2016 Suite

Cambridge TECHNICALS LEVEL 3

IT
Unit 18
Computer systems hardware

K/507/5021
Guided learning hours: 60
Version 1 September 2015

ocr.org.uk/it
 First teaching September 2016

LEVEL 3

UNIT 18: Computer systems - hardware

K/507/5021

Guided learning hours: 60

Essential resources required for this unit: Learners will require the use of PCs,
plus various components of computer systems, with a view to updating and installing the
components to the PC.

This unit is internally assessed and externally moderated by OCR.

UNIT AIM
The aim of this unit is to enable you to understand how the components of computer
systems work together. You will develop the skills needed to recommend appropriate
hardware systems for various purposes. Using the skills developed you will build/upgrade
a full computer system with a view to testing and considering preventive maintenance
procedures.

This is an optional unit within the IT Infrastructure Technician and the Emerging Digital
Practitioner specialist pathways. It is important that IT technicians and network
technicians have in depth knowledge, skills and understanding associated with the
installation, upgrade, troubleshooting and maintenance of hardware for computer systems.
Computer systems and associated hardware is an important area within emerging digital
technologies.

The learning within this unit will also support the delivery of the CompTIA A+ and
Cisco ITE qualification objectives.

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TEACHING CONTENT
The teaching content in every unit states what has to be taught to ensure that learners are able to
access the highest grades.

Anything which follows an i.e. details what must be taught as part of that area of content. Anything
which follows an e.g. is illustrative, it should be noted that where e.g. is used, learners must know
and be able to apply relevant examples in their work, although these do not need to be the same
ones specified in the unit content.

For internally assessed units you need to ensure that any assignments you create, or any
modifications you make to an assignment, do not expect the learner to do more than they have
been taught, but must enable them to access the full range of grades as described in the grading
criteria.

Learning outcomes Teaching content

The Learner will: Learners must be taught:

1. Understand the 1.1 Computer hardware components, i.e.:

components of a internal system unit components
computer system o processors
o motherboards
o BIOS / UEFI
o hard drive configuration and controllers (e.g. SATA, IDE,
master, slave)
o Thunderbolt
o VGA, DVI, DisplayPort, HDMI
o internal memory (e.g. RAM, ROM, cache)
o specialised cards (e.g. network, graphic cards, sound).
o power supply
peripheral devices
o output devices (e.g. monitor, printer, speakers)
o input devices (e.g. camera/webcam, scanner,
microphone, mobile devices)

1.2 Storage, i.e.:

pen drives
optical media
flash memory cards
cloud
portable and fixed drives
DASD
SAS
SSD
enterprise storage
NAS
SAN
hybrid systems
virtual tape drives
characteristics
advantages
disadvantages
performance factors (e.g. security, capacity, transfer rate)

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Learning outcomes Teaching content

The Learner will: Learners must be taught:

2. Be able to propose 2.1 Understanding business requirements, i.e.:

a computer system purpose
for identified software
business hardware
requirements network sharing
maintenance
outputs
integration
accessibility including special requirements e.g. user has
physical limitations)

2.2 Design considerations, i.e.:

single points of failure
recovery techniques i.e.:
o clustering
o replication
upgrade or renew
cost (e.g. financial, time, user)
services delivered
business requirements

2.3 Backup storage recommendations, i.e.:

advantages/disadvantages (e.g. cost, security, capacity,
frequency of saving, transfer rate, redundancy, expansion)
DASD
SAS
SSD
enterprise storage
NAS
SAN
hybrid systems
virtual tape drives.
hard disks
cloud

2.4 Load balancing (e.g. optimise resource use, maximise throughput,

minimise response time, and avoid overload of any single
resource)

2.5 Methods of presentation of proposal (e.g. presentation, report,

quote)
3. Be able to build or 3.1 Health and safety considerations, i.e.:
upgrade computers anti-static mats
wristbands
anti-static bags
appropriate use of tools

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Learning outcomes Teaching content

The Learner will: Learners must be taught:

3.2 Configuration, i.e.:

BIOS configuration (e.g. setting a BIOS password, editing
power management options)
anti-virus configurations
start-up options and logon/access permissions
3.3 Preventative maintenance, i.e.:
organisation, naming, deletion and archiving of files
back-up procedures (e.g. data prior to upgrading computer
system, storage of backup, system backup for recovery)
defragmentation
deleting temporary files
cleaning hardware
partition hard drives
replacing consumables (e.g. printer paper, toner cartridges)
4. Be able to test and 4.1 Test plan/table for accuracy and functionality to include:
evaluate the test no
functionality of type of test
computer systems purpose of test
expected results
actual results
issue identified
resolution for identified issue
re-test no
4.2 Diagnostic software, i.e.:
memory diagnostics tools
device manager
control panel
administrative tools
event viewer
system information
command prompt
Regedit
4.3 Benchmarking, i.e.:
Windows system assessment tool
3DMark
Prime95
Novabench
PCMark
SiSoftware Sandra
HD Tune

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GRADING CRITERIA
LO Pass Merit Distinction
The assessment criteria are the Pass To achieve a Merit the evidence must To achieve a Distinction the evidence
requirements for this unit. show that, in addition to the pass must show that, in addition to the pass
criteria, the candidate is able to: and merit criteria, the candidate is able
to:
1. Understand the P1*: M1:
components of a computer Explain the function of computer Compare and contrast different
system hardware components hardware storage devices
(*Synoptic assessment from Unit 1
Fundamentals of IT, Unit 2 Global
information and Unit 3 Cyber security)
P2:
Outline different types of backup
storage available

2. Be able to propose P3: D1:

computer systems for Select appropriate components to Justify the components chosen and
identified business support identified business how they meet the identified business
requirements requirements requirements

3. Be able to build or upgrade P4: M2:

computers Install different hardware components Recommend preventive maintenance
on an identified computer system activities for the identified computer
system
P5:
Implement preventative maintenance
requirements for the identified
computer system
4. Be able to test and P6: M3: D2:
evaluate the functionality Plan and implement test activities for Select and implement benchmarking Analyse results from benchmarking
of computer systems the identified computer system, activities for the identified computer activities for the identified computer
rectifying any errors system system

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SYNOPTIC ASSESSMENT
When learners are taking an assessment task, or series of tasks, for this unit they will have opportunities to draw on relevant, appropriate knowledge,
understanding and skills that they will have developed through other units. Weve identified those opportunities in the grading criteria (shown with an
asterisk). Learners should be encouraged to consider for themselves which skills/knowledge/understanding are most relevant to apply where we have
placed an asterisk.

ASSESSMENT GUIDANCE
LO1 Understand the components of a computer system

P1: Learners are required to explain the functions of the main internal and external components of a computer system. To evidence this learners could
provide a detailed user guide that explains the functions of the computer components. The evidence could be presented as a report, part of a technical
guide or a presentation (which can either be videoed or have detailed speaker notes).
P2: Learners are required to outline different types of backup storage as identified in the teaching content. The evidence can be in the form of a report,
presentation (either videoed or with detailed speaker notes) or as a teacher resource.
M1: Learners are required to compare and contrast different types of hardware storage devices. The comparisons should include the similarities and
differences between the devices including performance factors as outlined in the teaching content. The evidence could be presented as a report, part of a
technical guide or presentation (either videoed or with detailed speaker notes).

LO2 Be able to propose computer systems for identified business requirements

P3: Learners are required to select appropriate components to support identified business requirements. They will need to be provided with a scenario that
will enable them to consider each of the design considerations as per the teaching content. The evidence could be in the form of a report, presentation or
work plan for the system.
D1: Learners are required to justify why they have chosen the components and backup storage from P3.The evidence could be an extension to P3 or a
separate report or presentation with the justifications clearly provided.

LO3 Be able to build or upgrade computers

It is important that learners are provided with health and safety equipment, including hardware, that will enable them to build and install hardware safely.
Once they have built or upgraded the system they can then carry out the benchmarking activities.
P4: Learners are required to install hardware components for a computer system. They could build or upgrade the system that they have designed in LO2.
Learners must adhere to all health and safety considerations during the handling and installation of the components. The evidence could be presented as a
report supported with annotated photographs, or presentation (either videoed or with detailed speaker notes). Witness testimonies can be used as another
valid form of accompanying evidence.
M2: Learners are required to suggest preventative maintenance activities that are needed for the upkeep of the identified computer system. The evidence
could be in the form of a report or a maintenance plan.

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P5: Learners are required to implement preventative maintenance for the given system. The evidence could be presented as a report with annotated
photographs, presentation (either videoed or with detailed speaker notes) or a completed work plan with printouts confirming the results of the activities.

LO4 Be able to test and to evaluate the functionality of computer systems

Learners will need to be provided with a system that will enable them to carry out testing, or ideally they would carry out testing on the system that they
have built or upgraded.
P6: Learners are required to prepare and implement a test plan for a specified system. The test plan should be completed during and after any build, grade
and/or maintenance activities and not completed retrospectively. The evidence will be the test plan with results of tests. Any errors should be clearly
identified including resolution and re-testing.
M3 and D2: Learners will need to have access to a good range of programs that will enable them to benchmark the computer.
M3: Learners are required to select and implement benchmarking activities for an identified computer system. The evidence could be in the form of a
report explaining the benchmarking activities selected and printouts showing the results of implementing the selected activities.
D2: Learners are required analyse the results of the benchmarking activities from M3. The evidence could be in the form of a report which may include
statistical and/or graphical analysis of the results, a presentation with detailed speaker notes or a technical guide on how to analyse benchmarking test
results.

Some providers for the industry qualifications offer quizzes, tests and assessments. Reference to these websites may support knowledge and learning.
www.comptia.org
www.cisco.com/UK

Feedback to learners: you can discuss work-in-progress towards summative assessment with learners to make sure its being done in a planned and
timely manner. It also provides an opportunity for you to check the authenticity of the work. You must intervene if you feel theres a health and safety risk.

Learners should use their own words when producing evidence of their knowledge and understanding. When learners use their own words it reduces the
possibility of learners work being identified as plagiarised. If a learner does use someone elses words and ideas in their work, they must acknowledge it,
and this is done through referencing. Just quoting and referencing someone elses work will not show that the learner knows or understands it. It has to be
clear in the work how the learner is using the material they have referenced to inform their thoughts, ideas or conclusions.

For more information about internal assessment, including feedback, authentication and plagiarism, see the centre handbook. Information about how to
reference is in the OCR Guide to Referencing available on our website: http://www.ocr.org.uk/i-want-to/skills-guides/.

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EMPLOYABILITY SKILLS
Employability skills Learning outcome
Communication P1,P3,D1,M2
Problem solving/decision making M1,D1,P5,M2,P6,M3,D2
Time management P6,M3,D2
Critical thinking M1,P3,D1,M2

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MEANINGFUL EMPLOYER INVOLVEMENT - a requirement for the Diploma (Tech Level) qualifications
The Diploma qualifications have been designed to be recognised as Tech Levels in performance tables in England. It is a requirement of these
qualifications for centres to secure for every learner employer involvement through delivery and/or assessment of these qualifications.

The minimum amount of employer involvement must relate to at least one or more of the elements of the mandatory units.

Eligible activities and suggestions/ideas that may help you in securing meaningful employer involvement for this unit are given in the table below.

Please refer to the Qualification Handbook for further information including a list of activities that are not considered to meet this requirement.

Meaningful employer involvement Suggestion/ideas for centres when delivering this unit
1. Learners undertake structured work-experience or work- Learners could undertake work experience to support the schools or
placements that develop skills and knowledge relevant to colleges IT technicians or with local computer businesses the work
the qualification. experience should be structured so that learners can see in context all or
some of the learning outcomes in this unit.
3. Learners take one or more units delivered or co-delivered by Centres could arrange for local IT technicians to deliver a session to learners
an industry practitioner(s). This could take the form of which would provide an insight into an IT technicians role when:
master classes or guest lectures. a) discussing with a client their individual requirements for a computer
system
b) formulating considerations when selecting and installing hardware
components
c) Implementing preventative maintenance activities for large and small
computer systems.

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