Cblm II Computer Hardware

Republic of the Philippines t Department of Education D · · ED

PUBLIC TECHNICAL-VOCATIONAL C2 ] HIGH SCHOOLS nF.P.<IHMF"'l lm HHJCAII<>''

Competency-Based Learning Material

Module #1

Unit of Competency:

Second Year

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L Computer Hardware Servicing II

Tables of Contents

How to Use this Module ......................................................................................... i

Introduction .......................................................................................................... ii

Technical Terms ................................................................................................... iii

Learning Outcome 1 ............................................................................................ 1

Information Sheet 1. 1 .......................................................................................... 2

Self Check 1.1 ...................................................................................................... 4

Information Sheet 1.2 .......................................................................................... 5

Activity 1. 2 ........................................................................................................... 7

Assignment ........................................................................................................... 8

Learning Outcome 2 ............................................................................................ 9

Information Sheet 2. 1 ......................................................................................... 10

Self-Check 2.1 ................................................................................................... 14

Activity 2.1 ........................................................................................................... 15

Information Sheet 2. 2 . . . . .. .. . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . .. . . . .. . . . . . . . . . . 16

Self Check 2.2 ..................................................................................................... 20

Activity 2.2 .......................................................................................................... 20

Assignment ......................................................................................................... 20

Learning Outcome 3 .......................................................................................... 21

Information Sheet 3.1 ........................................................................................ 22

Self-Check 3. 1 ................................................................................................... 29

Activity 3.1 ......................................................................................................... 30

Assignment ........................................................................................................ 30

Answer Key .......................................................................................................................... 3 I

Acknowledgment

loate: ~ t-[Vt:=:ve=r=:si:_on-=N 0-.-: -~ Applying Quality Standards

HOW TO USE THIS MODULE

Welcome to the Module "Applying of Quality Standards". This module contains training materials and activities for you to complete.

The unit of competency "Apply Quality Standards" contains knowledge, skills and attitudes required for a Computer Hardware Servicing NC II course.

You are required to go through a series of learning activities in order to complete each of the learning outcomes of the module. In each learning outcome there are Information Sheets and Activity Sheets. Follow these activities on your own and answer the Self-Check at the end of each learning activity.

If you h.~ve questions, don't hesitate to ask your for assistance.

Recognition of Prior Learning (RPL)

You may already have some of the knowledge and skills covered in this module because you have:

o been working for some time o already have completed training in this area.

If you can demonstrate to your students that you are competent in a particular skill or skills, talk to him/her about having them formally recognized so you don't have to do he same training again. If you have a qualification or Certificate of Competency from previous training shows it to your students. If the skills you acquired are still current and relevant to this module, they may become part of the evidence you can present for RPL. If you are not sure about the currency of your skills, discuss it with your teacher.

After completing this module ask your trainer to assess your competency. Result of your assessment will be recorded in your competency profile. All the learning activities are designed for you to complete at your own pace.

Inside this module you will find the activities for you to complete followed by relevant information sheets for each learning outcome. Each learning outcome may have more than one learning activity.

~ate: version No.:

Applying Quality Standards

Program/ Course: Computer Hardware Servicing NC II Unit of Competency: Apply Quality Standards Module: Applying of Quality Standards

INTRODUCTION:

This module contains information and suggested learning activities on Computer Hardware Servicing. It includes training materials and activities for you to complete.

Completion of this module will help you better understand the succeeding module on Computer Hardware Servicing.

This module consists of ~ learning outcomes. Each learning outcome contains learning activities supported by each instruction sheets. Before you perform the instructions read the information sheets and answer the self-check and activities provided to as certain to yourself and your teacher that you have acquired the knowledge necessary to perform the skill portion of the particular learning outcome.

Upon completion of this module, report to your teacher for assessment to check your achievement of knowledge and skills requirement of this module. If you pass the assessment, you will be given a certificate of completion.

SUMMARY OF LEARNING OUTCOMES:

Upon completion of the module you should be able to:

LOl Assess Condition of Received Equipment L02 Assess own work L03 Validate one's work for quality improvement

ASSESSMENT CRITERIA:

Refer to assessment criteria of learning outcomes# 1-3 of this module.

PRE-REQUISITES:

• PC Operation

~te: version No.: Applying Quality Standards


Learning Outcome # 1: Assess Condition of Received Equipment

Assessment Criteria:

1. Work instruction is obtained and work is carried out in accordance with standard operating procedures.

2. Received equipment is checked against workplace standards and specifications. 3. Faulty equipment related to work are identified and isolated. 4. 5. Faults and any identified causes are recorded andjor reported to the concerned

person-in-authority in accordance with workplace procedures. 6. Faulty materials are replaced in accordance with workplace standard operating

procedures (SOP).

References:

• http:/ jwww.empf.org/empfasisjaug04fprop.htm

• http:/ /www.lakeland.cc.il.us/ -internalfpolicymanual/ lOfiscalaffairs/ 1026. POL.htm

• www.gao.gov /new .items/ d087l.pdf]

• www.plant-materials.nrcs.usda.gov jpubsjnmpmcnl6045.pdf

• www.cdpr.ca.gov

• www.freepatentsonline.com

I Date: Version No.: Applying Quality Standards

INFORMATION SHEET 1.1

Characteristics of Materials Used in Specific Projects

The student must relate material properties to product and process quality. These are the factors that must be taken into consideration when choosing the right material for their components and assemblies:

1. Selection of material

Material selection is one of the most common tasks for design engineering. The ability to assess the material's impact on the performance of a product is crucial for reliable performance. Sometimes, buyers are also considering the label or name of the company which are producing great quality of materials and are known in the market. Examples are the name HP for printer and Intel for some computer hardware.

2. Testing of material

The testing of material properties is widely understood to be the key to obtaining data for a project, performing failure analysis, or understanding material interactions. Material testing also provides information on the quality of incoming and outgoing products. Inspection test equipment and techniques are demonstrated for a wide range of materials and assemblies during the class. This provides the participants with both knowledge of the common failure modes.

3. Cost of material

The cost of material is also considered when buying or selecting materials for a specific project. The amount may vary but never taken for granted the quality and the reliability of the material. Will you buy material which is less expensive but worst quality? Will you buy material which you cannot afford? PeopLe look for places which can meet their standards and right cost for materials to buy.

Characteristic of common materials for increased security is also a great factor in the design and planning process. Evaluation of longevity criteria and assessment of site environmental factors are vital to project planning.

Specific knowledge about the project and general common sense must dictate design and material selection. Although many materials can offer enhanced protection, often the most cost-efficient and readily available material that provides reasonable life expectancy for the proiect must be considered.

Before planning and designing takes place, you should evaluate the material options and system requirements. Teachers should add several useful reference manuals to their libraries such as installation of hardware, networking, troubleshooting as well as basic PC Operation and Internet for additional information that the students may used in their projects.

\Date: -=:=J cv;t-v"-e"'""r"'-:sl-on--c:N-o.-: --.· ---~ Applying Quality Standards ----~-j Pa e ~--

2

The characteristic of the materials to be used for specific project must be:

./ of good quality

-This is the most important factor when choosing materials to buy. Products with good quality are long-lasting and safe to use because you know that it follows certain standards before being commercialized .

./ reliable It means that you can be sure that it will perform its function well, will operate safely and will give the best it could give .

./ suitable for the application/ purposes Choose the materials which are very necessary to make the project possible. Making a list of products/materials to buy is a good trait of a wise consumer. Products which are not to be used must be crossed out .

./ low cost It doesn't mean that you will choose for the less expensive one and exclude the quality. Low cost means you can afford to buy the materials without hurting your pocket and assure of better quality.

Applying Quality Standards

SELF-CHECK 1.1

I. Enumerate the following. Use a separate sheet of paper in answering.

1. Give three factors to be considered when choosing the right material?

2. Give three characteristic of materials to be used for specific project?

II. What Good Quality means?

!Date: :=I !--[V1:=:v.::::er=si:--on---:-:N:-o-.: --_ _j_ Applying Quality Standards


Fault Identification and Reporting

These are the things to be considered when:

A. Receiving Materials:

1. Match the packing slip to the items received and ensures that the materials are destined on tour department.

2. That you are receiving the materials indicated on the purchase order with regard to quantity and discount.

3. That the materials are in acceptable condition.

4. That terms regarding installation and/ or set-up of equipment are met.

B. Receiving Reports

Whenever goods are received:

1. The person receiving the goods must document, using the administrative software, that all goods were received for each requisition before any payment can be made to the vendor.

2. Any exceptions must be noted so that partial payments can be processed or defective goods cru1 be returned.

C. Return of Merchandise

When merchandise is received which is incomplete or defective, the supervisor will retum the materials to the supplier or to the store where it was bought and make arrangements with the vendor for replacement.

D. Make an Inventory Report of the Materials

All materials received must be listed and be reported to monitor how mru1y materials are already on hand, purchased or damaged.

Effective management checks are an important means of providing assurance of the integrity and security of the benefit processes. They are also useful in identifying training needs; indicating possible weaknesses in procedure and ensuring the section meets its accuracy target set for Best Value Performance Indicators purposes.

Date: ---T-~rsion No.:---=:1__ Applying Quality Standards

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Methodology

The teacher will be the assessor. Students will be randomly assigned that will: 1.) act as Quality Checker; 2.) responsible for monitoring and coordinating the checking arrangements and; 3.) must generate reports when receiving the equipments.

The Quality checker will record the date of receipt, name of the materials purchased, quantity, official receipt number, signature of the person who bought the materials and signed his name afterwards. The Quality checker will identify if the materials are in good condition or damage and j or needing for replacements. This will also be recorded on his report.

Feedback

Once the Quality checker has completed all the reports, the assessor will check if the Quality Checker provides all the data needed in the report.

Example of Log Report (to be completed by the Quality checker)

ate D Re ceived O.R. #

·-

-

---·--'-----

Item Quantity Signature Name Quality Checker

-

--

- --

--

Example of Assessment of Materials Received (to be completed by the Quality checker)

Quality Checker: I Date:

Item Name Total no. in Total no. Comment Good Condition of Errors

s -

---

-·

!--

[ ____

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ACTIVITY 1.2

You are assigned to be the Quality checker for the Month of June. Make a Log Report, and Assessment Report using the following data below. Make sure you will record all the items listed and if they were in good condition or not. Write your answer on a sheet of paper.

1. - June 9, 2008 5 Hard disk, 2 128MB SDRAM memory chips Received from Jun Salcedo (PC chain), OR #20256 Found out that 1 Hard disk has error need for replacement

2. - June 15, 2008 Refill ink cartridge from STARINK Shop, OR# 5623

3. - June 20, 2008 10 PS/2 keyboard, 10 Optic mouse, 2 power supply Received from Allan Rivera (Octagon), OR#l2544 3 defective keyboard need replacement

4. - June 28, 2008 2 CD-Rom drive Received from Jun Salcedo (PC Chain), OR#20400

Date: =L Versio~No.: __

Applying QuaUty Standards ----

-- f Pag;f:J --· -=]

Date:

ASSIGNMENT

1. What is workplace procedure? 2. Give five examples of behavior that may affect the quantity of work. 3. Give five examples of behavior that may affect the quality of work.

Reference: www.yahoo.com www.wikipedia.com

Version No.: Applying Quality Standards


Learning Outcome #2: Assess Own Work


Work performance is documented in accordance with workplace procedure. 1. Completed work is checked against workplace standards. 2. Errors are identified and corrected. 3. In case of deviations from specific quality standards causes are documented

and reported in accordance with the workplace's standard operating procedures.

References:

• • • •

Date: Version No.:

http: J J en.wikipedia.orgjwiki/ Customer_service http:/ jen.wikipedia.orgjwikijQuality_standard http:/ jwww.technet.unsw.edu.aujtohss/swp.htm http: J jxnet.rrc.mb.cajhealthsafety J safeworkprocedures


Workplace Procedure

Workplace Procedure is a set of written instructions that identifies the health and safety issues that may arise from the jobs and tasks that make up a system of work.

A safe working procedure should be written when:

• designing a new job or task

• changing a job or task

• introducing new equipment

• reviewing a procedure when problems have been identified, example from an accident or incident investigation

The safe working procedure should identify:

• the teacher for the task or job and the students who will undertake the task

• the tasks that are to be undertaken that pose risks

• the equipment to be used in these tasks

• the control measures that have been formulated for these tasks

• any training or qualification needed to undertake the task

• the personal protective equipment to be worn

• action to be undertaken to address safety issues that may arise while undertaking the task

Following certain procedures is very important to perform a given operation. The table below shows different elements and their corresponding performance criteria to be

able to identify occupational health and safety hazards,

and assess risk, as well as follow instructions and procedure in the workplace with minimal supervision. The students will also be capable of participating and contributing to OHS management issues.

ELEMENT .---1. Identify hazards and assess

risk.

r----2. Follow procedures and

strategies for risk controL

3. Contribute to OHS in the workplace.

I

W ark instruction may be:

r-----Controlling risks in the work

area may include:

I

l -

PERFORMANCE CRITERIA 1. 1 Identify hazards in the work area and

place

1.2

2.1

2.2

2.<3

3.1

3.2

3.3

3.4

3.5

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during the performance of work duties.

Assess level of risk

Report hazards in the work area designated personnel according workplace procedures

to to

Follow workplace procedures an d work instructions for assessing and controlling risks with minimal supervision.

Whenever necessary, within the scope cies, of responsibilities and competen

follow workplace procedures for dealing with hazards and incide nts, fire and/ or other emergencies.

Describe employee rights regardi ng consultation on OHS matters

Raise task and/ or job specific 0 HS issues with appropriate people i n

edures accordance with workplace proc and relevant OHS legislative requirements

Contribute to participative arrangement for OHS managem entin

mal the workplace within organisati< procedures and the scope of responsibilities and competenci es

Provide feedback to supervisor o hazards in work area in line wit

n h

organisational OHS policies and procedures

Provide support in implementing procedures to control risks in accordance with organisational procedures

-Verbal

Written

In English

In a community language Provided visually eg. video, OHS signs,

lOll, symbols and other pictorial, presentat' etc.

Application of the hierarchy of co ntrol, namely:

I I Eliminate the risk 'I ,, Reduce/minimise the risk throug h

I l Engineering controls

fl Administrative controls

l Personal protective equipment

J Date. VersiOn No.:

I LO 2. Assess Own Wotk

ELEMENT PERFORMANCE CRITERIA r-----~~~~~C~------------,----

ReportS identifying workplace Face to face hazards may be verbal or Phone messages written and may include:

Notes

Memos

Specially designed report forms

Hazards identified

Problems encountered in managing risks associated with hazards

Examples of OHS issues which may need to be raised by workers with designated personnel may include:

Clarification on understanding of OHS policies and procedures

Communication and consultation processes

Follow up on reports and feedback.

I Effectiveness of risk controls in place

! J Training needs r-------------------------------1-·-----------~------------------------

Examples of contributions may :-J Recommendations on changes to work include: processes, equipment or practices

Listening to the ideas and opinions o£ others in the team

I : Sharing opinions, views, knowledge and skills

! J Identifying and reporting risks and hazards

Using equipment according to guidelines and operating manuals

OHS Management Issues

TYPES AND WORK-RELATED ERRORS

A. Quantity of work (untimely completion, limited production)

I. Poor prioritizing, timing, scheduling

2. Lost time

• Tardiness, absenteeism, leaving without permission

• Excessive visiting, phone use, break time, use of the Internet

• Misuse of sick leave

3. Slow response to work requests, untimely completion of assignments

4. Preventable accidents

I Date: Version No.:

I LO 2. Assess Own Work Module l: Applying Quality Standards

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B. Quality of work {failure to meet quality standards)

I. Inaccuracies, errors

2. Failure to meet expectations for product quality, cost or service

3. Customer I client dissatisfaction

4. Spoilage and/ or waste of materials

5. Inappropriate or poor work methods

Work Behavior Which Result in Performance Problems

A. Inappropriate behavior (often referred to as ''poor attitude'')

• Negativism, lack of cooperation, hostility

• Failure or refusal to follow instructions

• Unwillingness to take responsibility ("passing the

buck")

• Insubordination

• Power games

B. Resistance to change

• Unwillingness, refusal or inability to update skills

• Resistance to policy, procedure, work method changes

• Lack of flexibility in response to problems

C. Inappropriate interpersonal relations

• Inappropriate communication style: over-aggressive, passive

• Impatient, inconsiderate, argumentative

• Destructive humor, sarcasm, horseplay, fighting

• Inappropriate conflict with others, customers, co-workers, supervisors

D. Inappropriate physical behavior

• Smoking, eating, drinking in inappropriate places

• Sleeping on the job

• Alcohol or drug use

• Problems with personal hygiene

• Threatening, hostile, or intimidating behavior

·----ti-=L=0~2.:..;A=s::o=s=es=:=s:....:Ow=n:=:....::W:~o~rk~..,.,------ ·--------] Page ~=] Version_ No.: Module l: App~ __ Quality Standards ~13 ___ _] Date:

SELF-CHECK 2.1

I. Write QN if the statement affects the quantity of work and QL if the: statement affects the quality of work. Write your answer on the space provided before each nurnber.

____ 1. Poor scheduling ofwork

____ 2. Failure to meet expectations for product quality, cost or service

____ 3. Customer I client dissatisfaction ___ 4. Preventable accidents ___ 5. Misuse of sick leave __ 6. Tardiness ___ 7. Slow response to work requests ____ 8. Break time ___ 9. Excessive visiting ____ 10. Spoilage and I or waste of materials

II. Write TRUE if the statement is correct and FALSE if the otherwise is wjrong.

______ 1. Poor attitude results in performance problem. _____ 2. A safe working procedure should be written when retrieving 10ld tasks.

3. Preventable accidents may affect the quantity of work. _____ 4. Following certain procedure is very important in performing given operation or to a given event. ____ 5. Safe working procedure should not identi(y the tasks that atie to be

undertaken that pose risks.

III. What is Workplace Procedure?

[Date: ffirsion ~o.:_

j LO 2. Assess Own Work Module 1: Applying QUality Standards

ACTIVITY 2.1

Use aT-Chart to compare and contrast the activities of the student .inside the classroom against workplace procedure. Write your answer on a sheet of paper.

r-------------------------·-·---r-~---- Similarities .

1_

I I

Difference

I I

L_ ___________________________ _

[Date: ----·-T LO 2. Assess Own ·work ·· · -[Version ]'fo.: _____ ·1 Module ~:_!l~g Quality Standards


Qu.a.lity Standards

Standards are sets of rules that outline specification of dimensions, design of operation, materials and performance, or describe quality of materials, products or systems.. These standards should cover the performance expectatiop.s of the product for particular applications. The intent of standards is to provide at least minimum quality, safety or performance specifications so as to ensur~ relatively uniform products and performance, and to remove ambiguity as to the sUiitability of certain commercial products for particular applications. Following standards may reduce the risk of error in working.

Specific quality standards for:

1. Hardware

The durability of the work depends on the of its component parts and the assembly skills of those install it. lf the best-quality products or hardware are but are installed incorrectly, the system vvill be a failure.

quality who

used

The application of suitable hardware and products must be su~ported by adequate levels of training of person who use them so that they can identify and use only appropriate products.

In judging a product or hardware, the person must consider factors such as the following:

$ Is the product or hardware under consideration suitable for the application or purpose? • Will it be harmful to the health of the community in its normal use? • Is there a risk of this hardware being released into the environment (e.g. the water) in the first instance or after the working life of the wroduct or hard·ware has expired'?

2. Product:ion Process

In production process, checking of quality assurance must pe highly considered. Quality assurance covers all activities from design, deVelopment, production, installation, servicing and documentation. This introduced the rules: "fit for purpose" and "do it right the first time". It includes the regulation of the quality of raw materials, assemblies, products and components; services related to production; and management, production, and inspection processes.

A. FAILURE TESTING

A valuable process to perform on a whole consumer product is failuire testing, the operation of a product until it fails, often under stresses such as iincreasing vibration, temperature and humidity. This exposes many unanticipated w¢aknesses in a product, and the data is used to drive enginee1ing and manufacturing process improvements.

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B. STATISTIC""AL CONTROL

Many organizations use statistical process control to bring the olfganization to Six Sigma levels of quality, in other words, so that the likelih<?od of an unexpected failure is confmed to six standard deviations on the normal d~stribution. Traditional statistical process controls in manufacturing operationis usually proceed by randomly sampling and testing a fraction of the output. V$"iances of critical tolerances are continuously tracked, and manufacturing processes are corrected before bad parts can be produced.

C. COMPANY QUALITY

The company-wide quality approach places an emphasis on three aspects:

1. Elements such as controls, job management, adequate processes, performance and integritW criteria and identification of record$

2. Competence such as ~nowledge, skills, experience and qualifications

3. Soft elements, such as :personnel integrity, confidence, org~izational culture, motivation, team spirit and quality relationships.

The quality of the outputs is at risk if any of these three aspects are deficient in any way.

D. TOTAL QUALITY CONTROL

Total Quality Control is the most necessary inspection control of all in cases where, despite statistical quality control techniques or quality improvements implemented, sales decrease.

As the most important factor had been ignored, a few refinements lh.ad to be ir.troduced:

1. Marketing had to carry out their work properly and defme the customer's specifications.

2. Specifications had to be defined to conform to these requirements.

3. Conformance to specifications i.e. drawings, standards and other relevant documents, were introduced during manufacturing, planning and control.

4. Management had to confirm all operators are equal to the work imposed on them and holidays, celebrations and disputes did not affect ahy of the quality levels,

5. Inspections and tests were carried out, and all components <:md materials, bought in or otherwise, conformed to the specifications, and the measuring equipment was accurate,

oate: ________ ITo 2.Ji"Ssess Own wo~-----------ve~ionNo-::-=~~:J]Widule jf:- Applying ~alifM Stan_dards ______ _

this is the responsibility of the QA/QC department.

6. Any complaints received from the customers were satisfactorily dealt with in a timely manner.

7. Feedback from the user f customer is used to review designs.

8. Consistent data recording and assessment and documentation integrity.

9. Product and/ or process change management and notification.

To conclude, the above forms are the basis from which the philosophy of Quality Assurance has evolved, and the achievement of quality or the "fitness-forpurpose" is "Quality Awareness" throughout the company.

4. Fi:r.Jtal Product

Table 1.2.1 shows the Quality System Elements required by ISO 9000 in the making of the final product.

1

2

3

4

[" •J

6

7

8

9

Table L2.2 Quality System Elements. Quality System Require1.nc:mts Management responsibility

Quality system

Contract Review

Product development Docun1ent control

Purchasing

Product identification and traceability .. Process control

Inspection and testing

~----

---------siof!_~--

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Contents

, , ·I

Define and document commitment, policy and obje¢-tives, responsibility and authority, verification resources and personnel. Appoint a management representative and conduct regular reviews of the system , Establish and maintain a documented quality system ensuring that products conform to specified req~irements _, , Ensure that customer's contractual requirements are evaluated and met

Plan, control and verify product development to ensure th~t sp~cified n~qq:irern.ent~- ar~ met _, System for control and identification of all documetits regarding quality, e.g. procedures, instructions, andl specifications

lo I ~ • ' < .; >OL I

E:nsure that purchased products conform to specified requirements

,, ·- • , • I

System to identify and control traceability of product at all stages from raw materials through production to ;the final product as delivered to the customer :Ensure ~d pl~ the ~ont~ol of pr~dllction which direct-ly effects quality by documented work instructions, monitoring and control of processes

' A • ,, -"' ' ,, I

Inspect and test incoming products, intermediate ~d final product; establish product conformance to specified requirements and identifynon-conformin~

LO 2. Assess Own Work __ _ Module 1: A z ~QUality standarc!-s

10 Inspection, measuring and test equiprnent

11 Inspection and test status

12 :Control of nonconforming :products

.products; maintain inspection and test records ' - ' .; ' ~ ' - ,, '

Selection and control of equipment to ensure reliability and accuracy in measuring data

. . . ·I For the whole process the products shall be identifiled and clearly marked concerning test status, including indication of conformance or non-conformance

• 1, ·I

Identification, documentation, evaluation, isolation (if possible) and disposition of non-conforming products

13 \Corrective Prevention of reoccurrence of failures (non-iactions conformance) I • ·~ ' ' ~ .j

14 Handling, storage Protection of the quality of the product during hand-!packaging and ling, storage, packaging and delivery delivery

15 Quality records

16 Internal Quality Audits

17 Training

18 Cleaning and Disinfection

19 Personal hygiene

' I

. Records, including those which demonstrate that the specified requirements have been met, shall be control- led and maintained

; ,j

Regular, planned internal audits shall be carried out, documented and recorded to verify the effectiveness of the quality syst.em

' ,- ' "" "-' 1 ... ,-1

Training requirements at all levels shall be identified ru:d the t~.ainin~ PI~ned,,conduc~~d and recorded., Although not required by the ISO 9000 standards, these two points should be given special attention in all f<?od companies

4. Custom•er Service

According to Turban et al, 2002,

"Customer service is a series of activities

designed to enhance the level of customer's

satisfaction - that is, the feeling that a product

or service has met the customer's expectation".

Its importance varies by product, industry and

custom.er.

RDate:-------- rw 2. Assess Own Work . .. _~:_!·sion~~..:.'----~Mc,dule 1: Applying Quality Standard-::s--------·

SELF-CHECK 2.2

Quality Standards

I. Write T if the statement is correct and F if the otherwise.

1. Standards are set of rules that describe quality of materials, product or system.

________ 2. Quality assurance does not cover all the activities from design, development, up to documentation.

____ 3. Customer service is a series of activities designed to enhance the level of customer satisfaction.

4. Customer service is not important in the company's customer value proposition.

5. The durability of the work do not depend on the skills of those who install it.

ACTIVITY 2.2

1. Group yourselves into six members. 2. Conduct a Simulation on: "Production Process and Customer Service"

In this activity· you will be rated according to the following:

·---------------------

qescriptive Criter!~------------------.--S_coring_Qrit~!:~:ia=---

____ 5 ___ _

V Sat~sfacto.!i!;y dsme ----------+---------}-4

sfactorily don~-----------------+---------=-1--2

~--a~sfactori!Y_!:ione _ __J_ _________ Q __

ASSIGNMEN'T

When do you say that your work is of good quality?

1. What are quality checking procedures? 2. Give the proces~~s for quality improvement?

'·(1

t

Reference: i'

ww.v.wikipedia.com

[Dftte:·--------::J-:Lo 2. Assess Own Work -~_l Pag2e0_~_=·-~: LYt>rsion -~~- ... _-:::I}rodule 1: Applying 9""-'=a=l=ity>L=S:.:::ta=n-=d==a::..r:;::::;ds:-___________ _ j

Program/ Course: Computer Hardware Servicing NC II Unit of Competency: Apply Quality Standards Module: Applying Quality Standards

Learning Outcome #3: Validate One's Workfor Quality Improvement


1. Work is carried out in accordance with process improvement procedure. 2. Performance of operation or quality of product of service is monitored to

ensure customer /person-in-authority satisfaction.

Resources:

• http:/ fwww.paramounthealthcare.com/body.cfm?id=65

• http:/ fwww.mcrcc.osmre.gov.ph

• http:/ fwww.standards.dfes.gov.uk

e http:/ jwww.swce.gov.uk

• http:/ /deming.eng.clemson.edujpubjtutorialsjqctoolsjflowm.htm • http:/ jen.wikipedia.orgjwiki/Quality_management

II) http:/ jwww.empf.orgjempfasisjaug04/prop.htm

!Date: HO 2. Assess oWn Work lli!_ sio~-~~-- Module 1: ApplyinJL~ality Standards


Quality Improvement

In technical usage, quality can have two meanings:

1. the characteristics of a product or service that bear on its ability to satisfy stated or implied needs.

2. a product or service free of deficiencies.

The quality of a product or service refers to the perception of the . degree to which Dl'le product or service meets the customer's expectations. Quali~y has no specific meaning unless related to a specific function and/ or object. Quality is a perceptual, conditional and somewhat subjective attribute.

The dimensions of quality refer to the attributes that quality achieves in Operations Man:agement:

Quality<-> Dependability<-> Speed<-> Flexibility<-> Cost

• Quality supports dependability

o Dependability supports Speed

• Speed supports Flexibility

• Flexibility supports Cost.

In the manufacturing industry it is commonly stated that "Quality drives productivity." Improved productivity is a source of greater revenues, enjlployment opportunities. and technological advances. The best way to think about qltality is in process control. If the process is under control, inspection is not mecessary. However, the:re is one characteristic of modern quality that is universal. Iti the past, when we tried to improve quality, typically defined as producing fewer defective parts, we did so at the expense of increased cost, increased task time, longer cycle time, etc.

C Quality Management Terms: I .• ,.

I "

I

• (rnality Improvement can be distinguished from Quality Control in that Quality Improvement is the purposeful change of a process to improve the reliability of achieving an outcome.

• Quality Control is the ongoing effort to maintain the integrity of a process to maintain the reliability of achieving an outcome.

• Quality Assurance is the planned or systematic actions necessary to provide enough confidence that a product or service will satisfy the giVIen requirements for quality .

.--::::---------..---:-.,.----,~~-

r--:::-Dca;:t:..:.e;_: ___ __ W 3. Validate One's Work/or Improvement Vsrsion No._:_. __ _J__'::.M:=.odule 1: App_M!.Y/.~~tandards

Quality and Task-Completion Checking

With development teams of two or three in daily contact and frequently exchanging views and criticisms, detailed, written quality and task-completion checking procedures may be felt to be unnecessary. Procedures still need to be agreed a.rnd the results need to be documented. The need to check quality and task completion applies at all stages of the development process but is underlined especially during the prototype validation stages.

The importance of documenting checks applies whatever the size of the team and whatever the complexity of the software. In the production of assets, this may involve checking to confirm the following:

.. that all the asset files listed in the product specification document have been produced;

• that files are correctly named;

• that files are the correct byte size or near the projected fi:te size (examining the file-sizes in a directory listing can be helpful in identifying problem files which are either much too large or much too small);

• that files are the correct resolution (screen-size and bit-depth in the case of graphics; duration, sampling frequency and bit-depth in the case of sound files);

• that the quality of files displaying on the target monitor or heard on target h::'>tening equipment is acceptable.

Note that sampling is seldom a satisfactory checking method. Checking should he exhaustive, unless for reasons. of time or economy this is impossible. Usually, however, trying to economize on checldng and testing is a false economy and cutting comers here will often come back to haunt the development team. At the end of the day, all files will need to be tested and, if at all possible, this should be done sooner rather than at a later trial stage.

Qua1Li.ty Improvement Processes

Manufacturers can choose from a variety of tools to improve their quality processes. The trick is to know which tools to use for each situation and increasing the sophistication of the tools in the repertoire.

Easy to implement and follow up, the most commonly used and well-known quality process is the planjdojcheckjact (PDCA) cycle (Figure 1). Other processes are a takeoff of this method, much in the way that computers today are takeoffs of the original IBM system. The PDCA cycle promotes continuous improvement and should thus be visualized as a spiral instead of a closed circle.

Another popular quality .improvement process is the six-step PROFIT model in which the acronym stands for:

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P = Problem definition.

R = Root cause identification and analysis.

0 =Optimal solution based on root cause(s).

F == Finalizt~ how t.he corrective action will be implemented.

l =Implement the plan.

T = Track the effectiveness of the implementation and verify that the desired results are met.

If the desired results are not met, the cycle is repeated. Both the PDCA and the PROFIT models can be used for problem solving as well as for continuous quality improvement. In companies that follow total quality principles, whichever model is chosen :should be used consistently in every department or function in which quality improvement teams are working.

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Figure 1. The most common process for quality improvement is the plan/ do/ check/ act cycle outlined above. The cycle promotes continuous improuement and should be thought of as a spiral, not a circle.

Once the basic problem-solving or quality improvement process is understood, the addition of quality tools can make the process proceed more quic:k:ly and systematically. Seven simple tools can be used by any professional to ease the quality improvement process: flowcharts, check sheets, Pareto diagrams, cau:se and effect diagrams, histograms, scatter diagrams, and control charts. (Some books describe a graph instead of a flowchart as one of the seven tools.)

The key to successful problem resolution is the ability to identi~y the problem, use the appropriate tools based on the nature of the problem, and communicate the solution quickly to others. Inexperienced personnel might do best by starting with the Pareto chart and the cause and effect diagram before .. tackling the use of the other tools. Those two tools are used most widely by quality improvement teams.

Date: _ -:J- LO 3:-V,alidate One's Work for Improvement -------------l: Page_#_] Version Ng_.: ____ .-T Module !L~~'5J_~ality Standards . _____________ :=!._24 ___ ]

FI • .OWCHARTS

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CHECK SHEETS

Flowcharts describe a process in as much detail as possible by graphically displaying the steps in proper sequence. A good flowchart should show all prok;ess steps under analysis by the quality improvement team, identify critical process points for control, suggest areas for further improvement, and help explain and solve a problem.

Flowcharts can be simple, s"4-ch as the one featured in Figure 2, or they Catl be made up of numerous boxes, symbols, ~d if/then directional steps. In more comple~ versions, flowcharts indicate the process steps in the appropriate sequence, the conditio111s in those steps, and the related constraints by using elements such as arrows, yesjno choices, or ifjthen statements.

Figure 2. A basic production process flowchart displays several paths a part can travel from the time it hits the receiving dock to final shipping.

Check sheets help organize data by category. They show how many times each particular value occurs, and their information is inqreasingly helpful as more data are collected. More than 50 observations should be available to be charted for this tool to be really useful. Chedk sheets minimize clerical work since the operator merely adds a mark to th~ tally on the prepared sheet rather than writing out a figure (Figure 3). By showing the frequency of a particular defect (e.g., in a molded part) and ho)¥ often it occurs in a specific location, check sheets help operators spot prob~ems. The check sheet example shows a list of molded part defects on a production line covering a week's time. One can easily see where to set priorities ibased on results shown on this check sheet. Assuming the production flow is the same on each day, the part with the largest number of defects carries the highest priority for correction.

Figure 3. Because it clearly organizes data, a check sheet is the easiest way to track information.

PARETO DIAGRAMS

The Pareto diagram is named after Vilfredo Pareto, a 19th-century Italian economist. are caused by 20% of the potential sources.

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based on the results.

Figure 4. By rearranging random data, a Pareto diagram identifies and ranks nonconformities in the quality process in descending order.

CAUSE AND EFFECT DIAGRAMS

A Pareto diagram puts d~ta in a hierarchical order (Figure 4), which flilows the most significant problems to be corrected first. The Pareto analysis technique is used primarily to identify and evaluate nonconformities, although it can summarize all types of data. It is perhaps th¢ diagram most often used in maJnagement presentations.

To create a Pareto diagram, the operator collects random data, regroups the ~ategories in order of frequency, and creates a bar graph

The cause and effect diagram is sometimes called an Ishikawa diagram after its inventor. It is also known as a fish bone diagram because of its shap~. A cause and effect diagram describes a relationship between variables. The u:ritdesirable outcome is shown as effect, and related causes are shown leading to, the ~aid effect. This popular tool has one severe limitation, however, in that users cart overlook important, complex interactions between causes. Thus, if a problem is caused by a combination of factors, it is difficult to use this tool to depict and solve it.

Figure 5 . . F'ish bone diagrams display the various possible causes of the final effect.

Further analysis can prioritize them.

Effe<:t i

A fish bone diagram displays all contributing factors and their relationships to the outcome to identify areas where data should be collected and analyzed. The major areas of potential causes are shown as the main bones, Later, the subareas are depicted. Thorough analysis of each cause can eliminate causes one by one, and the most probable root cause can be selected for corrective action. Quantitative information can also be used to prioritize means for improvement, whether it be to machine, design, or operator.

HISTOGRAMS

The histogram plots data in a frequency distribution table. What distinguishes the histogram from a check sheet is that its data are grouped into rows so that the identity of individual values is lost. Commonly used to present quality improvement data, histograms work best with small amounts of data that vary considerably. When used in process capability studies, histograms can display specification limits to show what portion of the data does not meet the specifications.

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grouped in value and frequency and plotted in a graphical form (Figure 6). A histogrcun's shape shows the nature of the distribution of the data, as well as central tendency (average) and variability. Specification limits can be used to display the capability of the process.

--------------------Figure 6. A histogram is an easy way to see the distribution

ofthe data, its average, and variability.

SCA1:'TER DIAGRAMS

A scatter diagram shows how two variables are related and is thus used to test for cause and effect relationships. It cannot prove that one variable causes the change in the other, only that a relationship exists and how strong it is. In a scatter diagram, the horizontal (x) axis represents the measurement values of one variable, and the vertical (y) axis represents the measurements of the second variable. Figure 7 shows part clearance values on the x-axis and the corresponding quantitative measurement values on the y-axis.

Figure 7. The plotted data point.<; in a scatter diagram show the

relationship between two variables.

CONTROL CHARTS

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A control chart displays statistically determined upper and lower limits drawn on either side of a process average. This chart shows if the collected data are within upper and lower limits previously determined through statistical calculations of raw data from earlier trials (Figure 8).

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Figure 8. Data po£nts that fall outside the upper· and lower control limits leads to investigation and correction of the process.

In preparing a control chart, the mean upper control limit (UCL) and lower

(&lmtiullliDI' i ' ; · control limit (LCL) of an approved process

and its data are calculated. A blank control chart with mean UCL and LCL with no data points is created; data points are added as they are statistically calculated from the raw data.

SELF -CIIECK 3.1

I. Define the following.

1. Quality

2. Flow Chart

3. Check Sheet

4. Pareto Diagram

AC'rMTY 3.1

Provided with the needed tools, testing devices and materials in improving quality processes, classify them using a check sheet to determine their condition.

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ASSIGNMENT

As a Computer Hardware Servicing student, what tools are appropriate in your industry?

Cut pictures of tools used in Computer Hardware Servicing and be able to identify their functions.

Reference: • Me Laughlin, Robert, Sasser, Susan Ralston, Fix your own PC. Philippines

Graphics Arts, Inc., Tandang Sora St., Caloocan City

• Legaspi, Carlos, Caina, Mark Anthony Operate A Personal Comp~ter.

Dasmarinas Computer Learning Center.

r::--------· ! Date: l Version N~~: --==~:

ANSWER KEY 1.1.1

1. Selection of material, Testing of Material, Cost of Material

2. Good Quality, Reliable, Low Cost, Suitable for Project

3. -Match the packing slip to the items received and ensures that the materials are destined on tour department.

- That you are receiving materials indicated on the purchase order regard with its quantity and discount.

- That the materials are in acceptable condition. - The terms regarding installation and/ or set-up of equipment are met.

ANSWER KEY 1.2.2

I. 1. QN 2. QL 3. QL 4. QN 5. QN 6. QN 7. QN 8. QN 9. QN 10. QL

ANSWER KEY 1.2.2

1. T 2. F 3. T 4. F 5. F

ANSWER KEY 1.3.1

II.

III.

1. TRUE 2.FALSE 3. TRUE 4. TRUE 5.FALSE

Workplace procedure is a written instructions that identifies the health and safety issues that may arise from jobs and tasks.

1. Quality is the characteristics of a product that bear on its ability to satisfy or implied needs.

2. Flowchart describes a process by graphically displaying the steps in proper sequence.

3. Check Sheet helps organize data by category. 4. Pareto Diagram puts data in hierarchical order which allows the most

significant problems to be corrected first.

Date: Version No.:

ACKNOWLEDGEMENT

Copyright Department of Education 2008 First Published JUNE 2008

This module was based on the Competency-Based CurriculumContextual Learning Matrix (CBC-CLM) and finalized on the Instructional Modules Finalization Development Workshop conducted at the Finalization Workshop conducted at the Development Academy of the Philippines, Tagaytay City on May 6-10, 2008.

This learning instrument was developed by the following personnel:

Technology Teachers: • Mr. Jemuel Jay E. Ybanez

Don Alejandro Roces Sr. Science Technology High School • Mr. Joselito H. Zapanta

General Mariano Alvarez Technical High School • Mrs. Mirasol F. Dasig

San Pedro Relocation Center National High School • Ms. Evelyn U. Escario

Don Alejandro Roces Sr. Science Technology High School • Ms. Cherlyn F. de Luna

Assemblywoman Felicita G. Bernardino Memorial Trade School

Contextual Teacher: • Mrs. Ma. Josefina Bueno-Luna

E. Rodriquez Vocational High School Facilitator:

Encoder:

Mr. Abel Elpidez TESDA CENTRAL OFFICE Taguig, City

• Mrs. Marites L. Telewik • Mrs. Mllagros P. Aguihap

DepEd • Mr. Nelson L. Clerigo

This work was produced with funding provided by the Department of Education.

Republic! of the Philippines Department of Education

PUBLIC TECHNICAL-VOCATIONAL HlGH SCHOOLS

6) -J

llrl:'(''· ,,, Ill' II

Competency-Based Learning Material

Second Year --------·-·-----···-

Module #2

Unit of Competency: I .

Use Hand Tools Qualification

Computer Hardware Servicing I][

TABLE OF CONTENTS

Page

How to Use this Module ...................................................................................... . .. i

Introduction ............................................................................................. . .. ii

1 ccbnicaJ Terms.............................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Learning Outcome 1 .............................................................................. ' .. 1

Information Sheet 1 ............................................................................................. . ..2

In formation Sheet 1. 2 ................................. , ........................................ .

Infonnation Sheet 1.~) ................................................................................. .

Learning ()utcorne 2 ......................................................................................... .

lnforn1ation Sheet 2.l ...................................................................................... .

lnforrnation Sheet 2.2 ...................................................................................... .

Self-· Check 2. l ................................................................................................. .

Activity Sheet 2.1 ............................................................................................ .

Learning ()utcorrte 3 ....................................................................................... .

lnfonnation Sb.eet 3.1 .................................................................................... .

Information S.heet 3.2 .................................................................................. .

Self-C:heck 3. 1 .............................................................................. .

1\ctivi ty Sheet :) . l ...................................................................................... .

Learning Outcorne 4 ....................................................................................... .

Information Sheet 'l.1 ..................................................................................... .

..4

..5

..b

.. 7

10

12

13

" ] 4

.. .. 15

.. ' 16

..J7

.. 18

. l C)

lnforma1ion Sheet 4.2 ........................................................................................... .

~~clf-Che<~k 4.1 ................................... , ...................................................................... -~~:?

Activity Sheet 4.·1 ................................................................................................ .~'.~3

Answer Key ............................................................................................... . .24

Acknowledgemcn t


Welcome to the Module "Using Hand Tools". This module contains training materials and activities for you to complete.

The unit of competency "Use Hand Tools" contains knowledge, skills and attitudes required for a Computer Hardware Servicing NC I course.

You are required to go through a series of learning activities in order to complete each of the learning outcomes of the module. In each learning outcome there are Information Sheets, and Activity Sheets. Follow these activities on your own and answer the Self-Check at the end of each learning activity.

If you have questions, don't hesitate to ask your teacher for assistance.




If you can demonstrate to your teacher that you are competent in a particular skill or skills, talk to him/her about having them formally recognized so you don't have to do the same training again. If you have a qualification or Certificate of Competency from previous trainings show it to your trainer. If the skills you acquired are still current and relevant to this module, they may become part of the evidence you can present for RPL. If you are not sure about the currency of your skills, discuss it with your teacher.

After completing this module ask your trainer to assess your competency. Result of your assessment will be recorded in your competency profile. All the learning activities are designed for you to complete at your own pace.


Date: LOl. Use Hand Tools

-----+--Version

Program/ Course: Computer Hardware Servicing NC II Unit of Competency: Use Hand Tools Module: Using Hand Tools

INTRODUCTION:

This module contains information and suggested learning activities on Computer Hardware Servicing II. It includes training materials and activities for you to accomplish and complete.

Completion of this module will help you better understand the succeeding module on the use of Hand Tools.

This module consists of 4 learning outcomes. Each learning outcome contains learning activities supported by instruction sheets. Before you perform the instructions, read the information sheets and answer the self-check and activities provided to certain as to yourself and your instructor that you have acquired the knowledge necessary to perform the skill portion f the particular learning outcome.

Upon completion of this module, report to your instructor for assessment to check your achievement of knowledge and skills requirement of this module. If you pass the assessment, you will be given a Certificate of Completion.


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

LO 1 Plan and Prepare for Tasks to be undertaken L02 Prepare Hand tools L03 Use Appropriate Hand Tools and Test Equipment L04 Maintain Hand Tools

ASSESSMENT CRITERIA:

PRE-REQUISITES:

PC Operation

LO I. Use Hand Tools

Module2. Using Hand tools

TECHNICAL TERMS

AC power- alternating current

Accidental- adj. happening by chance

Acetylene-

Compartmentalized- adj. a separate section or categories

Computer- machine- capable of accepting information, processing

the information and supplying results in desired form.

Contaminants-v. to make impure by contact

Electronics- Pertaining to electron

Electrostatic-

Explosive- tending to explode

Flammable- to burst out quickly

Hazards- n. risk, danger

Malfunction-

Obstructions- something in a way

PPE- Personal Protective Equipment

Technician- an engineering assistant

Tool kit- a small bag or box equipped with hand tools

Trouble shooting- locating and repairing faults in equipment after

they have occurred.

Unusual- adj. not in common use, rare; beyond the ordinary

VOM- Volt- Ohms millimeter

Well- equipped- complete with necessary parts/ component

Date: . LOI. Use Hand Tools ~-~

~--er_m_o_n ______ L_ ___________ M_o_du_I_ez_u_si_ng_H_a_n_d_to_oi_s ______________ ~~=~

Program/ Course: Computer Hardware Servicing Unit of Competency: Use Hand Tools Module: Using Hand Tools

Learning Outcome #01: Plan and Prepare Tasks to be Undertaken


1. Tasks to be undertaken are properly identified. 2. Appropriate hand tools are identified according to the task requirements. 3. Selection of tools according to the task requirements

Resources:

Equipment/ Facilities & Materials

1. Workshop 2. Tables and Chairs 3. Computers 4. USB Flash Drive 5. LCD

References:

• Me Laughlin, Robert, Sasser, Susan Ralston, Fix your own PC.

Philippines Graphics Arts, Inc., Tandang Sora St., Caloocan City

• Legaspi, Carlos, Caina, Mark Anthony Operate A Personal

Computer. Dasmarinas Computer Learning Center.

• http:/ jwww.workcover.nsw.gov.au/OHS/default.htm

• http:/ fwww.MARCOM'S.


Plan and Prepare Tasks to Be Undertaken

Planning, as defined in the dictionary, is an act of formulating a specific system for a definite course of action. It is a very essential part of whatever task there is that needs to be undertaken as it aids one in preparing for the tools/ materials to be used, lets one project the possible scenarios that may arise (such as loose or damage to the tools).

This lesson aims to discuss the proper steps in planning and preparing for the specific tasks to be undertaken.

Planning is a process of preparing for change and development and for deciding how to best manage or influence those changes. Planning is also directed at resolving specific problem issues or conflicts.

I Date:

A Guide to Plan Preparation

The Policy background to Plan Preparation

Assessment- Students need to be aware of internal and external risk factors and the consequences of any damage/ failure on their hand tools.

Prevention- The student should identify which hand tools is damaged.

Preparation of plans- A plan will be required to be realistic, flexible and meet all the assessed needs of a student at the same time the hand tools itself and the likely needs of recipients of the emergency response.

Education- Anyone involved to any extent in an emergency plan should be aware of his role and be given the opportunity to practice actually doing it.

Testing I Exercising- Any plan must be tested to ensure that it encompasses all the outcomes of known or reasonably foreseeable risks and that it would be effective in providing a sufficient and timely response.

Review- There are a number of circumstances in which a plan may need to be reviewed. Following any test of a plan, or its use in an emergency situation, it is important to analyze whether the planned response was fully effective.

Response- The student should respond to incidents as part of their core activities. Others may only very occasionally be asked to provide an emergency response.

Safety and Risk

An emergency situation does absolve teachers and students from their responsibilities, for their health and safety. All emergency plans should therefore take account of the need to maintain the highest possible standards of safety.

~D~a~t~e:~~-------~L~0~1·~~~®~®~d~~~:e~p~&~e~T~as~k~s~to~b~e~U~n~d~ert~~~en~----------~~~3e# Version No.: Using Hand Tools I=r:::=l


List of Tasks to Be Undertaken

Most efforts to develop identification aids start and end with the recognition key and its computer spin-offs, there are many other identification tasks, starting with the most commonly used: instant recognition. Here is a preliminary list of identification tasks:

Each is briefly described below, including a definition taken from Webster's Unabridged Dictionary.

Recognition "The identification of something as being of a certain kind"

Elimination "To leave out of consideration"

Comparison "The act of considering the relation between things in order to estimate their similarities or differences"

Selection "To choose in preference of others" Selection is the opposite of elimination.

Fe ate: Verswn No.: LO 1. PI __ an_an_d_Pr_e_ar_e--T-=a=sk=s.._t=o ==be=U::....:n=-=d=er=tak-en ______ -_IEag4re # l

_ Using Hand Tools ~I :J

INFORMATIONSHEET 1.3

Time Scheduling Suggestions

Time scheduling will not make you a perfectly efficient person. Very few people can rigorously keep a detailed schedule day after day over a long period of time. In fact, many students who draw up a study schedule and find themselves unable to stick to it become impatient and often give up the scheduling idea completely.

The following method of organizing time has been helpful to many students and does not take much time. It is more flexible than many methods and helps the student to establish long term, intermediate, and short term time goals.

Intermediate Schedule - One per week

CARRY THIS CARD WITH YOU and cross out each item as you accomplish it. Writing down things in this manner not only forces you to plan your time but in effect causes you to make a promise to yourself to do what you have written down

---1

1ST WEEK 2ND WEEK 3RD WEE!( I WEEK

Sample only

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Learning Outcome #02: Prepare Hand Tools


1. Appropriate hand tools are checked for proper operation and safety. 2. Unsafe or faulty tools are identified and marked for repair according to

standard operating procedure.

Resources:

Equipment/ Facilities Tools & Instruments Supplies & Material

1. Workshop 2. Tables and Chairs

References:

set of Screwdrivers set of Pliers Soldering pencil Desoldering tool Volt-Ohms Millimeter Anti-Static wrist wrap Tweezers Cutter Flashlight Paint brush Crimping tools Magnifying glass

Adapter Gloves



• Legaspi, Carlos, Caina, Mark Anthony Operate A Personal "'


• http: I lwww. workcover.nsw.gov.aul OHS I default.htm

• http: I jwww.MARCOM'S.

t-1 D::-:-a_te-:-:----::~---·lio 2. Prepare Hand Tools [version No.: _L Using Hand Tools

/"

/,/INFORMATION SHEET 2.1

Preparing Hand Tools

Before you do any repair work on your PC-in fact, before you even think about taking off the cover of your computer we recommend that you furnish yourself with a computer tool kit. In computer application, the usage of proper hand tools and equipment is very essential. A good troubleshooter must be knowledgeable in the tools and equipment.

HAND TOOLS

Side Cutter Pliers - a tool used for cutting or trimming

-fl!lll•••r•r of connecting wires or terminal leads in the circuit board

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Long nose Pliers - Used for holding, bending and stretching the lead of electronics component or connecting

wire.

Crimping Tool- a tool made of metal with plastic-rubber handle, to press into small folds, to frill, to corrugate.

Tweezers- a tool use to hold small sensitive part of a computer.

· r · i F

Cutter- a tool used in cutting wires.

Flat Screw Driver - a tool used to drive or fasten negative slotted screws

Philips Screw Driver- a tool used to drive or fasten positive slotted screws

fDf-o_a_te_: _____ .:· I w2. Prepare Hand Tools ~_t\0.:...:e:.:.:rs::.:lo:::::n:...:.N.:..::::o.:_. ::.. _______ C Using Hand Tools

Flashlight- a small electric light, a flash of electric light used to give light in dark conditions.

Paint Brush- a device made of bristles set in handle, use for cleaning sensitive parts of a computer.

Magnifying glass- a device made in glass with handle, to exaggerate or to increase the apparent size of an object.

Volt-Ohms-Millimeter (VOM)- A measuring instrument used by technician for measuring: current, voltage, resistance

LAN Tester- is a device used to test the network connection.

Anti--Static Wrist wrap- is a device used to eliminate electrostatic discharge in your work area.

Soldering Pencil - a tool used to join two or more metal conductors with the support of soldering lead melted around it.

Desoldering Tool - a tool used to unsoldered unwanted parts or component in the circuit with

the support of soldering pencil

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INFORMATIONSHEET 2.2

Unsafe or Faulty Tools

Hand Tools include a wide variety of non-powered devices such as wrenches, pliers, hammers, and screwdrivers. These tools may seem harmless, but they are the cause of many injuries. The Following are the summary of safety practices related to hand tools.

General hazards:

• The two most common hazards associated with the use of Hand Tools are misuse and improper maintenance.

• Misuse occurs when a hand tool is used for something other than its intended purpose. (An example would be using screwdriver as a chisel. This may cause the tip to break and strike someone).

• Improper maintenance allows hand tools to deteriorate into an unsafe condition. (Example would include cracked wooden handles that allow the tool head to fly off or mushroomed heads that can shatter upon impact.

• Specially designed tools may be needed in hazardous environments. (Always use non-sparking tools in the presence of flammable vapors and dusts. Insulated tools with appropriate ratings must be used for electrical work).

Personal Protective Equipment:

• The type of PPE needed when using tools depends on the nature of the tank. At a minimum, eye protection should always be worn.

• The use of hand protection may also be appropriate to provide protection against cuts, abrasion, and repeated impact.

Do's and Don'ts in Using Hand Tools

Pliers:

• Do not increase the handle length of pliers to gain more leverage. Use a larger pair of pliers or bolt cutters.

• Do not substitute pliers for a wrench when turning bolts and nuts. Pliers cannot grip these items properly and will slip.

• Never use pliers as a hammer on the handle. Such abuse is likely to result in cracks or breaks.

• Cut hardened wire only with pliers designed for that purpose. • Always cut a right angle. Never rock from side to side or bend wire

back and forth against the cutting edges.

Screwdrivers:

• Never use screwdrivers as a pry bar, chisel, and punch stirrer or scraper.

• Always use screwdriver tip that properly fits the slot of the screw. • Throw away screwdrivers with broken or worn handles. • Use magnetic or screw-holding screwdrivers to start fasteners in tight

areas. • Never use pliers on a screwdriver for extra leverage. Only use wrench

or screwdrivers specitically designed to accept them.

Utility Knives/ Blades:

• Always use a sharp blade. Dull blades require more force and thus are more likely to slip. Replace the blade when it starts to "tear" instead of cut.

• Never leave a knife unattended with the blade exposed. Consider using a self-retracted knife with a spring-loaded black. (The blade will retract when pressure as the knife is released.

• Keep your free hand away from the line of the cut. • Don't bend or apply side loads to blades by using them to open cans

or pay loose objects. Blades are brittle and can snap easily.

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SELF-CHECK 2.1

Matching Type: Match the Hand Tools in Column A with its function in Column B. Write your answer in sheet of paper.

Column A

a.~ b . .. _ ,., e·FZ c._ d.

~\ g . ..n-1 r

h.

i.

j.

Column B

_____ 1. a tool used to hold sma11 sensitive part of a computer.

____ 2. a bending and electronics.

tool used stretching

for the

holding, lead of

3. a tool used to unsoldered unwanted parts of component

____ 4. a tool used to drive or fasten negative slotted screws.

____ 5. a tool used to join two or more metal conductors with the support of soldering lead.

_____ 6. a device used to exaggerate or to increase the size of an object.

____ 7. a tool used to press into small folds, to frill to corrugate.

_____ 8. a tool used for cutting wires.

_____ 9. a tool for cutting or trimming of connecting wires.

_____ 10. it absorbs the static electricity of the material when being hold.

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ACTIVITY SHEET 2.1

You will be given ten ( 1 0) hand tools. Try to identify and give the function of each.

You will be rated according to the following.

Sample only

~ate: Version No.:

I

ldentifi~d and ~ave the fl.mctioris of to hand to:ols

~dentifi'd and ~ave the functions of 8-9 hand tools

lpentified and gave the functions of 6-7 hand tools

ldentifi.ed and gave the functions of 4-5 Hand tools

:lldentifitd and ~ave the tunctions of 2-3 ~and tools

i

ldentifi~d and ~ave 'the nctioris of 0-1 hiand tools

' '

·I LO 2. Prepare Hand Tools . Using Hand Tools

10

9

7

5

3

1


Learning Outcome #03: Use Appropriate Hand Tools and Test Equipment


1. Tools are used according to tasks undertaken. 2. All safety procedures in using tools are observed at all times and

appropriate personal protective equipment (PPE) is used. 3. Malfunction, accidental or unusual events are reported to the

supervisor.

Resources:

Equipment/ Facilities Tools & Instruments


References:


Supplies & Material

Adapter Gloves

• Fix your own PC. Me Laughlin, Robert Sasser, Susan Ralston, Philippines Graphics Arts, Inc., Tandang Sora St., Caloocan City

• Operate A Personal Computer, Caina, Legaspi, Carlos, Dasmarinas

Computer Learning Center.

• http:/ jwww.workcover.nsw.gov.au/OHS/default.htm

• http: //www.MARCOM'S.com

~ate: L03. UseA Verswn No.:


Personal Protective Clothing and Equipment

Personal safety

Whenever you perform a task in the workshop you must use personal protective clothing and equipment (PPE) that is appropriate for the task and which conforms to your local safety regulations and policies. Among other items, this may include:

~if~i~e~J

WORK CLOTHING such as coveran-

EYE PROTECTION sucn as satety g1asses

HAND PROTECTION s-ucn as p1astlc gl.oves

If you're not certain what are appropriate or required, ask your teacher

Safety check

Do not use flammable cleaners or water on electrical equipment. Make sure designated walkways are kept clear of any obstructions. Always wear protective clothing and the appropriate safety equipment. Make sure that you understand and observe all legislative and personal safety procedures when carrying out the following tasks.

If you are unsure of what these are, ask your teacher.

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Version No.: Using Hand Tools j_


Safety Procedure

In many types of work, hand tools are used every day. They make work easier and allow people to be more efficient. However, many students often fail to see the hazards these tools can present. In this module "Hand Tool Safety" shows workers how accidents can be significantly reduced and reviews the various hazards that are associated with specific types of tools.

Safety Requirements

For your protection, observe the following safety requirements:

• Follow all cautions, warnings, and instructions marked on the equipment. • Ensure that the voltage and frequency rating of the power outlet matches

the electrical rating labels on the system. • Use properly grounded power outlets

Safety Precautions

To protect both yourself and the equipment, observe the safety precautions

Cover System Overheating Replace the cover after

1 performing service on the )

l ...... ····--- -·-··-····· .............. ·-····---------···-·-----~·--·······-······-··---·--·-·············-~y~~e!!l __ ············--·--.. ------·---- .......... _'

I Date: LO 3. Use A ro nate Hand Tools and Test E ui ment Using Hand Tools

SELF-CHECK 3.1

Directions: Fill in the blanks with the correct answer from the pool below.

1. If you experienced the grounding, the __ should be unplugged.

2. Replace the cover after performing service on the ________ .

3. When the cover system is damaged __ _ is likely to happen.

4. You are working on a computer with damaged insulation, you will likely to experience ___ _

5. You should wear a _____ when handling printers circuit boards.

I I ' -;):,"'~':'

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ACTIVITY SHEET 3.1

Demonstrate the use of the following Personal Clothing and Equipment (PPE)

1. Work clothing-a. coverall/ apron b. rubber shoes

2. Eye protection-a. Goggles

3. Hand protection-a. gloves

Criteria:

Directions: The student will be evaluating thru the given criteria:

The student who got;

Sample only

I Date:

Activity Program/ Course: Computer Hardware Servicing Unit of Competency: Use Hand Tools Module: Using Hand Tools

Learning Outcome #04: Maintain Hand Tools


1. Tools are not dropped to avoid damage. 2. Routine maintenance of tools is undertaken according to standard

operational procedures, principles and techniques. 3. Tools are stored in appropriate locations in accordance with

manufacturer's specifications or standard operating procedures.

Resources:

Equipment/ Facilities Tools & Instruments


References:


Supplies & Material

Adapter Gloves



• Legaspi, Carlos, Caina, Mark Anthony Operate A Personal


• http://www.workcover.nsw.gov.au/OHS/default.htm

• http://www.MARCOM'S.

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Teacher's note:


Maintain Hand Tools

To avoid accidents in the work place resulting from the incorrect use of hand tools, it will be important that you understand the proper use of your items. Have your group discuss your concerns about the dangers involved in using hand tools. During the discussion, each member is reminded of correct methods in manipulating hand tools. During the session, every member practices the correct methods in manipulating hand tools. It is important that everyone has an opportunity to use tools in the practice session. The group leader should prepare in

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I

J


Proper Use, Maintenance and Storage Tools

The use of safety hand tools should be a key component of most industrial safety programs. An understanding of the hand tool's intended use and environment, combined with proper tool selection, maintenance and storage, will greatly reduce the risk of harmful accidents.

The following common-sense guidelines for Tool Use, Maintenance and

Storage:

• Keep hand tools clean and free from ferrous or other contaminants.

• Do not use hand tools in direct contact with acetylene, due to the

possible formation of explosive acetyl ides, especially in the presence of

moisture.

• During normal use, all pliers and screwdrivers will

progressively develop some damage to the striking

faces of screwdrivers or the cutting edge and

striking end of pliers. As part of the normal

operating and safety procedures, these tools should be returned to the

workshop, as with steel tools, to have the faces and heads redressed.

This is essential to prevent eye damage resulting from chips detaching

from the item during use.

• Do not hand tools fitted with wooden handles in places where the

handles may dry out and shrink. This will increase the risk of the

handle breaking or the head becoming loose.

• Tools are designed for specific use. As with any

tool. In addition to the probability that the tool

will be damaged, this is a dangerous practice

for the safety of the operator.

• The accepted standards of safety and maintenance for common steel

hand tools must also be adopted with non-sparking hand tools, in

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addition to any specific recommendations resulting from the alloys

used.

• When sharpening hand tools, follow normal safety procedures, such as

the provision of eye and face protection, adequate extraction and dust

collecting facilities.

Clean tools and equipment work more efficiently. At the end of each working day clean the tools and equipment you used and check them for any damage. If you note and damage, tag the tool as faulty and organize a repair or replacement.

Electrical current can travel over oily or greasy surfaces. Keep electrical power hand tools free from dust and dirt and make sure they are free of oil and grease.

All workshop hand tools and equipment should have maintenance schedule. Always complete the tasks described on the schedule at the required time. This will help to keep the hand tools in safe working order.

Store commonly used hand tools in an easy-to-reach location. If a tool or a piece is too difficult to return, it could be left on a workbench or on the floor where it will become a safety hazard. Keep your work area tidy. This will help you work more efficiently and safely.

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SELF-CHECK 4.1

Direction: Use your answer in a sheet of paper.

1. Keep hand tools clean and free from __ and ___ . a. dirt and dust c. water and soda b. ferrous and other contaminants d. none of the above

2. Do not use hand tools in direct contact with _____ , due to the possible formation of explosive acetyl ides, especially the presence of moisture. a. acetone b. acetylene

c. alcohol d. none of the above

3. If you used a damage hand tool, what will you do? a. tag a tool c. put in a trash can b. don't use it d. none of the above

4. As part of the normal operating and safety procedure, these tools should be returned to the -----

a. bedroom c. workshop b. office d. none of the above

5. When sharpening hand tools, follow normal __ procedure. a. friendly c. safety b. common d. unsafe

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...... ~_e;._rs-'-w_n_N_:co_.:..: _____ __l_ Using Hand Tools r

ACTIVITY SHEET 4.1

Direction: Answer the following briefly.

1. What appropriate action should be done if the hand tool is damaged?

2. If the screwdriver is oily or greasy, what is the proper thing to do?

3. You are working in an untidy work station, what will you do?

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ANSWER KEY (USING HAND TOOLS)

Self-Check 2. 1

I.e 2.d 3.c 4. b 5. a

Self-Check 3.1

6. j 7. i 8.h 9.g 10.F

1. AC Power cord

2. Cover System 3. Overheating 4. Electric shock 5. Wrist strap

Self-Check 4. 1

l.B 2. B 3. A

4.C 5. c

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ACKNOWLEDGEMENT


This module was based on the Competency-Based CurriculumContextual Learning Matrix (CBC-CLM) and finalized on the Instructional Modules Finalization Development Workshop conducted at the Development Academy of the Philippines, Tagaytay City, on May 6-10, 2008.


Technology Teachers: • Mr. JemuelJay E. Ybanez

Don Alejandro Roces Sr. Science Technology • Mr. Jose lito H. Zapanta



Don Alejandro Roces Sr. Science Technology • Ms. Cherlyn F. de Luna


Contextual Teacher: • Mrs. Ma. Josefina Bueno-Luna


Encoder:


• Mrs. Marites L. Telewik • Mrs. Milagros P. Aguihap



Republic of the Philippines _.\.. Department of Education D f1 E

PUBLIC T:i::~~~~~~~ATIONAL '"'''( !, ~~ 1 ul' ·" '",

Competency-Based Curriculum Material

Second Year

Computer Hardware Servicing

~---------------T------ - ------------------------------!

1 Module#::~ : Terminating and Connecting Electrical I

i Wiring and Electronic Circuits f

----------h----------·---------------------------------1 Unit of I Terminate and Connect of Electrical I

Competency: Wiring and Electronic Circuits I - _______________ L_ _____ _

TABLE OF CONTENTS

Page

How to Use this Module .......................................................................... .i

Introduction ........................................................................................... .ii

Technical Terms ..................................................................................... iii

Learning Outcome 1 ................................................................................ 1

Information Sheet 1. 1 .............................................................................. 2

Operation Sheet 1. 1 ................................................................................ 5

Self Check 1.1 ......................................................................................... 6

Operation Sheet 1.2 ................................................................................ 7

Learning Outcome 2 ................................................................................ 8

Information Sheet 2. 1 .............................................................................. 9

Activity Sheet 2.1 .................................................................................. 10

Learning Outcome 3 .............................................................................. 13

Job Sheet 3.1 ........................................................................................ 14

Acknowledgement

HOW TO USE TWS MODULE

Welcome to the Module Wferminating and Connecting Electrical Wiring and Electronic Circuits". This module contains training materials and activities for you to complete.

The unit of competency "Terminate and Connect Electrical Wiring and Electronic Circuits" contains knowledge, skills and attitudes required for a Computer Hardware Seroicing NC II course.

You are required to go through a series of learning activities in order to complete each of the learning outcomes of the module. In each learning outcome there are Job Sheets, and Activity Sheets. Follow these activities on your own and answer the Self-Check at the end of each learning activity.




o been working for some time o Already have completed training in this area.

If you can demonstrate to your teacher that you are competent in a particular skill or skills, talk to him/her about having them formally recognized so you don't have to do he same training again. If you have a qualification or Certificate of Competency from previous trainings show it to your teacher If the skills you acquired are still current and relevant to this module, they may become part of the evidence you can present for RPL. If you are not sure about the currency of your skills, discuss it with your teacher.

After completing this module ask your teacher to assess your competency. Result of your assessment will be recorded in your competency profile. All the learning activities are designed for you to complete at your own pace.

Inside this module you will fmd the activitie~ for you to complete followed by relevant information sheets for each learning outcome. Each learning outcome may have more than one learning activity.

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Program I Course

Unit of Competency

Computer Hardware Servicing NC II

Terminate and Connect Electrical Wiring and Electronic Circuits

Module# 3 Terminating I Connecting Electrical Wiring and Electronic Circuits

INTRODUCTION

This module contains information and suggested learning activities on Computer Hardware Servicing NC II. It includes the following competencies: plan and prepare for termination/ connections of electrical wiring/electronic circuits, terminate j connect electrical wiring/ electronic circuits, and test termination/ connections of electrical wiring/ electronic circuits.

It consists of ~ learning outcomes. Each learning outcome contains learning activities supported by each instructional sheet. Upon completion of this module, report to your teacher to assess your achievement of knowledge and skills requirement of this module. If you pass the assessment, you will be given a certificate of completion.



LO 1. Plan and prepare for termination I connection of electrical wiring/ electronic circuits.

L02. Terminate/Connect electrical wiring/electronic circuits.

L03. Test Termination/ connection of electrical wiring/ electronic circuit.

REFERENCES:

1. Agpaoa, Feliciano, Interior and Exterior Wiring Troubleshooting, National books Store, 1991

2. www.google.com 3. www.yahoo.com 4. www.wikipedia.com

Date: LOI. Plan and Prepare for Termination /Connection of Electrical Wiring/Electronic Circuits~ ~~ j Module 3.Terminate and Connect Electrical Wiring and Electronic Circuits ii

----

Version

TECHNICAL TERMS

Side Cutter Pliers- used for cutting or trimming of connecting wires or terminal leads in the circuit board

Long nose Pliers - used for holding, bending and stretching the lead of electronics component or connecting wire.

Soldering Pencil- used to join two or more metal conductors with the support of soldering lead melted around it.

Multitester- instrument use to measure voltage, current and resistance.

Resistor- a device designed intentionally to have a defmite amount of resistance

Capacitor- a devise that stores electrical energy.

Terminate- was a shareware modem terminal and host program for MS-DOS and compatible operating systems developed from the early to the late 1990s by the Dane Bo Bendtsen.

Termination- the point where a line, channel or circuit ends.

OHS- Occupational Health and Safety

Date: L?I. .Plan and Prepare for Termination /Connection of Electrical Wiring/Elcctronicj- Pagel Ctrcmts

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---·--·--

Program/ Course

Unit of Competency

Module #3

Computer Hardware Servicing NC II

Terminate and Connect Electrical Wiring and Electronic Circuits

Terminating and Connecting Electrical Wiring and Electronic Circuits

Learning Outcome 1: Plan and Prepare for Termination/ Connection of Electrical Wiring /Electronic Circuits


1. Materials are checked according to specifications and task. 2. Appropriate tools and equipment are selected according to task requirements. 3. Task planned to ensure OHS guidelines and procedures are followed. 4. Electrical wiring electronics circuits are correctly prepared for connection/

termination in accordance with instructions and worksite procedure.

References: 1. Agpaoa, Feliciano, Interior and Exterior Wiring Troubleshooting, National

books Store, 1991 2. www.google.com 3. www.yahoo.com 4. www.wikipedia.com

r.-;D-ate-:-:-----+-LO I. Plan and Prep~e to~ Termination /Connection of Electrical Wiring/Electronic Circuits -==r-Pagj

Version Module 3.1 ermmate and Connect Electrical Wiring and Electronic Circuits I '-·---


Use ofTools

To work with electronic and electrical circuits, a beginner needs to

acquire special hand tools and equipment. Each of these hand tool and

equipment does one or more specific job in connecting, replacing, securing

and troubleshooting of electronic circuits.

In doing so it is better for a beginner to learn first how to use these

hand tools and equipment. And where to use them, before they can start to

build or assemble simple circuit up to complicated ones.

A. Basic Electronic Hand Tools and Equipment

Electronic technicians in olden days could get along with a set of screw

drivers, long nose, side cutter and soldering pencil in troubleshooting. But now

adays, with the arrival of the new circuit technology and microcircuit is being

introduced in the industry, troubleshooting the problem is very complex.

Without the knowledge and aid of the multitester and other sophisticated

equipment such as regulated power supply, signal generator and oscilloscope,

troubleshooting is impossible. Here are the following basic tools and equipments

needed for the repair of electronics devices and appliances:

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A. Common Tools

!Figure No.6

figure No.I Figure No.2

Figure no. 3.

lli .... ~llliiiili~llj

Figure no. 5

Figui'e no. 4

Long Nose Pliers-- is used for holding, bending and stretching the lead of electronics component or connecting wire. See figure no. 1.

2 .. Side Cutter Pliers-· is used for cutting or trimming of connecting wires. or terminal leads in the circuit board. See figure no. 2.

3 .. Flat Screw Driver- is used to drive or fasten negative slotted screws. See figure no. 3.

4. Philips Screw Driver- is used to drive or fasten positive slotted screws. See figure no. 4.

5. Soldering Pencil - is used to join two or more metal conductors w[th the support of soldering lead melted around it. See figure no. 5.

6. Dcsoldering Tool -- is used to unsoldered unwanted component in the circuit with the support of soldering pencil. See figure no. 6.

par1 s or

B. Basic Electronic E:quipment

Figure No.7

Figure No.8

Figure No.9

1. Multi-Volts Power Supply -is used to supply the desired direct current voltages in the circuit. See figure no.9.

2. Multitester- is used for measuring resistance, voltage and current. See figure no.7.

3. Portable Electric Han drill - is used for boring hole Is in the plastics chassis or metal chassis. See figure no.8.

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OPERATION SHEET 1.1

l. Given 10 kinds of hand tools Label and give the function of each. You will be

assessed using the following criteria.

Criteria Score Descriptor

Identified 10 tools 5 Excellent

--Identified 7-9 tools 4 Very good

Identified 4-5 tools 3 Good

---Identified 2-3 tools 1-2 Fair

Identified 0-1 tools 0 Poor --1

f--:-:0-at.....,e: ______ r+--LO I. Plan and Prepare for Termination /Connection of Electrical Wiring/Electronic Circuits ~-Page-] Version Module 3.Terminate and Connect Electrical Wiring and Electronic Circuits =r~-~-J

Self-Check 1.1

Self-Test

A. State whether the following is equipment or a handtool.

_______ 1. Desoldering Tool

2. Soldering Pencil

3. Multi-Volts Power Supply

______ 4. Long Nose Pliers

______ 5. Portable Electric Handrill

B. Write true if the statement is correct and false if otherwise:

_______ 1. A flat screwdriver is used in driving or fastening positive

slotted screw.

______ 2. Soldering Pencil is used to join two or more metal conductors

with the support of soldering lead melted around it.

______ 3. Side Cutter Pliers is used for cutting or trimming of connecting

wires or terminal leads in the circuit board.

______ 4. A multi-tester is used in boring holes in the plastics chassis.

·----- 5. A long nose pliers is used for holding, bending and sketching

the lead of electronics component or connecting wire.

Date· LO I. Plan and Prepare for Termination /Connection of Electrical Wiring/Electronic Circuits f-Pag<:-]

~Ve_r_s:(-m----~-~M~o-d~u7le~3~.T~e-rm~in-at-e-~-d~C-on-n-ec-·t~E~"Ie-c-tr~ic~ai~W~iri~n-g-~-d~E~I-ec-tr-o-n~ic~C~ir-cu~i-ts----· ~--6 ~

Operation Skeet 1.2

From the given hand tools pick out 5 and demonstrate how each functions.

You will be assessed using the criteria below:

CRITERIA

Demonstrated 5 functions





----

----

SCORE

10

8

6

4

2

-DESC RIPTOR

Exc ellent

Good

ood

Very

G

F rur

Po or

Date~-----pm. Ploo ood ""'= tonomtoodoo /Coo""'"" of EI<Wi"l Wi<iog/El~trooto ct"oit.: f'~=J Yers10n ~ Module 3.Termmate and Connect Electrical Wiring and Electronic Circuits 7

. -----

Program/ Course

Unit of Competency

Computer Hardw.re Servicing NC II

Terminate and Ce~»nnect Electrical Wiring and Electronic Circuits

Module #3 Terminating and !connecting Electrical Wiring and Electronics Circulits

Learning Outcome 2 : Terminate j Connect electrical wiring/ electronic circuit


References:

1. Safety procedure in using tools are properly observed at all times appropriate personal protective equipment is observed.

2. All Works is undertaken safdly in accordance with the workplace and standard procedures.

3. Appropriate range of metho~s in termination/ connection is used according to specifications, manufacturer's requirements and safety.

4. Correct sequence of operatior. is followed. 5. Accessories used are adjustdd, if necessary 6. Confirm termination/connection is undertaken in accordance with

job specification.

1. Agpaoa, Feliciano, Interior and Exterior Wilring Troubleshooting, National books Store, 1991

INFORMATION SHEET 2. 1

Electrical termination of a signal invoilves providing a terminator at the end of a wire or cable to prevent an RF signal from being reflected back from the end, causing interference. The terminator is plac¢d at the end of a transmission line or daisy chain bus (such as in SCSI), designed to match impedance and hence minimize signal reflections

Electrical Connections Whether adding new electrical gear or rewiring something already aboard,

the requirements for a reliable and safe electtical connection are the same. You need the right wire, the right terminal fittings, and a couple of inexpensive hand tools.

SOLDERING

The following information will aid you jn learning basic soldering skills. It should enable you to solder wires to electrical connectors, splices, and terminal lugs. Special skills and schooling are require<li for the soldering techniques used in printed circuit boards and micro miniature component repair.

SOLDERING PROCESS

Cleanliness is essential for efficient. effective soldering. Solder will not adhere to dirty, greasy, or oxidized surfaces. Heated metals tend to oxidize rapidly. This is the reason the oxides, scale, and dirt must be removed by chemical or mechanical means. Grease or oil films can. be removed with a suitable solvent. Connections to be soldered should be cleaned just prior to the actual soldering operation.

Items to be soldered should normally be "tinned" before making a mechanical connection. Tinning is the coating of the material to be soldered with a light coat of solder. When the surface has been properly cleaned, a thin, even coating of flux should be placed over the sprface to be tinned. This will prevent oxidation while the part is being heated to soMering temperature. Rosin-core solder is usually preferred in electrical work. However, a separate rosin flux may be used instead. Separate rosin flux is frequently used when wires in cable fabrication are tinned.

Date:

Version

L02. Terminate /Connect Electrical W iri·n;-glE--:-:1-ec-:t·r-;:o-;:-ni-:-c _c_ir_c-:-ui-=ts:----~:-c---:--_ r_~~g:-_jl Module 3.Terminate and Connect Electrical Wiring and Electronic Circuits

~---------~---------------------------------------------

ACTMTY SHEET 2.1

Learning Outcome 2. Soldering and Terminating Techniques

Solder the given components in electronics.

Item

no.

1.

2.

3.

Laboratory Activities 1

Soldering Technique Are performed

Wiring and connections are soldered

Safety Precautions are observed

5 - Skillfully performed

4 - Very Satisfactory performed

3 - Satisfactorily performed

2 - Fairly performed

1 - Poorly performed

2 3 4

T 0

5 T A L --

--

--

Date: L02. Terminate /Connect Electrical Wiring/Electronic Circuits Tage L..v_e_rs-io_n ___ ._L ___ M_o_dule 3.Terminate and Connect Electrical Wiring and Electronic Circuits -I~l 0 ~=

Terminate the given electrical splices and joints given the follo~'ing:

2. 1 Western union short tie

2.2. Rat tail joint

2.3. Knotted Tap Joint

,T P··gc·

J i I

2. 4 - Fixture j<>int.

2.5 Western union short tie

Performance Score Card

Rat<'

Criteria

1. Workmanship 50%

2. Speed in Work 25%

~~~:c_=-~~ ·-~~==~~~ ~·~~~::~~~:~~~~-:~ec~ r~~~~~~~~~~~~~/EI::~~~:=~~~~~t-~----~-=~~=-=-~·~···~ I

Vcrston Module 3.'1 errninatc and Conn1:ct Electrical Wiring and Electronic Circuits -- ·---- --·- ----·- --------- -- ---------- -----------------------··---------------·----------·--·--------------------- --

Program/ Course Unit of Competency:

Module #3

Learning Outcome 3


Computer Hardware Servicing NC II Terminate and Connect Electrical Wiring an.d Electronic Circuits

Terminating and Connecting Electrical Wiril:ng and Electroni.c Circuits

:Test Termination and or Connection of Electri.cal Wirings/ electronics circuits

J . Testing of all completed termination/ connection of electrical wiring/ electronics circuits is conducted in compliance with specifications and regulations using appropriate procedures and equipment.

2. Wiring and circuits are checked using speciiied testing procedure. 3. Accidental events or conditions are responded to in accordance with

established procedure.

References:

1. Agpaoa, Feliciano, Interior and Exterior Wiring Troubleshooting, National books Store, 1991

JOB SHEET #1.1

Materials Required:

• 3pcs.of 5 ohms resistors • 3pcs of capacitor

• 3pcs. Light bulbs 220v

Tools and Equipments Required:

• Side Cutter Pliers • Long Nose Pliers • Soldering Iron

• Multi Tester

Provided with the necessary materials, tools and equipments, terminate and connect electronics components to assemble a simple series parallel connection.

You will be assessed according to the following criteria:

-" -"

Criteria: 5 l.Steps were followed in correct sequence 2.Safety precautions in using tools and equipment were followed 3.Correct

c--"

reading of voltage and resistance was observed

Where: 5 - Excellent 4 - Very Satisfactory 3- Satisfactory 2- Fair 1- Poor

4 i 3

I

_L

2 1

--+-----------

L03. Test Termination and/or Connection of Electrical Wirings/Electronic Circuits-E:~~=~=

Module 3.Terminate and Connect Electrical Wiring and Electronic Circuits 14 -------

Date

Version

ACKNOWLEDGEMENT


This module was based on the Competency-Based CurriculumContextual Learning Matrix (CBC-CLM) and finalized on the Instructional Modules Finalization Development Workshop conducted at the Finalization Workshop conducted at the Development Academy of the Philippines, Tagaytay City on May 6-10, 2008.


Technology Teachers: • Mr. Jemuel Jay E. Ybanez

Don Alejandro Roces Sr. Science Technology High School • Mr. Josellto H. Zapanta



Don Alejandro Roces Sr. Science Technology High School • Ms. Cherlyn F. de Luna


Contextual Teacher: • Mrs. Ma. Josef"ma Bueno-Luna


Encoder:


• Mrs. Marites L. Telewik • Mrs. Milagros P. Aguihap



Republic of the Philippines 11\.

Department of Education D • ED PUBLIC ~~=o~~ATIONAL "''''"'!,'P. '"'" "oo.,

Competency Based Learning Material

Second Year

Module #4

Installing of Co:mputer Systems and Networks l

Unit of Competency:

Install of Computer Sys~ems and Networks Qualification

Computer Hardware Servicing II

! -- I

I

I I I

===·d

TABLE OF CONTENTS

How to lJse this Module ............................................................................ .i

Introduction ............................................................................................. ii

Technical Terms ........................................................................................ iii

Learning Outcome 1 Plan and Prepare for Installation ................................. 1

Inforrrtation Sheet 1.1 ................................................................................ 2

Inforrrtation Sheet 1.2 ................................................................................ 3

Self Check 1.2 .......................................................................................... 7

Information Sheet 1.3 ............................................................................... 8

Self-Check 1.3 ........................................................................................ 11

Information Sheet 1.4 .............................................................................. 12

Self-Check 1.4 ........................................................................................ 1 E>

Assign.ment ............................................................................................. l6

Answer Keys .......................................................................................... 1 '7

Learning Outcome 2 Install Equipment, Device j System ......................... 1 8

Ir1formation Sheet 2.1 . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . .. . . . . . . . . . .. . . . . . .. . . . . . . . .. . . . . . .. . . . . .. . . 19

Activicy ~3heet 2 .1 ..................................................................................... 21

Information Sheet 2.2 ............................................................................. 22

Self-Check 2.2 ........................................................................................ 23


Self -Check 2.3 ....................................................................................... 26

Informatior1 Sheet 2.4 .............................................................................. 27

Self-Check 2.4 ......................................................................................... 30

Information Sheet 2.5 .............................................................................. 3.1

Self-Check 2.5 ........................................................................................ 32

Ir1formation Sheet 2.6 ......................................................................... , .... 33

Self-Check 2.6 ........................................................................................ 38


Activity Sheet 2. 7 .................................................................................... 42

Ir1formation Sheet 2.8 ............................................................................. 4.3

Operation Sheet 2.8 ................................................................................ 45

Answer Keys ........................................................................................... 46

Learning Outcome 3 Conduct Validation and Testing .............................. 48


Self-Check 3.1 .................................. , ...................................................... 52


Operati<Dn Sheet 3.2 ................................................................................ 55

Ir1formation Sheet 3.3 ................................................... , ......................... 56

Self-Ch¢ck 3.3 ................................ : ....................................................... 57


Operation Sheet .3. 4 ................................................................................ 60

Ir1formation Sheet 3.5 ............................................................................. 61

Operati<Dn Sheet 3.5 ................................................................................ 63

Answer l{eys ........................................................................................... 64

Acknowledgement


Welcome to the Module "Installing of Computer System". This module contains training materials and activities for you to complete.

The unit of competency "Install Computer Systems and Networks" contains knowledge, skills and attitudes required for a Computer Hardware Seroicing NC TI course.

You are required to go through a series of learning activities in order to complete each, of the learning outcomes of the module. In each learning outcome there are Information Sheets, Operation Sheets, and Activity Sheets. Follow these activities on your own and answer the Self-Check at the end of each learning activity.



You may already have some of the knowledge and skill.s covered in this module because you have:


If you can demonstrate to your teacher that you are competent in a particular skill or skills, talk to him/her about having them formally recognized so you don't hav~· to do he same training again. If you have a qualification or Certificate of Competency from previous trainings show it to you:r teacher. If the skills you acqulired are still current and relevant to this module, they may become part of the evidence you can present for RPL. If you are not sure about the currency of your skills, discuss it with your teacher.

After completing this module ask your teacher to assess your competency. Result of your assessment will be recorded in your competency profile. All the learning activities are designed for you to complete at your own pace.


----==r: . -------~---1 ~ P~e -.------ Module 4 :Installing of Computer Systems and Networks -:----~ rs1on No. 1

-- . - . -------- -------

Program/ Course Unit of Competency Module

INTRODUCTION:

Computer Hardware Servicing NC II Install Computer Systems and Networks Installing of Computer Systems and Networks

This module contains information and suggested learning activities on Computer Har~ware Servicing II. It includes activities and materials on Installation of Computer Systems and Networks.

Completion of this module will help you better understand the succeeding module on the Diagnosis and Troubleshooting of Computer Systems.

This module consists of ~ learning outcomes. Each learning outcome contains learning activities supported by each instruction sheets. Before you perform the instructions, read the information sheets and answer the self-check and activities iprovided to ascertain to yourself and your teacher that you have acquired the knowledge necessary to perform the skill portion of the particular learning outcotne.

Upon cQmpletion of this module, report to your teacher for assessment to check your acll1ievement of knowledge and skills requirement of this module. If you pass the assessment, you will be given a certificate of completion.

SUMMARY OP LEARNING OUTCOMES:


LO 1 Plan and prepare for installation L02 Install ~quipment and/ or device and system L03 Conduct validation and testing

PRE-REQUISitt'ES:

• PC Operations

~-----

ate -----~odule 4 :Installing of Computer Systems and Networks ersion No. ----~--- ---

TECHNICAL TERMS

• Active Subs- amplify or boost signals

• Anti-Static - A product that prevents the build up of static electricity

• BIOS -113asic Input/Output System, chip that controls the most basic functionjs of the computer and performs a self-test every time you turn it on.

• Flash dtive- RAM that can retain data without electrical power. It is widely used for 1 BIOS chips and for digital camera and digital music storage.

• Graphici tablet - objects are drawn using a pen or a puck. The puck is technically a tablet cursor, not a mouse.

• Goggles- A large spectacles, with shields around the rims, for protecting the eyes from dust, excessive light, wind, etc.

• Hard-di$k drive - is a storage device that stores billions of characters of data on ta nonremovable disk.

• Hal'dwate- refers to the tangible (things you can touch) components of a computer system. Hardware components are further divided into three groups namely

• Host- any computer whether mainframe, server, or even PC that acts as an information source on a network.

• Intellig .. nt Hubs - select which path a specific signal will travel

• Joy Sti~k - a hand-held control stick that allows a player to control the movements of a cursor on a computer screen or a symbol in a video game.

• LAN Cali'd- Local area network interface card.

• Laptop pomputer - A small, portable computer -- small enough that it can sit on your lap.

• Local Atea Network- the smallest of the three network types, consist of PCs connect¢d together within a limited area, such as within the same building, floor or department.

• Mainfrapte: A powerful multi-user computer capable of supporting many hundreds or thousands of users simultaneously.

• Metropqlitan Area Network - are network that spans no more than 50 miles. It is design to connect LANs spanning a town or city

• Minico~puter: A multi-user computer capable of supporting up to hundreds of users simultaneously.

• Metropdlitan Area Network - is a network that spans no more than 50 miles. I~ is design to connect LANs spanning a town or city

• Mother~oard - contains the CPU, BIOS, Memory, mass storage interfaces, serial ruid parallel ports, expansion slot and all the controillers required to control standard peripheral devices such as the display screen, keyboard and disk drive

-----E te ______ Module 4 :Installing of Computer Systems and Networks rsion No. ------

• Modem - (Modulator-Demodulator) The modem is a device that allows a given computer to share data or otherwise a device which let computers exchange information

• Modular Hubs - are popular in networks because they are easily expanded and always have management option. It is purchased as chassis, or card cage, with multiple card slots, each of which accepts a communication card, or module

• Multimedia - is the combination of different types of communication media (sound., JPrint, video, and so on)

• Multitester- is an instrument use to measure voltage, current and resistance.

• NIC - Network Interface Card - The PC expansion board that plug into a personal computer or server and works with the network operating system to control the flow of information over the network.

• Network- is a communications system connecting two or more computers.

• Networ~ Bridge - divides network into smaller, more manageable sections helping reduce network traffic.

• Network Hub - a hardware device that all PCs on a network are connected to by cabling. The hub manages receiving and transmitting data from networked services.

• Network Server.:. is a powerful computer whose sole purpose is to serve network clients.

• Network Switch - It helps determine how data moves over large networks.

• Noteboqk computer An extremely lightweight personal computer that weighs weigh less than 6 pounds and are small enough to fit easily in a briefcase.

• OHS- Occupational Health and Safety • Operating System (Os) -software that controls the allocation and use of

programs and data that a computer uses.

• Passive Hubs - simply connects various cables

• Personal computer: A small, single-user computer based on a microprocessor.

• Port hub /Port- is a connector on the back of a computer or other device. A port is either a serial port or a parallel port.

• Peers~ mean any computer sharing the same protocol layer with another computer.

• Proto~- refers to the specific standards governing the sending and receiving of data.

• Repeater- a device that strengthen signals and allow then to stay clear over longer distances.

• Printer - It is a piece of hardware that produces a paper copy (also known as 'hardcopy} of the information generated by the computer.

--------E Date ------ Module 4 :Installing of Computer Systems and Networks

Version No. -----

• RAM- IR.andorn Access Memory, is a primary memory. This memory is used inside tbe computer to hold programs and data while it is running.

• RJ 45- is the connector plugged into the NIC ports on computers and often connecting the main networking hardware together.

• Router -- a device that forwards data packets between Local or Wide Area Network groups.

• Scannet- it is an input device that read text or illustration printed on paper, translates the information into a form that a computer can use.

• Server...,. is a part of a network. It is a special computer that users on the network: can asses to carry out a particular job.

• Softwar~- programs and data that a computer uses. • Softwar~ applications- enables you to perform specific tasks- solve

problemfs, perform work, or entertain yourself. • Sound Jl>evice Driver Installer I Sound and Audio Devices - A windows

XP Control Panel applet, called Sounds, and Multimedia in Windows 2000, for configuring the system's sound card.

• Stacka*e Hubs - work just like standalone hubs, except that several of them catt be "stacked" (connected) together, usually by short lengths of cable.

• Standalpne Hubs - are single products with a number of ports. It is usually include some method of linking them to other standalone hubs for network expansion.

•

•

•

•

•

•

•

•

Static ... The discharge of electricity between two objects with different electrical potential

Sub no~ebook computer - A portable computer that is slightly lighter and smaller ·than a full-sized notebook computer. Typically, sub notebook comput~rs have a smaller keyboard and screen, but are othe1wise equivalent to notebbok computers.

UTP- (Unshielded Twisted Pair) least expensive and most popular network media. USB- Uiniversal Serial Bus, a hardware interface for low-speed peripherals such as the keyboard, mouse, joystick, scanner, printer and telephony devices. Video C~mera- camera using videotape: a camera that records onto videotape

Wide Atea Network - used to distribute information thousand of miles among thousands of users.

Wireles$ Hubs- are hubs designed for the home

Workst~tion- is any network computer that connects to and request resourc s from a network

Da_te_·~=-~~~---- I Module 4 Jnstalling of Compute' Systems and Netwo,ks Version No.

--- ·----- ----

Program/ Cour~e Unit of Competency Module

Learning Outcome 01:


Computer Hardware Servicing NC II Install Computer Systems and Networks Installing of Computer Systems and Networks

Plan and Prepare for Installation

1. Installation procedure that conform with the requirements of OHS policies and procedure if:> planned

2. Location of necessary devices j systems is determined relating to job requirements.

3. Appropriate tools, equipment and testing devices that conform to OHS are identified.

4. Strict impo!j>itions of material specifications are followed 5. Appointmerjtt oflaboratory teachers is approved in line with planned procedure. 6. Unavoidable circumstances related to preparatory works are enumerated and

given priority.

Resources:

Equipm~nt and Accessories

LAN Card UPS Server 24 port-hub Modem Fax machine PC Video can:)lera USBExternalCD writer USB scanner USB printers USB Flash Drive

References:

Tools

Screwdriver( standard) Screwdriver(Philips) Long nose pliers Mechanical pliers Allen wrench Multitester Crimping tools Soldering iron (30 watts) Wire stripper LAN Tester Anti-static wrist wrap Device drivers j installers

Materials

Software applications Network OS Software RJ45 UTP Cat 5 cable Motherboard's manual and installer Sound device driver installer

• Sto. Domingo, Josephine C., Learning Windows XP and Internet the Easy Way Computers- The Easy Way

•

• •

•

•

Andres $r., Antonio M. Introduction of Computer. Fully Illustrated, Valenzu!la City; May 2003 World Class Publishing and Packaging HASOP Hardware, Software and Peripherals) Reference Manual, 2005 -Microso

1. ® Encarta ®Reference Library 2005. © 1993-2004 Microsoft

Corporation. Comput¢r Fundamentals, Makati City: STI Technology Institute Inc.; Copyright 1997 Marcelo, Antoinette R., Understanding PC Hardware, Philippines: Jemma Inc., 200'7

-------E --- -te -------- Module 4 :Installing of Computer Systems and Networks rsion No. --------- ---- -

-~---l Page

___ 1 __


OHS Policies and Procedures

Occupational Health and Safety Policy

In the $chool as a computer teacher you must be aware of how your students behave when they are working in the computer laboratory, as well as implementing a safe way of accomplishing every task. Safety practices should be learned early find always adhered to when working with any electrical device, including pers~nal computers and peripherals. This is for the protection of not only the peopl~ working with them, but also for the devices themselves. The basis for this process begins with your Occupational Health and Safety Policies.

Personal Safe~y While Working Along With PC's

Comput¢r equipment can be dangerous, and you or others can be injured or even killed if ylou don't follow proper safety guidelines when working along PC's. The following are some precautionary measures to take before working with any computer equiii>ment:

• Wear sh~es with non-conductive rubber soles to help reduce the chance of being sh<i>cked or seriously injured in an electrical accident.

• Do not work on components that are plugged into their power source.

• Do not remove expansion cards from a computer when it is turned on.

• Remove all jewelry when working inside any computer related equipment.

• Be sure not to mix electronic components and water.

t~e~~=====~~Eodule 4 :Installing of Comput~r Systems and Networks rsion No. ------------ ------


Tools, Equipment and Testing

The following tools and equipment are classified according to their functions and uses.

Equipment and Accessories

LAN Card UPS Server 24 port-hub Modem Fax machine PC Video camera USBExternalCD writer USB scanner USB printers USB Flash Drive

Tools

Screwdriver( standard) Screwdriver(Philips) Long nose pliers Mechanical pliers Allen wrench Multitester Crimping tools Soldering iron (30 watts) Wire stripper LAN Tester Anti-static wrist wrap Device drivers I installers

Materials

Software applications Network OS Software RJ45 UTP Cat 5 cable Motherboard's manual and installer Sound device driver installer

L ====·==-==========~-============================

LAN Card- is a network interface card. This is a computer circuit board or card that is installed in a computer so that it can be connected to a network.

• Server - is a part of a network. It is a special computer that users on the network can asses to carry out a particular job.

• Port hub /Port- is a connector on the back of a computer or other device. A port is either a serial port or a parallel port.

• Modem - (Modulator-Demodulator) The modem is a device that allows a given computer to share data or otherwise a device which let computers exchange information

te ------ Module 4 :Installing of Computer Systems and Networks rsion No.

• USB - Universal Serial Bus, a hardware interface for low-speed peripherals such as the keyboard, mouse, joystick, scanner, printer and telephony devices.

• Scanner- it is an input device that read text or illustration printed on paper, translates the information into a form that a computer can use.

• Flat Sc11ew Driver - is used to drive or fasten negative slotted screws

• Printer . it is a piece of hardware that produces a paper copy (also known as 'hardcopy') of the information generated by the computer.

• RAM- Random Access Memory, is a primary memory. This memory is used inside the computer to hold programs and data while it is running.

• BIOS- Basic Input/Output System, chip that controls the most basic functions of the computer and performs a self-test every time you turn it on.

• Flash drive- RAM that can retain data without electrical power. It is widely used for BIOS chips and for digital camera and digital music storage.

• Video Camera- camera using videotape: a camera that records onto videotape

• Long nose Pliers - is used for holding, bending and stretching the lead of electronics component or connecting wire.

Date ------ I page-

Module 4 :Installing of Computer Systems and Networks --~-= Version No.

• Soldering Iron - is used to join two or more metal conductors with the support of soldering lead melted around it.

• Desoldering Tool - is used to unsolder unwanted parts or component in the circuit with the support of soldering pencil

• Philips Screw Driver- is used to drive or fasten positive slotted screws

• Multitester- is an instrument use to measure voltage, current and resistance.

• NIC - Network Interface Card -- The PC expansion board that plug into a personal computer or server and works with the network operating system to control the flow of information over the network.

'-t I~

• RJ 45- is the connector plugged into the NIC ports on computers and often connecting the main networking hardware together.

Pin l White/Orange Pin 2 Orange Pin 3 White/Green

~ ............ Pin 4 Blue Pin 5 White/Blue Pin 6 Green l)in 7 White/Brown J>in 8 Brown

Date --------!Page l

L--------~ Module 4 :Installing of Computer Systems and Networks ci S __ -j Version No_ __j_

• UTP - Unshielded Twisted Pair, is a popular type of cable used in computer networking that consists of two shielded wires twisted around each

other.

• Motherbqard- contains the CPU, BIOS, memory, mass storage interfaces, serial and parallel ports, expansion slot and all the controllers required to control stan.dard peripheral devices such as the display screen, keyboard Emd disk drive.

• Software applications

UNSHIElLDlD TWISTEDwPAIR

Software- is the programs and data that a computer uses.

• Network OS Software Network-are multiple computers linked together to make simultaneous

information sharing and exchange by multiple users.

• Sound Device Driver In$taller I Sound and Audio Devices - A windows XP Control Panel applet, called Sounds, and Multimedia in Windows 2000, for configuring the system's sound card.

f-D-at_e~=-----r::e 4 :Installing of Computer Systems and Networks

Version No. ==:=1::

SELF-CHECK 1.2

Directions.

A. Identify the following tools, and materials and give their uses. Use a separate sheet of paper in answering.

1.

2.

3.

4.

5.

B. Fill in the blanks with the correct answer.

___ 1. It is a connector at the back of a computer or other device. 2.A computer circuit board installed in a computer so that it can be

connected to a network. _____ 3. A device that allows a given computer to share data.

4. An input device that read text or illustration printed on paper, translated the information into a form that a computer that can use.

5. The least expensive and most popular network media.

D~e ________ ~Module 4 :Installing of Computer Systems and Networks Version No.

---- -

Date


Conflguration and Computer Systems and Network's Hardware

tell6:1;he to,:do·

Module 4 :Installing of Computer Systems and Networks -----E

Version No. -- -------· ----·

A n~!wc>rk is a collection of computers and related equipment (printers, webcams, game consoles, etc.) connected so that data can move between them. Even if you have a single com11mter, it looks to the Internet as part of a network. The Internet, then, is a network of networks.

The majority of networking, is done using the internet standard. At the center of the basic diagram of a wired network is either a hub or a switcher and computers are connected to the hub, much like spokes of a wheel or star. Each connection at the hub is called a port.

Three Basic Network Categories

• Local Area Network- the smallest of the three network types, consist of PCs connected together withit1 a limited area, such as within the same building, floor or department.

• Metropolitan Area Network - are network that spans no more than 50 miles. It is design to connect LA.~s spanning a town or city

• Wide Area Network -· used to distribute information thousand of miles among thousands of users.

Network Hardware

• Netwm~k Interface Card (NIC)- a printed circuit board, an adapter that plugs into the computer's motherboard when connected with a network cable, provides the physical link between your computer and the network.

• Netwotk Hub- a hardware device that all PCs on a network are connected to by cabling. The hub manages receiving and transmitting data from networked services.

• Wirele$s Hubs- are hubs designed for the horne

Kinds of Hubs

- Standalone Hubs-- are single products with a number of ports. It is usually include some method of linking them to other standalone hubs for network expansion.

~----± ___ _ 1 uate I Module 4 :Installing of Computer Systems and Networks

1 Version No. --------· '

__t;~:-=1

- Stackable Hubs -work just like standalone hubs, except that several of them can be "stacked" !cOnnected) together, usually by short lengths of cable.

- Modular Hubs - are popular in networks because they are easily expanded and always have management option. It is purchased as chassis, or card cage, with multiple card slots, each of which accepts a communication card, or module

3 Basic Hub Types

- Passive Hubs - simply connects various cables

- Active Hubs - amplify or boost signals

- Intelligent Hubs - select which path a specific signal will travel

• Repeater - a device that strengthen signals and allow then to stay clear over longer distances.

• Network Bridge - divides network into smaller, more manageable sections helping reduce network traffic.

••I u ._l_,...,..,J.~·I_:~. ~--~~

• Netwo:ttk Switch - It helps determine how data moves over large networks.

• Router - a device that forwards data packets between Local or Wide Area Network groups.

Date ---1 Module 4 :Installing of Computer Systems and Networks

Version No.

I

~ I

MULTIPLE CHOICE.

SELF-CHECK NO. 1.3

Write the letter of the correct answer.

Use a separate sheet of paper in answering.

1. Which among the network hardware forwards data packets between Local or Wide Area Network groups.

a. Network Hubs c. Repeater

b. Network Switch d. Router

2. A typical computer system consists of the following except

a. Central Processing Unit d. Output Device

b. Input Device e. Storage Device

c. Network Device

3. What network hardware strengthens signals and allows then to stay clear over longer distances?

a. Network Hubs c. Repeater

b. Network Switch d. Router

4. Which of the following is the collection of computers and related equipment that are connected so that data can move between them.

a. Computer System c. Hardware

b. Network d. Software

5. Which provides the physical link between your computer and the network

a. Network Hubs c. Network Switch

b. Network Interface Cards d. Router

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INFOitMATION SHEET 1.4

Types Of Computer

A computer is defined as a machine that can be programmed to manipulate symbols. Its principal characteristics are:

• It responds to a specific set of instructions in a well-defined manner.

• It can execute a prerecorded list of instructions (a program).

• It can quickly store and retrieve large amounts of data.

Therefore computers can perform complex and repetitive procedure quickly, precisely and reliably.

Computers can be generally classified by size and power as follows:

• Personal computer: A small, single-user computer based on a microprocessor.

PERSONAL COMPUTER

• Workstation: A powerful, single-user computer. A workstation is like a personal computer, but it has a more powerful microprocessor and, in general, a higher-quality monitor.

WORKSTATION MINICOMPUTER

• Minicomputer: A multi-user computer capable of supporting up to hundreds of users simultaneously.

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• Mainframe: A powerful multi-user computer capable of supporting many hundreds or thousands of users simultaneously.

MAINFRAME SUPERCOMPUTERS

• Supercomputer: An extremely fast computer that can perform hundreds of millions of instructions per second.

Personal Computer Types

Notebook computer

An extremely lightweight personal computer that weighs weigh less than 6 pounds and are small enough to fit easily in a briefcase. Aside from size, the principal difference between a !\I.Otebook computer and a personal computer is the display screen. Notebook computers come with battery packs that enable you to run them without plugging them in. These are also called Laptop computers.

NOTEBOOK COMPUTER

Laptop computer

A small, portable computer-- small enough that it can sit on your lap.

Sub notebook computer

A portable computer thC~-t is slightly lighter and smaller than a full-sized notebook computer. Typically~ sub notebook computers have a smaller keyboard and screen, but are otherwise equivalent to notebook computers.

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Hand-held computer

A portable computer that is small enough to be held in one's hand. The most popular hand-held computers are those that are specifically designed to provide PIM (personal information map.ager) functions, such as a calendar and address book. Hand-held computers ate also called PDAs or Personal Digital Assistants, palmtops and pocket

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SELF-CHECK NO 1.4 Matching Type: Match the type of computer in Column A with its description in Column B by writing the letter of the correct answer on the blank provided before the number. Use a separate sheet of paper in answering.

A

___ 1. Personal Computer

___ 2. Mainframe Computer

___ 3. Laptop Computer

_____ 4. Super Computer

___ 5. Note book Computer

B

a. A powerful, single-user computer. b. An extremely lightweight personal

computer that weighs less than 6 pounds and are small enough to fit easily in a briefcase.

c. A powerful multi-user computer capable of supporting many hundreds or thousands of users simultaneously.

d. A small, portable computer small enough that it can sit on your lap.

e. A multi-user computer capable of supporting up to hundreds of users simultaneously.

f. An extremely fast computer that can perform hundreds of millions of instructions per second.

g. A small, single-user computer based on a microprocessor.

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ASSIGNMENT

Instructions:

Guide Questions:

1. What are the common computer defects?

2. How would you diagnose the defects?

3. Identify some of the safety precautions in handling and working with defective computers.

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ANSWER KEY 1.2

A. 1 LAN Card -This is a computer circuit board or card that is installed in a

computer so that it can be connected to a network. 2. Soldering Iron- is used to join two or more metal conductors with the

support of soldering lead me[ted around it. 3. USB- Universal Serial! Bus, a hardware interface for low-speed

peripherals such as the keyboard, mouse, joystick, scanner, printer and telephony devices.

4. Flat Screw Driver- is ~sed to drive or fasten negative slotted screws 5. Multitester- is an instrument use to measure voltage, current and

resistance.

B. 1. Port hub/ port

2. LAN card

3. Modem

4. Scanner

5. UTP (Unshielded Twisted Pair)

ANSWER KEY 1.3

1. d

2. c

3. c

4. b

5. b

ANSWER KEY 1.4

1. g

2. c

3. d

4. f

5. b

Date Module 4 :Installing of Computer Systems and Networks

Version No. fPa99= t=~

Program/ Course: C!omputer Hardware Servicing Unit of Competency: Install Computer Systems and Networks

Module: Installing of Computer Systems and Networks

Learning Outcome # 02: Install Equipment, Device I System

Assessment Criteria: 1. Standard procedures for OHS in installing devices/systems are followed. 2. Operating systems/ devices are installed according to workplace standards. 3. Modification and innovation of devices/systems are done during

installation with the consent of the client. 4. Installation of the devices/systems are carried out in consonance with the

unit of specification 5. Unplanned events or conditions are carried out following the unit of

specification and procedure. 6. Approval obtained before any contingencies are implemented based on

established procedure. 7. Standard testing procedure are strictly followed for the newly installed

device j system.

Resources:

Tools, Materials and Equipment and Facilities • ICT Laboratory • Computer Table and Chairs • Computers • Printers • LCD • Webcam • Digital Camera • Installation CDs • And other Computer Acessories

References:

• Andres Sr., Antonio M. Introduction of Computer. Fully Illustrated, Valenzuela City; May 2003 World Class Publishing and Packaging

• Sto. Domingo, Josephine C.,Learning Windows XP and Internet the Easy Way Computers- The Easy Way

• Computer Fundamentals, Makat.i City: STI Technology Institute Inc.; Copyright 1997

• http:/ jwww.geeks.comjtechtips/2006jtechtips-24aug06.htm.

• Computer Fundamentals, Makati City: STI Technology Institute Inc.; Copyright 1997

• Sawyer, Stackey G./ Williams, Brian K., Using Information Technology, A Practical Introduction to Computers and Communications International Ed. MCGraw-Hill Higher Education;2000

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Personal Protective Equipm.ent

Personal Protective Equip:m«:mt

It refers to protective clothing, helmets, gogglt~s, or other gear designed to proiect the wearer's body or clothing from injury by electrical hazards, heat, chemicals, and infection, for job--related occupational safety and health purposes.

PPE can also be used to protect the working environmen1 from pesticide application, pollution or infection from the worker (for example in a microchip f~1ctory).

Students even teacher during their laborat01y period should require to use of personal protective equipment. Some of these are:

<~~ GoggAes -- A large spectacles, with shields around the rims, for protecting the eyes from dust, excessive light, wind, etc.

~ Rubber Sole - A special type of shoes used to prevent electr:,cal shock and for waterproofing and insulating purposes.

•• Apron - A garment worn over the front of the body as a protection for one's doth .

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• Dust Mask- A covering for the face to prevent the inhaling or absorbing dust and other chemicals

• Gloves - The covering material with a separate sheath for each finger used for hand protection.

Anti-Static and Safety Precautions

The little shock you experienced while you are walking across a carpeted floor or touched a door knob, table, counter or even another person is a result of static electricity. Static electricity is the discharge of electricity between two objects with different electrical potentiaJl. Humans can't feel a static shock until it is several thousand volts strong, but it takes less than 30 volts to fry a sensitive computer component, such as a stick of RAM or a processor.

That's why computer technicians and home computer builders have to guard their computers against the deadly ravages of static electricity, as well as take steps to avoid injury to yourself

Safety and Anti-Static Rules

• When possible, try to avoid working in carpeted areas. Carpeting greatly increases static buildup within your body.

• Always use an anti-static wrist strap when working on a computer (except when working on monitors

• Always disconnect a computer from the AC power and from any powered peripherals while you are working on it.

• Always grasp a metal part of the computer chassis with your bare hand before you touch anything inside. Do this even if you are wearing an anti·static wristband.

• Always handle electronic components by a non-conducting (non-metallic) edge. Don't touch the pins or other connectors.

• Never plug an ATX power supply into AC power unless it is connected either to a computer's motherboard or to a dummy test load.

• Always use a UL-approved surge protector or an Unintern1ptible Power Supply that incorporates surge and spike protection.

• Never eat, drink, or smoke while working on a computer.

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ACTIVITY SHEET 2.1

Directions:

The class will be divided into five groups. Each group has their own respective leader. The group will prepare a skit regarding personal protective equipment. After the activity they will be graded thru the given Performance Score Card below:

PERFORMANCE SCORECARD

-Scoring

Perfor mance Criteria 1-··

1 2 3 4 r-------------------

1. The students clearly identifi ed personal protective equipment. - f---f--

2. The students utilized actual . tools/ device in performing the skit.

-

3. The students applied safety precautions during the play.

--t--

4. The play gave students mor e critical thinking on the personal protective equipment.

------------------------------5. The students cooperatively 1 Jerformed the play.

Excellently Performed 5 4 3 2 1

Very Satisfactorily Performed Satisfactorily Performed Fairly Performed Poorly Performed

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INFOltMATION SHEET 2.2

Introduction to Computer Operating System

Operating System (Os) • is a software that manages computer resources and provides

programmers/users with an interface used to access those resources.

• is a layer of software which takes care of technical aspects of a computer's operation. It shields the user of the machine from the low-level details of the machine's operation and provides frequently needed facilities.

Below is a listing of common operating systems available today, and who developed them.

-Operating system Developer Operating system

Corel Linux Corel MS-DOS 5.x --t

Linux Linu1~ Iorvalds MS-DOS 6.x MAC OS 8 A.Jm}€:: Windows 2000 MAC OS 9 ~~ Windows 2003

I MAC OS 10 A_p_p}€:: Windows 95 MAC OSX A..ImJ.<:: Windows 98 Mandrake Linux Mandrake Windows CE

MS-DOS l.x Microspft .Windows ME

MS-DOS 2.x Microspft Windows NT

MS-DOS 3.x --t-·

Microspft Windows Vista

MS-DOS 4.x Microsoft L

1 Windows XP

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De"'eloper ~---------

Miq;:osoft

Microsoft --Microsoft Microsoft Mictosoft Microsoft Microsoft

r----------Microsoft

---Microsoft

,---, Microsoft

Microsoft -----------

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StELF-CHECK 2.2

L.O. No.2. Conduct validation and testing

Use a separate sheet of paper in answering.

1. Discuss the importance of Operating system . 2. Name some of the common operating systems used nowadays .

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Software Packages And Use Of Application Programs

Software is the component of a computer system which refers to the set of instructions written in a code-that computers can understand and execute. Another name for this set of instructions is program.

Three Types of Software

1 . System Software 2. Application Software 3. Programming Language

System Software. This software tells the CPU what to do, a more common term is Operating System (OS). The most popular OS in use for PC microcomputer is Microsoft's MS DOS. DOS for short is a collection of various programs that help control your PC. Other operating systems are Microsoft Windows (from the early Windows 95 and 98 to the curiient windows Vista, OS 2, MAC OS, Unix, Linux and Apple's OS 9.

Application Software. This is designed and written to perform specific personal, business, or scientific processing tasks, such as payroll, processing, human resource management, or inventory management. Common Application software are the following:

• Word Processor - This serves as an electronic typewriter and even more. With word processors, the user can easily produce quality documents like memos and reports. Popular word processors include MS Word and Word Perfect.

• Spreadsheets- These are programs that simulate a paper divided into rows and columns, where va1.ues can be placed. These are used for advanced numerical analysis and ¢alculations. Some of the more common spreadsheet programs are Lotus 1-2-3 and, Ms Excel and Open Calculate.

• Database Programs - These serve to collect a structured collection of data, which can later be man8lged and manipulated.

• Presentation Software - These are programs that allow users to create electronic presentation for reports and other functions.

• Desktop Publishing Software-- This allow the user to create page makeups and do simple typeset~ing to produce various materials, such as books pamphlets, reports, and booklets. Example of DTP software are MS Publisher, and PageMaker.

• Reference Software -· These are electronic versions of various references such as encyclopedia, almanacs, atlases, dictionaries, thesauri, and the like.

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• Graphics Programs- These allow the creation and manipulation of graphics, images, objects, and pictures. Some of the common graphics programs are CorelDraw, Photoshop, and Computer Aided Design (CAD)

• Educational Software- These include tutorials and electronic lessons that give students knowledge or training in a particular subject or skill, such as Math or Science or in gatdening or cooking.

• Compu.ter Games- These are programs that simulate real games or provide entertainment and adventure to users.

• Network Software·- These are programs that make it possible for computers in different areas to be connected, allowing their users to communicate with each other.

• Language Software - Tfuese provide programmers with the necessary tools to write programs and instructions to computer.

Programming Software. Progtammers use this software for making computer programs. Programming software is a tool to make software using different programming languages.

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SELF-CHECK 2 .3

A. TRUE OR FALSE. Write T if the statement is true and correct and F if it is not. Use a separate sheet of paper in answering.

___ 1. Word processors are used to create special movie effects. ___ 2. Systems software tells the CPU what to do. ___ 3. Software refers to the set od instructions that computer can understand and execute. ___ 4. Reference software includes tutorial and electronic lessons that give students knowledge or training in a particular subject or skill. ___ 5. Graphics Program allow the users to execute electronic presentations for reports and other functions.

B.Discuss briefly the three types of software.

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INF'ORMA'riON SHEET 2.4

Pc~riplu~ral Devices

A peripheral device is any component or piece of equipment that expands a computer's input, storage, and output capabilities. Peripheral devices serve speciiic purpose., enhance a computer's functions, or add new service or additional resources.

• Video Card - converts the processor's output information mto a video signal that can be sent through a cable to the monitor.

• Sound Card_.- enhances the computer's sound-generating capabilities bj' allowing sound to be output Philips Screw Drive:r-- Used to drive or fasten positive slotted screws through speakers

• Monitor -·- is the display device that takes the electrical s:ignals from the video card and forms an image using points of colored light on the screen.

MONITOR

SPL'\K!.RS

• Speaker -·plays sounds transmitted as electrical signals from the sound card.

• Printer- an. output device that produces text and graphics on paper.

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Module 4 :Installing of Computer Systems and Networks -- -·-··- -~-- --- -- - ~ ---------------- -- --

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• Kc~yboard -- an input device that converts .letters, numbers, and other characters into electrical signals readable by the processor

KLYBOARD

MOUSE

• Mouse - is used for inputting commands and to manipulate objects viewed on tbe computer display screen.

• Microphone - a device that converts sounds to electrical signals by means of a vibrating diaphragm.

• Scanner -- it is an input device that reads text or illustration printed on paper, translates the information into H form that a computer can use.

SCANNER DICITAL (' i\ lVI Fl? 11

• Digital Camera ·- use a light-sensitive processor chip to capture photographic images in digital form on a small diskette inserted in the camera or on flash memory chips.

• Graphic tablet- o~jects are drawn using a pen or a puck The puck is technically ct tablet cursor, not a mouse.

• Joy Stick ··· a hand--held control stick that allows a player to control the mm·ements of a cursor on a computer screen or a symbol in a video game .

From Cornput..;r Desktop Encyclopedra @ 19QQ l"hEoo C•.)•nput~r LAnguagQ Co II)~

External 11ub /~ .... ,

B , .,1.11~ G}YA

monitor

Di~tital cameHa

Sample Presen1ation I Illus1ration of Peripheral Devices

Other Peripheral Devices • Hard-disk drive - is a storage device that stores billions of characters of

data on a nonremovable disk.

MODEM HARD DRIVE MODEM

• Modem- an electronic device that connects computers via a telephone line, allowing the exchange of information.

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A. Identification. Label the following peripheral devices and give their functions. Use a separate sheet of paper in answering.

F=======~============~====r===========================

1.

2.

3.

----------------

4.

--- ------------

5.

~==========================-d====-=-================================

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Multimedia Systems

Multimedia is the combination of different types of communication media (sound, print, video, and so on)

Multimedia refers to cmnputer system that lets the user access and interact with computerized text high resolution still graphics, motion visuals, and sound. Three elements in particular distinguish multimedia: sound, motion, and the opportunity for interaction.

CD-ROM is the backbone of multimedia applications, a spinoff of audio CD technology, stands for compact disk-read-only memory. The name implies its application. CD ROM disks are created at a mastering facilities, just as audio CDs are created at a recording studio. The following is a sampling of available CD.

• The Grolier Electronic Encyclopedia • The Oxford English Dictionary • Microsoft. Bookshelf • Great Cities of the World • Sound Effects • The Animals • World Atlas • Dessert Storm and others

These days a desktop computer is usually a multimedia computer, with sound and graphics capability. A multimedia computer features such equipment as a fast processor, DVD device, sound card, graphics card and speakers, and you may also wish to have headphones and microphones. You may even wish to add scanner, sound recorder, and d~gital camera.

Multimedia presentations are becoming more and more prevalent. These types of presentations are being used not only in encyclopedia and other reference tools, but for selling a product or teaching a new concept.

Date

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I L.0.2 Install Equipment and/or Device System jP;Q--;-j Module 4 :Installing of Computer System;;;:;-~~r~--=c--~-~ - _

SELF-CHECK 2.5

1. What is multimedia? Give examples of communication media. 2. Discuss the importance of multimedia in maintaining, upgrading and

repairing our Personal Computers.

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Computer PC Hardware

HARDWARE Refers to the tangible (things you can touch) components of a computer system. Hardware components are further divided into three groups namely

• Input Devices • Output devices • System Unit

INPUT DEVICES. Performs the two most basic computing tasks: issuing commands and entering data. Common input devices are the following:

- Keyboard- is a standard input device of most computers

MOUSE

KEYBOARD

-Mouse- is a hand-clicked device used for pointing. The modern mouse uses a ball for movement and has two to three buttons. -Trackball- is like a stationary, upside down mouse. - Joystick- is an input device which is commonly used for computer games

JOYSTICK

GHT PEN

- Light pen- a device used to draw, write, or issue commands when it touches a specially designed screen.

OUTPUT DEVICES. After processing the data fed into computer with the use of input devices, the infonnation must now be outputted in a form understood by human beings. Output devices are classified according to the output they can produce. An output which you can hold in your hand is called hard copy. Output types such as audio and video are referred to as soft copy. The following are output devices used.

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-Printer-: an output device that produces text and graphics on paper

NON-IMPACT PRINTER IMPACT PRINTER

- Video Monitors - Th¢ monitor, or display is used to provide soft copy output. Video monitors are either monochrome or colored

VIDEO MONITOR

SPEAKERS

• Speakers- play sounds transmitted as electrical signals from the sound card.

• Modem - a device that sends and receives data over telephone lines to and from computers.

Modem

THE SYSTEM UNIT. The system unit is the part of the computer which is responsible for accepting and processing the data brought in by the input devices. It also responsible for passing the resulting information to the users via the output devices.

• The Main Circuit Boa11d - Also called the "system board," is the main printed circuit board in an electronic device, which contains sockets that accept additional boards. In a personal computer, the motherboard contains the bus, CPU and coprocessor sockets, memory sockets, keyboard controller and supporting chips.

MAIN CIRCUIT BOARD

rl _o_at_e _____________ ~L_.o_.2 __ 1_ns_t_ai_I~E_qu_i~pm __ e_nt_a_n_d_lo_r_D_e_vi_c_e_S~y_st_e_m _________ ~~ Pag_e_-l j Version No. Module 4 :Installing of Computer Systems and Networks - 34 - J

----·----

Port --- is a connection from the main circuit board to a penpheral device such as a keyboard, a printer or a video monitor. The port i.s also called an interface. Ports are arranged at the rear of the main circuit board. Expansion Slot --· is a receptacle inside a computer or other electronic system that accep1 s printed circuit boards.

,---=~--------

• The Bus. is responsible for transporting electronic signals from place to place or specific predefined routes.

lt The CPU ··· The CPU is the computer's processor, controller and storage device

It Case and Power SupP'lY -- is also known as the system unit, the case or system cabinet is the box that houses the processor chip (CPU), the memory chips, <md the motherboard with power supply, as drive, and CD-ROM m DVD drive. It include a power supply unit ar1d a fan to keep the circuitry free from overheating.

-----·------·-·------------

MAJ'\1 CIRCUli noARn

~· Clock -· it synchronizes the operation of all parts of the PC. and provides the basic t1ming signal for the CPU.

~· Memt:>ry - The memory in a computer system is of two fu nd.amental types: The main memory and the secondary memory.

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Module 4 :ln:;talling of Computer Systems and Networks

MAll\! CIRCUli BOARD

F'a~1e

.. 3.5

• RAM-(Random Access 1\lemory) is a group of memory chips, typically of the dynamic RAM (DRAM) type, which function as the computer's primary workspace. The "random" in RAM means that the contents of each byte of storage in the chip can be directly accessed without regard to the bytes before or after it.

• BIOS - The BIOS (Basic Input / Output System) 1s a ROM chip that provide.

• CMOS- stores the configuration of the PC (example the password, disk type, amount of memory inst!alled, current time and data). CMOS stands for Complimentary Metal-Oxide Semiconductor.

• Secondary Memory - Secondary memory is where programs and data are kept for a long term basis. Common secondary storage devices are the floppy disk and hard disk, Compact disk or CD.

• FLOPPY DISK- (or diskette) is as flimsy as a sheet of paper but is protected by a sturdy, square jacket that encases it. It has a low capacity, and is very, very slow compared to other storage devices.

PROCESSOR CHIP FLOPPY DRIVE

• HARD-DISK DRIVE - A hard-disk drive is a storage device that store billons of characters of data on a nonremoveable disk platter.

HARD- DISK DRIVE CD-ROM/DVD Drive

• CD-ROM/DVD DRIVE - A CD (computer disk) drive, or its more recent variant, a DVD (digital video disk, is a storage device that use laser technology to read data from optical disks.

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• VIDEO CARD- is a board that is plugged into a period computer to give it display capabilities. It connects the processor's output information into a video signal that can be $ent through a cable to the monitor.

VIDEO CARD SOUND CARD

• SOUND CARD - enhances the computers sound generating capabilities by allowing sound to be output through speakers.

• MODEM - A modem is a device that sends and receives data over telephone lines to and from computers.

MODEM

IDE CABLE I FLOPPY CABLES

• POWER CABLES - it supplies power from the power supply to the drive. The power cables are re¢1, yellow and black. The yellow wire furnishes 12 volts of power, the red Wire furnishes 5 volts of power, the two black wire are ground wire for each.

• IDE AND FLOPPY DISK RIBBON CABLE- IDE stands for Integrate Device Electronics. It shows how to connect an IDE cable to two devices namely the top device (master) and the bottom device (slave).

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SELF-CHECK 2.6

A. MULTIPLE CHOICE. Wnte the letter of the correct answer. Use a separate sheet of paper in answering.

1. What do you call a device converts computer output into display images? a. Floppy disk c. Printer b. Monitor d. Processor

2. Which of the following is a secondary storage device? a. Floppy Disk Drive c. Printer b. Memory Chip d. Processor

3. If you want to enhance your computer's capabilities, which would you 'install? a. Monitor c. Speaker b. Sound Card d. Video Card

4. What part of the main circuit board would you connect a peripheral device such as keyboard, printer or video monitor?

a. The Bus c. Expansion Slot b. Port d. Cable

5. You want a hard copy of your input, which would provide you this? a. Monitor c. Speaker b. Printer d. Video Camera

B. TRUE OR FALSE. wrong.

Write True if the statement is correct and False if it is

1. The main memory is a software component. 2. Processing is the manipulation by which a computer transforms data into

information. 3. The operating system is the part of the system software. 4. Input devices include the keyboard and the mouse. 5. Main memory is where programs and data are kept on along term basis.

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LOCAL AREA NETWORKS (LANs) SYSTEMS AND CONFIGURATIONS

A network is a group ofinterconnected computers, linked for the purpose of sharing files, programs and peripherals. Through your computers or office network, you can run programs, use printers, and edit files from other computers as if they were located on your own.

A server is the computer on the network that manages the network resources, such as the shared files, programs and printers.

Local-area network (LAN) is a computer network covering a small geographic area, like a home, office, or grou.p of buildings e.g. a school.

The majority of networkipg, particularly at the corporate level, is done using the internet standard. At the center of the basic diagram of a wired network is either a hub or a switcher and computers are connected to the hub, much like spokes of a wheel or star. Each connection at the hub is called a port.

Three Basic Network Categories

• Local Area Network- the smallest of the three network types, consists of PCs connected together within a limited area, such as within the same building, floor or department .

.----------------------------------------~

LOCAL AREA NETWORK

• Metropolitan Area Network- is a network that spans no more than 50 miles. It is design to connect LANs spanning a town or city

'"'\ ~~

·~ [.fl.~ ..

METROPOLITAN AREA NETWORK

WIDE AREA NETWORK

• Wide Area Network - is used to distribute information thousand of miles among thousands of users.

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Module 4 :lnst!alling of Computer Systems and Networks

Network Terms:

• Network Server- is a powerful computer whose sole purpose is to serve network clients.

NETWORK SERVER

• Host- any computer whether mainframe, server, or even PC that acts as an information source on a network.

• Peers~ mean any computer sharing the same protocol layer with another computer.

• Workstation- is any network computer that connects to and request resources from a network

• Protocol - refers to the specific standards governing the sending and receiving of data.

Types of Networks

• server I client -use a network operating system to manage the entire work.

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Module 4 :Installing of Computer Systems and Networks

• peer:-to-peer - no cem:ralized computer oversees the networks, no server, and computers simply connect with each other in a network group to share files, printers, and internet access.

The Basic Rule

The basic rule for network design is known as the 5-4-3 rule. It states that in a 10 Mbps. Ethernet network:

• you can have a maximum of five cable segments between any two computers

• you can have a maximum of four repeaters (hubs, switches, wireless access points, etc.) between any two computers

• of the five cable segments (maximum) between any computers, only three of these can terminate in computers.

ACTIVITY SHEET 2. 7

A. Tools and Materials:

A4 bond paper

Pencil and eraser

B. Procedures

1. Draw an example of a network I networking.

2. Use only common shapes (ex. line, square, circle or rectangle) to represent the actual figures. I objects.

3. Indicate the name of network drawn.

t_, __________________ r . ~

Date -t L.0.2 Install Equipment and/or Device System

_y'ersion N~-----~odule 4 :Installing of Computer Systems and Networks

____ E __ _ Page

- ----- 41 -

-·----- -----


Computer Symptoms and Diagnosis

No matter how well built your PC is, and how well written its software, something is eventually going to go v.rrong.

Many times, computers will get slow for seemingly no reason at all. Devices often malfunction and system problems can arise out of nowhere. For people who rely on their computer for business or personal use, these computer errors can be frustrating and problematic.

One of the most important aspects of using a PC is taking care of it. Maintenance involves keeping your hard disk in optimum working condition, checking for errors, and backing up important files. Maintenance tasks also include adding new hardware to your system and updating the files that control your hardware (called drivers).

Common Error Messages

As you work on your computer, there are error messages that come up. The machine at times tries to tell you where the problem is. These messages are like detective clues for the Help Desk.

Common Problems

l. My monitor is blacked out

2. I don't have any sound.

3. My machine is stuck and wont do anything

Checking of Peripherals

Keyboards

• If our machine, when booting, gives off a constant beeping noise, it is telling that your computer keyboard is not connected or not working.

0 If there is no response, check the indicator light on the keyboard.

G ls there a key stuck? Gently pry off the cover and clean it with alcohol.

..

•

Make sure it is not connected to your machine when you are cleaning it.

Mouse

If your mouse starts acting erratic, it could be an insufficient memory problem.

If your mouse will only move one way, either vertically or horizontally, your mouse may need cleaning. Shut down your machine and unplug your mouse from the computer.

Optical mouse need cleaning of its bottom every now and then too .

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Printer

• Verify that the printer is working correctly by running a test print.

"' Unplug the printer cable from the back of the PC and try to print the printer

e Reattach the printer and run another test print,

• Turn off the printer aiJd try to print to it.

• What error messages appear? Turn the printer back on and run a test print

<~> Turn off the printer and remove the ink or toner cartridge. Turn the printer back on. Do any error messages appear? Try printing to the printer. Do any error messages show up them?

• Reinstall the ink or toner cartridge and run a test print. Remove all of the paper from your printer and then try to print it. What error messages appear now?

A Dead PC

•

..

..

•

F1rst check the cable

Check the wall outlet

Turn the system off and wait for a few seconds and then try again.

Reach behind the machine and see if you feel air blowing out of the power supply.

Look at the keyboard for the indicator lights being lit up as the machine boots.

Sometimes the monitm has something to do with the system acting up. Unplug the power cord :from the monitor and the wall and re plug it.

Listen to identity a beeping series if there is one.

OPERATION SHEET 2.8

Computer Symptoms and Diagnosis

Equipment, Tools, and Matedals: Window system, any type of printer

Given the follovving tools, materials and equipment, perform computer symptoms and diagnosis.

You will be assessed using the criteria in the score card below.

PERFORMANCE SCORE CARD

Scoring Performance Criteria 1-----;--..-------r-, ----

l 2 3 4 ------ ----------------------------------------- --------------------------- 1------+-----+----1·--

1. The printer is printing successfully I ---------------------------------------------------12. The printer and power cable attached properly

-- ------1----- r---- --

--- ----------------------------------------------------- ~---- -- r--- f------

1

__ 3. --~afet~~~~cau tio~~-~~ carefu~y o~serv~~~-------------------4. The ink or toner is properly reinstalled.

L~ --= --~~-~ -- --~--------- ------~---~--------- -~----_----- ----------- --- ---

5 Excellently Performed 4 Very Satisfactorily Performed 3 Satisfactorily Performed 2 Fairly Performed 1 Poorly Performed

Date L.0.2 Install Equipment and/or Device System Page ~-------------------,------- ---------------------------------r~---

~~S;QONO_----= +Module 4 J~st•l<;ng oicompute;sy.;;.;;; and Netw.;,,,------~ _--~4_-~~=

ANSWJ~R KEY 2.2

1. Ope·rating System configures and manages hardware and it helps to connect hardware and applications.

2. Common operating systems are MAC OS, Windows, MS- DOS and Linux.

ANSWER KEY 2.3

A. True or False 1. False 2. True 3. True 4. False 5. False

B. System Software ·- tells the Central processing unit what to do.

Application Software - This is designed and written to perform specific personal, business, or scientific processing tasks, such as payroll processing, human resource m.a:nagement, or inventory management.

Programming Software - to make software using different programming languages.

ANSWER KEY 2.4

1. Modem - allows a given computer to share data or otherwise a device which let computers exchange information 2. Mous.e- It is used for pointmg and also to easily access other commands 3. Keyboard-- It is primarily used in entering and editing data 4 .. Speaker- It play sounds transmitted as electrical signals from the sound card. 5. Monitor- It displays activity inside the computer

.ANSWER KEY 2.5 1. A multimedia is a combination of multiple communication media such as text, graphics, video, animation, sounds and others.

2. Since CD-ROM is the backbone of multimedia applications we now have different softwar·e applications that help the computer technician or even the user to maintain, upgrade, install and repair our computers.

Also to be considered the different websites from the internet thathelp us in solving and fixing related problems.

Datl:'} L.02 Install Equipment and/or Device System Page R--------------·-··-----~------------·------------------------

,~-~~-~_; ~-= ~ '-""sta!Hng o~ Comput~ and Networl<s ± -45- =

ANSWER KEY 2.6

a) Multiple Choice.

1. a

2. c

3. d

4. b

5. {;

b) True or False

1. False

2. True

3. True

4. True

5. False

~~---- - -----------~ ~-~---~-------------------·--·-

~ate L.0.2 Install Equipment and/or Device System

i Versi~n No_. --~---- Mo~~_!.:_~~~st~lling of Computer Systems and Networks B;ge-46-

- ---

Program/ Course: Computer Hardware Servicing Install Computer Systems and Networks Unit of Competency:

Module: Conducting Validation and Testing

Learning Outcome No. 3 Conduct validation and testing

Assessment Cdte:ria:

1. OH&S policies are strictly followed resulting to no lost time injury. 2. Specified testing procedures for circuit and system are carried out. 3. Installed devices/ systems are protected against loss/ damage in

accordance with established standard 4. Approval is obtained before any validation or testing is employed. 5. Installation proceedings, devices/ systems test conforms with

specified requirements. 6. Every device system noticed to cause malfunction of the system is

removed, tested and returned to pretest condition in accordance with the established procedures.

7. Final inspection, testing and validation are undertaken to ensure quality performance of the system.

8. Documentation of the performed job is submitted to a laboratory teacher following the format given.

Rc:~sources:

Tools, Materials and Equipment and Facilities • ICT Laboratory • Computer Table and Chairs • Computers •1• Printers " Installation CDs ~~~ And other Computer Accessories

Fte :fe:ren.ces:

•

Sawyer, Stackey G./ Williams, Brian K., Using Information Technology, A Practical Introduction to Computers and Communications International Ed. MC Graw-Hill Higher Education;2000 Meyers Mil,e, Introduction to PC Hardware and Troubleshooting, Philippines: McGraw-Hill Education (Asia): 2006 I'v'larcelo, Antoinette R., Understanding PC Hardware, Philippines: Jemma Inc., 2007 http://w\VW. pcgu ide .com/byop/byop -·· PoweringU ptheSystem forthe FirstT ime. htm

http: I jwww. tekxam.com/ StudyGuide j concepts/Troubleshooting/ troublesh ooting.html

h ttrr,_fuww. pcguid~.coJnfts I toolsSoftware-c.html

http:/ jwww.pcguide.corn/tsjtoolsSoftware-c.htrnl

INFORMATION SHEET 3. JL

T:ESTING PROCgDURES

" Decidhhf( When to Tt~st the System Identify computer symptoms rmd dcfccl s

a !Pl!·eparing to Test the System . It's recommended th.at you should not plug y~mr con1puter and monitor directl.Y to a wall ou.tlet. Rather, you should purchase a UPS (unintcrruptible power supply). The UPS serves as H surge protector to prevent your system from being damaged if a power spike is delivered to it and when power will fail unexpectedly. The UPS gives .'{OU time to save _yJtn· work and properly shut dmNn your system. If a system is turned olf and back on rapicUy, it's probably not good 'or the system. A very shOJ t pov. -·· drop could mimic this effect and could he hard on both the computer and the Jr.__...., itor. AU PS prevents this.

Plugging li.n the power co:rd to the b~u: k of the case

~~'w,~nrilng Up the System for the Fi:rst Time . Examining !he back of the f '"/ t t1 i:!·" \Ve see th t th · · t. · t.. • • 0 d 1 Z f" ·. · · - a ere 1s a sw1tc11 wttLt two pos1bons, an . '""ero o ten r.ne.aus oh, '-1nd one often means on in the c01nputer world. We hJrn the "W1tch hnn 0 t 1 . ·

/ ' · <1 and push the power button agam

AdJa:lstin•g BIO!t::' S tt• " . usn :tll' ' ,;::~ e Ings • Tn enter BIOS setup, a key, such as delete, 1:;

:· · '· :' I1_ressed when the system first starts up. Consult vour main bo;cml 1Lanual 11 You " t 1_ 1 _ ··---·-·----. v.an- o earn more about BIOS setup.

Replac~ng ~he Side of the ca~e and Bezel . Now thHt your system is tested and wr· v<· v1sua· · 1 ·h CPlJ ..- · · - -

. . · 1l.f <>een t 1at 1 e 1a.t' 1s sp1nning properly, we can shut

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Replacing the side of the case

This case side must be pushed toward the back of the case to engage lugs on the case. Before closing the case, be sure no wires or cables are

near the edges where they might get pinched.

Screwing in the side of the case

Some cheaper cases have poorly tapped threads for the screws, so use only minimal force t<? tighten the cover screws,

~---·--· ---·-·-------··-··r-·--------- ·--·---·-----~ 1 ~~Date . l LO. Conduct Validation and Testing Page I

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·-- ---------~-------~- -·~--·----------------·- _____ ,

Closing the bezel

Here the lip of the bezel hits the CD-RW drive and we need to gently lift up the CD dri·ve to dose the bezel. Don't just slam the bezel to close it. Close it gently to be

sure nothing interferes with it closing.

Jt also saves wear and tear if you depress the front cover latch as you close it.. Tilt the front of the case upward to get a good grip on the latch.

Back of the side panel

If you have difGculty replacing the side of your case, examine it carefully to see how the lugs engage the rest of the case.

,----------------------1¥--------------- --~-----1 , Date L.O. Conduct Validation and Testing --i Page

lversio~N~------ --- Module 4 :Installing of Computer Systems and Networks 1 - SO - J

-----------------·- --------- __________ _j___ ______ _

SELF -CHECK 3 .1

SEQUENCIN«~. Arrange the following Testing Procedures in their proper order by

writing A for the first, B for the second, and so on down to the last.

_____ 1. Prepare to test the system.

_____ 2. Powering Up the System for the First Time

-·--·-- __ 3. Deciding When to Test the System

_______ 4. Replacing the Side of the Case and Bezel

_______ 5. Adjusting BIOS Settings

Date . L.O. Conduct Validation and Testing Page ~------------------·-r·----- ---- --·

v~~sion·N;;--- -~odule 4 olnstamng of Compute' Systems and Netwo<ks ~ 51 -----·-··---~·--- --·---·------- --M--------~-----•1


Cable Troubleshooting

Cable ~rroubleshooti:ng

Knowing simple troubleshooting techniques may help you correct some situations and continue working. The main factors to keep in mind when troubleshooting are: do not panic, t::lke a common sense approach, and work from general to specific when addressing the problem.

A series of troubleshooting tips c:u·e listed below.

Hardware

Make sure that the power cable is plugged in.

Some co1mputer systems have several power cables, often one for each component. Ch:eck each one and make sure that the plug is completely plugged in.

Be sure that all cables are connected.

Computer systems usually have several cables associated with them that are used to connect the peripherals to the main system. Check both ends of the cables and make sure they are plugged in securely and plugged into the correct location.

See to it that all components are switched on.

Most systems have components and peripherals attached to them and quite often each one has its own power s'Witch. All components must be switched on if communication is to be established between them.

'l'he keyboaxd and mouse cables are snugly connected to their ports.

The keyboard and mouse are moved every time the computer is used they can work themselves loose over time. Check their connections.

Watch out for power outages or electrical storms.

Power outages and lightening strikes can damage your system. If lightning has damaged your system, you very likely have a serious problem with some component in ~he system. This is a good time to ask for assistance from someone who deals with. these types of problems on a regular basis. A UPS (uninterruptible power supply) should prevent any damage from power outages and will also provide some protection from lightning. But remember, nothing stops a direct lightning hit.

_Ea~:_---------------~~~onduct Validation and Te~ting Page 1-------------·--------r---------------------~----

L~~_:_i~!~_f':!_~ ________ j_ Mo~~:_~_:~nstaUing of C~mputer Systems and Networks _:-_~~--__ _

Tht: best protection is to completely unplug the system from electrical outlets and unplug the modem connection.

Check if the network is operating and that the phone line is valid.

If your computer is not communicating, check the phone line or network cable £or a good connection. If you have a dialup connection, pick up the phone and listen for a dial tone. If you are connected to a network, contact your network administrator.

Shutd'I:)Wn. the !System dowrA and restart.

One of the great (and often frustrating) properties about computers is that in many cases just turning the system off, waiting a minute and then turning it back on wiU correct the problem.

AsJJ~ for assistance.

Your computer system is a significant investment and an important tool. Do not let your pride keep you from asking for help when you need it. If you are not sure ask!

OPERATION SHEET 3.2

Cable Testing I Troubleshooting

Equipment, Tools, and Materials: Computer Unit, Automatic Voltage Regulator (A VR~, Power Cable

Given the following tools, materi<=tls and equipment, perform cable testing and troubleshooting

You will be assessed using the criteria in the score card below.

PERFORMANCE SCORECARD

--

·a [ -------~-Perf:m:nce C~ten Scoring

1 2 3 4

I~~ 1. The power cable plugged in properly. 1-------------------------------------1

e is done properly. ---- --1---

jj 2~ !he_ C<~~1nectio~~~ AV~~~--th~!~:er so~~~-G. Safety precautions are caref111ly observed.

-

ked.

~ ---- r--- --

·sfully done.

4. The fuse and the switch are carefully chec

5. Replacement of defective devices is succes ,L.

5 4 3 2 1

Excellently Performed Very Satisfactorily Performed Satisfactorily Performed Fairly Performed Poorly Performed

=c----Page -54------

L

5


Diagnostic Software

Diagnostic Software

The purpose of diagnostic software is simple: to test drives and diagnose potential probl¢ms. These programs usually come with retail drives on a floppy disk, or can be do~1loaded from the manufacturer's web site. In some cases a single program will f'Unction for any of the manufacturer's drives, but in other cases a difTerent progni:rn is needed depending on the drive model.

If you suspect a problem with your hard disk, you should always run a diagnostic program to check the status of the drive.

The following are the common diagnostic software .

"' Powe:r··On. Self Test (POST): It is built into system BIOS and it runs every time you start up your PC automatically. It is often the best indicator of system problems.

• MEM.E~E: This simple utility, built into recent versions of DOS and also Window$ 95, provides with details about memory configuration, as well as what is currently using memory.

• Microso~t Diagnostics: Better known as "MSD.EXE", this is a small DOS utility that takes a brief inventory of the contents of a PC and shows them a text-based format. This is very useful for seeing what disks are in the system, how much memory is installed, and also for checking system resource usage such as LPT ports and IRQs. It will show what type of BIOS are using and also what UART chip have in the serial ports.

<~~ The Willdows 95 Device Manager: This is the most useful tool for identifying system configuration and resource usage information under Windows 95.

• Norton System Information: This utility is similar to the Microsoft Diagnostics, SI shows a great deal of information about what is in the PC. This program is part of Symantec's Norton Utilities.

• Microsoft ScanDisk and Norton Disk Doctor: These progrruns are used to check for hard disk problems. This includes file system corruption and hard disk_r_ad error~. They should be used when hard disk problems are suspected.

• Norton l>iagnostics: It includes tests of the processor and motherboard and system memory, and will identi(y some types of resource conflicts.

Idlentific;a.tiion.

SELF-CHECK 3.3

Identify the correct Diagnostic tool or software stated below. Use a separate sheet of paper in answering

1. This program includes file system corruption and hard disk read errors.

2. This is the most useful tool for identifying system configuration and resource usage information.

3. A Diagnostic Software often the best indicator of system problems

4. It includes tests of the processor and motherboard and system memory, and wilt identify some types of resource conflicts.

5. Known as "MSD.EXE" a small DOS utility that takes a brief inventory of the contents of a PC


Device D:rive:rs

Device Drivers

Now that you have an gperating system installed, you '11 need to install drivers for your devices such as Video Cards, Network Interface Cards, Sound Cards, etc. In many cases, if Windows :recognizes the device, drivers will be installed automatically. In some cases, generic drivers are installed and they will work tine.

D·dvers are small software ~runs that help the operating system use or "drive" the device. Whenever a device doesn't work properly, ask if the proper driver has been installed.

P~ve:r ~nst@!la~il.on ~mple: ~onito_r Driver

installing the proper monitor information tiles is one of the small things that purchasing a fully assembled PC

In the Control Panel, select.System to open the System Properties dialog box Then select "Device Manager" to get a list of hardware in the PC. Finally, click "Monitor," and you 11 see that a generic monitor is listed.

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Remote Advanced

The Device Manager li:~ls ail the hardwa1a devtces installed on .YOl..lr c•:::wnputEt'r. Use th¢1' P evice M anas;;~er to change the properties ot .any devJCif:!~:.

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H.~rdvvare pr.ofiles-: provode a v ... ay for you to set up and :store d1fferent hardi.Ne!fe confngu,~tions

System Prf;perties

----- ---------,--------------------------------- -------

rsion~~le 4 ''n~"_of C~Systems and Networks r 57~" ~te ____________________ l.O. Conduct Validation and Testing Page

Once the sound card is installed, start the system and let the windows Plug and Play install the sound card's drivers. After your driver is installed, make a quick trip to Device Manager to make sure that the driver was installed correctly. The Printer Install Wizard is perfectly installed

Proceed similarly to install drivers for your other devices, such as a sound card if you have one. Whenever a device doesn't seem to be working properly, ask if you've installed the proper device driver or if it's been done automatically. Looking for the device under Device Manager in Windows is a good way to see if the device driver is installed. As you can see in the figure below a question mark by Ethernet Controller in Device Manager shows that network drivers aren't yet installed.

-~ "';]_;:_!~~.! -~ ~~----~--~- -·----~-'----: + DVD/CD·ROM drives A

+ .:.j f'lol)py disk controllers

+ JJI, f'loppy disk dnves + ·._::}IDE t1TA/ATAPI controllers + · _., t:eyboard~ + • 1 l"lice and other pointing devices + ,~..., l"lodems + /ii r·~onltors

- r.y.. Oth!:lr devices

)4~·\iM!Miaa • ~ Multimedia Audio Controller

+ j Pores (CO~l & LPT) + _. Protessors

- ~· :;ound, video and game controllers {~l Audio Codecs

(~ Legacy Audio Drivers

·~~ legacy Video Capture Devices !{.~. Media Control Dev1ces

~~ Video Codecs + J Syst.:Jm devices + "'It Un1~·ersal Senal Bus controllers

Unrecognized device

v

If your main board has built-in sound or networking, a CD that contains drivers probably came with the main board. Place the CD into the CD drive and let Windows XP search for the appropriate driver.

Other common drivers are LAN (Local Area Networking) driver, CD media driver, expansion cards, keyboards, printers, USB devices and others.

r----·---------·--_----T~r-··-------------·-·---------------c----~

i Date ~·Conduct Validation and Testing Page I

Cv~~~~~-N~-------- - i Module 4~~~11ing of Computer S~stems and Networks ---- - 58 - J

1

------· --------------·-----------·----- -------

OPERATION SHEET 3.4

Device Drivers

Mate.Tial: ln stallation CD

Given an installation CD, perform installation of a device driver.

Student's output will be graded thru Performance Score Card below.


~·==~~=·==~ -·-,1

'i Scoring Performance Cdte .ria 4G 1 2 3 5 _______ ,. ________

1

1. The system is correctly started. "-·-~--- --------- --- -· ----------·-------------·-----· - -------------------- j--- ----t------

·ed. 2. The Installation CD is properly insert

----------------- -- --t-----

i 3. Handling and safekeeping of installa1

t--------------------------------·------

ion CD is observed.

-----·--------- t---- ---1---

1

4. The instructions how to install device followed.

> drivers are accurately

I ~------ ------------------·--------- ·-- --

1

15. The device drivers are successfully in - ~ _,~~ -~=t~=.=;'-~- - -=-==...:::."""=

.stalled ~ ==---..::..----~-

Excellently Performed 5 4 3 2 1

Very Satisfactorily Performed Satisfactorily Performed Fairly Performed Poorly Performed


InstaU.a.Uon. Of Peripherals, Network Devices And Other 1/0 Devices

Installation Of Peripherals l

lQr. J Note: If your computer doesn't have an operating system installed . .L~~" :tvet, you will want to stop after you install your mouse and keyboard,

install your operating system, and then resume the installation of your peripherals

In.staU.ing the Keyboard

1. Read and follow the manufacturer's instructions

2. Determine if the keyboard uses a P~/2 or USB connector. The PS/2 connector for keyboards is round and typically colored purple, while the USB is flat and rectangular in shape .

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PSIS CONNECTOR

Typo A (ho•t or hub)

f~•" C:I<'Pijl<.ttrOnk!t•p fno~t:lop<"<b ~tmn..Ca'"""c«r~C.·Ino

Type B (peripheral)

USB CONNECTOR

3. Installing the keyboard by plugging it into the chosen port.

~: -~··· '·' Note: Do not install your keyboard while your Computer is powered on and do not unplug your keyboard while your computer is running.

Installing tbe Mouse

Installing a mouse is very similar to installing a keyboard. You will still find mice with eith¢r USB or PS/2 connectivity, although most of the newer mice will use a USB connection, especially if you are using a mouse for gaming. Just like the keyboard, you can also use an adapter to chru."lge a USB connection to PS/2. If you are going to have a lot of USB peripherals, you may want to consider using adapters for your mouse and keyboard or perhaps using a USB bub for some of your p,eripherals. To complete the installation, simply plug the mouse into the proper port.

Date I LO. Conduct Validation and Testing Page ~----·-------------r ····-------·--------·--·--·----~-]

l~~~rSion N;. -~=~ ~-od~~-4 ~~~~~iing of~om.?._uter Systems and Networks -60- _

Installii.ng the Mon.ito:r

Installing a m_Qllit<.:-rr (also known as a "display") requires

l. Provide a free power outlet for A/C power.

:2. Identifying the connection type you will use to connect the monitor to your graphics card

3. For the best picture quality possible, use the digital DVI port on your graphics card and di$play if they are available. Most graphics cards now support multiple monitors and they typically include the adapters required to change a DVI connection to VGA for older displays.

4. Once you have the display plugged in, simply connect it to the appropriate connector on your video card and you are ready to go. D1ivers are not typically required for displays. but once again consult the :manufacturer's instructions for details.

Installing the Speakers

l. Determine the type of speakers you are using. Perform a simple set of 2. 0 or 2. 1 speakers.

2. Connect the audio cable to the "line-out" jack of your computer's sound card, and connect the other end(s) to the speaker unless they are already "hard·-wired"

3. Plug in the power cord ..

'~. If you are using a full 5.1 or 7.1 surround sound system, the connections get a bit more complicated.

5. Read the .instructions that came with the speakers and sound card for full details on this step. You can also find USB-powered speakers that have their own sound card built in and need only be connected to power.

Installing a Webcam

Most >.vebcams are USB-powered and simply require that you plug them in and install their drivers. However, some cams require that the drivers be installed first, so be sure to read the instructions that came with your webcam to avoid any problems. If you bought a FireWire (a form of connection that is often faster than USB connections) webcam, ensure that your computer has a FireWire port because they are not yet all that common.

InstaUling the Pdnte:r

1. Make sure that you have an appropriate printer cable and, if necessary, a separate power cable.

2. Turn off your PC and install the USB or parallel cable between the printer and the PC.

3. lnsert the ink cartridge or toner cartridge.

4. Plug in the printer and turn it on.

5. Reboot you PC.

6. Wait for Windows to see the new printer hardware and start the Printer Install Wizard.

7. If you have an Installation CD, cancel the Printer Install Wizard and allow it to auto play. Follow the instn1ctions to install the printer driver.

8. After the printer has been installed, run a test print to verify that the printer is working properly.

Installing a Scanner

lnstalling a scanl}_er is almost identical to installing your printer. Again, you will simply need to install the drivers and then plug the USB cable in

OPERATION SIIEET 3.5

Installation of Peripherals, Network Devices and other I/0 Devices

Equipment, Tools, and Materials: Window system without an installed printer, any type of printer with cables, documentation, and an installation CD

Given the following tools, materials and equipment, perform installation of a printer.

Student's output will be graded thru Performance Score Card below.


s coring Performance~ Criteria --r-----

3 4 5 --

--- ·-·-

------

f----!-----------

t-1-------

-- ----

--~--~~~-~~--B_-~:-~ar---~al---~~~-~-a_b-. -~~-----i~ --~-~~~~-~~~~r._ts_t_al_l_e_d_. ___ ~+ 2

2 ~~e mk o~one~art=~is _:rrectly ~nserted. __ t··-rl l3 ~he p~~to~ is pro~ly ~lugg~~-~tum~_":___----t--

1

_

~ 4. The Personal Computer (PC)' is rebooted.

5. The Printer Install Wizard is perfectly installed

I

I I

----1----~-] I i

I

5 4 3 2 1

Excellently Performed Very Satisfactorily Performed Satisfactorily Performed Fairly Performed Poorly Performed

ANSWER KEY 3.1

1. B 2. c 3. A 4. E 5. D

ANSWER KEY # 4.3.3

1. Microsoft ScanDisk and Norton Disk Doctor 2. The Windows 9S Device Manager 3. Power-On Self Test (POST 4. Norton Diagnostic 5. Microsoft Diagnostic

r D~te ·--·----- . I L.O. Cond~ct Validation and Testing ------~age -1 --------r-·-·------------·-·----- .

~rsion No. I Module 4 :Installing of Computer Systems and Networks - 64 - I __________ .____1_ ______ ·-------·------------·--------- ·----

ACKNOWLEDGEMENT

Copyright Department of l!~ducation 2008 First Published ,JUN~~ 2008

This module was based on the at the Competency-Based Curriculum·-· Contextual Learning Matrix (CBC-CLM ) and finalized on the Instructional Modules Finalization Development Workshop conducted at the Development Academy of the Philippines ,Tagaytay City, Cavite on May 6-10,2008.


Technology Teachers: c. Mr. Jemuel Jay E. Ybane.z

Don Alejandro Races Sr. Science Technology " Mr. Joselito H. Zapanta

General Mariano Alvarez Technical High School • Mrs. Mirasol F. Da$ig

San Pedro Relocation Center National High School e Ms. Evelyn U. Escario

Don Alejandro Roces Sr. Science Technology e Ms. Che:dyn F. de Luna


Contextual Teacher: Ell Mrs;. Ma. Josefina Bu.eno-Luna


Encoder:


• Mrs. Marites L. Telewi.k • Mrs. Milagros P. Aguihap

DepEd "' Mr. Nelson L. Cle:rigo


Cblm II Computer Hardware

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Transcript of Cblm II Computer Hardware