Republic of the Philippines

DEPARTMENT OF EDUCATION

Competency Based Curriculum

Technology and Livelihood Education
Learning Module

COMPUTER SYSTEMS
SERVICING
BASIC COURSE
Grades 7 and Grade 8

TABLE OF CONTENTS
What Is This Module
About? ...................................................................................
.
How Do You Use This
Module ...............................................................................
Use Hand
LESSON Tools ................................................................
1
........
LESSON Perform Mensuration and
2
Calculation ................................
LESSON Prepare and Interpret Technical
3
Drawing ............................
LESSON Practice Occupational Safety and
4
Health .............................
Answer
Keys .............................................................................
.....................
Acknowledgment ................................................................
.....................................

2
3

4 30

31 46

47 63
64 103
10
4 111
11
2

COMPUTER SYSTEMS SERVICING

K to 12 Technology and Livelihood Education

What Is This Module About?

Welcome to the world of Computer Systems Servicing!
This Module is an exploratory course which leads you to Computer Systems
Servicing National Certificate Level II ( NC II)1. It covers 4 common competencies that a
Grade 7 / Grade 8 Technology and Livelihood Education (TLE) student like you ought to
possess, namely:
1) Use hand tools;
2) Perform mensuration and calculation;
3) Prepare and interpret technical drawing; and
4) Practice ccupational health and safety procedures.
These 4 common competencies are covered separately in 4 Lessons. As shown
below, each Lesson is directed to the attainment of two or more learning outcomes:
Lesson 1 Use Hand Tools
Learning Outcome (LO) 1 - Prepare hand tools
Learning Outcome (LO) 2- Use appropriate hand tools and test equipment
Learning Outcome (LO) 3 - Maintain hand tools
Lesson 2 Perform Calculation and Mensuration
Learning Outcome (LO) 1 - Select components to be measured
Learning Outcome (LO) 2 - Carry out measurements and calculation
Lesson 3 Prepare and Interpret Technical Drawing
Learning Outcome (LO) 1 - Identify different kinds of technical
drawing Learning Outcome (LO) 2 - Interpret technical drawing
Lesson 4 Practice Occupational Health and Safety Procedures
Learning Outcome (LO) 1 - Identify hazards and risks
Learning Outcome (LO) 2 - Evaluate hazards and risks
Learning Outcome (LO) 3 - Control hazards and risks
Your success in this exploratory course on Computer Systems Servicing is shown in your
ability to perform the performance standards found in each learning outcome.

NATIONAL CERTIFICATE (NC) is a certification issued to individuals who achieved all the required units of
competency for a national qualification as defined under the Training Regulations. NCs are aligned to specific levels
within the PTQF. (TESDA Board Resolution

No. 2004-13, Training Regulations Framework)

NATIONAL CERTIFICATE LEVEL refers to the four (4) qualification levels defined in the Philippine TVET
Qualifications Framework (PTQF) where the worker with:
a.NC I performs a routine and predictable tasks; has little judgment; and, works under supervision;
b.NC II performs prescribed range of functions involving known routines and procedures; has limited
choice and complexity of functions, and has little accountability;

COMPUTER SYSTEMS SERVICING

K to 12 Technology and Livelihood Education

How Do You Use This Module?

This Module has 4 Lessons. Each Lesson has the following parts.
Learning Outcomes
Performance Standards
Materials/Resources
Definition of Terms
What Do You Already Know?
What Do You Need to Know?
How Much Have You Learned?
How Do You Apply What You Learned?
How Well Did You Perform?
How Do You Extend Your Learning?
References
To get the most from this Module, you need to do the following:
1. Begin by reading and understanding the Learning Outcome/s and Performance
Standards. These tell you what you should know and be able to do at the end of this
Module.
2. FindoutwhatyoualreadyknowbytakingthePretestthencheckyouranswer
againsttheAnswerKey.Ifyouget99to100%oftheitemscorrectly,youmay
proceed to the next Lesson.This means that you need not go through the Lesson
because you already know what it is about. If you failed to get 99 to 100% correctly,
gothroughtheLessonagainandreview especially thoseitemswhichyoufailedto
get.
3. DotherequiredLearningActivities.They
beginwithoneormoreInformation
Sheets. An Information Sheet contains important notes or basic information that you
need to know.
AfterreadingtheInformationSheet,testyourselfonhowmuchyoulearnedby
means of the Self-check.Refer to the Answer Key for correction.Do not hesitate to
go back
to the Information Sheet when you do not get alltest itemscorrectly.This
will ensure your mastery of basic information.
4. Demonstratewhatyoulearnedbydoing
whattheActivity/Operation/JobSheet
directs you to do.
5. You must be able to apply what you have learned in another activity or in real life
situation.
6. Accomplish the Scoring Rubrics for you to know how well you performed.
Each Lesson also provides you with references and definition of key terms for your guide.
They can be of great help. Use them fully.

If you have questions, ask your teacher for assistance.

.
COMPUTER SYSTEMS SERVICING
K to 12 Technology and Livelihood Education

LESSON 1
Use Hand Tools

LEARNING OUTCOMES:
At the end of this Lesson, you are
expected to do the following:

LO 1. prepare hand tools;

LO 2. use appropriate hand tools and test
equipment; and LO 3. maintain hand tools.

COMPUTER SYSTEMS SERVICING

K to 12 Technology and Livelihood Education

Definition of Terms
Bin - a container or enclosed space for storage.
Computer chassis - the enclosure that contains most of the components of
a computer.
Diagnostic tools - used to test the integrity of circuits and the quality of
electricity in computer components and to test the functionality of
computer ports.
Hazards - risks; dangers.
Insulation - - - - - - a material that reduces or prevents the transmission
of heat or sound or electricity.
Nozzle - - - - - - - - -a projecting part with an opening, as at the end of a
hose, for regulating and directing a flow of fluid.
Preventive - intended or used to prevent or hinder.
Static electricity - an accumulation of electric charge on an insulated body.
Tool - - - - - - - - - a handheld device that aids in accomplishing a task.
Toolkit - - - - - - - a set of tools designed to be used together or for
a particular purpose.

Acronyms
ESD - - - - - - - - - Electrostatic discharge.
USB - - - - - - - - - Universal serial bus
LCD - - - - - - - - - Liquid crystal display

COMPUTER SYSTEMS SERVICING

K to 12 Technology and Livelihood Education

LEARNING OUTCOME 1
Prepare hand tools

PERFORMANCE STANDARDS
1. Tasks to be undertaken are properly identified.
2. Appropriate hand tools are identified and selected according to the task
requirements.
3. Appropriate hand tools checked for proper operation and safety
4. Unsafe or faulty tools areidentified
5. Marked all tools for repair according to standard company procedures

Materials
1.
2.
3.
4.
5.
6.
7.
8.
9.

Workshop
Tables and Chairs
Computers
USB Flash Drive
LCD
ESD Tools
Hand Tools
Cleaning Tools
Diagnostic Tools

COMPUTER SYSTEMS SERVICING

K to 12 Technology and Livelihood Education

What Do You Already Know?

Let us determine how much you already know about task preparation and hand tools.
Take this test.
Pretest LO 1

A. Direction. Write TRUE if the statement is correct and FALSE if it is wrong. Write
your answers on a separate sheet of paper.
_______

1.

Selecting the best tool for each task requires training in the proper use of
the tools, field experience in their safe use, and following the manufacturers
guidance and instructions for that specific tool.
Whenobtainingthetool,alltheassociatedtoolingandconsumableparts,
as recommended by the manufacturer, must be included.

_______

2.

_______

3.

_______

4.

The safe use of a tool depends on using the tool for the purpose for which it
was designed and also for other purposes where it can be used as
substitute where tool is not available.
All tools should be kept in good condition with regular maintenance.

_______

5.

Preparing for a task includes only knowing the task to be done.

_______

6.

Preparing for a task includes also the sequence of tasks to be done.

B. Direction. Select the letter of the correct answer. Write your answers on a separate
sheet of paper.
1. Which tool is used for hardware to stand on to prevent static electricity from building
up?
a. Anti-static mat
c. Philips head screwdriver
b. Hex driver
d. Wire cutter
2.Which tool is used to loosen or tighten cross-head screws?
a. Anti-static mat
c. Philips head screwdriver
b. Hex driver
d. Wire cutter
3. Which tool is sometimes called a nut driver? It is used to tighten nuts in the same
way that a screwdriver tightens screws?
a. Anti-static mat
c. Philips head screwdriver
b. Hex driver
d. Wire cutter
4. Which tool is used to strip and cut wires?
a. Anti-static mat
c. Philips head screwdriver
b. Hex driver
d. Wire cutter
5. Which tool is used to retrieve parts from location that are too small for your hand to
fit?
a. Part Retriever
c. Cable ties
b. Lint-free Cloth
d. Flat head screwdriver
6. Whichtoolisusedtocleandifferentcomputercomponentswithoutscratchingor
leaving debris?
a. Part Retriever
c. Cable ties
COMPUTER SYSTEMS SERVICING
K to 12 Technology and Livelihood Education

b. Lint-free Cloth
d. Flat head screwdriver
7. Which toolis used to bundle cables neatly inside and outside of a computer?
a. Part Retriever
c. Cable ties
b. Lint-free Cloth
d. Flat head screwdriver
8. Which tool is used to loosen or tighten slotted screws?
a. Part Retriever
c. Cable ties
b. Lint-free Cloth
d. Flat head screwdriver
9. Which tool is used to loosen or tighten screws that have a star-like depression on the
top, a feature that is mainly found on laptop?
a. Anti-static mat
c. Philips head screwdriver
b. Torx screwdriver
d. Wire cutter
10. Which tool is used to blow away dust and debris from different computer parts
without touching the components?
a. Anti-static mat
c. Compressed air
b. Hex driver
d. Wire cutter

What Do You Need To Know?

Read Information Sheet 1.1 very well then find out how much you can remember
and how much you learned by doing Self-check 1.1.

Information Sheet 1.1

Proper tool selection

A tool is a handheld device that aids in accomplishing a task. Tools range from a
traditional metal cutting part of a machine to an element of a computer program that
activates and controls a particular function.
Preparing for the task to be undertaken includes proper tool selection.
1. How do you select the best tool for the job? First, know and understand in detail the
scope of work to be accomplished, second, plan for the scope taking into account the
sequence of tasks.
2. Selecting the best tool for each task requires training in the proper use of the tools,
field experience in their safe use, and following the manufacturers guidance and
instructions for that specific tool.
3. When obtaining the tool all the associated tooling and consumable parts, as
recommended by the manufacturer, must be included. In addition, related
consumable parts must also be selected and used according to their manufacturers
instructions.
COMPUTER HARDWARE SERVICING
K to 12 Technology and Livelihood Education

Safe Use of tools

Once selected, use the tool for the purpose for which it was designed. Not all tools
come with detailed instructions, but there are those that do spell out the safety Dos and
Donts for the your safety. If there are set-up/use options, operator judgment must always
be based on what is the safest way to use the tool.
Environmental Safety and Health Program requires the following:
All tools be kept in good condition with regular maintenance
The right tool be used for the job
Each tool be examined before use AND damaged or defective tools NOT to be used
Tools be operated according to manufacturers instructions
The right protective equipment for the tool and activity be used

HARDWARE TOOLS
To complete hardware repairs, it is important to have a toolkit that should contain all of the
necessary tools. As you gain experience, you will learn which tools to have available for
different types of jobs. Hardware tools are grouped into these four categories:
Electro-Static Discharge
tools Hand tools
Cleaning tools
Diagnostic tools

(ESD)

Electro-Static Discharge (ESD) Tools

Static electricity is easily generated by friction on carpets, tile flooring, clothing, hair, fabric,
and etc. The friction of moving air alone will charge suspended particles and cause the
buildup of static electrical charges on people and objects in the environment. Grounded
antistatic work mats used with antistatic wrist straps provide the most basic means for the
controlled discharge of electrostatic electricity. Examples of ESD Tools:

Anti-static wrist strap used to prevent ESD damage to computer

equipment.

Anti-static mat used to stand on or place hardware on to prevent

static electricity from building up.

COMPUTER HARDWARE SERVICING

K to 12 Technology and Livelihood Education

Hand Tools
A hand tool is a device for performing work on a material or a physical system using only
hands. The hand tools can be manually used employing force, or electrically powered, using
electrical current. Examples of Hand Tools:

Flat head screwdriver used to loosen or tighten slotted

screws.

Philips head screwdriver used to loosen or tighten crosshead screws.

Torxscrewdriver-usedtoloosenortightenscrewsthat
haveastar-likedepressiononthetop,afeaturethatis
mainly found on laptop.

Hexdriver sometimes called a nut driver, is used to

tightennutsinthesamewaythatascrewdrivertightens
screws.

Needle-nose plier used to hold small parts.

COMPUTER HARDWARE SERVICING

10

K to 12 Technology and Livelihood Education

Wire cutter used to strip and cut wires.

Tweezers used to manipulate small parts.

Part retriever used to retrieve parts from location that are

to small for your hand to fit.

Flashlight used to light up areas that you cannot see

well.

Cleaning Tools
Having the appropriate cleaning tools is essential when maintaining or repairing computers.
Using these tools ensures that computer components are not damaged during cleaning.
Examples:

Lint-freeclothusedtocleandifferentcomputer

leaving debris.

COMPUTER HARDWARE SERVICING

K to 12 Technology and Livelihood Education

componentswithoutscratchingor
11

Compressed air used to blow away dust and debris from

different computer parts without
touching the components.

Cable ties used to bundle cables neatly inside and

outside of a computer.

Parts organizer used to hold screw, jumpers, fasteners

and other small parts and prevents
them from getting mixed together.

Diagnostic Tools
Computers are easier to use and more dependable with each new generation of hardware
and operating system update, but that doesn't mean they're problem-free. Here's the most
popular tools for diagnosing your computer problems:

Multimeter used to test the integrity of circuits and the

quality of electricity in computer components.

LoopbackAdapter used to testthefunctionalityof

computer ports.

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12

How Much Have You Learned?

Self-Check 1.1

A. Direction. Write TRUE if the statement is correct and FALSE if it is wrong. Write
your answers on a separate sheet of paper.

_______

1.

Selecting the best tool for each task requires training in the proper use of
the tools, field experience in their safe use, and following the manufacturers
guidance and instructions for that specific tool.
When obtaining the tool, all the associated tooling and consumable parts,
as recommended by the manufacturer, must be included.

_______

2.

_______

3.

_______

4.

The safe use of a tool depends on using the tool for the purpose for which it
was designed and also for other purposes where it can be used as
substitute where tool is not available.
All tools should be kept in good condition with regular maintenance.

_______

5.

Preparing for a task includes only knowing the task to be done.

_______

6.

Preparing for a task includes also the sequence of tasks to be done.

B. Direction: Identify the tools on the boxes. Write your answer on a separate sheet of
paper.

1.

2.

8.

9.

COMPUTER HARDWARE SERVICING

K to 12 Technology and Livelihood Education

13

3.

4.
5.

10.

11.
12.

6.

13.

7.

14.

Refer to the Answer Key. What is your score?

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14

How Do You Apply What You Have Learned?

Show that you learned something by doing this activity.
Activity Sheet 1.1

Direction: Prepare a matrix on Plan Preparation in maintaining and cleaning a personal

computer. Some items are already given for you. Continue the Table.
COMPUTER MAINTENANCE
COMPONENTS TO CLEAN
Computer case and outside
monitor

SCHEDULE

Tools to use

Daily (sample)

Keyboard

Activity Sheet 1.2

Direction: Using the given tools, segregate the following according to its classification.
(The teacher will provide the tools for classification)

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How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely.
Remember it is your learning at stake!

SCORING RUBRICS: for Activity Sheet 1.2

Criteria:
Number of Tools classified
20 22
15 19
10 14
5 9
1 4

COMPUTER HARDWARE SERVICING

K to 12 Technology and Livelihood Education

Points
10
8
6
4
2

16

LEARNING OUTCOME 2
Use appropriate hand tools and test equipment

PERFORMANCE STANDARDS
1. Tools are used according to tasks undertaken.
2. All safety procedures in using tools are observed at all times.
3. Malfunctions, unplanned or unusual events are reported to the
supervisor.

Materials
1.
2.
3.
4.
5.
6.
7.
8.
9.

Workshop
Tables and Chairs
Computers
USB Flash Drive
LCD
ESD Tools
Hand Tools
Cleaning Tools
Diagnostic Tools

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17

What Do You Already Know?

Let us determine how much you already know about the use of appropriate hand
tools and testing equipment. Take this test.

Pretest LO 2

Direction. Fill in the blanks. Write your answers on a separate sheet of paper.
1. The purpose of an antistatic wrist strap is to ________ the electrical charge between
you and the equipment.
2.
3.
4.
5.

Turn the screwdriver _________ to tighten the screw

Turn the screwdriver ________________ to loosen the screw.
Use a ________ head screwdriver with crosshead screws.
Onelectricalcomponents,anexcessivebuildupofdustwillactlikean_________
and trap the heat.
6. When compressed air is used to clean inside the computer, the air should be blown
around the components with a minimum distance of ______ inches from the nozzle.
7. Pencils should not be used inside the computer to change the setting of switches or
to pry off jumpers because the tip contains _____ which can act as a conductor and
may damage the computer components.
8. TocleanthescreensofCRTmonitors,dampenasoft,clean,lint-freeclothwith
_______ water and wipe the screen from top to bottom.
9. Clean the contacts on components with _________ alcohol.
10. Use a __________ to loosen and tighten bolts that have a hexagonal (six-sided)
head.

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What Do You Need To Know?

Read the Information Sheet 3.1 very well then find out how much you can
remember and how much you learned by doing Self-check 1.1.

Information Sheet 3.1

PROPER USE OF TOOLS
Proper Use of ESD Tools
The purpose of an antistatic wrist strap is to equalize
the electrical charge between you and the equipment.
The antistatic wrist strap is a conductor that connects
your body to the equipment that you are working on.
When static electricity builds up in your body, the
connection made by the wrist strap to the equipment, or
ground, channels the electricity through the wire that
connects the strap.
The wrist strap has two parts and is easy to wear:
1. Wrap the strap around your wrist and secure it
using the snap or Velcro. The metal on the back
of the wrist strap must remain in contact with your skin at all times.
2. Snap the connector at the end of the wire to the wrist strap, and connect the other
end either to the equipment or to the same grounding point that the antistatic mat is
connected to. The metal skeleton of the case is a good place to connect the wire.
When connecting the wire to equipment that you are working on, choose an
unpainted metal surface. A painted surface does not conduct the electricity as well as
unpainted metal.
An antistatic mat is slightly conductive. It works by drawing static electricity away from a
component and transferring it safely from equipment to a grounding point:
1. Lay the mat on the workspace next to or under the computer case.
2. Clip the mat to the case to provide a grounded surface on which you can place parts
as you remove them from the system.
Reducing the potential for ESD reduces the likelihood of damage to delicate circuits or
components.
Proper Use of Hand Tools
A technician needs to be able to properly use each tool in the toolkit. This topic covers many
of the various hand tools used when repairing computers.
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Screws
Match each screw with the proper screwdriver. Place the tip of the screwdriver on the head
of the screw. Turn the screwdriver clockwise to tighten the screw and counterclockwise to
loosen the screw.
Screws can become stripped if you over-tighten them with a screwdriver. A stripped screw,
may get stuck in the screw hole, or it may not tighten firmly. Discard stripped screws.
Flat head screwdriver
Use a flat head screwdriver when you are working with a slotted screw. Do not use a flat
head screwdriver to remove a Phillips head screw. Never use a screwdriver as a pry bar. If
you cannot remove a component, check to see if there is a clip or latch that is securing the
component in place.
CAUTION: If excessive force is needed to remove or add a component, something is
probably wrong. Take a second look to make sure that you have not missed a screw or a
locking clip that is holding the component in place. Refer to the device manual or diagram for
additional information.
Phillips head screwdriver
Use a Phillips head screwdriver with crosshead screws. Do not use this type of screwdriver
to puncture anything. This will damage the head of the screwdriver.
Hex driver
Use a hex driver to loosen and tighten bolts that have a hexagonal (six-sided) head. Hex
bolts should not be over-tightened because the threads of the bolts can be stripped. Do not
use a hex driver that is too large for the bolt that you are using.
CAUTION: Some tools are magnetized. When working around electronic devices, be sure
that the tools you are using have not been magnetized. Magnetic fields can be harmful to
data stored on magnetic media. Test your tool by touching the tool with a screw. If the screw
is attracted to the tool, do not use the tool.
Part retriever, Needle-nose pliers, or tweezers
The part retriever, needle-nose pliers, and tweezers can be used to place and retrieve parts
that may be hard to reach with your fingers. Do not scratch or hit any components when
using these tools.
CAUTION: Pencils should not be used inside the computer to change the setting of switches
or to pry off jumpers. The pencil lead can act as a conductor and may damage the computer
components.
Proper Use of Cleaning Materials
Keeping computers clean inside and out is a vital part of a maintenance program. Dirt can
cause problems with the physical operation of fans, buttons, and other mechanical
components. On electrical components, an excessive buildup of dust will act like an insulator
and trap the heat. This insulation will impair the ability of heat sinks and cooling fans to keep
components cool, causing chips and circuits to overheat and fail.
CAUTION: When compressed air is used to clean inside the computer, the air should be
blown around the components with a minimum distance of four inches from the nozzle. The
power supply and the fan should be cleaned from the back of the case.
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CAUTION: Before cleaning any device, turn it off and unplug the device from the power
source.
Computer Cases and Monitors
Clean computer cases and the outside of monitors with a mild cleaning solution on a damp,
lint-free cloth. Mix one drop of dishwashing liquid with four ounces of water to create the
cleaning solution. If any water drips inside the case, allow enough time for the liquid to dry
before powering on the computer.
LCD Screens
Do not use ammoniated glass cleaners or any other solution on an LCD screen, unless the
cleaner is specifically designed for the purpose. Harsh chemicals will damage the coating on
the screen. There is no glass protecting these screens, so be gentle when cleaning them
and do not press firmly on the screen.
CRT Screens
To clean the screens of CRT monitors, dampen a soft,
clean, lint-free cloth with distilled water and wipe the
screen from top to bottom. Then use a soft, dry cloth to
wipe the screen and remove any streaking after you have
cleaned the monitor.
Clean dusty components with a can of compressed air.
Compressed air does not cause electrostatic buildup on
components. Make sure that you are in a well-ventilated
area before blowing the dust out of the computer. A best
practice is to wear a dust mask to make sure that you do
not breathe in the dust particles.
Blow out the dust using short bursts from the can. Never tip the can or use the compressed
air can upside down. Do not allow the fan blades to spin from the force of the compressed
air. Hold the fan in place. Fan motors can be ruined from spinning when the motor is not
turned on.
Component Contacts
Clean the contacts on components with isopropyl alcohol. Do not use rubbing alcohol.
Rubbing alcohol contains impurities that can damage contacts. Make sure that the contacts
do not collect any lint from the cloth or cotton swab. Blow any lint off the contacts with
compressed air before reinstallation.
Keyboard
Clean a desktop keyboard with compressed air or a small, hand-held vacuum cleaner with a
brush attachment.
CAUTION: Never use a standard vacuum cleaner inside a computer case. The plastic parts
of the vacuum cleaner can build up static electricity and discharge to the components. Use
only a vacuum approved for electronic components.
Mouse
Use glass cleaner and a soft cloth to clean the outside of the mouse. Do not spray glass
cleaner directly on the mouse. If cleaning a ball mouse, you can remove the ball and clean it
with glass cleaner and a soft cloth. Wipe the rollers clean inside the mouse with the same
cloth. Do not spray any liquids inside the mouse.
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How Much Have You Learned?

Self-Check 2.1

A. Direction. Identify the appropriate tool to use for each of the following:
_________________1. Equalize the electrical charge between you and the
equipment.
_________________2.

Tighten / loosen screw

_________________3.

Tighten / looses bold with a hexagonal head

_________________4. Retrieve parts that may be hard to reach by your

fingers
_________________5.

Tighten / loosen a slotted screw.

B. Direction: Complete the computer cleaning chart shown below.

COMPUTER MAINTENANCE
COMPONENTS TO CLEAN
Computer case and outside
monitor
Keyboard

CLEAN WITH:
Mild cleaning solution and lint free cloth (sample)

Mouse
LCD screen
CRT screen
Heat sink
RAM

Refer to the Answer Key. What is your score?

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How Do You Apply What You Have Learned?

Show that you learned something by doing this activity.
Operation Sheet 1.1
Direction: Use the appropriate tools to do each of the following tasks.
1.
2.
3.
4.
5.
6.
7.
8.

Loosen computer casing screws

Blow away dust from keyboard
Tighten screws of a laptop
Bundle cables inside the computer
Test functionality of the printer port
Remove insulation of wires
Loosen nuts
Prevent from ESD effects

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How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely.
Remember it is your learning at stake!

Scoring Rubrics

Task

Was the tool used

correct?

Was the tool used

properly?

(please check)
Yes
No

(please check)
Yes
No

1. Loosen computer casing screws

2. Blow away dust from keyboard
3. Tighten screws of a laptop
4. Bundle cables inside the computer
5. Test functionality of the printer port
6. Remove insulation of wires
7. Loosen nuts
8. Prevent from ESD effects
Total Score

For Total Score - Number of YES for correct tool used Number of Yes for tool used properly
Highest Possible Score 16

Interpretation of score
16
14 15
12 13
9 11
8 and below

Excellent
Very Good
Good
Fair
Poor

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LEARNING OUTCOME 3
Maintain hand tools

PERFORMANCE STANDARDS
1. Tools used are according to tasks undertaken.
2. Routine maintenance of tools is undertaken according to standard
operational procedures, principles and techniques.
3. Tools are stored safely in appropriate locations in accordance with
manufacturers specifications or standard operating procedures.

Materials
1.
2.
3.
4.
5.
6.
7.
8.
9.

Workshop
Tables and Chairs
Computers
USB Flash Drive
LCD
ESD Tools
Hand Tools
Cleaning Tools
Diagnostic Tools

COMPUTER HARDWARE SERVICING

K to 12 Technology and Livelihood Education

25

What Do You Already Know?

Let us determine how much you already know about the maintenance of hand
tools. Take this test.

Pretest LO 3

Direction. Write TRUE if the statement is correct and FALSE if it is wrong. Write your
answers on a separate sheet of paper.
1. All tools and equipment must be properly maintained so that workers are not
endangered.
2. Preventive maintenance is the systematic care and protection of tools,
equipment and machines in order to keep them in a safe, usable condition,
limit downtime and extend productivity.
3. The degree of detail to include regarding tools and equipment maintenance
will depend on the kinds of tools/equipment used.
4. Damaged or defective equipment/tools should be tagged and removed from
service.
5. Most manufacturers can provide maintenance schedules for their equipment.
6. Properly stored tools and equipment will be easy to find when needed and are
less likely to be lost.
7. Use bins for storing small parts is a good practice on proper storage.
8. Productivity is increased because time is not lost looking for tools, parts and
equipment is one of the benefits of proper storage.

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What Do You Need To Know?

Read the Information Sheet 1.1 very well then find out how much you can
remember and how much you learned by doing Self-check 1.1.

Information Sheet 1.1

TOOL AND EQUIPMENT MAINTENANCE
All tools and equipment must be properly maintained so that workers are not endangered.
Regulations require inspections of tools, machines and equipment before use.
Preventive maintenance is the systematic care and protection of tools, equipment and
machines in order to keep them in a safe, usable condition, limit downtime and extend
productivity. We must always be aware that maintenance tasks themselves are potentially
hazardous and can result in injury. The successful maintenance program is:
well organized and scheduled,
controls hazards,
defines operational procedures, and
trains key personnel.
The degree of detail to include regarding tools and
equipment maintenance will depend on the kinds of
tools/equipment used. Some construction equipment
may have very specific inspection and maintenance
requirements. Electronic equipment may have
different maintenance requirements. Hand tools may
require only basic maintenance. Power tools should
be maintained in good working order. This may be
limited to ensuring that blades/bits are replaced
when needed and those guards or other safety
devices are operable and any damaged electrical
cords/plugs are repaired or replaced. Damaged or
defective equipment/tools should be tagged and
removed from service.
Most manufacturers can provide maintenance schedules for their equipment. Large
companies typically have a comprehensive maintenance program due to the capital
investment and/or leasing agreements. Smaller companies may lease equipment and
maintenance services may be included in the leasing agreement.
General requirements for tools and equipment maintenance include:
Obtaining a copy of the maintenance schedule recommended by the manufacturer
Ensuring that maintenance is performed as required
Ensuring that the person(s) performing the maintenance are competent (e.g. licensed
mechanic)
Retaining records of maintenance/service conducted
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Specifying who is responsible for overseeing equipment maintenance and where the
records are kept
Set up a system for removal and tagging of damaged or defective tools and
equipment
PROPER STORAGE OF TOOLS, PARTS, AND EQUIPMENT
To ensure that tools and equipment remain in good condition and last for a long time, store
them properly. Properly stored tools and equipment will be easy to find when needed and
are less likely to be lost.
Good practices include:
Parts should be properly stored and labeled (Figure 1).
Tools should be properly placed on the board, and labeled (Figure 2). Consider
drawing the shapes of the tools on the board so that they always get put back in the
same position.
Use bins for storing small parts (Figure 3).
Consider making an individual (or individuals) responsible for the good maintenance
of tools and parts.

Figure 1.

Figure 2.

Figure 3.

Benefits:
Tools and parts are kept in good condition and are easy to find
Costs are reduced.
Productivity is increased because time is not wasted looking for tools, parts and
equipment.
Workshop staff develop a sense of responsibility and pride in their work.

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How Much Have You Learned?

Self-Check 1.1
Directions: Enumerate the following.
Good practices in the proper storage of tools: (at least 2)
1.
2.
Benefits of proper storage of tools: (at least 2)
1.
2.

Refer to the Answer Key. What is your score?

How Do You Apply What You Have Learned?

Show that you learned something by doing this activity.
Operation Sheet 1.1

Direction: Conduct a maintenance activity on the given hand tools.

TOOLS
1.
2.
3.
4.
5.
6.

Flat Head Screwdriver

Philips Head Screwdriver
Torx Screwdriver
Hex Driver
Needle-Nose Plier
Wire Cutter

7.
8.
9.
10.

Tweezer
Part Retriever
Flashlight
Multimeter

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MAINTENANCE ACTIVITY
Clean and Magnetize
Clean and Magnetize
Clean and Magnetize
Clean and Magnetize
Clean and Lubricate
Clean, Lubricate and
Sharpen, if necessary
Clean
Clean
Clean and Change batteries if drained
Clean and Calibrate
29

How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely.
Remember it is your learning at stake!
Score Card
Activity

Excellent

Cleaning hand tools

Magnetizing hand tools
Calibrating hand tools
Changing batteries
Lubricating hand tools
Sharpening hand tools
Storing hand tools

Very
satisfactory
3

Satisfactory

Score

Congratulations! You did a great job! Rest

and relax a while then move on to the next
lesson. Good luck!
REFERENCES
LO1
http://www.bechtel.com/assets/files/Environmental/ToolboxSafetyTopics/20
10/ProperToolSelection.pdf

http://www.iml.uts.edu.au/assessment-futures/designing/assembling.html
LO 2

LO 2

LO3

Ron Gilster, PC Repair Bench Book., Wiley Publishing Inc., 10475

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
Ron Gilster, PC Repair Bench Book., Wiley Publishing Inc., 10475
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
http://www.google.com
Barry Press, Marcia Press, PC Upgrade and Repair Bible,
Desktop Edition., Wiley Publishing Inc., 10475 Crosspoint

Boulevard, Indianapolis, IN 46256

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LESSON 2
Perform Mensuration and Calculation

LEARNING OUTCOMES:
At the end of this Lesson, you are
expected to do the following:

LO 1. select components to be measured; and

LO 2. carry out mensuration and calculation.

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Definition of Terms
Bit - a fundamental unit of information having just two possible values, as either of the
binary digits 0 or 1.
Byte - a unit of digital information in computing and telecommunications that most
commonly consists of eight bits.
Booting starting (a computer) by loading an operating system from a disk.
Electronic storage - a device for recording (storing) information (data).

Firewire - Apple Computer's version of a standard, IEEE 1394, High Performance Serial
Bus, for connecting devices to your personal computer.
Hot-swappable - the connection and disconnection of peripherals or other components
without interrupting system operation.
Interface - the point of interaction or communication between a computer and any other
entity, such as a printer or human operator.
Laser - a device that emits light (electromagnetic radiation) through a process of optical
amplification based on the stimulated emission of photons.
Magnetic platter - a thin, high precision disk that is coated on both sides with a high
precision magnetic material and which is used in a hard disk drive
(HDD) to store data.
Memory module - a narrow printed circuit board that holds memory chips.
Magnetic storage media - any storage medium in which different patterns of magnetization
are used to represent stored bits or bytes of information
Operating system - a set of programs that manage computer hardware resources
and provide common services for application software.
Optical storage media - any storage in which data is written and read with a laser for
archival or backup purposes.

Acronyms
HDD hard disk drive
IDE - Integrated Drive Electronics

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LEARNING OUTCOME 1
Select components to be measured

PERFORMANCE STANDARDS
1. Object or component to be measured is identified.
2. Correct specifications are obtained from relevant source.
3. Accurate measurements are obtained for job.

Materials
1.
2.
3.
4.
5.
6.
7.
8.

Workshop
Tables and Chairs
Computers
LCD
Different types of Memory
Different types of Storage Devices
Paper
Pencil/Ballpen

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What Do You Already Know?

Let us determine how much you already know about components in Computer
Hardware Servicing to be measured. Take this test.

Pretest LO 1
Direction. Match items on Column A with Column B. Write your answers on a separate
sheet of paper.
___ 1.Chips that are located on the motherboard.

A. Registers

___ 2.A magnetic storage device that is installed

inside the computer.

B. Flash drive or Thumb drive

___ 3. Earlydrivecontrollerinterfacethat connects

computersandharddiskdriveswhichan
interface that uses a 40-pin connector.

C. Read-only memory

___ 4.Temporary storage for data and programs

that are being accessed by the CPU.

D. IDE

___ 5.A storage device that uses lasers to read data

on the optical media.

E. Floppy drive

___ 6.A storage device that uses removable 3.5inch disks.

F. Random access memory

___ 7.Soldered the memory chips on a special

circuit board.

G. Optical drive

___ 8.A removable storage device that connects to

a USB port.

H. DDR

___ 9.Memory cells built right into the CPU that

contain specific data needed particularly the
Arithmetic and Logic Unit.

I. Hard drive

___ 10. Technology that doubles the maximum

bandwidth of SDRAM.

J. Memory module

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What Do You Need To Know?

Read the Information Sheet 1.1 very well then find out how much you can
remember and how much you learned by doing Self-check 1.1.

Information Sheet 1.1

MEMORY
Although memory is technically any form of electronic storage,
it is used most often to identify fast, temporary forms of
storage. If your computer's CPU had to constantly access the
hard drive to retrieve every piece of data it needs, it would
operate very slowly. When the information is kept in memory,
the CPU can access it much more quickly. Most forms of
memory are intended to store data temporarily.

The CPU accesses memory according to a distinct

hierarchy. Whether it comes from permanent storage (the
hard drive) or input (the keyboard), most data goes in random access memory (RAM) first.
The CPU then stores pieces of data it will need to access, often in a cache, and maintains
certain special instructions in the register.
Read-only memory (ROM) chips are located in the motherboard. ROM chips contain
instructions that can be directly accessed by the CPU. Basic instructions for booting the
computer and loading the operating system are stored in ROM. ROM chips retain their
contents even when the computer is powered down. The contents cannot be erased or
changed by normal means.
Random access memory (RAM) is the temporary storage for data and programs that are
being accessed by the CPU. RAM is volatile memory, which means that the contents are
erased when the computer is powered off. The more RAM in a computer, the more capacity
the computer has to hold and process large programs and files, as well as enhance system
performance.
Early computers had RAM installed in the motherboard as individual chips. The individual
memory chips, called dual inline package (DIP) chips, was difficult to install and often
became loose on the motherboard. To solve this problem, designers soldered the memory
chips on a special circuit board called a memory module.

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Here are some types of memory modules:

Dual Inline Package (DIP)

Single Inline Memory Module (SIMM)

(SODIMM).
Small Outline Dual Inline Memory Module

Dual Inline Memory Module (DIMM)

RAMBus Inline Memory Module (RIMM)

SIMMs have 30-pin and 72-pin configurations. DIMM is a circuit board that holds SDRAM,
DDR SDRAM and DDR2 SDRAM.
The speed of memory has a direct impact on how much data a processor can process
because faster memory improves the performance of the processor. As processor speed
increases, memory speed must also increase. For example, single-channel memory is
capable of transferring data at 64 bits. Dual-channel memory increases speed by using a
second channel of memory, creating a data transfer rate of 128 bits.
Double Data Rate (DDR) technology doubles the maximum bandwidth of SDRAM. DDR2
offers faster performance while using less energy. DDR3 operates at even higher speeds
than DDR2; however, none of these DDR technologies are backward- or forward-compatible.

Even with a wide and fast bus, it still takes longer for data to get from the memory card to the
CPU than it takes for the CPU to actually process the data. Caches are designed to alleviate
this bottleneck by making the data used most often by the CPU instantly available.
Registers are memory cells built right into the CPU that contain specific data needed by the

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CPU, particularly the Arithmetic and Logic Unit (ALU). An integral part of the CPU itself, they
are controlled directly by the compiler that sends information for the CPU to process.
STORAGE DRIVES
Storage drives read or write information on magnetic or optical storage media. The drive can
be used to store data permanently or to retrieve information from a media disk. Storage
drives can be installed inside the computer case, such as a hard drive. For portability, some
storage drives can connect to the computer using a USB port, a FireWire port, or an SCSI
port. These portable storage drives are sometimes referred to as removable drives and can
be used on multiple computers. Here are some common types of storage drives: Floppy
drive, Hard drive, Optical drive and Flash drive.
Floppy Drive
A floppy drive, or floppy disk drive, is a storage
device that uses removable 3.5-inch floppy disks.
These magnetic floppy disks can store 720 KB or
1.44 MB of data. In a computer, the floppy drive is
usually configured as the A: drive. The floppy drive
can be used to boot the computer if it contains a bootable floppy disk. A 5.25-inch floppy
drive is older technology and is seldom used.
Hard Drive
A hard drive, or hard disk drive, is a magnetic storage device that
is installed inside the computer. The hard drive is used as
permanent storage for data. In a Windows computer, the hard
drive is usually configured as the C: drive and contains the
operating system and applications. The hard drive is often
configured as the first drive in the boot sequence. The storage
capacity of a hard drive is measured in billions of bytes, or
gigabytes (GB). The speed of a hard drive is measured in revolutions per minute (RPM).
Multiple hard drives can be added to increase storage capacity.
Traditional hard drives are magnetic. Magnetic hard drives have drive motors designed to
spin magnetic platters and the drive heads. In contrast, the newer solid state drives (SSDs)
do not have moving parts. Because there are no drive motors and moving parts, the SSD
uses far less energy than the magnetic hard drive. Non-volatile flash memory chips manage
all storage on an SSD, which results in faster access to data, higher reliability, and reduced
power usage. SSDs have the same form factor as magnetic hard drives and use ATA or
SATA interfaces. SSDs can be installed as a replacement for magnetic drives.
Optical Drive

Anopticaldriveisastoragedevicethatuseslaserstoread
dataontheopticalmedia.Therearethreetypesofoptical
drives:CompactDisc(CD),DigitalVersatileDisc(DVD)and
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K to 12 Technology and Livelihood Education

CD, DVD, and BD media can be pre-recorded (read-only), recordable (write once), or rewritable (read and write multiple times).
External Flash Drive
An external flash drive, also known as a thumb drive, is a removable
storage device that connects to a USB port. An external flash drive uses
the same type of non-volatile memory chips as solid state drives and does
not require power to maintain the data. These drives can be accessed by
the operating system in the same way that other types of drives are
accessed.
Types of Drive Interfaces
Hard drives and optical drives are manufactured with different interfaces that are used to
connect the drive to the computer. To install a storage drive in a computer, the connection
interface on the drive must be the same as the controller on the motherboard. Here are
some common drive interfaces:
IDE Integrated Drive Electronics, also called Advanced Technology Attachment
(ATA) is an early drive controller interface that connects computers and hard disk
drives. An IDE interface uses a 40-pin connector.
SATA Serial ATA refers to the serial version of the ATA drive controller interface. A
SATA interface uses a 7-pin data connector.
SCSI Small Computer System Interface is a drive controller interface that can
connect up to 15 drives. SCSI can connect both internal and external drives. An SCSI
interface uses a 50-pin, 68-pin, or 80-pin connector.

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How Much Have You Learned?

Self-Check 1.1

Direction. Match items on Column A with Column B. Write your answers on a separate
sheet of paper.
_____1.A magnetic storage device that is installed inside the
computer.

A. Registers

_____2.Early drive controller interface that connects computers

and hard disk drives which an interface that uses a 40pin connector.

B. Flash drive or
Thumb drive

_____3.Temporary storage for data and programs that are being

accessed by the CPU.

C. Read-only
memory

_____4.A storage device that uses lasers to read data on the

optical media.

D. IDE

_____5.A storage device that uses removable 3.5-inch disks.

E. Floppy drive

_____6. Soldered the memory chips on a special circuit board.

F. Random access
memory

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

G. Optical drive

_____8. Chips that are located on the motherboard.

H. DDR

_____9. Memory cells built right into the CPU that contain
specific data needed particularly the Arithmetic and
Logic Unit.

I. Hard drive

_____10.Technology that doubles the maximum bandwidth of

SDRAM.

J. Memory module

Refer to the Answer Key. What is your score?

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How Do You Apply What You Have Learned?

Show that you learned something by doing this activity.

Operation Sheet 1.1

Direction: Identify what type of memory module is presented.

(The teacher will show several types of memory module.)

How Well Did You Perform?

Count you number of correct answer out of the number of memory modules that
your teacher will present.

How Do You Extend Your Learning?

Direction: The teacher will show several types of storage drives and will ask students to
identify the type of storage device and its interface is presented.

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LEARNING OUTCOME 2
Carry out mensuration and calculation

PERFORMANCE STANDARDS

1. Calculation needed to complete work tasks is performed using the four

fundamentals operations (addition, subtractions, multiplication and division).
2. Numerical computation is self-checked and corrected for accuracy.

Materials
1.
2.
3.
4.
5.
6.
7.
8.

Workshop
Tables and Chairs
Computers
LCD
Different types of Memory
Different types of Storage Devices
Paper
Pencil/Ballpen

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What Do You Already Know?

Let us determine how much you already know about carrying out mensuration
and calculation. Take this test.

Pretest LO 2
Direction. Perform the following:
1) Convert 14 to binary.
2) If a 10 KB file is stored in a 1 MB folder, then approximately how many files can be
stored in that folder?
Refer to the Answer Key. What is your score?

What Do You Need To Know?

Read the Information Sheet 2.1 very well then find out how much you can
remember and how much you learned by doing Self-check 2.1.

Information Sheet 2.1

DIGITAL REPRESENTATION
Within a computer, information is represented and stored
in a digital binary format. The term bit is an abbreviation of
binary digit and represents the smallest piece of data.
Humans interpret words and pictures; computers interpret
only patterns of bits.
A bit can have only two possible values, a one digit (1) or
a zero digit (0). A bit can be used to represent the state of
something that has two states. For example, a light switch
can be either On or Off; in binary representation, these
states would correspond to 1 and 0, respectively.
Computers use binary codes to represent and interpret letters, numbers and special
characters with bits. A commonly used code is the American Standard Code for Information
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Interchange (ASCII). With ASCII, each character is represented by a string of bits. For
example:
Capital letter: A = 01000001
Number: 9 = 00001001
Special character: # = 00100011
Each group of eight bits, such as the representations of letters and numbers, is known as a
byte. Codes can be used to represent almost any type of information digitally: computer
data, graphics, photos, voice, video , and music.
CONVERT DECIMAL NUMBERS TO BINARY
To convert a decimal number to binary, all you have to do is divide the number by 2. Get the
quotient and the remainder. Bring down the quotient, divide it by 2, and get the quotient and
remainder again. Do it repeatedly until the quotient results to 0. Copy the remainder from
bottom to top, and that is the binary equivalent.

Example: 25
Quotient

Remainder

25/2

12

12/2

6/2

3/2

1/2

25 = 11001
Checking:

0 0 1

multiplier

16

4 2 1

equivalents

16

0 0 1

results

16+8+1 = 25
CALCULATING DATA STORAGE
While a bit is the smallest representation of data, the most basic unit of digital storage is the
byte. A byte is 8 bits and is the smallest unit of measure (UOM) used to represent data
storage capacity.
When referring to storage space, we use the terms bytes (B), kilobytes (KB), megabytes
(MB), gigabytes (GB), and terabytes (TB).
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One kilobyte is a little more than one thousand bytes, specifically 1,024. A megabyte
represents more than a million bytes or 1,048,576. A gigabyte is 1,073,741,824 bytes. A
terabyte is 1,099,511,627,776. The exact number is gained by taking 2^n power.

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

Kilobytes, megabytes, gigabytes, and terabytes are typically used to measure the size or
storage capacity of a device. Examples of components and devices that use byte storage
include: random access memory (RAM), hard disk drive space, CDs, DVDs, and MP3
players.
CDs have a data storage capacity of approximately 700 MB. DVDs have a data storage
capacity of approximately 4.3 GB on a single-layer disc, and approximately 8.5 GB on a
dual-layer disc. BDs have a storage capacity of 25 GB on a single-layer disc, and 50 GB on
a dual-layer disc.
Once we know the size of a file or folder, it is possible to determine the number of bytes
being used. For example:
A file is 20 KB in size
1 KB = 1,024 Bytes
20 * 1,024 = 20,480 bytes in a 20 KB file
If a 20 KB file is stored in a 1 MB folder (1 MB = 1,048,576 bytes of space); then
approximately a total of 51 files can be stored in that folder (1,048,576 / 20,480 = 51.2).

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How Much Have You Learned?

Self-Check 2.1
Direction: Convert the decimal numbers shown below to binary. Perform checking to verify
answers.
1) 19
2) 28
3) 37

Refer to the Answer Key. What is your score?

How Do You Apply What You Have Learned?

Show that you learned something by doing this activity.
Operation Sheet 2.1
Direction: Solve the problems indicated below. Show your solution.

1. How many 60 KB jpg files can be stored on a 2 MB folder in your hard drive?
2. How many 5 MB mp3 files can be stored on a 1 GB flash drive?
3. How many 750 MB avi files can be stored on a 4.3 GB DVD-R?

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How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely.
Remember it is your learning at stake!

Interpretation of Scores
3 Excellent
2 Good
1 Fair
0 Poor

Congratulations! You did a great job!

Rest and relax a while then move on to
the next lesson. Good luck!
REFERENCES
LO1
Ron Gilster, PC Repair Bench Book., Wiley Publishing Inc.,
10475 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
en.wikipedia.org
LO 2
Ron Gilster, PC Repair Bench Book., Wiley Publishing Inc.,
10475 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
en.wikipedia.org

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LESSON 3
Prepare and Interpret Technical Drawing

LEARNING OUTCOMES:
At the end of this Lesson, you are
expected to do the following:

LO 1. identify different kinds of technical

drawing; and
LO 2. interpret technical drawing.

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K to 12 Technology and Livelihood Education

Definition of Terms
Drawing

act or the art of representing any object by means of lines and shades

Picture

visual representation or image painted, drawn, photographed,

or otherwise rendered on a flat surface

process

a series of actions, changes, or functions bringing about a result

Technical

pertaining to the useful or mechanical arts, or to science or business

Technician

a person skilled in mechanical or industrial techniques or in a

particular technical field

Flowchart

a diagram that uses graphic symbols to depict the nature and flow of the
steps in a process

Tool kit

a small bag or box equipped with hand tools

Tree structure

an algorithm for placing and locating files in an organized database

Video display
terminal

a computer terminal having a video display that uses a cathode-ray tube.

Acronym
VDT Video Display Terminal

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LEARNING OUTCOME 1
Identify different kinds of technical drawing

PERFORMANCE STANDARDS
1.
2.
3.

Correct technical drawing is selected according to job requirements.

Technical drawings are segregated in accordance with the types and kinds
of drawings.
Components, assemblies or objects are recognized as required.

Materials
1.
2.
3.
4.
5.
6.

Workshop
Tables and Chairs
Computers
USB Flash Drive
LCD
Drawing Tools

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What Do You Already Know?

Let us determine how much you already know about one kind of technical
drawing. Take this test.

Pretest LO 1

A. Directions: Match Column A with Column B. Write only the letter of the correct

answer on a separate sheet of paper.

Column B

Column A
1. It is represented by a rectangle. It refers to an
action in a business process.

a. Decision

2. It is represented by a diamond. A process that can

answer a decision of "yes" or "no" requires a
decision box.

b. Process

3. It is represented by a small circle or a connector

box and is labeled using letters.

c. Arrow line

4. Drawn in one direction, preferably from top to

bottom to keep a flowchart clear.

d. Connector

5. A process is represented by a rectangle with double

lines on each side.

e. Sub-process

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What Do You Need To Know?

Read Information Sheet 1.1 very well then find out how much you can
remember and how much you learned by doing Self-check 1.1.

Information Sheet 1.1

Flowchart
A flowchart is a diagram that uses graphic symbols to depict the nature and flow of the
steps in a process. Another name for this tool is "flow diagram."
What Are the Elements of a Flowchart?
A flowchart is commonly used by systems analysts to visualize the series of processes in a
business system. A flowchart is a useful tool to design an efficient business system and to
troubleshoot or improve an existing system. A flowchart consists of elements, such as the
terminator, process, sub process, decision, arrow lines, and connectors.
1. Terminator
A terminator is represented by a small rectangle with curved corners. A terminator
appears at the start and at the end of a flowchart. The end terminator appears only once
on a single flowchart.

2. Process
A process is represented by a rectangle. It refers to an action in a business process. It
must be described clearly and concisely. A process can be described using a single verbnoun phrase; for example, "Order Office Supplies." The same level of detail must be kept
in processes on a single flowchart.

3. Sub-process
A sub-process is represented by a rectangle with double lines on each side. A subprocess is a major process that could be broken up into simpler processes developed into
another flowchart.

4. Decision
A decision is represented by a diamond. A process that can answer a decision of
"yes" or "no" requires a decision box.

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5. Connector
A connector is represented by a small circle or a connector box and is labeled using
letters. A flowchart written on a single page is clearer than a flowchart on several pages.
A connector ensures that the processes are connected logically and correctly on several
pages.

6. Arrow Lines
Arrow lines drawn in one direction, preferably from top to bottom, keep a flowchart clear.
Avoid arrow lines that loop because this could indicate redundancy in the business
process.

When should teams use flowcharts?

At the beginning of your process improvement efforts, an as-is flowchart helps your team
and others involved in the process to understand how it currently works. The team may find it
helpful to compare this as-is flowchart with a diagram of the way the process is supposed to
work. Later, the team will develop a flowchart of the modified process again, to record how it
actually functions. At some point, your team may want to create an ideal flowchart to show
how you would ultimately like the process to be performed.

Benefits of Using Flowcharts

1. Promote understanding of a process.
People may have differing ideas about how a process works. A flowchart can help you gain
agreement about the sequence of steps. Flowcharts promote understanding in a way that
written procedures cannot do. One good flowchart can replace pages of words.
2. Provide a tool for training employees.
Because of the way they visually lay out the sequence of process steps, flowcharts can be
very helpful in training employees to perform the process according to standardized
procedures.
3. Identify problem areas and opportunities for process improvement.
Once you break down the process steps and diagram them, problem areas become more
visible. It is easy to spot opportunities for simplifying and refining your process by analyzing
decision points, redundant steps, and rework loops.

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Basic Flowchart Symbols

The symbols that are commonly used in flowcharts (Viewgraph 3) have specific meanings
and are connected by arrows indicating the flow from one step to another:
1. Oval. Ovals indicate both the starting point and the ending point of the process steps.

2. Box. A box represents an individual step or activity in the process.

3. Diamond. A diamond shows a decision point, such as yes/no or go/no-go. Each path
emerging from the diamond must be labeled with one of the possible answers.

4. Circle. A circle indicates that a particular step is connected to another page or part of
the Flowchart. A letter placed in the circle clarifies the continuation.

5. Triangle. A triangle shows where an in-process measurement occurs.

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Fig 1. Example of a Simple Flowchart

Start

Process

Process

NO

Decision

Yes

YES
Process

End

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How Much Have You Learned?

Self-Check 1.1

A. Directions: Match Column A with Column B. Write only the letter of the correct
answer on a separate sheet of paper.
Column A

1. Indicates that a particular step is connected to

another page or part of the flowchart

Column B

a.

2. Shows a decision point, such as yes/no or

go/no-go.

b.

3. Indicates both the starting point and the ending

point of the process steps
c.
4. Shows where an in-process measurement occurs
d.
5. Represents an individual step or activity in the
process
e.
f.

Refer to the Answer Key. What is your score?

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How Do You Apply What You Have Learned?

Show that you learned something by doing this activity.
Operation Sheet 1.1

Directions: Using the basic symbols used for flowchart, make your own simple flow
chart to illustrate the process of cleaning the computer parts and peripherals properly.
Include the given activities below.

1. Preparation of cleaning tools

2. Identifying the parts to be clean
3. Cleaning the different peripherals

How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely.
Remember it is your learning at stake!

Scoring Rubrics
Preparation of
Flowcharts
Drawing

All assigned
details and
elementshave
been added.
The
details are
clear
and easy to
identify.

Almost all
assigned
details /
elements (at
least 85%)
have
been added.
The
details are
clear
and easy to
identify.

Almost all
assigned
details
and
elements(at
least 85%)
have

Fewer than
85%
of the assigned
details and

elements are
present OR
been added. A most
few details are details are
difficult to
difficult to
identify.
identify.

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LEARNING OUTCOME 2
Interpret technical drawing

PERFORMANCE STANDARDS
1. Dimensions of the key features of the objects are depicted in the drawing
correctly identified.
2. Symbols used in the drawing are identified and interpreted correctly.
3. Drawing is checked and validated against job requirements or equipment in
accordance with standard operating procedures.

Materials
1.
2.
3.
4.
5.
6.

Workshop
Tables and Chairs
Computers
USB Flash Drive
LCD
Drawing Tools

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What Do You Already Know?

Let us determine how much you already know about interpreting of technical
drawing. Take this test.

Pretest LO 2
Directions: Interpret the flowchart.
Begin

OPEN FILE

READ RECORD

A
Yes
NOT !
EOF

NO PRINT BLANK
LINE

PRINT NAME
PRINT STREET
PRINT CITY

YES
CLOSE
FILE

PRINT TWO
BLANK LINES

End

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K to 12 Technology and Livelihood Education

What Do You Need To Know?

Read the Information Sheet 2.1 very well then find out how much you can
remember and how much you learned by doing Self-check 2.1.

Information Sheet 2.1

How do you interpret flowcharts?
A Flowchart will help you understand your process and uncover ways to improve it only if
you use it to analyze what is happening. Interpreting your Flowchart will help
you to :
Determine who is involved in the process.
Form theories about root causes.
Identify ways to streamline the process.
Determine how to implement changes to the
process.
Locate cost-added-only steps.
Provide training on how the process works or
should work.

Below is a sequence of steps that will help you through

an orderly analysis of your flowchart.

Examin
e

Step 1 - Examine each process step for the following conditions that indicate a need to
improve the process:
Bottlenecks. These points in the process where it slows down may be caused by redundant
or unnecessary steps, rework, lack of capacity, or other factors.
Weak links. These are steps where problems occur because of inadequate training of
process workers, equipment that needs to be repaired or replaced, or insufficient technical
documentation. "Inform the drill leader and improvise" is one of the weak links.
Poorly defined steps. Steps which are not well-defined may be interpreted and performed in
a different way by each person involved, leading to process variation. "Improvise" is a poorly
defined step in the weak link cited above.
Step 2 - Examine each decision symbol. You may want to collect data on how often there
is a "yes" or "no" answer at decision points marked by a diamond shaped symbol. If most
decisions go one way rather than the other, you may be able to remove this decision point.

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Step 3 - Examine each rework loop. Processes with numerous checks generate
rework and waste. Examine the activities preceding the rework loop and identify those
that need to be improved. Look for ways to shorten or eliminate the loop.
Step 4 - Examine each activity symbol. Does the step help build a key quality
characteristic into the end product? If not, consider eliminating it.

Types of flowchart
Besides the three levels of detail used to categorize Flowcharts, there are three main
types of flowcharts namely , linear, deployment, and opportunity. The level of detail
can be depicted as macro, mini, or micro for each of these types.
1. Linear Flowchart. A linear flowchart is a diagram that displays the sequence of
work steps that make up a process. This tool can help identify rework and
redundant or unnecessary steps within a process.
2. Deployment Flowchart. A deployment flowchart shows the actual process flow
and identifies the people or groups involved at each step. Horizontal lines define
customer-supplier relationships. This type of chart shows where the people or
groups fit into the process sequence, and how they relate to one another
throughout the process.

How do we construct a linear flowchart?

Following are the seven steps for developing a linear flowchart
1. Define the process to be flowcharted, and the purpose for flowcharting it.
2. Assemble the right people to develop the flowchartthose operators, technicians,
or office workers who are actually involved in the process.
3. Establish process boundariesthe starting and ending points.
Identify the major activities or sub processes that are included in the process.
Determine what is not included in the scope of the process to remove any
doubt or confusion about the boundaries. This may also help establish the
scope of related processes.
4. List the steps, activities, and decisions to be charted. If your team is not sure
about a step, mark it to be investigated later.
5. Put the steps in chronological sequence. Sometimes it's easier to start with the
last step and work back to the first step.
6. Assign flowchart symbols such as boxes, diamonds, and triangles.
7. Review and title the Flowchart.

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How Much Have You Learned?

Self-Check 2.1
Directions : Arrange the following steps in developing a flowchart . Put the number on a
separate sheet of paper.
____________Define the process to be flowcharted, and the purpose for flowcharting it.
____________Establish process boundaries - the starting and ending points.
____________Put the steps in chronological sequence. Sometimes it's easier to start
with the last step and work back to the first step.
____________Assign flowchart symbols such as boxes, diamonds, and triangles.
____________Review and title the flowchart.
____________Assemble the right people to develop the flowchart those operators,
technicians, or office workers who are actually involved in the process.
____________List the steps, activities, and decisions to be charted. If your team is not
sure about a step, mark it to be investigated later.

Refer to the Answer Key. What is your score?

How Do You Apply What You Have Learned?

Show that you learned something by doing this activity.
Operation Sheet 2.1

Directions: Analyze carefully the given task below: Work in a group (5 members each) and
develop a flowchart based on the given situation below.
Your task:
You are a member of a product assembly team in a gaming machine manufacturer and
are looking for ways of building the product more efficiently. You are asked to break down the
assembly process into a set of flowcharts, showing how sub-assemblies are made and then
built into the final product. Present your developed flowchart to the team leader.
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How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely.
Remember it is your learning at stake!

Scoring Rubrics:
You will be graded according to:
1. Clarity of your flowchart
2. Completeness
3. Accuracy
4. presentation
Criteria

Points

1. Clarity

25

2. Completeness

25

3. Accuracy
Class
4. presentation
of your chart

25

Your Score

25

Total

100
Interpretation of Scores
97 100
86 96
75 85
51 75
50 and below

Excellent
Very Good
Good
Fair
Poor

Congratulations! You did a great job!

Rest and relax a while then move on to
the next lesson. Good luck!

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REFERENCES
LO1
http://machineshop.olin.edu/resources/documents/Technical%20Drawing%2 0%20Class%20Handout.pdf
www.breezetree.com/.
www.patton-patton.com/basic_flow_chart_sy.http://www.lakeland
www.tesda.gov.ph

LO 2
www.edrawsoft.com/flowchart.php
http://www.eod.gvsu.edu/~blaucha/c2d2/Structured%20Design%20Using%2
0Flowcharts.pdf
LO 3
http://library.thinkquest.org/TQ0312380/machine.htm
http://www.agmachine.com/xmmd43d.htm

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LESSON 4
Practice Occupational Safety and Health

LEARNING OUTCOMES:
At the end of this Lesson, you are
expected to do the following:

LO 1. identify hazards and risk ;

LO 2. evaluate hazards and risk ; and
LO 3. control hazards and risk.

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Definition of Terms
Chemical hazard

Any hazard that results from the accidental caused by toxic

chemical.

Desktop computer

Is a personal computer (PC) in a form intended for stationary

use.

Electric shock

Characterized by pain and muscular spasm cause by an

electric current.

Elimination

The process of removing the hazard from the workplace.

Ergonomics

The science of designing the workplace environment to fit the

user.

Hazard

A situation that has the potential to harm the health and safety
of people.

Hazard control

The development of systems to prevent accidents or injuries.

Health

The general condition of a person in all aspects.

Housekeeping

Is the systematic process of making a home neat and clean

and in order.

Risk

A potential condition that a chosen action or activity causes.

Risk management

The process of analyzing exposure to risk and managing it.

Safety

The state of being "safe".

Standards

Something accepted as a basis for comparison.

Tree structure

An algorithm for placing and locating files in an organized

database.

Acronyms
OSH

Occupational safety and health

PPE

Personal protective equipment

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LEARNING OUTCOME 1
Identify hazards and risk

PERFORMANCE STANDARDS
1. Workplace hazards and risks are identified and clearly explained.
2. Hazards/risks and their corresponding indicators are identified in accordance
with the company procedures.
3. Contingency measures are recognized and established in accordance with
organizational procedures.

Materials
1.
2.
3.
4.

Workplace
Personal protective equipment (PPE)
Learning guides
Hand-outs
- Organizational safety and health protocol
- 5S
- Hazards/risk identification and control
5. CDs, VHS tapes, transparencies

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What Do You Already Know?

Let us determine how much you already know about hazards and risks. Take this
test.

Pretest LO 1

A. Directions: Identify the type of hazards. Match Column A with Column B. Write only
the letter of each correct answer on a separate sheet of paper.
Column A

Column B

1. cables running across

the floor
2. hot components or sharp
edges of computers
3. inkjet printer cartridge

1. mechanical hazard

4. exposed power cable

4. chemical hazard

5. open casing of computer

monitor

5. CRT
monitor
voltage hazard

2. physical hazard
3. electric shock hazards

high

B. Identify the 5S principles and give (1) example for each principle.
1. __________________________________________________________________
Example : _________________________________________________________
2. __________________________________________________________________
Example : _________________________________________________________
3. __________________________________________________________________
Example : _________________________________________________________
4. __________________________________________________________________
Example : _________________________________________________________
5. __________________________________________________________________
Example : _________________________________________________________

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What Do You Need To Know?

Read Information Sheet 1.1 very well then find out how much you can remember
and how much you learned by doing Self-check 1.1.

Information Sheet 1.1

Hazard Identification, Risk Assessment, and Risk Control

Occupational safety and health (OSH) is a planned system of working to prevent illness
and injury where you work by recognizing and identifying hazards and risks. Health and
safety procedure is the responsibility of all persons in the computer and technology
industries. You must identify the hazards where you are working and decide how dangerous
they are. Eliminate the hazard or modify the risk that it presents. This Module is intended to
give you some guidelines and advice on common areas of health and safety problems in the
computer industry and to help you gain a general awareness of your responsibilities as user
and technician in a safe environment.
There are three steps used to manage health and safety at work:
1. Spot the Hazard (Hazard Identification)
2. Assess the Risk (Risk Assessment)
3. Make the Changes (Risk Control)
At work you can use these three Think Safe steps to help prevent accidents.
Using the Think Safe Steps
1. Spot the Hazard
Key Point
A
else.

hazard is anything that could hurt you or someone

Examples of workplace hazards include:

frayed electrical cords (could result in electrical shock)

boxes stacked precariously (they could fall on someone)
noisy machinery (could result in damage to your
hearing)

Spot
the
hazard
s

During work experience, you must remain alert to anything that may be dangerous. If you
see, hear or smell anything odd, take note. If you think it could be a hazard, tell someone.

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2. Assess the Risk

Key Point
Assessing the risk means working out how likely it is that a
hazard will harm someone and how serious the harm could
be.

Assess

Whenever
spot a hazard, assess the risk by
yourself twoyou
questions:
How likely is it that the hazard could harm me or
someone else?
How badly could I or someone else be harmed?

asking

Always tell someone (your employer, your supervisor or your health and safety
representative) about hazards you can't fix yourself, especially if the hazard could cause
serious harm to anyone.
For example:
Ask your supervisor for instructions and training before using equipment.
Ask for help moving or lifting heavy objects.
Tell your supervisor if you think a work practice could be dangerous.
If you are not sure of the safest way to do something during work experience, always ask
your work experience supervisor.

3. Make the Changes

Key Point
It is your employer's responsibility to fix hazards. Sometimes you may be able to fix simple
hazards yourself, as long as you don't put yourself or others at risk. For example, you can
pick up things from the floor and put them away to eliminate a trip hazard.

Common hazards encountered by computer technicians and users

A hazard is a situation in the workplace that has the potential to harm the health and safety
of people or to damage plant and equipment. The situation could involve a task, chemical or
equipment used. Hazard management is a continuous process that can be used to improve
the health and safety of all workplaces.

Physical Hazards
Oneofthemostcommonphysicalhazardsinvolving
computertechniciansiscablesrunningacrossthefloor. If
someone trips, falls, and hurtshimselfbecause ofacable
you ran across the floor, someone (you, your employer, or
yourcustomer)hasaseriouslegalnegligenceproblem.If
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Physical
hazards
69

you need to temporarily run a cable across the floor, place a Danger sign similar to those
"wet floor" signs used by cleaning services.
For cables that are temporary but will need to run across the floor for a longer period of time,
use "gaffers tape". Gaffers tape is a heavy tape with strong adhesive to stick to the floor. It
comes in a wide range of colors, from unintrusive matte black to hazard warning red.
Although it has strong adhesive, it can be removed easily and cleanly.
For long term cable routing there is a wide variety of cable organizing devices like cable ties,
cable wraps, and cable raceways which can be used to run cable safely along the wall or
ceiling.
Other common physical hazards include leaving tools on top of ladders and placing
electronic equipment in precarious positions or on support that is not sturdy enough or not
designed for holding electronic equipment.
Mechanical Hazards
When
working
on
electronic
equipment,askyourself"Isthere
anywaythisequipmentcouldhurt
me?. You might stick your hand in a
printerandsuddenlythepaperfeed
armmoves,feedingnotonlypaper
through theprinter, but apieceof
your finger too.

mechanical hazards

You might move your hand past a computer chassis and lose a chunk of flesh because it is
razor sharp. When working on electronic equipment always be alert to any possibility of
being hurt by moving parts, hot components, or sharp edges.
Chemical Hazards
There is a wide array of chemicals used with
electronic equipment. There are display cleaning
chemicals,
keyboard
cleaning
chemicals,
compressed gas dirt and dust removers, and many
cleaning solvents. Some of these chemicals can be
harmful if accidentally swallowed, get on bare skin,
or get in eyes. Before using any chemicals for
electronic equipment always read the warnings and
instructions on the label.
Also be very careful when dealing
with inkjet printer cartridges, or laser
printer toner cartridges. Ink and toner can stain skin, clothing, and carpet.
Electric Shock Hazard
Inside computers and electronic equipment, there is a range of voltages
from 3.3 volts to 25 volts, most of these are harmless. But at the power
supply, you'll find line voltage, which is a lethal 220 volts.
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Most of the time while working inside computers and electronic equipment, you'll want them
unplugged from the wall socket. If you need to work on equipment while it is still plugged in
or powered up, remove all jewelry and wrist watches.
If you must work inside a line power distribution box, wear an electricians rubber insulated
gloves and safety glasses. You might think you don't need these safety devices because you
are going to be extra careful, but one little slip could cause a flaming explosion that could
take off your hand, embed shrapnel in your eyes, or conduct electricity through your heart,
where it takes only 10 milliamps (0.01) to kill a human.
-

CRT Monitor High-Voltage Hazard

CRT monitors are becoming less common nowadays, but

should you run into one, it is best NOT to open it up.
Instead, outsource any CRT repair job to a qualified CRT
repair service. A CRT monitor has a high-voltage anode
inside it, which can carry a charge of up to 25,000 volts,
and it can still be holding a high charge days after the
power is removed.
If you must open a CRT monitor case for some reason,
be sure to study the proper way to discharge a CRT
before you proceed. It involves using a jumper wire and a
flat blade screwdriver to shorten the anode to ground.
After being discharged, even with no power connection,
the anode voltage will actually build up again. So you
have to repeatedly discharge it.

How Much Have You Learned?

Self-Check 1.1
A. Direction: Read carefully each statement below. Place T on the line if the statement is
TRUE. Place F if the statement is FALSE.

_____ 1. Health and safety procedure is the responsibility of all persons in the computer
and technology industries.

______ 2. Spotting the hazards means working out how likely it is that a hazard will harm
someone and how serious the harm could be.
______ 3. If you need to temporarily run a cable across the floor, place a Danger sign similar
to those "wet floor" signs used by cleaning services.
______ 4. An LCD monitor has a high-voltage anode inside it, which can carry a charge of
up to 25,000 volts, and it can still be holding a high charge days after the power is removed.
______ 5. Inkjet printer cartridges, or laser printer toner cartridges are hazardous to users.
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B. Direction : Identify what hazard is being illustrated in the situation below .

__________ 1. Slippery computer laboratory floor
__________ 2. Hot components, or sharp edges of computer devices
__________ 3. Laser printer toner
__________ 4. Obstructed electrical cables
__________ 5. Open CRT monitor
Refer to the Answer Key. What is your score?

How Do You Apply What You Have Learned?

Show that you learned something by doing this activity.

Operation Sheet 1.1

A. Direction: Analyze the given task below and answer the worksheet that follows.
Task:
1. Choose an industry or type of workplace e.g. computer laboratory, computer
manufacturing, or a computer shop.
2.

Make a list of hazards that may be present in that workplace e.g. slippery floors from
spilt water, oil etc; uneven floors from changing floor level. Use the Table below.

3. Describe the risks.

4. Write down ways to control the risks.
Spot the Hazard
A Hazard is anything that could hurt you
or someone else
List the hazards

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Assess the Risk

Work out how likely it is that the hazard will
hurt someone and how badly he/she could be
hurt
Describe the risks

72

B. Direction: Observe the set-up of your schools Computer Laboratory. Observe the
procedures and arrangement being practiced and used in the workplace. Identify hazards
and assess the risk based on your observations.
I Care for Safe Work Short Answer
Spot the hazard
If you spot something hazardous, what should you do?
Simple hazard (e.g. boxes on the floor in the way)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

More complex hazard (e.g. frayed cords, damaged equipment)

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Assess the risk
What two main things should the person in charge or responsible for safety consider
when assessing the risk?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely.
Remember it is your learning at stake!

Scoring Rubrics
Criteria
1. Number of
hazards
2.Description
of Risks

4
4 hazards or
more
Hazards
completely and
accurately
assessed

3
3 hazards

2
2 hazards

1
1 hazard

All hazards
completely and
accurately but
not clearly

3.Suggested
ways of
controlling
hazards

Complete and
doable(practical
) and correct

Complete,
correctbut not
very practical

All hazards
completely
described but
not accurately
and clearly
Complete, not
very correct, not
very practical

Hazard not
completely,
accurately and
clearly
described
Not so
complete, not
correct, not
practical

How Do You Extend Your Learning?

Make a list of hazards that may be present in your own home when operating a
personal computer. Give the possible risk of the said hazards.

Hazards at home when operating a

computer

5.
1.
2.
3.
4.

Risk

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What Do You Need To Know?

Read the Information Sheet 1.2 very well then find out how much you can
remember and how much you learned by doing Self-check 1.2.

Information Sheet 1.2

Applying 5s on your computer

You work with documents, presentations, graphics, and other files all dayand chances are,
you have a lot of them. And that means it takes time to find the documents you need. Even if
it is just a couple of minutes here, and a couple of minutes there, it all adds up.
But there is a better way to stop the file clutter
by managing your files more effectively.
Digital files are no different than paper files,
and if you don't have a good method of
organization, things get lost.
Whether you save your files in your computer's
hard drive or a shared network location, this
course will help you save time and headache
of searching for files
The purpose of this instruction is to help you
apply 5S concepts to the hard drive of your
computer resulting in an increase to your daily
productivity, better organization of your
computer, and further compliance with the
Office 5S initiative. We will cover the following
topics as they relate to your hard drive:

Apply

5s

on
your
computer

5S provides the foundation for all quality improvement programs. Thus, it is often said that
the road to productivity starts with 5S and through 5S you can create a highly productive
company with highly productive people. 5S is not only a matter of good housekeeping. It is a
process to create more productive people and more productive companies through
motivation, education, and the practice of 5S. It involves the creation of a strong corporate
culture filled with the spirit filled with the spirit of high productivity.
1. Seiri Sorting/Putting things in order (Remove/discard what is not needed so that
there are fewer hazards and less clutter to interfere with work. Only keep what is
needed.)
2. Seiton Orderliness/Proper Arrangement (Place things in such a way that they can be
easily reached whenever they are needed. "There must be a place for everything,
and everything must be in its place.")
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3. Seiso Clean/cleanliness. (Keep workplace and things clean and polished; no trash or
dirt in the workplace)
4. Seiketsu Standardize/Purity (Maintain cleanliness after cleaning, consistentlyperpetual cleaning. Such cleaning is part of every one's work.)
5. Shitsuke Sustaining/discipline/commitment (Maintain standards and keep the facility
in safe and efficient order day after day, year after year.)

Example #1: Am I at lost?

Its not unusual for you to see a computer desktop on your classmates desk that
looks something like this:

You may have seen even worse. Keeping your desktop so cluttered like this creates
many problems such as:
It is difficult to find what youre looking for.
Files, folders, and application shortcuts are grouped together without any logical
separation.
You dont know immediately where to place new files (downloaded files, attachments,
temporary working documents, etc)
When the desktop gets too full, you waste time cleaning temporary/downloaded files.
If you are only backing up My Documents, items on the Desktop may be skipped.
If you are migrating to a different computer or keeping multiple computers
synchronized, the Desktop folder is often missed.
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What can you say about the desktop illustrated?

How can you make sure that the above problems will not be encountered?
Consider setting up your files in the tree structure format.
A tree structure is an algorithm for placing and locating files in an organized database. The
algorithm finds data by repeatedly making choices at decision points called nodes. A node
can have as few as two branches (also called children), or as many as several dozen.
In a tree, records are stored in locations called leaves. This name derives from the fact that
records always exist at end points; there is nothing beyond them.

The folder names do not necessarily tell the user what is inside them, making it difficult for
yourself and others to find. Also, the folders that are inside dont necessarily belong there or
fit with the other files.
Sort its the best thing that you can do

Tired of icon clutter on your desktop? Sure, you can organize your desktop shortcuts,
programs, folders, and the like by dragging and dropping, but eventually some game or
other screen resolution-changing app will undo all your hard work.

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Make Yourself a Desktop Cleaner

Your desktop is the first thing you see when you start your computer. This should be the
most organized part of your electronic workspace. But what if your desktop looks like this?
What will be the impressions of your classmates?

The Desktop offers many features that make using your computer easier. You can easily
start programs or applications, copy and move files from one place to another and drag and
drop files and program where you want them on the computer or even on to a program's icon
to open a file.

Manage Your Own Desktop

Numerous studies have shown that your environment affects your productivity, and that even
something as simple as color can influence your memory or creativity. Since most of our
work now is done in the digital realm, it stands to reason that your desktop environment can
play an important role in your productivity.
Your computer's desktop is a starting point for your entire computing experience, butlike
anything else if you let it get ugly and messy your productivity will take a dive. Here's how to
design and create an attractive desktop with built-in organization to keep your workspace
nice, clean, and productive with minimal effort.
How to manage your desktop:

1. Create 5 folders in My Documents called :

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Inbox - Put unprocessed items that dont have a place yet in here. This
may be items like software installers youve downloaded, files sent to you
from colleagues, and random text clippings.
Action Items - Put items requiring an action that takes more than 2
minutes in here. These may be items such as forms to fill out, large
applications to install and setup, and files to upload.
On Hold - Put items you arent yet ready to do or complete in here. These
may be articles youre thinking of reading, sketches for potential projects,
and information about classes youre thinking about taking.
Current Projects - Put files related to active projects in here. This folder
contains files youre currently working on as well as reference files for a
project. Each project gets its own unique folder.
Archive - Put completed projects, general reference items, and anything
else you might want to look at again in here
Tip: By placing the underscore in front of the name of the file folder, it will force the
folder to display at the top of the list in My Documents.
2. Now move all relevant files from your desktop into these folders. If you have a

large number of files, you can move everything into the Inbox folder and
organize it later.

3. All that should be left on the desktop is program icons.

How Much Have You Learned?

Self-Check 1.2

Directions: Match the 5S principle that is needed or depicted in the following pictures.
Column A

1.Seiton
2.Seiri

Column B

b.
a.

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3. Seiketsu
c.

4. Seiso

d.
Please follow
our Computer
Laboratory

5. Shitsuke
e.

f.

Refer to the Answer Key. What is your score?

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How Do You Apply What You Have Learned?

Show that you learned something by doing this activity.
Operation Sheet 1.1

Directions: Organize your desktop. Name the folders below and organize your own desktop
by sorting the given files accordingly.

1.

2.

4.

Files
1. YouTube downloader
2. House.jpeg
3. Firezilla
4. Deped memorandum .pdf
5. Letter to the principal .doc
6. Group project proposal
7. Proposed program of activities
8. School.jpeg
9. Video of the school activities
10. My resume.doc
11. Harry Potter movie
12. School Hymn
13. Teach me how to doggy.mp3
14. List of activies.doc
15. Importance of Facebook usage.ppt

3.

5.

File folder name

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

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How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely.
Remember it is your learning at stake!

Scoring Rubrics
Criteria
1. Accuracy
2. Speed
3. w/o Assistance
Total

Points
50
25
25
100

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My Score

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LEARNING OUTCOME 2
Evaluate hazards and risk

PERFORMANCE STANDARDS
1.
2.
3.

Effects of hazards are determined.

OSH issues and concerns are identified in accordance with
workplace requirements and
Relevant workplace OSH legislation.

Materials
1.
2.
3.
4.

Workplace
Personal protective equipment (PPE)
Learning guides
Hand-outs
Organizational safety and health protocol
5S
Hazards/risk identification and control

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What Do You Already Know?

Let us determine how much you already know about the evaluation of hazards
and risk. Take this test.

Pretest LO 2

Direction: Read each statement below carefully. Place T on the line, if you think a
statement is TRUE. Place F, if you think the statement is FALSE.
_____ 1. Your knees should be bent at a comfortable angle and greater than 90 degrees
flexion when sitting in front of a computer.
_____ 2. A well designed mouse should not cause undue pressure on the wrist and
forehead muscles.
_____ 3. Set the eye to screen distance that permits you to most easily focus on the screen.
_____ 4. Changing posture at frequent intervals maximizes fatigue when using a computer.
_____ 5. Place the keyboard in a position that allows the forearms to be close to the
horizontal and the wrists to be straight.
_____ 6. It is recommended that operators avoid spending more than five hours a day on
keyboard duties and no longer than 50 minutes per hour without a postural/stretching break.
_____ 7. To detect whether there are reflections from the desk surface, the worker should
hold the book below the surface and assess the change in reflected glare from the screen.
_____ 8. 10,000 - 12,000 keystrokes per hour is considered an acceptable standard in
typing.
_____ 9. Good posture is essential for all users of computers.
_____ 10. The solution is to increase the refresh rate of the monitor to at least 75hz.

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What Do You Need To Know?

Read the Information Sheet 2.1 very well then find out how much you can
remember and how much you learned by doing Self-check 2.1.

Information Sheet 2.1

Computer Workstation Ergonomics
There are various health problems associated with the regular use of computers, such as
stress, eyestrain, and injuries to the wrists, neck, and back.
Employers must take steps to protect employees whose work involves the regular use of
computers.
Computer ergonomics is the discipline of matching the task to the worker using the most
appropriate equipment to optimize human well-being and overall performance.
This can be simplified to Modify the workplace, not the individual".

Consideration should be given to:

The accessories required to operate properly
The layout of equipment on the desk
The location of furniture in the room

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Computer
workplace

Work surface height

Adjust the height of the work surface and/or the
height of the chair so that the work surface allows
your elbows to be bent at 90 degrees, forearms
parallel with the floor, wrist straight, shoulders
relaxed.
Chair
Adjust the seat tilt so that you are comfortable when
you are working on the keyboard. Usually, this will be
close to horizontal but some people prefer the seat
tilted slightly forwards. Your knees should be bent at a
comfortable angle and greater than 90 degrees
flexion. If this places an uncomfortable strain on the
leg muscles or if the feet do not reach the floor then a
footrest should be used. The footrest height must
allow your knees to be bent at 90 degrees. Therefore
the height of the footrest may need to be adjustable.
Adjust the backrest so that it supports the lower back
when you are sitting upright.

Keyboard placement
Place the keyboard in a position that allows the
forearms to be close to the horizontal and the wrists to
be straight. That is, with the hand in line with the
forearm. If this causes the elbows to be held far out
from the side of the body then re-check the work
surface height. Some people prefer to have their wrists
supported on a wrist desk or the desk. Be careful not to
have the wrist extended or bent in an up position.
Screen placement
Set the eye to screen at the distance that permits you to most easily focus on the screen.
Usually, this will be within an arm's length. Set the height of the monitor so that the top of the
screen is below eye level and the bottom of the screen can be read without a marked
inclination of the head. Usually, this means that the center of the screen will need to be near
shoulder height. Eyes must be level with the tool bar. People who wear bifocal or multi-focal
lenses will need to get a balance between where they see out of their lenses and avoid too
much neck flexion.
Desk-top layout
Place all controls and task materials within a comfortable reach of both hands so that there is
no unnecessary twisting of any part of the body. Most people prefer the document holder to
be between the keyboard and the monitor. There are many different types of document
holders available.

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Document holder
Place this close to the monitor screen in the
position that causes the least twisting or
inclination of the head.
Posture and environment
Change posture at frequent intervals to minimize
fatigue. Avoid awkward postures at the extremes
of the joint range, especially the wrists. Take
frequent short rest breaks rather than infrequent
longer ones. Avoid sharp increases in work rate.
Changes should be gradual enough to ensure that
the workload does not result in excessive fatigue.
After prolonged absences from work the overall
duration of periods of keyboard work should be
increased gradually if conditions permit

Bad posture

Lighting
Place the monitor to the side of the light source/s, not directly underneath. Try to site desks
between rows of lights. If the lighting is fluorescent strip lighting, the sides of the desks
should be parallel with the lights. Try not to put the screen near a window. If it is unavoidable,
ensure that neither the screen nor the operator faces the window. The solution is to increase
the refresh rate of the monitor to at least 75hz.
If the monitor is well away from windows, there are no other sources of bright light and
prolonged desk-work is the norm, use a low level of service light of 300 lux. If there are
strongly contrasting light levels, then a moderate level of lighting of 400 - 500 lux may be
desirable.
Glare and reflection
It is important to detect the presence of glare and reflection. To determine whether there is
glare from overhead lights whilst seated worker should hold an object such as a book above
the eyes at eyebrow level and establish whether the screen image becomes clearer in the
absence of overhead glare. To detect whether there are reflections from the desk surface,
the worker should hold the book above the surface and assess the change in reflected glare
from the screen.
Using a mouse
A well designed mouse should not cause undue pressure on the
wrist and forearm muscles. A large bulky mouse may keep the
wrist continuously bent at an uncomfortable angle. Pressure can
be reduced by releasing the mouse at frequent intervals, by
selecting a slim-line, low-profile mouse. Keep the mouse as close
as possible to the keyboard, elbow bent and close to the body.
Posture during Keying

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good posture

Good posture is essential for all users of computers. It comprises of a natural and relaxed
position, providing opportunity for movement, and from which the operator can assume a
number of alternative positions. It is not a single, rigidly defined position.
Typing technique
Typing is a physical activity, and using a keyboard requires skill, hence the need to learn
correct typing technique. Unskilled ('hunt and peck') typists are particularly at risk of
Occupational Overuse Injury because they:
often use only one or two fingers which may overload the finger tendons;
are constantly looking from keyboard to screen to keyboard, which may strain neck
muscles;
often adopt a tense posture (wrists bent back and fingers 'poised to strike').
Speed of keying
The efficiency and speed of modern computers makes it possible for a skilled operator to
type extremely quickly. This capability, reinforced by workload pressures means the potential
exists for operators to key at speeds which may cause or contribute to Occupational
Overuse Syndrome.
The role of the repetitive movement in injury is not fully understood, but is believed to
interfere with the lubrication capacity of tendons, and the ability of muscles to receive
sufficient oxygen supplies. 10,000 - 12,000 keystrokes per hour is considered an acceptable
standard.
Length of time on the keyboard
The maintenance of a fixed posture for long periods is tiring and increases the likelihood of
muscular aches and pains. In addition, long periods of repetitive movement and sustained
visual attention can also give rise to fatigue-related complaints.
It is recommended that operators avoid spending more than five hours a day on keyboard
duties and no longer than 50 minutes per hour without a postural/stretching break.
POINTS TO REMEMBER
Computers Ergonomic Guidelines
Viewing distance: The monitor should be 2 2 feet from the childs eyes.
Time at computer: Encourage children to use their physical energy.
Seat and height posture: The child should sit high enough to have his
arms bent at 90
Footrest: Use it prevent dangling feet.
Mouse: Find one that fits small hands.
Keyboard: Child-sized keyboards with light pressure keying are
recommended.

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How Much Have You Learned?

Self-Check 2.1

Direction: Read each statement below carefully. Place T on the line, if you think a
statement is TRUE. Place F, if you think the statement is FALSE.
_____ 1. Your knees should be bent at a comfortable angle and greater than 90 degrees
flexion when sitting in front of a computer.
_____ 2. A well-designed mouse should not cause undue pressure on the waist and
forehead muscles.
_____ 3. Set the eye to screen at a distance that permits you to most easily focus on
the screen.
_____ 4. Changing posture at frequent intervals maximizes fatigue when using a computer.
_____ 5. Place the keyboard in a position that allows the forearms to be close to the
horizontal and the wrists to be straight.
_____ 6. It is recommended that operators avoid spending more than five hours a day on
keyboard duties and no longer than 50 minutes per hour without a postural/stretching break.
_____ 7. To detect whether there are reflections from the desk surface, the worker should
hold the book below the surface and assess the change in reflected glare from the screen.
_____ 8. 10,000 - 12,000 keystrokes per hour is considered an acceptable standard in
typing.
_____ 9. Good posture is essential for all users of computers.
_____ 10. The solution is to increase the refresh rate of the monitor to at least 75hz.

Refer to the Answer Key. What is your score?

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How Do You Apply What You Have Learned?

Show that you learned something by doing this activity.
Operation Sheet 2.1
Directions: Review the Hazard Evaluation sample exercise with the class. Explain that
there is personal judgment involved in evaluating hazards. For example, a large bulky mouse
may keep the wrist continuously bent at an uncomfortable angle.
Answer handout 1 for an individual learning activity. Ask students to choose one job (either
computer technician or computer programmer) or activity at work or at home. List potential A,
B and C type hazards on computer ergonomics for the job or activity on the worksheet
and give reasons for the type of hazard.
HAZARDS EVALUATION
Name:
________________________

(Computer Ergonomics)

____________: Date

Setting : Computer Laboratory

Hazard A: Can cause serious injury. Must be

corrected immediately.

Activity /Job : Computer

Technician

Hazard B : Must be corrected soon to avoid injury.

Location : Philippines

Hazard C : Not an immediate concern. Plan to correct

in future.

Hazard A

(Example)
1.Overloaded Electrical
sockets

Reasons why :

Hazard B

(Example)
1.Computer screen
near a window.

Reasons why :

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Hazard C

(Example)
1. Large bulky mouse
may keep the wrist
continuously bent at
an uncomfortable
angle.
Reasons why :

90

How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely.
Remember it is your learning at stake!

Activity

Students identify
at
least 4
reasonable,
hazards and
risks.

Students identify
at
least 3
reasonable,
hazards and
risks.

Students
identify

Students identify
Controlling Students identify at
hazards
least 4
and
more than 4
reasonable,
insightful
Risk
reasonable,
possible
insightful
solutions/strateg
possible
ies
solutions/strateg to control
ies
hazards
to control
hazards
and risk

Students identify
at
least 3
reasonable,
insightful
possible
solutions/strateg
ies
to control
hazards

Students
identify

and risk

es to control
hazards and
risk

Identifying Students identify

hazards
and
more than 4
hazards and
Risk
risks.

and risk

less than 3
hazards and
risks.

fewer than 3
reasonable,
insightful
possible
solutions/strate
gi

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LEARNING OUTCOME 3
Control hazards and risk

PERFORMANCE STANDARDS
1. OHS procedures for controlling hazards and risk are strictly followed.
2. Procedures in dealing with workplace accidents, fire and emergencies are
followed in accordance with the organizations OSH policies.
.

Materials
1.
2.
3.
4.

Workplace
Personal protective equipment (PPE)
Learning guides
Hand-outs
Organizational safety and health protocol
5S
Hazards/risk identification and control

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What Do You Already Know?

Let us determine how much you already know about the control of hazards and
risk . Take this test.

Pretest LO 3

A. Directions: List down at least five ways to control hazards in the computer work
place
1.
2.
3.
4.
5.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

B. Directions: Read each statement below carefully. Place T on the line, if you think
the statement is TRUE. Place F if you think the statement is FALSE.

_____ 1. The right lighting can reduce eyestrain, neck strain, and headaches.
_____ 2. When you type, hold your fingers, wrists, and lower arms in a straight line from
your keyboard.
_____ 3. The computer desk should be deep enough to support your arms when you
work at the computer.
_____ 4. When using a computer, keep your feet flat on the floor and your knees slightly
lower than your thighs.
_____ 5. Substitution of a specific hazard or hazardous work process, or preventing it
from entering the workplace, is the most effective method of control.

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What Do You Need To Know?

Read the Information Sheet 3.1 very well then find out how much you can
remember and how much you learned by doing Self-check 3.1.

Information Sheet 3.1

Controlling hazards and Risk
All workplace hazards (chemical, physical, etc.) can be controlled by a variety of methods.
The goal of controlling hazards is to prevent workers from being exposed to
occupational hazards. Some methods of hazard control are more efficient than others, but
a combination of methods usually provides a safer workplace than relying on only one
method. Some methods of control are cheaper than others but may not provide the most
effective way to reduce exposures.
The most effective method of controlling hazards is to control at the source by eliminating the
hazard or by substituting a hazardous agent or work process with a less dangerous one.
Before thinking about what control measures are needed, first you need to know whether
there are health and safety problems in your workplace,
and if so, what they are.
How can you identify health and safety problems?
Here are some of the ways you can identify health and
safety problems:
Observe your workplace;
Investigate complaints from workers;
Examine accident and near-miss records;
Examine sickness figures;
Use simple surveys to ask your co-workers about

their health and safety concerns;

Usecheckliststohelpyouinspectyour
workplace;

hazards
and
risk
control

Learn the results of inspections that are done by

the employer, the union, or anyone else;
Read reports or other information about your workplace.

Once you recognize a hazard, then you can determine which measure will correct the
problem most effectively. Generally, there are five major categories of control measures:

elimination, substitution, engineering controls, administrative controls, and personal

protective equipment. Eliminating a hazard means removing it completely; substitution is
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replacing one hazardous agent or work process with a less dangerous one. An engineering
control may mean changing a piece of machinery (for example, using proper machine
guards) or a work process to reduce exposure to a hazard; working a limited number of
hours in a hazardous area is an example of an administrative control (for example, job
rotation); and personal protective equipment (PPE) includes ear and eye protection,
respirators, and protective clothing.
Remember: it is always better to control the hazard as close to the source as possible.
Using personal protection is the least acceptable and least effective of all control measures.
Methods of Control
Elimination
Elimination of a specific hazard or hazardous work process, or preventing it from entering
the workplace, is the most effective method of control.
Eliminate hazards at the development stage
It is important to consider the workers health and safety when work processes are still in the
planning stage. For example, when purchasing machines, safety should be the first concern,
not cost. Machines should conform to national safety standards. They should be designed
with the correct guard on them to eliminate the danger of a worker getting caught in the
machine while using it. Machines that are not produced with the proper guards on them may
cost less to purchase, but cost more in terms of accidents, loss of production, compensation,
etc. Unfortunately, many used machines that do not meet safety standards are exported to
developing countries, causing workers to pay the price with accidents, hearing loss from
noise, etc.
Where are controls used?
Controls are usually placed:
1. At the source (where the hazard "comes
from")
2. Along the path (where the hazard "travels")
3.At the worker

What is meant by elimination?

Kee
p

Elimination is the process of removing the hazard from the workplace. It is the most effective
way to control a risk because the hazard is no longer present. It is the preferred way to
control a hazard and should be used whenever possible.

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What is substitution?

Safety
First
Substitution occurs when a new chemical or substance is used instead of another chemical. It is
sometimes grouped with elimination because, in effect, you are removing the first

substance or hazard from the workplace. The goal,

obviously, is to choose a new chemical that is less
hazardous than the original.
Education and Training
Employee education and training on how to
conduct their work safely helps to minimize the risk of
exposure and is a critical element of any complete
workplace health and safety program. Training must
cover not only how to do the job safely but it must also ensure that workers understand the
hazards of their job. It must also provide them with information on how to protect themselves
and co-workers.
Good Housekeeping
Good housekeeping is essential to prevent the accumulation of hazardous or toxic materials
(e.g., build-up of dust or contaminant on ledges, or beams), or hazardous conditions (e.g.,
poor stockpiling).
Emergency Preparedness
Being prepared for emergencies means making sure that the necessary equipment and
supplies are readily available and that employees know what to do when something
unplanned happens such as a release, spill, fire, or injury. These procedures should be
written and employees should have the opportunity to practice their emergency response
skills regularly.
What should I know about personal protective equipment (PPE) as a hazard control
method?
Personal protective equipment (PPE) includes items such as respirators, protective clothing
such as gloves, face shields, eye protection, and footwear that serve to provide a barrier
between the wearer and the chemical or material.
It is the final item on the list for a very good reason. Personal protective equipment should
never be the only method used to reduce exposure except under very specific circumstances
because PPE may "fail" (stop protecting the worker) with little or no warning. For example:
"breakthrough" can occur with gloves, clothing, and respirator cartridges.

Why is it important to monitor and review your hazard control program and methods?
It is important to monitor both the hazard and the control method to make sure that the
control is working effectively and that exposure to the hazard is reduced or eliminated.

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Some tools include physical inspection, testing, exposure assessment, observations, injury
and illness tracking, employee feedback/input, occupational health assessment, and other
methods.

Dont
Forget

Be sure to answer the following questions:

Have the controls solved the problem?
Is the risk posed by the original hazard
contained?
Have any new hazards been created?
Are new hazards appropriately controlled?
Are monitoring processes adequate?

Have workers been adequately

informed about the situation?
Have orientation and training
programs been modified to deal
with the new situation?
Are any other measures required?
Has the effectiveness of hazard
controls been documented in
your committee minutes?
What else can be done?

Effective
Hazard
Control
Program
A review will identify areas that may need more
improvement or refinement. It is important to know if all workplace hazards are identified,
assessed, and appropriately controlled.
The workplace can be a dangerous place if various safety procedures are not properly
considered. Some precautions which can be taken to reduce
the risk of accidents are:
Ensure there are no trailing wires across or around the
room which people could trip on.
Power cables should be safely secured.
Electrical sockets should not be overloaded.
Electrical equipment should be safety tested at least
once a year.
There should be adequate space around desks for
people to move.
Bags and obstacles should be stored out of the way so
that people can't trip over them.
Food and drink should not be placed near a machine.
Heating and ventilation should be suitable for the
working environment.
Work desks should be strong enough to support
computers and equipment.
Staff should follow the safety regulations.
This is the science concerned with designing safe and comfortable machines for use
by people.
This includes furniture design and the design of peripherals that you need to use,
such as mouse and keyboard.

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Have a look at these top tips to ensure that you work safely and
comfortably:
1. The right lighting can reduce eyestrain, neck strain, and headaches. Sunlight is the
best light, but make sure it doesn't create glare on your computer screen.
2. The proper desk will let you find the perfect working position. It should be deep
enough to support your arms when you work at the computer.
3. Place your computer screen at eye-level or just below. For optimal comfort, set it
about 45 cm (18 in.) from your face.
4. Sit up straight in your chair. Keep your feet flat on the floor and your knees slightly
lower than your thighs.
5. Choose an office task chair that lets you tilt forward to reach objects in front of you
and backward to stretch your arms when you're tired.
6. When you type, hold your fingers, wrists, and lower arms in a straight line from
your keyboard.
7. Keep equipment that you use a lot, like your telephone and computer keyboard,
within a distance of about 75 cm (30 in.) when you're sitting at your desk. Keep other
storage and equipment farther away. This encourages you to change working
positions during the day.
Points to remember
1. Occupational hazards can be controlled by a variety of
methods.
2. The goal of controlling hazards is to prevent workers from
being exposed to occupational hazards.
3. The most effective control measure is to control hazards at
the source by eliminating the hazard or by substituting a
hazardous chemical, machine, work process, etc., with a less
dangerous one.
4. It is important to recognize hazards and health and safety
problems in the workplace.
5. There are five general categories of control measures:
elimination, substitution, engineering controls, administrative
controls and personal protective equipment. A combination of
methods usually provides a safer and healthier workplace
than relying on only one method.
6. Personal protective equipment should be the last choice in
control measures.

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Remember the 3 steps to controlling a hazard.

See it. - Identify the hazards. What is unsafe?
Think It. - Evaluate the hazard. What could happen?
Do It. - Provide solutions to control or eliminate the hazard.

How Much Have You Learned?

Self-Check 3.1

Directions: Search for the ten (10) different methods used to control hazards and risks.
Encircle the word/ words vertically, horizontally, backward, upward or downward.
E
A
T
S
S
T
T
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A
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A

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Refer to the Answer Key. What is your score?

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How Do You Apply What You Have Learned?

Show that you learned something by doing this activity.
Operation Sheet 1.1

Directions : Ask students to work in small groups (2-4 persons) and think about specific,
possible computer laboratory or classroom hazards that could fall into the categories listed in
handout below. Allow 10 minutes.
Debrief the activity in a large group by asking the students what they thought might be
hazards. Write their responses on the left side of a flipchart. Ask the students to speculate
about the kind of injuries that could result from each hazard and write these on the right side
of the flipchart.
Make suggestions that will control the risk and hazards identified into an innovative and
creative way like poster, brochure, and leaflets or through a Facebook Fun Page.
Handout 3.1 COMPUTER LABORATORY/CLASSROOM HAZARDS CONDITION
Indicators

Observation

Computer Lab / Classroom

1.
2.
3.
4.
5.
6.

Is the housekeeping satisfactory?

Is the lighting adequate?
Is the floor in good condition?
Are the aisle widths and other paths of travel adequate?
Are the entrances and exits adequate?
Are emergency procedures (with guidelines for disabled persons) clearly
posted?
7. Is the classroom furniture in good repair and positioned safely?

Power Cords and Cables

1. Are the proper cords and plugs used?
2. Are all cords in good condition (no fraying or exposed wires)?
3. Are all plugs in good condition (no cracks or broken pieces) and firmly
attached to cords?
4. Are cords secured to avoid a tripping hazard?

Chairs
1. Are the chairs adjustable?
2. Does the backrest adequately support the lumbar area?
3. Do chairs have rounded seat edges to help maintain blood circulation in
the legs?
4. Does the seat allow for the comfortable and supportive positioning of the
legs, torso and arms?

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Mice and Keyboards

1.
2.
3.
4.
5.
6.
7.

Are wrist or palm rests available?

Is a variety of mice available to fit the different sized hands of students?
Can the height of the mouse be adjusted so it is located beside the body
just above the keyboard tray?
Is the height of keyboards adjustable?
Is keystroke pressure adjustable?
Is the angle of the keyboard adjustable (to maintain the hands in a
neutral hand position)?
Are portable keyboards (which tend to be smaller than regular
keyboards) or reduced size keyboards available for students with smaller
hands?

Monitors (video display terminals)

1.

2.
3.
4.

Can workstations (chair, monitor, etc.) be arranged so:

the top of the screen is at eye level (or a level that doesnt
stress the neck or eyes)?
their eyes are a comfortable distance from the screen (usually
about one arm length)?
the keyboard is just below elbow height
Are monitors placed perpendicular to windows to reduce glare?
Are anti-glare screens available?
Does the work surface have an anti-glare surface to reduce light
reflection?

How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely.
Remember it is your learning at stake!
Activity

Students
Identifying identify
hazards
and
more than 4
Risk
reasonable,
insightful
barriers/problem
s
that need to
control hazards
and risks.
Students
Controlling identify
hazards
and
more than 4
Risk
reasonable,
insightful
possible
solutions/strateg
ie
s to control

Students
identify

Students
identify

Students
identify

at least 4
reasonable,
insightful
barriers/problem
s
that need to
control hazards
and risks.
Students
identify

at least 3
reasonable,
insightful
barriers/problem
s
that need to
control hazards
and risks.
Students
identify

fewer than 3
reasonable,
insightful
barriers/problem
s
that need to
control hazards
and risks.
Students
identify

at least 4
reasonable,
insightful
possible
solutions/strateg
ie
s to control

at least 3
reasonable,
insightful
possible
solutions/strateg
ie
s to control

fewer than 3
reasonable,
insightful
possible
solutions/strateg
ie
s to control

hazards and
risks.

hazards and
risks.

COMPUTER HARDWARE SERVICING

K to 12 Technology and Livelihood Education

hazards and
risks.

hazards and
risks.

10
1

How Do You Extend Your Learning?

Directions: Complete the Table below by analyzing the task given.
Your Task:
Think about what your first (next) job might be in the future.
In your mind make a picture of how your workplace looks like.
Think about how you could answer the following questions.
MY TRIAL RUN FOR MY FUTURE: See it! Think it! Do it!

See it! Think It! Do It!

Questions

Situations

1. Describe one unsafe situation you might find

at work.
2. Why is this a hazardous situation?

3. What injury or health problem could result?

4. How can you prevent an accident from
happening?

Congratulations! You did a great

job! Rest and relax.

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REFERENCES
LO1

Bahr, N. J., System Safety Engineering and Risk Assessment:

A Practical Approach, Taylor and Francis, 1997
http://www.austlii.edu.au
LO 2
http://www.michigan.gov/documents/4-pub207_60737_7.pdf
http://www.empf.org/empfasis/aug04/prop.htm
LO 3
http://www.lakeland.cc.il.us/
http://www.waset.org/journals/waset/v48/v48-76.pdf
http://www.leankaizen.co.uk/5s-your-computer.htm

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ANSWER KEYS
LESSON 1
LO1 AND LO2 PLAN AND PREPARE FOR TASKS TO BE UNDERTAKEN AND
PREPARE HAND TOOLS
PRETEST
A.
1.
2.
3.
4.
5.
6.

True
True
False
True
False
True

B.
1. A - Antistatic mat
2. C Philips head screwdriver
3. B Hex driver
4. D Wire cutter
5. A Part retriever
6. B Lint-free cloth
7. C Cable ties
8. D Flat head screwdriver
9. B Torx screwdriver
10. C Compressed air
SELF-CHECK
A.
1.
2.
3.
4.
5.
6.

True
True
False
True
False
True

B.
1.
2.
3.
4.
5.
6.
7.
8.
9.

Antistatic Wrist Strap

Flat Head Screwdriver
Flashlight
Lint-free Cloth
Multimeter
Antistatic Mat
Philips Head Screwdriver
Part Retriever
Compressed Air

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10. Loopback Adapter

11. Torx Screwdriver
12. Tweezers
13. Hex Driver
14. Needle-nose Plier
LO3. USE APPROPRIATE HAND TOOLS AND TEST EQUIPMENT
PRETEST
1. equalize
2. clockwise
3. counterclockwise
4. philips
5. insulator
6. four.
7. lead
8. distilled
9. isopropyl
10. hex driver
SELF-CHECK
A.
1.
2.
3.
4.
5.

Antistatic Wrist Strap

Philips Head Screwdriver
Hex driver
Tweezers / neddle-nose pliers
Flat Head Screwdriver

B.
COMPONENTS TO CLEAN

CLEAN WITH:

Computer case and outside

monitor
Keyboard

Mild cleaning solution and lint free cloth (sample)

Mouse

Mild cleaning solution and lint-free cloth

LCD screen
CRT screen

LCD cleaning solution or distilled water and lintfree cloth

Distilled water and lint-free cloth

Heat sink

Compressed air

RAM

Isopropyl alcohol and lint-free cloth

Compressed air and brush

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LO4. MAINTAIN HAND TOOLS

PRETEST
1.
2.
3.
4.
5.
6.
7.
8.

True
True
True
True
True
True
True
True

SELF-CHECK
Good practices of proper storage of tools: (at least 2)
1. Parts should be properly stored and labeled.
2. Tools should be properly placed on the board, and labeled. Consider drawing the
shapes of the tools on the board so that they always get put back in the same
position.
3. Use bins for storing small parts.
4. Consider making an individual (or individuals) responsible for the good maintenance
of tools and parts
Benefits of proper storage of tools: (at least 2)
1. Tools and parts are kept in good condition and are easy to find
2. Costs are reduced
3. Productivity is increased because time is not lost looking for tools, parts and
equipment
4. Workshop staff develop a sense of responsibility and pride in their work

LESSON 2
LO1. SELECT COMPONENTS TO BE MEASURED
PRETEST
1. C
2. I
3. D
4. F
5. G
6. E
7. J
8. B
9. A
10. H

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SELF-CHECK
1. I
2. D
3. F
4. G
5. E
6. J
7. B
8. C
9. A
10. H
LO2. CARRY OUT MEASUREMENTS AND CALCULATION
PRETEST
1) Convert 14 to binary number.

14/2
7/2
3/2
1/2

Checking:

Quotient
7
3
1
0

Remainder
0
1
1
1

Answer: 14 = 1110\
1
1 1 0 multiplier
8
4 2 1 equivalents
8
4 2 0 results
8+4+2 = 14

2) If a 10 KB file is stored in a 1 MB folder, then approximately how many files can be

stored in that folder?
1 KB = 1,024 Bytes
10 * 1,024 = 10,240 bytes in a 10 KB file
1 MB = 1,048,576 Bytes
1,048,576 / 10,240 = 102.4
Answer: Approximately 102 files

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SELF-CHECK
Convert the decimal numbers shown below to binary. Perform checking to verify answers.
1) 19
Quotient
9
4
2
1

19/2
9/2
4/2
2/2
1
Answer: 19 = 10011
Checking:
1
0
0
16
8
4
16 + 2 + 1 = 19

Remainder
1
1
0
0

1
2

1
1

multiplier
equivalents

2) 28
Quotient
28/2
14
14/2
7
7/2
3
3/2
1
1
Answer: 28 = 11100
Checking:
1
1
1
16
8
4
16 + 8 + 4 = 28

Remainder
0
0
1
1

0
2

0
1

multiplier
equivalents

3) 37
Quotient
18
9
4
2
1

Checking:

37/2
18/2
9/2
4/2
2/2
1
Answer: 19 = 100101
1
0
0
1
32
16
8
4
32 + 4 + 1 = 37

Remainder
1
0
1
0
0

COMPUTER HARDWARE SERVICING

K to 12 Technology and Livelihood Education

0
2

1
1

multiplier
equivalents

108

LESSON 3
LO1. IDENTIFY DIFFERENT KINDS OF TECHNICAL DRAWINGS.
PRETEST
1.
2.
3.
4.
5.

e
a
d
c
b

SELF-CHECK
1. b
2. a
3. d
4. c
5. e
LO2. INTERPRET TECHNICAL DRAWING.
PRETEST
SELF-CHECK
1.
2.
3.
4.
5.
6.

2
1
5
6
3
4

LESSON 4
LO1. IDENTIFY HAZARDS AND RISKS.
PRESTEST
A.
1.
2.
3.
4.
5.

b
a
d
c
e

B.
1. seiri
Example : answer may vary
2. seiton
COMPUTER HARDWARE SERVICING
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109

Example : answer may vary

3. seiso
Example : answer may vary
4. seiketsu
Example : answer may vary
5. Shitsuke
Example : answer may vary
SELF-CHECK 1.1
A.
1.
2.
3.
4.
5.

T
F
T
F
T

1.
2.
3.
4.
5.

physical hazard
mechanical hazard
chemical hazard
physical hazard
electrical hazard

B.

SELF-CHECK 1.2
1. b.
2. a.
3. d.
4. c.
5. e.
LO2. EVALUATE HAZARDS AND RISKS.
PRETEST
1. T
2. F
3. T
4. F
5. T
6. T
7. F
8. T
9. T
10. T
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110

SELF-CHECK
1. T
2. F
3. T
4. F
5. T
6. T
7. F
8. T
9. T
LO3. CONTROL HAZARDS AND RISKS.
PRETEST
A.
1.
2.
3.
4.
5.

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

Answer may vary

Answer may vary
Answer may vary
Answer may vary
Answer may vary

SELF-CHECK
E

O
I
T

I
T
S
B
U

N
O
I
T
A
C
U
D
E

M
E
T
H
O
D
S

S
H
R

G
O
O
D
H
O
U
S
E
K
E
E
P
I
N
G

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Acknowledgement
This Learning Module was developed for the Exploratory Courses in Technology and
Livelihood Education, Grades 7 and 8 of the K to 12 Curriculum with the assistance of the
following persons:
This Learning Module on Computer Hardware Servicing was developed by the following
personnel:
MODULE WRITERS
RONALDO V. RAMILO
Division ICT Coordinator
Tanauan City Division
Tanauan City - Region IV-A Calabarzon

DEOVER M. PASCO
ICT Coordinator
Tagum National Trade School
Tagum, Davao del Norte - Region XI

REVIEWERS
GIL P. CASUGA
Chief TESD Specialist, TESDA
REYNALDO S. DANTES
Senior TESD Specialist, TESDA

MARIA A. ROQUE
Senior TESD Specialist, TESDA

BERNADETTE S. AUDIJE
Senior TESD Specialist, TESDA

VICTORIO N. MEDRANO
Principal IV, SPRCNHS

PARALUMAN R. GIRON, Ed.D.

Chair, Sub-TWG on K to 10

BRENDA B. CORPUZ, Ph.D.

TA for K to 12 Curriculum

OFELIA O. FLOJO
Retired Assistant Chief, EED, Region IV-A

BEATRIZ A. ADRIANO
Principal IV, ERVHS

AIDA T. GALURA
VSA II, ACNTS

DOMINGA CAROLINA F. CHAVEZ

Principal II, MBHS

DOCUMENTORS / SECRETARIAT
PRISCILLA E. ONG
K to 12 Secretariat

FREDERICK G. DEL ROSARIO

Head Teacher III, BNAHS

EMMANUEL V. DIONISIO
Head Teacher III, AFGBMTS

LYMWEL P. LOPEZ
Teacher I, AFGBMTS

DANTE D. VERMON JR.

Teacher I, AFGBMTS

JOANNA LISA C. CARPIO

Teacher I, BNAHS

Dir. IMELDA B. TAGANAS

Executive Director, Qualifications Standards Office
K to 12 Learning Area Team Convenor, TLE/TVE

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