HOW TO USE N.C.

LEVEL : II
SERVICE CONSUMER ELECTRONIC
THISLEARNING
PRODUCTS AND SYSTEMS CORE MODULE: 2
MATERIAL

Welcome to the learner’s guide for the module; Service Consumer Electronic Products and
Systems. This learners guide contains training materials and activities for you to complete.

The unit of competency “Maintain and Repair Electronically-Controlled Domestic

Appliances” contains the knowledge, skills and attitudes required for Electronic
Products Assembly and Servicing. It is one of the Core Modules at National
certificate Level II (NC II).

You are required to go through a series of learning activities in order to complete each
learning outcomes of the module. In each learning outcomes there are Instruction Sheets to
help you better understand the required activities. Follow these activities on your own and
answer the self-check at the end of each learning outcome. You may remove a blank answer
sheets at the end of the module to reflect your answers for each self-check. If you have
questions, please don’t hesitate to ask your facilitator for assistance.

Instruction Sheets:

 Information Sheet – this will provide with information (concepts, principles and other
relevant information) needed in performing certain activities.

 Operation Sheet – this will guide you in performing single task, operation or process in a
job.

 Job Sheet – this is designed to guide you how to do a job that will contribute to the
attainment of the learning outcome.

 Assignment Sheet – the assignment sheet is a guide used to enhance (follow- up) what
you have learned in the information sheets, operation sheet or job sheet.

 Worksheet – worksheets are the different forms that you need to fill-up in certain
activities that you performed.

Recognition of Prior Learning (RPL)

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

Been working for some time.

Already completed training in this area.

If you can demonstrate to your trainer that you are competent in a particular skill, you don’t
have to do the same training again.

If you feel you have some of the skills, talk to your trainer about having them formally
recognized. If
you have qualification or Certificates of Competence from previous training, show it to your
trainer. If
the skills you acquired are still relevant to the module, they may become part of the evidence
you can present for RPL

HOW TO USE N.C. LEVEL : II

SERVICE CONSUMER ELECTRONIC
THISLEARNING
PRODUCTS AND SYSTEMS CORE MODULE: 2
MATERIAL
 At the end of this learner’s guide is a learner diary use this diary to record important
dates, jobs undertaken and other workplace events that will assist you in providing further
details to your trainer or assessors. A Record of Achievement is also provided for your
trainer to complete once you completed the module.
This module was prepared to help you achieve the required competency in maintaining
and repairing electronically-controlled domestic appliances. This will be the source of
information for you to acquire knowledge and skills in this particular trade, with minimum
supervision or help from your instructor. With the aid of these materials you will acquire
the competency independently and at your own pace.

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

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

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

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

 You will be given plenty of opportunity to ask questions and practice on the job. Make
sure you practice your new skills during regular work shifts. This way you will improve
both your speed and memory and also your confidence.

 Talk to more experience workmates and ask for their guidance.

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

 When you are ready, ask your trainer to watch you perform the activities outline in the
learning guide.

 As you work through the activities, ask for written feedback on your progress. Your trainer
keeps
feedback/pre-assessment reports for this reason. When you have successfully completed
each
element, ask your trainer to mark on the reports that you are ready for assessment.

 When you have completed this modules (or several module), and feel confident that you
have had sufficient practice, your trainer will arrange an appointment with registered
assessor to assess you. The results of your assessment will be recorded in your
competency Achievement Record.

SERVICE CONSUMER ELECTRONIC N.C. LEVEL : II

INTRODUCTION
PRODUCTS AND SYSTEMS CORE MODULE: 2
QUALIFICATION: Electronic Products Assembly and Servicing NC – II
 UNIT OF COMPETENCY: Service Consumer Electronic Products and Systems

MODULE TITLE: Servicing Consumer Electronic Products and

Systems

INTRODUCTION:
This module is designed to enhance the knowledge, skills and attitude of the
trainees in
maintaining and repairing electronically controlled domestic appliances.

SUMMARY OF LEARNING OUTCOMES:

At the completion of this module the trainees/students should be able to:

LO1. Prepare unit, tools and workplace for installation and service
LO2. Install consumer electronic products and systems
LO3. Diagnose faults and defects of consume electronic products and systems
LO4. Maintain/Repair consume electronic products

LO5. Re-assemble and test repaired consume electronics products

ASSESSMENT CRITERIA:

1. Electrical safety precautions are identified, enumerated and explained

correctly
2. OHS in maintaining and repairing audio/video products and systems are
defined and explained
3. OHS in maintaining and assembling audio/video products and systems are
demonstrated in accordance to the set procedures/instructions
4. Materials needed for maintenance and repair are identified and prepared
and checked according to the work instructions
5. Tools and equipment types and functions needed for maintenance and
repair are identified and demonstrated according to set standards
6. Testing devices and instruments operations needed for maintenance and
repair are explained and demonstrated according to instruction manual
7. Testing devices and instruments operations needed for maintenance and
repair are explained and demonstrated according to instruction manual
8. Electronic symbols are identified and selected according to the schematic
diagram
9. Electronic parts value are read and matched correctly as required
10. Schematic diagram sections and functions are identified and explained
11. Personal protective equipment are used in accordance with
occupational health and safety practices
12. Control settings/adjustments are checked in conformity with service-
manual specifications.

SERVICE CONSUMER ELECTRONIC N.C. LEVEL : II

INTRODUCTION
PRODUCTS AND SYSTEMS CORE MODULE: 2

13. System defects/Fault symptoms are diagnosed and identified using appropriate tools and
equipment and in accordance with safety procedures
 14. Identified defects and faults are explained to the responsible person in
accordance with enterprise or company policy and procedures
15. Customers are advised/informed regarding the status and serviceability
of the unit
16. Results of diagnosis and testing are documented accurately and
completely within the specified time
17. Materials, tools and instruments needed in troubleshooting repair and
cleaning are selected and checked in accordance with established
procedures
18. Isolation of troubles are performed with proper Personal Protective
Equipment (PPE) and following the Occupational Health and Safety
(OHS) practices
19. Troubles are isolated by following the systematic procedures and using
proper instruments in accordance with the prescribed instructions
20. Defective parts/components are replaced with identical or
recommended appropriate equivalent ratings and soldered/mounted in
accordance with the current industry standards
21. Control settings/adjustments of repaired unit are performed in
conformity with service -manual specifications
22. Cleaning of unit is performed in accordance with standard pro
23. Periodical tests of the repaired unit are maintained and documented
according to standard procedures
24. Repaired units are reassembled completely and waste materials are
disposed of in accordance with environmental requirements
25. Results of troubleshooting and repair are documented properly within
the specified time

PRE-REQUISITE:

Trainee:

1. Is at least high school graduate

2. With good moral character
3. Can communicate either orally or written

N.C. LEVEL : II
INTRODUCTION PREPARE UNIT, TOOLS AND WORKPLACE
FOR INSTALLATION AND SERVICE CORE MODULE: 2 LO: 1
 QUALIFICATION: Electronic Products Assembly and Servicing NC – II

UNIT OF COMPETENCY: Service Consumer Electronic Products and Systems

MODULE TITLE: Servicing Consumer Electronic Products and

Systems

Learning Outcome # 1 Prepare unit, tools and workplace for installation and
service

Assessment Criteria:

1. Electrical safety precautions are identified, enumerated and explained

correctly
2. OHS in maintaining and repairing electronically controlled domestic
appliances are defined and explained
3. OHS in maintaining and repairing electronically controlled domestic
appliances are demonstrated in accordance to the set
procedures/instructions

Resources:

 Learning elements and manuals

 Working area/bench
 PPE

LEARNING EXPERIENCES

Learning Outcome #1: Prepare unit, tools and workplace for installation and service
Learning Activities Special Instructions

1. Work Safety Requirements  Read Information Sheets 3.1.1

 Read Electrical Safety - Safety and Health
2. Application of 5S for Electrical Trades Student Manual
 Read Information Sheets 3.1.2
 View “5S Application” CD
3. Use of Personal Protective
 Read Information Sheets 3.1.3
Equipment and Clothing  View “PPE” CD
 Answer Self Check 3.1.1

INFORMATION WORK SAFETY REQUIREMENTS N.C. LEVEL : II

SHEETS 3.1.1 CORE MODULE: 2 LO: 1

Objectives:

Upon completion of these information sheets, you will be able to:

 Know basic Electrical Safety.

Electrical Safety:

 Never use electrical tools on damp ground or around water

 Never place an antenna near power lines
 Keep a safe distance from pad mounted transformers
 Never insert anything (especially metal) into an electrical appliance (such as a
toaster)
 Do not overload electrical outlets with too many electrical plugs. Buy one
surge protector with many outlets instead of ‘daisy-chaining’ smaller power
splitters
 Wear rubber gloves and rubber boots when working near electrical
components.
 Inspect tools and appliances for wear and damage prior to use
 Use electrical tape for power cord management, do not use staples
 Always use the correct size fuse, never use a fuse with a larger amperage
allowance than the original
 When working near power lines, use ladders made of wood instead of metal
 If you have a bad feeling about some work concerning electricity, stay away!
 Know where breakers and electrical boxes are in case of an emergency
 Label circuit breakers clearly
 Do not use electrical outlets or cords with exposed wiring
 Do not touch a person or electrical apparatus in the event of an electrical
accident. Always disconnect the current first.
 Do not clean tools with flammable or toxic solvents

INFORMATION N.C. LEVEL : II

APPLICATION OF 5S
SHEETS 3.1.2 CORE MODULE: 2 LO: 1

Objectives:

Upon completion of these information sheets, you will be able to:

 Apply 5S

Phases of 5S

There are 5 primary phases of 5S: sorting, straightening, systematic cleaning,

standardizing, and sustaining. Additionally, there are two other phases sometimes
included, safety & security.

Sorting (Seiri)

Eliminate all unnecessary tools, parts, and instructions. Go through all tools,
materials, and so forth in the plant and work area. Keep only essential items and
eliminate what is not required, prioritizing things as per requirements and keeping
them in approachable places. Everything else is stored or discarded.

Straightening or setting in order / stabilize (Seiton)

There should be a place for everything and everything should be in its place. The
place for each item should be clearly labeled or demarcated. Items should be
arranged in a manner that promotes efficient work flow. Workers should not have to
bend repetitively to access materials. Each tool, part, supply, or piece of equipment
should be kept close to where it will be used – in other words, straightening the flow
path. Seiton is one of the features that distinguishes 5S from "standardized cleanup".
This phase can also be referred to as implifying.

Sweeping or shining or cleanliness / systematic cleaning (Seiso)

Keep the workplace tidy and organized. At the end of each shift, clean the work area
and be sure everything is restored to its place. This makes it easy to know what goes
where and ensures that everything is where it belongs. A key point is that maintaining
cleanliness should be part of the daily work – not an occasional activity initiated when
things get too messy.

Standardizing (Seiketsu)
Work practices should be consistent and standardized. Everyone should know
exactly what his or her responsibilities are for adhering to the first 3 S's.

Sustaining the discipline or self-discipline (Shitsuke)

Maintain and review standards. Once the previous 4 S's have been established, they
become the new way to operate. Maintain focus on this new way and do not allow a
gradual decline back to the old ways. While thinking about the new way, also be
thinking about yet better ways. When an issue arises such as a suggested
improvement, a new way of working, a new tool or a new output requirement, review
the first 4 S's and make changes as appropriate.

INFORMATION N.C. LEVEL : II

APPLICATION OF 5S
SHEETS 3.1.2 CORE MODULE: 2 LO: 1

Safety

A sixth phase, "Safety", is sometimes added. While it is reasonable to assume that a

properly planned and executed 5S program will improve workplace safety, some
 argue that explicitly including this sixth "S" ensures that workplace safety is given at
least a secondary consideration.

Security

A seventh phase, "Security", can also be added. In order to leverage security as an

investment rather than an expense, the seventh "S" identifies and addresses risks to
key business categories including fixed assets (PP&E), material, human capital,
brand equity, intellectual property, information technology, assets-in-transit and the
extended supply chain.

It is important to have continuous education about maintaining standards. When

there are changes that affect the 5S program such as new equipment, new products
or new work rules, it is essential to make changes in the standards and provide
training. Companies embracing 5S often use posters and signs as a way of
educating employees and maintaining standards.

INFORMATION USE OF PERSONAL PROTECTIVE N.C. LEVEL : II

SHEETS 3.1.3 EQUIPMENT AND CLOTHING CORE MODULE: 2 LO: 1

Objectives:

Upon completion of these information sheets, you will be able to:

Use Personal Protective Equipment’s (PPE)

 Personal protective equipment (PPE) refers to protective clothing, helmets,
goggles, or other garment designed to protect the wearer's body from injury by
blunt impacts, electrical hazards, heat, chemicals, and infection. The terms
"protective gear" and "protective clothing" are in many cases interchangeable;
"protective clothing" is applied to traditional categories of clothing, and "gear"
is a more general term and preferably means uniquely protective categories,
such as pads, guards, shields, masks, etc.

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

Safety googles

Safety Mask
Protective masks have these functions:
 Providing a supply of breathable air or other oxygen-containing gas.
 Protecting the face against flying objects or dangerous environments, while
allowing vision.

Safety Mask

N.C. LEVEL : II
SELF CHECK PREPARE UNIT, TOOLS AND WORKPLACE
1.1.1 FOR INSTALLATION AND SERVICE CORE MODULE: 2 LO: 1
 Instruction. Tick the box for your answer. Ask your instructor for evaluation
afterwards

YES NO

1. I can enumerate OHS policies and procedures in maintaining

and repairing electronically controlled domestic appliances

2. I can explain OHS policies and procedures in maintaining

and repairing electronically controlled domestic appliances

3. I can apply OHS policies and procedures in maintaining and

repairing electronically controlled domestic appliances

N.C. LEVEL : II
INSTALL CONSUMER ELECTRONIC
INTRODUCTION PRODUCTS AND SYSTEMS CORE MODULE: 2 LO: 2

QUALIFICATION: Electronic Products Assembly and Servicing NC – II

 UNIT OF COMPETENCY: Service Consumer Electronic Products and Systems

MODULE TITLE: Servicing Consumer Electronic Products and

Systems

Learning Outcome # 2 Installation consumer electronic products and systems of

tools and testing instruments for maintaining and repairing
electronically controlled domestic appliances
Assessment Criteria:

1. Materials needed for maintenance and repair are identified and prepared
and checked according to the work instructions
2. Tools and equipment types and functions needed for maintenance and
repair are identified and demonstrated according to set standards
3. Testing devices and instruments operations needed for maintenance and
repair are explained and demonstrated according to instruction manual
4. Personal protective equipment are used in accordance with the
Occupational Health and Safety guidelines and policies

Resources:

TOOLS FACILITIES MATERIALS

 Long-nosed pliers  Working area/bench  Solder lead

 Diagonal cutters  Sufficient lighting and  Cleaning brush
 Standard screwdrivers ventilation system  Lead free solder
 Soldering iron, 30w Resin core solder
 De-soldering iron, 30w Learning materials  Wire stranded, #22,
 Screw driver assorted,  Books and references (different colors)
Phillips, slotted  Technical manuals  Silicon grease
 Wrenches assorted  Documentation forms  Resistors (different
 Allen wrench/key  Report forms values)
 Utility knife/stripper  Self-paced learning  Capacitors (different
 Pliers assorted, long elements values)
 nose, side cutter  Transformer
 Test jig

N.C. LEVEL : II

INTRODUCTION
INSTALL CONSUMER ELECTRONIC
PRODUCTSSYSTEMS CORE MODULE: 2 LO: 2

LEARNING EXPERIENCES
 Learning Outcome #2: Install Consumer Electronic Products and Systems

Learning Activities Special Instructions

1. Use and function of tools,  Read Information Sheets 3.2.1

equipment and testing instruments  Read Information Sheets 3.2.2
 View “Using Multimeter” CD
 Answer Self Check 3.2.1
2. Using the Multimeter

USE AND FUNCTION OF TOOLS, N.C. LEVEL : II

INFORMATION
EQUIPMENT AND TESTING
SHEETS 3.2.1 CORE MODULE: 2 LO: 2
INSTRUMENTS

Objective(s):

Upon completion of these information sheets, you will be able to:

Know use and functions of tools, equipment and testing instruments

TOOLS
 Screwdrivers

A screwdriver amplifies the hand's turning motion to the small, specially

designed tip that is inserted into the screw's head. There are numerous tip
designs for special applications (such as appliance assembly), but the two
most common are standard (also called flat, flared, or straight) and Phillips (X-
shaped) tips. The screwdriver handle can be of plastic or wood, sometimes
with a rubberized cover to improve grip. Other tips include clutch (hourglass
shape), Robertson (square), and Torx (six slots). Some fasteners can be
turned either by standard or Phillips tips.

Screwdrivers come in several designs, but the standard model

with a flat head is still among the most common.

Common screwdriver tips

INFORMATION USE AND FUNCTION OF TOOLS, N.C. LEVEL : II

EQUIPMENT AND TESTING CORE MODULE: 2 LO: 2
SHEETS 3.2.1
INSTRUMENTS

(a) Slotted, (b) Phillips, (c) Pozidriv, (d) Torx, (e) Hex,
(f) Robertson, (g) Tri-Wing, (h) Torq-Set, (i) Spanner

To ensure that the screwdriver is at good condition is to check if there is

deformation on the tip of the screwdriver and the shaft should be straight with
good grip on the handle.

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

An Adjustable End wrench

Here are some of the different types of wrenches from which you can choose:

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

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

Combination. A combination wrench has ends that perform specific tasks.

One end may be open and the other closed, one may be offset and the other
straight, or the two ends might be of fractionally different sizes.

Adjustable. An USE AND FUNCTION OF TOOLS, N.C. LEVEL : II

EQUIPMENT AND TESTING CORE MODULE: 2 LO: 2
adjustable INSTRUMENTS
wrench can be

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

Allen. Called by the Allen brand name, these are used on fasteners with a hexagonal
hole in the head. Allen wrenches are available with L- or T-shape handles.

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

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

Slip-joint pliers allow you to grip objects of varying sizes

Lineman's pliers Diagonal pliers Needle-nose pliers

A plier in good condition has no deformations on its jaw and can provide good grip while
handling objects.

USE AND FUNCTION OF TOOLS, N.C. LEVEL : II

INFORMATION
EQUIPMENT AND TESTING
SHEETS 3.2.1 CORE MODULE: 2 LO: 2
INSTRUMENTS

Soldering Iron/Soldering Gun

A soldering iron / soldering gun is a device for applying heat to melt solder
for soldering two metal parts together.
A soldering iron is composed of a heated metal tip and an insulated handle.
Heating is often achieved electrically, by passing a current, supplied through
an electrical cord or a battery, through a heating element.
For electrical work, wires are usually soldered to printed circuit boards, other
wires, or small terminals.
 Using a soldering iron Soldering Gun

Desoldering tools

In electronics,desoldering is the removal of solder and components from a

circuit for troubleshooting and repair purposes. Electronic components are
often mounted on a circuit board and it is usually desirable to avoid damaging
the circuit board, surrounding components, and the component being
removed.

Desoldering Braid Desoldering Pump

INFORMATION USE AND FUNCTION OF TOOLS, N.C. LEVEL : II

EQUIPMENT AND TESTING CORE MODULE: 2 LO: 2
SHEETS 3.2.1
INSTRUMENTS

EQUIPMENT AND TESTING INSTRUMENTS

Multimeter or Multitester (VOM)

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

INFORMATION USE AND FUNCTION OF TOOLS, N.C. LEVEL : II

EQUIPMENT AND TESTING CORE MODULE: 2 LO: 2
SHEETS 3.2.2
INSTRUMENTS

Objective(s):

Upon completion of these information sheets, you will be able to:

Operate testing instruments properly

How to use a Multimeter

- The basics or instructions of how to use a multimeter, including how to use an

analog or analogue multimeter, or a digital multimeter, DMM, and using multimeters
their best advantage.

Multimeters are very cheap to buy and are one of the most commonly used pieces of
electronics test equipment. Although basic operational multimeter instruction may be
 given when the test meter is bought, details of how to use the multimeter to test
circuits and gain the maximum use from them are not always available.

Although there are major differences between the internal circuits within analogue
and digital multimeters, the way in which they are used is comparatively similar.
However separate sections are given below with instructions on how to use a digital
multimeter and how to use an analogue multimeter.

How to use a digital multimeter

The operation of a DMM, digital multimeter, itself is normally very straightforward.

With a knowledge of how to make voltage, current and resistance measurements
(see the "Related Articles" on the left hand side of this page for further details) it is
then a matter of putting the multimeter to use. If the meter is new then it will obviously
be necessary to install a battery to power it. This is normally simple and
straightforward and details can be found in the operating instructions for the DMM.

... apart from amps, volts, and ohms, many

DMMs can measure parameters including
frequency, capacitance, continuity, and
temperature....

INFORMATION USE AND FUNCTION OF TOOLS, N.C. LEVEL : II

EQUIPMENT AND TESTING CORE MODULE: 2 LO: 2
SHEETS 3.2.2
INSTRUMENTS

When using the meter it is possible to follow a number of simple steps:

1. Turn the meter on

2. Insert the probes into the correct connections - this is required because there
may be a numberof different connections that can be used.

3. Set switch to the correct measurement type and range for the measurement to
be made. When selecting the range, ensure that the maximum range is above that
anticipated. The range on the DMM can then be reduced as necessary. However by
selecting a range that is too high, it prevents the meter being overloaded.

4. Optimise the range for the best reading. If possible enable all the leading digits to
not read zero, and in this way the greatest number of significant digits can be read.
 5. Once the reading is complete, it is a wise precaution to place the probes into the
voltage measurement sockets and turn the range to maximum voltage. In this way
if the meter is accidentally connected without thought for the range used, there is
little chance of damage to the meter. This may not be true if it left set for a current
reading, and the meter is accidentally connected across a high voltage point!

How to use an analogue multimeter

The operation of an analogue multimeter is quite easy. With a knowledge of how to

make voltage, current and resistance measurements (see the "Related Articles" on
the left hand side of this page for further details) it is only necessary to know how to
use the multimeter itself. If the meter is new then it will obviously be necessary to
install any battery or batteries needed for the resistance measurements.

... analogue multimeters have been

available for many years and they are
very flexible in theiroperation....

INFORMATION USE AND FUNCTION OF TOOLS, N.C. LEVEL : II

EQUIPMENT AND TESTING CORE MODULE: 2 LO: 2
SHEETS 3.2.2
INSTRUMENTS

When using the meter it is possible to follow a number of simple steps:

1. Insert the probes into the correct connections - this is required because there
may be a number of different connections that can be used. Be sure to get the right
connections, and not put them into the ones for a low current measurement if a
high voltage measurement is to be made - this could damage the multimeter.

2. Set switch to the correct measurement type and range for the measurement to
be made. When selecting the range, ensure that the maximum for the particular
range chosen is above that anticipated. The range on the multimeter can be
reduced later if necessary. However by selecting a range that is too high, it
prevents the meter being overloaded and any possible damage to the movement of
the meter itself.
 3. Optimise the range for the best reading. If possible adjust it so that the maximum
deflection of the meter can be gained. In this way the most accurate reading will be
gained.

4. Once the reading is complete, it is a wise precaution to place the probes into the
voltage measurement sockets and turn the range to maximum voltage position. In
this way if the meter is accidentally connected without thought for the range to be
used, there is little chance of damage to the meter. This may not be true if it left set
for a current reading, and the meter is accidentally connected across a high voltage
point!

Measuring voltage with a multimeter

- an overview or tutorial about how to measure voltage with a digitialmultimeter

(DMM) or an analogue multimeter.

One the important measurements that it is possible to make with a multimeter (either
and analog /analogue multimeter) or a digital multimeter is that of voltage. Voltage
measurements look at the potential difference between two points. In other words
they look at the difference in electric pressure at the two points. In most cases the
voltage is measured between a particular point and the ground or zero volt line on a
circuit. However this does not mean that the voltage cannot be measured between
any two points.

When making a voltage measurement with a multimeter, the first step is to switch the
multimeter to the voltage ranges. It is best to select a range higher than the expected
voltage so that there is no chance of the meter being overloaded and damaged. In
addition to this check that the test leads are plugged into the correct sockets. Many
multimeters have different sockets for different types of measurement so it is worth
checking the correct ones have been chosen before making the measurement.
Usually a meter will be provided with two leads, one black, and the other red. The
black one is normally taken as the negative one. It is connected to the negative or
"common" socket on the meter. The red one is connected to the positive socket.

INFORMATION USE AND FUNCTION OF TOOLS, N.C. LEVEL : II

EQUIPMENT AND TESTING CORE MODULE: 2 LO: 2
SHEETS 3.2.2
INSTRUMENTS

When making the measurement, the positive lead should be connected to terminal
which is expected to have the more positive voltage. If the leads are connected the
wrong way round a negative voltage will be displayed. This is acceptable for a digital
multimeter (DMM) because it will just display a negative sign. However for an
analogue multimeter, the meter needle will move backwards and hit a stop. If at all
possible it is best not to allow this to happen.

With the multimeter connected, power can be applied to the circuit. The multimeter
switches can then be changed to reduce the value of the range. This is done until the
largest deflection is seen on the meter without it going over the top of the range. In
this way the most accurate reading is obtained.

How to measure current - an overview or tutorial about how to measure electrical

current with a digital multimeter (DMM) or an analogue multimeter. This includes how
to direct electrical current and how to measure ac current with a multimeter.
 It is often necessary to know how to measure current using a multimeter. Current
measurements are easy to make, but they are done in a slightly different way to the
way in which voltage and other measurements are made. However current
measurements often need to be made to find out whether a circuit is operating
correctly, or to discover other facts associated with its current consumption.

Current measurements can be made with a variety of test instruments, but the most
widely used pieces of test equipment for making current measurements is a digital
multimeter. These items of test equipment are widely available and at very
reasonable prices.

Basics of current measurement

Current measurements are made in a different way to voltage and other

measurements. Current consists of a flow of electrons around a circuit, and it is
necessary to be able to monitor the overall flow of electrons. In very simple circuit is
shown below. In this there is a battery, a bulb which can be used as an indicator and
a resistor. To change the level of current flowing in the circuit it is possible to change
the resistance, and the amount of current flowing can be gauged by the brightness of
the bulb.

INFORMATION USE AND FUNCTION OF TOOLS, N.C. LEVEL : II

EQUIPMENT AND TESTING CORE MODULE: 2 LO: 2
SHEETS 3.2.2
INSTRUMENTS

A simple circuit in which to measure current

When using a multimeter to measure current, the only way that can be used to detect
the level of current flowing is to break into the circuit so that the current passes
through the meter. Although this can be difficult at times, it is the best option. A typical
current measurement can be made as shown below. From this it can be seen that the
circuit in which the current is flowing has to be broken and the multimeter inserted
into the circuit. In some circuits where current may often need to be measured,
terminals with a shorting link may be added to facilitate the current measurement.
 How to measure current using a multimeter

In order that the multimeter does not alter the operation of the circuit when it is used
to measure current, the resistance of the meter must be as low as possible. For
measurements of around an amp, the resistance of a meter should be much less
than an ohm. For example if a meter had a resistance of one ohm, and a current of
one amp was flowing, then it would develop a voltage of one volt across it. For most
measurements this would be unacceptably high. Therefore resistances of meters
used to measure current are normally very low.

How to measure current with an analogue multimeter

It is quite easy to use an analogue meter to measure electrical current. There are a
few minor differences in way that current measurements are made, but the same
basic principles are used.

When using the meter it is possible to follow a number of simple steps:

1. Insert the probes into the correct connections - this is required because there
may be a number of different connections that can be used. Be sure to get the right
connections as there may be separate connections for very low or very high current
ranges.

INFORMATION USE AND FUNCTION OF TOOLS, N.C. LEVEL : II

EQUIPMENT AND TESTING
SHEETS 3.2.2 CORE MODULE: 2 LO: 2
INSTRUMENTS

2. Set switch to the correct measurement type (i.e. to measure current) and range
for the
measurement to be made. When selecting the range, ensure that the maximum for
the particular range chosen is above that anticipated. The range on the multimeter
can be reduced later if necessary. However by selecting a range that is too high, it
prevents the meter being overloaded and any possible damage to the movement of
the meter itself.

3. When taking the reading, optimise the range for the best reading. If possible
adjust it so that the maximum deflection of the meter can be gained. In this way the
most accurate reading will be gained.

4. Once the reading is complete, it is a wise precaution to place the probes into the
voltage measurement sockets and turn the range to maximum voltage position. In
this way if the meter is accidentally connected without thought for the range to be
used, there is little chance of damage to the meter. This may not be true if it left set
for a current reading, and the meter is accidentally connected across a high voltage
point!
 How to measure current with a digital multimeter

To measure current with a digital multimeter it is possible to follow a few simple steps:

1. Turn the meter on

2. Insert the probes into the correct connections - in many meters there are a number
of different connections for the probes. Often one labelled common into which the
black probe is normally placed. The other probe should be entered into the correct
socket for the current measurement to be made. Sometimes there is a special
connection for current measurements, and sometimes a separate one for either low
or high current measurements. Select the correct one for the current measurement to
be made.

3. Set main selector switch on the meter switch to the correct measurement type, (i.e.
current) and range for the measurement to be made. When selecting the range,
ensure that the maximum range is above the expected reading anticipated. The
range on the DMM can then be reduced as necessary. However by selecting a range
that is too high, it prevents the meter being overloaded.

4. When the measuring the current, optimize the range for the best reading. If
possible enable all the leading digits to not read zero, and in this way the greatest
number of significant digits can be read.

5. Once the reading is complete, it is a wise precaution to place the probes into the
voltage measurement sockets and turn the range to maximum voltage. In this way if
the meter is accidentally connected without thought for the range used, there is little chance
of damage to the meter. This may not be true if it left set for a current reading, and the meter
is accidentally connected across a high voltage point!

INFORMATION USE AND FUNCTION OF TOOLS, N.C. LEVEL : II

EQUIPMENT AND TESTING
SHEETS 3.2.2 CORE MODULE: 2 LO: 2
INSTRUMENTS

Following these steps it is very easy to measure current using any digital multimeter.

How to measure resistance with a multimeter - an overview or tutorial about

measuring resistance with a digital multimeter (DMM) or an analogue multimeter.
One important measurement that can be made with a multimeter is a resistance
measurement. Not only can these be made to check the accuracy of a resistor, or
check it is functioning correctly, but resistance measurements can be required in
many other scenarios as well. It may be to measure the resistance of an unknown
conductor, or it may be to check for short circuits and open circuits. In fact there are
many instances where measuring resistance is of great interest and importance. In
all these cases a multimeter is an ideal piece of test equipment for measuring
resistance

Basics of measuring resistance

When measuring resistance, all musltimeters use exactly the same principle whether
they are analogue multimeters or digital multimeters. In fact other forms of test
equipment that measure resistance also use the same basic principle.

The basic idea is that the multimeter places a voltage at the two probes and this will
 cause a current to flow in the item for which the resistance is being measured. By
measuring the resistance it is possible to determine the resistance between the two
probes of the multimeter, or other item of test equipment.

How to measure resistance with an analogue multimeter

Analogue multimeters are good at measuring resistance, although they are a few
points to note about the way in which it is done. The first point to note is that as the
meter itself responds to current flowing through the component under test, a high
resistance which corresponds to a low current appears on the left hand side of the
dial, and a low resisatnce which corresponds to a higher current appears on the right
hand side of the dial as shown below. It will also be noticed that the calibrations
become much closer together as the resistance becomes higher, i.e. on the left hand
side of the dial.

Another aspect of using an analogue multimeter for measuring resistance is that the
meter needs to be "zero'ed" before making a measurement. This is done by
connecting the two probes together so that there is a short circuit, and then using the
"zero" control to give full scale deflection on the meter, i.e. zero ohms. Each time the
range is changed, the meter needs to be zero'ed as the position may change from
one range to the next. The meter needs to be zero'ed because the full
scale deflection will change according to aspects such as the state of the battery.

INFORMATION USE AND FUNCTION OF TOOLS, N.C. LEVEL : II

EQUIPMENT AND TESTING
SHEETS 3.2.2 CORE MODULE: 2 LO: 2
INSTRUMENTS

There are a few simple steps required to make a resistance measurement with an
analogue
multimeter:
1. Select the item to be measured: This may be anything where the resistance
needs to be measured and estimate what the resistance may be.

2. Insert the probes into the required sockets Often a multimeter will have several
sockets for the test probes. Insert these or check they are already in the correct
sockets. Typically these might be labelled COM for common and the other where
the ohms sign is visible. This is normally combined with the voltage measurement
socket.

3. Select the required range The analogue multimeter needs on and the required
range selected. The range selected should be such that the best reading can be
obtained. Normally the multimeter function switch will be labelled with the maximum
resistance reading. Choose the one where the estimated value of resistance will be
under but close to the maximum of the range. In this way the most accurate
resistance measurement can be made.

4. Zero the meter: The meter needs to be zero'ed. This is done by firmly palcing the
 two probes together to give a short circuit and then adjusting the zero control to
give a zero ohms (full scale deflection) reading. This process needs to be repeated
if the range is changed.

5. Make the measurement With the multimeter ready to make the measurement the
probes can be applied to the item that needs to be measured. The range can be
adjusted if necessary.

6. Turn off the multimeter Once the resistance measurement has been made, it is
wise to turn the function switch to a high voltage range. In this way if the multimeter
is used to again for another type of reading then no damage will be caused if it is
inadvertently used without selecting the correct range and function.

Analogue multimeters are ideal pieces of test equipment for measuring resistance.
They are relatively cheap and they offer a reasonably good level of accuracy and
general performance. They normally provide a level of accuracy that is more than
sufficient for most jobs.

How to measure resistance with an digital multimeter, DMM

Measuring resistance with a digital multimeter is easier and faster than making a
resistance
measurement with an analogue multimeter as there is no need to zero the meter. As
the digital multimeter gives a direct reading of the resistance measurement, there is
also no equivalent of the reverse reading found on the analogue multimeters.

There are a few simple steps required to make a resistance measurement with a
digital multimeter:

INFORMATION USE AND FUNCTION OF TOOLS, N.C. LEVEL : II

EQUIPMENT AND TESTING
SHEETS 3.2.2 CORE MODULE: 2 LO: 2
INSTRUMENTS
.
1. Select the item to be measured: This may be anything where the resistance
needs to be measured and estimate what the resistance may be.

2. Insert the probes into the required sockets Often a digital multimeter will have
several sockets for the test probes. Insert these or check they are already in the
correct sockets. Typically these might be labelled COM for common and the
other where the ohms sign is visible. This is normallycombined with the voltage
measurement socket.

3. Turn on the multimeter

4. Select the required range The digital multimeter needs on and the required
range selected. The range selected should be such that the best reading can be
obtained. Normally the multimeter function switch will be labelled with the
maximum resistance reading. Choose the one where the estimated value of
resistance will be under but close to the maximum of the range. In this way the
most accurate resistance measurement can be made.

5. Make the measurement With the multimeter ready to make the measurement
 the probes can be applied to the item that needs to be measured. The range
can be adjusted if necessary.

6. Turn off the multimeter Once the resistance measurement has been made, the
multimeter can be turned off to preserve the batteries. It is also wise to turn the
function switch to a high voltage range. In this way if the multimeter is used to
again for another type of reading then no damage will be caused if it is
inadvertently used without selecting the correct range and function.

Digital multimeters are ideal pieces of test equipment for measuring resistance. They
are relatively cheap and they offer a high level of accuracy and general performance.

General precautions when measuring resistance

As with any measurement, when measuring resistance, there are some precautions
to observe. In this way damage to the multimeter can be prevented, and more
accurate measurements can be made.

* Measure resistance when components are not connected in a circuit: It is always

advisable not to measure the resistance of an item that is in a circuit. It is always
best to make the measurement of the component on its own out of the circuit. If a
measurement is made in-circuit, then all the other components around it will have
an effect. Any other paths that will allow current to pass will affect the readings,
making them inaccurate to some degree.

INFORMATION USE AND FUNCTION OF TOOLS, N.C. LEVEL : II

EQUIPMENT AND TESTING
SHEETS 3.2.2 CORE MODULE: 2 LO: 2
INSTRUMENTS

* Remember to ensure the circuit under test is not powered on Under some
circumstances it is necessary to measure resistance values actually on a circuit.
When doing this it is very important to ensure the circuit is not powered on. Not
only will any current flowing in the circuit invalidate any readings, but should the
voltage be high enough, the current resulting could damage the multimeter.

* Ensure capacitors in a circuit under test are discharged. Again when measuring
resistance values in a circuit, it is necessary to ensure that any capacitors in the
circuit are discharged. Any current that flows as a result of them will cause the
meter reading to be altered. Also any capacitors in the circuit that are discharged
may charge up as a result of the current from the multimeter and as a result it may
take a short while for the reading to settle.

* Remember diodes in a circuit will cause different readings in either direction

When measuring resistance in a circuit that includes diodes the value measured
will be different if the connections are reversed. This is because the diodes only
conduct in one direction.
 * Leakage path through fingers can alter readings in some cases. When making
some resistance measurements it is necessary to hold a resistor or component
onto the multimeter test probes. If high resistance measurements are being made
the leakage path through the fingers can become noticeable. Under some
circumstances the resistance path through fingers can be measured at just a few
megohms, and as a result this can become significant. Fortunately the levels of
voltage used in most multimeters when measuring resistance is low, but some
specialised meters may use much higher voltages. It is wise to check.

N.C. LEVEL : II
SELF CHECK INSTALL INDUSTRIAL ELECTRONIC
3.2.1 MODULES/PRODUCTS/SYSTEMS
CORE MODULE: 2 LO: 2

Instruction. Tick the box for your answer. Ask your instructor for evaluation afterwards.

YES NO

1. I can identify tools, equipment and testing instruments

 2. I can explain the uses and functions of tools, equipment
and testing
instruments

N.C. LEVEL : II
DIAGNOSE FAULTS AND DEFECTS
INTRODUCTION OF CONSUMER ELECTRONIC
PRODUCTS AND SYSTEMS CORE MODULE: 2 LO: 3

QUALIFICATION: Electronic Products Assembly and Servicing NC – II

UNIT OF COMPETENCY: Service Consumer Electronic Products and Systems

MODULE TITLE: Servicing Consumer Electronic Products and

Systems

Learning Outcome # 3 Diagnose faults and defects of consumer electronics

products and systems

Assessment Criteria:

1. Electronic symbols are identified and selected according to the schematic

diagram
2. Electronic parts value are read and matched correctly as required
3. Schematic diagram sections and functions are identified and explained
 Resources:
 Drawing instruments and materials
 Working area/bench
 Sufficient lighting and ventilation system
LEARNING EXPERIENCES

Learning Outcome #3: Diagnose faults and defects of consumer electronic

products and systems

Learning Activities Special Instructions

1. Electronic devices and symbols  Read Information Sheets 3.3.1
2. Resistor Color Code  View “Resistor Color Code” CD

3. Drawing and Interpreting Schematic  Read Information Sheets 3.3.2

Diagrams
 Answer Self Check 3.3.1

INFORMATION ELECTRONIC DEVICES AND N.C. LEVEL : II

SHEETS 3.3.1 SYMBOLS CORE MODULE: 2 LO: 3

Objective(s):

Upon completion of these information sheets, you will be able to:

Identify electronic devices and symbols

The main components used in electronics are of two general types: passive (e.g.
resistors and capacitors) and active (e.g. transistors and integrated circuits). The
main difference between active and passive components is that active ones require
to be powered in some way to make them work. Active components can also be used
to amplify signals.

CAPACITOR

COIL (Inductor)
 FIXED VARIABLE

CRYSTAL

DIODE

FUSE

INFORMATION ELECTRONIC DEVICES AND N.C. LEVEL : II

SHEETS 3.3.1 SYMBOLS CORE MODULE: 2 LO: 3

LAMP

INTEGRATED CIRCUIT

LIGHT EMITTING DIODE

 LOUDSPEAKER

‘
METER

MICROPHONE

POTENTIOMETER

INFORMATION ELECTRONIC DEVICES AND N.C. LEVEL : II

SHEETS 3.3.1 SYMBOLS CORE MODULE: 2 LO: 3

QUADRAC

RESISTOR

RELAY

SILICON CONTROLLED RECTIFIER (SCR)

 THERMISTOR

TRANSFORMER

IF TRANSFORMER

INFORMATION ELECTRONIC DEVICES AND N.C. LEVEL : II

SHEETS 3.3.1 SYMBOLS CORE MODULE: 2 LO: 3

TRANSISTOR

FIELD EFFECT TRANSISTOR

MOSFET

UNIJUNCTION TRANSISTOR (UJT)

ZENER DIODE
 PHOTOTRANSISTOR

OPTICALLY COUPLED ISOLATOR

INFORMATION ELECTRONIC DEVICES AND N.C. LEVEL : II

SHEETS 3.3.1 SYMBOLS CORE MODULE: LO: 3
INFORMATION DRAWING AND INTERPRETING N.C. LEVEL : II
SHEETS 3.3.2 SCHEMATIC DIAGRAMS CORE MODULE: 2 LO: 3

Objective(s):

Upon completion of these information sheets, you will be able to:

Draw and interpret schematic diagram

ELECTRONIC DIAGRAMS

Ideas in electronics are introduced in diagram form – called SCHEMATIC

DIAGRAM.

It shows the components used and their interconnections. Each graphic

symbol is also accompanied with a reference designation to distinguish it from
other similar symbols.

The reference designation is the letter and number nearest the graphic
symbol. For example, a section of a circuit is as follows:

The reference designations are R1, Q1, C1 and

SPKR. Their values or actual description are
given in the PARTS LIST like:
R1 – 10 K , ±5%, ¼ watt resistor
Q1 – 9013 NPN audio input transistor(TO-92)
C1 - 470 F 16 volts electrolytic
SPKR – 8-OHMS 0.5 Watt 2-inch diameter
 loudspeaker

INFORMATION DRAWING AND INTERPRETING N.C. LEVEL : II

SHEETS 3.3.2 SCHEMATIC DIAGRAMS CORE MODULE: 2 LO: 3

RULES AND CONVENTIONS IN ELECTRONIC DIAGRAMS

Electronic diagrams also follow some rules which are agreed upon by several
associations
of electronic engineers.
Among the most common rules are the following:

1. Signal flow in a circuit should be from left

to right of a schematic diagram.

2. Voltage potentials are indicated with the

highest potential placed at the upper
portion of the diagram and the ground
(lowest) potential at the bottom.

3. When interesting lines are to be

connected a small solid circle should be
used.

4. When intersecting lines are not

electrically connected the circuit diagram
is drawn as shown on the left.

The meaning of a symbol does not

change with its position or orientation in a
diagram, its size or line width.

5. Connecting line linking a symbol should

be drawn horizontally or vertically but if
ever a connecting line is drawn at an
angle it implies the same meaning unless
 otherwise specified.

6. The standard symbol for a terminal (O)

could be added to any symbol but should
not be considered as part of a symbol.

OTHER COMON PRACTICES

INFORMATION DRAWING AND INTERPRETING N.C. LEVEL : II

SHEETS 3.3.2 SCHEMATIC DIAGRAMS CORE MODULE: 2 LO: 3

Interrupted Lines

When a connecting line or group of lines

could not be directly continued to its final
destination, arrows (brackets) with designation
of the destination could be implemented.

Dashed Lines
Dashed lines may be used to indicate an
optionally connected component.

Dashed lines may be used indicate

component content in a single unit.
 Dashed lines may be used to indicate
mechanical linkage of two or more components.

N.C. LEVEL : II
SELF CHECK DIAGNOSE FAULTS AND DEFECTS OF
3.3.1 CONSUMER ELECTRONIC PRODUCTS CORE MODULE: 2 LO: 3
SYSTEMS

Instruction. Tick the box for your answer. Ask your instructor for evaluation afterwards.

YES NO

1. I can identify electronic symbols and block sections of schematic

diagram

2. I can explain operation of electronic symbols and block sections

of schematic diagram

3. I can interpret operation of electronic symbols and block sections

of schematic diagram
 N.C. LEVEL : II
INTRODUCTION MAINTAIN/REPAIR CONSUMER
ELECTRONIC PRODUCTS CORE MODULE: 2 LO: 4

QUALIFICATION: Electronic Products Assembly and Servicing NC – II

UNIT OF COMPETENCY: Service Consumer Electronic Products and Systems

MODULE TITLE: Servicing Consumer Electronic Products and

Systems

Learning Outcome # 4 Maintain/Repair Consumer Electronic Products

Assessment Criteria:

1. Personal protective equipment are used in accordance with occupational health

and safety practices
2. Control settings/adjustments are checked in conformity with service-manual
specifications
3. System defects/Fault symptoms are diagnosed and identified using appropriate
tools and equipment and in accordance with safety procedures
4. Identified defects and faults are explained to the responsible person in
accordance with enterprise or company policy and procedures
5. Customers are advised/informed regarding the status and serviceability of the
unit
6. Results of diagnosis and testing are documented accurately and completely
within the specified time

Resources:

TOOLS EQUIPMENT MATERIALS

 Long-nosed pliers Multimeter  Solder lead

 Diagonal cutters  Oscilloscope  Cleaning brush
 Standard screwdrivers  Function generator  Lead free solder
 Soldering iron, 30w  Electronically controlled  Resin core solder
 Desoldering iron, 30w  unit(s)/appliance(s) and  wire
 Screw driver assorted, accessories  Stranded, #22, different
Phillips, slotted  ESD free work bench with colors)
 Wrenches assorted mirror back-to-back/one  Silicon grease
 Allen wrench/key sided  Resistors (different
 Utility knife/stripper  High grade magnifying values)
 Pliers assorted, long glass with lamp  Capacitors (different
nose, side cutter values)
 Test jig Transformer
Learning materials
Books and References
Technical Manuals
Documentation forms
Report forms

N.C. LEVEL : II
INTRODUCTION MAINTAIN/REPAIR CONSUMER
LECTRONIC PRODUCTS CORE MODULE: 2 LO: 4

Domestic appliances may include but not limited to the following:

 Washing machines and driers

 Vacuum cleaners and polishers
 Home food processing equipment
 Pressure and rice cooker
 Blender, coffee maker
 Toaster, waffle maker
 Microwave oven
 Electronic clock
 Flat irons and presses
 Rechargeable light
 Electronic controlled light Home security equipment

LEARNING EXPERIENCES

Learning Outcome #4: Maintain/Repair Consumer Electronic Products

Learning Activities Special Instructions

 1. Principles of Electrical Circuits  Read Information Sheets 3.4.1
 View “Ohm’s Law” CD
2. Electronic Circuits  Read Information Sheets 3.4.2
3. Analysis of Troubles  Read Information Sheets 3.4.3
4. Microwave Oven Principles of Operation  Read Information Sheets 3.4.4
5. Microwave Oven Parts and Component  Read Information Sheets 3.4.5
Placement
 Answer Self check 3.4.1

INFORMATION PRINCIPLES OF ELECTRICAL N.C. LEVEL : II

SHEETS 3.4.1 CIRCUITS CORE MODULE: 2 LO: 4

Objectives:

Upon completion of these information sheets, you will be able to:

Understand Electrical Circuits

OHM’S LAW

Ohm's law states that the current through a conductor between two points is directly
proportional to the potential difference or voltage across the two points, and inversely
proportional to the resistance between them.

The mathematical equation that describes this relationship is:

 where I is the current through the resistance in units of amperes, V is the potential
difference measured across the resistance in units of volts, and R is the resistance of
the conductor in units of ohms. More specifically, Ohm's law states that the R in this
relation is constant, independent of the current.

Series and parallel circuits

Components of an electrical circuit or electronic circuit can be connected in many

different ways. The two simplest of these are called series and parallel and occur
very frequently. Components connected in series are connected along a single path,
so the same current flows through all of the components. Components connected in
parallel are connected so the same voltage is applied to each component.

A circuit composed solely of components connected in series is known as a series circuit;

likewise, one connected completely in parallel is known as a parallel circuit.

INFORMATION MAINTAIN/REPAIR CONSUMER N.C. LEVEL : II

SHEETS 3.4.1 ELECTRONIC PRODUCTS CORE MODULE: 2 LO: 4

In a series circuit, the current through each of the components is the same, and the
voltage across the components is the sum of the voltages across each component. In
a parallel circuit, the voltage across each of the components is the same, and the
total current is the sum of the currents through each component.

As an example, consider a very simple circuit consisting of four light bulbs and one 6
V battery. If a wire joins the battery to one bulb, to the next bulb, to the next bulb, to
the next bulb, then back to the battery, in one continuous loop, the bulbs are said to
be in series. If each bulb is wired to the battery in a separate loop, the bulbs are said
to be in parallel. If the four light bulbs are connected in series, the same current flows
through all of them, and the voltage drop is 1.5 V across each bulb and that may not
be sufficient to make them glow. If the light bulbs are connected in parallel, the
current flowing through the light bulbs combine to form the current flowing in the
battery, while the voltage drop is 6.0 V across each bulb and they all glow.

In a series circuit, every device must function for the circuit to be complete. One bulb
burning out in a series circuit breaks the circuit. In parallel circuits, each light has its
own circuit, so all but one light could be burned out, and the last one will still function.

Series circuits

Series circuits are sometimes called current-coupled or daisy chain-coupled. The

current that flows in a series circuit will flow through every component in the circuit.
Therefore, all of the components in a series connection carry the same current
 Resistors

Inductors

Capacitors

The working voltage of a series combination of identical capacitors is equal to the

sum of voltage ratings of individual capacitors. This simple relationship only applies if
the voltage ratings are equa

INFORMATION MAINTAIN/REPAIR CONSUMER N.C. LEVEL : II

SHEETS 3.4.1 LECTRONIC PRODUCTS CORE MODULE: 2 LO: 4

as well as the capacitances. However, the division of DC voltage between the capacitors is
dominated by the leakage resistance of the capacitors, rather than their capacitances, and
this has considerable variation. To counter this equalising resistors may be placed in parallel
with each capacitor which effectively add to the leakage current. The value of resistor chosen
(perhaps a few megohms) is as large as possible, but low enough to ensure that the
capacitor leakage current is insignificant compared to the current through the resistor. At DC,
the circuit appears as a chain of series identical resistors and equal voltage division between
the capacitors is ensured. In high- voltage circuits, the resistors serve an additional function
as bleeder resistors.

Switches

Two or more switches in series form a logical AND; the circuit only carries current if all
switches are 'on'. See AND gate.

Cells and batteries

A battery is a collection of electrochemical cells. If the cells are connected in series, the
voltage of the battery will be the sum of the cell voltages. For example, a 12 volt car battery
contains six 2-volt cells connected in series.
Parallel circuits

If two or more components are connected in parallel they have the same potential difference
(voltage) across their ends. The potential differences across the components are the same in
magnitude, and they also have identical polarities. The same voltage is applicable to all
circuit components connected in parallel. The total current I is the sum of the currents
through the individual components, in accordance with Kirchhoff’s current law.
 Resistors

The current in each individual resistor is found by Ohm's law. Factoring out the voltage gives

To find the total resistance of all components, add the reciprocals of the resistances Ri of
each component and take the reciprocal of the sum. Total resistance will always be less than
the value of the smallest resistance:

INFORMATION MAINTAIN/REPAIR CONSUMER N.C. LEVEL : II

SHEETS 3.4.1 ELECTRONIC PRODUCTS CORE MODULE: 2 LO: 4

For only two resistors, the unreciprocated expression is reasonably simple:

This sometimes goes by the mnemonic "product over sum".

For N equal resistors in parallel, the reciprocal sum expression simplifies to:

and therefore to:

To find the current in a component with resistance Ri, use Ohm's law again:

The components divide the current according to their reciprocal resistances, so, in the case
of two
resistors,
 An old term for devices connected in parallel is multiple, such as a multiple connection for arc
lamps.

Inductors

Inductors follow the same law, in that the total inductance of non-coupled inductors in parallel
is equal to the reciprocal of the sum of the reciprocals of their individual inductances:

INFORMATION MAINTAIN/REPAIR CONSUMER N.C. LEVEL : II

SHEETS 3.4.1 ELECTRONIC PRODUCTS CORE MODULE: 2 LO: 4

Capacitors

Capacitors follow the same law using the reciprocals. The total capacitance of
capacitors in parallel is equal to the sum of their individual capacitances:

.
The working voltage of a parallel combination of capacitors is always limited by the
smallest working voltage of an individual capacitor.

Switches

Two or more switches in parallel, form a logical OR; the circuit carries current if at
least one switch is 'on'. See OR gate.

Cells and batteries

If the cells of a battery are connected in parallel, the battery voltage will be the same
as the cell voltage but the current supplied by each cell will be a fraction of the total
current. For example, if a battery contains four cells connected in parallel and
 delivers a current of 1 ampere, the current supplied by each cell will be 0.25 ampere.
Parallel-connected batteries were widely used to power the valve filaments in
portable radios but they are now rare.

DC Circuits

A DC circuit (Direct Current circuit) is an electrical circuit that consists of any

combination of constant voltage sources, constant current sources, and resistors. In
this case, the circuit voltages and currents are constant, i.e., independent of time.

In electronics, it is common to refer to a circuit that is powered by a DC voltage

source such as a battery or the output of a DC power supply as a DC circuit even
though what is meant is that the circuit is DC powered.

AC Circuits

In alternating current (AC) the movement of electric charge periodically reverses

direction. In direct current (DC), the flow of electric charge is only in one direction.

AC is the form in which electric power is delivered to businesses and residences. The
usual waveform of an AC power circuit is a sine wave. In certain applications,
different waveforms are used, such as triangular or square waves. Audio and radio
signals carried on electrical wires are also examples of alternating current. In these
applications, an important goal is often the recovery of information encoded (or
modulated) onto the AC signal.

INFORMATION ELECTRONIC CIRCUITS N.C. LEVEL : II

SHEETS 3.4.2 CORE MODULE: 2 LO: 4

Objectives:

Upon completion of these information sheets, you will be able to:

Understand electronic circuits and components

Electronic circuit

An electronic circuit is composed of individual electronic components, such as

resistors, transistors, capacitors, inductors and diodes, connected by conductive
wires or traces through which electric current can flow. The combination of
components and wires allows various simple and complex operations to be
performed: signals can be amplified, computations can be performed, and data can
be moved from one place to another. Circuits can be constructed of discrete
components connected by individual pieces of wire, but today it is much more
common to create interconnections by photolithographic techniques on a laminated
substrate (a printed circuit board or PCB) and solder the components to these
interconnections to create a finished circuit. In an Integrated Circuit or IC, the
components and interconnections are formed on the same substrate, typically a
semiconductor such as silicon or (less commonly) gallium arsenide.

Breadboards, perfboards or stripboards are common for testing new designs. They
allow the
designer to make quick changes to the circuit during development.

An electronic circuit can usually be categorized as an analog circuit, a digital circuit or

a mixed- signal circuit (a combination of analog circuits and digital circuits).
 A circuit built on a printed circuit board (PCB)

Analog circuits

Analog electronic circuits are those in which current or voltage may vary continuously with
time to correspond to the information being represented. Analog circuitry is constructed from
two fundamental building blocks: series and parallel circuits. In a series circuit, the same
current passes through a series of components. A string of Christmas lights is a good
example of a series circuit: if one goes out, they all do. In a parallel circuit, all the
components are connected to the same voltage, and the current divides between the various
components according to their resistance.

INFORMATION ELECTRONIC CIRCUITS N.C. LEVEL : II

SHEETS 3.4.2 CORE MODULE: 2 LO: 4

A circuit diagram representing an analog circuit, in this case a simple amplifier.

The basic components of analog circuits are wires, resistors, capacitors, inductors,
diodes, and transistors. (Recently, memristors have been added to the list of
available components.) Analog circuits are very commonly represented in schematic
diagrams, in which wires are shown as lines, and each component has a unique
symbol. Analog circuit analysis employs Kirchhoff's circuit laws: all the currents at a
node (a place where wires meet) must add to 0, and the voltage around a closed
loop of wires is 0. Wires are usually treated as ideal zero-voltage interconnections;
any resistance or reactance is captured by explicitly adding a parasitic element, such
as a discrete resistor or inductor. Active components such as transistors are often
treated as controlled current or voltage sources: for example, a field-effect transistor
can be modeled as a current source from the source to the drain, with the current
controlled by the gate-source voltage.
When the circuit size is comparable to a wavelength of the relevant signal frequency,
a more sophisticated approach must be used. Wires are treated as transmission
lines, with (hopefully) constant characteristic impedance, and the impedances at the
start and end determine transmitted and reflected waves on the line. Such
considerations typically become important for circuit boards at frequencies above a
GHz; integrated circuits are smaller and can be treated as lumped elements for
 frequencies less than 10 GHz or so.
An alternative model is to take independent power sources and induction as basic
electronic units; this allows modeling frequency dependent negative resistors,
gyrators, negative impedance converters, and dependent sources as secondary
electronic components.

Digital circuits

In digital electronic circuits, electric signals take on discrete values, to represent

logical and numeric values [3]. These values represent the information that is being
processed. In the vast majority of cases, binary encoding is used: one voltage
(typically the more positive value) represents a binary '1' and another voltage (usually
a value near the ground potential, 0 V) represents a binary '0' Digital circuits make
extensive use of transistors, interconnected to create logic gates that provide the
functions of Boolean logic: AND, OR, NOT, and all possible combinations there of.
Transistors interconnected so as to provide positive feedback are used as latches
and flip flops, circuits that have two or more metastable states, and remain in one of
these states until changed by an external input. Digital circuits therefore can provide
both logic and memory, enabling them to perform arbitrary computational functions.
(Memory based on flip-flops is known as SRAM (static random access memory).
Memory based on the storage of charge in a capacitor, DRAM (dynamic random
access memory) is also widely used.

INFORMATION ELECTRONIC CIRCUITS N.C. LEVEL : II

SHEETS 3.4.2 CORE MODULE: 2 LO: 4

Digital circuits are fundamentally easier to design than analog circuits for the same level of
complexity, because each logic gate regenerates the binary signal, so the designer need not
account for distortion, gain control, offset voltages, and other concerns faced in an analog
design. As a consequence, extremely complex digital circuits, with billions of logic elements
integrated on a single silicon chip, can be fabricated at low cost. Such digital integrated
circuits are ubiquitous in modern electronic devices, such as calculators, mobile phone
handsets, and computers.
Digital circuitry is used to create general purpose computing chips, such as microprocessors,
and custom-designed logic circuits, known as Application Specific Integrated Circuits
(ASICs). Field
Programmable Gate Arrays (FPGAs), chips with logic circuitry whose configuration can be
modified after fabrication, are also widely used in prototyping and development.

Mixed-signal circuits

Mixed-signal or hybrid circuits contain elements of both analog and digital circuits. Examples
include comparators, timers, PLLs, ADCs (analog-to-digital converters), and DACs (digital-to-
analog converters). Most modern radio and communications circuitry uses mixed signal
circuits. For example, in a receiver, analog circuitry is used to amplify and frequency-convert
signals so that they reach a suitable state to be converted into digital values, after which
further signal processing can be performed in the digital domain.

Logic gates

Rectangular Boolean algebra

Type Distinctive Shape Truth Table
Shape between A & B
 INPUT OUTPUT

A B A AND B
AB
0 0 0

AND 0 1 0

1 0 0

1 1 1

INPUT OUTPUT

A B A OR B
A+B 0 0 0

0 1 1
OR
1 0 1
NOT 1 1 1

INFORMATION ELECTRONIC CIRCUITS N.C. LEVEL : II

SHEETS 3.4.2 CORE MODULE: 2 LO: 4

NAND

INPUT OUTPUT

A A NOT A

0 1

1 0
XOR
INPUT OUTPUT

A B A NAND B

ND 0
0
0

1
1

1
1 0 1

1 1 0
NOR
A
AINPUT B A0
10NOR
BOUTPUT
A XOR11
01
B0 1
0
INFORMATION ELECTRONIC CIRCUITS N.C. LEVEL : II
SHEETS 3.4.2 CORE MODULE: 2 LO: 4

All other types of Boolean logic gates (i.e., AND, OR, NOT, XOR, XNOR) can be created
from a

suitable network of NAND gates. Similarly all gates can be created from a network of NOR
gates.
Historically, NAND gates were easier to construct from MOS technology and thus NAND
gates
served as the first pillar of Boolean logic in electronic computation.
 The 7400 chip, containing four NANDs. The two additional pins supply power (+5 V) and
connect

INFORMATION ANALYSIS OF TROUBLES N.C. LEVEL : II

SHEETS 3.4.3 CORE MODULE: 3 LO: 4

Objectives:

Upon completion of these information sheets, you will be able to:

Analyze troubles

THREE MAJOR STEPS IN ELECTRONIC SYSTEM REPAIR

Three major steps are observed in most electronic system repair procedures:

1. Evaluation of trouble symptoms, with preliminary diagnosis of equipment,

malfunction.
2. Testing of logical conclusions.
3. Repair of defect and verification of normal operation.

The first step involves careful observation of equipment response to input signals
and equipment reaction to variation of operating and maintenance controls. In
turn, this preliminary evaluation and diagnostic procedure will often lead the
troubleshooter to probable or possible causes of malfunction.

The second step comprises definitive tests of various logical conclusions that
have been established. These tests often include quick checks such as click tests
and noise injection, as detailed subsequently. Modules may be substituted.
Systematic signal tracing or signal substitution tests may be made. Eventually, all
but one of the possible causes for malfunctions will be eliminated – by specialized
troubleshooting procedures, if necessary.
 Then, the third step is taken: repair of defect(s) and final verification of system operation.

INFORMATION ANALYSIS OF TROUBLES N.C. LEVEL : II

SHEETS 3.4.3 CORE MODULE: 3 LO: 4
INFORMATION MICROWAVE OVEN PRINCIPLES OF N.C. LEVEL : II
SHEETS 3.4.4 OPERATION CORE MODULE: 3 LO: 4

Objectives:

Upon completion of these information sheets, you will be able to:

Explain how a microwave oven operates

How a microwave oven works

The operation of a microwave oven is really very simple. It consists of two parts: the
controller and the microwave generator.
A schematic diagram of the microwave generating circuitry and portions of the
controller is usually glued to the inside of the cover.
The controller is what times the cooking by turning the microwave energy on
and off. Power level is determined by the ratio of on time to off time in a 10-30
second cycle. The microwave generator takes AC line power. steps it up to a
high voltage, and applies this to a special type of vacuum tube called a
magnetron - little changed from its invention during World War II (for Radar).

Controller

The controller usually includes a microcomputer, though very inexpensive

units may simply have a mechanical timer (which ironically, is probably more
expensive to manufacture!). The controller runs the digital clock and cook
timer; sets microwave power levels; runs the display; and in high performance
ovens, monitors the moisture or temperature sensors. Power level in most
microwave ovens is set by pulse width control of the microwave generator
usually with a cycle that lasts 10-30 seconds. For example, HIGH will be
ontinuous on, MEDIUM may be 10 seconds on, 10 seconds off, and LOW may
 be 5 seconds on, 15 seconds off. The power ratios are not quite linear as
there is a 1 to 3 second warmup period after microwave power is switched on.
However, some models use finer control, even to the point of a continuous
range of power. These are typically "inverter" models which use a more
sophisticated type of power supply than the simple high voltage transformer,
capacitor, rectifier, system described below. However, there have been some
back in the 1970s that did this with a 1 second or so pulse width modulated
cycle, fast enough to have the same effect as continuous control for all
practical purposes. The operating voltages for the controller usually are
derived from a stepdown transformer. The controller activates the microwave
generating circuitry using either a relay or triac.

INFORMATION MICROWAVE OVEN PRINCIPLES OF N.C. LEVEL : II

SHEETS 3.4.4 OPERATION CORE MODULE: 3 LO: 4
Sensors
More sophisticated ovens may include various sensors. Most common are probes for
temperature and moisture. A convection oven will include a temperature sensor above the
oven chamber. Since these sensors are exposed to the food or its vapors, failures of the
sensor robes themselves are common.

Cooling fans

Since 30 to 50 percent of the power into a microwave oven is dissipated as heat in

the Magnetron, cooling is extremely important. Always inspect the cooling fan/motor
for dust and dirt and lubricate if necessary. A couple of drops of electric motor oil or 3-
in-One will go a long way. If there are any belts, inspect for deterioration and replace
if necessary. An oven that shuts off after a few minutes of operation could have a
cooling problem, a defective over temperature thermostat, a bad magnetron, or is
being operated from very high AC line voltage increasing power to the oven.
One interesting note: Since 30 to 50 percent of the power goes out the vents in the
back as heat, a microwave oven is really only more efficient than conventional means
such as a stovetop or gas or electric oven for heating small quantities of anything.
With a normal oven or stovetop, wasted energy goes into heating the pot or oven, the
air, and so on. However, this is relatively independent of the quantity of food and may
be considered to be a fixed overhead. Therefore, there is a crossover point beyond
which it is more efficient to use conventional heat than high tech microwaves.

Microwave generator

This is the subsystem that converts AC line power into microwave energy. The
majority of microwave ovens use a brute force approach which consists of 5 parts:
high voltage (HV) transformer running off the AC line, HV rectifier diode, HV capacitor,
magnetron, waveguide to oven chamber. (A few employ solid state inverter in place of
the simple HV transformer. These will be discussed later.) The most common
microwave generator consists of the following:

 High Voltage Transformer. Typically has a secondary of around 2,000 VRMS at 0.5 to 1
mp- more or less depending on the power rating of the oven. There will also be a low
 voltage winding for the Magnetron filament (3.3 V at 10 A is typical).
You cannot miss this as it is the largest and heaviest component visible once the
cover is removed. There will be a pair of quick-connect terminals for the AC input, a
pair of leads for the Magnetron filament. and a single connection for the HV output.
The HV return will be fastened directly to the transformer frame and thus the chassis.
These transformers are designed with as little copper as possible. The primary for
115 VAC is typically only 120 turns of thick wire - thus about 1 turn per volt input and
output (this is about 1/4th as many turns as in a "normal" power transformer. (It's
usually possible to count the primary turns by examining how it is wound - no
disassembly required!) So there would be about 3 turns for the magnetron filament
and 2080 turns for the high voltage winding for the transformer mentioned above. The
reason they can get away with so few turns is that it operates fully loaded about 90
percent of the time but is still on the hairy edge of core saturation. The HV
components are actually matched to the HV transformer characteristics. Performance
will suffer if the uF value of a replacement HV capacitor is not close to that of the
original.

There is also generally a "magnetic shunt" in the core of the transformer. This
provides some current limiting, possibly to compensate for various magnetron load
conditions. However, it's not enough to provide any reduction in the likelihood of
electrocution should you come in contact with the HV winding!

INFORMATION MICROWAVE OVEN PRINCIPLES OF N.C. LEVEL : II

SHEETS 3.4.4 OPERATION CORE MODULE: 3 LO: 4

 Rectifier - usually rated 12,000 to 15,000 PRV at around 0.5 amp.

Most commonly, this will be rectangular or cylindrical, about 0.5 inch long with
wire leads. Sometimes, it is a box bolted to the chassis. One end will be
electrically connected to the chassis.

 Capacitor - 0.65 to 1.2 uF at a working voltage of around 2,000 VAC.

Note that this use of working voltage' may be deceiving as the actual voltage
on the capacitor may exceed this value during operation. The capacitor is
metal cased with quick-connect terminals on top (one end). Always discharge
the capacitor as described below before touching anything inside once the
cover is removed.

 Magnetron - the microwave producing tube includes a heated filament

cathode, multiple resonant cavities with a pair of permanent ceramic ring
magnets to force the electron beams into helical orbits, and output antenna.
The magnetron is most often box shaped with cooling fins in its midsection,
the filament/HV connections on the bottom section, and the antenna (hidden
by the waveguide) on top. Sometimes, it is cylindrical in shape but this is less
common. The frequency of the microwaves is usually 2.45 GHz

When salvaging parts from dead microwave ovens, save the HV components (transformer,
capacitor, and diode) as a group (assuming all are still good). Then, if a repair is needed to
another oven it may be better to replace all 3 both because this eliminates uncertainty if more
than 1 part failed or is marginal, and they will have been designed to have the best
compatibility.

Magnetron construction and operation

A. Most magnetrons are constructed as a series of cylinders:

1. The outer cylinder is a permanent magnet
2. The middle cylinder is an anode with vanes or ridges in it that create “resonant
cavities”
 3. The inner cylinder is a cathode with heating filament in the center
B. As high voltage is supplied to the magnetron from the transformer, the filament heats
the cathode
C. As the cathode is heated, it gives off electrons whose negative charges are attracted
to the anode which operates at a positive potential
D. The magnetic field around the anode repels the electrons so that they travel in a
circular path to reach the anode instead of traveling in a straight line as electrons
normally would
E. As the electrons moved in a rapid orbit from cathode to anode, they travel past the
resonant cavities in the anode and cause the cavities to vibrate at high frequency
F. The pulsating 2450 MHz frequency generated by the magnetron is picked up by the
antenna and directed into a waveguide and on to a stirrer which distributes the
microwave into the oven cavity

INFORMATION MICROWAVE OVEN PRINCIPLES OF N.C. LEVEL : II

SHEETS 3.4.4 OPERATION CORE MODULE: 2 LO: 4

Microwave generator circuit diagram

Nearly all microwave ovens use basically the same design for the microwave
generator. This has resulted in a relatively simple system manufactured at low cost.
The typical circuit is shown below. This is the sort of diagram you are likely to
find pasted inside the metal cover. Only the power circuits are likely included (not the
controller unless it is a simple motor driven timer) but since most problems will be in
the microwave generator, this schematic may be all you need.
 Note the unusual circuit configuration - the magnetron is across the diode, not
the capacitor as in a 'normal' power supply. What this means is that the peak voltage
across the magnetron is the transformer secondary + the voltage across the
capacitor, so the peaks will approach the peak-peak value of the transformer or
nearly 5000 V in the example above. This is a half wave voltage doubler.
The output waveform looks like a sinusoid with a p-p voltage equal to the p-p voltage
of the transformer secondary with its positive peaks at chassis ground (no load). The
peaks are negative with respect to the chassis. The negative peaks will get squashed
somewhat under load. Take extreme care - up to 5000 V at AMPs available!
WARNING: Never attempt to view this waveform on an oscilloscope unless you have
a commercial high voltage probe and know how to use it safely!
The easiest way to analyze the half wave doubler operation is with the
magnetron (temporarily) removed from the circuit. Then, it becomes a simple half
wave rectifier/filter so far as the voltage acrtoss the capacitor is concerned - which will
be approximately V(peak) = V(RMS) * 1.414 where V(RMS) is the output of the high
voltage transformer. The voltage across the HV rectifier will then be: V(peak) + V
where V is the waveform out of the transformer. The magnetron load, being across
the HV diode, reduces the peak value of this somewhat - where most of its
conduction takes place.

INFORMATION MICROWAVE OVEN PRINCIPLES OF N.C. LEVEL : II

SHEETS 3.4.4 OPERATION CORE MODULE: 2 LO: 4

Note that there is a difference in the labels on the filament connections of the
magnetron. Functionally, it probably doesn't matter which way they are connected.
However, the typical schematic (as above) shows FA going to the node attached to
the Anode of the HV diode, while F goes to the lone Filament terminal on the HV
transformer.
WARNING: What this implies is that if the magnetron is not present or is not
drawing power for some reason - like an open filament - up to V(peak) will still be
present across the capacitor when power is removed. At the end of normal operation,
some of this will likely be discharged immediately but will not likely go below about
2,000 V due to the load since the magnetron does not conduct at low voltages.
Other types of power supplies have been used in a few models - including high
frequency inverters - but it is hard to beat the simplicity, low cost, and reliability of the
half wave doubler configuration.
There is also usually a bleeder resistor as part of the capacitor, not shown.
HOWEVER: DO NOT ASSUME THAT THIS IS SUFFICIENT TO DISCHARGE THE
CAPACITOR - ALWAYS DO THIS IF YOU NEED TO TOUCH ANYTHING IN THE
MICROWAVE GENERATOR AFTER THE OVEN HAS BEEN POWERED. The
bleeder may be defective and open as this does not effect operation of oven and/or
the time constant may be long - minutes. Some ovens may not have a bleeder at all.
In addition, there will likely be an over-temperature thermostat - thermal protector -
somewhere in the primary circuit, often bolted to the magnetron case. There may also
be a thermal fuse or other protector physically elsewhere but in series with the
primary to the high voltage transformer.
Other parts of the switched primary circuit include the oven interlock switches, cooling
fan, turntable motor (if any), oven light, etc.

Interlock switches

Various door interlock switches prevent inadvertent generation of microwaves

unless the door is closed completely. At least one of these will be directly in series
with the transformer primary so that a short in the relay or triac cannot accidentally
turn on the microwaves with the door open.
The interlocks must be activated in the correct sequence when the door is closed or
opened. Interestingly, another interlock is set up to directly short the power line if it is
activated in an incorrect sequence. The interlocks are designed so that if the door is
correctly aligned, they will sequence correctly. Otherwise, a short will be put across
 the power line causing the fuse to blow forcing the oven to be serviced. This makes it
more difficult for an ignorant consumer to just bypass the door interlocks should they
fail or to run the oven with an open door as a room heater – and protects the
manufacturer from lawsuits. (That interlock may be known as a "dummy switch" for
obvious reasons and is often not even mentioned in the schematic/parts manifest.) Of
course, should that switch ever actually be used, not only will the fuse blow, but the
switch contacts will likely be damaged by the high initial current! This also means it
probably wouldn't be a bad idea to replace the interlock switch which might have
been affected if your oven fails with a blown fuse due to a door problem.
Failed door interlocks account for the majority of microwave oven problems - perhaps
as high as 75 percent. This is not surprising considering that two of the three switches
carry the full oven current - any deterioration of the contacts results in increased
resistance leading to their heating and further deterioration. And, opening the door to
interrupt a cook cycle results in arcing at the contacts. Complete meltdowns are not
unusual! If any defective door switches are found, it is probably a good idea to
replace all of them as long as the oven is already apart. The typical door switches and
their function:

INFORMATION MICROWAVE OVEN PRINCIPLES OF N.C. LEVEL : II

SHEETS 3.4.4 OPERATION CORE MODULE: 2 LO: 4

 Door Sensing: Input to the microcontroller to indicate the state of the door.
 Interlock Monitor: Shorts out the AC line (and blows the main fuse) should the
Primary Interlock not open due to incorrect sequencing of the door switches or a
failed switch.
Primary Interlock: In series with the high voltage (magnetron) power supply so cuts
power when the door is open.
Note that if the Door Sensing switch should malfunction, peculiar behavior may occur (like
the fan or turntable operating at the wrong time) but should never result in microwaves being
generated with the door open.
INFORMATION MICROWAVE OVEN PRINCIPLES OF N.C. LEVEL : II
SHEETS 3.4.4 OPERATION CORE MODULE: 2 LO: 4
INFORMATION MICROWAVE OVEN PRINCIPLES OF N.C. LEVEL : II
SHEETS 3.4.4 OPERATION CORE MODULE: 2 LO: 4
INFORMATION MICROWAVE OVEN PARTS AND N.C. LEVEL : II
SHEETS 3.4.5 COMPONENT PLACEMENT CORE MODULE: 2 LO: 4
Objective(s):

Upon completion of these information sheet(s), you will be able to:

Identify and locate different oven components.

1. Fuse
2. Cavity thermal protector
3. Cavity light
4. Blower fan blades
5. Magnetron

INFORMATION MICROWAVE OVEN PARTS AND N.C. LEVEL : II

SHEETS 3.4.5 COMPONENT PLACEMENT CORE MODULE: 2 LO: 4

6. Interlock switches
7. Blower fan motor
8. Transformer
9. Capacitor