability to make wise decisions
is an important skill that an entrepreneur should possess. Sound decisions should be based on given facts and
information and lead towards the pre-determined objectives.

What’s More

To firm up what you have learned and have a better appreciation of the different entrepreneurial competencies, read
the PECs checklist below, then answer the same.

Task 4: PECs Checklist

Directions: Using the PECs checklist, assess yourself by putting a check (✓) mark in either strengths or
development areas column. Interpret the results by counting the total number of check marks in each of the
columns. After accomplishing the checklist, form a group and share your insights on the result of the
personal assessment.

Table 1: PECs Checklist

Personal Assessment in terms of:

Personal Entrepreneurial Competencies (PECs) of an Entrepreneur Development
Strengths
Areas
Hardworking
- Works diligently
Confident
- Self-reliance in one’s ability

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 Disciplined
- Always stick to the plan
Committed
- Solid dedication
Ability to accept changes
- Adaptable
Creative
- Innovative to have edge over other competitors
Profit-oriented
- Always looking for an opportunity to have/earn income
Excellent planner
- Strategic thinking and setting of goals
Possess people skill
- Effective and efficient communication skills and relates well
to people
Sound decision maker
- Makes wise decisions towards the set objectives
TOTAL

Interpretation or Insight:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________

How was your experience in discovering the strengths and the areas you need to develop? Did you gain a valuable
experience in exchanging insights with your classmates? To learn more and deepen your understanding of PECs, do
task 5 below.

Task 5: Interview
Directions: Conduct an online interview with a successful animator or entrepreneur whose type of business
is related with animation. Focus your questions on PECs and other business-related attributes that helped
them become successful. Analyze the results of the interview and reflect on the similarities and/or differences.
Write your answer on a separate sheet of paper.

Sample Interview Guide

Name of Proprietor/Practitioner: ___________________________________________________
Age: ______________________ Number of Years in Business: ___________________________
Business Name: _________________________________________________________________
Business Address: _______________________________________________________________

1. What preparations did you make before you engaged in this type of business or job?

2. What special skills and characteristics do you have that are related with your business or job?

3. How did you solve business-related problems during the early years of your business operation?

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 4. Did you follow the tips from a successful businessman or practitioner before you engaged in your
business?

5. What best business practices can you share with aspiring entrepreneurs?

6. What do you think are the salient characteristics, attributes, lifestyle, skills and traits that made you
successful in your business or job?

Directions: Copy the tables below in your notebook or in a separate sheet of paper. Gather the needed
information from the interview to supply answer/s to row 1 in the table below, after which, fill out the
second row with your PECs.

Personal Entrepreneurial
Characteristics Attributes Lifestyles Skills Traits
Competencies

Successful Entrepreneur in
the province

My PECs

Using the information on the table above, analyze and reflect on the similarities and differences in your
answers. Put your reflection on the table you copied in your notebook or in a separate sheet of paper. Write
your conclusion on the space provided.

Personal Entrepreneurial
Similarities Differences
Competencies

Characteristics

Attributes

Lifestyles

Skills

Traits

What I Have Learned

Conclusion:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

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After performing the activities on the importance of PECs, let’s determine how much you have learned. Perform
task 6 to determine how well you have understood the lesson.

Assessment

Task 6: Preparation of a Plan of Action

Directions: Use in a separate sheet of paper / in your notebook the information generated from Task 5
(Interview) and prepare an action plan that indicates alignment of your PECs to the PECs of a successful
entrepreneur in Animation in your province.

Expected
Objective Area Activities Strategies Time Frame
Outcome

Characteristics
To align my PECs Skills
with the PECs of a
successful Lifestyles
entrepreneur in
Animation. Attribute

Traits

Additional Activities

Task 7: Essential Questions

Directions: Read and study the following questions below. You may use a separate sheet of paper or your
notebook to write your answers.

1. Why is there a need to compare and align one’s PECs with the PECs of a successful entrepreneur?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. How does your action plan help sustain your strong PECs and/or address your development areas?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

3. What plan of action will you utilize to address your development areas?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you master the Environment and
Market (EM). The scope of this module permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with the textbook you are now using.

The module is divided into seven topics, namely:

1. Market (locality/town)
2. Key concepts of Market
3. Players in the market (Competitors)
4. Products and services available in the market
5. Market (Customer)
6. Key concepts in identifying and understanding the consumer
7. Consumer Analysis through:
7.1 Observation
7.2 Interviews
7.3 Focus Group Discussion (FGD)
7.5 Survey

Introduction
Aspiring entrepreneur 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 business opportunities. Identifying
the needs of the community, its resources, available raw materials, skills, and appropriate technology can help a new
entrepreneur seize business opportunities.

To be successful in any kind of business venture, potential entrepreneurs should look closely at the
environment and market. They should always be watchful of existing opportunities and constraints, and to take
calculated risks. The opportunities in the business environment are factors that provide possibilities for a business to
expand and make more profit. Constraints, on the other hand, are factors that limit business growth, hence reduce the
chance of generating profit. One of the best ways to evaluate opportunities and constraints is to conduct a Strengths,
Weaknesses, Opportunities and Threats (SWOT) Analysis.

SWOT Analysis is a managerial tool used to assess the environment. It is used to gather important
information which is then used in strategic planning. Strengths and weaknesses are internal in an organization. They
relate to resources owned by an organization that you have control over and also the extent of its marketing.

Opportunities and threats exist in the external environment. Opportunities relate to the market, new
technologies, and the external factors such as government policies, climate, and trends. Threats replace what the
competitors are doing. It also includes legal and other constraints.

Now that you have read some important considerations to explore to be successful in any business, you are
now ready to explore more about the environment and market.

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To begin with, let’s find out the competencies that you will master as you finish this module.

Assessment Objectives
At the end of this module, you are expected to:
o identify what is of “value” to the customer,
o identify the customer to sell to,
o explain what makes a product unique and competitive,
o apply creativity and innovative techniques to develop marketable products, and
o employ a unique selling proposition (USP) to a product and/or service.

What I Know

Now that you have an idea about the things you will learn, take the first challenge in this module – the pre-
assessment.

Pre-assessment

Task 1: Multiple Choice

DIRECTIONS: Choose the letter of the best answer. Write your answer on the space provided.

_____ 1. It is generated by examining the goods and services sold in the community.
A. business creation C. business concept
B. business pricing D. business idea

_____ 2. It is a process of making new products which will be sold to the customers.
A. product analysis C. product development
B. product conceptualization D. product implementation

_____ 3. These are luxuries, advantages and desires that every individual considers beyond necessary.
A. wants C. requirements
B. desires D. needs

_____ 4. It is a factor or consideration presented by a seller as the reason that a product or service is different from
and better than that of the competition.
A. unique selling plan C. unique pricing policy
B. unique selling proposition D. finding value-added

_____ 5. A stage in which the needs of the target market are identified, reviewed, and evaluated.
A. concept development C. project development
B. economic analysis D. refine specification

_____ 6. It is the introduction of new ideas to make the product and services more attractive and saleable to the
target customers.
A. new idea C. product development
B. creativity D. innovation

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_____ 7. It is a managerial tool used to assess the environment and to gather important information that can be used
for strategic planning.
A. scanning C. WOTS Analysis
B. SWOT Analysis D. survey analysis

_____ 8. It is creating names, symbol, or designs that identifies and differentiates a product from the other products.
A. product naming C. branding
B. unique selling proposition D. tagline

_____ 9. It is a meaningful and unforgettable statement that captures the

essence of the brand.
A. product naming C. branding
B. unique selling proposition D. tagline

_____ 10. These are things that people cannot live without.
A. wants B. desires
C. requirements D. needs

What’s In

Task 2: Guide Questions

Directions: Read and study the guide questions below. Use a separate sheet of paper to write your answer.

1. How does one determine the product or services to be produced and/or to be provided to the target
customers?

2. How does one select an entrepreneurial activity?

3. When can one say that a certain product has “value?”

4. Does applying creativity to your product or services important? Why?

5. How can one effectively respond to the needs of the target customer?

6. From the viewpoint of business owner, discuss the importance of scanning the environment and market in
generating business ideas.

7. Using self-assessment, explain the level of your confidence in formulating a business idea.

After all the guide questions are answered and skills have been mastered, share insights/ideas with your
classmates. Discuss your insights, personal knowledge, and relevant experiences on the topic to make it more exciting
and engaging.

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Learning Goals and Target

After reading and understanding the objectives of this module and having gone through the pre-assessment
and guide questions, you will be asked to set your own personal goals. These goals will urge you to further achieve
the ultimate objective of this module. In the end, these goals will motivate you to learn more about environment and
market.

Goals and Learning Ultimate

Targets Activities Goal

Figure 2: Strategic process to reach the objectives of this module

After setting your own personal goals and targets in achieving the objectives of this module, you will have
the opportunity to read and learn more about environment and market. You will also be given a chance to do practical
exercises and activities to deepen your understanding of the topic.

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 Lesson
Environment and Market (EM)
2
What’s New

Product Development
When we talk of product development, we are referring to a process of making a new product to be sold by
a business or enterprise to its customers. Product development may involve modification of an existing product or its
presentation, or formulation of an entirely new product that satisfies a newly-defined customer’s needs, wants and/or
a market place.

The term development in this module refers collectively to the entire process of identifying a market
opportunity, creating a product to appeal to the identified market, and testing, modifying, and refining the product
until it becomes ready for production.

There are basic, yet vital questions that you can ask yourself about product development. When you find
acceptable answers to them, you may now say that you are ready to develop a product and/or render services.

These questions include the following:

1. For whom are the product/services aimed at?
2. What benefit will the customers expect from product/service?
3. How will the product/service differ from the existing brand? From its competitor?

In addition, needs and wants of the people within an area should also be taken into big consideration.
Everyone has his/her own needs and wants. However, each person has different concepts of needs and wants. Needs
in business are the important things that an individual cannot live without in a society. These include:
1. basic commodities for consumption,
2. clothing and other personal belongings,
3. shelter, sanitation and health, and
4. education.

Basic needs are essential to an individual to live with dignity and pride in a community. These needs can
obviously help you generate business ideas and subsequently to product development.

Wants are desires, luxury and extravagance that signify wealth and expensive way of living. Wants or desires
are considered above all the basic necessities of life. Some examples of wants or desires are: fashion accessories,
expensive shoes and clothes, travels, eating in an expensive restaurant, watching movies, concerts, having luxurious
cars, wearing expensive jewelry and perfume, living in impressive homes, among others.

Needs and wants of people are the basic indicators of the kind of business that you may engage in because it
can serve as the measure of your success. Some other points that might be considered in business undertakings are the
kind of people, their needs, wants, lifestyle, culture and tradition, and their social orientation.

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 To summarize, product development entirely depends on the needs and wants of the customers. Another
important issue to deal with is the key concepts of developing a product. The succeeding topic shall enlighten you
about the procedure in coming up with a product.

Concepts of Developing a Product

Concept development is a critical phase in the development of a product. In this stage, the needs of the target
market are identified, and competitive products are reviewed before the product specifications are defined. The product
concept is selected along with an economic analysis to come up with an outline of how a product is being developed.
Figure 3 shows the stages of concept development of a product.

Refine
Identify Establish Target Generate Select a Product Specifica
Customer Needs Specifications Product Concept tions
Concepts

Analyze Perform
Competitive Economic Plan Remaining
Products Analysis Development

Concept Development

Figure 3: Stages of Concept Development

The process of product development follows the following stages:

1. Identify customer needs: Using survey forms, interviews, researches, focus group discussions, and
observations, an entrepreneur can easily identify customers’ needs and wants. In this stage, the information
that can be possibly gathered are product specifications (performance, taste, size, color, shape, life span of
the product, etc.). This stage is very important because it would determine the product to be produced or
provided.

2. Establish target specifications: Based on customers' needs and reviews of competitive products, you can
now establish target specifications of the prospective new product and/or services. A target specification is
essentially a wish-list.

3. Analyze competitive products: It is imperative to analyze existing competitive products to provide

important information in establishing product or service specifications. Other products may exhibit
successful design attributes that should be emulated or improved upon in the new product or service.

4. Generate product concepts: After having gone through with the previous processes, you may now
develop a number of product concepts to illustrate the types of products or services that are technically
feasible and will best meet the requirements of the target specifications.

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 5. Select a product concept: Through the process of evaluation between attributes, a final concept is
selected. After the final selection, additional market research can be applied to obtain feedback from certain
key customers.

6. Refine product specifications: In this stage, product or services specifications are refined on the basis of
input from the foregoing activities. Final specifications are the result of extensive study, expected service
life, projected selling price among others are being considered in this stage.

7. Perform economic analysis: Throughout the process of product development, it is very important to
always review and estimate the economic implications regarding development expenses, manufacturing
costs, and selling price of the product or services to be offered or provided.

8. Plan the remaining development project: In this final stage of concept development, you can prepare a
detailed development plan which includes list of activities, necessary resources and expenses, and
development schedule with milestones for tracking progress.

Finding Value
People buy for a reason. There should be something in your product or service that would give consumers a
good reason to go back and buy more. There must be something that will make you the best option for target customers;
otherwise, they have no reason to buy what you are selling. This implies further, that you offer something to your
customers that will make them value your product or service.

The value you incorporate in your product is called value proposition. Value proposition is a believable
collection of the most persuasive reasons why people should notice you and take the action you’re asking for. It is
what gets people moving, what makes people spend for your product or service.

Innovation
Innovation is the introduction of something new in your product or service. This may be a new idea, a new
method, or a new device. If you want to increase your sales and profit, you must innovate. Some of the possible
innovations for your products are change of packaging, improvement of taste, color, size, shape, and perhaps price.
Some of the possible innovations in providing services are application of new and improved methods, additional
featured services, and possibly freebies.

Unique Selling Proposition (USP)

Unique Selling Proposition is the factor or consideration presented by a seller as the reason that one product
or service is different from and better than that of the competition. Before you can begin to sell your product or service
to your target customers, you have to sell yourself in it. This is especially important when your product or service is
similar to your competitors.

USP requires careful analysis of other businesses' ads and marketing messages. If you analyze what they say
or what they sell, not just their product or service characteristics, you can learn a great deal about how companies
distinguish themselves from competitors.

16
 What is It

Here's how to discover your USP and how to use it to increase your sales and profit:
• Use empathy. Put yourself in the shoes of your customers. Always focus on the needs of the target customers
and forget falling in love with your own product or service. Always remember, you are making/providing
this product not for yourself but for the target customers to eventually increase sales and earn profit. Essential
question such as what could make them come back and ignore competition, should be asked to oneself. Most
possible answers maybe focused on quality, availability, convenience, cleanliness, and reliability of the
product or service.

• Identify customer’s desires. It is very important for you to understand and find out what drives and
motivates your customers to buy your product or service. Make some effort to find out, analyze and utilize
the information that motivates the customers in their decision to purchase the product or service.

• Discover customer’s genuine reasons for buying the product. Information is very important in decision
making. A competitive entrepreneur always improves their products or services to provide satisfaction and
of course retention of customers. As your business grows, you should always consider the process of asking
your customers important information and questions that you can use to improve your product or service.

To enhance your understanding of the topic previously presented, you will be tasked to form a group and arrange
an interview with a successful entrepreneur or practitioner. You have to document this interview and present this to
the whole class for reflection and appreciation.

What’s More

Task 3: Interview
Directions: Select a successful entrepreneur or practitioner. Conduct an interview using the set of questions
below. Document the interview and present it to the class. Use a separate sheet of paper.

1. How did you identify your customers?

2. What were your considerations in selecting your customers?

3. Explain how your product or service became unique to other products.

4. Did you consult somebody before you engaged in this business? Cite / give sample insights that you gained from
the consultation.

5. What were your preparations before you started the actual business?

6. What creative and innovative techniques did you adapt in the development of your product or service? What was
the effect of the innovative techniques to the sales and profits of your business?

7. What strategy did you consider to create a unique selling proposition to your product or service?

17
Task 4: Browsing the Internet
Directions: To deepen your understanding of the lesson, perform the following tasks:

1. Browse the internet and view the topics related to:

a. customers’ needs and wants
b. techniques in identifying customers’ needs and wants
c. creativity or innovations in products and services
d. unique selling proposition
e. product development

2. Prepare a short narrative report about these topics and discuss it to the class. You can highlight the aspect
that intensifies your knowledge of product development.

Task 5: Product Conceptualization

Directions: In a separate sheet of paper or in your notebook. Develop your own concept of your product or
service by using the figures on this page. Use bullets in every stage of product conceptualization in listing
important key ideas.

1. Identify
Customers Need
7. Prepare a - 2. Target
Development Plan - Specifications
- - -
- - -
- - -
- -
- -

6. Refine Product 3. Analyze a

Specification Competitive
- Product
- -
- -
- -
- -
-

5. Select A product 4. Generate

Concept Product Concept
- -
- -
- -
- -
- -

18
Generating Ideas for Business
The process of developing and generating a business idea is not a simple process. Some people come up with
a bunch of business ideas that are not really feasible. There are two problems that arise; first is the excessive generation
of ideas that can forever remain as a dreaming stage and the second is when they don’t have ideas and don’t want to
become entrepreneurs.

The most optimal way is to have a systematic approach in generating and selecting a business idea that can
be transformed into a real business. Here are some basic yet very important considerations that can be used to generate
possible ideas for business:

1. Examine existing goods and services. Are you satisfied with the product? What do other people who use
the product say about it? How can it be improved? There are many ways of improving a product from the
way it is made to the way it is packed and sold. You can also improve the materials used in crafting the
product. In addition, you can introduce new ways of using the product, making it more useful and adaptable
to the customers’ many needs. When you are improving the product or enhancing it, you are doing an
innovation. You can also do an invention by introducing an entirely new product to replace the old one.

Business ideas may also be generated by examining what goods and services are sold outside the community.
Very often, these products are sold in a form that can still be enhanced or improved.

2. Examine the present and future needs. Look and listen to what the customers, institutions, and
communities are missing in terms of goods and services. Sometimes, these needs are already obvious and
identified right away. Other needs are not that obvious because they can only be identified later on, in the
event of certain development in the community. For example, a province will have its electrification facility
in the next six months. Only by that time will the entrepreneur could think of electrically-powered or
generated business such as photo copying, computer service, digital printing, etc.

3. Examine how the needs are being satisfied. Needs for the products and services are referred to as market
demand. To satisfy these needs is to supply the products and services that meet the demands of the market.
The term market refers to whoever will use or buy the products or services, and these may be people or
institutions such as other businesses, establishments, organizations, or government agencies.

There is a very good business opportunity when there is absolutely no supply to a pressing market demand.

Businesses or industries in the locality also have needs for goods and services. Their needs for raw materials,
maintenance, and other services such as selling and distribution are good sources of ideas for business.

4. Examine the available resources. Observe what materials or skills are available in abundance in your
area. A business can be started out of available raw materials by selling them in raw form and by processing
and manufacturing them into finished products. For example, in a copra- producing town, there will be many
coconut husks and shells available as “waste” products. These can be collected and made into coco rags or
doormats and charcoal bricks and sold profitably outside the community.
A group of people in your neighborhood may have some special skills that can be harnessed for business.
For example, women in the Mountain Province possess loom weaving skills that have been passed on from
one generation to another. Some communities set up weaving businesses to produce blankets, decorative,
and various souvenir items for sale to tourists and lowlanders.

Business ideas can come from your own skills. The work and experience you may have in agricultural arts,
industrial arts, home economics, or ICT classes will provide you with business opportunities to acquire the

19
 needed skills which will earn you extra income should you decide to engage in income-generating activities.
With your skills, you may also tinker around with various things in your spare time. Many products are
invented this way.

5. Read magazines, news articles, and other publications on new products and techniques or advances
in technology. You can pick up new business ideas from magazines such as Newsweek, Reader’s Digest,
Business Magazines, “Go Negosyo”, Know About Business (KAB) materials, and Small-Industry Journal.
The Internet also serves as a library where you may browse and surf on possible businesses. It will also guide
you on how to put the right product in the right place, at the right price, and at the right time.

Key Concepts of Selecting a Business Idea

Once you have identified business opportunities, you will eventually see that there are many possibilities
available for you. It is very unlikely that you will have enough resources to pursue all of them at once.
You have to select the most promising one among hundreds of ideas. It will be good to do this in stages. In
the first stage, you screen your ideas to narrow them down to about few choices. In the next stage, trim down the
choices to two options. In the final stage, choose between the two and decide which business idea is worth pursuing.

In screening your ideas, examine each one in terms of the following guide questions:
1. How much capital is needed to put up the business?
2. Where should the business be located?
3. How big is the demand for the product? Do many people need this product and will continue to
need it for a long time?
4. How is the demand met? Who are processing the products to meet the needs (competition or
demand)? How much of the need is now being met (supply)?
5. Do you have the background and experiences needed to run this particular business?
6. Will the business be legal and not against any existing or foreseeable government regulation?
7. Is the business in line with your interest and expertise?

Your answers to these questions will be helpful in screening which ones among your many ideas are worth
examining further and worth pursuing.

20
Branding
Branding is a marketing practice of creating a name, a symbol or design that identifies and differentiates
product or services from the rest. It is also a promise to your customers. It tells them what they can expect from your
product or service and it differentiates your offerings from other competitors. Your brand is derived from who you
are, who you want to be and what people perceive you to be.

Branding is one of the most important aspects in any business. An effective brand strategy gives you a major
edge in increasingly competitive markets.

A good product can:

- deliver message clearly,
- confirm credibility,
- connect to target prospect,
- motivate buyers, and
- concretize user loyalty.

Here are simple tips to publicize your brand:

Develop a tagline. Write a statement that is meaningful, impressive, and easy to remember to capture the
essence of your brand.

Design a logo. Create a logo symbolic of your business and consistent with your tagline and displace it
strategically.

Write a brand message. Select a key message to communicate about your brand. Sustain a brand quality.
Deliver a promise of quality through your brand.

Practice consistency. Be reliable and consistent to what your brand means in your business.

In generating a business idea, you should first identify the type of business suited to your business idea. You
should analyze and scan the potential environment, study the marketing practices and strategies of your competitors,
analyze strengths, weaknesses, opportunities, and threats in your environment to ensure that the products or services
you are planning to offer will be patronized and within easy reach of target consumers.

How to conduct SWOT Analysis:

• Be realistic about the strengths and weaknesses of your business when conducting SWOT Analysis.
• SWOT Analysis should distinguish between where your business is today, and where it can be in the future.
• SWOT Analysis should always be specific. Avoid any gray areas.
• Always apply SWOT Analysis in relation to your competition, i.e. better than or worse than your
competition.
• Keep your SWOT Analysis short and simple. Avoid complexity and over analysis.
• SWOT Analysis is subjective.

21
 Assessment

Task 6: SWOT Analysis

Directions: In a separate sheet of paper or in your notebook list down all your observations for your business
idea. Categorize your observations according to strengths, weakness, opportunities and treats. After carefully
listing them down, use the stated strategies to come up with a sound analysis, activities and best business
idea.

Strength (S) Weaknesses (W)

- -
- -
- -
- -

Opportunities (O) Threats (T)

- -
- -
- -
- -

Strategies:
• SW - Maximize on the Strengths to overcome the internal Weakness.
• OW - Capitalize on the Opportunities to eliminate the internal Weakness.
• ST - Maximize on your Strengths to eliminate the external Threats.
• OT - Take advantage of the available Opportunities to eliminate the external Threats.

Analysis:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Activities:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

My Best Business Idea:

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

22
To deepen your understanding of the topics previously discussed, you will be asked to perform the following
activities:

Task 7: Extra Reading and Video Viewing

Reading books and watching videos have been considered as some of the most effective educational activities
that can help learners broaden their understanding on a certain topic. In this particular task, you will be asked to
conduct extra reading and video viewing on the Internet with the following topics:

A. Steps in selecting a business idea

B. Criteria of a viable business idea
C. Benefits of a good brand
D. Ways on developing a brand

After successfully performing the assigned task, make a narrative report about it and share it with the class.

Additional Activities

Task 8: Designing a Logo

Directions: In a separate sheet of paper or in your notebook draw a logo that you will use in your business.
Provide a simple statement to describe your logo.

Logo:

Tagline:
_______________________________________________
_______________________________________________
_______________________________________________

23
Task 9: Making My Own Vicinity Map
Directions: In a separate sheet of paper or in your notebook draw a vicinity map reflective of potential
market in Animation in your province. Provide a simple statement to describe your map.

Vicinity Map

24
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master the Use of hand tools
and equipment in Animation. The scope of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are
now using.

The module is divided into 4 topics, namely:

1. Hand tools for animation
2. Equipment for animation
3. Procedure in accomplishing forms:
3.1 Job order slips
3.2 Tools and materials requisition slips
3.3 Borrower’s slip
4. Requisition procedures

Introduction

Traditional animation (or classical animation, cel animation, hand-drawn animation, 2D animation or just
2D) is an animation technique in which each frame is drawn by hand. The technique was the dominant form of
animation in cinema until the advent of computer animation.

Animation productions begin by deciding on a story. The oral or literary source material must then be
converted into an animation film script, from which the storyboard is derived. The storyboard has an appearance
somewhat similar to a comic book, and it shows the sequence of shots as consecutive sketches that also indicate
transitions, camera angles, and framing. The images allow the animation team to plan the flow of the plot and the
composition of the imagery. The storyboard artists will have regular meetings with the director and may have to redraw
or "re-board" a sequence many times before it meets final approval.

To begin, let us find out the competencies you will have gained upon completion of this module.

After going through this module, you are expected to:

LO 1. Prepare hand tools and equipment in animation

1.1 Use hand tools and equipment according to function and task requirement

LO 2. Inspect hand tools and equipment received in animation

1.1 Check the list of tools and equipment to be requested per job requirement
1.2 Inspect the requested tools and equipment
1.3 Assess the condition of all hand tools and equipment for proper
operation and safety

25
 What I Know

Now try to take the first challenge in this module, the pre assessment.

Pre-assessment:

Identify the following tools and equipment used in a hand drawn animation.

_______________1. Used to rough out first key drawings

_______________2. Used by animators to clean-up, sequence, edit, and finalize graphical projects.

_______________3. Used to import information such as images to the computer.

_______________4. It is a mechanical type of pencil that doesn’t have to be sharpened.

_______________5. Used to get rid of any carbon dust or eraser residue.

_______________6. Used to fasten animation paper.

_______________7. Commonly comes in field sizes (12 field or 15 field), a4, etc.

_______________8. It is available in soft plastic and rubber.

_______________9. A fundamental element of animation used to reveal markings though all the layers of
animation paper.

_______________10. Placed on a light box and used to work out camera movements and to pan walk cycles. It
has two peg bars found in its top and its bottom.

_______________11. Used to tilt and to pan camera without shaking.

_______________12. Used to sharpen a pencil’s lead by shaving away its wood surface.

Lesson
Use of Hand Tools and Equipment (UT)
3
Before we dig deeper into the actual process of creating a hand drawn animation, let us begin with the preparation
and understanding of each basic tools and equipment required in animation process

1.1 Use hand tools and equipment according to function and task requirement.

Technical terms:
o Hand tool: a tool held in the hand and operated without electricity or power.
o Equipment: set of articles (machinery, electronic devices, mechatronic devices) used or needed for a
specific purpose or activity.

26
 What’s New

There are various list of tools and equipment that you can use to create a traditional animation. Starting from
the basic pencil and paper to the most sophisticated piece of technology that you can see online. Here are some basic
tools and equipment that you need to be familiar with before you start creating a hand drawn animation.
Tools and equipment for hand drawn animation

1. Pencil - used to rough-out key drawing. It is a writing implement or art medium constructed of a narrow,
solid pigment core inside a protective casing which prevents the core from being broken or leaving marks on
the user’s hand during use.

2. Clutch pencil - a pencil commonly used by animators for clean-up drawings. It is a mechanical type of
pencil that doesn’t have to be sharpened.

3. Sharpener - used to sharpen a pencil’s lead by shaving away its wood surface.

4. Eraser - used to remove pencil markings on a surface such as paper. It is available in soft plastic and
rubber.

5. Brush - used to get rid of any carbon dust or eraser residue.

6. Peg bar - used to fasten animation paper.

7. Animation paper - a special type of paper used to rough out animation drawings. Commonly comes in
field sizes (12 field or 15 field), a4, etc.

8. Animation light box - a fundamental element of animation used to reveal markings though all the layers
of animation paper.

9. Animation disc - a drawing disc placed on a light box and used to work out camera movements and to
pan walk cycles. It has two peg bars found in its top and its bottom.

10. Camera rig - used to tilt and to pan camera without shaking.

11. Drawing tablet - used to control mouse pointer as if you are writing or drafting on a paper. It is used for
digital coloring and drawing.

12. Scanner - used to import information such as images to the computer.

13. Personal computer - used to manipulate digital, mathematical, logical, and graphical information. Used
by animators to clean-up, sequence, edit, and finalize graphical projects.

27
 What’s More

To firm up what you have learned and have a better appreciation of this topic. You can try to answer the self- check
below.

Self-check:

Identify the following tools and equipment used in a hand drawn animation.

_______________ 1. Used to rough out first key drawings

_______________ 2. Used by animators to clean-up, sequence, edit, and finalize graphical projects.

_______________ 3. Used to import information such as images to the computer.

_______________ 4. It is a mechanical type of pencil that doesn’t have to be sharpened.

_______________ 5. Used to get rid of any carbon dust or eraser residue.

_______________ 6. Used to fasten animation paper.

_______________ 7. Commonly comes in field sizes (12 field or 15 field), a4, etc.

_______________ 8. It is available in soft plastic and rubber.

_______________ 9. A fundamental element of animation used to reveal markings though all the layers of
animation paper.

_______________ 10. Placed on a light box and used to work out camera movements and to pan walk
cycles. It has two peg bars found in its top and its bottom.

_______________ 11. Used to tilt and to pan camera without shaking.

_______________ 12. Used to sharpen a pencil’s lead by shaving away its wood surface.

28
 What’s New

Procedure in accomplishing forms:

A work order is usually a task or a job for a customer, that can be scheduled or assigned to someone. Such an order
may be from a customer request or created internally within the organization. Work orders may also be created as
follow ups to Inspections or Audits. A work order may be for products or services.

A work order may include one or more of the following:

• Instructions
• Cost estimates
• Forms
• Date and time to execute the work order
• Information about the location and entities to execute the work order and
• The person to whom the work order is assigned

A job order is an internal document extensively used by projects-based, manufacturing, building and fabrication
businesses. A job order may be for products and/or services. In a manufacturing environment, a job order is used to
signal the start of a manufacturing process and will most probably be linked to a bill of material. Hence, the job
order will probably state:

• the quantity of the product to be manufactured, built or fabricated

• the amount of raw material to be used, its price and amount
• the types of labor required, rate (per hour or per unit) and amount
• the machine utilization for each machine during the routing process, its rate and amount

What’s More

Given that understanding discussed above, try to fill out a Job Order Slip using the information you gather
from the previous lesson. Once you are done, ask your teacher to check the accuracy all of the information
you provided in each field then let them sign as the Contractor.

29
 ABC Animation and Design Studio
123 Barrera st. Poblacion Baliwag, Bulacan 3006
Job Order Slip
CLIENT INFORMATION
Company Name:
____________________________________________________________________________
Business Address:
____________________________________________________________________________
Contact Person: _________________________________________________________
Telephone/Mobile: _________________________________________________________
E-mail: _________________________________________________________
Website: _________________________________________________________

JOB SPECIFICATION
Start date: _________________ End date: _________________
Type of Job: □ Contract □ Permanent □ Temporary
Service Requested: □ Design □ Advertising □ Animation
Description of Job Order Requested:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Rate of pay: □ Hourly □ Daily □ Weekly

□ Monthly □ Yearly □ Contract
Rate in Peso: _______________________

Contractor: _____________________________________ _________________

Signature over printed name Date

Requisition Process

This process includes 2 staffs, a requester (employee who will be needing the supply) and the storeroom
(custodian or purchaser in the department). In addition, there may be a need to trigger another process of
purchasing.

1- Requesting material
At this stage, the employee completes the Tools and Materials Requisition form and sends it to the
warehouse or storeroom. It should list all the items in demand, inform the quantities, descriptions
and the delivery date.

2- Stock check
Once the warehouse staff receive the request they must check if the requested items are available.
If it’s not possible to provide them to the requester, or if the stock level has reached its minimum
limit, they should send a lack of materials notice to the requester.

30
3-Material delivery or lack of material notice sub-processes
As we said above, in the previous phase of the process a there are two possible procedures: inform
the requester that there is no available item, or start the sub-process of delivering the item to the
requester.
The sub-process relies on the following tasks: order verification, item and delivery note separation,
material forwarding and material submission communication.

4- Purchase request
If you receive notification that the item you have requested is unavailable, the requester must place
a purchase order, to another department to make the purchase.
It’s important to be clear that this responsibility lies with the employee, not the warehouse. In this
way, the requester of the material is documented and will have to answer for the acquisition.

5- Confirmation of receipt
At the end of the material request process, the item has been either; Delivered by the warehouse
directly or Purchased by the purchasing department for the warehouse to later deliver to the
requester.
In either case, it’s important to perform two tasks: the warehouse should inform the requester of the
deliver, and the requester should confirm receipt. These allow the final events to occur in a
documented manner.

31
 What I Can Do

Once you are done with the previous activity, try to apply your knowledge on the next form by filling out
all the filed just as if you are actually requesting tools and material for your animation project.

ABC Animation and Design Studio

123 Barrera st. Poblacion Baliwag, Bulacan 3006
Tools and Material Requisition Slip

Employee’s Name: _________________________ Job no.: __________________________

Employee ID: _________________________ Date: __________________________

Qty. Unit Description Unit price Total

Total: P

Requested by: ________________________ Approved by: ______________________

(Employee Signature over Printed name) (Custodian Signature over Printed name)

32
 Additional Activities

ABC Animation and Design Studio

123 Barrera st. Poblacion Baliwag, Bulacan 3006
Borrower’s Slip

Borrower’s name: ________________________________ Date borrowed: ______________

Employee ID: ________________________________ Time borrowed: ______________
Department: ________________________________ Job Order no.: ______________

No. Description Qty. Remarks

Requested by: Approved by:

______________________________ ______________________________
(Employee’s Signature over printed name) (Custodian Signature over printed name)

Date returned: _____________________ Received by:

Time returned: _____________________ ______________________________
(Custodian Signature over printed name)

33
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master your skills on how to
maintain hand tools, equipment and paraphernalia. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them can be changed to correspond
with the textbook you are now using.

The module is divided into four topics, namely:

1. Safety procedures in using hand tools and equipment
2. Procedures in cleaning, tightening and simple repairs of hand tools, equipment and paraphernalia
3. Common malfunction in hand tools, equipment and paraphernalia
4. Reporting to property custodian

Introduction

Maintenance is an excellent means of improving the performance and condition of equipment and facilities.
An effective maintenance program identified problems long before any equipment or facility breaks down or
deteriorate. A good maintenance system presents the early discovery of problems, thus providing plenty of lead time
for effective maintenance planning. The learners have to value the importance of maintaining the facilities, equipment
and tools he is using or under his care if he values the presence and availability of these resources for effective training
and learning processes.

These are some reasons why maintenance is important;

1. Technological development
This trend leads to a more mechanized and automated equipment, resulting in great productive
potential which must be kept working. This means that training facilities are becoming more
complicated and required more advanced maintenance.

2. Increasingly expensive raw materials

Finite raw materials, in combination with a growing population and increasing assumption,
inevitably result in higher raw material prices. Unavoidably, the costs of all by-products must rise.
It is therefore often more profitable to maintain existing equipment than purchase new ones.

3. Greater complication
A complicated facility of piece of equipment includes many components, any or all of which can
constitute possible sources of trouble. Although the operational reliability of each individual
component may be very high, it is necessary to multiply reliability factor of all components that are
dependent on each other in a system in order to arrive at the total system reliability.

4. Increased fixed costs

Capital costs constitute a considerable part of the total costs of training and must be covered by the
added value created. If training stops as a result of inadequate maintenance, capital costs
(depreciation) must still be paid, so that the standstill results in a net loss. Still, the salaries and
overhead expenses must be paid while training is stopped.

34
 5. Reduce delayed activities and eradicate uncompleted work
Many work processes depend on an uninterrupted flow of activities to produce desired result. If an
activity is delayed, the entire work stops. If all the facilities and equipment are reliable working
well, work delay can be reduced.

6. Environmental concern
The growing quantity of electronic wastes (monitors, laptops, cellular phones, other electronic
gadgets and its substances), the increasing use of chemicals such as cleaning agents, paints, fuel and
its derivatives, the by-products created from its use, and its disposal, pose danger to the environment
and all living things. Mass awareness on waste management brings the relevance of conserving the
natural resources and the products (machines, tools) thru proper maintenance to lengthen its useful
life.

Lesson
MAINTAIN HAND TOOLS, EQUIPMENT
4 AND PARAPHERNALIA (MT)

1. Use and maintain hand tools, equipment and paraphernalia

1.1 Perform safety procedures in using hand tools, equipment and paraphernalia
1.2 Follow procedures in cleaning, tightening and simple repair of hand tools, equipment and paraphernalia
1.3 Identify common malfunction (unplanned or unusual events) when using hand tools, equipment and
paraphernalia
1.4 Follow procedures in preparing a report to property custodian

A maintenance program is a comprehensive list of maintenance and its incidents. This would include all maintenance
activities to be undertaken, manpower needed, maintenance methods to be used, all the materials and supplies needed
and cost involved in the maintenance.

Training Equipment and Supplies

Training equipment is usually placed in the practical work area or the trainee resource area. The sizes and uses of
equipment vary in the different training qualifications and generally classified into five (5):
1. Large items of equipment – motor vehicles, industrial sewing machines
2. Small items of equipment – video/tape recorder, espresso machine
3. Simple equipment – electric fan, floor polisher
4. Complex equipment – plasma cutting machine, simulator (automotive)
5. Equipment with significant health and safety implications – duplicator machine

A maintenance schedule is a list allocating specific maintenance of an area, including equipment and tools to a specific
period. The maintenance schedule is just a part of the maintenance program. A maintenance checklist is a list of
maintenance tasks (preventive or predictive) typically derived through some form of analysis, generated automatically
as work orders at a predetermined frequency.

35
 What’s More

To perform the maintenance of specific equipment, a maintenance schedule is drawn. Again, the best source of the
list of the maintenance activities of equipment is its manufacturers/user’s manual. In the absence of it, the plan can be
derived from the known maintenance methods of the equipment and in accordance with the organization’s policy and
procedures.

HOUSEKEEPING SCHEDULE
Qualification:
Area/Section:
Personnel in-Charge:
Schedule for the month of __________________________
Responsible
Activities
Person Every Every
Daily other day Weekly 15th day Monthly Remarks
Clean and check
monitor, chair,
and table.

Clean and check

modules.

Clean and check

LCD projector,
printer, pen, and
drawing tablet.
Check and
arrange
animation paper.
Clean and check
under the work
area.

What’s New
Safety procedures in using hand tools and equipment

The use of hand tools in accomplishing task and job orders greatly increase the productivity and accuracy of a worker.
Although hand tools provide convenience and ease in completing any task, it may also cause injuries and infirmities.

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Safety Procedures
A worker must always be aware of the task he must accomplish so that he would know the hand tools that he needs.
1. Ways to utilized tools:
a. Cutting tools must always be kept sharp.
b. Gripping tools must maintain a strong grip.
c. Driving tools must be kept straight.
d. A striking tool’s handle must be well attached to its head to avoid it from flying away.
e. Diagnostic tools must always be calibrated before use.
2. Work place must also be observed properly.
3. Correct posture must be practice when using hand tools.
4. Use the proper PPE necessary to potential hazards.

Remember that Occupational Health and Safety (OHS) are not the sole task of the management. Everyone in the
workplace must be vigilant and smart so that accidents and unwanted damages will be avoided.

Properly organized workplace

1. The workplace must always be kept neat and clean.
2. All tools and equipment must be placed in clean and dry place.
3. Clean tools and equipment to work more efficiently.
4. Before cleaning any tools make sure to use proper PPE.
5. Only use cleaning agents as prescribed by the tool or equipment’s manufacturer.
6. Cleaning tools after use is highly recommended.
7. Tools with moving parts often suffer loosening of its parts, remember to keep them together and replace
ones that is not functioning well.
8. Lubricants must also be applied after tightening to reduce friction.
9. Driving tools handles must also be tightened to reduce hand strain when turning.

What is It

Tools help in completion of the different job requirements, keeping them well preserved will make work easier and
more efficient.
Common malfunction in hand tools, equipment, and paraphernalia
1. Using a driving tool, screws may slip the tip of the screw driver.
2. Small objects tend to fall down.

Malfunctions
1. In using striking tools, the heads are separating from the handle
2. Mishaps in using cutting tools and power tools is also dangerous. Ex.: slippage of materials to be cut.
3. In diagnostic tools inaccurate reading may occur if the tool is not properly calibrated.

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 What’s More

Breakdown maintenance is maintenance performed on a piece of equipment that has broken down,
faulted, or otherwise cannot be operated. The goal of breakdown maintenance is to fix something that has
malfunctioned. To the contrary, preventive maintenance is performed in order to keep something running.

Sometimes breakdown maintenance is performed because of an unplanned event. For example, if

a critical piece of machinery breaks, the maintenance is performed because of the imminent need for that
machine to operate again. However, breakdown maintenance can be planned for in advance, which is what
we might call “good” breakdown maintenance.

Test your understanding in maintaining hand tools, equipment, and paraphernalia, try filling out
the form below in Breakdown/Repair Report then ask your teacher to check the accuracy of the information
in each field.

BREAKDOWN/REPAIR REPORT
Property ID number:
Property name:
Location:
Findings: Recommendations:

Inspected by: Reported to:

____________________________________ ____________________________________
(Signature over printed name) (Signature over printed name)
Date: Date:
Subsequent Action Taken: Recommendations

Personnel in-charge: Reported to:

____________________________________ ____________________________________
(Signature over printed name) (Signature over printed name)
Date: Date:

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 What I Need to Know
This module was designed and written with you in mind. It is here to help you master the Personal
Entrepreneurial Competencies (PEC). The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be changed to correspond with the
textbook you are now using.

The module is divided into three lessons, namely:

1. Types of components and objects to be measured:
1.1 Memory
1.2 Data storage capacity
1.3 Processor
1.4 Video card
2. Correct specifications of the relevant sources
3. Conversion and calculation
3.1 Capacity and speed
3.2 Memory
3.3 Data storage
3.4 Processor
3.5 Video card

Lesson
Perform Mensuration and Calculation (MC)
5
1. Perform basic mensuration
1.1 Identify object/s to be measured
1.2 Use the correct specifications as specified in the job requirements
2. Carry out mensuration and calculation
2.1 Perform calculation needed to complete task using the four mathematical fundamental operation
(addition, subtraction, multiplication and division)
2.2 Employ different techniques in checking accuracy of the computation

What’s New

Perform Mensuration and Calculation

In the broadest sense, mensuration is all about the process of measurement. Mensuration is based on the use
of algebraic equations and geometric calculations to provide measurement data regarding the width, depth and volume
of a given object or group of objects. While the measurement results obtained by the use of mensuration are estimates
rather than actual physical measurements, the calculations are usually considered very accurate. Mensuration is often
based on making use of a model or base object that serves as the standard for making the calculations. From that point,

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advanced mathematics is employed to project measurements of length, width, and weight associated with like items.
The end result is data that can help to make the best use of resources available today while still planning responsibly
for the future.

Bit - a fundamental unit of information having just two possible values, as either of the binary digits 0 or 1.

Byte - a unit of digital information in computing and telecommunications that most commonly consists of
eight bits.

Booting – starting (a computer) by loading an operating system from a disk.

Electronic storage - a device for recording (storing) information (data).

Firewire - Apple Computer's version of a standard, IEEE 1394, High Performance Serial Bus, for connecting
devices to your personal computer.

Hot-swappable - the connection and disconnection of peripherals or other components without interrupting
system operation.

Interface - the point of interaction or communication between a computer and any other entity, such as a
printer or human operator.

Laser - a device that emits light (electromagnetic radiation) through a process of optical amplification based
on the stimulated emission of photons.

Magnetic platter - a thin, high precision disk that is coated on both sides with a high precision magnetic
material and which is used in a hard disk drive (HDD) to store data.

Memory module - a narrow printed circuit board that holds memory chips.

Magnetic storage media - any storage medium in which different patterns of magnetization are used to
represent stored bits or bytes of information

Operating system - a set of programs that manage computer hardware resources and provide common
services for application software.

Optical storage media - any storage in which data is written and read with a laser for archival or backup
purposes.

Types of components and objects to be measured:

Memory

Although memory is technically any form of electronic storage, it is used most often to identify fast,
temporary forms of storage. If your computer's CPU had to constantly access the hard drive to retrieve every piece of
data it needs, it would operate very slowly. When the information is kept in memory, the CPU can access it much
more quickly. Most forms of memory are intended to store data temporarily. The CPU accesses memory according to
a distinct hierarchy. Whether it comes from permanent storage (the hard drive) or input (the keyboard), most data goes
in random access memory (RAM) first. The CPU then stores pieces of data it will need to access, often in a cache,
and maintains certain special instructions in the register.

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Read-Only Memory (ROM) chips are located in the motherboard. ROM chips contain instructions that can be
directly accessed by the CPU. Basic instructions for booting the computer and loading the operating system are stored
in ROM. ROM chips retain their contents even when the computer is powered down. The contents cannot be erased
or changed by normal means.

Random Access Memory (RAM) is the temporary storage for data and programs that are being accessed by the CPU.
RAM is volatile memory, which means that the contents are erased when the computer is powered off. The more
RAM in a computer, the more capacity the computer has to hold and process large programs and files, as well as
enhance system performance.

Early computers had RAM installed in the motherboard as individual chips. The individual memory chips,
called Dual Inline Package (DIP) chips, was difficult to install and often became loose on the motherboard. To solve
this problem, designers soldered the memory chips on a special circuit board called a memory module.
SIMMs have 30-pin and 72-pin configurations. DIMM is a circuit board that holds SDRAM, DDR SDRAM and
DDR2 SDRAM.

The speed of memory has a direct impact on how much data a processor can process because faster memory
improves the performance of the processor. As processor speed increases, memory speed must also increase. For
example, single-channel memory is capable of transferring data at 64 bits. Dual-channel memory increases speed by
using a second channel of memory, creating a data transfer rate of 128 bits.

Double Data Rate (DDR) technology doubles the maximum bandwidth of SDRAM. DDR2 offers faster performance
while using less energy. DDR3 operates at even higher speeds than DDR2; however, none of these DDR technologies
are backward-or forward-compatible.

Even with a wide and fast bus, it still takes longer for data to get from the memory card to the CPU than it
takes for the CPU to actually process the data. Caches are designed to alleviate this bottleneck by making the data
used most often by the CPU instantly available. Registers are memory cells built right into the CPU that contain
specific data needed by the CPU, particularly the Arithmetic and Logic Unit (ALU). An integral part of the CPU itself,
they are controlled directly by the compiler that sends information for the CPU to process.

Data storage capacity

Storage drives read or write information on magnetic or optical storage media. The drive can be used to store data
permanently or to retrieve information from a media disk. Storage drives can be installed inside the computer case,
such as a hard drive. For portability, some storage drives can connect to the computer using a USB port, a FireWire
port, or an SCSI port. These portable storage drives are sometimes referred to as removable drives and can be used on
multiple computers. Here are some common types of storage drives: Floppy drive, Hard drive, Optical drive and Flash
drive.

Storage capacity refers to how much disk space one or more storage devices provides. It measures how much data a
computer system may contain. For an example, a computer with a 500GB hard drive has a storage capacity of 500
Gigabytes. A network server with four 1TB drives, has a storage capacity of 4 Terabytes.
Storage capacity is often used synonymously with "disk space." However, it refers to overall disk space, rather than
free disk space. For example, a hard drive with a storage capacity of 500GB may only have 150MB available if the
rest of the disk space is already used up. Therefore, when checking your computer to see if it meets a program's system
requirements, make sure you have enough free disk space to install the program. If you need more disk space, you can
increase your computer's storage capacity by adding another internal or external hard drive.

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Floppy Drive

A floppy drive, or floppy disk drive, is a storage device that uses removable 3.5-inch floppy disks. These magnetic
floppy disks can store 720 KB or 1.44 MB of data. In a computer, the floppy drive is usually configured as the A:
drive. The floppy drive can be used to boot the computer if it contains a bootable floppy disk. A 5.25-inch floppy
drive is older technology and is seldom used.

Hard Drive

A hard drive, or hard disk drive, is a magnetic storage device that is installed inside the computer. The hard drive is
used as permanent storage for data. In a Windows computer, the hard drive is usually configured as the C: drive and
contains the operating system and applications. The hard drive is often configured as the first drive in the boot
sequence. The storage capacity of a hard drive is measured in billions of bytes, or gigabytes (GB). The speed of a hard
drive is measured in revolutions per minute (RPM). Multiple hard drives can be added to increase storage capacity.
Traditional hard drives are magnetic. Magnetic hard drives have motors designed to spin magnetic platters and the
drive heads. In contrast, the newer Solid-State Drives (SSDs) do not have moving parts. Because there are no drive
motors and moving parts, the SSD uses far less energy than the magnetic hard drive. Non-volatile flash memory chips
manage all storage on an SSD, which results in faster access to data, higher reliability, and reduced power usage. SSDs
have the same form factor as magnetic hard drives and use ATA or SATA interfaces. SSDs can be installed as a
replacement for magnetic drives.

Optical Drive

An optical drive is a storage device that uses lasers to read data on the optical media. There are three types of optical
drives: Compact Disc (CD), Digital Versatile Disc (DVD) and Blu-ray Disc (BD). CD, DVD, and BD media can be
pre-recorded (read-only), recordable (write once), or re-writable (read and write multiple times).

External Flash Drive

An external flash drive, also known as a thumb drive, is a removable storage device that connects to a USB port. An
external flash drive uses the same type of non-volatile memory chips as solid-state drives and does not require power
to maintain the data. These drives can be accessed by the operating system in the same way that other types of drives
are accessed.

Types of Drive Interfaces

Hard drives and optical drives are manufactured with different interfaces that are used to connect the drive to the
computer. To install a storage drive in a computer, the connection interface on the drive must be the same as the
controller on the motherboard. Here are some common drive interfaces:

IDE – Integrated Drive Electronics, also called Advanced Technology Attachment (ATA) is an early drive
controller interface that connects computers and hard disk drives. An IDE interface uses a 40-pin connector.

SATA – Serial ATA refers to the serial version of the ATA drive controller interface. A SATA interface
uses a 7-pin data connector.

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 SCSI –Small Computer System Interface is a drive controller interface that can connect up to 15 drives.
SCSI can connect both internal and external drives. An SCSI interface uses a 50-pin, 68-pin, or 80-pin
connector.

Processor

A processor is an integrated electronic circuit that performs the calculations that run a computer. A processor
performs arithmetical, logical, input/output (I/O) and other basic instructions that are passed from an operating system
(OS). Most other processes are dependent on the operations of a processor.

A Central Processing Unit (CPU), also called a central processor or main processor, is the electronic
circuitry within a computer that executes instructions that make up a computer program. The CPU performs basic
arithmetic, logic, controlling, and input/output (I/O) operations specified by the instructions in the program. The
computer industry used the term "central processing unit" as early as 1955. Traditionally, the term "CPU" refers to a
processor, more specifically to its processing unit and control unit (CU), distinguishing these core elements of a
computer from external components such as main memory and I/O circuitry.

Video card

A Graphics Card (also called a display card, video card, display adapter, or graphics adapter) is an expansion
card which generates a feed of output images to a display device (such as a computer monitor). Frequently, these are
advertised as discrete or dedicated graphics cards, emphasizing the distinction between these and integrated graphics.
At the core of both is the graphics processing unit (GPU), which is the main part that does the actual computations,
but should not be confused with the video card as a whole, although "GPU" is often used to refer to video cards.

A video card is used to process images so they can be displayed on your monitor. A good video card can
make a big difference in the quality of your graphics, so this is particularly important if you play games or work with
photography and video.

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 What’s More

Self-check
Direction: Match items on Column A with Column B. Write your answers on a separate sheet of paper.

_____1. A magnetic storage device that is installed inside the computer. A. Video card

_____2. Early drive controller interface that connects computers and hard B. Flash drive or Thumb drive
disk drives which an interface that uses a 40-pin connector.
C. Read-only memory
_____3. Temporary storage for data and programs that are being accessed
by the CPU. D. IDE

_____4. A storage device that uses lasers to read data on the optical media. E. Floppy drive

_____5. A storage device that uses removable 3.5-inch disks. F. Random access memory

_____6. Soldered memory chips on a special circuit board. G. Optical drive

_____7. A removable storage device that connects to a USB port. H. CPU

_____8. An expansion card which generates a feed of output images to a I. Hard drive
display device.
J. Memory module
_____9. Memory cells built right into the CPU that contain specific data
needed particularly the Arithmetic and Logic Unit.

_____10. The electronic circuitry within a computer that executes

instructions that make up a computer program.

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 What is It

Capacity and speed

In computing, computer performance is the amount of useful work accomplished by a computer system. Outside
of specific contexts, computer performance is estimated in terms of accuracy, efficiency and speed of executing
computer program instructions. When it comes to high computer performance, one or more of the following
factors might be involved:
• Short response time for a given piece of work.
• High throughput (rate of processing work).
• Low utilization of computing resource(s).
• High availability of the computing system or application.
• Fast (or highly compact) data compression.
• High bandwidth.
• Short data transmission time.

Within a computer, information is represented and stored in a digital binary format. The term bit is an
abbreviation of binary digit and represents the smallest piece of data. Humans interpret words and pictures; computers
interpret only patterns of bits.

A bit can have only two possible values, a one digit (1) or a zero digit (0). A bit can be used to represent the
state of something that has two states. For example, a light switch can be either On or Off; in binary representation,
these states would correspond to 1 and 0, respectively.

Computers use binary codes to represent and interpret letters, numbers and special characters with bits. A
commonly used code is the American Standard Code for Information Interchange (ASCII). With ASCII, each
character is represented by a string of bits.
For example:
Capital letter: A = 01000001
Number: 9 = 00001001
Special character: # = 00100011

Each group of eight bits, such as the representations of letters and numbers, is known as a byte. Codes can be used to
represent almost any type of information digitally: computer data, graphics, photos, voice, video, and music.

45
 Additional Activities

Decimal to Binary Conversion

To convert a decimal number to binary, all you have to do is divide the number by 2. Get the quotient and
the remainder. Bring down the quotient, divide it by 2, and get the quotient and remainder again. Do it repeatedly until
the quotient results to 0. Copy the remainder from bottom to top, and that is the binary equivalent.

Calculating Data Storage

While a bit is the smallest representation of data, the most basic unit of digital storage is the byte. A byte is
8 bits and is the smallest unit of measurement used to represent data storage capacity.

When referring to storage space, we use the terms Bytes (B), Kilobytes (KB), Megabytes (MB), Gigabytes
(GB), and Terabytes (TB).

One kilobyte is a little more than one thousand bytes, specifically 1,024. A megabyte represents more than a
million bytes or 1,048,576. A gigabyte is 1,073,741,824 bytes. A terabyte is 1,099,511,627,776. The exact number is
gained by taking 2^n power.

46
 In general, when something is represented digitally, the greater the detail, the greater the number of bits
needed to represent it. A low-resolution picture from a digital camera will use around 360KB, and a high-resolution
picture could use 2 MB or more.

Kilobytes, megabytes, gigabytes, and terabytes are typically used to measure the size or storage capacity of
a device. Examples of components and devices that use byte storage include: random access memory (RAM), hard
disk drive space, CDs, DVDs, and MP3 players.
CDs have a data storage capacity of approximately 700 MB. DVDs have a data storage capacity of approximately 4.3
GB on a single-layer disc, and approximately 8.5 GB on a dual-layer disc. BDs have a storage capacity of 25 GB on
a single-layer disc, and 50 GB on a dual-layer disc.

What I Have Learned

Once we know the size of a file or folder, it is possible to determine the number of bytes being used.

For example:
A file is 20 KB in size
1 KB = 1,024 Bytes
20 * 1,024= 20,480 bytes in a 20 KB file

If a 20 KB file is stored in a 1 MB folder (1 MB = 1,048,576 bytes of space); then approximately a total of 51 files
can be stored in that folder (1,048,576 / 20,480 = 51.2).

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Answer Key

48
References

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