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This document provides a teacher's guide for a Grade 10 module on personal entrepreneurial competencies and computer hardware servicing. The module aims to help students understand the importance of assessing their personal entrepreneurial competencies and creating a plan to strengthen areas for improvement. The summary includes an introduction to the module objectives, presenting content to students, and providing feedback. Content is presented through discussion, activities, and tasks to help students identify their competencies, interview entrepreneurs, and create a personal plan of action. The goal is for students to understand competencies needed for success in business and careers related to computer hardware servicing.

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1 K to12 BASIC EDUCATION CURRICULUM Information and Communications Technology COMPUTER HARDWARE SERVICING Grade 10 GRADE 10 – MODULE 1 Personal Entrepreneurial Competencies (PECs) Teachers Guide Quarter I 4 hrs. Grade Level Standard This is a specialization course which leads to Computer Hardware Servicing National Certificate Level II (NC II). It covers two (2) core competencies that a Grade 10 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) communicate effectively using the English language and 2) deliver quality customer service. The preliminaries of this specialization course include the following: 1) discussion on the relevance of the course, 2) explanation of key concepts relative to the course, and 3) exploration of career opportunities. Content Standard The learner demonstrates understanding of one’s Personal Entrepreneurial Competencies in Computer Hardware Servicing. Performance Standard The learner independently creates a plan of action that strengthens and or further develops his/her PECs in Computer Hardware Servicing. Learning Competencies Develop and strengthen PECs needed in Computer Hardware Servicing. I. Introduction This teacher’s guide will lead you to effectively and efficiently teach Module 1. Moreover, this will guide you in determining relevant and appropriate teaching techniques and strategies that will fit the learning needs and demands of the learners to make them best understand and appreciate the importance of
2 entrepreneurship and the entrepreneurial competencies related to Computer Hardware Servicing. This module will also provide learners an opportunity to know that individuals possess different PECs. These PECs include characteristics, attributes, lifestyles, skills, or traits. Likewise, when one aligns these competencies with the competencies of successful practitioners or entrepreneurs, he or she will be ready to face the experiences of starting a business or being employed. Moreover, the module is designed to stimulate the learners to think about entrepreneurship and its role in the business community and in economic and social development. II. Objectives With your assistance and the guidance of this module, learners are expected to understand the underlying principles and concepts of PECs, particularly in: - identifying areas for improvement, development, and growth, - aligning learners’ PECs according to their business or career choice, and - creating a plan of action that ensures success in their business or career choice. III. Presentation of Content Introduction  Guide learners in appreciating and understanding PECs for them to be successful in business or in the workforce by sharing inspiring real-life stories of successful businessman and or well-known employees in the field of Computer Hardware Servicing in the province.  Explain to learners the importance of assessing their PECs.  Guide learners in understanding the importance of entrepreneurs and entrepreneurship. Objectives  Guide learners in identifying and understanding the objectives of Module 1. Pre-Assessment  Use the sample pre-assessment test available in the learners’ materials or craft a comprehensive teacher-made test to assess learner’s prior knowledge and skills in PECs.  Evaluate the result of the pre-assessment and prepare a plan of action to
3 strategically address the learning needs and requirements of the learners. Guide Questions  Have learners actively perform task 2, and let them share their answers and relevant experiences with the class.  Process learners’ understanding of the guide questions presented on task 2. Learning Goals and Target  Help learners utilize available technologies / resources in planning their own learning goals and targets as reflected on page 4. Group Activity  Group the learners, then ask them perform task 3. Let them share their thoughts with the class.  Process learners’ understanding and guide them in arriving at a relevant and acceptable generalization. IV. Know, Process, Reflect and Understand, and Transfer Know  Discuss / present the importance of assessing personal entrepreneurial competencies (PECs) and skills vis-à-vis a practicing entrepreneur or employee; provide an actual example of an entrepreneur or employee existing in your province.  Expand learner’s curiosity by asking essential questions on the important characteristics / traits / attributes, and skills of a good entrepreneur.  Assist / Guide learners in understanding the entrepreneurial competencies (characteristics, traits, attributes) and skills of a good entrepreneur.  Have an appropriate, relevant, and timely learning activity for the learners to appreciate the best entrepreneurial competencies.  Assess learner’s knowledge and skills on understanding of topic. Use the result of the pre-assessment to improve their learning. Process  Ask the learners accomplish task 4 (PECs Checklist) on page 8-9. Let them make their interpretation or personal insights based on the accomplished task.  Facilitate student-to-student interactions and process learners understanding. Reflect and Understand  Deepen learners’ understanding of PECs by guiding them in accomplishing
4 task 5 (Interview) on page 9-12.  Facilitate appropriate learning activities to finish the task.  Encourage learners to report their accomplishments to the class.  Process learners’ understanding. Transfer  Assist learners in individually accomplishing task 6 (Preparation of a Plan of Action) on page 12. Let them craft their own plan of action intelligently. Have learners present this in class.  Process their understanding.  Guide learners in answering the essential questions presented in task 7 on page 13.  Have learners share their answers with the class, and then process their understanding.  Provide learners more concrete example and enrichment activities to further deepen their understanding about PECs and its importance in day-to-day living as future entrepreneurs or employees.  Provide learners applicable activities whereby they can transfer to the community what they have learned.  Let learners use available resources in the community to accomplish the task. V – Feedback Pre / Post Assessment 1. E 6. B 2. K 7. C 3. H 8. I 4. A 9. D 5. J 10. F VI – References 1. Module 5, Project EASE, Effective and Affordable Secondary Education 2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A 3. http://www.thetimes100.co.uk/theory/theory--opportunities-constraints-
5 business-environment--165.php#ixzz1PVjUuaWu 4. http://www.thetimes100.co.uk/theory/theory--constraints-- 421.php#ixzz1PVki8a36 5. http://www.thetimes100.co.uk/theory/theory--constraints-on-production-- 303.php#ixzz1PVkyDy8k 6. http://www.thetimes100.co.uk/theory/theory--production-and-resource- requirements--354.php#ixzz1PVlGG7zv 7. http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-marketing-- 245.php#ixzz1PVlc88gR
6 K to12 BASIC EDUCATION CURRICULUM Information and Communications Technology COMPUTER HARDWARE SERVICING (SPECIALIZATION) GRADE 10 – MODULE 2 Environment and Market (EM) Teachers Guide Quarter I 4 hrs. Grade Level Standard This is a specialization course which leads to Computer Hardware Servicing National Certificate Level II (NC II). It covers two (2) core competencies that a Grade 10 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) communicate effectively using the English language and 2) deliver quality customer service. The preliminaries of this specialization course include the following: 1) discussion on the relevance of the course, 2) explanation of key concepts relative to the course, and 3) exploration on career opportunities. Content Standard The learner demonstrates understanding of environment and market in Computer Hardware Servicing in one’s province. Performance Standard The learner independently creates a business vicinity map reflective of potential market in Computer Hardware Servicing in a province. Learning Competencies  Develop a quality and marketable product or service in Computer Hardware Servicing  Select a business idea based on the criteria and techniques set  Develop a brand for the product V. Introduction People who aspire to start a business need to explore the economic,
7 cultural, and social conditions prevailing in an area. Needs and wants of the people in a certain area that are not met may be considered as business opportunities. Identifying the needs of the community, its resources, available raw materials, skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. To be successful in any kind of business venture, potential entrepreneurs should always look closely at the environment and market. They should always be watchful on the existing opportunities and constraints. The opportunities in the business environment are those factors that provide possibilities for a business to expand and make more profits. Constraints, on the other hand, are those factors that limit the business to grow, hence reduce the chance of generating profit. One of the best ways to evaluate the opportunities and constraints is to conduct Strengths, Weakness, Opportunities and Threats (SWOT) Analysis. VI. Objectives With your assistance and guidance in facilitating this module, learners are expected to understand the underlying principles and concepts of environment and market more particularly in: - identifying what is of “value” to the customer, - identifying the customer to sell to, - explaining what makes a product unique and competitive, - applying creativity and innovative techniques to develop marketable product, and - employing a unique selling proposition (USP) to the product and or service. VII. Presentation of Content Introduction  Using appropriate activities, lead learners in giving value to environment and market and its implication to be successful in a business related to Computer Hardware Servicing.  Guide learners in understanding the importance of environment and market; likewise, lead them in appreciating the value of SWOT Analysis.  Provide relevant, appropriate, and meaningful examples of SWOT Analysis pertaining to Computer Hardware Servicing.  Help learners in presenting the importance of assessing their immediate
8 environment and market pertaining to Computer Hardware Servicing.  Using your processing and questioning skills, guide learners in coming up with a generalization about the environment and market and its relationship to a successful field of Computer Hardware Servicing. Objectives  Guide learners in identifying and understanding the objectives of this module. Pre-assessment  Use the sample pre-assessment test available in the learner’s materials or craft a comprehensive teacher-made test to assess learner’s prior knowledge and skills in environment and market.  Evaluate the result of the pre-assessment and prepare a plan of action to strategically address the learning needs and requirements of the learners. Guide Questions  Ask learners to perform task 2 and guide them in presenting their answers to the class.  Process learners’ responses and guide them in making appropriate generalizations. Learning Goals and Target  Help learners in planning their own learning goals and target as reflected on page 18.  Provide enrichment activities and guide them in analyzing available resources and technology in the community to be used in accomplishing their learning goals and targets. VIII. Know, Process, Reflect and Understand, and Transfer Product development Know  Discuss product development, concept of developing a product, finding value, innovation, unique selling proposition, and its relationship to environment and market and business at large.  Let learners participate in the discussion on the aforementioned topics. Assist and/or guide learners in presenting their ideas and relevant experiences.  Design varied levels of learning activities for the learners to better
9 understand the topics related above.  Guide learners in reflecting on the importance of product development, concept of developing a product, finding value, innovation, and unique selling proposition.  Design an assessment to evaluate learners’ knowledge, skills, and understanding of the previous topics.  Use the result of the assessment in designing / developing learning activities that will enrich learners’ understanding. Process  Guide learners in accomplishing task 3 on pages 24 to 25. Let them conduct a research by interviewing a successful entrepreneur or practitioner within the province.  Have learners present their research to the class. Process their understanding in relation to the objectives of this module. Reflect and Understand  Inspire learners to deepen their understanding about the environment and market by carefully watching the videos related to the prescribed topics on task 4 on page 25.  After watching the videos, let them prepare a comprehensive narrative report on the topics they watched.  Encourage learners to present their accomplishments to the class.  Process learners’ understanding in relation to the objectives of this module. Transfer  Guide learners in developing concepts for their own product or service as reflected on task 5 on page 26.  Assist learners in analyzing and utilizing available resources in developing their concept of their own product or service.  Evaluate learners’ output by referring to teacher-made rubrics which is aligned to the performance standards.  Let learners eloquently share and present their output with the class.  Lead learners in reflecting on the importance of product conceptualization. Generating Ideas for Business Know  Let learners read and understand topics related to generating ideas
10 for business, selecting a business idea, and branding.  Let learners undergo varied levels of learning activities to better appreciate the importance of generating ideas for business, selecting a business idea, and branding.  Process learners’ understanding relative to the objectives of this module. Process  Lead learners in reflecting on their SWOT Analysis and its importance in generating business ideas by engaging them in learning opportunities for interaction with others outside the classroom and with the use of technology.  Instruct learners to enrich their knowledge on SWOT Analysis by conducting researches.  Provide an appropriate type of assessment to evaluate learners’ understanding of the SWOT Analysis. Use the result of the assessment to craft more appropriate and productive learning activities.  Assist learners in performing task 6 (SWOT Analysis).  Evaluate / Assess learners’ output and check it against the objectives of this module. Reflect and Understand  Let learners work on an independent learning activity or cooperative learning (ICL) in accomplishing task 7 (Extra Readings and Video Viewing) on page 33.  Assist learners in presenting their output. Assess the evidence of learning and provide useful input to improve their output. Transfer  Have learners prepare task 8 (Designing a Logo). Assist learners in accomplishing this task by letting them adhere to their real life experience.  Assess learners’ output using teacher-made rubrics following the standards and objectives of this module.  Have learners prepare task 9 (Making My Own Vicinity Map). Guide learners in creating their own vicinity map reflective of potential market in computer technician in your province. Ask them to present their output and process their understanding by asking relevant and essential questions.
11  Assess learners’ output using teacher-made rubrics following the standards and objectives of this module.  Assess learners’ output using teacher-made rubrics following the standards and objectives of this module. V – Feedback Pre / Post Assessment 6. D 6. D 7. C 7. B 8. A 8. C 9. B 9. D 10.A 10. D VI – References 8. Module 5, Project EASE, Effective and Affordable Secondary Education 9. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A 10.http://www.thetimes100.co.uk/theory/theory--opportunities-constraints- business-environment--165.php#ixzz1PVjUuaWu 11.http://www.thetimes100.co.uk/theory/theory--constraints-- 421.php#ixzz1PVki8a36 12.http://www.thetimes100.co.uk/theory/theory--constraints-on-production-- 303.php#ixzz1PVkyDy8k 13.http://www.thetimes100.co.uk/theory/theory--production-and-resource- requirements--354.php#ixzz1PVlGG7zv 14.http://www.thetimes100.co.uk/theory/theory--nature-and-role-of- marketing--245.php#ixzz1PVlc88gR
12 K to12 BASIC EDUCATION CURRICULUM Information and Communications Technology COMPUTER HARDWARE SERVICING (SPECIALIZATION) Module 3 Configuring computer systems and network Quarter 1-2 60 hrs Grade Level Standard Information and Communication Technology (ICT) is one of the four (4) components of Technology and Livelihood Education (TLE). One of the courses offered is Computer Hardware Servicing (CHS). This course covers Process and Delivery (PD) which consists of the core competencies that a Grade 10 student ought to possess namely: plan and prepare for configuration, configure computer systems and networks and inspect and test configured computer system and network. Content Standard The learner demonstrates understanding of the basic concepts and underlying theories in configuring and maintaining computer systems and networks. Performance Standard The learner independently demonstrates competencies in configuring and maintaining computer systems and networks as prescribed in the TESDA Training Regulations. I - Introduction The primary purpose of CHS is to provide the learners with the knowledge and skills that will help them become computer hardware technicians. In this year level, learners / trainee should be competent, knowledgeable and skillful in: (1) planning and preparing for configuration; (2) configuring computer systems and network; and (3) inspecting and testing the configured computer systems and network. . This curriculum document shall assist and guide the teachers/instructor to effectively teach the content of the Grade 10 Learning module, assess learner’s knowledge and skills, process learners understanding, and evaluate the learner’s evidences of learning.
13 II - Learning Competencies The competencies expressed as learning outcomes in this teaching guide are the exact competencies that will be used to assess the learners / trainees for them to secure COC or NC in Computer Hardware Servicing. This teaching guide would allow teachers / instructors to strategically teach the competencies spread out in the module; guide the learners in performing the activities; process learner’s understanding; and assist the learners in applying what they have learned to an entirely new context. Utilizing effective teaching methodology and strategies suitable to the learning needs and requirements of the learners, the following are the competencies that should be mastered by learners / trainees after finishing this module. Lesson 1. Plan and prepare for configuration  Follow OHS in planning and preparing for configuration of computer systems and networks  Prepare computer systems, tools, devices, equipment and materials  Check computer systems and networks configuration against specified requirements  Identify the procedures in using the tools and equipment Lesson 2. Configure computer systems and networks  Follow OHS procedures in configuring computer systems and networks  Inspect networking devices, media and connectors  Create cross-over and straight-through cables  Assign IP address to clients and servers  Configure the assigned IP address to clients and servers  Enable network security to the computer systems  Configure file and printer sharing Lesson 3. Inspect and test configured computer systems and networks  Follow OHS procedures in testing systems and networks  Test computer systems and networks in accordance with the job requirements  Accomplish technical reports on the tests conducted
14 III – Pre / Post Assessment  Prepare a comprehensive pre / post assessment tool to evaluate learner’s knowledge and skills.  Guide learners in assessing their knowledge and skill using: A. Paper and pencil test on pages 38- 41 of Learning Module General Directions: Read the items very carefully. Write your answer on a clean sheet of paper. A. Paper and Pencil Test General Directions: Read the items very carefully. Write your answer on a clean sheet of paper. Test I. True or False Directions: Write TRUE if the proceeding statement is correct and FALSE if otherwise. _______1. A safe workplace is clean, organized and well- lit. _______2. One must unplug the power from the source before opening a case and performing services. _______3. It is a best practice that a fire extinguisher and first aid kit be available in the workplace. _______4. You are allowed to open the power supply or a monitor. _______5. You can bring food and drinks inside the laboratory. _______6.The key to a well-tuned computer system is the proper configuration. _______7. Boot log stores all information from the boot process. _______8. Registry is a collection of database of configuration of database of configuration in Windows Operating System. _______9. The shortcut of Microsoft Configuration is Ipconfig. _______10. Configuration is the way a system is set up. Test II. Multiple Choice Direction: Write the letter of the correct answer. 1. What boot configuration utility allows setting the programs that will run at startup? a. Ipconfig c. msconfig b. regedit d. dxdiag
15 2. What application allows you to edit the registry? a. Ipconfig c. msconfig b. regedit d. dxdiag 3. Which of the following enables you to test sound and graphics output? a. Ipconfig c. msconfig b. regedit d. dxdiag 4. Which of the following is an applet that controls the look of windows? a. Appearance and themes c. Performance and Maintenance b. Network and Internet d. Sounds, speech and audio 5. Which of the following applets does not belong to Performance and maintenance category? a. Administrative tool c. Power Options b. Automatic Updates d. System 6. Which of the following is a wizard used to configure MS Windows for vision, hearing and mobility needs? a. Accessibility Option c. Sounds, speech and audio b. Security Center d. User Accounts 7. A tab in direct X Diagnostic tool that displays your current audio settings. a. Input c. Sound b. Music d. System 8. Which of the following networking cable category is the most commonly used? a. Cat3 c. Cat 5 and 5e b. Cat 5 d. Cat 6 9. What copper-cored cable is surrounded by a heavy shielding? a. coaxial cable c. optical fiber b. fiber optics d. twisted pair 10.What Ethernet cable is used to connect two devices directly? a. cross- over c. both A and B b. straight through d. none of the options 11.Which of the following is a number used to identify a device on a network?
16 a. Default gateway c. IP address b. DNS Server d. subnet mask 12.In which of the following IP address classes does 192.168.1.105 belong? a. Class A c. Class C e. Class E b. Class B d. Class D 13.What command is used to test the ability of the source computer to reach a specified destination computer? a. Ipconfig c. Ping b. Msconfig d. Regedit 14.What do you call an approach to computer networking where all computers show equivalent responsibility for processing data? a. Client server c. Peer to client b. Peer to peer d. None of the options 15.Which of the following is an example of a Class A subnet mask? a. 255.0.0.0 c. 255.255.255.0 b. 255.255.0.0 d. 255.255.255.255 Test III. Matching Type Directions: Match the definition in Column A with the networking terminologies in Column B. A B 1. Copper cabling used for telephone communication 2. Standard Ethernet cable 3. Cable that has a very thin core 4. Cable that has a thicker core 5. Tool used for crimping RJ45 6. Connector for Cat 5e cable 7. Set of rules 8. Indicates the network portion of an IP address 9. Command used find out the IP address 10.Glass or plastic conductor a. Crimping tool b. Cross- over c. Fiber- optic d. Ipconfig e. Multi- mode f. Ping g. Protocol h. RJ45 i. Single- mode j. Straight through k. Subnet mask l. Twisted pair
17 Test IV. ACRONYMS Direction: Give the complete meaning of the following acronyms. 1. UTP 2. STP 3. IP 4. TCP /IP 5. HTTP 6. FTP 7. SSH 8. IMAP 9. SMTP 10.DHCP 11.DNS 12.TTL 13.LAN 14.VPN 15.NIC B. Skills test pages 41- 42 of Learning Module Configuration Skills Directions: Below is a matrix containing the most important skills that one must have to configure computer systems and networks successfully. Check (∕) the appropriate column which describes the level of your confidence in performing the given tasks. Configuration Skills I can do it confidently 3 I can do it but with assistance 2 I am not confident 1 1. I can use the different tools for configuration 2. I can inspect networking devices and connectors 3. I can create a cross- over and straight through Ethernet cable 4. I can test the functionality of an Ethernet cable
18 5. I can assign and configure IP address 6. I can execute the ipconfig command properly 7. I can manage to create a peer to peer networking 8. I can configure Network Interface Card using DHCP 9. I can enable firewall 10. I can configure file and printer sharing TOTAL GRAND TOTAL Add all the scores to get the grand total and then divide it by the total number of items. Refer to the verbal interpretation on the next page to determine your initial configuration ability. Numerical and Verbal interpretation Numerical Value Verbal Interpretation 2.51 – 3.00 Confident 1.76- 2.50 Confident but needs assistance 1.00 – 1.75 Not yet Confident C. Other appropriate tools  Check their answers using the answer key on the Feedback portion of this guide. IV – Know, Process, Reflect and Understand, and Transfer LESSON 1. PLAN AND PREPARE FOR CONFIGURATION What to KNOW 1.1- Safety Procedures  Guide the learners in understanding safety procedures and general safety guidelines  Let learners understand the fire safety guidelines.
19 1.2- Prepare Tools Used for Configuration  Guide learners in preparing tools used for configuration.  Let learners be acquainted and familiarize the different tools used for configuration. 1.3- Procedures in Using Computer System Configuration Tools  Guide learners in familiarizing the procedures in using computer system configuration tools. What to PROCESS 1.1- Safety Procedures  Guide learners in performing a peer to peer activity on page 45.  Instruct the students to get a partner in order to perform the said activity.  Explain the general directions and show example evidences and picture for a certain circumstances of the activity. Task: Peer to Peer activity General Directions: Get a partner to perform the next activity, because this involves a two- person activity. Identify whether the succeeding statements are true or false. You and your partner should gather evidences that make it true and false. Show the effects of not following the safety precautions through a picture presentation. Example: Turn off the power and unplug equipment before opening the case and performing service. Answer Picture Presentation True Evidence Effect TRUE OR FALSE EVIDENCE PICTURE 1. A safe workplace is clean, organized and well lit. 2. Before opening the case and
20 performing services, one must unplug the power from the source. 3. It is a best practice that a fire extinguisher and first aid kit must be available in the workplace. 4. You are allowed to open the power supply or a monitor. 5. You can eat inside the laboratory. 1.2- Prepare Tools Used for Configuration  Let learners classify the different tools used for configuration by answering the MS Configuration Command Classification activity on page 56.  Instruct the learners to complete the diagram of applet grouping on page 57. I. MS Configuration Command Classification Directions: There are five functional tabs in MS Configuration utility, namely General, Boot, Services, Startup and Tools. Classify the following items according to the tabs they belong. Write your answer in a clean paper. 1. Event Viewer 2. Safe Boot 3. List of services that start when computer boots 4. Make all boot settings permanent 5. Normal startup 6. No GUI Boot 7. OS Boot information 8. Hide All Microsoft Services 9. Convenient List of Diagnostic Tools 10.Base Video
21 II. Applet Grouping Directions: Complete the diagram of various Control Panel Applets with the components included in their category. 1.3- Procedures in Using Computer System Configuration Tools  The teacher may develop tasks relevant to the procedures in using computer system configuration tools to process the learners understanding on the subject matter. What to REFLECT and UNDERSTAND 1.1- Safety Procedures  Guide learners in deepening their understanding by conducting a research and investigation.  The teacher must supply the guide questions for the interview Research and Investigate Directions: Form a group of five members and research on the different safety precautions used in computer laboratory. Interview/Observe a practitioner while lending a quality service in computer hardware servicing. Use a video camera to record the event stressing the safety guidelines and procedures in the laboratory. You will be rated according to the following rubrics:
22 Video Documentation of Computer Laboratory Safety Precautions Criteria Poor (70-75) Good (76-85) Excellent (86- 100) Content/Informatio n (50%)  Technically sound information  Coherence of information The provided information was not necessary or not sufficient to the computer laboratory safety precautions. The provided information was, for the most part, necessary and sufficient to the computer laboratory safety precautions. The provided information was necessary and sufficient to the computer laboratory safety precautions. Quality of Video (30%)  Clarity and cohesiveness of the video  Organization and coherence of ideas It lacks clarity and/or does not present ideas in a coherent way. Most part is well organized, clear and presents ideas in a coherent way. The video was well organized, clear and presents ideas in a coherent way. Interview on practitioner (20%)  Congruency of questions to the topic  Clarity of questions Questions were not congruent with the topic and were not delivered clearly. Most of the questions were congruent with the topic and delivered clearly. All of the questions were congruent with the topic and delivered clearly. 1.2- Prepare Tools Used for Configuration  The teacher may provide other relevant activity / activities that are suited to the subject matter.  Let learners conduct a research and exploration to identify the other tools used for computer system and network configuration.  The teacher must provide a format and specifications for the research that will be used by the learners as their guidelines.  Rate their performance based on the rubrics for term or research paper.
23 Task: Research and Explore Directions: Conduct a research that identifies other available tools used for computer system and network configuration. Use some other resources like the World Wide Web and interview a practitioner preferably an IT specialist or a computer technician to find out the different tools they use for configuration. Your research will be rated according to the following rubrics: Rubrics for Term or Research Paper Qualities & Criteria Poor (0-74) Good (75- 79) Very Good (80-89) Excellent (90-100) Format/Layout (15%)  Presentation of the text  Structuring of text  Requirements of length, font and style followed Followed poorly the requiremen ts related to format and layout. Some format and layout related requiremen ts were met. Most format and layout related requiremen ts were met. All the requiremen ts related to format and layout were strictly followed. Content/Informat ion (50%)  All elements of the topics are addressed  The information is technically sound  Information based on careful research  Coherence of information The research was not objective and poorly addresses the issues referred in the proposed topic. The provided information was not necessary or not sufficient to The research was objective and for some part addresses an in depth analysis The provided information was, for some part, necessary and sufficient to discuss The research was objective and for the most part addresses an in depth analysis of most issues referred in the proposed topic. The provided information was, for the The research was objective and addresses with an in depth analysis all the issues referred in the proposed topic. The provided information was
24 discuss these issues. these issues. most part, necessary and sufficient to discuss these issues. necessary and sufficient to discuss these issues. Quality of Writing (25%)  Clarity and cohesiveness of sentences and paragraphs  No errors in spelling, grammar and use of English  Organization and coherence of ideas The essay was not well written, and contains many spelling errors, and/or grammar errors and/or use of English errors. It lacks clarity and/or does not present ideas in a coherent way. The essay was well written for some part, without spelling, grammar or use of English errors. The essay is for some part well organized, clear and presents ideas in a coherent way. The essay was well written for the most part, without spelling, grammar or use of English errors. The essay is for the most part well organized, clear and presents ideas in a coherent way. The essay was well written from start to finish, without spelling, grammar or use of English errors. The essay was well organized, clear and presents ideas in a coherent way. References (10%)  Soundness of references References were not appropriatel y used and cited. Some of the references were appropriatel y used and cited. Most of the references were appropriatel y used and cited. All of the references were appropriatel y used and cited.
25 1.3- Procedures in Using Computer System Configuration Tools  The teacher shall craft different tasks to enrich learners understanding on the procedures of using different computer system configuration tools.  The teacher may assign learners to apply the result of their research about different computer system configuration tools through a demonstration. What to TRANSFER 1.1- Safety Procedures  Let learners showcase their understanding on safety procedures through a role playing using the collected and collaborated information gathered from the research and investigation activity.  Rate the learner’s performance using the rubric for role playing provided on page 47 of Learner’s Material. Task: Application of Safety Procedures while accomplishing a task Directions: After the interview and observation with a practitioner, your group will showcase what you have learned through a role playing. You will be rated base on the Rubrics written below: Rubrics for Role Playing Criteria Excellent 4 Good 3 Fair 2 Weak 1 Content (40%) -Conveys full understanding of the content Enthusiasm (10%) -Facial expression and body language generates strong enthusiasm Interest and Purpose (10%) -Displays interesting purpose Speak Clearly (10%) -Group members speaks clearly at all
26 times Volume (10%) -Loud volume Preparedness (10%) -Group is prepared with props and costumes Cooperation (10%) -displays teamwork 1.2- Prepare Tools Used for Configuration  Have learners perform an oral presentation of their collected information gathered from the research and exploration activity. Rate their performance through the rubric for oral presentation. Task : Oral Presentation Directions: After the thorough research and exploration, you have to present your work individually in an oral manner in front of the class. Your performance will be rated base on the rubric provided in this section. Rubric for Oral Presentation CRITERIA B (70- 74) D (75-79) AP (80- 84) P (85-89) A (90- 100) 1. Gave an interesting introduction 2. Presented clear explanation of topic 3. Presented information in logical manner 4. Used complete sentence 5. Offered a concluding summary 6. Spoke clearly, correctly, distinctly, and confidently
27 7. Maintained eye contact 8. Maintained acceptable posture. 9. Utilized audio-visual aids 10. Handled questions and comments confidently Total Grand Total 1.3- Procedures in Using Computer System Configuration Tools  Let learners perform the windows registry backup and recovery activity on page 65 of Learner’s Material.  Rate learner’s performance using the rubrics for Registry Backup and Recovery. Task: Windows Registry Backup and Recovery Rubrics for Registry Backup and Recovery CRITERIA Excellent 4 Good 3 Fair 2 Poor 1 Safety Procedures (15%) -Applied / manifested safety precautions while working Adherence to the Procedures (30%) -Followed the procedures systematically Workmanship (15%) -Had organized materials and tools while accomplishing the task and has time management Quality of work (40%) -the windows registry was fully backed up
28 LESSON2. CONFIGURE COMPUTER SYSTEM AND NETWORK What to KNOW  Introduce the concept of system configuration to the learners by citing circumstances related to configuration. 2.1- Safety Precautions Related to Networks  The teacher may append topics on safety precautions in system and network configuration.  Guide the learners in recognizing the safety precautions related to networks. 2.2- Networking Devices, Media and Connector  Review the different networking devices, media and connector.  Discuss and show visuals of the common types of network cable.  Assist learners in familiarizing the different Ethernet cable.  Discuss and demonstrate the procedures in fabricating Ethernet cables. 2.3- Internet Protocols  Introduce Internet Protocols and discuss the commonly used internet protocols.  Discuss IP address and its five classes.  Let learners be familiar with subnet mask by discussing the theory and types of it.  Discuss the concept IP config command and demonstrate procedures in using it.  Discuss and demonstrate the procedures in assigning a static IP address of a computer.  The teacher may use differentiated strategies to discuss and demonstrate the procedures in assigning a dynamic IP address of a computer.  Introduce the ping command and demonstrate the procedure in using the ping command. 2.4- Peer-to-Peer and Client/server Network  Let learners discover the difference between peer to peer and client / server network.  Demonstrate the essential procedures in setting up a peer to peer network in Windows XP or Windows 7 computer system.  The procedure in setting up a client / server network is not included in the learning module. The teacher must provide supplementary resources to obtain the procedures and have them demonstrated in the class.
29 2.5- Network Security  Facilitate brain storming activity on the class. The learners must be engaged in discovering the importance of security in computer system and network and the different security attacks.  Discuss and demonstrate the different security procedures. 2.6- File and Printer Sharing  Discuss the concept of file and printer sharing, cite example scenario where it has been used.  Hook learner’s interest by demonstrating the procedures in sharing resources and accessing shared resources as well as the procedures in printer sharing. What to PROCESS 2.1- Safety Precautions Related to Networks  The teacher is suggested to craft appropriate activities to process learners understanding relevant to safety precautions in system and network configuration. 2.2- Networking Devices, Media and Connector  Let learners answer the criss- cross puzzle on page 86. Task: Criss- Cross Puzzle Direction: Complete the criss- cross puzzle and familiarize the cables being described. CABLES
30 Across 1. each pair of wires is wrapped in metallic foil 3. one or more optical fibers enclosed in a sheath or jacket 5. used to connect two devices directly 6. cable that has two or four pairs of wires 7. the standard cable used for almost all purposes Down 1. cable that has a very thin core 2. cable that has a thicker core 4. used for telephone communications and Ethernet networks 5. copper-cored cable 2.3- Internet Protocols  Instruct learners to accomplish the worksheet for the task entitled “Protocols”. Task: Protocols Direction: In this worksheet, you will write the name of the protocol and the default port(s) for each protocol definition in the table. Be prepared to discuss your answers. Protocol Definition Protocol Default Port(s) Provides connections to computers over a TCP/IP network Sends e-mail over a TCP/IP network Translates URLs to IP address Transports Web pages over a TCP/IP network Automates assignment of IP address on a network Securely transports Web pages over a TCP/IP network Transports files over a TCP/IP network  The teacher shall provide several IP address for the task entitled “Identifying IP address classes”. It must be written in the board or any visuals available. Give the directions and instruct the learners to accomplish the worksheet for the said activity.
31 II. Identifying IP Address Classes Direction: In this worksheet, your teacher will write several IP addresses with their appropriate subnet masks on the board. You will copy the IP address and Subnet Mask. You will write which IP Address Class is appropriate in the IP Address Class column in the chart below. An example has been provided for you. Be prepared to discuss the IP Address Class you select. IP Address Subnet Mask IP Address Class 10.0.0.0 255.0.0.0 A 2.4- Peer-to-Peer and Client/server Network  Ask learners to compare peer-to-peer and client / server network. Let them accomplish the table for task “comparison” on page 125. Task: Comparison Direction: Using the table below, cite the features of peer-to-peer and client /server network that describes their difference. Peer-to-peer Network Client/Server Network 1. 2. 3. 4. 5.
32 2.5- Network Security  Ask learners to take the short quiz on pages 138-139 of their Learning Module. Short Quiz Test I. Modified true or false Directions: Write SECURITY if the underlined word on the subsequent statement makes it true and VIRUS if it is makes the statement a false one then write the correct term / word to correct it. (2 points each) 1. Computer and network security help keep data and equipment safe. 2. A technician’s secondary responsibilities include data and network security. 3. Threats to security can come from inside and outside the organization. 4. Computer viruses are created and sent by attackers who have malicious intent. 5. A virus is transferred to another computer through e-mail, file transfer and instant messaging. Test II. Matching Type Direction: Match column A with column B in order to identify the term / word being described. A B 1. when an employee intends to cause damage 2. when user damages data or equipment unintentionally 3. attached to small pieces of computer code, software and documents 4. a self-replicating program that is harmful to network 5. it is technically a worm 6. software designed to detect, disable and remove viruses 7. it involves using codes and ciphers 8. a way of protecting a computer from intrusion through the ports 9. an encryption system that protects data 10. data being transported on a network a. Accidental threats b. Antivirus software c. Data encryption d. Firewall e. Malicious threats f. Traffic g. Trojan horse h. Virus i. VPN j. WPA k. WEP l. Worm
33 Test III. Acrostic Direction: Give the meaning of the acronyms given below: 1. VPN- ________________________________________ 2. SSID- ________________________________________ 3. WEP- ___________________________________________ 4. WPA- ___________________________________________ 5. WTLS- __________________________________________ 2.6- File and Printer Sharing  Let learners express their deep comprehension through an essay writing task on page 147. Task: Essay Writing Direction: Express your deep comprehension about the subject matter by constructing a minimum of five sentence response per item. 1. Cite the importance of file sharing and give an example scenario where its worth was proven. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 1. Cite the advantages and disadvantages of printer sharing. Advantages Disadvantages Example Situation Example Situation
34 What to REFLECT and UNDERSTAND 2.1- Safety Precautions Related to Networks  Teacher may provide variation of activities for this lesson to process learners understanding on the subject matter 2.2- Networking Devices, Media and Connector  Guide learners in deepening their understanding by watching the video presentations using the URL’s provided on page 87.  After the video presentations, instruct learners to answer the guide questions on page 88 in order to process their understanding on the subject matter.  The teacher shall provide additional / contingency activities if in case the learners encountered technical problems in opening the URL in this section. Task: Video Presentation To watch the video presentations just type in the following URL: 1) http://www.professormesser.com/n10-005/copper-connectors/ 2)http://www.professormesser.com/n10-005/copper-connectors/ 3.http://www.professormesser.com/n10-005/utp-stp-and-coaxial-cabling/
35 Here are the guide questions: 1. What are the different type of fiber connectors and cite their advantages and disadvantages? 2. List down the different types of connectors. 3. What are the characteristics of UTP, STP and coaxial cable? 2.3- Internet Protocols  Enrich learners understanding by instructing them to watch online video presentations about IP address and subnetting. Let them copy the essential URL for the said presentations and direct them to answer the activity entitled “reflection on the video presentation”. Task: Video Presentations General Directions: To deepen your understanding with regard to the Internet Protocols, IP Address and subneting, utilize the Internet and the website www.professormesser.com, watch and learn from the video presentations. Use the URLs below: 1. http://www.professormesser.com/n10-005/binary-math-2/ 2. http://www.professormesser.com/n10-005/ip-classes/
36 3. http://www.professormesser.com/n10-005/networkingprotocols/ 4. http://www.professormesser.com/n10-005/subnetting/ Reflection on the video presentations Direction: Answer the essential questions below according to the video presentations you had watched. Write your answer in a clean sheet of paper. 1. What are the procedures involved in calculating IP address and the procedures in converting IP address to binary and vise versa? 2. What are the different IP Classes? Discuss each briefly and give examples for each. 3. What are the distinguished Internet Protocols? Describe each. 4. What are the necessary procedures in calculating subnet mask or simply subneting? Show an example solution for the calculation. 2.4- Peer-to-Peer and Client/server Network  Increase learner’s comprehension on the advantages and disadvantages of peer-to-peer network by using different resources. Let them present their study in front of the class and rate them according to the rubrics for research study.
37 Task: Peer-to-peer study Directions: Have a partner. Using different references available such as articles, books, internet and publications, investigate and search for the advantages and disadvantages of peer-to-peer network. You will present your readings in front of the class and you will be rated according to the rubrics for research and rubrics for oral presentation. Rubrics for Research Study Qualities & Criteria Poor (0-74) Good (75- 79) Very Good (80-89) Excellent (90-100) Format/Layout (15%)  Presentation of the text  Structuring of text  Requirements of length, font and style followed Followed poorly the requiremen ts related to format and layout. Some format and layout related requiremen ts were met. Most format and layout related requiremen ts were met. All the requiremen ts related to format and layout were strictly followed. Content/Informat ion (50%)  All elements of the topics are addressed  The information is technically sound  Information based on careful research  Coherence of information The research was not objective and poorly addresses the issues referred in the proposed topic. The provided information was not necessary or not sufficient to The research was objective and for some part addresses an in depth analysis The provided information was, for some part, necessary and sufficient to discuss The research was objective and for the most part addresses an in-depth analysis of most issues referred in the proposed topic. The provided information was, for the The research was objective and addresses with an in- depth analysis all the issues referred in the proposed topic. The provided information was
38 discuss these issues. these issues. most part, necessary and sufficient to discuss these issues. necessary and sufficient to discuss these issues. Quality of Writing (25%)  Clarity and cohesiveness of sentences and paragraphs  No errors in spelling, grammar and use of English  Organization and coherence of ideas The essay was not well written, and contains many spelling errors, and/or grammar errors and/or use of English errors. It lacks clarity and/or does not present ideas in a coherent way. The essay was well written for some part, without spelling, grammar or use of English errors. The essay is for some part well organized, clear and presents ideas in a coherent way. The essay was well written for the most part, without spelling, grammar or use of English errors. The essay is for the most part well organized, clear and presents ideas in a coherent way. The essay was well written from start to finish, without spelling, grammar or use of English errors. The essay was well organized, clear and presents ideas in a coherent way. References (10%)  Soundness of references References were not appropriatel y used and cited. Some of the references were appropriatel y used and cited. Most of the references were appropriatel y used and cited. All of the references were appropriatel y used and cited.
39 Oral Presentation Rubric Rubrics for Oral Presentation CRITERIA B (70- 74) D (75-79) AP (80- 84) P (85-89) A (90- 100) 1. Gave an interesting introduction 2. Presented clear explanation of topic 3. Presented information in logical manner 4. Used complete sentence 5. Offered a concluding summary 6. Spoke clearly, correctly, distinctly, and confidently 7. Maintained eye contact 8. Maintained acceptable posture. 9. Utilized audio-visual aids 10. Handled questions and comments confidently Total Grand Total 2.5- Network Security  Ask learners to accomplish research firewalls task on page 139 and instruct them to use supplementary references such as internet, newspaper etc., to gather information.
40 Task: Research Firewalls Direction: In this activity, you will use the Internet, a newspaper, or a local store to gather information about hardware and software firewalls. Company/Hardware Name Website URL Cost Subscription Length (Month/Year/Lifetime) Hardware Features 1. Using the Internet, research two different hardware firewalls. Based on your research, complete the table below. 2. Which hardware firewall would you purchase? List reasons for your selection. 3. Using the Internet, research two different software firewalls. Based on your research, complete the table below. Company/Software Name Website URL Cost Subscription Length (Month/Year/Lifetime) Software Features 4. Which software firewall would you purchase? List reasons for your selection. 2.6- File and Printer Sharing  Instruct learners to do the “Read and Examine” task on page 148. Ask them to use supplementary references and inform them to prepare for an oral presentation.  Prepare a rubric for the oral presentation. Task: Read and examine Direction: Examine these topics carefully to deepen your understanding about sharing a printer, read books /other references. Prepare for an oral presentation. 1. What is a print server? 2. What are the functions of a print server? 3. What are the different types of print servers? Describe each.
41 What to TRANSFER 2.2- Networking Devices, Media and Connector  Guide the learners in creating their own Ethernet cable by stating the general directions, materials and tools needed and by discussing the procedures for the said activity.  Inform the learners about the rubrics to be used in order to rate their performance (rubrics is on page 90). Task: Create your own Ethernet Cable Directions: Prepare the following tools and materials in fabricating your own cross over and straight- through cables. Materials: 1) 6 meters Ethernet Cable Category 5e or Cat5e- standard wire for cabling; 2) RJ45 crimpable connectors for Cat5e; Tools: 3) RJ45 Crimping tool; 4) Wire cutter, stripper or pliers; and 5) Ethernet cable Tester / LAN Tester Take Note: Be careful when using the tools. You just need to follow the procedures cited in this module and apply the safety precautions to avoid injury or any unwanted incident. You will be given 30 minutes to complete the task. You will be rated according to the performance rubric. Procedures: 1. Cut into the plastic sheath 1 inch from the end of the cut cable. The crimping tool has a razor blade that will do the trick with practice. 2. Unwind and pair the similar colors. 3. Pinch the wires between your fingers and straighten them out as shown. The color order is important to get correct. 4. Use scissors to make a straight cut across the wires 1/2 Inch from the cut sleeve to the end of the wires. 5. Push the wires into the connector. Note the position of the blue plastic shielding. Also note how the wires go all the way to the end.
42 6. A view from the top. All the wires are all the way in. There are no short wires. 7. Crimping The Cable – carefully place the connector into the Ethernet Crimper and cinch down on the handles tightly. The copper splicing tabs on the connector will pierce into each of the eight wires. There is also a locking tab that holds the blue plastic sleeve in place for a tight compression fit. When you remove the cable from the crimper, that end is ready to use. 8. For a standard "Straight Through" cable, repeat all steps and wire color order on the other end of cable. For a cross-over cable, the other end will have a different color order as shown by the crossover picture above. 9. Make sure to test the cables before installing them. An inexpensive Ethernet cable tester does this quite well. Performance Rubrics for Creating a Cross- Over and Straight Through Ethernet Cables CRITERIA Excellent 4 Good 3 Fair 2 Poor 1 Safety Procedures (15%) -Applied / manifested safety precautions while working Adherence to the Procedures (30%) -Followed the procedures systematically Workmanship (15%) -Organized materials and tools while accomplishing the task and has time management
43 Quality of Product (40%) -produced a fully functional Ethernet Cable 2.3- Internet Protocols  The teacher may group the learners with two or three members for the activity entitled “Configure an Ethernet NIC using DHCP”. Give the details of the activity such as materials, equipment, tools and procedures to be used. Inform the learners that along with the ongoing activity, they need to answer the given questions next to the procedures in a clean sheet of paper. Check and rate their performance using the “configuration rubrics” on page 106. Task: Configure an Ethernet NIC to use DHCP Direction: You will configure an Ethernet NIC to use DHCP to obtain an IP address. You need to follow the procedures given below and apply safety precautions in accomplishing this task. While doing the activity you have to answer questions written after every procedure. Write your answer in a clean sheet of paper. Your performance will be rated based on the performance rubrics. Configuration Rubrics Criteria Poor (0-80) Good (80-90) Excellent (90-100) Proper Configuration (30 %) (the configured hardware was properly configured according to job specification) Adherence to the Procedures (30%) (The specified job was done by following the procedures. Safety measures were observed during the activity) Quality of Work (30%) (The device was configured properly)
44 Comprehension (10%) (Interview / Guide questions were answered correctly according to the job requirements) Recommended Equipment  Linksys 300N router  A Computer running Window XP Professional  Ethernet patch cable Procedures: Step 1  Plug one end of the Ethernet patch cable into “Port 1” on the back of the router.  Plug the other end of the Ethernet patch cable into the network port on the NIC in your computer.  Plug in the power cable of the router if it is not already plugged in.  Turn on your computer and log on to Windows as an administrator.  Click start  Right-click My Network Places, and then choose Properties.  The “Network Connections” window appears. Step 2  Right-click Local Area Connection, and then choose Properties.  The “Local Area Connection Properties” window appears.
45 Activity Questions: 1. What is the name and model number of the NIC in the “Connect using:” field?(Answers may vary) 2. What are the items listed in the “This connection uses the following items:” field? (Answers may vary but must include Internet Protocol (TCP/IP) Step 3  Choose Internet Protocol (TCP/IP).  Click Properties.  The “Internet Protocol (TCP/IP) Properties” window appears. Activity Question: 3. What is the IP address, Subnet mask, and Default gateway listed in the fields of the “Use the following IP address:” area? Answers may vary. If the computer is configured to obtain an IP
46 address automatically, there will be no information in the fields.  Click the Obtain an IP address automatically radio button.  Click OK. The “Internet Protocol (TCP/IP) Properties” window closes.  Click OK.  Restart your computer. Step 4  Log on to Windows as an administrator.  Check the lights on the back of the NIC. These lights will blink when there is network activity.  Choose Start > Run....  Type cmd and click OK.
47  Type ipconfig/all, and then press the Enter key. Activity Questions: 1. What is the IP address and subnet mask of the “Ethernet Adapter Local Area Network Connection”? Answers may vary. 2. What is the IP address of the DHCP server? Answers may vary. 3. On what date was the Lease Obtained? Answers may vary. 4. On what date does the Lease Expire? Answers may vary. Task 2 Configure Wireless Router Directions: Configure and test the wireless settings on the LinksysWRT300N. Recommended Equipment  A computer with Windows XP Professional  A Wireless NIC installed  An Ethernet NIC installed  Linksys WRT300N Wireless Router  Ethernet patch cable Step 1  Connect the computer to one of the Ethernet ports on the wireless router with an Ethernet patch cable.  Plug in the power of the wireless router. Boot the computer and log in as an administrator. Step 2  Choose start > Run…, and type “cmd”. Press the Return key.  Type ipconfig.  What is the default gateway for the computer?
48 Step 3  Open Internet Explorer. Type “192.168.1.1” in the “Address” field, and then press Return.  The “Connect to 192.168.1.1” window appears.  Type “admin” in the “Password:” field.  The Setup screen appears. Step 4  Click the “Wireless” tab.  Choose “Mixed” in the “Network Mode:” drop-down box.
49  Type “CHS#” in the “Network Name (SSID):” field, where # is the number assigned by your instructor.  Click Save Settings.  The “Settings are successful” screen appears.  Click Continue, and then close the browser window. Step 4  Unplug the Ethernet patch cable from the rear of the computer.  Choose start, and then right-click My Network Places. Choose Properties.  Double-click the wireless adapter, and then select View Wireless Networks.  Choose CHS, and then click the Connect button.  Open Internet Explorer, and then connect to the wireless router.  Log into the wireless router.  Close Internet Explorer.
50 2.4- Peer-to-Peer and Client/server Network  Let the learners perform the hands- on activity “setting up a peer-to- peer and client / server network. Rate them according to the performance indicators provided on page 128. Hands- on Activity Directions: Follow and perform the prescribed procedures in setting up a peer-to-peer and client/server network for Windows XP and Windows 7. You will be rated base on the performance indicators below: Performance Indicators for Setting- up a peer-to-peer and client/server network Indicators Excellent 4 Good 3 Fair 2 Poor 1 Safety Procedures (15%) -Applied / manifested safety precautions while working Adherence to the Procedures (30%) -Followed the procedures systematically Workmanship (15%) -Organized materials and tools while accomplishing the task and has time management Quality of Service (40%) -Had set- up a fully functional peer-to-peer and client/server network.
51 2.5- Network Security  Assist learners in performing the task entitled “Configure Windows XP Firewall”. Ask them to answer the essential questions along with the procedures given in the activity.  In order to validate their performance, the teacher must construct a rubric appropriate to the activity. Task: Configure Windows XP Firewall Direction: In this laboratory activity you will explore the Windows XP Firewall and configure some advanced settings. There are essential questions that you need to answer while performing the activity. Step 1  Navigate to the Windows XP Firewall:  Start > Control Panel > Security Center  The Firewall indicator shows the status of the firewall. The normal setting is “ON”.  Access the controller for the firewall by clicking Windows Firewall at the bottom of the window. Step 2
52 Essential Questions: In the space below, state why turning off the Windows Firewall is not advised. Step 3  From the Windows Firewall control menu select the Exceptions tab. Programs and services that Windows Firewall is not blocking will be listed with a checkmark.  You can add applications to this list. This may be necessary if your customer has an application that requires outside communications but for some reason the Windows Firewall cannot perform the configuration automatically. You must be logged on to this computer as an administrator to complete this procedure.
53 Essential Question: Creating too many exceptions in your Programs and Services file can have negative consequences. Describe a negative consequence of having too many exceptions. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Step 4  From the Windows Firewall control menu select the Advanced tab to view the Network Connection Settings. Network Connection Settings displays the different connections configured for your computer.  Click the Settings button in the Network Connection Settings area. The Advanced Settings window has two tabs: Services and ICMP. Click the Services tab. Essential Question: In the space below, list the services that are available. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Step 5  There are many applications that users do not normally see that also need to get through the Windows Firewall to access your computer. These are the network level commands that direct traffic on the network and the Internet.
54  Under the ICMP heading, click the Settings button. You will see the menu where ICMP exceptions are configured.  In the example here, allowing incoming echo requests is what allows network users to “ping” your computer to determine if it is present on the network and how fast information travels to and from it. Essential Question: In the space below, list the requests for information that your computer will respond to. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 2.6- File and Printer Sharing  Instruct learners to perform the “share a folder, share a printer and set permission” task on pages 148-154.  Explain the directions and criteria for their performance.  Use the performance criteria on page 154 of the Learning Module to rate the learners. Task: Share a Folder, Share a Printer, and Set Share Permissions Direction: In this activity, you will create and share a folder, share a printer, and set permissions for the shares. You will be given 30 minutes to complete the task. You will be rated base on the performance criteria provided below. Recommended Equipment  Two computers running Windows XP Professional that are directly connected to each other or through a switch or hub.  A printer installed on one of the two computers
55 Procedures: Step 1  Choose My Computer > Tools > Folder Options  Click the View tab.  Uncheck the “Use Simple File Sharing (Recommended)” checkbox, and then click OK. Step 2  Right-click the desktop, and then choose New > Folder.  Type Example, and then press the Return key.  Open WordPad. Type “This is an example document”.  Save the file in the “Example” folder with the name “Brief.doc”, and then close WordPad. Step 3  Right-click the Example folder, and then choose Sharing and Security  Click the Share this folder radio button, and then click OK.
56  What is the icon of the “Example” folder?  On the computer with the shared folder, right-click My Computer, and then click the Computer Name tab. Step 4  On the other computer, choosestart > Run…  Type computernameExample, where computer name is the name of the computer with the “Example” folder, and then press the Enter key.  Open the “Brief.doc” file.  Delete the text in the “Brief.doc” file, and then choose File > Save.  Click OK. Close WordPad, and then choose NO when prompted to save changes to the file. Step 5  Return to the computer with the shared folder.  Right-click Example folder > Sharing and Security, and then click Permissions. Step 6  Open the Control Panel on the computer with the attached printer.  Choose Printers and Other Hardware > Printers and Faxes.  Right-click the icon of the installed printer, and then choose Sharing….  Click the Share this printer radio button, and then click OK.
57 Step 7  Return to the computer that is not directly connected to a printer.  Open the Control Panel. Choose Printers and Other Hardware > Printers and Faxes.  Choose File > Add Printer on the screen below.  The “Add Printer Wizard” window appears.  Click Next.
58  The Local or Network Printer of the Add Printer Wizard window appears. Click the A network printer, or a printer attached to another computer radio button, and then click Next.  The “Specify a Printer” window appears.  Click the Connect to this printer radio button, and then click Next.  The Browse for a Printer window appears.
59  Expand “Shared printers”.  Choose the printer from the list, and then click Next.  The “Default Printer” screen of the “Add Printer Wizard” appears. Click Next.  The “Completing the Add Printer Wizard” window appears.  Click Finish. Step 8  Choose start > Printers and Faxes.
60  Right-click the printer you installed, and then choose Properties.  The “Printer Properties” window appears.  Choose the General Tab, and then click Print Test Page.  Click OK in the confirmation dialog box, and then click OK to close the printer properties window. Step 9  To test the functionality of file and printer sharing, you must be able to print a document or try the sample print feature of a printer.
61 Performance Rubrics for Sharing Files and Printer CRITERIA Excellent 4 Good 3 Fair 2 Poor 1 Safety Procedures (15%) -Applied / observed safety precautions while working Adherence to the Procedures (30%) -Followed the procedures systematically Workmanship (15%) -Had organized materials and tools while accomplishing the task and has time management Functionality (40%) -had set up a functional file and printer sharing system and was able to come up with a printed hard copy through it LESSON3. INSPECT AND TEST CONFIGURED COMPUTER SYSTEM AND NETWORK What to KNOW 3.1- Safety Precautions  Let the students be aware of Occupational Health and Safety Policy. Cite examples and different situations. 3.2- Guidelines for Testing Configured Computer System and Network  Let learners be familiar with the guidelines for testing configured computer system and network.  Guide learners in recognizing a technical report and the appropriate way of writing it.
62 What to PROCESS 3.1- Safety Precautions  Teacher may provide variation of activities for this lesson to process learners understanding on the subject matter. 3.2- Guidelines for Testing Configured Computer System and Network  Teacher shall fabricate variation of activities for this lesson to process learners understanding on the subject matter. What to REFLECT and UNDERSTAND 3.1- Safety Precautions  The teacher shall ask learners to do supplementary readings and further studies on the safety precautions related to testing configured computer system and network. 3.2- Guidelines for Testing Configured Computer System and Network  Teacher may offer / develop different activities to enhance, enrich and improve learners understanding in conducting a test on the configured computer system and network. What to TRANSFER 3.2- Guidelines for Testing Configured Computer System and Network  Guide the students in performing the final task on page 161 entitled “Test the Wireless NIC”.  Ask learners to accomplish the technical report on page 165 after performing the final task.  The teacher must construct rubrics to validate the performance of learners. Task: Test the Wireless NIC Direction: In this activity, you will check the status of your wireless connection, investigate the availability of wireless networks, and test connectivity. After accomplishing the task you need to write a technical report regarding the test conducted. Recommended Equipment  A computer with Windows XP Professional installed  A wireless NIC installed  An Ethernet NIC installed  Linksys WRT300N Wireless Router  Internet connectivity
63 Step 1  Disconnect the Ethernet patch cable from your computer.  A red “X” appears over the “Local Area Connection” icon.  Hover over the “Wireless Network Connection” icon in the tray.  Open a command window.  Ping 127.0.0.1.  Use the ipconfig command.  Get IP address of the default gateway  Ping the default gateway.
64  A successful ping indicates that there is a connection between the computer and the default gateway. Step 2  Open a web browser.  Type www.google.com in the “Address” field, and then press Return. Step 3  Open the Network Connections window.  Right-click the wireless connection and choose Properties.  Click the Wireless Networks tab.
65  Click the View Wireless Networks button. TECHNICAL REPORT ON TEST CONDUCTED Name of Technician:_______________________________________ Date of Inspection: __________________ Time: _______________ Device Tested: Specification: Diagnosis: Action Taken: Remarks:
66 V – Summative Assessment  Prepare a comprehensive summative assessment that covers all the important topics that were discussed.  Guide learners in assessing their themselves using: 1. Paper and pencil test 2. Performance test 3. Other appropriate tools  Check their answers using the answer key VI –Feedback Pre / Post- Assessment I. True or false 1. True 2. True 3. True 4. False 5. False 6. True 7. True 8. True 9. False 10.True II. Multiple Choices 1. C 2. B 3. D 4. A 5. C 6. A 7. C 8. B 9. D 10.A 11.C 12.C 13.C 14.B 15.A
67 III. Matching Type 1. L 2. J 3. I 4. E 5. A 6. H 7. G 8. K 9. D 10.C IV. Acronyms 1. Unshielded Twisted Pair 2. Shielded Twisted Pair 3. Internet Protocol 4. Transmission Control Protocol / Internet Protocol 5. Hypertext Transfer Protocol 6. File Transfer Protocol 7. Secure Shell 8. Internet Message Access Protocol 9. Simple Mail Transfer Protocol 10.Dynamic Host Control 11.Domain Name System 12.Time to Live 13.Local Area Networking 14.Virtual Private Network 15.Network Interface Card Lesson 1.2- Prepare Tools used for Configuration I. MS Configuration Command Classification 1. Tools 2. Boot 3. Services 4. Boot 5. General 6. Boot 7. Boot 8. Services 9. Tools 10.Boot
68 II. Applet Grouping Appearance and Themes 1) Display 2) Taskbar & Start Menu 3) Folder Options Network and Internet Connections 1) Internet Options 2) Network Connections Sound, speech, and audio devices 1) Sound and audio devices 2) Speech 3) Portable Media Devices Printers and Other Hardware 1) Game Controllers 2) Keyboard 3) Mouse 4) Phone and Modem 5) Printers and faxes 6) Scanners and Cameras Security Center 1) Automatic updates 2) Windows Firewall 3) Internet Options Lesson 2.2- Networking Devices, Media and Connector Criss- Cross Puzzle Across 1. STP 3. FIBEROPTICCABLE 5. CROSSOVER 6. UTP 7. STRAIGHTTHROUGH Down 1. SINGLEMODE 2. MULTIMODE 4. TWISTEDPAIR 5. COAXIALCABLE Lesson 2.5- Network Security Test I. Modified True or False 1. SECURITY
69 2. VIRUS- PRIMARY 3. SECURITY 4. SECURITY 5. SECURITY Test II. Matching Type 1. E 2. A 3. H 4. L 5. G 6. B 7. C 8. D 9. I 10.F Test III. Acronym 1. Virtual Private Network 2. Service Set Identifier 3. Wired Equivalent Privacy 4. Wi- fi Protected Access 5. Wireless Transport Layer Security VIII- References Books and Articles and Printed Materials: Amy Hisson, “Computer Assembly and Configuration- Lab and Assignments” David Anfinson, Ken Quamme “IT Essentials: PC Hardware and Software Companion Guide” 3rd Edition- 2008 at 800 East 96th Street Indianapolis, Indiana 46240 USA Efraim Turban, R. Kelly Rainer Jr., Richarrd Potter “Introduction to Information Technology” 3rd Edition- 2005 at Rosewood Drive, Denver, John Wisley and Sons(Asia) Pte. Ltd Marigen N. Leosala, Bobby P. Caoagdan, Ronaldo V. Ramilo, and Rosalie P. Lujero “Technology and Livelihood Education- Information and Communications Technology Learners Manual – Grade 7 & 8” Rosalie P. Lujero, Ronaldo V. Ramilo “Technology and Livelihood Education- Information and Communications Technology Learners Manual – Computer Hardware Servicing Grade 9”
70 Electronic Resources: “Definition of Configuration” Retrieved from http://www.webopedia.com/TERM/C/configuration.html “File Sharing” Retrieved from http://www.techopedia.com/definition/16256/file-sharing “Fundamentals of PC repair” Retrieved from http://www.ustudy.in/ce/hard/u1 “Hardware and Software Troubleshooting Tips | Virus Removal Tips | Best Anti-virus | Speeding Up Windows XP/Windows Vista/Windows 7 | Networking Tips | UNIX and LINUX Usability | Installation Procedure Of Various Operating Systems | computer repair | computer problems” Retrieved from http://101-computer- troubleshooting.blogspot.com/2009/09/directx-diagnostic-tool- dxdiag.html- “How to configure peer to peer workgroup network step by step Guide” Retrieved from http://computernetworkingnotes.com/basic-workgroup- networking/workgroup-set-up.html- “How to make an Ethernet cross over cable” Retrieved from http://www.makeuseof.com/tag/ethernet-crossover-cable/ “Occupational Safety Precautions” Retrieved from “peer to peer networking” Retrieved from http://h10025.www1.hp.com/ewfrf/wc/document?cc=us&lc=en&dlc=en &docname=bph05694- “Ping Tim Fisher” Retrieved from http://pcsupport.about.com/od/commandlinereference/p/ping- command.htm- “Puzzles for Activities” Retrieved from http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp “System Configuration utility” Retrieved from http://moderncomputerskillsandtraining.com/?page_id=2950- “Turn On the Windows Firewall” Retrieved from
71 K to12 BASIC EDUCATION CURRICULUM Information and Communications Technology COMPUTER HARDWARE SERVICING (SPECIALIZATION) Module 4 Maintaining computer systems and network Quarter 3-4 60 hrs http://windows.microsoft.com/en-ph/windows/turn-windows-firewall-on- off#turn-windows-firewall-on-off=windows-7 “Windows Registry” Retrieved from http://pcsupport.about.com/od/termsr/p/registrywindows.htm-- http://info.psu.edu.sa/psu/cis/kalmustafa/CISCO/Lecture%20Slides/ITE _PC_v40_Chapter2.pdf
72 CONTENT STANDARD The learner demonstrates understanding of the underlying concepts and principles in maintaining computer and network systems. PERFORMANCE STANDARD The learner independently demonstrates skills in computer systems as prescribed in the TESDA Training Regulations. LEARNING COMPETENCIES  Plan and prepare for diagnosis of computer systems errors  Diagnose and configure computer systems and networks  Inspect and test the configured computer systems and networks  Test Systems and Networks I. OBJECTIVES Guided by the teacher and this module the learner is expected to: Acquire knowledge, skills and underlying principles in the process and delivery of Computer Hardware Servicing such as: 1.Plan and prepare for the maintenance of computer systems and networks  Follow OHS procedures in maintaining computer systems and networks  Plan on how to maintain computer and networks systems  Identify faulty computer and networks systems  Identify tools in maintaining computer and network systems  Inspect testing equipment/devices  Check PC specifications  Verify network functions and specifications 2. Maintain computer systems  Follow OHS procedures in maintaining computer systems  Identify faulty computer systems  Test normal functions of computer systems  Perform repair and replacement of faulty computer systems  Adhere to the recommended schedule and techniques in maintaining and cleaning computer systems  Respond to sudden breakdowns of computer systems in accordance with established procedures
73 3. Maintain network systems  Follow OHS procedures in maintaining network systems  Identify procedures in maintaining network systems  Check or run the diagnostic software  Adhere to the recommended schedule and techniques in maintaining and cleaning network systems  Respond to sudden breakdowns of network systems in accordance with established procedures  Run the burn-in test on computer systems 4. Inspect and test configured/repaired computer systems and networks  Follow OHS procedures in maintaining network systems  Maintain the computer systems and networks to ensure safe operations  Run or conduct computer to computer communications  Connect computer systems to the internet  Computer system and network checked to ensure safe operation  Run the burn-in test on computer systems  Conduct final inspection on the tests undertaken  Prepare technical reports that comply with the job requirements II. PRE-ASSESSMENT  Guide learners in assessing their prior knowledge and skill in Computer Hardware Servicing using:  Skills Self -Assessment test Direction: Listed below are some of the most important skills that you must gain in order to render quality service when you enter the real world of Computer Hardware Servicing. Read the skills carefully. Write “YES” if you are familiar with the skill and “NO” if not. Feel free to answer each skill. Write your answers in your notebook. I can… YES NO
74 Plan and prepare work to ensure occupational health and safety (OHS) policies and procedures are followed Obtain materials, tools, equipment and testing devices needed to conform with job requirements Interpret work instructions according to job requirements Obtain computer components/devices/systems and determines its location prior to installation Install equipment / devices / systems in accordance with job requirements* Check / Test devices / systems and / or installations to determine the conformity to job requirements * Check computer systems and networks for configuration in accordance with specifications and requirements * Diagnose fault or problem in the computer systems and networks in line with standard operating procedures (SOP) * Configure the identified systems and networks based on specifications and job requirements * Inspect and test configured computer systems and networks in conformity with manufacturer's instructions / manual * Correct / Adjust components or parts of computer systems and networks in accordance with job requirements * Test computer systems and networks to ensure safe operation Perform scheduled / periodic maintenance in accordance with manufacturer's requirements Can make needed repairs / replacements in accordance with established procedures, when necessary. Clean and clear worksite of all surplus/excess materials in accordance with company SOP III. LEARNING GOALS AND TARGETS
75 Based on the objectives of the lesson and results of the pre- assessment, let the learners define their personal goals and targets to be achieved at the end of this module. Ask the learners to write their goals/targets on their notebook/ answer sheet.  Discuss the use and relevance of setting goals and targets for the mini- course.  Assist/Guide learners in accomplishing their goals and targets using the format provided in the module. IV. PROCESS AND DELIVERY Lesson 1. Procedures in Planning and Conducting Maintenance What to KNOW 1.1 Follow OHS procedures in maintaining computer systems and networks  Guide the learners in identifying the different maintenance procedures in taking care of computers.  Show images of an ideal computer laboratory atmosphere. Get a picture of a well-setup computer laboratory of a school or university in your community. Ask their best practices  Show video on http://www.youtube.com/watch?v=WOpHmjDyMPE Diagnoses of Faulty Computer and Networks Systems Preventing Computer Systems Failure  Discuss the lesson on pages 192-204.  Present to the learners the different maintenance procedures in taking care of computers.  Refer also to this link: http://www.wikihow.com/Prevent-Computer- Failure  The teachers must have a wide idea on Network Problems and the actions must be taken.  Must have a firsthand experience of everything. 1.2 Plan on how to maintain computer and networks systems Procedures in using Computer System and Network System Tools Procedures in using Computer System and Network System Tools  Discuss the lesson on pages 205-208.  Orient the students with the different procedures in using computer and network system tools.
76  Refer to this link http://www.gcflearnfree.org/windowsxp/16/print  Guide the students in designing a systematic monitoring plan for hardware. Show more samples.  Present other pc cleaning tools in this web linkhttp://www.tomsguide.com/us/pictures-story/386-pc-cleaning-tools- utilities.html 1.3Check PC specifications  Show list of a computer specifications and incorporate all the required hardware parts.  Select the ideal brand for computer specifications.  Compare specifications, their brand name at its functionality.  Ask from a certain computer shop or sales on their hardware list and specifications. 1.4 Computer Specifications  Discuss computer specification on page 210-214.  Educate the learners about the different computer specification available in the market.  Show samples of the different brand names and their products using images. Include price list for them to have an idea. 1.5Verify network functions and specifications  Identify all the network hardware requirements.  Evaluate brand names and their specifications.  Let the students create a diagnostic plan for a personal computer applying the maintenance procedure for hardware and software with the use of the different tools, materials and equipment.  Show a complete list of a required network hardware in setting up connections. Networking Hardware Requirements  Discuss the lesson on page 217-221.  Present the necessary network hardware requirements.  Discuss the purpose and functions of the different network hardware.  Show sample of network specifications What to PROCESS
77 Slide Show Computer and Network Errors  Let the students answer the activity on page 204.  Ask the students to interview computer technicians or hardware specialists on their immediate community.  Let them have an online research.  Ask the students to present their work using Powerpoint or in manila paper.  Let the students discuss their work on the class. Investigate and Interpret: Computer Systems Check  Students will answer the activity on page 208.  Let the students check the current status of a computer before making any updates. You may assigned one computer per students if computer units are available or Group them and assigned one computer for them. Let the students interpret the results after making an updates. Internet Research  Students will answer pages 215-216.  Guide the students in answering the worksheet. Show examples on hardware components, their specifications and cost.  Let the students browse online.  Let the students go to the community and ask the computer stores and shops. Network Layout Area Status (Before Updates) Status (After Updates) Security 1)Anti-Spyware Programs 2)Anti-Virus Maintenance 1)System Maintenance
78  Let the students answer the activity on page 221.  Ask the students to bring their drawing materials.  Let them draw a simple schematic layout of one computer connected to a network system.  Guide them on the requirements needed to setup network connections. Direction: In a short coupon, students are task to draw a simple schematic diagram of a computer connected to a network. Label the parts and present their drawing to the class. Students work will be rated according to the following criteria: What to REFLECT and UNDERSTAND Pictorial Tour  The students will answer the activity on page 204.  Instruct the students to group with five members and let them have a research on the different diagnosis on faulty computer and network systems.  Tell them to have a pictorial documentation of their activity. And ask them to give captions or make a narrative reports. Investigative Report  Answer activity on page 209.  In this activity, the students may search online about computer systems status or interview a practitioner lending a service in computer CRITERIA Excellent 4 Good 3 Fair 2 Poor 1 Adherence to the proper network setup (50%) -drawn the diagram with right setup Workmanship (20%) -Had organized materials and tools while accomplishing the task and has time management Quality of work (30%) -the final output is neat
79 hardware servicing.  Encourage them to make profiling as a source of evidence of their reports.  Ask the students to make documentations. Read and Study  Let the student answer the activity on page 216.  Instruct the students to conduct an internet research activity on the information about the components they need to complete for costumers computer. Give them a sample brand and model number, its features and cost.  Make a market scanning and look for business establishments for computer sales and services. Create a price list of brands and sample model of computer parts with its price.  Show a sample complete hardware components and their prices. Read and Study: Making Checklist Direction: To expand your understanding about computer specifications. Make a market study on components, its brand, functionality and cost. You can ask computer vendor of the price lists and inquire of its specifications. Choose two brands then make comparisons. Be ready for an oral presentation. Components Brand No.1 Cost Brand No.2 Cost Strengths Weakness Processor Motherboard Memory Graphic Card Sound Card Performance Score Card Score Reference: 0 = Some facts are clearly inconsistent with source material 1= Some facts are questionable/unrealistic 2 = All facts seem accurate/good. Details Points Brand Model is precisely given Cost are based on the market selling price Strength/Weakness are realistic Presentation (Clarity of the voice)
80 Critical Review  Answer the activity on page 222.  Let the students create a table of specifications on network hardware. List brand names and compare. Direction: To increase students understanding about network specifications. Make a market study on components, its brand, functionality and cost. Students can ask computer vendor of the price lists and inquire of its specifications. Choose two brands then make comparisons. Be ready for an oral presentation. Components Brand No.1 Brand No.2 Cost Router Hub 8-port UTP cable Rj45 connector Sound Card What to TRANSFER Video Demo Application of Diagnosis on Faulty Computer and Network Systems  Students will do activity on page 205.  Tell the students to interview computer technicians in their community and ask certain computer problems they encountered and their procedures in diagnosing it.  After the interview, let the students have their own simulation on diagnosing faulty computer and network systems.  Guide also Students to use or browse youtube.com on diagnosing procedures with the said topic.  Rate the students according to the rubrics: CRITERIA PERCENTAGE SCORE Accuracy (Accurate role and function of a device was accurately shown) 30% Presentation (Organization or sequence of the play, appropriate gestures was used) 30%
81 Clarity (Clearly delivered each diagnosis) 30% Team work (cooperation of each member) 10% Performance Rating Magazine Article  Answer activity on page 209.  Let the students write an article on the risk about turning off messages about spyware and virus protection.  Students may base their idea on the interview taken.  Encourage students to ask help from their English teachers in generating idea. Directions: To extend more your understanding about computer systems status. Search online or you can also interview a practitioner while lending a quality service in computer hardware servicing. Make an article with regards to the effect of ignoring computer problems. Using the guide questions in writing your article. Use striking title. Be creative. Be ready for an oral presentation. 1. What is the risk of turning off messages about spyware and related protection? 2. What is the risk of turning off messages about virus protection?
82 Rubrics Contents Excellent (5) Good (3) Poor(1) Spelling Almost all words spelled correctly Capitalization Begins all sentences but one with uppercase letters. Punctuation Correct ending punctuation in every sentence but one. Grammar Simple sentences are grammatically correct. Handwriting Legible. Good spacing and alignment. Total Points Computer Specifications  Students will answer activity on page 217.  Make a market scanning and look for business establishments for computer sales and services. Create a price list of brands and sample model of computer parts with its price.  Show a sample complete hardware components and their prices. Directions: In this activity, students will create a complete list of specifications of a one set desktop computers including its brand name and cost. Total all the amount and present it to the class. Computer Shop Network Layout  Answer activity on page 223.  Ask the student to bring short coupon and drawing materials.  Guide the students in doing the activity.  Show sample schematic layout of a network computers.
83 Direction: In this activity, students will draw in a short coupon, layout plan of a computer café connected to a network. Write the specifications of the network hardware. Incorporate the following requirements: 1. One computer server 2. 20 client computers 3. One DSL modem 4. UTP cables 5. Hub CRITERIA Percentage Score 1. Originality of network layout 40% 2. Neatness of the drawing 40% 3. Proper use of equipment and materials is observed. 10% 4. Observance of Safety Precautions. 10% PERFORMANCE RATING LESSON 2: Maintain Computer Systems What to KNOW 2.1 Follow OHS procedures in maintaining computer systems Safety Precautions, Maintenance of the Computer System, Data Backup, Malware Maintenance, Disk Maintenance  Present the lesson on pages 224-229.  Discuss the Occupational Health and Safety (OHS) Policy  Remind the students of the Occupational Health Standards when working.  Present Data backup base from personal experience and give its importance.  Define Malware and give examples.  Refer to this link http://www.hyperlogik.com/Blog/virus-spyware-and- malware-maintenance-and-prevention/  Present the video from http://www.youtube.com/watch?v=dhQjH6UZA7g http://www.youtube.com/watch?v=_qNd22tijWw
84 2.2 Identify faulty computer systems DIAGNOSIS AND IDENTIFICATION OF FAULTY SYSTEM  Discuss the lesson on pages 231-238.  Share teacher’s experience about the subject matter.  Guide the students in diagnosing faulty system  Do actual demonstration on the diagnosis or doing solutions of a certain hardware problem.  Show more videos with regards to the lesson if necessary. 2.3 Test normal functions of computer systems Diagnostic Software Tools  Discuss the lesson on pages 240-252.  Educate the students with regards to the different Diagnostic Software tools  Show to students how software diagnostic tools work  Demonstrate how the different disk management tools works  Demonstrate the some general cleaning tips and use of cleaning tools.  Show the procedures in cleaning hardware components.  Refer to the following links http://www.gcflearnfree.org/computerbasics/14 http://msisac.cisecurity.org/newsletters/2010-06.cfm http://whirlpool.net.au/wiki/computer_maintenance http://www.goamerican.com/perform-basic-computer-system- maintenance/ http://www.infohq.com/Computer/computer_maintenance_tip.htm 2.4 Perform repair and replacement of faulty computer systems UNDERSTANDING PARTITIONS  Discuss the lesson on pages 258-259.  Familiarize / educate the learners about the disk partitioning.  Teachers may invite experienced computer technicians to share his expertise to the class.  The teacher and the class may go to the nearest computer repairs shop in their immediate community to observe and consult their expertise on computer hardware servicing and the subject matter.
85  Show more videos with regards to the lesson if necessary  Refer to the following links http://www.bleepingcomputer.com/tutorials/understanding-hard-disk- partitions/ http://www.pcworld.com/article/185941/how_and_why_to_partition_you r_hard_drive.html http://diligent.tripod.com/hd-partn.htm 2.5 Adhere to the recommended schedule and techniques in maintaining and cleaning computer systems Scan Disk  Discuss lesson on page 263-264.  Define the term scan disk.  Refer also to the following links How to Scan Disk http://www.computerhope.com/issues/ch001118.htm Scan disk video http://www.youtube.com/watch?v=91SBw9Fkmsw Deleting Temporary Files  Discuss and demonstrate the subject matter on page 268.  Refer to the following links http://pcsupport.about.com/od/maintenance/ht/manualtempxp.htm http://www.computerhope.com/issues/ch000225.htm http://www.wikihow.com/Delete-Temporary-Internet-Files http://www.youtube.com/watch?v=_jrCVrMnct8 Disk Cleanup  Discuss lesson on page 271-272.  Define and discuss disk cleanup.  Mention / Infer to the following references a) http://www.computerhope.com/jargon/d/diskclea.htm b) http://www.theeldergeek.com/disk_cleanup_utility.htm c) http://support.microsoft.com/kb/310312 d) http://windows.microsoft.com/en-us/windows/delete-files-using-disk- cleanup#delete-files-using-disk-cleanup=windows-7 e) http://www.udel.edu/it/help/best-practices/running-disk-cleanup- windows-computer.html
86 What to PROCESS 2.1 Essay Activity  Let the student answer the activity on page 229.  Let the students write an essay on the importance of data backup Directions: In this activity, write an essay about the importance of Data Backup. Relate your statements to the most treasured thing you possessed. Give also your own title for the essay. Minimum of 400 words. 2.2 Critical Review: Problems Encountered  Students’ activity on page 238.  Let the learners answer the activity  Give an example. Directions: In this activity, list down at least five (5) problems, error messages or incidents you encountered while working or using the computer. Then your actions you have taken. Problems Encountered Actions Taken 1. 2. 3. 4. 5. 2.3 Ways to Improve your Computer's Performance Disk Defragmentation  Students’ activity is on page 253  Let the students do the task on disk defragmentation on a computer assigned to them.  Guide the students to do the process 2.4 Duplication – Disk Image Backup  Students will do the activity on page 259-262.  Let the students do the disk image backup and follow the procedures given.  Do Peer tutoring if necessary 2.5 .1  Let the students do process activity on page 265-266.
87  Guide the students in doing the scan disk  Let the students demonstrate the process. 2.5.2 Temporary Internet Files  Do process activity on page 269-270.  Let the students perform the activity 2.5.3  Let the students do activity on page 272-274.  Discuss and demonstrate the methods in deleting files using disk cleanup  Guide the students in doing the procedure. What to REFLECT and UNDERSTAND 2.1 Research and Investigate  Let the students do activity on page 230.  Let the students reflect and answer the questions. Call volunteers to discuss and share their answers.  Guide the students to do the task. Ask students to report their findings in class. Directions: Have five members per group and make a research on the different cause and effect of data backup, malware maintenance and disk maintenance. You can also interview / observe a practitioner while lending a quality service in computer hardware servicing. This event will be presented orally through a role playing. 2.2 Slide Show Presentation  Students’ activity on page 239.  Let the student answer the activity and ask them to use the internet. In this project, you will learn how useful the Internet can be for a Personal Computer (PC) support technician. Directions: Using a personal computer, pretend that the motherboard manual is not available and you need to replace a faulty processor. Identify the manufacturer and model of the motherboard by looking for the manufacturer’s name and model number stamped on the board. Research the Web site for that manufacturer. Print the list of processors the board can support.
88 Afterwards, make a slide presentation and report it to the class. 2.3 Evaluating your Needs  Guide the students in doing the task.  Present samples in disk partitioning.  Student will answer the activity on page 257.  Let the student answer the questions given. Before you start, ask yourself the following questions to help you determine the kind of partitions to create:  Do you work more on documents than on software?  Does your job require you to install multiple software applications?  Does the size of your software exceed that of your documents? 2.4 Critical Review  Answer activity on page 263.  Let the students have a research using books or internet on the given activity Now, that you are done with the disk image, to enlighten your understanding and knowledge have some more readings about it thru books and other resources. You should consider the following topics for research: 1. Acronis True Image 2. Norton Ghost Image 3. Other disk Image backup software 2.5.1  Answer activity on page 266.  Let the students answer the given questions. Answer the following questions in your own answer/test notebook. 1. What are the things that the scan disk could do in a computer? How often do you scan disk your computer? 2. Computers should be protected from errors to prevent component malfunction. What anti-static are the things you should do to avoid such malfunction? 2.5.2 Computer Terminologies  Let the students perform the activity on page 270
89 Answer the following questions in your notebook. Make an internet research. 1. What is the meaning of “cache”? Internet cookies? 2. How is this concept related to temporary files? What are its effect in the computer operation? Are these files can be also removed or deleted to speed up computer operation? 2.5.3  Answer activity on page 274.  Guide the students in doing the activity.  Let the students also reflect with the process they applied. Activity: Internet Research In this activity, you will learn how useful the Internet can be for a PC support technician. 1. Research the Web site for the importance of Disk Cleanup and when to apply it. 2. Know the advantages and effects to the computer system. What to TRANSFER 2.1  The students will have a group activity on pages 230-231.  Guide the students to analyze the given situations and perform the task required.  Let the students showcase their talents in acting. Role Playing Application on Maintenance of Computer System Directions: After the interview and observation with a practitioner, your group will showcase what you have learned through a role playing. You will be rated base on the Rubrics written below:
90 Criteria Excellent 4 Good 3 Fair 2 Weak 1 Content (40%) -Conveys full understanding of the content Enthusiasm (10%) -Facial expression and body language generates strong enthusiasm Interest and Purpose (10%) -Displays interesting purpose Speak Clearly (10%) -Group members speaks clearly at all times Volume (10%) -Loud volume Preparedness (10%) -Group is prepared with props and costumes Cooperation (10%) -displays teamwork 2.2 Video Tutorials  Students’ activity on pages 239-240.  Let the students make a simulation of what they have learned from a practitioner or computer technicians through the use of their camera phones or digital cameras.  Tell them that they will be rated base on the rubrics given in the module.
91 Application on Diagnosis of Faulty Systems Directions: In this activity, the students will group into three (3) and make an interview and observation with a practitioner, the group will showcase what you have learned through a video demo or tutorials. Use your digital cameras or cell phones. You will be rated base on the Rubrics written below: Criteria Excellent 4 Good 3 Fair 2 Weak 1 Content (40%) -Conveys full understanding of the content Enthusiasm (10%) -Facial expression and body language generates strong enthusiasm Interest and Purpose (10%) -Displays interesting purpose Speak Clearly (10%) -Group members speaks clearly at all times Volume (10%) -Loud volume Preparedness (10%) -Group is prepared with props and costumes Cooperation (10%) -displays teamwork 2.3  Student will answer the activity on page 258.  Let the students perform the activity Directions: The class will be divided into five (5) groups. Each group has its own respective leader. The group will perform a task regarding familiarizing the cleaning components of computer. After the activity they will be graded using the given Performance Score Card below:
92 PERFORMANCE SCORE CARD Performance Criteria Percentage Grade 1. The student clearly identified personal protective equipment. 20% 2. The student utilized actual tools/device in performing the actual procedures. 15% 3. The student applied safety precautions during the task. 25% 4. The task gave students more critical thinking on the personal protective equipment. 30% 5. The student cooperatively performed the task. 10% Performance Rating 2.4 Online Review  Students will do the activity on page 263.  The teacher may download the given link After the research, you can also deepen your understanding by watching a video presentation using the URL below: 1. http://www.youtube.com/watch?v=PWEKWqQuz9o http://www.youtube.com/watch?v=vCEOP7pVELw 2.5  Answer activity on page 267.  Guide the students in answering the following activities.  Let the students follow the procedure on scanning flash drives 1. Concept Mapping In this activity, you will write on the figures the concept which will relate to the word “scan”. Add more shapes if you want.
93 2. Scan Flash Drive Scanning your flash drive will check if the are some errors in it. Here's How: 1. Press the Start button on desktop or double-click the icon My Computer icon on your desktop. 2. Selector highlight the flash drive to be scanned for bad sector on the list . 3. Open the File menu and select Properties option’ 4. Then a window dialogue box will appear then select the Tools tab. 5. Click the Check Now button. The scanning process will then initiate 2.5.2 Deleting Temporary Files  Let the students perform the activity on page 271. Directions: Pair the students. Let them perform the deleting of temporary internet files. After the activity they will be graded through the given Performance Score Card below: CRITERIA Passed Failed 1. Sequence of steps in deleting is followed. 2. Safety precaution is observed. 3. The students cooperatively performed the activity. PERFORMANCE RATING SCAN
94 2.5.3  Answer activity on page 274-275.  Let the students perform the activity. Activity Directions: You are to delete temporary files in the different Operating Systems. 1. Delete Temporary Files in Windows 7 and Windows 8 2. Delete Temporary Files in Windows XP LESSON 3: Maintain Network Systems What to KNOW 3.1 Follow OHS procedures in maintaining network systems What to KNOW Maintain Network Systems  Discuss the lesson on pages 276-282.  Educate the students on how to create a simple maintenance schedule and how to fill-up the checklist.  Teach the students how to perform network maintenance procedure.  Show Teacher’s personal monitoring checklist for the computer laboratory  Discuss procedures for General Safety 3.2 Run the burn-in test on computer systems Burn-In Testing  Discuss the lesson on page 283-284.  Demonstrate the burn-in testing procedure.  Follow the step by step process. What to PROCESS 3.1  Let the students answer the activity on page 282.  Guide the students in filling-up the Maintenance Inspection Checklist  Let the students accomplish the maintenance inspection checklist.
95  Guide them in performing the task. Ask if they have any suggestions. Accomplish the maintenance inspection checklist below: Put a check mark on the column which states an action taken. MAINTENANCE INSPECTION CHECKLIST Equipment Type PERSONAL COMPUTER Property Code PC001 Location Practical Work Area YES NO INSPECTION ITEMS 1. Do the stability of the male plug and other power connections checked regularly? 2. Is the machine regularly cleaned? 3. Is the monitor checked and cleaned regularly? 4. Are the peripherals cleaned and checked regularly? 5. Is the hard disk checked and cleaned regularly? 6. Are the applications regularly updated? 7. Do the files back up done regularly? 3.2 Perform Immediate Burn-In Testing  Let the students perform burn-in testing activity on page 284.  Guide the students on accomplishing the task. What to REFLECT and UNDERSTAND 3.1  Let the students do the activity on page 282.  Let the students make an outline steps or procedure presented on the video tutorials. Video Tutorial Direction: To deepen your understanding about maintaining networks system, watch the video on http://www.youtube.com/watch?v=cMCCLKDHXqI and make an outline steps or procedure of the action taken presented or shown in the video. What to TRANSFER  Let the students do the activity on page 276.
96 Weekly Maintenance Checklist Direction: In this activity, you will create a either a daily, weekly or monthly maintenance checklist for the computer laboratory. Include all the computer and network hardware. You will be given 30 minutes to complete the task. Present your output in the class. Excellent (5) Good (3) Poor(1) Hardware/ Peripherals All hardware/peripherals were enumerated Format Layout of the checklist is good. Details Important details were included such as dates, checker’s name, area/room, remarks, conditions, etc. Handwriting Legible. Good spacing and alignment. Total Points LESSON 4: Inspect Computer Systems and Networks What to KNOW 4.1 Follow OHS procedures in maintaining network systems  Teach the students on the Occupational Health and Safety Policies 4.2 Maintenance of the Computer Systems and Networks  Discuss the lesson on page 290-292.  Share best practices in the maintenance of the computer system and networks. 4.3 Network Monitoring  Discuss the lesson on page 296.  Define Network Monitoring
97  Present the different Network Monitoring Software Tools.  Demonstrate the Ping Command 4.4 Computer Communications  Discuss the lesson on pages 301-302.  Teach the students on how DSL or cable networks are connected.  Know the connections commonly used in internet connections.  Show the network connections of the computer laboratory  Suggested topics and activities – http://www.laneye.com/network/how-network-works/computers-in- network.htm http://www.laneye.com/network/how-network-works/computers-in- network.htm 4.5 Run or conduct computer to computer communications  Educate the students how computers to computers communicate  Show the methods of connection. 4.6 Connect computer systems to the internet  Discuss the setup of connecting computer system to the internet. 4.7 Prepare technical reports that comply with the job requirements  Discuss the lesson on General Safety Guidelines on page 305. 4.8 Preparing Technical Report  Discuss how to prepare technical reports on page 305-307.  Instruct and assist the students to fill up sample technical reports form.  Show the Laboratory’s Hardware Report.  Show more samples online. What to PROCESS  Let the students do the activity on page 293.  Let the student download and explore free network diagnostic tool. Experiment and Demonstrate  To check the vulnerability or stability of your network connection, go to the internet and download a free network diagnostic tool.  Go to any search engine and type – network diagnostic tool.
98  After downloading the application, run the setup file of the program and install it into your computer.  If the program was already installed, run the application. Take note of the diagnosis. Do some action if there are problems or errors encountered. Testing Network Connection with Ping Symptoms:  Guide the students in doing the activity on pages 297-299.  Demonstrate the Ping Command  wants to test the network using Ping  wants to test the latency of the network 1. Open the Command Prompt or Terminal. Every operating system has a command line interface that will allow you to run the Ping command. The Ping command operates virtually identically on all systems. o If using Windows, open the Command Prompt. Click the Start button and enter "cmd" into the Search field. Windows 8 users can type "cmd" while on the Start screen. Press Enter to launch the Command Prompt. 2. Type ping followed by an IP address or a website address then press Enter key to execute the command. Here is a brief explanation of commonly used ping commands: o ping 127.0.0.1 (This is a "loopback ping" - your computer trying to talk to itself. If the loopback step fails, it might be because the TCP drivers are corrupted, the network adapter might not be working, or another service is interfering with IP.) o ping <IP address> (This will ping the IP address of a device like a local computer, remote server or any client that receives an IP address to verify that it is reachable and that you can communicate with it properly.) Example: ping 192.168.1.1 (this is the default IP address of NETGEAR routers) o ping<website address> (This command will test for the Internet connectivity and DNS functionality.) Example: ping www.netgear.com, ping google.com  Students will work the activity on pages 302-303.
99 Set up a DSL or cable connection A combined modem and router properly plugged in  Plug the device into an electrical outlet.  Plug one end of a phone cord or cable into the wide area network (WAN) port of the device, and then plug the other end into the wall jack. The WAN port should be labeled "WAN." (DSL users: Do not use a DSL filter on the phone line.)  Plug one end of an Ethernet cable into the local area network (LAN) port on the device, and then plug the other end into the networking port of the computer that you want to connect to the Internet. The LAN port should be labeled "LAN." (If you are connecting wirelessly, skip this step.)  Start (or restart) the computer.  Open the Connect to the Internet wizard by clicking the Start button , clicking Control Panel, clickNetwork and Internet, clickNetwork and Sharing Center, clickSet up a connection or network, and then clickConnect to the Internet.
100 A modem and router properly plugged in  Plug the modem into an electrical outlet.  Plug one end of a phone cord or cable into the modem, and plug the other end into the wall jack. (DSL users: Do not use a DSL filter on the phone line.)  Plug one end of an Ethernet cable into the modem, and plug the other end into the wide area network (WAN) port on the router.  Plug the router into an electrical outlet.  Plug one end of an Ethernet cable into the local area network (LAN) port on the router, and plug the other end into the networking port on the computer that you want to connect to the Internet. (If you are connecting wirelessly, skip this step.)  Start (or restart) the computer.  Open the Connect to the Internet wizard by clicking the Startbutton , clicking Control Panel, clicking Network and Internet, clicking Network and Sharing Center, clicking Set up a connection or network, and then clicking Connect to the Internet.  Instruct and assist the students to fill up sample technical reports form on pages 308-309. Simple Technical Reports
101 Detailed Technical Reports
102 What to REFLECT and UNDERSTAND  Let the students do the activity on page 286. Direction: To deepen your understanding about network diagnostic tool, visit the link on http://support.microsoft.com/kb/914440. Follow the instructions given and apply to your computer. You are to be rated according to the rubric below. Rubric for your Performance Test CRITERIA Excellent 4 Good 3 Fair 2 Poor 1 Adherence to the sequence of setup -Followed carefully the given instructions. Workmanship -Had organized materials and tools while accomplishing the task and has time management. Quality of work -The final output is neat Practicing TCP/IP Networking Skills  Let the students do the activity on page 300. While connected to the Internet or another TCP/IP network, answer these questions: 1.What is your current IP address? 2.Release and renew your IP address. Now what is your IP address? 3.Are you using dynamic or static IP addressing? How do you know? 4.What is your adapter address for this connection? 5.What is your default gateway IP address? Video Tutorial  Let the students perform the task on page 304. Direction: To deepen your understanding about maintaining networks system, watch the video on http://www.youtube.com/watch?v=KBHyDd2cJBs
103 and make an outline steps or procedure of the action taken presented or shown in the video. Computer Item Enumeration  Student will answer activity on page 310.  Let the students observed and itemized the available hardware items, network devices, tools available in the computer laboratory. Direction: You are to enumerate the hardware items that can be seen inside the computer laboratory, applications installed in a computer, network devices, computer tools and others. What to TRANSFER  Let the students do the activity on page 293-295. Schedule and Techniques in Maintaining Systems System Restore After doing so the performed task, students will be assessed using the following criteria: CRITERIA Excellent (3) Good (2) Poor (1) 1. Sequence of steps is followed. 2. Safety precaution is observed. 4. Speed (Worked in a fast manner). PERFORMANCE RATING Network Checking  Guide the students in doing the activity on pages 300.  Let the students apply the Ping Command in doing the activity. Direction: In this activity, you will check the network status by using the ping command. Make a status report on the results. 1. Ping a website 2. Ping the router
104 3. Ping a terminal/computer Rubric for your performance Test Criteria Percentage Grade Accuracy 50 % Adherence to the procedures 20% Workmanship(applied safety precautions) 20% Speed 10% Performance Rating Network Connection Demo  Let the students perform the task on page 304. Learners required to make a network connection using the devices provided. You are rated according to the criteria given below. Equipment, Tools and Materials Required:  UTP cables  1 router  1 hub  2 PC unit  DSL connection Given the following materials, set-up a network connection on one computer. CRITERIA 1 2 3 4 5  Safety Precautions are observed.  All the UTP cables are properly connected to the computer and hub.  Computer is properly connected and seen in the network.  Proper boot-up and shutdown of the computer is observed. Total:  Student will answer activity on page 310.
105  Guide the students in creating a technical report.  Students are to reveal in their report the hardware, software and tools available in the computer laboratory. Creating Computer Hardware – Software – Tools Report Direction: In this activity, you are to create Computer Hardware – Software – Tools Report which are available in your computer laboratory. Reports will be based from the items inspected in the laboratory. Create your own format. You are to be rated according to the score card. CRITERIA Percentage Score 1. Originality of format and layout 40% 2. Content of the report 40% 3. Proper use of equipment and materials is observed. 10% 4. Observance of Safety Precautions 10% PERFORMANCE RATING VI –Feedback Answer key for Module 4 What to Process (page 60) 1. Tablet PC 2. Server 3. Minicomputer 4. Microcomputer 5. Netbook 6. Desktop computer 7. Digital 8. Mainframe 9. PDA 10.Wearable computer Matching Type (page 61) 1. C 2. A 3. K 4. J 5. H 6. D 7. G
106 8. L 9. B 10. F What to Process (page 68) 1. Network Firewall 2. WAN 3. Network gateway 4. Network 5. Modem 6. Network Interface 7. Bridge 8. Ethernet Switch 9. Routers 10.LAN What to Process (page 78) 1. True 2. True 3. True 4. True 5. False 6. True 7. True 8. True 9. True 10.True What to Process (page 120) 1. C 2. B 3. B 4. B 5. A 6. C 7. D 8. B 9. A 10.C
107 Summative Test Test 1. 1. Tablet PC 2. Server 3. Minicomputer 4. Microcomputer 5. Netbook 6. Desktop computer 7. Digital 8. Mainframe 9. PDA 10.Wearable computer 11.Operating system 12.Input devices 13.Output device 14.Storage devices 15.Firewall 16.WAN 17.Network gateway 18.Network 19.Hub 20.Bridge Test II 1. True 2. True 3. True 4. True 5. True 6. True 7. True 8. True 9. True 10.True 11.True 12.True 13.False
108 14.True 15.True Test III. 1. C 2. D 3. A 4. C 5. B 6. B 7. A 8. D 9. C 10.B Test IV 1. C 2. A 3. P 4. O 5. J 6. E 7. H 8. Q 9. B 10.G 11.D 12.M 13.L 14.I 15.K Answer key for Module 4 Test I 1. Place computer in a well-ventilated area. 2. Schedule the use of computer for its longer life 3. Treat your computer properly 4. Backup your files. 5. Delete temporary files.
109 6. Update antivirus and spyware. 7. Move the computer only when it is turned off and unplugged 8. Install or secure password. 9. Preventive Maintenance 10. Condition Based Maintenance Test II 1. a 2. b 3. c 4. b 5. c 6. c 7. b 8. b 9. a 10. a 11. a 12. b 13. a 14. c 15. c 16. a 17. a 18. c 19. d 20. d Test III 1. e 2. c 3. b 4. d 5. a VII. REFERENCES Books and Articles and Printed Materials: Barry Press, Marcia Press, “PC Upgrade and Repair Bible, Desktop Edition”., Wiley Publishing Inc., 10475 Crosspoint Boulevard, Indianapolis, IN 46256 Ron Gilster, “PC Repair Bench Book”., Wiley Publishing Inc., 10475
110 Crosspoint Boulevard, Indianapolis, IN 46256 Barry Press, Marcia Press, “PC Upgrade and Repair Bible, Desktop Edition”., Wiley Publishing Inc., 10475 Crosspoint Boulevard, Indianapolis,IN 46256 Ronaldo V. Ramilo And Deover M. Pasco“K to 12 Basic Education Curriculum- Technology and Livelihood EducationLearning Module – Computer Hardware Serviciing” Marigen N. Leosala, Bobby P. Caoagdan, Ronaldo V. Ramilo, and Rosalie P. Lujero“Technology and Livelihood Education- Information and Communications Technology Learners Manual – Grade 7 & 8” Efraim Turban, R. Kelly Rainer Jr., Richarrd Potter “Introduction to Information Technology” 3rd Edition- 2005 at Rosewood Drive, Denver, John Wisley and Sons(Asia) Pte. Ltd Electronic Resources: “Computer Memory Types” Retrieved from http://www.buzzle.com/articles/computer-memory-types.html “Measurements for Memory & Storage” Retrieved from http://www.athropolis.com/popup/c-comp2.htm “Fundamentals of PC repair”Retrieved from http://www.ustudy.in/ce/hard/u1 “Occupational Health and Safety Precautions”Retrieved from http://danreb.com/sites/default/files/CHS-NC2%20Reviewer%20- %20With%20Oral%20Questioning_0.pdf “Puzzles for Activities” Retrieved from http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp “Occupational Safety Precautions” Retrieved from http://info.psu.edu.sa/psu/cis/kalmustafa/CISCO/Lecture%20Slides/ITE _PC_v40_Chapter2.pdf
111 “Computer Hardware Basics”Retrieved from http://www.youtube.com/watch?v=6N7bqBsFL0w- “How to install Computer Hardware” Retrieved from http://www.wikihow.com/Install-Computer-Hardware- “How to install Computer components” Retrieved from http://www.directron.com/howtoupsys.html- “Tool Selection” Retrieved from http://www.bechtel.com/assets/files/Environmental/ToolboxSafetyTopic s/20 /10/ProperToolSelection.pdf “PC Assembly” Retrieved from http://www.iml.uts.edu.au/assessment- futures/designing/assembling.html “Computer Basics” Retrieved from http://www.instructables.com/id/Disassemble-a-Computer/- “PC Hardware, Networking ,Operating Systems and Troubleshooting” Retrieved from www.professormesser.com-

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C chs tg-module1-4_dec

  • 1.
    1 K to12 BASICEDUCATION CURRICULUM Information and Communications Technology COMPUTER HARDWARE SERVICING Grade 10 GRADE 10 – MODULE 1 Personal Entrepreneurial Competencies (PECs) Teachers Guide Quarter I 4 hrs. Grade Level Standard This is a specialization course which leads to Computer Hardware Servicing National Certificate Level II (NC II). It covers two (2) core competencies that a Grade 10 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) communicate effectively using the English language and 2) deliver quality customer service. The preliminaries of this specialization course include the following: 1) discussion on the relevance of the course, 2) explanation of key concepts relative to the course, and 3) exploration of career opportunities. Content Standard The learner demonstrates understanding of one’s Personal Entrepreneurial Competencies in Computer Hardware Servicing. Performance Standard The learner independently creates a plan of action that strengthens and or further develops his/her PECs in Computer Hardware Servicing. Learning Competencies Develop and strengthen PECs needed in Computer Hardware Servicing. I. Introduction This teacher’s guide will lead you to effectively and efficiently teach Module 1. Moreover, this will guide you in determining relevant and appropriate teaching techniques and strategies that will fit the learning needs and demands of the learners to make them best understand and appreciate the importance of
  • 2.
    2 entrepreneurship and theentrepreneurial competencies related to Computer Hardware Servicing. This module will also provide learners an opportunity to know that individuals possess different PECs. These PECs include characteristics, attributes, lifestyles, skills, or traits. Likewise, when one aligns these competencies with the competencies of successful practitioners or entrepreneurs, he or she will be ready to face the experiences of starting a business or being employed. Moreover, the module is designed to stimulate the learners to think about entrepreneurship and its role in the business community and in economic and social development. II. Objectives With your assistance and the guidance of this module, learners are expected to understand the underlying principles and concepts of PECs, particularly in: - identifying areas for improvement, development, and growth, - aligning learners’ PECs according to their business or career choice, and - creating a plan of action that ensures success in their business or career choice. III. Presentation of Content Introduction  Guide learners in appreciating and understanding PECs for them to be successful in business or in the workforce by sharing inspiring real-life stories of successful businessman and or well-known employees in the field of Computer Hardware Servicing in the province.  Explain to learners the importance of assessing their PECs.  Guide learners in understanding the importance of entrepreneurs and entrepreneurship. Objectives  Guide learners in identifying and understanding the objectives of Module 1. Pre-Assessment  Use the sample pre-assessment test available in the learners’ materials or craft a comprehensive teacher-made test to assess learner’s prior knowledge and skills in PECs.  Evaluate the result of the pre-assessment and prepare a plan of action to
  • 3.
    3 strategically address thelearning needs and requirements of the learners. Guide Questions  Have learners actively perform task 2, and let them share their answers and relevant experiences with the class.  Process learners’ understanding of the guide questions presented on task 2. Learning Goals and Target  Help learners utilize available technologies / resources in planning their own learning goals and targets as reflected on page 4. Group Activity  Group the learners, then ask them perform task 3. Let them share their thoughts with the class.  Process learners’ understanding and guide them in arriving at a relevant and acceptable generalization. IV. Know, Process, Reflect and Understand, and Transfer Know  Discuss / present the importance of assessing personal entrepreneurial competencies (PECs) and skills vis-à-vis a practicing entrepreneur or employee; provide an actual example of an entrepreneur or employee existing in your province.  Expand learner’s curiosity by asking essential questions on the important characteristics / traits / attributes, and skills of a good entrepreneur.  Assist / Guide learners in understanding the entrepreneurial competencies (characteristics, traits, attributes) and skills of a good entrepreneur.  Have an appropriate, relevant, and timely learning activity for the learners to appreciate the best entrepreneurial competencies.  Assess learner’s knowledge and skills on understanding of topic. Use the result of the pre-assessment to improve their learning. Process  Ask the learners accomplish task 4 (PECs Checklist) on page 8-9. Let them make their interpretation or personal insights based on the accomplished task.  Facilitate student-to-student interactions and process learners understanding. Reflect and Understand  Deepen learners’ understanding of PECs by guiding them in accomplishing
  • 4.
    4 task 5 (Interview)on page 9-12.  Facilitate appropriate learning activities to finish the task.  Encourage learners to report their accomplishments to the class.  Process learners’ understanding. Transfer  Assist learners in individually accomplishing task 6 (Preparation of a Plan of Action) on page 12. Let them craft their own plan of action intelligently. Have learners present this in class.  Process their understanding.  Guide learners in answering the essential questions presented in task 7 on page 13.  Have learners share their answers with the class, and then process their understanding.  Provide learners more concrete example and enrichment activities to further deepen their understanding about PECs and its importance in day-to-day living as future entrepreneurs or employees.  Provide learners applicable activities whereby they can transfer to the community what they have learned.  Let learners use available resources in the community to accomplish the task. V – Feedback Pre / Post Assessment 1. E 6. B 2. K 7. C 3. H 8. I 4. A 9. D 5. J 10. F VI – References 1. Module 5, Project EASE, Effective and Affordable Secondary Education 2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A 3. http://www.thetimes100.co.uk/theory/theory--opportunities-constraints-
  • 5.
    5 business-environment--165.php#ixzz1PVjUuaWu 4. http://www.thetimes100.co.uk/theory/theory--constraints-- 421.php#ixzz1PVki8a36 5. http://www.thetimes100.co.uk/theory/theory--constraints-on-production-- 303.php#ixzz1PVkyDy8k 6.http://www.thetimes100.co.uk/theory/theory--production-and-resource- requirements--354.php#ixzz1PVlGG7zv 7. http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-marketing-- 245.php#ixzz1PVlc88gR
  • 6.
    6 K to12 BASICEDUCATION CURRICULUM Information and Communications Technology COMPUTER HARDWARE SERVICING (SPECIALIZATION) GRADE 10 – MODULE 2 Environment and Market (EM) Teachers Guide Quarter I 4 hrs. Grade Level Standard This is a specialization course which leads to Computer Hardware Servicing National Certificate Level II (NC II). It covers two (2) core competencies that a Grade 10 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) communicate effectively using the English language and 2) deliver quality customer service. The preliminaries of this specialization course include the following: 1) discussion on the relevance of the course, 2) explanation of key concepts relative to the course, and 3) exploration on career opportunities. Content Standard The learner demonstrates understanding of environment and market in Computer Hardware Servicing in one’s province. Performance Standard The learner independently creates a business vicinity map reflective of potential market in Computer Hardware Servicing in a province. Learning Competencies  Develop a quality and marketable product or service in Computer Hardware Servicing  Select a business idea based on the criteria and techniques set  Develop a brand for the product V. Introduction People who aspire to start a business need to explore the economic,
  • 7.
    7 cultural, and socialconditions prevailing in an area. Needs and wants of the people in a certain area that are not met may be considered as business opportunities. Identifying the needs of the community, its resources, available raw materials, skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. To be successful in any kind of business venture, potential entrepreneurs should always look closely at the environment and market. They should always be watchful on the existing opportunities and constraints. The opportunities in the business environment are those factors that provide possibilities for a business to expand and make more profits. Constraints, on the other hand, are those factors that limit the business to grow, hence reduce the chance of generating profit. One of the best ways to evaluate the opportunities and constraints is to conduct Strengths, Weakness, Opportunities and Threats (SWOT) Analysis. VI. Objectives With your assistance and guidance in facilitating this module, learners are expected to understand the underlying principles and concepts of environment and market more particularly in: - identifying what is of “value” to the customer, - identifying the customer to sell to, - explaining what makes a product unique and competitive, - applying creativity and innovative techniques to develop marketable product, and - employing a unique selling proposition (USP) to the product and or service. VII. Presentation of Content Introduction  Using appropriate activities, lead learners in giving value to environment and market and its implication to be successful in a business related to Computer Hardware Servicing.  Guide learners in understanding the importance of environment and market; likewise, lead them in appreciating the value of SWOT Analysis.  Provide relevant, appropriate, and meaningful examples of SWOT Analysis pertaining to Computer Hardware Servicing.  Help learners in presenting the importance of assessing their immediate
  • 8.
    8 environment and marketpertaining to Computer Hardware Servicing.  Using your processing and questioning skills, guide learners in coming up with a generalization about the environment and market and its relationship to a successful field of Computer Hardware Servicing. Objectives  Guide learners in identifying and understanding the objectives of this module. Pre-assessment  Use the sample pre-assessment test available in the learner’s materials or craft a comprehensive teacher-made test to assess learner’s prior knowledge and skills in environment and market.  Evaluate the result of the pre-assessment and prepare a plan of action to strategically address the learning needs and requirements of the learners. Guide Questions  Ask learners to perform task 2 and guide them in presenting their answers to the class.  Process learners’ responses and guide them in making appropriate generalizations. Learning Goals and Target  Help learners in planning their own learning goals and target as reflected on page 18.  Provide enrichment activities and guide them in analyzing available resources and technology in the community to be used in accomplishing their learning goals and targets. VIII. Know, Process, Reflect and Understand, and Transfer Product development Know  Discuss product development, concept of developing a product, finding value, innovation, unique selling proposition, and its relationship to environment and market and business at large.  Let learners participate in the discussion on the aforementioned topics. Assist and/or guide learners in presenting their ideas and relevant experiences.  Design varied levels of learning activities for the learners to better
  • 9.
    9 understand the topicsrelated above.  Guide learners in reflecting on the importance of product development, concept of developing a product, finding value, innovation, and unique selling proposition.  Design an assessment to evaluate learners’ knowledge, skills, and understanding of the previous topics.  Use the result of the assessment in designing / developing learning activities that will enrich learners’ understanding. Process  Guide learners in accomplishing task 3 on pages 24 to 25. Let them conduct a research by interviewing a successful entrepreneur or practitioner within the province.  Have learners present their research to the class. Process their understanding in relation to the objectives of this module. Reflect and Understand  Inspire learners to deepen their understanding about the environment and market by carefully watching the videos related to the prescribed topics on task 4 on page 25.  After watching the videos, let them prepare a comprehensive narrative report on the topics they watched.  Encourage learners to present their accomplishments to the class.  Process learners’ understanding in relation to the objectives of this module. Transfer  Guide learners in developing concepts for their own product or service as reflected on task 5 on page 26.  Assist learners in analyzing and utilizing available resources in developing their concept of their own product or service.  Evaluate learners’ output by referring to teacher-made rubrics which is aligned to the performance standards.  Let learners eloquently share and present their output with the class.  Lead learners in reflecting on the importance of product conceptualization. Generating Ideas for Business Know  Let learners read and understand topics related to generating ideas
  • 10.
    10 for business, selectinga business idea, and branding.  Let learners undergo varied levels of learning activities to better appreciate the importance of generating ideas for business, selecting a business idea, and branding.  Process learners’ understanding relative to the objectives of this module. Process  Lead learners in reflecting on their SWOT Analysis and its importance in generating business ideas by engaging them in learning opportunities for interaction with others outside the classroom and with the use of technology.  Instruct learners to enrich their knowledge on SWOT Analysis by conducting researches.  Provide an appropriate type of assessment to evaluate learners’ understanding of the SWOT Analysis. Use the result of the assessment to craft more appropriate and productive learning activities.  Assist learners in performing task 6 (SWOT Analysis).  Evaluate / Assess learners’ output and check it against the objectives of this module. Reflect and Understand  Let learners work on an independent learning activity or cooperative learning (ICL) in accomplishing task 7 (Extra Readings and Video Viewing) on page 33.  Assist learners in presenting their output. Assess the evidence of learning and provide useful input to improve their output. Transfer  Have learners prepare task 8 (Designing a Logo). Assist learners in accomplishing this task by letting them adhere to their real life experience.  Assess learners’ output using teacher-made rubrics following the standards and objectives of this module.  Have learners prepare task 9 (Making My Own Vicinity Map). Guide learners in creating their own vicinity map reflective of potential market in computer technician in your province. Ask them to present their output and process their understanding by asking relevant and essential questions.
  • 11.
    11  Assess learners’output using teacher-made rubrics following the standards and objectives of this module.  Assess learners’ output using teacher-made rubrics following the standards and objectives of this module. V – Feedback Pre / Post Assessment 6. D 6. D 7. C 7. B 8. A 8. C 9. B 9. D 10.A 10. D VI – References 8. Module 5, Project EASE, Effective and Affordable Secondary Education 9. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A 10.http://www.thetimes100.co.uk/theory/theory--opportunities-constraints- business-environment--165.php#ixzz1PVjUuaWu 11.http://www.thetimes100.co.uk/theory/theory--constraints-- 421.php#ixzz1PVki8a36 12.http://www.thetimes100.co.uk/theory/theory--constraints-on-production-- 303.php#ixzz1PVkyDy8k 13.http://www.thetimes100.co.uk/theory/theory--production-and-resource- requirements--354.php#ixzz1PVlGG7zv 14.http://www.thetimes100.co.uk/theory/theory--nature-and-role-of- marketing--245.php#ixzz1PVlc88gR
  • 12.
    12 K to12 BASICEDUCATION CURRICULUM Information and Communications Technology COMPUTER HARDWARE SERVICING (SPECIALIZATION) Module 3 Configuring computer systems and network Quarter 1-2 60 hrs Grade Level Standard Information and Communication Technology (ICT) is one of the four (4) components of Technology and Livelihood Education (TLE). One of the courses offered is Computer Hardware Servicing (CHS). This course covers Process and Delivery (PD) which consists of the core competencies that a Grade 10 student ought to possess namely: plan and prepare for configuration, configure computer systems and networks and inspect and test configured computer system and network. Content Standard The learner demonstrates understanding of the basic concepts and underlying theories in configuring and maintaining computer systems and networks. Performance Standard The learner independently demonstrates competencies in configuring and maintaining computer systems and networks as prescribed in the TESDA Training Regulations. I - Introduction The primary purpose of CHS is to provide the learners with the knowledge and skills that will help them become computer hardware technicians. In this year level, learners / trainee should be competent, knowledgeable and skillful in: (1) planning and preparing for configuration; (2) configuring computer systems and network; and (3) inspecting and testing the configured computer systems and network. . This curriculum document shall assist and guide the teachers/instructor to effectively teach the content of the Grade 10 Learning module, assess learner’s knowledge and skills, process learners understanding, and evaluate the learner’s evidences of learning.
  • 13.
    13 II - LearningCompetencies The competencies expressed as learning outcomes in this teaching guide are the exact competencies that will be used to assess the learners / trainees for them to secure COC or NC in Computer Hardware Servicing. This teaching guide would allow teachers / instructors to strategically teach the competencies spread out in the module; guide the learners in performing the activities; process learner’s understanding; and assist the learners in applying what they have learned to an entirely new context. Utilizing effective teaching methodology and strategies suitable to the learning needs and requirements of the learners, the following are the competencies that should be mastered by learners / trainees after finishing this module. Lesson 1. Plan and prepare for configuration  Follow OHS in planning and preparing for configuration of computer systems and networks  Prepare computer systems, tools, devices, equipment and materials  Check computer systems and networks configuration against specified requirements  Identify the procedures in using the tools and equipment Lesson 2. Configure computer systems and networks  Follow OHS procedures in configuring computer systems and networks  Inspect networking devices, media and connectors  Create cross-over and straight-through cables  Assign IP address to clients and servers  Configure the assigned IP address to clients and servers  Enable network security to the computer systems  Configure file and printer sharing Lesson 3. Inspect and test configured computer systems and networks  Follow OHS procedures in testing systems and networks  Test computer systems and networks in accordance with the job requirements  Accomplish technical reports on the tests conducted
  • 14.
    14 III – Pre/ Post Assessment  Prepare a comprehensive pre / post assessment tool to evaluate learner’s knowledge and skills.  Guide learners in assessing their knowledge and skill using: A. Paper and pencil test on pages 38- 41 of Learning Module General Directions: Read the items very carefully. Write your answer on a clean sheet of paper. A. Paper and Pencil Test General Directions: Read the items very carefully. Write your answer on a clean sheet of paper. Test I. True or False Directions: Write TRUE if the proceeding statement is correct and FALSE if otherwise. _______1. A safe workplace is clean, organized and well- lit. _______2. One must unplug the power from the source before opening a case and performing services. _______3. It is a best practice that a fire extinguisher and first aid kit be available in the workplace. _______4. You are allowed to open the power supply or a monitor. _______5. You can bring food and drinks inside the laboratory. _______6.The key to a well-tuned computer system is the proper configuration. _______7. Boot log stores all information from the boot process. _______8. Registry is a collection of database of configuration of database of configuration in Windows Operating System. _______9. The shortcut of Microsoft Configuration is Ipconfig. _______10. Configuration is the way a system is set up. Test II. Multiple Choice Direction: Write the letter of the correct answer. 1. What boot configuration utility allows setting the programs that will run at startup? a. Ipconfig c. msconfig b. regedit d. dxdiag
  • 15.
    15 2. What applicationallows you to edit the registry? a. Ipconfig c. msconfig b. regedit d. dxdiag 3. Which of the following enables you to test sound and graphics output? a. Ipconfig c. msconfig b. regedit d. dxdiag 4. Which of the following is an applet that controls the look of windows? a. Appearance and themes c. Performance and Maintenance b. Network and Internet d. Sounds, speech and audio 5. Which of the following applets does not belong to Performance and maintenance category? a. Administrative tool c. Power Options b. Automatic Updates d. System 6. Which of the following is a wizard used to configure MS Windows for vision, hearing and mobility needs? a. Accessibility Option c. Sounds, speech and audio b. Security Center d. User Accounts 7. A tab in direct X Diagnostic tool that displays your current audio settings. a. Input c. Sound b. Music d. System 8. Which of the following networking cable category is the most commonly used? a. Cat3 c. Cat 5 and 5e b. Cat 5 d. Cat 6 9. What copper-cored cable is surrounded by a heavy shielding? a. coaxial cable c. optical fiber b. fiber optics d. twisted pair 10.What Ethernet cable is used to connect two devices directly? a. cross- over c. both A and B b. straight through d. none of the options 11.Which of the following is a number used to identify a device on a network?
  • 16.
    16 a. Default gatewayc. IP address b. DNS Server d. subnet mask 12.In which of the following IP address classes does 192.168.1.105 belong? a. Class A c. Class C e. Class E b. Class B d. Class D 13.What command is used to test the ability of the source computer to reach a specified destination computer? a. Ipconfig c. Ping b. Msconfig d. Regedit 14.What do you call an approach to computer networking where all computers show equivalent responsibility for processing data? a. Client server c. Peer to client b. Peer to peer d. None of the options 15.Which of the following is an example of a Class A subnet mask? a. 255.0.0.0 c. 255.255.255.0 b. 255.255.0.0 d. 255.255.255.255 Test III. Matching Type Directions: Match the definition in Column A with the networking terminologies in Column B. A B 1. Copper cabling used for telephone communication 2. Standard Ethernet cable 3. Cable that has a very thin core 4. Cable that has a thicker core 5. Tool used for crimping RJ45 6. Connector for Cat 5e cable 7. Set of rules 8. Indicates the network portion of an IP address 9. Command used find out the IP address 10.Glass or plastic conductor a. Crimping tool b. Cross- over c. Fiber- optic d. Ipconfig e. Multi- mode f. Ping g. Protocol h. RJ45 i. Single- mode j. Straight through k. Subnet mask l. Twisted pair
  • 17.
    17 Test IV. ACRONYMS Direction:Give the complete meaning of the following acronyms. 1. UTP 2. STP 3. IP 4. TCP /IP 5. HTTP 6. FTP 7. SSH 8. IMAP 9. SMTP 10.DHCP 11.DNS 12.TTL 13.LAN 14.VPN 15.NIC B. Skills test pages 41- 42 of Learning Module Configuration Skills Directions: Below is a matrix containing the most important skills that one must have to configure computer systems and networks successfully. Check (∕) the appropriate column which describes the level of your confidence in performing the given tasks. Configuration Skills I can do it confidently 3 I can do it but with assistance 2 I am not confident 1 1. I can use the different tools for configuration 2. I can inspect networking devices and connectors 3. I can create a cross- over and straight through Ethernet cable 4. I can test the functionality of an Ethernet cable
  • 18.
    18 5. I canassign and configure IP address 6. I can execute the ipconfig command properly 7. I can manage to create a peer to peer networking 8. I can configure Network Interface Card using DHCP 9. I can enable firewall 10. I can configure file and printer sharing TOTAL GRAND TOTAL Add all the scores to get the grand total and then divide it by the total number of items. Refer to the verbal interpretation on the next page to determine your initial configuration ability. Numerical and Verbal interpretation Numerical Value Verbal Interpretation 2.51 – 3.00 Confident 1.76- 2.50 Confident but needs assistance 1.00 – 1.75 Not yet Confident C. Other appropriate tools  Check their answers using the answer key on the Feedback portion of this guide. IV – Know, Process, Reflect and Understand, and Transfer LESSON 1. PLAN AND PREPARE FOR CONFIGURATION What to KNOW 1.1- Safety Procedures  Guide the learners in understanding safety procedures and general safety guidelines  Let learners understand the fire safety guidelines.
  • 19.
    19 1.2- Prepare ToolsUsed for Configuration  Guide learners in preparing tools used for configuration.  Let learners be acquainted and familiarize the different tools used for configuration. 1.3- Procedures in Using Computer System Configuration Tools  Guide learners in familiarizing the procedures in using computer system configuration tools. What to PROCESS 1.1- Safety Procedures  Guide learners in performing a peer to peer activity on page 45.  Instruct the students to get a partner in order to perform the said activity.  Explain the general directions and show example evidences and picture for a certain circumstances of the activity. Task: Peer to Peer activity General Directions: Get a partner to perform the next activity, because this involves a two- person activity. Identify whether the succeeding statements are true or false. You and your partner should gather evidences that make it true and false. Show the effects of not following the safety precautions through a picture presentation. Example: Turn off the power and unplug equipment before opening the case and performing service. Answer Picture Presentation True Evidence Effect TRUE OR FALSE EVIDENCE PICTURE 1. A safe workplace is clean, organized and well lit. 2. Before opening the case and
  • 20.
    20 performing services, one must unplugthe power from the source. 3. It is a best practice that a fire extinguisher and first aid kit must be available in the workplace. 4. You are allowed to open the power supply or a monitor. 5. You can eat inside the laboratory. 1.2- Prepare Tools Used for Configuration  Let learners classify the different tools used for configuration by answering the MS Configuration Command Classification activity on page 56.  Instruct the learners to complete the diagram of applet grouping on page 57. I. MS Configuration Command Classification Directions: There are five functional tabs in MS Configuration utility, namely General, Boot, Services, Startup and Tools. Classify the following items according to the tabs they belong. Write your answer in a clean paper. 1. Event Viewer 2. Safe Boot 3. List of services that start when computer boots 4. Make all boot settings permanent 5. Normal startup 6. No GUI Boot 7. OS Boot information 8. Hide All Microsoft Services 9. Convenient List of Diagnostic Tools 10.Base Video
  • 21.
    21 II. Applet Grouping Directions:Complete the diagram of various Control Panel Applets with the components included in their category. 1.3- Procedures in Using Computer System Configuration Tools  The teacher may develop tasks relevant to the procedures in using computer system configuration tools to process the learners understanding on the subject matter. What to REFLECT and UNDERSTAND 1.1- Safety Procedures  Guide learners in deepening their understanding by conducting a research and investigation.  The teacher must supply the guide questions for the interview Research and Investigate Directions: Form a group of five members and research on the different safety precautions used in computer laboratory. Interview/Observe a practitioner while lending a quality service in computer hardware servicing. Use a video camera to record the event stressing the safety guidelines and procedures in the laboratory. You will be rated according to the following rubrics:
  • 22.
    22 Video Documentation ofComputer Laboratory Safety Precautions Criteria Poor (70-75) Good (76-85) Excellent (86- 100) Content/Informatio n (50%)  Technically sound information  Coherence of information The provided information was not necessary or not sufficient to the computer laboratory safety precautions. The provided information was, for the most part, necessary and sufficient to the computer laboratory safety precautions. The provided information was necessary and sufficient to the computer laboratory safety precautions. Quality of Video (30%)  Clarity and cohesiveness of the video  Organization and coherence of ideas It lacks clarity and/or does not present ideas in a coherent way. Most part is well organized, clear and presents ideas in a coherent way. The video was well organized, clear and presents ideas in a coherent way. Interview on practitioner (20%)  Congruency of questions to the topic  Clarity of questions Questions were not congruent with the topic and were not delivered clearly. Most of the questions were congruent with the topic and delivered clearly. All of the questions were congruent with the topic and delivered clearly. 1.2- Prepare Tools Used for Configuration  The teacher may provide other relevant activity / activities that are suited to the subject matter.  Let learners conduct a research and exploration to identify the other tools used for computer system and network configuration.  The teacher must provide a format and specifications for the research that will be used by the learners as their guidelines.  Rate their performance based on the rubrics for term or research paper.
  • 23.
    23 Task: Research andExplore Directions: Conduct a research that identifies other available tools used for computer system and network configuration. Use some other resources like the World Wide Web and interview a practitioner preferably an IT specialist or a computer technician to find out the different tools they use for configuration. Your research will be rated according to the following rubrics: Rubrics for Term or Research Paper Qualities & Criteria Poor (0-74) Good (75- 79) Very Good (80-89) Excellent (90-100) Format/Layout (15%)  Presentation of the text  Structuring of text  Requirements of length, font and style followed Followed poorly the requiremen ts related to format and layout. Some format and layout related requiremen ts were met. Most format and layout related requiremen ts were met. All the requiremen ts related to format and layout were strictly followed. Content/Informat ion (50%)  All elements of the topics are addressed  The information is technically sound  Information based on careful research  Coherence of information The research was not objective and poorly addresses the issues referred in the proposed topic. The provided information was not necessary or not sufficient to The research was objective and for some part addresses an in depth analysis The provided information was, for some part, necessary and sufficient to discuss The research was objective and for the most part addresses an in depth analysis of most issues referred in the proposed topic. The provided information was, for the The research was objective and addresses with an in depth analysis all the issues referred in the proposed topic. The provided information was
  • 24.
    24 discuss these issues. these issues. most part, necessary and sufficient to discuss these issues. necessary and sufficientto discuss these issues. Quality of Writing (25%)  Clarity and cohesiveness of sentences and paragraphs  No errors in spelling, grammar and use of English  Organization and coherence of ideas The essay was not well written, and contains many spelling errors, and/or grammar errors and/or use of English errors. It lacks clarity and/or does not present ideas in a coherent way. The essay was well written for some part, without spelling, grammar or use of English errors. The essay is for some part well organized, clear and presents ideas in a coherent way. The essay was well written for the most part, without spelling, grammar or use of English errors. The essay is for the most part well organized, clear and presents ideas in a coherent way. The essay was well written from start to finish, without spelling, grammar or use of English errors. The essay was well organized, clear and presents ideas in a coherent way. References (10%)  Soundness of references References were not appropriatel y used and cited. Some of the references were appropriatel y used and cited. Most of the references were appropriatel y used and cited. All of the references were appropriatel y used and cited.
  • 25.
    25 1.3- Procedures inUsing Computer System Configuration Tools  The teacher shall craft different tasks to enrich learners understanding on the procedures of using different computer system configuration tools.  The teacher may assign learners to apply the result of their research about different computer system configuration tools through a demonstration. What to TRANSFER 1.1- Safety Procedures  Let learners showcase their understanding on safety procedures through a role playing using the collected and collaborated information gathered from the research and investigation activity.  Rate the learner’s performance using the rubric for role playing provided on page 47 of Learner’s Material. Task: Application of Safety Procedures while accomplishing a task Directions: After the interview and observation with a practitioner, your group will showcase what you have learned through a role playing. You will be rated base on the Rubrics written below: Rubrics for Role Playing Criteria Excellent 4 Good 3 Fair 2 Weak 1 Content (40%) -Conveys full understanding of the content Enthusiasm (10%) -Facial expression and body language generates strong enthusiasm Interest and Purpose (10%) -Displays interesting purpose Speak Clearly (10%) -Group members speaks clearly at all
  • 26.
    26 times Volume (10%) -Loud volume Preparedness (10%) -Groupis prepared with props and costumes Cooperation (10%) -displays teamwork 1.2- Prepare Tools Used for Configuration  Have learners perform an oral presentation of their collected information gathered from the research and exploration activity. Rate their performance through the rubric for oral presentation. Task : Oral Presentation Directions: After the thorough research and exploration, you have to present your work individually in an oral manner in front of the class. Your performance will be rated base on the rubric provided in this section. Rubric for Oral Presentation CRITERIA B (70- 74) D (75-79) AP (80- 84) P (85-89) A (90- 100) 1. Gave an interesting introduction 2. Presented clear explanation of topic 3. Presented information in logical manner 4. Used complete sentence 5. Offered a concluding summary 6. Spoke clearly, correctly, distinctly, and confidently
  • 27.
    27 7. Maintained eye contact 8.Maintained acceptable posture. 9. Utilized audio-visual aids 10. Handled questions and comments confidently Total Grand Total 1.3- Procedures in Using Computer System Configuration Tools  Let learners perform the windows registry backup and recovery activity on page 65 of Learner’s Material.  Rate learner’s performance using the rubrics for Registry Backup and Recovery. Task: Windows Registry Backup and Recovery Rubrics for Registry Backup and Recovery CRITERIA Excellent 4 Good 3 Fair 2 Poor 1 Safety Procedures (15%) -Applied / manifested safety precautions while working Adherence to the Procedures (30%) -Followed the procedures systematically Workmanship (15%) -Had organized materials and tools while accomplishing the task and has time management Quality of work (40%) -the windows registry was fully backed up
  • 28.
    28 LESSON2. CONFIGURE COMPUTERSYSTEM AND NETWORK What to KNOW  Introduce the concept of system configuration to the learners by citing circumstances related to configuration. 2.1- Safety Precautions Related to Networks  The teacher may append topics on safety precautions in system and network configuration.  Guide the learners in recognizing the safety precautions related to networks. 2.2- Networking Devices, Media and Connector  Review the different networking devices, media and connector.  Discuss and show visuals of the common types of network cable.  Assist learners in familiarizing the different Ethernet cable.  Discuss and demonstrate the procedures in fabricating Ethernet cables. 2.3- Internet Protocols  Introduce Internet Protocols and discuss the commonly used internet protocols.  Discuss IP address and its five classes.  Let learners be familiar with subnet mask by discussing the theory and types of it.  Discuss the concept IP config command and demonstrate procedures in using it.  Discuss and demonstrate the procedures in assigning a static IP address of a computer.  The teacher may use differentiated strategies to discuss and demonstrate the procedures in assigning a dynamic IP address of a computer.  Introduce the ping command and demonstrate the procedure in using the ping command. 2.4- Peer-to-Peer and Client/server Network  Let learners discover the difference between peer to peer and client / server network.  Demonstrate the essential procedures in setting up a peer to peer network in Windows XP or Windows 7 computer system.  The procedure in setting up a client / server network is not included in the learning module. The teacher must provide supplementary resources to obtain the procedures and have them demonstrated in the class.
  • 29.
    29 2.5- Network Security Facilitate brain storming activity on the class. The learners must be engaged in discovering the importance of security in computer system and network and the different security attacks.  Discuss and demonstrate the different security procedures. 2.6- File and Printer Sharing  Discuss the concept of file and printer sharing, cite example scenario where it has been used.  Hook learner’s interest by demonstrating the procedures in sharing resources and accessing shared resources as well as the procedures in printer sharing. What to PROCESS 2.1- Safety Precautions Related to Networks  The teacher is suggested to craft appropriate activities to process learners understanding relevant to safety precautions in system and network configuration. 2.2- Networking Devices, Media and Connector  Let learners answer the criss- cross puzzle on page 86. Task: Criss- Cross Puzzle Direction: Complete the criss- cross puzzle and familiarize the cables being described. CABLES
  • 30.
    30 Across 1. each pairof wires is wrapped in metallic foil 3. one or more optical fibers enclosed in a sheath or jacket 5. used to connect two devices directly 6. cable that has two or four pairs of wires 7. the standard cable used for almost all purposes Down 1. cable that has a very thin core 2. cable that has a thicker core 4. used for telephone communications and Ethernet networks 5. copper-cored cable 2.3- Internet Protocols  Instruct learners to accomplish the worksheet for the task entitled “Protocols”. Task: Protocols Direction: In this worksheet, you will write the name of the protocol and the default port(s) for each protocol definition in the table. Be prepared to discuss your answers. Protocol Definition Protocol Default Port(s) Provides connections to computers over a TCP/IP network Sends e-mail over a TCP/IP network Translates URLs to IP address Transports Web pages over a TCP/IP network Automates assignment of IP address on a network Securely transports Web pages over a TCP/IP network Transports files over a TCP/IP network  The teacher shall provide several IP address for the task entitled “Identifying IP address classes”. It must be written in the board or any visuals available. Give the directions and instruct the learners to accomplish the worksheet for the said activity.
  • 31.
    31 II. Identifying IPAddress Classes Direction: In this worksheet, your teacher will write several IP addresses with their appropriate subnet masks on the board. You will copy the IP address and Subnet Mask. You will write which IP Address Class is appropriate in the IP Address Class column in the chart below. An example has been provided for you. Be prepared to discuss the IP Address Class you select. IP Address Subnet Mask IP Address Class 10.0.0.0 255.0.0.0 A 2.4- Peer-to-Peer and Client/server Network  Ask learners to compare peer-to-peer and client / server network. Let them accomplish the table for task “comparison” on page 125. Task: Comparison Direction: Using the table below, cite the features of peer-to-peer and client /server network that describes their difference. Peer-to-peer Network Client/Server Network 1. 2. 3. 4. 5.
  • 32.
    32 2.5- Network Security Ask learners to take the short quiz on pages 138-139 of their Learning Module. Short Quiz Test I. Modified true or false Directions: Write SECURITY if the underlined word on the subsequent statement makes it true and VIRUS if it is makes the statement a false one then write the correct term / word to correct it. (2 points each) 1. Computer and network security help keep data and equipment safe. 2. A technician’s secondary responsibilities include data and network security. 3. Threats to security can come from inside and outside the organization. 4. Computer viruses are created and sent by attackers who have malicious intent. 5. A virus is transferred to another computer through e-mail, file transfer and instant messaging. Test II. Matching Type Direction: Match column A with column B in order to identify the term / word being described. A B 1. when an employee intends to cause damage 2. when user damages data or equipment unintentionally 3. attached to small pieces of computer code, software and documents 4. a self-replicating program that is harmful to network 5. it is technically a worm 6. software designed to detect, disable and remove viruses 7. it involves using codes and ciphers 8. a way of protecting a computer from intrusion through the ports 9. an encryption system that protects data 10. data being transported on a network a. Accidental threats b. Antivirus software c. Data encryption d. Firewall e. Malicious threats f. Traffic g. Trojan horse h. Virus i. VPN j. WPA k. WEP l. Worm
  • 33.
    33 Test III. Acrostic Direction:Give the meaning of the acronyms given below: 1. VPN- ________________________________________ 2. SSID- ________________________________________ 3. WEP- ___________________________________________ 4. WPA- ___________________________________________ 5. WTLS- __________________________________________ 2.6- File and Printer Sharing  Let learners express their deep comprehension through an essay writing task on page 147. Task: Essay Writing Direction: Express your deep comprehension about the subject matter by constructing a minimum of five sentence response per item. 1. Cite the importance of file sharing and give an example scenario where its worth was proven. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 1. Cite the advantages and disadvantages of printer sharing. Advantages Disadvantages Example Situation Example Situation
  • 34.
    34 What to REFLECTand UNDERSTAND 2.1- Safety Precautions Related to Networks  Teacher may provide variation of activities for this lesson to process learners understanding on the subject matter 2.2- Networking Devices, Media and Connector  Guide learners in deepening their understanding by watching the video presentations using the URL’s provided on page 87.  After the video presentations, instruct learners to answer the guide questions on page 88 in order to process their understanding on the subject matter.  The teacher shall provide additional / contingency activities if in case the learners encountered technical problems in opening the URL in this section. Task: Video Presentation To watch the video presentations just type in the following URL: 1) http://www.professormesser.com/n10-005/copper-connectors/ 2)http://www.professormesser.com/n10-005/copper-connectors/ 3.http://www.professormesser.com/n10-005/utp-stp-and-coaxial-cabling/
  • 35.
    35 Here are theguide questions: 1. What are the different type of fiber connectors and cite their advantages and disadvantages? 2. List down the different types of connectors. 3. What are the characteristics of UTP, STP and coaxial cable? 2.3- Internet Protocols  Enrich learners understanding by instructing them to watch online video presentations about IP address and subnetting. Let them copy the essential URL for the said presentations and direct them to answer the activity entitled “reflection on the video presentation”. Task: Video Presentations General Directions: To deepen your understanding with regard to the Internet Protocols, IP Address and subneting, utilize the Internet and the website www.professormesser.com, watch and learn from the video presentations. Use the URLs below: 1. http://www.professormesser.com/n10-005/binary-math-2/ 2. http://www.professormesser.com/n10-005/ip-classes/
  • 36.
    36 3. http://www.professormesser.com/n10-005/networkingprotocols/ 4. http://www.professormesser.com/n10-005/subnetting/ Reflectionon the video presentations Direction: Answer the essential questions below according to the video presentations you had watched. Write your answer in a clean sheet of paper. 1. What are the procedures involved in calculating IP address and the procedures in converting IP address to binary and vise versa? 2. What are the different IP Classes? Discuss each briefly and give examples for each. 3. What are the distinguished Internet Protocols? Describe each. 4. What are the necessary procedures in calculating subnet mask or simply subneting? Show an example solution for the calculation. 2.4- Peer-to-Peer and Client/server Network  Increase learner’s comprehension on the advantages and disadvantages of peer-to-peer network by using different resources. Let them present their study in front of the class and rate them according to the rubrics for research study.
  • 37.
    37 Task: Peer-to-peer study Directions:Have a partner. Using different references available such as articles, books, internet and publications, investigate and search for the advantages and disadvantages of peer-to-peer network. You will present your readings in front of the class and you will be rated according to the rubrics for research and rubrics for oral presentation. Rubrics for Research Study Qualities & Criteria Poor (0-74) Good (75- 79) Very Good (80-89) Excellent (90-100) Format/Layout (15%)  Presentation of the text  Structuring of text  Requirements of length, font and style followed Followed poorly the requiremen ts related to format and layout. Some format and layout related requiremen ts were met. Most format and layout related requiremen ts were met. All the requiremen ts related to format and layout were strictly followed. Content/Informat ion (50%)  All elements of the topics are addressed  The information is technically sound  Information based on careful research  Coherence of information The research was not objective and poorly addresses the issues referred in the proposed topic. The provided information was not necessary or not sufficient to The research was objective and for some part addresses an in depth analysis The provided information was, for some part, necessary and sufficient to discuss The research was objective and for the most part addresses an in-depth analysis of most issues referred in the proposed topic. The provided information was, for the The research was objective and addresses with an in- depth analysis all the issues referred in the proposed topic. The provided information was
  • 38.
    38 discuss these issues. these issues. most part, necessary and sufficient to discuss these issues. necessary and sufficientto discuss these issues. Quality of Writing (25%)  Clarity and cohesiveness of sentences and paragraphs  No errors in spelling, grammar and use of English  Organization and coherence of ideas The essay was not well written, and contains many spelling errors, and/or grammar errors and/or use of English errors. It lacks clarity and/or does not present ideas in a coherent way. The essay was well written for some part, without spelling, grammar or use of English errors. The essay is for some part well organized, clear and presents ideas in a coherent way. The essay was well written for the most part, without spelling, grammar or use of English errors. The essay is for the most part well organized, clear and presents ideas in a coherent way. The essay was well written from start to finish, without spelling, grammar or use of English errors. The essay was well organized, clear and presents ideas in a coherent way. References (10%)  Soundness of references References were not appropriatel y used and cited. Some of the references were appropriatel y used and cited. Most of the references were appropriatel y used and cited. All of the references were appropriatel y used and cited.
  • 39.
    39 Oral Presentation Rubric Rubricsfor Oral Presentation CRITERIA B (70- 74) D (75-79) AP (80- 84) P (85-89) A (90- 100) 1. Gave an interesting introduction 2. Presented clear explanation of topic 3. Presented information in logical manner 4. Used complete sentence 5. Offered a concluding summary 6. Spoke clearly, correctly, distinctly, and confidently 7. Maintained eye contact 8. Maintained acceptable posture. 9. Utilized audio-visual aids 10. Handled questions and comments confidently Total Grand Total 2.5- Network Security  Ask learners to accomplish research firewalls task on page 139 and instruct them to use supplementary references such as internet, newspaper etc., to gather information.
  • 40.
    40 Task: Research Firewalls Direction:In this activity, you will use the Internet, a newspaper, or a local store to gather information about hardware and software firewalls. Company/Hardware Name Website URL Cost Subscription Length (Month/Year/Lifetime) Hardware Features 1. Using the Internet, research two different hardware firewalls. Based on your research, complete the table below. 2. Which hardware firewall would you purchase? List reasons for your selection. 3. Using the Internet, research two different software firewalls. Based on your research, complete the table below. Company/Software Name Website URL Cost Subscription Length (Month/Year/Lifetime) Software Features 4. Which software firewall would you purchase? List reasons for your selection. 2.6- File and Printer Sharing  Instruct learners to do the “Read and Examine” task on page 148. Ask them to use supplementary references and inform them to prepare for an oral presentation.  Prepare a rubric for the oral presentation. Task: Read and examine Direction: Examine these topics carefully to deepen your understanding about sharing a printer, read books /other references. Prepare for an oral presentation. 1. What is a print server? 2. What are the functions of a print server? 3. What are the different types of print servers? Describe each.
  • 41.
    41 What to TRANSFER 2.2-Networking Devices, Media and Connector  Guide the learners in creating their own Ethernet cable by stating the general directions, materials and tools needed and by discussing the procedures for the said activity.  Inform the learners about the rubrics to be used in order to rate their performance (rubrics is on page 90). Task: Create your own Ethernet Cable Directions: Prepare the following tools and materials in fabricating your own cross over and straight- through cables. Materials: 1) 6 meters Ethernet Cable Category 5e or Cat5e- standard wire for cabling; 2) RJ45 crimpable connectors for Cat5e; Tools: 3) RJ45 Crimping tool; 4) Wire cutter, stripper or pliers; and 5) Ethernet cable Tester / LAN Tester Take Note: Be careful when using the tools. You just need to follow the procedures cited in this module and apply the safety precautions to avoid injury or any unwanted incident. You will be given 30 minutes to complete the task. You will be rated according to the performance rubric. Procedures: 1. Cut into the plastic sheath 1 inch from the end of the cut cable. The crimping tool has a razor blade that will do the trick with practice. 2. Unwind and pair the similar colors. 3. Pinch the wires between your fingers and straighten them out as shown. The color order is important to get correct. 4. Use scissors to make a straight cut across the wires 1/2 Inch from the cut sleeve to the end of the wires. 5. Push the wires into the connector. Note the position of the blue plastic shielding. Also note how the wires go all the way to the end.
  • 42.
    42 6. A viewfrom the top. All the wires are all the way in. There are no short wires. 7. Crimping The Cable – carefully place the connector into the Ethernet Crimper and cinch down on the handles tightly. The copper splicing tabs on the connector will pierce into each of the eight wires. There is also a locking tab that holds the blue plastic sleeve in place for a tight compression fit. When you remove the cable from the crimper, that end is ready to use. 8. For a standard "Straight Through" cable, repeat all steps and wire color order on the other end of cable. For a cross-over cable, the other end will have a different color order as shown by the crossover picture above. 9. Make sure to test the cables before installing them. An inexpensive Ethernet cable tester does this quite well. Performance Rubrics for Creating a Cross- Over and Straight Through Ethernet Cables CRITERIA Excellent 4 Good 3 Fair 2 Poor 1 Safety Procedures (15%) -Applied / manifested safety precautions while working Adherence to the Procedures (30%) -Followed the procedures systematically Workmanship (15%) -Organized materials and tools while accomplishing the task and has time management
  • 43.
    43 Quality of Product (40%) -produceda fully functional Ethernet Cable 2.3- Internet Protocols  The teacher may group the learners with two or three members for the activity entitled “Configure an Ethernet NIC using DHCP”. Give the details of the activity such as materials, equipment, tools and procedures to be used. Inform the learners that along with the ongoing activity, they need to answer the given questions next to the procedures in a clean sheet of paper. Check and rate their performance using the “configuration rubrics” on page 106. Task: Configure an Ethernet NIC to use DHCP Direction: You will configure an Ethernet NIC to use DHCP to obtain an IP address. You need to follow the procedures given below and apply safety precautions in accomplishing this task. While doing the activity you have to answer questions written after every procedure. Write your answer in a clean sheet of paper. Your performance will be rated based on the performance rubrics. Configuration Rubrics Criteria Poor (0-80) Good (80-90) Excellent (90-100) Proper Configuration (30 %) (the configured hardware was properly configured according to job specification) Adherence to the Procedures (30%) (The specified job was done by following the procedures. Safety measures were observed during the activity) Quality of Work (30%) (The device was configured properly)
  • 44.
    44 Comprehension (10%) (Interview /Guide questions were answered correctly according to the job requirements) Recommended Equipment  Linksys 300N router  A Computer running Window XP Professional  Ethernet patch cable Procedures: Step 1  Plug one end of the Ethernet patch cable into “Port 1” on the back of the router.  Plug the other end of the Ethernet patch cable into the network port on the NIC in your computer.  Plug in the power cable of the router if it is not already plugged in.  Turn on your computer and log on to Windows as an administrator.  Click start  Right-click My Network Places, and then choose Properties.  The “Network Connections” window appears. Step 2  Right-click Local Area Connection, and then choose Properties.  The “Local Area Connection Properties” window appears.
  • 45.
    45 Activity Questions: 1. Whatis the name and model number of the NIC in the “Connect using:” field?(Answers may vary) 2. What are the items listed in the “This connection uses the following items:” field? (Answers may vary but must include Internet Protocol (TCP/IP) Step 3  Choose Internet Protocol (TCP/IP).  Click Properties.  The “Internet Protocol (TCP/IP) Properties” window appears. Activity Question: 3. What is the IP address, Subnet mask, and Default gateway listed in the fields of the “Use the following IP address:” area? Answers may vary. If the computer is configured to obtain an IP
  • 46.
    46 address automatically, therewill be no information in the fields.  Click the Obtain an IP address automatically radio button.  Click OK. The “Internet Protocol (TCP/IP) Properties” window closes.  Click OK.  Restart your computer. Step 4  Log on to Windows as an administrator.  Check the lights on the back of the NIC. These lights will blink when there is network activity.  Choose Start > Run....  Type cmd and click OK.
  • 47.
    47  Type ipconfig/all,and then press the Enter key. Activity Questions: 1. What is the IP address and subnet mask of the “Ethernet Adapter Local Area Network Connection”? Answers may vary. 2. What is the IP address of the DHCP server? Answers may vary. 3. On what date was the Lease Obtained? Answers may vary. 4. On what date does the Lease Expire? Answers may vary. Task 2 Configure Wireless Router Directions: Configure and test the wireless settings on the LinksysWRT300N. Recommended Equipment  A computer with Windows XP Professional  A Wireless NIC installed  An Ethernet NIC installed  Linksys WRT300N Wireless Router  Ethernet patch cable Step 1  Connect the computer to one of the Ethernet ports on the wireless router with an Ethernet patch cable.  Plug in the power of the wireless router. Boot the computer and log in as an administrator. Step 2  Choose start > Run…, and type “cmd”. Press the Return key.  Type ipconfig.  What is the default gateway for the computer?
  • 48.
    48 Step 3  OpenInternet Explorer. Type “192.168.1.1” in the “Address” field, and then press Return.  The “Connect to 192.168.1.1” window appears.  Type “admin” in the “Password:” field.  The Setup screen appears. Step 4  Click the “Wireless” tab.  Choose “Mixed” in the “Network Mode:” drop-down box.
  • 49.
    49  Type “CHS#”in the “Network Name (SSID):” field, where # is the number assigned by your instructor.  Click Save Settings.  The “Settings are successful” screen appears.  Click Continue, and then close the browser window. Step 4  Unplug the Ethernet patch cable from the rear of the computer.  Choose start, and then right-click My Network Places. Choose Properties.  Double-click the wireless adapter, and then select View Wireless Networks.  Choose CHS, and then click the Connect button.  Open Internet Explorer, and then connect to the wireless router.  Log into the wireless router.  Close Internet Explorer.
  • 50.
    50 2.4- Peer-to-Peer andClient/server Network  Let the learners perform the hands- on activity “setting up a peer-to- peer and client / server network. Rate them according to the performance indicators provided on page 128. Hands- on Activity Directions: Follow and perform the prescribed procedures in setting up a peer-to-peer and client/server network for Windows XP and Windows 7. You will be rated base on the performance indicators below: Performance Indicators for Setting- up a peer-to-peer and client/server network Indicators Excellent 4 Good 3 Fair 2 Poor 1 Safety Procedures (15%) -Applied / manifested safety precautions while working Adherence to the Procedures (30%) -Followed the procedures systematically Workmanship (15%) -Organized materials and tools while accomplishing the task and has time management Quality of Service (40%) -Had set- up a fully functional peer-to-peer and client/server network.
  • 51.
    51 2.5- Network Security Assist learners in performing the task entitled “Configure Windows XP Firewall”. Ask them to answer the essential questions along with the procedures given in the activity.  In order to validate their performance, the teacher must construct a rubric appropriate to the activity. Task: Configure Windows XP Firewall Direction: In this laboratory activity you will explore the Windows XP Firewall and configure some advanced settings. There are essential questions that you need to answer while performing the activity. Step 1  Navigate to the Windows XP Firewall:  Start > Control Panel > Security Center  The Firewall indicator shows the status of the firewall. The normal setting is “ON”.  Access the controller for the firewall by clicking Windows Firewall at the bottom of the window. Step 2
  • 52.
    52 Essential Questions: In thespace below, state why turning off the Windows Firewall is not advised. Step 3  From the Windows Firewall control menu select the Exceptions tab. Programs and services that Windows Firewall is not blocking will be listed with a checkmark.  You can add applications to this list. This may be necessary if your customer has an application that requires outside communications but for some reason the Windows Firewall cannot perform the configuration automatically. You must be logged on to this computer as an administrator to complete this procedure.
  • 53.
    53 Essential Question: Creating toomany exceptions in your Programs and Services file can have negative consequences. Describe a negative consequence of having too many exceptions. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Step 4  From the Windows Firewall control menu select the Advanced tab to view the Network Connection Settings. Network Connection Settings displays the different connections configured for your computer.  Click the Settings button in the Network Connection Settings area. The Advanced Settings window has two tabs: Services and ICMP. Click the Services tab. Essential Question: In the space below, list the services that are available. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Step 5  There are many applications that users do not normally see that also need to get through the Windows Firewall to access your computer. These are the network level commands that direct traffic on the network and the Internet.
  • 54.
    54  Under theICMP heading, click the Settings button. You will see the menu where ICMP exceptions are configured.  In the example here, allowing incoming echo requests is what allows network users to “ping” your computer to determine if it is present on the network and how fast information travels to and from it. Essential Question: In the space below, list the requests for information that your computer will respond to. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 2.6- File and Printer Sharing  Instruct learners to perform the “share a folder, share a printer and set permission” task on pages 148-154.  Explain the directions and criteria for their performance.  Use the performance criteria on page 154 of the Learning Module to rate the learners. Task: Share a Folder, Share a Printer, and Set Share Permissions Direction: In this activity, you will create and share a folder, share a printer, and set permissions for the shares. You will be given 30 minutes to complete the task. You will be rated base on the performance criteria provided below. Recommended Equipment  Two computers running Windows XP Professional that are directly connected to each other or through a switch or hub.  A printer installed on one of the two computers
  • 55.
    55 Procedures: Step 1  ChooseMy Computer > Tools > Folder Options  Click the View tab.  Uncheck the “Use Simple File Sharing (Recommended)” checkbox, and then click OK. Step 2  Right-click the desktop, and then choose New > Folder.  Type Example, and then press the Return key.  Open WordPad. Type “This is an example document”.  Save the file in the “Example” folder with the name “Brief.doc”, and then close WordPad. Step 3  Right-click the Example folder, and then choose Sharing and Security  Click the Share this folder radio button, and then click OK.
  • 56.
    56  What isthe icon of the “Example” folder?  On the computer with the shared folder, right-click My Computer, and then click the Computer Name tab. Step 4  On the other computer, choosestart > Run…  Type computernameExample, where computer name is the name of the computer with the “Example” folder, and then press the Enter key.  Open the “Brief.doc” file.  Delete the text in the “Brief.doc” file, and then choose File > Save.  Click OK. Close WordPad, and then choose NO when prompted to save changes to the file. Step 5  Return to the computer with the shared folder.  Right-click Example folder > Sharing and Security, and then click Permissions. Step 6  Open the Control Panel on the computer with the attached printer.  Choose Printers and Other Hardware > Printers and Faxes.  Right-click the icon of the installed printer, and then choose Sharing….  Click the Share this printer radio button, and then click OK.
  • 57.
    57 Step 7  Returnto the computer that is not directly connected to a printer.  Open the Control Panel. Choose Printers and Other Hardware > Printers and Faxes.  Choose File > Add Printer on the screen below.  The “Add Printer Wizard” window appears.  Click Next.
  • 58.
    58  The Localor Network Printer of the Add Printer Wizard window appears. Click the A network printer, or a printer attached to another computer radio button, and then click Next.  The “Specify a Printer” window appears.  Click the Connect to this printer radio button, and then click Next.  The Browse for a Printer window appears.
  • 59.
    59  Expand “Sharedprinters”.  Choose the printer from the list, and then click Next.  The “Default Printer” screen of the “Add Printer Wizard” appears. Click Next.  The “Completing the Add Printer Wizard” window appears.  Click Finish. Step 8  Choose start > Printers and Faxes.
  • 60.
    60  Right-click theprinter you installed, and then choose Properties.  The “Printer Properties” window appears.  Choose the General Tab, and then click Print Test Page.  Click OK in the confirmation dialog box, and then click OK to close the printer properties window. Step 9  To test the functionality of file and printer sharing, you must be able to print a document or try the sample print feature of a printer.
  • 61.
    61 Performance Rubrics forSharing Files and Printer CRITERIA Excellent 4 Good 3 Fair 2 Poor 1 Safety Procedures (15%) -Applied / observed safety precautions while working Adherence to the Procedures (30%) -Followed the procedures systematically Workmanship (15%) -Had organized materials and tools while accomplishing the task and has time management Functionality (40%) -had set up a functional file and printer sharing system and was able to come up with a printed hard copy through it LESSON3. INSPECT AND TEST CONFIGURED COMPUTER SYSTEM AND NETWORK What to KNOW 3.1- Safety Precautions  Let the students be aware of Occupational Health and Safety Policy. Cite examples and different situations. 3.2- Guidelines for Testing Configured Computer System and Network  Let learners be familiar with the guidelines for testing configured computer system and network.  Guide learners in recognizing a technical report and the appropriate way of writing it.
  • 62.
    62 What to PROCESS 3.1-Safety Precautions  Teacher may provide variation of activities for this lesson to process learners understanding on the subject matter. 3.2- Guidelines for Testing Configured Computer System and Network  Teacher shall fabricate variation of activities for this lesson to process learners understanding on the subject matter. What to REFLECT and UNDERSTAND 3.1- Safety Precautions  The teacher shall ask learners to do supplementary readings and further studies on the safety precautions related to testing configured computer system and network. 3.2- Guidelines for Testing Configured Computer System and Network  Teacher may offer / develop different activities to enhance, enrich and improve learners understanding in conducting a test on the configured computer system and network. What to TRANSFER 3.2- Guidelines for Testing Configured Computer System and Network  Guide the students in performing the final task on page 161 entitled “Test the Wireless NIC”.  Ask learners to accomplish the technical report on page 165 after performing the final task.  The teacher must construct rubrics to validate the performance of learners. Task: Test the Wireless NIC Direction: In this activity, you will check the status of your wireless connection, investigate the availability of wireless networks, and test connectivity. After accomplishing the task you need to write a technical report regarding the test conducted. Recommended Equipment  A computer with Windows XP Professional installed  A wireless NIC installed  An Ethernet NIC installed  Linksys WRT300N Wireless Router  Internet connectivity
  • 63.
    63 Step 1  Disconnectthe Ethernet patch cable from your computer.  A red “X” appears over the “Local Area Connection” icon.  Hover over the “Wireless Network Connection” icon in the tray.  Open a command window.  Ping 127.0.0.1.  Use the ipconfig command.  Get IP address of the default gateway  Ping the default gateway.
  • 64.
    64  A successfulping indicates that there is a connection between the computer and the default gateway. Step 2  Open a web browser.  Type www.google.com in the “Address” field, and then press Return. Step 3  Open the Network Connections window.  Right-click the wireless connection and choose Properties.  Click the Wireless Networks tab.
  • 65.
    65  Click theView Wireless Networks button. TECHNICAL REPORT ON TEST CONDUCTED Name of Technician:_______________________________________ Date of Inspection: __________________ Time: _______________ Device Tested: Specification: Diagnosis: Action Taken: Remarks:
  • 66.
    66 V – SummativeAssessment  Prepare a comprehensive summative assessment that covers all the important topics that were discussed.  Guide learners in assessing their themselves using: 1. Paper and pencil test 2. Performance test 3. Other appropriate tools  Check their answers using the answer key VI –Feedback Pre / Post- Assessment I. True or false 1. True 2. True 3. True 4. False 5. False 6. True 7. True 8. True 9. False 10.True II. Multiple Choices 1. C 2. B 3. D 4. A 5. C 6. A 7. C 8. B 9. D 10.A 11.C 12.C 13.C 14.B 15.A
  • 67.
    67 III. Matching Type 1.L 2. J 3. I 4. E 5. A 6. H 7. G 8. K 9. D 10.C IV. Acronyms 1. Unshielded Twisted Pair 2. Shielded Twisted Pair 3. Internet Protocol 4. Transmission Control Protocol / Internet Protocol 5. Hypertext Transfer Protocol 6. File Transfer Protocol 7. Secure Shell 8. Internet Message Access Protocol 9. Simple Mail Transfer Protocol 10.Dynamic Host Control 11.Domain Name System 12.Time to Live 13.Local Area Networking 14.Virtual Private Network 15.Network Interface Card Lesson 1.2- Prepare Tools used for Configuration I. MS Configuration Command Classification 1. Tools 2. Boot 3. Services 4. Boot 5. General 6. Boot 7. Boot 8. Services 9. Tools 10.Boot
  • 68.
    68 II. Applet Grouping Appearanceand Themes 1) Display 2) Taskbar & Start Menu 3) Folder Options Network and Internet Connections 1) Internet Options 2) Network Connections Sound, speech, and audio devices 1) Sound and audio devices 2) Speech 3) Portable Media Devices Printers and Other Hardware 1) Game Controllers 2) Keyboard 3) Mouse 4) Phone and Modem 5) Printers and faxes 6) Scanners and Cameras Security Center 1) Automatic updates 2) Windows Firewall 3) Internet Options Lesson 2.2- Networking Devices, Media and Connector Criss- Cross Puzzle Across 1. STP 3. FIBEROPTICCABLE 5. CROSSOVER 6. UTP 7. STRAIGHTTHROUGH Down 1. SINGLEMODE 2. MULTIMODE 4. TWISTEDPAIR 5. COAXIALCABLE Lesson 2.5- Network Security Test I. Modified True or False 1. SECURITY
  • 69.
    69 2. VIRUS- PRIMARY 3.SECURITY 4. SECURITY 5. SECURITY Test II. Matching Type 1. E 2. A 3. H 4. L 5. G 6. B 7. C 8. D 9. I 10.F Test III. Acronym 1. Virtual Private Network 2. Service Set Identifier 3. Wired Equivalent Privacy 4. Wi- fi Protected Access 5. Wireless Transport Layer Security VIII- References Books and Articles and Printed Materials: Amy Hisson, “Computer Assembly and Configuration- Lab and Assignments” David Anfinson, Ken Quamme “IT Essentials: PC Hardware and Software Companion Guide” 3rd Edition- 2008 at 800 East 96th Street Indianapolis, Indiana 46240 USA Efraim Turban, R. Kelly Rainer Jr., Richarrd Potter “Introduction to Information Technology” 3rd Edition- 2005 at Rosewood Drive, Denver, John Wisley and Sons(Asia) Pte. Ltd Marigen N. Leosala, Bobby P. Caoagdan, Ronaldo V. Ramilo, and Rosalie P. Lujero “Technology and Livelihood Education- Information and Communications Technology Learners Manual – Grade 7 & 8” Rosalie P. Lujero, Ronaldo V. Ramilo “Technology and Livelihood Education- Information and Communications Technology Learners Manual – Computer Hardware Servicing Grade 9”
  • 70.
    70 Electronic Resources: “Definition ofConfiguration” Retrieved from http://www.webopedia.com/TERM/C/configuration.html “File Sharing” Retrieved from http://www.techopedia.com/definition/16256/file-sharing “Fundamentals of PC repair” Retrieved from http://www.ustudy.in/ce/hard/u1 “Hardware and Software Troubleshooting Tips | Virus Removal Tips | Best Anti-virus | Speeding Up Windows XP/Windows Vista/Windows 7 | Networking Tips | UNIX and LINUX Usability | Installation Procedure Of Various Operating Systems | computer repair | computer problems” Retrieved from http://101-computer- troubleshooting.blogspot.com/2009/09/directx-diagnostic-tool- dxdiag.html- “How to configure peer to peer workgroup network step by step Guide” Retrieved from http://computernetworkingnotes.com/basic-workgroup- networking/workgroup-set-up.html- “How to make an Ethernet cross over cable” Retrieved from http://www.makeuseof.com/tag/ethernet-crossover-cable/ “Occupational Safety Precautions” Retrieved from “peer to peer networking” Retrieved from http://h10025.www1.hp.com/ewfrf/wc/document?cc=us&lc=en&dlc=en &docname=bph05694- “Ping Tim Fisher” Retrieved from http://pcsupport.about.com/od/commandlinereference/p/ping- command.htm- “Puzzles for Activities” Retrieved from http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp “System Configuration utility” Retrieved from http://moderncomputerskillsandtraining.com/?page_id=2950- “Turn On the Windows Firewall” Retrieved from
  • 71.
    71 K to12 BASICEDUCATION CURRICULUM Information and Communications Technology COMPUTER HARDWARE SERVICING (SPECIALIZATION) Module 4 Maintaining computer systems and network Quarter 3-4 60 hrs http://windows.microsoft.com/en-ph/windows/turn-windows-firewall-on- off#turn-windows-firewall-on-off=windows-7 “Windows Registry” Retrieved from http://pcsupport.about.com/od/termsr/p/registrywindows.htm-- http://info.psu.edu.sa/psu/cis/kalmustafa/CISCO/Lecture%20Slides/ITE _PC_v40_Chapter2.pdf
  • 72.
    72 CONTENT STANDARD The learnerdemonstrates understanding of the underlying concepts and principles in maintaining computer and network systems. PERFORMANCE STANDARD The learner independently demonstrates skills in computer systems as prescribed in the TESDA Training Regulations. LEARNING COMPETENCIES  Plan and prepare for diagnosis of computer systems errors  Diagnose and configure computer systems and networks  Inspect and test the configured computer systems and networks  Test Systems and Networks I. OBJECTIVES Guided by the teacher and this module the learner is expected to: Acquire knowledge, skills and underlying principles in the process and delivery of Computer Hardware Servicing such as: 1.Plan and prepare for the maintenance of computer systems and networks  Follow OHS procedures in maintaining computer systems and networks  Plan on how to maintain computer and networks systems  Identify faulty computer and networks systems  Identify tools in maintaining computer and network systems  Inspect testing equipment/devices  Check PC specifications  Verify network functions and specifications 2. Maintain computer systems  Follow OHS procedures in maintaining computer systems  Identify faulty computer systems  Test normal functions of computer systems  Perform repair and replacement of faulty computer systems  Adhere to the recommended schedule and techniques in maintaining and cleaning computer systems  Respond to sudden breakdowns of computer systems in accordance with established procedures
  • 73.
    73 3. Maintain networksystems  Follow OHS procedures in maintaining network systems  Identify procedures in maintaining network systems  Check or run the diagnostic software  Adhere to the recommended schedule and techniques in maintaining and cleaning network systems  Respond to sudden breakdowns of network systems in accordance with established procedures  Run the burn-in test on computer systems 4. Inspect and test configured/repaired computer systems and networks  Follow OHS procedures in maintaining network systems  Maintain the computer systems and networks to ensure safe operations  Run or conduct computer to computer communications  Connect computer systems to the internet  Computer system and network checked to ensure safe operation  Run the burn-in test on computer systems  Conduct final inspection on the tests undertaken  Prepare technical reports that comply with the job requirements II. PRE-ASSESSMENT  Guide learners in assessing their prior knowledge and skill in Computer Hardware Servicing using:  Skills Self -Assessment test Direction: Listed below are some of the most important skills that you must gain in order to render quality service when you enter the real world of Computer Hardware Servicing. Read the skills carefully. Write “YES” if you are familiar with the skill and “NO” if not. Feel free to answer each skill. Write your answers in your notebook. I can… YES NO
  • 74.
    74 Plan and preparework to ensure occupational health and safety (OHS) policies and procedures are followed Obtain materials, tools, equipment and testing devices needed to conform with job requirements Interpret work instructions according to job requirements Obtain computer components/devices/systems and determines its location prior to installation Install equipment / devices / systems in accordance with job requirements* Check / Test devices / systems and / or installations to determine the conformity to job requirements * Check computer systems and networks for configuration in accordance with specifications and requirements * Diagnose fault or problem in the computer systems and networks in line with standard operating procedures (SOP) * Configure the identified systems and networks based on specifications and job requirements * Inspect and test configured computer systems and networks in conformity with manufacturer's instructions / manual * Correct / Adjust components or parts of computer systems and networks in accordance with job requirements * Test computer systems and networks to ensure safe operation Perform scheduled / periodic maintenance in accordance with manufacturer's requirements Can make needed repairs / replacements in accordance with established procedures, when necessary. Clean and clear worksite of all surplus/excess materials in accordance with company SOP III. LEARNING GOALS AND TARGETS
  • 75.
    75 Based on theobjectives of the lesson and results of the pre- assessment, let the learners define their personal goals and targets to be achieved at the end of this module. Ask the learners to write their goals/targets on their notebook/ answer sheet.  Discuss the use and relevance of setting goals and targets for the mini- course.  Assist/Guide learners in accomplishing their goals and targets using the format provided in the module. IV. PROCESS AND DELIVERY Lesson 1. Procedures in Planning and Conducting Maintenance What to KNOW 1.1 Follow OHS procedures in maintaining computer systems and networks  Guide the learners in identifying the different maintenance procedures in taking care of computers.  Show images of an ideal computer laboratory atmosphere. Get a picture of a well-setup computer laboratory of a school or university in your community. Ask their best practices  Show video on http://www.youtube.com/watch?v=WOpHmjDyMPE Diagnoses of Faulty Computer and Networks Systems Preventing Computer Systems Failure  Discuss the lesson on pages 192-204.  Present to the learners the different maintenance procedures in taking care of computers.  Refer also to this link: http://www.wikihow.com/Prevent-Computer- Failure  The teachers must have a wide idea on Network Problems and the actions must be taken.  Must have a firsthand experience of everything. 1.2 Plan on how to maintain computer and networks systems Procedures in using Computer System and Network System Tools Procedures in using Computer System and Network System Tools  Discuss the lesson on pages 205-208.  Orient the students with the different procedures in using computer and network system tools.
  • 76.
    76  Refer tothis link http://www.gcflearnfree.org/windowsxp/16/print  Guide the students in designing a systematic monitoring plan for hardware. Show more samples.  Present other pc cleaning tools in this web linkhttp://www.tomsguide.com/us/pictures-story/386-pc-cleaning-tools- utilities.html 1.3Check PC specifications  Show list of a computer specifications and incorporate all the required hardware parts.  Select the ideal brand for computer specifications.  Compare specifications, their brand name at its functionality.  Ask from a certain computer shop or sales on their hardware list and specifications. 1.4 Computer Specifications  Discuss computer specification on page 210-214.  Educate the learners about the different computer specification available in the market.  Show samples of the different brand names and their products using images. Include price list for them to have an idea. 1.5Verify network functions and specifications  Identify all the network hardware requirements.  Evaluate brand names and their specifications.  Let the students create a diagnostic plan for a personal computer applying the maintenance procedure for hardware and software with the use of the different tools, materials and equipment.  Show a complete list of a required network hardware in setting up connections. Networking Hardware Requirements  Discuss the lesson on page 217-221.  Present the necessary network hardware requirements.  Discuss the purpose and functions of the different network hardware.  Show sample of network specifications What to PROCESS
  • 77.
    77 Slide Show Computerand Network Errors  Let the students answer the activity on page 204.  Ask the students to interview computer technicians or hardware specialists on their immediate community.  Let them have an online research.  Ask the students to present their work using Powerpoint or in manila paper.  Let the students discuss their work on the class. Investigate and Interpret: Computer Systems Check  Students will answer the activity on page 208.  Let the students check the current status of a computer before making any updates. You may assigned one computer per students if computer units are available or Group them and assigned one computer for them. Let the students interpret the results after making an updates. Internet Research  Students will answer pages 215-216.  Guide the students in answering the worksheet. Show examples on hardware components, their specifications and cost.  Let the students browse online.  Let the students go to the community and ask the computer stores and shops. Network Layout Area Status (Before Updates) Status (After Updates) Security 1)Anti-Spyware Programs 2)Anti-Virus Maintenance 1)System Maintenance
  • 78.
    78  Let thestudents answer the activity on page 221.  Ask the students to bring their drawing materials.  Let them draw a simple schematic layout of one computer connected to a network system.  Guide them on the requirements needed to setup network connections. Direction: In a short coupon, students are task to draw a simple schematic diagram of a computer connected to a network. Label the parts and present their drawing to the class. Students work will be rated according to the following criteria: What to REFLECT and UNDERSTAND Pictorial Tour  The students will answer the activity on page 204.  Instruct the students to group with five members and let them have a research on the different diagnosis on faulty computer and network systems.  Tell them to have a pictorial documentation of their activity. And ask them to give captions or make a narrative reports. Investigative Report  Answer activity on page 209.  In this activity, the students may search online about computer systems status or interview a practitioner lending a service in computer CRITERIA Excellent 4 Good 3 Fair 2 Poor 1 Adherence to the proper network setup (50%) -drawn the diagram with right setup Workmanship (20%) -Had organized materials and tools while accomplishing the task and has time management Quality of work (30%) -the final output is neat
  • 79.
    79 hardware servicing.  Encouragethem to make profiling as a source of evidence of their reports.  Ask the students to make documentations. Read and Study  Let the student answer the activity on page 216.  Instruct the students to conduct an internet research activity on the information about the components they need to complete for costumers computer. Give them a sample brand and model number, its features and cost.  Make a market scanning and look for business establishments for computer sales and services. Create a price list of brands and sample model of computer parts with its price.  Show a sample complete hardware components and their prices. Read and Study: Making Checklist Direction: To expand your understanding about computer specifications. Make a market study on components, its brand, functionality and cost. You can ask computer vendor of the price lists and inquire of its specifications. Choose two brands then make comparisons. Be ready for an oral presentation. Components Brand No.1 Cost Brand No.2 Cost Strengths Weakness Processor Motherboard Memory Graphic Card Sound Card Performance Score Card Score Reference: 0 = Some facts are clearly inconsistent with source material 1= Some facts are questionable/unrealistic 2 = All facts seem accurate/good. Details Points Brand Model is precisely given Cost are based on the market selling price Strength/Weakness are realistic Presentation (Clarity of the voice)
  • 80.
    80 Critical Review  Answerthe activity on page 222.  Let the students create a table of specifications on network hardware. List brand names and compare. Direction: To increase students understanding about network specifications. Make a market study on components, its brand, functionality and cost. Students can ask computer vendor of the price lists and inquire of its specifications. Choose two brands then make comparisons. Be ready for an oral presentation. Components Brand No.1 Brand No.2 Cost Router Hub 8-port UTP cable Rj45 connector Sound Card What to TRANSFER Video Demo Application of Diagnosis on Faulty Computer and Network Systems  Students will do activity on page 205.  Tell the students to interview computer technicians in their community and ask certain computer problems they encountered and their procedures in diagnosing it.  After the interview, let the students have their own simulation on diagnosing faulty computer and network systems.  Guide also Students to use or browse youtube.com on diagnosing procedures with the said topic.  Rate the students according to the rubrics: CRITERIA PERCENTAGE SCORE Accuracy (Accurate role and function of a device was accurately shown) 30% Presentation (Organization or sequence of the play, appropriate gestures was used) 30%
  • 81.
    81 Clarity (Clearly deliveredeach diagnosis) 30% Team work (cooperation of each member) 10% Performance Rating Magazine Article  Answer activity on page 209.  Let the students write an article on the risk about turning off messages about spyware and virus protection.  Students may base their idea on the interview taken.  Encourage students to ask help from their English teachers in generating idea. Directions: To extend more your understanding about computer systems status. Search online or you can also interview a practitioner while lending a quality service in computer hardware servicing. Make an article with regards to the effect of ignoring computer problems. Using the guide questions in writing your article. Use striking title. Be creative. Be ready for an oral presentation. 1. What is the risk of turning off messages about spyware and related protection? 2. What is the risk of turning off messages about virus protection?
  • 82.
    82 Rubrics Contents Excellent (5) Good (3) Poor(1) Spelling Almostall words spelled correctly Capitalization Begins all sentences but one with uppercase letters. Punctuation Correct ending punctuation in every sentence but one. Grammar Simple sentences are grammatically correct. Handwriting Legible. Good spacing and alignment. Total Points Computer Specifications  Students will answer activity on page 217.  Make a market scanning and look for business establishments for computer sales and services. Create a price list of brands and sample model of computer parts with its price.  Show a sample complete hardware components and their prices. Directions: In this activity, students will create a complete list of specifications of a one set desktop computers including its brand name and cost. Total all the amount and present it to the class. Computer Shop Network Layout  Answer activity on page 223.  Ask the student to bring short coupon and drawing materials.  Guide the students in doing the activity.  Show sample schematic layout of a network computers.
  • 83.
    83 Direction: In thisactivity, students will draw in a short coupon, layout plan of a computer café connected to a network. Write the specifications of the network hardware. Incorporate the following requirements: 1. One computer server 2. 20 client computers 3. One DSL modem 4. UTP cables 5. Hub CRITERIA Percentage Score 1. Originality of network layout 40% 2. Neatness of the drawing 40% 3. Proper use of equipment and materials is observed. 10% 4. Observance of Safety Precautions. 10% PERFORMANCE RATING LESSON 2: Maintain Computer Systems What to KNOW 2.1 Follow OHS procedures in maintaining computer systems Safety Precautions, Maintenance of the Computer System, Data Backup, Malware Maintenance, Disk Maintenance  Present the lesson on pages 224-229.  Discuss the Occupational Health and Safety (OHS) Policy  Remind the students of the Occupational Health Standards when working.  Present Data backup base from personal experience and give its importance.  Define Malware and give examples.  Refer to this link http://www.hyperlogik.com/Blog/virus-spyware-and- malware-maintenance-and-prevention/  Present the video from http://www.youtube.com/watch?v=dhQjH6UZA7g http://www.youtube.com/watch?v=_qNd22tijWw
  • 84.
    84 2.2 Identify faultycomputer systems DIAGNOSIS AND IDENTIFICATION OF FAULTY SYSTEM  Discuss the lesson on pages 231-238.  Share teacher’s experience about the subject matter.  Guide the students in diagnosing faulty system  Do actual demonstration on the diagnosis or doing solutions of a certain hardware problem.  Show more videos with regards to the lesson if necessary. 2.3 Test normal functions of computer systems Diagnostic Software Tools  Discuss the lesson on pages 240-252.  Educate the students with regards to the different Diagnostic Software tools  Show to students how software diagnostic tools work  Demonstrate how the different disk management tools works  Demonstrate the some general cleaning tips and use of cleaning tools.  Show the procedures in cleaning hardware components.  Refer to the following links http://www.gcflearnfree.org/computerbasics/14 http://msisac.cisecurity.org/newsletters/2010-06.cfm http://whirlpool.net.au/wiki/computer_maintenance http://www.goamerican.com/perform-basic-computer-system- maintenance/ http://www.infohq.com/Computer/computer_maintenance_tip.htm 2.4 Perform repair and replacement of faulty computer systems UNDERSTANDING PARTITIONS  Discuss the lesson on pages 258-259.  Familiarize / educate the learners about the disk partitioning.  Teachers may invite experienced computer technicians to share his expertise to the class.  The teacher and the class may go to the nearest computer repairs shop in their immediate community to observe and consult their expertise on computer hardware servicing and the subject matter.
  • 85.
    85  Show morevideos with regards to the lesson if necessary  Refer to the following links http://www.bleepingcomputer.com/tutorials/understanding-hard-disk- partitions/ http://www.pcworld.com/article/185941/how_and_why_to_partition_you r_hard_drive.html http://diligent.tripod.com/hd-partn.htm 2.5 Adhere to the recommended schedule and techniques in maintaining and cleaning computer systems Scan Disk  Discuss lesson on page 263-264.  Define the term scan disk.  Refer also to the following links How to Scan Disk http://www.computerhope.com/issues/ch001118.htm Scan disk video http://www.youtube.com/watch?v=91SBw9Fkmsw Deleting Temporary Files  Discuss and demonstrate the subject matter on page 268.  Refer to the following links http://pcsupport.about.com/od/maintenance/ht/manualtempxp.htm http://www.computerhope.com/issues/ch000225.htm http://www.wikihow.com/Delete-Temporary-Internet-Files http://www.youtube.com/watch?v=_jrCVrMnct8 Disk Cleanup  Discuss lesson on page 271-272.  Define and discuss disk cleanup.  Mention / Infer to the following references a) http://www.computerhope.com/jargon/d/diskclea.htm b) http://www.theeldergeek.com/disk_cleanup_utility.htm c) http://support.microsoft.com/kb/310312 d) http://windows.microsoft.com/en-us/windows/delete-files-using-disk- cleanup#delete-files-using-disk-cleanup=windows-7 e) http://www.udel.edu/it/help/best-practices/running-disk-cleanup- windows-computer.html
  • 86.
    86 What to PROCESS 2.1Essay Activity  Let the student answer the activity on page 229.  Let the students write an essay on the importance of data backup Directions: In this activity, write an essay about the importance of Data Backup. Relate your statements to the most treasured thing you possessed. Give also your own title for the essay. Minimum of 400 words. 2.2 Critical Review: Problems Encountered  Students’ activity on page 238.  Let the learners answer the activity  Give an example. Directions: In this activity, list down at least five (5) problems, error messages or incidents you encountered while working or using the computer. Then your actions you have taken. Problems Encountered Actions Taken 1. 2. 3. 4. 5. 2.3 Ways to Improve your Computer's Performance Disk Defragmentation  Students’ activity is on page 253  Let the students do the task on disk defragmentation on a computer assigned to them.  Guide the students to do the process 2.4 Duplication – Disk Image Backup  Students will do the activity on page 259-262.  Let the students do the disk image backup and follow the procedures given.  Do Peer tutoring if necessary 2.5 .1  Let the students do process activity on page 265-266.
  • 87.
    87  Guide thestudents in doing the scan disk  Let the students demonstrate the process. 2.5.2 Temporary Internet Files  Do process activity on page 269-270.  Let the students perform the activity 2.5.3  Let the students do activity on page 272-274.  Discuss and demonstrate the methods in deleting files using disk cleanup  Guide the students in doing the procedure. What to REFLECT and UNDERSTAND 2.1 Research and Investigate  Let the students do activity on page 230.  Let the students reflect and answer the questions. Call volunteers to discuss and share their answers.  Guide the students to do the task. Ask students to report their findings in class. Directions: Have five members per group and make a research on the different cause and effect of data backup, malware maintenance and disk maintenance. You can also interview / observe a practitioner while lending a quality service in computer hardware servicing. This event will be presented orally through a role playing. 2.2 Slide Show Presentation  Students’ activity on page 239.  Let the student answer the activity and ask them to use the internet. In this project, you will learn how useful the Internet can be for a Personal Computer (PC) support technician. Directions: Using a personal computer, pretend that the motherboard manual is not available and you need to replace a faulty processor. Identify the manufacturer and model of the motherboard by looking for the manufacturer’s name and model number stamped on the board. Research the Web site for that manufacturer. Print the list of processors the board can support.
  • 88.
    88 Afterwards, make aslide presentation and report it to the class. 2.3 Evaluating your Needs  Guide the students in doing the task.  Present samples in disk partitioning.  Student will answer the activity on page 257.  Let the student answer the questions given. Before you start, ask yourself the following questions to help you determine the kind of partitions to create:  Do you work more on documents than on software?  Does your job require you to install multiple software applications?  Does the size of your software exceed that of your documents? 2.4 Critical Review  Answer activity on page 263.  Let the students have a research using books or internet on the given activity Now, that you are done with the disk image, to enlighten your understanding and knowledge have some more readings about it thru books and other resources. You should consider the following topics for research: 1. Acronis True Image 2. Norton Ghost Image 3. Other disk Image backup software 2.5.1  Answer activity on page 266.  Let the students answer the given questions. Answer the following questions in your own answer/test notebook. 1. What are the things that the scan disk could do in a computer? How often do you scan disk your computer? 2. Computers should be protected from errors to prevent component malfunction. What anti-static are the things you should do to avoid such malfunction? 2.5.2 Computer Terminologies  Let the students perform the activity on page 270
  • 89.
    89 Answer the followingquestions in your notebook. Make an internet research. 1. What is the meaning of “cache”? Internet cookies? 2. How is this concept related to temporary files? What are its effect in the computer operation? Are these files can be also removed or deleted to speed up computer operation? 2.5.3  Answer activity on page 274.  Guide the students in doing the activity.  Let the students also reflect with the process they applied. Activity: Internet Research In this activity, you will learn how useful the Internet can be for a PC support technician. 1. Research the Web site for the importance of Disk Cleanup and when to apply it. 2. Know the advantages and effects to the computer system. What to TRANSFER 2.1  The students will have a group activity on pages 230-231.  Guide the students to analyze the given situations and perform the task required.  Let the students showcase their talents in acting. Role Playing Application on Maintenance of Computer System Directions: After the interview and observation with a practitioner, your group will showcase what you have learned through a role playing. You will be rated base on the Rubrics written below:
  • 90.
    90 Criteria Excellent 4 Good 3 Fair 2 Weak 1 Content (40%) -Conveysfull understanding of the content Enthusiasm (10%) -Facial expression and body language generates strong enthusiasm Interest and Purpose (10%) -Displays interesting purpose Speak Clearly (10%) -Group members speaks clearly at all times Volume (10%) -Loud volume Preparedness (10%) -Group is prepared with props and costumes Cooperation (10%) -displays teamwork 2.2 Video Tutorials  Students’ activity on pages 239-240.  Let the students make a simulation of what they have learned from a practitioner or computer technicians through the use of their camera phones or digital cameras.  Tell them that they will be rated base on the rubrics given in the module.
  • 91.
    91 Application on Diagnosisof Faulty Systems Directions: In this activity, the students will group into three (3) and make an interview and observation with a practitioner, the group will showcase what you have learned through a video demo or tutorials. Use your digital cameras or cell phones. You will be rated base on the Rubrics written below: Criteria Excellent 4 Good 3 Fair 2 Weak 1 Content (40%) -Conveys full understanding of the content Enthusiasm (10%) -Facial expression and body language generates strong enthusiasm Interest and Purpose (10%) -Displays interesting purpose Speak Clearly (10%) -Group members speaks clearly at all times Volume (10%) -Loud volume Preparedness (10%) -Group is prepared with props and costumes Cooperation (10%) -displays teamwork 2.3  Student will answer the activity on page 258.  Let the students perform the activity Directions: The class will be divided into five (5) groups. Each group has its own respective leader. The group will perform a task regarding familiarizing the cleaning components of computer. After the activity they will be graded using the given Performance Score Card below:
  • 92.
    92 PERFORMANCE SCORE CARD PerformanceCriteria Percentage Grade 1. The student clearly identified personal protective equipment. 20% 2. The student utilized actual tools/device in performing the actual procedures. 15% 3. The student applied safety precautions during the task. 25% 4. The task gave students more critical thinking on the personal protective equipment. 30% 5. The student cooperatively performed the task. 10% Performance Rating 2.4 Online Review  Students will do the activity on page 263.  The teacher may download the given link After the research, you can also deepen your understanding by watching a video presentation using the URL below: 1. http://www.youtube.com/watch?v=PWEKWqQuz9o http://www.youtube.com/watch?v=vCEOP7pVELw 2.5  Answer activity on page 267.  Guide the students in answering the following activities.  Let the students follow the procedure on scanning flash drives 1. Concept Mapping In this activity, you will write on the figures the concept which will relate to the word “scan”. Add more shapes if you want.
  • 93.
    93 2. Scan FlashDrive Scanning your flash drive will check if the are some errors in it. Here's How: 1. Press the Start button on desktop or double-click the icon My Computer icon on your desktop. 2. Selector highlight the flash drive to be scanned for bad sector on the list . 3. Open the File menu and select Properties option’ 4. Then a window dialogue box will appear then select the Tools tab. 5. Click the Check Now button. The scanning process will then initiate 2.5.2 Deleting Temporary Files  Let the students perform the activity on page 271. Directions: Pair the students. Let them perform the deleting of temporary internet files. After the activity they will be graded through the given Performance Score Card below: CRITERIA Passed Failed 1. Sequence of steps in deleting is followed. 2. Safety precaution is observed. 3. The students cooperatively performed the activity. PERFORMANCE RATING SCAN
  • 94.
    94 2.5.3  Answer activityon page 274-275.  Let the students perform the activity. Activity Directions: You are to delete temporary files in the different Operating Systems. 1. Delete Temporary Files in Windows 7 and Windows 8 2. Delete Temporary Files in Windows XP LESSON 3: Maintain Network Systems What to KNOW 3.1 Follow OHS procedures in maintaining network systems What to KNOW Maintain Network Systems  Discuss the lesson on pages 276-282.  Educate the students on how to create a simple maintenance schedule and how to fill-up the checklist.  Teach the students how to perform network maintenance procedure.  Show Teacher’s personal monitoring checklist for the computer laboratory  Discuss procedures for General Safety 3.2 Run the burn-in test on computer systems Burn-In Testing  Discuss the lesson on page 283-284.  Demonstrate the burn-in testing procedure.  Follow the step by step process. What to PROCESS 3.1  Let the students answer the activity on page 282.  Guide the students in filling-up the Maintenance Inspection Checklist  Let the students accomplish the maintenance inspection checklist.
  • 95.
    95  Guide themin performing the task. Ask if they have any suggestions. Accomplish the maintenance inspection checklist below: Put a check mark on the column which states an action taken. MAINTENANCE INSPECTION CHECKLIST Equipment Type PERSONAL COMPUTER Property Code PC001 Location Practical Work Area YES NO INSPECTION ITEMS 1. Do the stability of the male plug and other power connections checked regularly? 2. Is the machine regularly cleaned? 3. Is the monitor checked and cleaned regularly? 4. Are the peripherals cleaned and checked regularly? 5. Is the hard disk checked and cleaned regularly? 6. Are the applications regularly updated? 7. Do the files back up done regularly? 3.2 Perform Immediate Burn-In Testing  Let the students perform burn-in testing activity on page 284.  Guide the students on accomplishing the task. What to REFLECT and UNDERSTAND 3.1  Let the students do the activity on page 282.  Let the students make an outline steps or procedure presented on the video tutorials. Video Tutorial Direction: To deepen your understanding about maintaining networks system, watch the video on http://www.youtube.com/watch?v=cMCCLKDHXqI and make an outline steps or procedure of the action taken presented or shown in the video. What to TRANSFER  Let the students do the activity on page 276.
  • 96.
    96 Weekly Maintenance Checklist Direction:In this activity, you will create a either a daily, weekly or monthly maintenance checklist for the computer laboratory. Include all the computer and network hardware. You will be given 30 minutes to complete the task. Present your output in the class. Excellent (5) Good (3) Poor(1) Hardware/ Peripherals All hardware/peripherals were enumerated Format Layout of the checklist is good. Details Important details were included such as dates, checker’s name, area/room, remarks, conditions, etc. Handwriting Legible. Good spacing and alignment. Total Points LESSON 4: Inspect Computer Systems and Networks What to KNOW 4.1 Follow OHS procedures in maintaining network systems  Teach the students on the Occupational Health and Safety Policies 4.2 Maintenance of the Computer Systems and Networks  Discuss the lesson on page 290-292.  Share best practices in the maintenance of the computer system and networks. 4.3 Network Monitoring  Discuss the lesson on page 296.  Define Network Monitoring
  • 97.
    97  Present thedifferent Network Monitoring Software Tools.  Demonstrate the Ping Command 4.4 Computer Communications  Discuss the lesson on pages 301-302.  Teach the students on how DSL or cable networks are connected.  Know the connections commonly used in internet connections.  Show the network connections of the computer laboratory  Suggested topics and activities – http://www.laneye.com/network/how-network-works/computers-in- network.htm http://www.laneye.com/network/how-network-works/computers-in- network.htm 4.5 Run or conduct computer to computer communications  Educate the students how computers to computers communicate  Show the methods of connection. 4.6 Connect computer systems to the internet  Discuss the setup of connecting computer system to the internet. 4.7 Prepare technical reports that comply with the job requirements  Discuss the lesson on General Safety Guidelines on page 305. 4.8 Preparing Technical Report  Discuss how to prepare technical reports on page 305-307.  Instruct and assist the students to fill up sample technical reports form.  Show the Laboratory’s Hardware Report.  Show more samples online. What to PROCESS  Let the students do the activity on page 293.  Let the student download and explore free network diagnostic tool. Experiment and Demonstrate  To check the vulnerability or stability of your network connection, go to the internet and download a free network diagnostic tool.  Go to any search engine and type – network diagnostic tool.
  • 98.
    98  After downloadingthe application, run the setup file of the program and install it into your computer.  If the program was already installed, run the application. Take note of the diagnosis. Do some action if there are problems or errors encountered. Testing Network Connection with Ping Symptoms:  Guide the students in doing the activity on pages 297-299.  Demonstrate the Ping Command  wants to test the network using Ping  wants to test the latency of the network 1. Open the Command Prompt or Terminal. Every operating system has a command line interface that will allow you to run the Ping command. The Ping command operates virtually identically on all systems. o If using Windows, open the Command Prompt. Click the Start button and enter "cmd" into the Search field. Windows 8 users can type "cmd" while on the Start screen. Press Enter to launch the Command Prompt. 2. Type ping followed by an IP address or a website address then press Enter key to execute the command. Here is a brief explanation of commonly used ping commands: o ping 127.0.0.1 (This is a "loopback ping" - your computer trying to talk to itself. If the loopback step fails, it might be because the TCP drivers are corrupted, the network adapter might not be working, or another service is interfering with IP.) o ping <IP address> (This will ping the IP address of a device like a local computer, remote server or any client that receives an IP address to verify that it is reachable and that you can communicate with it properly.) Example: ping 192.168.1.1 (this is the default IP address of NETGEAR routers) o ping<website address> (This command will test for the Internet connectivity and DNS functionality.) Example: ping www.netgear.com, ping google.com  Students will work the activity on pages 302-303.
  • 99.
    99 Set up aDSL or cable connection A combined modem and router properly plugged in  Plug the device into an electrical outlet.  Plug one end of a phone cord or cable into the wide area network (WAN) port of the device, and then plug the other end into the wall jack. The WAN port should be labeled "WAN." (DSL users: Do not use a DSL filter on the phone line.)  Plug one end of an Ethernet cable into the local area network (LAN) port on the device, and then plug the other end into the networking port of the computer that you want to connect to the Internet. The LAN port should be labeled "LAN." (If you are connecting wirelessly, skip this step.)  Start (or restart) the computer.  Open the Connect to the Internet wizard by clicking the Start button , clicking Control Panel, clickNetwork and Internet, clickNetwork and Sharing Center, clickSet up a connection or network, and then clickConnect to the Internet.
  • 100.
    100 A modem androuter properly plugged in  Plug the modem into an electrical outlet.  Plug one end of a phone cord or cable into the modem, and plug the other end into the wall jack. (DSL users: Do not use a DSL filter on the phone line.)  Plug one end of an Ethernet cable into the modem, and plug the other end into the wide area network (WAN) port on the router.  Plug the router into an electrical outlet.  Plug one end of an Ethernet cable into the local area network (LAN) port on the router, and plug the other end into the networking port on the computer that you want to connect to the Internet. (If you are connecting wirelessly, skip this step.)  Start (or restart) the computer.  Open the Connect to the Internet wizard by clicking the Startbutton , clicking Control Panel, clicking Network and Internet, clicking Network and Sharing Center, clicking Set up a connection or network, and then clicking Connect to the Internet.  Instruct and assist the students to fill up sample technical reports form on pages 308-309. Simple Technical Reports
  • 101.
  • 102.
    102 What to REFLECTand UNDERSTAND  Let the students do the activity on page 286. Direction: To deepen your understanding about network diagnostic tool, visit the link on http://support.microsoft.com/kb/914440. Follow the instructions given and apply to your computer. You are to be rated according to the rubric below. Rubric for your Performance Test CRITERIA Excellent 4 Good 3 Fair 2 Poor 1 Adherence to the sequence of setup -Followed carefully the given instructions. Workmanship -Had organized materials and tools while accomplishing the task and has time management. Quality of work -The final output is neat Practicing TCP/IP Networking Skills  Let the students do the activity on page 300. While connected to the Internet or another TCP/IP network, answer these questions: 1.What is your current IP address? 2.Release and renew your IP address. Now what is your IP address? 3.Are you using dynamic or static IP addressing? How do you know? 4.What is your adapter address for this connection? 5.What is your default gateway IP address? Video Tutorial  Let the students perform the task on page 304. Direction: To deepen your understanding about maintaining networks system, watch the video on http://www.youtube.com/watch?v=KBHyDd2cJBs
  • 103.
    103 and make anoutline steps or procedure of the action taken presented or shown in the video. Computer Item Enumeration  Student will answer activity on page 310.  Let the students observed and itemized the available hardware items, network devices, tools available in the computer laboratory. Direction: You are to enumerate the hardware items that can be seen inside the computer laboratory, applications installed in a computer, network devices, computer tools and others. What to TRANSFER  Let the students do the activity on page 293-295. Schedule and Techniques in Maintaining Systems System Restore After doing so the performed task, students will be assessed using the following criteria: CRITERIA Excellent (3) Good (2) Poor (1) 1. Sequence of steps is followed. 2. Safety precaution is observed. 4. Speed (Worked in a fast manner). PERFORMANCE RATING Network Checking  Guide the students in doing the activity on pages 300.  Let the students apply the Ping Command in doing the activity. Direction: In this activity, you will check the network status by using the ping command. Make a status report on the results. 1. Ping a website 2. Ping the router
  • 104.
    104 3. Ping aterminal/computer Rubric for your performance Test Criteria Percentage Grade Accuracy 50 % Adherence to the procedures 20% Workmanship(applied safety precautions) 20% Speed 10% Performance Rating Network Connection Demo  Let the students perform the task on page 304. Learners required to make a network connection using the devices provided. You are rated according to the criteria given below. Equipment, Tools and Materials Required:  UTP cables  1 router  1 hub  2 PC unit  DSL connection Given the following materials, set-up a network connection on one computer. CRITERIA 1 2 3 4 5  Safety Precautions are observed.  All the UTP cables are properly connected to the computer and hub.  Computer is properly connected and seen in the network.  Proper boot-up and shutdown of the computer is observed. Total:  Student will answer activity on page 310.
  • 105.
    105  Guide thestudents in creating a technical report.  Students are to reveal in their report the hardware, software and tools available in the computer laboratory. Creating Computer Hardware – Software – Tools Report Direction: In this activity, you are to create Computer Hardware – Software – Tools Report which are available in your computer laboratory. Reports will be based from the items inspected in the laboratory. Create your own format. You are to be rated according to the score card. CRITERIA Percentage Score 1. Originality of format and layout 40% 2. Content of the report 40% 3. Proper use of equipment and materials is observed. 10% 4. Observance of Safety Precautions 10% PERFORMANCE RATING VI –Feedback Answer key for Module 4 What to Process (page 60) 1. Tablet PC 2. Server 3. Minicomputer 4. Microcomputer 5. Netbook 6. Desktop computer 7. Digital 8. Mainframe 9. PDA 10.Wearable computer Matching Type (page 61) 1. C 2. A 3. K 4. J 5. H 6. D 7. G
  • 106.
    106 8. L 9. B 10.F What to Process (page 68) 1. Network Firewall 2. WAN 3. Network gateway 4. Network 5. Modem 6. Network Interface 7. Bridge 8. Ethernet Switch 9. Routers 10.LAN What to Process (page 78) 1. True 2. True 3. True 4. True 5. False 6. True 7. True 8. True 9. True 10.True What to Process (page 120) 1. C 2. B 3. B 4. B 5. A 6. C 7. D 8. B 9. A 10.C
  • 107.
    107 Summative Test Test 1. 1.Tablet PC 2. Server 3. Minicomputer 4. Microcomputer 5. Netbook 6. Desktop computer 7. Digital 8. Mainframe 9. PDA 10.Wearable computer 11.Operating system 12.Input devices 13.Output device 14.Storage devices 15.Firewall 16.WAN 17.Network gateway 18.Network 19.Hub 20.Bridge Test II 1. True 2. True 3. True 4. True 5. True 6. True 7. True 8. True 9. True 10.True 11.True 12.True 13.False
  • 108.
    108 14.True 15.True Test III. 1. C 2.D 3. A 4. C 5. B 6. B 7. A 8. D 9. C 10.B Test IV 1. C 2. A 3. P 4. O 5. J 6. E 7. H 8. Q 9. B 10.G 11.D 12.M 13.L 14.I 15.K Answer key for Module 4 Test I 1. Place computer in a well-ventilated area. 2. Schedule the use of computer for its longer life 3. Treat your computer properly 4. Backup your files. 5. Delete temporary files.
  • 109.
    109 6. Update antivirusand spyware. 7. Move the computer only when it is turned off and unplugged 8. Install or secure password. 9. Preventive Maintenance 10. Condition Based Maintenance Test II 1. a 2. b 3. c 4. b 5. c 6. c 7. b 8. b 9. a 10. a 11. a 12. b 13. a 14. c 15. c 16. a 17. a 18. c 19. d 20. d Test III 1. e 2. c 3. b 4. d 5. a VII. REFERENCES Books and Articles and Printed Materials: Barry Press, Marcia Press, “PC Upgrade and Repair Bible, Desktop Edition”., Wiley Publishing Inc., 10475 Crosspoint Boulevard, Indianapolis, IN 46256 Ron Gilster, “PC Repair Bench Book”., Wiley Publishing Inc., 10475
  • 110.
    110 Crosspoint Boulevard, Indianapolis,IN 46256 Barry Press, Marcia Press, “PC Upgrade and Repair Bible, Desktop Edition”., Wiley Publishing Inc., 10475 Crosspoint Boulevard, Indianapolis,IN 46256 Ronaldo V. Ramilo And Deover M. Pasco“K to 12 Basic Education Curriculum- Technology and Livelihood EducationLearning Module – Computer Hardware Serviciing” Marigen N. Leosala, Bobby P. Caoagdan, Ronaldo V. Ramilo, and Rosalie P. Lujero“Technology and Livelihood Education- Information and Communications Technology Learners Manual – Grade 7 & 8” Efraim Turban, R. Kelly Rainer Jr., Richarrd Potter “Introduction to Information Technology” 3rd Edition- 2005 at Rosewood Drive, Denver, John Wisley and Sons(Asia) Pte. Ltd Electronic Resources: “Computer Memory Types” Retrieved from http://www.buzzle.com/articles/computer-memory-types.html “Measurements for Memory & Storage” Retrieved from http://www.athropolis.com/popup/c-comp2.htm “Fundamentals of PC repair”Retrieved from http://www.ustudy.in/ce/hard/u1 “Occupational Health and Safety Precautions”Retrieved from http://danreb.com/sites/default/files/CHS-NC2%20Reviewer%20- %20With%20Oral%20Questioning_0.pdf “Puzzles for Activities” Retrieved from http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp “Occupational Safety Precautions” Retrieved from http://info.psu.edu.sa/psu/cis/kalmustafa/CISCO/Lecture%20Slides/ITE _PC_v40_Chapter2.pdf
  • 111.
    111 “Computer Hardware Basics”Retrievedfrom http://www.youtube.com/watch?v=6N7bqBsFL0w- “How to install Computer Hardware” Retrieved from http://www.wikihow.com/Install-Computer-Hardware- “How to install Computer components” Retrieved from http://www.directron.com/howtoupsys.html- “Tool Selection” Retrieved from http://www.bechtel.com/assets/files/Environmental/ToolboxSafetyTopic s/20 /10/ProperToolSelection.pdf “PC Assembly” Retrieved from http://www.iml.uts.edu.au/assessment- futures/designing/assembling.html “Computer Basics” Retrieved from http://www.instructables.com/id/Disassemble-a-Computer/- “PC Hardware, Networking ,Operating Systems and Troubleshooting” Retrieved from www.professormesser.com-