Computer Hardware-servicing-learning-module

Republic of the Philippines
DEPARTMENT OF EDUCATION
K to 12 Basic Education Curriculum Technology
and Livelihood Education
Learnina Module
COMPUTER HARDWARE
SERVICING
EXPLORATORY COURSE Grades 7 and Grade 8

TABLE OF CONTENTS
What Is This Module About? .............................................................................................2
How Do You Use This Module......................................................................................... 3
LESSON 1 - Use Hand Tools ..................................................................................4 - 30
LESSON 2 — Perform Mensuration and Calculation ...........................................31 — 46
LESSON 3 —Prepare and Interpret Technical Drawing........................................47 — 63
LESSON 4 — Practice Occupational Safety and Health ......................................64 - 103
Answer Keys........................................................................................................104 - 111
Acknowledgment........................................................................................................... 112
COMPUTER HARDWARE SERVICING
K to 12 - Technology and Livelihood Education
1

What Is This Module About?
Welcome to the world of Computer Hardware Servicing!
This Module is an exploratory course which leads you to Computer Hardware 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 Hardware 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;
2

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. Find out what you already know by taking the Pretest then check your answer against the
Answer Key. If you get 99 to 100% of the items correctly, you may 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, go through the Lesson again and
review especially those items which you failed to get.
3. Do the required Learning Activities. They begin with one or more Information Sheets. An
Information Sheet contains important notes or basic information that you need to know.
After reading the Information Sheet, test yourself on how much you learned by 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 all test items correctly. This will ensure your mastery
of basic information.
4. Demonstrate what you learned by doing what the Activity / Operation /Job Sheet 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.
3

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.
4

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
5

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 are identified
5. Marked all tools for repair according to standard company procedures
Materials
1. Workshop
2. Tables and Chairs
3. Computers
4. USB Flash Drive
5. LCD
6. ESD Tools
7. Hand Tools
8. Cleaning Tools
9. Diagnostic Tools
6

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 manufacturer’s
guidance and instructions for that specific tool.
____ 2. When obtaining the tool, all the associated tooling and consumable parts,
as recommended by the manufacturer, must be included.
___ 3. 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.
4. 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?
3. Which tool is sometimes called a nut driver? It is used to tighten nuts in the same way that a
screwdriver tightens screws?
4. Which tool is used to strip and cut wires?
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. Which tool is used to clean different computer components without scratching or leaving
debris?
7

7. Which tool is used to bundle cables neatly inside and outside of a computer?
8. Which tool is used to loosen or tighten slotted screws?
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?
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
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 manufacturer’s 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 manufacturer’s instructions.
8

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 “Do’s and Don’ts” 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 manufacturer’s 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 (ESD) tools
• Hand tools
• Cleaning tools
• Diagnostic tools
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.
-i Anti-static mat - used to stand on or place hardware on to prevent static
electricity from building up.
9

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:
V* Flat head screwdriver - used to loosen or tighten slotted
screws.
Philips head screwdriver - used to loosen or tighten crosshead
screws.
Is Torx screwdriver - used to loosen or tighten screws that have a star-like
depression on the top, a feature that is mainly found on laptop.
Hex driver - sometimes called a nut driver, is used to tighten nuts in the
same way that a screwdriver tightens screws.
Needle-nose plier - used to hold small parts.
10

Wire cutter - used to strip and cut wires.
X 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-free cloth - used to clean different computer
components without scratching or
leaving debris.
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.
Loopback Adapter - used to test the functionality of
computer ports.
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
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 manufacturer’s
guidance and instructions for that specific tool.
___ 2. When obtaining the tool, all the associated tooling and consumable parts,
as recommended by the manufacturer, must be included.
____ 3. 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.
4. 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.
13

3. 10.
4. r» 11. //
5. 1 12.
6.
o 13.
7. er 14.
Refer to the Answer Key. What is your score?
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 SCHEDULE Tools to use
Computer case and outside
monitor
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)
15

How Well Did You Perform?
Find out by accomplishing the Scoring Rubric honestly and sincerely.
Remember it is your learning at stake!
_______________________________________________________________________________ J
SCORING RUBRICS: for Activity Sheet 1.2
Criteria:
Number of Tools classified
Points
20 - 22 10
15 - 19 8
10 - 14 6
5 - 9 4
1 - 4 2
16

Use appropriate hand tools and test equipment
1. Tools are used according to tasks undertaken.
2. All safety procedures in using tools are observed at all times.
3. Malfunctions, unplanned or unusual events are reported to the
supervisor.
Materials
1. Workshop
3. Computers
4. USB Flash Drive
5. LCD
6. ESD Tools
7. Hand Tools
8. Cleaning Tools
9. Diagnostic Tools
17

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. Turn the screwdriver __________ to tighten the screw
3. Turn the screwdriver___________________ to loosen the screw.
4. Use a_________ head screwdriver with crosshead screws.
5. On electrical components, an excessive buildup of dust will act like an __________________
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. To clean the screens of CRT monitors, dampen a soft, clean, lint-free cloth with 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.
18

What Do You Need To Know?
s
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.
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.
19

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.
20

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.
21

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 CLEAN WITH:
Computer case and outside monitor Mild cleaning solution and lint free cloth (sample)
Keyboard
Mouse
LCD screen
CRT screen
Heat sink
RAM
22

Operation Sheet 1.1
Direction: Use the appropriate tools to do each of the following tasks.
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
23

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?
(please check)
Was the tool used properly?
(please check)
Yes No 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
T otal 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
24

Maintain hand tools
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 manufacturer’s
specifications or standard operating procedures.
Materials
1. Workshop
3. Computers
4. USB Flash Drive
5. LCD
6. ESD Tools
7. Hand Tools
8. Cleaning Tools
9. Diagnostic Tools
25

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
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.
26

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
27

• 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.
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.
28

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.
Operation Sheet 1.1
Direction: Conduct a maintenance activity on the given hand tools.
TOOLS MAINTENANCE ACTIVITY
1. Flat Head Screwdriver Clean and Magnetize
2. Philips Head Screwdriver Clean and Magnetize
3. Torx Screwdriver Clean and Magnetize
4. Hex Driver Clean and Magnetize
5. Needle-Nose Plier Clean and Lubricate
6. Wire Cutter Clean, Lubricate and Sharpen, if necessary
7. Tweezer Clean
8. Part Retriever Clean
9. Flashlight Clean and Change batteries if drained
10. Multimeter Clean and Calibrate
29

Score Card
Activity Excellent Very
satisfactory
Satisfactory Score
Cleaning hand tools 5 3 1
Magnetizing hand tools
Calibrating hand tools
Changing batteries
Lubricating hand tools
Sharpening hand tools
Storing hand tools
Congratulations! You did a great job! Rest
and relax a while then move on to the next
lesson. Good luck!
REFERENCES
LO1
LO 2
LO 2
LO3
http://www.bechtel.com/assets/files/Environmental/ToolboxSafetyTopics/20
10/ProperToolSelection.pdf
http://www.iml.uts.edu.au/assessment-futures/designing/assembling.html
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
COM PUTER HARDWARE SERVICING
30

LEARNING OUTCOMES:
the following:
LO 1. select components to be measured; and
LO 2. carry out mensuration and calculation.
31

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.
f
Acronyms
HDD - hard disk drive
IDE - Integrated Drive Electronics
32

Select components to be measured
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. Workshop
3. Computers
4. LCD
5. Different types of
M6. Different types of
S7. Paper
8. Pencil/Ballpen
33

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. Early drive controller interface that connects computers and
hard disk drives which an 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 3.5- inch
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
34

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.
35

Here are some types of memory modules:
Dual Inline Package (DIP) Single Inline Memory Module (SIMM)
Dual Inline Memory Module (DIMM) RAMBus Inline Memory Module (RIMM)
Small Outline Dual Inline Memory Module (SODIMM).
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
36

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.
A floppy drive, or floppy disk drive, is a storage _ _
device that uses removable 3.5-inch floppy disks. ILaUI
These magnetic floppy disks can store 720 KB or I |
1.44 MB of data. In a computer, the floppy drive is M
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
An optical drive is a storage device that uses lasers to read
data on the optical media. There are three types of optical
drives: Compact Disc (CD), Digital Versatile Disc (DVD) and
Blu-ray Disc (BD).
Floppy Drive
37

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
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.
accessed.
38

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.
_2. Early drive controller interface that connects computers
and hard disk drives which an interface that uses a 40-
pin connector.
A. Registers
B. Flash drive or
Thumb drive
_3. Tem porary storage for data and programs that are being C. Read-only
accessed by the CPU.
4. A storage device that uses lasers to read data on the
optical media.
_5. A storage device that uses removable 3.5-inch disks.
_6. Sold ered the memory chips on a special circuit board.
memory
D. IDE
E. Floppy drive
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. Mem ory cells built right into the CPU that contain I. Hard drive
specific data needed particularly the Arithmetic and
Logic Unit.
_10. Technology that doubles the maximum bandwidth of
SDRAM.
J. Memory module
39

Operation Sheet 1.1
Direction: Identify what type of memory module is presented. (The
teacher will show several types of memory module.)
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.
40

Carry out mensuration and calculation
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. Workshop
3. Computers
4. LCD
5. Different types of Memory
6. Different types of Storage Devices
7. Paper
8. Pencil/Ballpen
41

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?
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.
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
42

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
12
6
3
1
0
Remai
nd
er
1
0
0
1
1
multiplier
equivalents
results
25/2
12/2
6/2
3/2
1/2
25=11001
Checking: 1 1 0 0 1
16 8 4 2 1
16 8 0 0 1
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).
43

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 2An power.
Ouantities of byte's Common profix
Binary prsfix
Ndtne Symbol Decimal Binary Name Symbol Binary
SI JEDEC ItC
kilobyte KB1<8 to3
2i° kibibyte KiB 210
MB 10° 220
roebibyte MiB 220
gigabyte GB to® 230 Sjibibyt© GiB 2*>
terabyte TB 10*2 t«b*yte T»B 2“»
patabyt* P B 10’* 2» petabyte PiB 2*°
exabyte EB io,s
2*o exb'fayte EiB 2»
zellabyte ZB lO2
’ 2^o iebcbyte ZiB 2?o
yottabyte YB lO2
* 280 yobbyte YiB 2®°
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).
44

Self-Check 2.1
Direction: Convert the decimal numbers shown below to binary. Perform checking to verify answers.
1) 19
2) 28
3) 37
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?
45

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
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
Indianapolis, IN 46256 en.wikipedia.org
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
Indianapolis, IN 46256 en.wikipedia.org
46

LESSON 3
Prepare and Interpret Technical Drawing
▼isr
LEARNING OUTCOMES:
the following:
LO 1. identify different kinds of technical drawing; and
LO 2. interpret technical drawing.
47

Drawing
Picture
process
Technical
Technician
Flowchart
Tool kit
Tree structure
Video display
terminal
act or the art of representing any object by means of lines and shades
visual representation or image painted, drawn, photographed, or otherwise
rendered on a flat surface
a series of actions, changes, or functions bringing about a result
pertaining to the useful or mechanical arts, or to science or business
a person skilled in mechanical or industrial techniques or in a particular
technical field
a diagram that uses graphic symbols to depict the nature and flow of the
steps in a process
a small bag or box equipped with hand tools
an algorithm for placing and locating files in an organized database
a computer terminal having a video display that uses a cathode-ray tube.
Acronym
VDT - Video Display Terminal
48

Identify different kinds of technical drawing
1. Correct technical drawing is selected according to job requirements.
2. Technical drawings are segregated in accordance with the types and kinds of
drawings.
3. Components, assemblies or objects are recognized as required.
1. Workshop
3. Computers
4. USB Flash Drive
5. LCD
6. Drawing Tools
49

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.
2. It is represented by a diamond. A process that can
answer a decision of "yes" or "no" requires a
decision box.
3. It is represented by a small circle or a connector c. Arrow line
box and is labeled using letters.
4. Drawn in one direction, preferably from top to d. Connector
bottom to keep a flowchart clear.
5. A process is represented by a rectangle with double e. Sub-process
lines on each side.
a. Decisio
n
b. Process
50

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.
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 verb- noun
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.
51

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.
52

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.
53

Fig 1. Example of a Simple Flowchart
Process
Process
I
4 YES
Process
54

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 Column B
1. Indicates that a particular step is connected to
another page or part of the flowchart
2. Shows a decision point, such as yes/no or go/no-
go.
3. Indicates both the starting point and the ending
point of the process steps
4. Shows where an in-process measurement occurs
5. Represents an individual step or activity in the
process
e
.
f.
55

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
Scoring Rubri
Preparation of
Flowcharts
4 3 2 1
Drawing All assigned details
and elements have
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
been added. A few
details are difficult
to identify.
Fewer than 85% of
the assigned details
and elements are
present OR most
details are difficult
to identify.
56

Interpret technical drawing
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. Workshop
3. Computers
4. USB Flash Drive
5. LCD
6. Drawing Tools
57

Let us determine how much you already know about interpreting of technical drawing. Take
this test.
Pretest LO 2
Directions: Interpret the flowchart.
PRINT NAME
PRINT STREET
PRINT CITY
-------- J ----------
CLOSE FILE
PRINT TWO
BLANK LINES
~*G)
*
End
58

Read the Information Sheet 2.1 very well then find out how much you can remember and
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 :
S Determine who is involved in the process.
S Form theories about root causes.
S Identify ways to streamline the process.
S Determine how to implement changes to the
process.
S Locate cost-added-only steps.
S 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.
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.
59

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 flowchart—those operators, technicians, or office
workers who are actually involved in the process.
3. Establish process boundaries—the 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.
60

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.
Operation Shee^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.
61

Scoring Rubrics:
You will be graded according to:
1. Clarity of your flowchart
2. Completeness
3. Accuracy
4. presentation
Criteria Points Your Score
1. Clarity 25
2. Completeness 25
3. Accuracy 25
4.
Class presentation of
your chart
25
Total 100
Interpretation of Scores
97 - 100 Excellent
86 - 96 Very Good
75 - 85 Good
51 - 75 Fair
50 and below Poor
Congratulations! You did a great job!
Rest and relax a while then move on to
the next lesson. Good luck!
62

REFERENCES
LO1
LO 2
LO 3
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
www.edrawsoft.com/flowchart.php
http://www.eod.gvsu.edu/~blaucha/c2d2/Structured%20Design%20Using%2
0Flowcharts.pdf
http://library.thinkquest.org/TQ0312380/machine.htm
http://www.agmachine.com/xmmd43d.htm
63

LESSON 4
Practice Occupational Safety and Health
the following:
LO 1. identify hazards and risk ;
LO 2. evaluate hazards and risk ;
and LO 3. control hazards and risk.
64

Chemical hazard
Desktop computer
Electric shock
Elimination
Ergonomics
Hazard
Hazard control
Health
Housekeeping
Risk
Risk management
Safety Standards
Tree structure
Any hazard that results from the accidental caused by toxic
chemical.
Is a personal computer (PC) in a form intended for stationary
use.
Characterized by pain and muscular spasm cause by an electric
current.
The process of removing the hazard from the workplace.
The science of designing the workplace environment to fit the
user.
A situation that has the potential to harm the health and safety of
people.
The development of systems to prevent accidents or injuries.
The general condition of a person in all aspects.
Is the systematic process of making a home neat and clean and
in order.
A potential condition that a chosen action or activity causes.
The process of analyzing exposure to risk and managing it.
The state of being "safe".
Something accepted as a basis for comparison.
An algorithm for placing and locating files in an organized
database.
Acronyms
OSH
PPE
Occupational safety and health
Personal protective equipment
65

Identify hazards and risk
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.
1. Workplace
2. Personal protective equipment (PPE)
3. Learning guides
4. Hand-outs
- Organizational safety and health protocol
- 5S
- Hazards/risk identification and control
5. CD’s, VHS tapes, transparencies
66

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 1. mechanical hazard
floor
2. hot components or sharp 2. physical hazard
edges of computers
3. inkjet printer cartridge 3. electric shock hazards
4. exposed power cable 4. chemical hazard
5. open casing of computer 5. CRT monitor high voltage
monitor hazard
B. Identify the 5S principles and give (1) example for each principle.
1. ______________________________________________________________
Example :
2. _________
Example :
3. ________
Example :
4. ________
Example :
5. ________
Example :
67

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.
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
else.
A 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)
Sp
o
h
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.
68

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.
Whenever you spot a hazard, assess the risk by asking
yourself two questions:
)y asking
• How likely is it that the hazard could harm me or
someone else?
• How badly could I or someone else be harmed?
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
One of the most common physical hazards involving
computer technicians is cables running across the floor. If
someone trips, falls, and hurts himself because of a cable
you ran across the floor, someone (you, your employer, or
your customer) has a serious legal negligence problem. If
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, ask yourself "Is there
any way this equipment could hurt
me?”. You might stick your hand in a
printer and suddenly the paper feed
arm moves, feeding not only paper
through the printer, but a piece of
your finger too.
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.
70

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 electrician’s 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.
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.
71

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
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 Assess the Risk
A Hazard is anything that could hurt you or
someone else
Work out how likely it is that the hazard will hurt
someone and how badly he/she could be hurt
List the hazards •
•
•
•
•
•
•
•
•
Describe the risks •
•
•
•
•
•
•
•
•
72

B. Direction: Observe the set-up of your school’s 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?
73

Scoring Rubrics
Criteria 4 3 2 1
1. Number of
hazards
4 hazards or more 3 hazards 2 hazards 1 hazard
2. Description of
Risks
Hazards
completely and
accurately
assessed
All hazards
completely and
accurately but not
clearly
All hazards
completely
described but not
accurately and
clearly
Hazard not
completely,
accurately and
clearly described
3. Suggested
ways of controlling
hazards
Complete and
doable(practical )
and correct
Complete, correct
but not very
practical
Complete, not
very correct, not
very practical
Not so
complete, not
correct, not
practical
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 Risk
1.
2.
3.
4.
5.
74

Applying 5s on your computer
You work with documents, presentations, graphics, and other files all day—and 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:
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.")
75

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, consistently- perpetual
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?
It’s not unusual for you to see a computer desktop on your classmate’s desk that looks
something like this:
« R n i i f j B i i iIlKYctol
ci
hw SMCM Im 0M9 J Uiinwrfl im nefctrt.M ArttMU. 5.
HMKK. Imeb- Mf1
R • B 1 / 9 6 ^ 1 1 9W***) fMVw « *U Arts*. OTT Wtiif »w*lUtk: to*!*! biktrfrd ■itl.TIC ZCi'J.
a • a i £ „ a*> ;>H9 •vK .til
«101i,
Tlf
iwr J #.vH 'jW» Tnoo Oft OHS CHST«*
Ucii«yri bl Otw
pnuili
» liti ^ f ? ? a pL|*T EMOUU.r. i
xn:
DO r»l l 4 ITT D«tM Goa^t Fvau 1 VOUTIAI Kq htortwi
9onrtoMk Iwtcm.
« II BA* EM ■! CMJ OftOK
»«l*. UrtrRr* r. rw»* T«—«*•**»- —w<
UdOh
• rSrw •a nq fan **•».<*- aft* mOMfcfc Jim; >t)f« Octup^enel Mewd.eh- t ■*« ’iiwtf LUMJL A _ UWK. (aaWi L >—>» ir« Wr»i < uat cc KttlCfi.
i II I 1 1 9 p P 1 1I»<win». PV.Hw» VraKSm t i r — t M U O A C
(uruiu- UtiJUl Cuk XI
t el i 9 u
• I* * * ***“
T
Kit/m
You may have seen even worse. Keeping your desktop so cluttered like this creates many
problems such as:
• It is difficult to find what you’re looking for.
• Files, folders, and application shortcuts are grouped together without any logical separation.
• You don’t 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.
76

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 don’t necessarily belong there or fit with the other
files.
Sort - it’s 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.
77

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?
I I I 1/ HO
IM 'ock.
Ml tat Ufi
Ivlin** *♦»
IWKItfc
• I I . I 3 J I S P I 1 3Thr»*i v IMOUVa
I I R l l t l f l j r l l lr*M.«» t-|U4 U#t*ilul (mU ■ wj iJwITm Wntd CMtlwft (»404
rt! Mo*aPr-mInwAaht. tin* Pwrtirtr iim*4
I r P l S B R ^ I f l f l l 1encM M .MTa< !ck« rku+marwl>luid o. Tt» rami *« CHIUl.
9b« fiia >^l wdit ffrfl
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, but—like 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 :
78

> Inbox - Put unprocessed items that don’t have a place yet in here. This may be
items like software installers you’ve 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 aren’t yet ready to do or complete in here. These may be
articles you’re thinking of reading, sketches for potential projects, and information
about classes you’re thinking about taking.
> Current Projects - Put files related to active projects in here. This folder contains
files you’re 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.
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.
All that should be left on the desktop is program icons.
Self-Check 1.2
Directions: Match the 5S principle that is needed or depicted in the following pictures.
Column A Column B
1. Seiton
a.
2. Seiri
b
.
COMPUTER HARDWARE SERVICING 79

80

Operation Sheet 1.1
Directions: Organize your desktop. Name the folders below and organize your own desktop by
sorting the given files accordingly.
Files File folder name
1. YouTube downloader 1.
2. House.jpeg 2.
3. Firezilla 3.
4. Deped memorandum .pdf 4.
5. Letter to the principal .doc 5.
6. Group project proposal 6.
7. Proposed program of activities 7.
8. School.jpeg 8.
9. Video of the school activities 9.
10. My resume.doc 10.
11. Harry Potter movie 11.
12. School Hymn 12.
13. Teach me how to doggy.mp3 13.
14. List of activies.doc 14.
15. Importance of Facebook usage.ppt 15.
81

_______________________________________________________________________________ J
Scoring Rubrics
Criteria Points My Score
1. Accuracy 50
2. Speed 25
3. w/o Assistance 25
Total 100
82

Evaluate hazards and risk
1. Effects of hazards are determined.
2. OSH issues and concerns are identified in accordance with
workplace requirements and
3. Relevant workplace OSH legislation.
1. Workplace
3. Learning guides
4. Hand-outs
- 5S
83

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.
84

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
85

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.
Comp u t e r wo r k place
86

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
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
Bad posture
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
S Viewing distance: The monitor should be 2 -21/4 feet from the child’s eyes.
S Time at computer: Encourage children to use their physical energy.
S Seat and height posture: The child should sit high enough to have his
arms bent at 90°
S Footrest: Use it prevent dangling feet.
S Mouse: Find one that fits small hands.
S Keyboard: Child-sized keyboards with light pressure keying are
recommended.
88

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.
89

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.
Name:
HAZARDS EVALUATION
(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 Hazard B Hazard C
(Example)
1. Overloaded Electrical sockets
Reasons why :
(Example)
1. Computer screen near a
window.
Reasons why :
(Example)
1. Large bulky mouse may
keep the wrist continuously
bent at an uncomfortable
angle.
Reasons why :
90

Activity 4 3 2 1
Identifying
hazards and
Risk
Students identify more
than 4 hazards and
risks.
Students identify at
least 4 reasonable,
hazards and risks.
least 3 reasonable,
hazards and risks.
Students identify less
than 3 hazards and
risks.
Controlling
hazards and
Risk
Students identify more
than 4 reasonable,
insightful possible
solutions/strategies to
control hazards and
risk
least 4 reasonable,
insightful possible
control hazards and risk
least 3 reasonable,
insightful possible
control hazards and risk
Students identify
fewer than 3
reasonable, insightful
possible
solutions/strategi es
to control hazards
and risk
91

Control hazards and risk
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 organization’s OSH policies.
1. Workplace
3. Learning guides
4. Hand-outs
- 5S
92

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.
93

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;
• Use checklists to help you inspect your
workplace;
• Learn the results of inspections that are done by
the employer, the union, or anyone else;
• Read reports or other information about your work
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
94

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 worker’s 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?
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.
95

What is substitution?
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
Education hazardous than the original.
and
Trainin
g
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.
96

Some tools include physical inspection, testing, exposure assessment, observations, injury and
illness tracking, employee feedback/input, occupational health assessment, and other methods.
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?
+ ib »a ______
Effective *
Hazard
ControftProgra
m
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.
Don't Forget
97

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.
98

Remember the 3 steps to controlling a hazard.
<®> See it. - Identify the hazards. What is unsafe?
sf
Think It. - Evaluate the hazard. What could happen?
Do It. - Provide solutions to control or eliminate the hazard.
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 L I M I N T I O N T E A A G
A A D E D F G H Y I G D M S O
T R T Y U I O P A Y B C E D O
S E A S F G H K T Y V G T F D
S D A S E D O E R A C N H G H
T R A I N I N G F F O O O H O
T A I X E T G G S I Y I D J U
T A A F F F F B T E H T S K S
A O E E D U I I B H N A F L E
N I O P S A T D G F H C G X K
A N A T I S A S E R T U S C E
U R E Y B O C O L L E D A V E
A E O U R O N A L D A E C B P
N A S I A G H K L I O L O N I
C N E N A W H A Z A R D S M N
I A W E I N M L W E Y U I F G
T R I S K W Q A N A W I N N E
Y W E O A C R A M I L O A H A
99

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. Is the housekeeping satisfactory?
2. Is the lighting adequate?
3. Is the floor in good condition?
4. Are the aisle widths and other paths of travel adequate?
5. Are the entrances and exits adequate?
6. 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?
100

Mice and Keyboards
1. Are wrist or palm rests available?
2. Is a variety of mice available to fit the different sized hands of students?
3. Can the height of the mouse be adjusted so it is located beside the body
just above the keyboard tray?
4. Is the height of keyboards adjustable?
5. Is keystroke pressure adjustable?
6. Is the angle of the keyboard adjustable (to maintain the hands in a
neutral hand position)?
7. 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. Can workstations (chair, monitor, etc.) be arranged so:
• the top of the screen is at eye level (or a level that doesn’t
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
2. Are monitors placed perpendicular to windows to reduce glare?
3. Are anti-glare screens available?
4. Does the work surface have an anti-glare surface to reduce light
reflection?
/ -----------------------------------------------------------------------------------------------------------------------------------
Activity 4 3 2 1
Identifying
hazards and
Risk
Students identify
more than 4
barriers/problems that
need to control
hazards and risks.
least 4 reasonable,
insightful
barriers/problems
that need to control
hazards and risks.
least 3 reasonable,
insightful
need to control
hazards and risks.
Students identify
fewer than 3
need to control
hazards and risks.
Controlling
hazards and
Risk
Students identify
more than 4
possible
solutions/strategie s
to control hazards and
risks.
least 4 reasonable,
insightful possible
risks.
least 3 reasonable,
insightful possible
risks.
Students identify
fewer than 3
possible
risks.
101

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.
102

LO1
LO 2
REFERENCES
• Bahr, N. J., “System Safety Engineering and Risk Assessment: A
Practical Approach”, Taylor and Francis, 1997
• http://www.austlii.edu.au
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
103

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
BERNADETTE S. AUDIJE
MARIA A. ROQUE
VICTORIO N. MEDRANO
Principal IV, SPRCNHS
PARALUMAN R. GIRON, Ed.D.
Chair, Sub-TWG on K to 10
OFELIA O. FLOJO
Retired Assistant Chief, EED, Region IV-A
AIDA T. GALURA
VSA II, ACNTS
BRENDA B. CORPUZ, Ph.D.
TA for K to 12 Curriculum
BEATRIZ A. ADRIANO
Principal IV, ERVHS
DOMINGA CAROLINA F. CHAVEZ
Principal II, MBHS
DOCUMENTORS / SECRETARIA T
PRISCILLA E. ONG
K to 12 Secretariat
EMMANUEL V. DIONISIO
Head Teacher III, AFGBMTS
DANTE D. VERMON JR.
Teacher I, AFGBMTS
FREDERICK G. DEL ROSARIO
Head Teacher III, BNAHS
LYMWEL P. LOPEZ
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
104

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