Computer Hardware Servicing Learner's Material Grade 10

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Basic Education Curriculum
TECHNOLOGY AND LIVELIHOOD
EDUCATION
Information and Communications
Technology
Teacher’s Guide
Computer Hardware Servicing

ii
Department of Education
Republic of the Philippines
Computer Hardware Servicing –Grade 10
Learner’s Material
First Edition, 2013
ISBN: ___________
Republic Act 8293, section 176states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein the
work is created shall be necessary for exploitation of such work for profit. Such agency or office may,
among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this book are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright owners.
The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, Ph.D.
Assistant Secretary: Lorna Dig Dino, Ph.D.
Printed in the Philippines by ____________
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 2nd
Floor Dorm G, Philsports Complex, Meralco Avenue,
Pasig City, Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
Development Team of the Learner’s Material
Authors:
Rosalie P. Lujero
Teacher III / School ICT Coordinator
Dasmariñas East National High School
Ronaldo V. Ramilo
Education Program Specialist
Division of Tanauan
Michael Angelo C. Gatchalian
Teacher III / School ICT Coordinator
Dagupan City National High School
Editors: Joemar A. Garraton
Reviewers: Romeo B. Gacutan, Simfroso C. Robles II and Marion I. Alinas
Illustrator and Layout Artists:
Subject Specialist: Owen M. Milambiling
Management Team: Dr.Lolita M. Andrada, Jocelyn DR Andaya, Bella O. Mariñas,
Dr. Jose D. Tuguinayo, Jr.

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TABLE OF CONTENTS
Module 1: PERSONAL ENTREPRENUERIAL COMPETENCIES (PECs)
Grade Level Standard…….……………………………………. 1
Content Standard………………………………………………. 1
Performance Standard………………………………………….. 1
Learning Competencies …….……………………………….…
Introduction ………………………………………………………
1
1
Objectives….……………………………………………………. 2
Presentation of Content ……………………………..…………
Introduction
Objectives
Pre- Assessment
Guide Question
Learning Goals and Target
Know…………………………………………………………..….
2
3
Process ……………………………….…………………………
Reflect and Understand ……………………………………..….
3
4
Transfer ………..………………………………………………… 4
Feedback …………………………………………………………
References ……………………………………………………….
4
4
Module 2: ENVIRONMENT AND MARKET (EM)
Grade Level Standard….………………………………………. 6
Content Standard………………………………………..………. 6
Performance Standard ………………………………………….. 6
Learning Competencies …….…………………..……………..
Introduction ………………………………………………………
Objectives …………………………………………………………
Presentation of Content …………………………………………
Introduction
Objectives
Pre- Assessment
Guide Question
Know ……………………………………………………………….
Product Development ………………………………………
Concept of Developing Product
Finding Value
Innovation
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6
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7
8

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Unique Selling Proposition
Process………………………………………………………………………….
Reflect and Understand …………………………………..………………….
Transfer…………………………………………………..…………………….
Know …..…………………………………………………………..
Generating Ideas for Business
Key Concept of Selecting a business Idea
Branding
Process .…………………………………………………………..……………..
Reflect and Understand ...……………………………….……………………..
Transfer ………………………………………………………………………...
Feedback ……………………………………………………………………….
References …………………………………………………………………..
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Module 3: CONFIGURING COMPUTER SYSTEMS AND NETWORK
Grade Level Standard ………………………………………………………….
Content Standard ……………………………………………………………….
Performance Standard …………………………………………………………
Introduction …………………………….……………………………………….
Learning Competencies………………………………………………………
Learning Competencies / Objectives ………………………… -
Pre-Diagnostic / Assessment ………………………………….
Lesson 1. Plan and Prepare for Configuration ………………
What to Know …………………………………………………… -
Safety Procedures Fire
Prepare Tools Used for Configuration
Procedure in Using Computer System
Configuration Tools
What to Process ………………………………………………..
Peer to Peer Activity
MS Configuration Command Classification
Applet Grouping
What to reflect / Understand ………………………………….
Research and Investigation
What to Transfer ………………………………………………..
Role Playing
Oral Presentation
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Windows Registry Backup and Recovery
Lesson 2. Configure Computer System and Network ……… What to Know …
What to Know ………………………………………………
Safety Precautions related to Networks
Networking Devices, Media and Connector
Internet Protocols
Peer- to- peer and Client/server network Category R
Network Security
File and Printer Sharing
What to Process……………………………………………
Criss-Cross Puzzle
Protocols Worksheet
Identifying IP Address Classes
Comparison Activity
Short Quiz
Essay Writing
What to Reflect / Understand ………………………….
Video Presentation
Online Video tutorials
Peer to peer study
Research Firewalls Activity
Read and Examine
What to Transfer…………………………………………
Create Your Own Ethernet Cable
Configure Ethernet NIC to use DHCP
Configure Wireless Router
Hands- on Activity
Configure Windows XP Firewall
Share a folder, Printer and Set Permissions
Lesson 3. Inspect and Test Configured Computer System
And Network …………………………………..……
What to Know…………………………………………………
Safety Precautions
Guidelines for Testing Configured Computer
What to Process…………………….……………………..
What to Reflect / Understand ……………………………..
What to Transfer……………….……………………………
Test the Wireless NIC
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Accomplishing a Technical Report
Summative Test …………………………………………….
Feedback ……………………………………………………
References …………………………………………………
Module 4: MAINTAINING COMPUTER SYSTEMS AND NETWORK
Content Standard ……………………………………………………………….
Performance Standard …………………………………………………………
Learning Competencies ……………………………………………………….
Objectives……………………………………………………….…………..
Pre – Diagnostic / Assessment………………………………
Lesson 1. Procedures in Planning and Conducting Maintenance
What to Know…………………………………………………..
Follow OHS Procedures Plan on how to m
Diagnoses faulty computer and network systems Material Safety D
What to Process……………………………………………….
Slide Show
Investigate and Interpret
Internet Research
Network Layout
What to Reflect / Understand…………………………………….
Pictorial Tour
Investigative Report
Read and Study
Critical Review
What to Transfer………………………………………………..
Video Demo
Magazine Article
Computer Specifications
Computer Shop Network Layout
Lesson 2. Maintain Network Systems………………………..…
What to Know…………………………………………………..
Procedure on how to maintain Computer
System and Networks
Identify Faulty computer systems
Test normal functions of Computer System
Perform Repair
Adhere to the recommended schedule and
techniques in maintaining and cleaning computer system
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Respond to sudden breakdown of computer systems
What to Process……………………………………………….
Essay Activity
Critical review
Ways to Improve your computer’s performance
Duplication
Research and investigate
Slide show presentation
Evaluating your needs
What to Transfer…………………………………………………
Role Playing
Video Tutorials
Defragmentation Issue
Online Review
Concept Mapping
How to Scan your Flash Drive
Deleting Temporary Files
Lesson 3. Maintain Network Systems ……………………
What to Know…………………………………………………
Follow OHS Procedures
Run the burn- in test on computer system
What to Process……………………………………………….
Maintain Inspection Checklist
Performing Immediate Burn- in Testing
Video Tutorial
What to Transfer ………………………………………………….
Weekly Maintenance Checklist
Lesson 4. Inspect and Test configured/repaired computer Systems and
networks………………………..…
What to Know ……………………………………………………
Follow OHS Procedures
Maintain Computer systems and networks to ensure
safe operations
Computer communications
Run or conduct computer to computer
communications
Connect computer systems to the internet
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90
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Computer systems and network checked to ensure
safe operation
Prepare Technical reports
What to Process ………………………………………………..
Experiment and Demonstrate
Video Tutorial
Practicing TCP/IP Networking Skills
Video Tutorial
Computer Item Enumeration
What to Transfer ……………………………………………….
Schedule and Techniques in Maintaining Systems
Network Checking
Network Connection Demo
Creating Hardware- Software Tools Report
Summative Test …………………………………………….
Feedback ……………………………………………………
References …………………………………………………
What to Transfer………
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109

1
K to12 BASIC EDUCATION CURRICULUM
Information and Communications Technology
COMPUTER HARDWARE SERVICING
Grade 10
GRADE 10 – MODULE 1
Personal Entrepreneurial Competencies (PECs)
Teachers Guide
Quarter I 4 hrs.
Grade Level Standard
This is a specialization course which leads to Computer Hardware Servicing
National Certificate Level II (NC II). It covers two (2) core competencies that a
Grade 10 Technology and Livelihood Education (TLE) student ought to possess,
namely: 1) communicate effectively using the English language and 2) deliver
quality customer service.
The preliminaries of this specialization course include the following:
1) discussion on the relevance of the course, 2) explanation of key concepts
relative to the course, and 3) exploration of career opportunities.
Content Standard
The learner demonstrates understanding of one’s Personal Entrepreneurial
Competencies in Computer Hardware Servicing.
Performance Standard
The learner independently creates a plan of action that strengthens and or
further develops his/her PECs in Computer Hardware Servicing.
Learning Competencies
Develop and strengthen PECs needed in Computer Hardware Servicing.
I. Introduction
This teacher’s guide will lead you to effectively and efficiently teach
Module 1. Moreover, this will guide you in determining relevant and appropriate
teaching techniques and strategies that will fit the learning needs and demands of
the learners to make them best understand and appreciate the importance of

2
entrepreneurship and the entrepreneurial competencies related to Computer
Hardware Servicing.
This module will also provide learners an opportunity to know that
individuals possess different PECs. These PECs include characteristics, attributes,
lifestyles, skills, or traits. Likewise, when one aligns these competencies with the
competencies of successful practitioners or entrepreneurs, he or she will be ready
to face the experiences of starting a business or being employed.
Moreover, the module is designed to stimulate the learners to think about
entrepreneurship and its role in the business community and in economic and
social development.
II. Objectives
With your assistance and the guidance of this module, learners are
expected to understand the underlying principles and concepts of PECs,
particularly in:
- identifying areas for improvement, development, and growth,
- aligning learners’ PECs according to their business or career choice, and
- creating a plan of action that ensures success in their business or career
choice.
III. Presentation of Content
Introduction
 Guide learners in appreciating and understanding PECs for them to be
successful in business or in the workforce by sharing inspiring real-life
stories of successful businessman and or well-known employees in the field
of Computer Hardware Servicing in the province.
 Explain to learners the importance of assessing their PECs.
 Guide learners in understanding the importance of entrepreneurs and
entrepreneurship.
Objectives
 Guide learners in identifying and understanding the objectives of Module 1.
Pre-Assessment
 Use the sample pre-assessment test available in the learners’ materials or
craft a comprehensive teacher-made test to assess learner’s prior
knowledge and skills in PECs.
 Evaluate the result of the pre-assessment and prepare a plan of action to

3
strategically address the learning needs and requirements of the learners.
Guide Questions
 Have learners actively perform task 2, and let them share their answers and
relevant experiences with the class.
 Process learners’ understanding of the guide questions presented on task 2.
 Help learners utilize available technologies / resources in planning their own
learning goals and targets as reflected on page 4.
Group Activity
 Group the learners, then ask them perform task 3. Let them share their
thoughts with the class.
 Process learners’ understanding and guide them in arriving at a relevant and
acceptable generalization.
IV. Know, Process, Reflect and Understand, and Transfer
Know
 Discuss / present the importance of assessing personal entrepreneurial
competencies (PECs) and skills vis-à-vis a practicing entrepreneur or
employee; provide an actual example of an entrepreneur or employee
existing in your province.
 Expand learner’s curiosity by asking essential questions on the important
characteristics / traits / attributes, and skills of a good entrepreneur.
 Assist / Guide learners in understanding the entrepreneurial competencies
(characteristics, traits, attributes) and skills of a good entrepreneur.
 Have an appropriate, relevant, and timely learning activity for the learners to
appreciate the best entrepreneurial competencies.
 Assess learner’s knowledge and skills on understanding of topic. Use the
result of the pre-assessment to improve their learning.
Process
 Ask the learners accomplish task 4 (PECs Checklist) on page 8-9. Let them
make their interpretation or personal insights based on the accomplished
task.
 Facilitate student-to-student interactions and process learners
understanding.
Reflect and Understand
 Deepen learners’ understanding of PECs by guiding them in accomplishing

4
task 5 (Interview) on page 9-12.
 Facilitate appropriate learning activities to finish the task.
 Encourage learners to report their accomplishments to the class.
 Process learners’ understanding.
Transfer
 Assist learners in individually accomplishing task 6 (Preparation of a Plan of
Action) on page 12. Let them craft their own plan of action intelligently. Have
learners present this in class.
 Process their understanding.
 Guide learners in answering the essential questions presented in task 7 on
page 13.
 Have learners share their answers with the class, and then process their
understanding.
 Provide learners more concrete example and enrichment activities to further
deepen their understanding about PECs and its importance in day-to-day
living as future entrepreneurs or employees.
 Provide learners applicable activities whereby they can transfer to the
community what they have learned.
 Let learners use available resources in the community to accomplish the
task.
V – Feedback
Pre / Post Assessment
1. E 6. B
2. K 7. C
3. H 8. I
4. A 9. D
5. J 10. F
VI – References
1. Module 5, Project EASE, Effective and Affordable Secondary Education
2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A
3. http://www.thetimes100.co.uk/theory/theory--opportunities-constraints-

5
business-environment--165.php#ixzz1PVjUuaWu
4. http://www.thetimes100.co.uk/theory/theory--constraints--
421.php#ixzz1PVki8a36
5. http://www.thetimes100.co.uk/theory/theory--constraints-on-production--
303.php#ixzz1PVkyDy8k
6. http://www.thetimes100.co.uk/theory/theory--production-and-resource-
requirements--354.php#ixzz1PVlGG7zv
7. http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-marketing--
245.php#ixzz1PVlc88gR

6
(SPECIALIZATION)
GRADE 10 – MODULE 2
Environment and Market (EM)
Teachers Guide
Quarter I 4 hrs.
This is a specialization course which leads to Computer Hardware
Servicing National Certificate Level II (NC II). It covers two (2) core
competencies that a Grade 10 Technology and Livelihood Education (TLE)
student ought to possess, namely: 1) communicate effectively using the English
language and 2) deliver quality customer service.
The preliminaries of this specialization course include the following:
1) discussion on the relevance of the course, 2) explanation of key concepts
relative to the course, and 3) exploration on career opportunities.
Content Standard
The learner demonstrates understanding of environment and market in
Computer Hardware Servicing in one’s province.
The learner independently creates a business vicinity map reflective of
potential market in Computer Hardware Servicing in a province.
Learning Competencies
 Develop a quality and marketable product or service in Computer Hardware
Servicing
 Select a business idea based on the criteria and techniques set
 Develop a brand for the product
V. Introduction
People who aspire to start a business need to explore the economic,

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cultural, and social conditions prevailing in an area. Needs and wants of the
people in a certain area that are not met may be considered as business
opportunities. Identifying the needs of the community, its resources, available
raw materials, skills, and appropriate technology can help a new entrepreneur in
seizing a business opportunity.
To be successful in any kind of business venture, potential entrepreneurs
should always look closely at the environment and market. They should always
be watchful on the existing opportunities and constraints. The opportunities in
the business environment are those factors that provide possibilities for a
business to expand and make more profits. Constraints, on the other hand, are
those factors that limit the business to grow, hence reduce the chance of
generating profit. One of the best ways to evaluate the opportunities and
constraints is to conduct Strengths, Weakness, Opportunities and Threats
(SWOT) Analysis.
VI. Objectives
With your assistance and guidance in facilitating this module,
learners are expected to understand the underlying principles and concepts
of environment and market more particularly in:
- identifying what is of “value” to the customer,
- identifying the customer to sell to,
- explaining what makes a product unique and competitive,
- applying creativity and innovative techniques to develop marketable
product, and
- employing a unique selling proposition (USP) to the product and or
service.
VII. Presentation of Content
Introduction
 Using appropriate activities, lead learners in giving value to environment
and market and its implication to be successful in a business related to
Computer Hardware Servicing.
 Guide learners in understanding the importance of environment and
market; likewise, lead them in appreciating the value of SWOT Analysis.
 Provide relevant, appropriate, and meaningful examples of SWOT
Analysis pertaining to Computer Hardware Servicing.
 Help learners in presenting the importance of assessing their immediate

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environment and market pertaining to Computer Hardware Servicing.
 Using your processing and questioning skills, guide learners in coming up
with a generalization about the environment and market and its
relationship to a successful field of Computer Hardware Servicing.
Objectives
 Guide learners in identifying and understanding the objectives of this
module.
Pre-assessment
 Use the sample pre-assessment test available in the learner’s materials
or craft a comprehensive teacher-made test to assess learner’s prior
knowledge and skills in environment and market.
 Evaluate the result of the pre-assessment and prepare a plan of action to
strategically address the learning needs and requirements of the
learners.
Guide Questions
 Ask learners to perform task 2 and guide them in presenting their
answers to the class.
 Process learners’ responses and guide them in making appropriate
generalizations.
 Help learners in planning their own learning goals and target as reflected
on page 18.
 Provide enrichment activities and guide them in analyzing available
resources and technology in the community to be used in accomplishing
their learning goals and targets.
VIII. Know, Process, Reflect and Understand, and Transfer
Product development
Know
 Discuss product development, concept of developing a product,
finding value, innovation, unique selling proposition, and its
relationship to environment and market and business at large.
 Let learners participate in the discussion on the aforementioned
topics. Assist and/or guide learners in presenting their ideas and
relevant experiences.
 Design varied levels of learning activities for the learners to better

9
understand the topics related above.
 Guide learners in reflecting on the importance of product
development, concept of developing a product, finding value,
innovation, and unique selling proposition.
 Design an assessment to evaluate learners’ knowledge, skills, and
understanding of the previous topics.
 Use the result of the assessment in designing / developing learning
activities that will enrich learners’ understanding.
Process
 Guide learners in accomplishing task 3 on pages 24 to 25. Let them
conduct a research by interviewing a successful entrepreneur or
practitioner within the province.
 Have learners present their research to the class. Process their
understanding in relation to the objectives of this module.
 Inspire learners to deepen their understanding about the environment
and market by carefully watching the videos related to the prescribed
topics on task 4 on page 25.
 After watching the videos, let them prepare a comprehensive
narrative report on the topics they watched.
 Encourage learners to present their accomplishments to the class.
 Process learners’ understanding in relation to the objectives of this
module.
Transfer
 Guide learners in developing concepts for their own product or service
as reflected on task 5 on page 26.
 Assist learners in analyzing and utilizing available resources in
developing their concept of their own product or service.
 Evaluate learners’ output by referring to teacher-made rubrics which
is aligned to the performance standards.
 Let learners eloquently share and present their output with the class.
 Lead learners in reflecting on the importance of product
conceptualization.
Generating Ideas for Business
Know
 Let learners read and understand topics related to generating ideas

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for business, selecting a business idea, and branding.
 Let learners undergo varied levels of learning activities to better
appreciate the importance of generating ideas for business, selecting
a business idea, and branding.
 Process learners’ understanding relative to the objectives of this
module.
Process
 Lead learners in reflecting on their SWOT Analysis and its importance
in generating business ideas by engaging them in learning
opportunities for interaction with others outside the classroom and
with the use of technology.
 Instruct learners to enrich their knowledge on SWOT Analysis by
conducting researches.
 Provide an appropriate type of assessment to evaluate learners’
understanding of the SWOT Analysis. Use the result of the
assessment to craft more appropriate and productive learning
activities.
 Assist learners in performing task 6 (SWOT Analysis).
 Evaluate / Assess learners’ output and check it against the objectives
of this module.
 Let learners work on an independent learning activity or cooperative
learning (ICL) in accomplishing task 7 (Extra Readings and Video
Viewing) on page 33.
 Assist learners in presenting their output. Assess the evidence of
learning and provide useful input to improve their output.
Transfer
 Have learners prepare task 8 (Designing a Logo). Assist learners in
accomplishing this task by letting them adhere to their real life
experience.
 Assess learners’ output using teacher-made rubrics following the
standards and objectives of this module.
 Have learners prepare task 9 (Making My Own Vicinity Map). Guide
learners in creating their own vicinity map reflective of potential
market in computer technician in your province. Ask them to present
their output and process their understanding by asking relevant and
essential questions.

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V – Feedback
Pre / Post Assessment
6. D 6. D
7. C 7. B
8. A 8. C
9. B 9. D
10.A 10. D
VI – References
8. Module 5, Project EASE, Effective and Affordable Secondary Education
9. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A
10.http://www.thetimes100.co.uk/theory/theory--opportunities-constraints-
business-environment--165.php#ixzz1PVjUuaWu
11.http://www.thetimes100.co.uk/theory/theory--constraints--
421.php#ixzz1PVki8a36
12.http://www.thetimes100.co.uk/theory/theory--constraints-on-production--
303.php#ixzz1PVkyDy8k
13.http://www.thetimes100.co.uk/theory/theory--production-and-resource-
requirements--354.php#ixzz1PVlGG7zv
14.http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-
marketing--245.php#ixzz1PVlc88gR

12
(SPECIALIZATION)
Module 3
Configuring computer systems and network
Quarter 1-2 60 hrs
Information and Communication Technology (ICT) is one of the four (4)
components of Technology and Livelihood Education (TLE). One of the
courses offered is Computer Hardware Servicing (CHS). This course covers
Process and Delivery (PD) which consists of the core competencies that a
Grade 10 student ought to possess namely: plan and prepare for
configuration, configure computer systems and networks and inspect and test
configured computer system and network.
Content Standard
The learner demonstrates understanding of the basic concepts and
underlying theories in configuring and maintaining computer systems and
networks.
The learner independently demonstrates competencies in configuring and
maintaining computer systems and networks as prescribed in the TESDA
Training Regulations.
I - Introduction
The primary purpose of CHS is to provide the learners with the
knowledge and skills that will help them become computer hardware
technicians. In this year level, learners / trainee should be competent,
knowledgeable and skillful in: (1) planning and preparing for configuration; (2)
configuring computer systems and network; and (3) inspecting and testing the
configured computer systems and network.
.
This curriculum document shall assist and guide the teachers/instructor
to effectively teach the content of the Grade 10 Learning module, assess
learner’s knowledge and skills, process learners understanding, and evaluate
the learner’s evidences of learning.

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II - Learning Competencies
The competencies expressed as learning outcomes in this teaching
guide are the exact competencies that will be used to assess the learners /
trainees for them to secure COC or NC in Computer Hardware Servicing.
This teaching guide would allow teachers / instructors to strategically
teach the competencies spread out in the module; guide the learners in
performing the activities; process learner’s understanding; and assist the
learners in applying what they have learned to an entirely new context.
Utilizing effective teaching methodology and strategies suitable to the
learning needs and requirements of the learners, the following are the
competencies that should be mastered by learners / trainees after finishing
this module.
Lesson 1. Plan and prepare for configuration
 Follow OHS in planning and preparing for configuration of computer
systems and networks
 Prepare computer systems, tools, devices, equipment and materials
 Check computer systems and networks configuration against specified
requirements
 Identify the procedures in using the tools and equipment
Lesson 2. Configure computer systems and networks
 Follow OHS procedures in configuring computer systems and
networks
 Inspect networking devices, media and connectors
 Create cross-over and straight-through cables
 Assign IP address to clients and servers
 Configure the assigned IP address to clients and servers
 Enable network security to the computer systems
 Configure file and printer sharing
Lesson 3. Inspect and test configured computer systems and networks
 Follow OHS procedures in testing systems and networks
 Test computer systems and networks in accordance with the job
requirements
 Accomplish technical reports on the tests conducted

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III – Pre / Post Assessment
 Prepare a comprehensive pre / post assessment tool to evaluate
learner’s knowledge and skills.
 Guide learners in assessing their knowledge and skill using:
A. Paper and pencil test on pages 38- 41 of Learning Module
General Directions: Read the items very carefully. Write your answer on a
clean sheet of paper.
A. Paper and Pencil Test
General Directions: Read the items very carefully. Write your answer on a
clean sheet of paper.
Test I. True or False
Directions: Write TRUE if the proceeding statement is correct and FALSE if
otherwise.
_______1. A safe workplace is clean, organized and well- lit.
_______2. One must unplug the power from the source before opening a
case and performing services.
_______3. It is a best practice that a fire extinguisher and first aid kit be
available in the workplace.
_______4. You are allowed to open the power supply or a monitor.
_______5. You can bring food and drinks inside the laboratory.
_______6.The key to a well-tuned computer system is the proper
configuration.
_______7. Boot log stores all information from the boot process.
_______8. Registry is a collection of database of configuration of database of
configuration in Windows Operating System.
_______9. The shortcut of Microsoft Configuration is Ipconfig.
_______10. Configuration is the way a system is set up.
Test II. Multiple Choice
Direction: Write the letter of the correct answer.
1. What boot configuration utility allows setting the programs that will run
at startup?
a. Ipconfig c. msconfig
b. regedit d. dxdiag

15
2. What application allows you to edit the registry?
3. Which of the following enables you to test sound and graphics output?
4. Which of the following is an applet that controls the look of windows?
a. Appearance and themes c. Performance and Maintenance
b. Network and Internet d. Sounds, speech and audio
5. Which of the following applets does not belong to Performance and
maintenance category?
a. Administrative tool c. Power Options
b. Automatic Updates d. System
6. Which of the following is a wizard used to configure MS Windows for
vision, hearing and mobility needs?
a. Accessibility Option c. Sounds, speech and audio
b. Security Center d. User Accounts
7. A tab in direct X Diagnostic tool that displays your current audio
settings.
a. Input c. Sound
b. Music d. System
8. Which of the following networking cable category is the most
commonly used?
a. Cat3 c. Cat 5 and 5e
b. Cat 5 d. Cat 6
9. What copper-cored cable is surrounded by a heavy shielding?
a. coaxial cable c. optical fiber
b. fiber optics d. twisted pair
10.What Ethernet cable is used to connect two devices directly?
a. crossover c. both A and B
b. straight through d. none of the options
11.Which of the following is a number used to identify a device on a
network?

16
a. Default gateway c. IP address
b. DNS Server d. subnet mask
12.In which of the following IP address classes does 192.168.1.105
belong?
a. Class A c. Class C e. Class E
b. Class B d. Class D
13.What command is used to test the ability of the source computer to
reach a specified destination computer?
a. Ipconfig c. Ping
b. Msconfig d. Regedit
14.What do you call an approach to computer networking where all
computers show equivalent responsibility for processing data?
a. Client server c. Peer to client
b. Peer to peer d. None of the options
15.Which of the following is an example of a Class A subnet mask?
a. 255.0.0.0 c. 255.255.255.0
b. 255.255.0.0 d. 255.255.255.255
Test III. Matching Type
Directions: Match the definition in Column A with the networking terminologies
in Column B.
A B
1. Copper cabling used for
telephone communication
2. Standard Ethernet cable
3. Cable that has a very thin
core
4. Cable that has a thicker core
5. Tool used for crimping RJ45
6. Connector for Cat 5e cable
7. Set of rules
8. Indicates the network portion
of an IP address
9. Command used find out the
IP address
10.Glass or plastic conductor
a. Crimping tool
b. Cross- over
c. Fiber- optic
d. Ipconfig
e. Multi- mode
f. Ping
g. Protocol
h. RJ45
i. Single- mode
j. Straight through
k. Subnet mask
l. Twisted pair

17
Test IV. ACRONYMS
Direction: Give the complete meaning of the following acronyms.
1. UTP
2. STP
3. IP
4. TCP /IP
5. HTTP
6. FTP
7. SSH
8. IMAP
9. SMTP
10.DHCP
11.DNS
12.TTL
13.LAN
14.VPN
15.NIC
B. Skills test pages 41- 42 of Learning Module
Configuration Skills
Directions: Below is a matrix containing the most important skills that one
must have to configure computer systems and networks successfully. Check
(∕) the appropriate column which describes the level of your confidence in
performing the given tasks.
Configuration Skills I can do it
confidently
3
I can do it
but with
assistance
2
I am not
confident
1
1. I can use the different
tools for configuration
2. I can inspect networking
devices and connectors
3. I can create a cross-
over and straight
through Ethernet cable
4. I can test the
functionality of an
Ethernet cable

18
5. I can assign and
configure IP address
6. I can execute the
ipconfig command
properly
7. I can manage to create
a peer to peer
networking
8. I can configure Network
Interface Card using
DHCP
9. I can enable firewall
10. I can configure file
and printer sharing
TOTAL
GRAND TOTAL
Add all the scores to get the grand total and then divide it by the total
number of items. Refer to the verbal interpretation on the next page to
determine your initial configuration ability.
Numerical and Verbal interpretation
Numerical Value Verbal Interpretation
2.51 – 3.00 Confident
1.76- 2.50 Confident but needs assistance
1.00 – 1.75 Not yet Confident
C. Other appropriate tools
 Check their answers using the answer key on the Feedback portion of
this guide.
IV – Know, Process, Reflect and Understand, and Transfer
LESSON 1. PLAN AND PREPARE FOR CONFIGURATION
What to KNOW
1.1- Safety Procedures
 Guide the learners in understanding safety procedures and general
safety guidelines
 Let learners understand the fire safety guidelines.

19
1.2- Prepare Tools Used for Configuration
 Guide learners in preparing tools used for configuration.
 Let learners be acquainted and familiarize the different tools used for
configuration.
1.3- Procedures in Using Computer System Configuration Tools
 Guide learners in familiarizing the procedures in using computer
system configuration tools.
What to PROCESS
 Guide learners in performing a peer to peer activity on page 45.
 Instruct the students to get a partner in order to perform the said
activity.
 Explain the general directions and show example evidences and
picture for a certain circumstances of the activity.
Task: Peer to Peer activity
General Directions: Get a partner to perform the next activity, because this
involves a two- person activity. Identify whether the succeeding statements
are true or false. You and your partner should gather evidences that make it
true and false. Show the effects of not following the safety precautions
through a picture presentation.
Example:
Turn off the power and unplug equipment before opening the case and
performing service.
Answer Picture Presentation
True
Evidence Effect
TRUE OR
FALSE
EVIDENCE PICTURE
1. A safe workplace is
clean, organized
and well lit.
2. Before opening the
case and

20
performing
services, one must
unplug the power
from the source.
3. It is a best practice
that a fire
extinguisher and
first aid kit must be
available in the
workplace.
4. You are allowed to
open the power
supply or a monitor.
5. You can eat inside
the laboratory.
 Let learners classify the different tools used for configuration by
answering the MS Configuration Command Classification activity on
page 56.
 Instruct the learners to complete the diagram of applet grouping on
page 57.
I. MS Configuration Command Classification
Directions: There are five functional tabs in MS Configuration utility, namely
General, Boot, Services, Startup and Tools. Classify the following items
according to the tabs they belong. Write your answer in a clean paper.
1. Event Viewer
2. Safe Boot
3. List of services that start when computer boots
4. Make all boot settings permanent
5. Normal startup
6. No GUI Boot
7. OS Boot information
8. Hide All Microsoft Services
9. Convenient List of Diagnostic Tools
10.Base Video

21
II. Applet Grouping
Directions: Complete the diagram of various Control Panel Applets with the
components included in their category.
 The teacher may develop tasks relevant to the procedures in using
computer system configuration tools to process the learners
understanding on the subject matter.
What to REFLECT and UNDERSTAND
 Guide learners in deepening their understanding by conducting a
research and investigation.
 The teacher must supply the guide questions for the interview
Research and Investigate
Directions: Form a group of five members and research on the different
safety precautions used in computer laboratory. Interview/Observe a
practitioner while lending a quality service in computer hardware servicing.
Use a video camera to record the event stressing the safety guidelines and
procedures in the laboratory. You will be rated according to the following
rubrics:

22
Video Documentation of Computer Laboratory Safety Precautions
Criteria Poor (70-75) Good (76-85)
Excellent (86-
100)
Content/Informatio
n (50%)
 Technically sound
information
 Coherence of
information
The provided
information was
not necessary
or not sufficient
to the computer
laboratory
safety
precautions.
The provided
information
was, for the
most part,
necessary and
sufficient to the
computer
laboratory
safety
precautions.
The provided
information was
necessary and
sufficient to the
computer
laboratory
safety
precautions.
Quality of Video
(30%)
 Clarity and
cohesiveness of
the video
 Organization and
coherence of
ideas
It lacks clarity
and/or does not
present ideas in
a coherent way.
Most part is
well organized,
clear and
presents ideas
in a coherent
way.
The video was
well organized,
clear and
presents ideas
in a coherent
way.
Interview on
practitioner (20%)
 Congruency of
questions to the
topic
 Clarity of
questions
Questions were
not congruent
with the topic
and were not
delivered
clearly.
Most of the
questions were
congruent with
the topic and
delivered
clearly.
All of the
questions were
congruent with
the topic and
delivered
clearly.
 The teacher may provide other relevant activity / activities that are
suited to the subject matter.
 Let learners conduct a research and exploration to identify the other
tools used for computer system and network configuration.
 The teacher must provide a format and specifications for the research
that will be used by the learners as their guidelines.
 Rate their performance based on the rubrics for term or research
paper.

23
Task: Research and Explore
Directions: Conduct a research that identifies other available tools used for
computer system and network configuration. Use some other resources like
the World Wide Web and interview a practitioner preferably an IT specialist or
a computer technician to find out the different tools they use for configuration.
Your research will be rated according to the following rubrics:
Rubrics for Term or Research Paper
Qualities &
Criteria
Poor (0-74)
Good (75-
79)
Very Good
(80-89)
Excellent
(90-100)
Format/Layout
(15%)
 Presentation of
the text
 Structuring of
text
 Requirements
of length, font
and style
followed
Followed
poorly the
requiremen
ts related to
format and
layout.
Some
format and
layout
related
requiremen
ts were
met.
Most format
and layout
related
requiremen
ts were
met.
All the
requiremen
ts related to
format and
layout were
strictly
followed.
Content/Informat
ion (50%)
 All elements of
the topics are
addressed
 The information
is technically
sound
 Information
based on
careful
research
 Coherence of
information
The
research
was not
objective
and poorly
addresses
the issues
referred in
the
proposed
topic.
The
provided
information
was not
necessary
or not
sufficient to
The
research
was
objective
and for
some part
addresses
an in depth
analysis
The
provided
information
was, for
some part,
necessary
and
sufficient to
discuss
The
research
was
objective
and for the
most part
addresses
an in depth
analysis of
most issues
referred in
the
proposed
topic.
The
provided
information
was, for the
The
research
was
objective
and
addresses
with an in
depth
analysis all
the issues
referred in
the
proposed
topic.
The
provided
information
was

24
discuss
these
issues.
these
issues.
most part,
necessary
and
sufficient to
discuss
these
issues.
necessary
and
sufficient to
discuss
these
issues.
Quality of
Writing (25%)
 Clarity and
cohesiveness
of sentences
and paragraphs
 No errors in
spelling,
grammar and
use of English
 Organization
and coherence
of ideas
The essay
was not
well written,
and
contains
many
spelling
errors,
and/or
grammar
errors
and/or use
of English
errors.
It lacks
clarity
and/or does
not present
ideas in a
coherent
way.
The essay
was well
written for
some part,
without
spelling,
grammar or
use of
English
errors.
The essay
is for some
part well
organized,
clear and
presents
ideas in a
coherent
way.
The essay
was well
written for
the most
part,
without
spelling,
grammar or
use of
English
errors.
The essay
is for the
most part
well
organized,
clear and
presents
ideas in a
coherent
way.
The essay
was well
written from
start to
finish,
without
spelling,
grammar or
use of
English
errors.
The essay
was well
organized,
clear and
presents
ideas in a
coherent
way.
References
(10%)
 Soundness of
references
References
were not
appropriatel
y used and
cited.
Some of
the
references
were
appropriatel
y used and
cited.
Most of the
references
were
appropriatel
y used and
cited.
All of the
references
were
appropriatel
y used and
cited.

25
 The teacher shall craft different tasks to enrich learners understanding
on the procedures of using different computer system configuration
tools.
 The teacher may assign learners to apply the result of their research
about different computer system configuration tools through a
demonstration.
What to TRANSFER
 Let learners showcase their understanding on safety procedures
through a role playing using the collected and collaborated information
gathered from the research and investigation activity.
 Rate the learner’s performance using the rubric for role playing
provided on page 47 of Learner’s Material.
Task: Application of Safety Procedures while accomplishing a task
Directions: After the interview and observation with a practitioner, your group
will showcase what you have learned through a role playing. You will be rated
base on the Rubrics written below:
Rubrics for Role Playing
Criteria Excellent
4
Good
3
Fair
2
Weak
1
Content (40%)
-Conveys full
understanding of
the content
Enthusiasm (10%)
-Facial expression
and body language
generates strong
enthusiasm
Interest and
Purpose (10%)
-Displays
interesting purpose
Speak Clearly
(10%)
-Group members
speaks clearly at all

26
times
Volume (10%)
-Loud volume
Preparedness
(10%)
-Group is prepared
with props and
costumes
Cooperation (10%)
-displays teamwork
 Have learners perform an oral presentation of their collected
information gathered from the research and exploration activity. Rate
their performance through the rubric for oral presentation.
Task : Oral Presentation
Directions: After the thorough research and exploration, you have to present
your work individually in an oral manner in front of the class. Your
performance will be rated base on the rubric provided in this section.
Rubric for Oral Presentation
CRITERIA B
(70- 74)
D
(75-79)
AP
(80-
84)
P
(85-89)
A
(90-
100)
1. Gave an interesting
introduction
2. Presented clear
explanation of topic
3. Presented information
in logical manner
4. Used complete
sentence
5. Offered a concluding
summary
6. Spoke clearly,
correctly, distinctly, and
confidently

27
7. Maintained eye
contact
8. Maintained acceptable
posture.
9. Utilized audio-visual
aids
10. Handled questions
and comments
confidently
Total
Grand Total
 Let learners perform the windows registry backup and recovery activity
on page 65 of Learner’s Material.
 Rate learner’s performance using the rubrics for Registry Backup and
Recovery.
Task: Windows Registry Backup and Recovery
Rubrics for Registry Backup and Recovery
CRITERIA Excellent
4
Good
3
Fair
2
Poor
1
Safety Procedures
(15%)
-Applied / manifested
safety precautions
while working
Adherence to the
Procedures (30%)
-Followed the
procedures
systematically
Workmanship (15%)
-Had organized
materials and tools
while accomplishing the
task and has time
management
Quality of work (40%)
-the windows registry
was fully backed up

28
LESSON2. CONFIGURE COMPUTER SYSTEM AND NETWORK
What to KNOW
 Introduce the concept of system configuration to the learners by citing
circumstances related to configuration.
2.1- Safety Precautions Related to Networks
 The teacher may append topics on safety precautions in system and
network configuration.
 Guide the learners in recognizing the safety precautions related to
networks.
2.2- Networking Devices, Media and Connector
 Review the different networking devices, media and connector.
 Discuss and show visuals of the common types of network cable.
 Assist learners in familiarizing the different Ethernet cable.
 Discuss and demonstrate the procedures in fabricating Ethernet
cables.
2.3- Internet Protocols
 Introduce Internet Protocols and discuss the commonly used internet
protocols.
 Discuss IP address and its five classes.
 Let learners be familiar with subnet mask by discussing the theory and
types of it.
 Discuss the concept IP config command and demonstrate procedures
in using it.
 Discuss and demonstrate the procedures in assigning a static IP
address of a computer.
 The teacher may use differentiated strategies to discuss and
demonstrate the procedures in assigning a dynamic IP address of a
computer.
 Introduce the ping command and demonstrate the procedure in using
the ping command.
2.4- Peer-to-Peer and Client/server Network
 Let learners discover the difference between peer to peer and client /
server network.
 Demonstrate the essential procedures in setting up a peer to peer
network in Windows XP or Windows 7 computer system.
 The procedure in setting up a client / server network is not included in
the learning module. The teacher must provide supplementary
resources to obtain the procedures and have them demonstrated in the
class.

29
2.5- Network Security
 Facilitate brain storming activity on the class. The learners must be
engaged in discovering the importance of security in computer system
and network and the different security attacks.
 Discuss and demonstrate the different security procedures.
2.6- File and Printer Sharing
 Discuss the concept of file and printer sharing, cite example scenario
where it has been used.
 Hook learner’s interest by demonstrating the procedures in sharing
resources and accessing shared resources as well as the procedures
in printer sharing.
What to PROCESS
 The teacher is suggested to craft appropriate activities to process
learners understanding relevant to safety precautions in system and
network configuration.
 Let learners answer the criss- cross puzzle on page 86.
Task: Criss- Cross Puzzle
Direction: Complete the criss- cross puzzle and familiarize the cables being
described.
CABLES

30
Across
1. each pair of wires is wrapped in metallic foil
3. one or more optical fibers enclosed in a sheath or jacket
5. used to connect two devices directly
6. cable that has two or four pairs of wires
7. the standard cable used for almost all purposes
Down
1. cable that has a very thin core
2. cable that has a thicker core
4. used for telephone communications and Ethernet networks
5. copper-cored cable
 Instruct learners to accomplish the worksheet for the task entitled
“Protocols”.
Task: Protocols
Direction: In this worksheet, you will write the name of the protocol and the
default port(s) for each protocol definition in the table.
Be prepared to discuss your answers.
Protocol Definition Protocol Default
Port(s)
Provides connections to computers over a
TCP/IP network
Sends e-mail over a TCP/IP network
Translates URLs to IP address
Transports Web pages over a TCP/IP network
Automates assignment of IP address on a
network
Securely transports Web pages over a TCP/IP
network
Transports files over a TCP/IP network
 The teacher shall provide several IP address for the task entitled
“Identifying IP address classes”. It must be written in the board or any
visuals available. Give the directions and instruct the learners to
accomplish the worksheet for the said activity.

31
II. Identifying IP Address Classes
Direction: In this worksheet, your teacher will write several IP addresses with
their appropriate subnet masks on the board. You will copy the IP address
and Subnet Mask. You will write which IP Address Class is appropriate in the
IP Address Class column in the chart below. An example has been provided
for you.
Be prepared to discuss the IP Address Class you select.
IP Address Subnet Mask IP Address Class
10.0.0.0 255.0.0.0 A
 Ask learners to compare peer-to-peer and client / server network. Let
them accomplish the table for task “comparison” on page 125.
Task: Comparison
Direction: Using the table below, cite the features of peer-to-peer and client
/server network that describes their difference.
Peer-to-peer Network Client/Server Network
1.
2.
3.
4.
5.

32
 Ask learners to take the short quiz on pages 138-139 of their Learning
Module.
Short Quiz
Test I. Modified true or false
Directions: Write SECURITY if the underlined word on the subsequent
statement makes it true and VIRUS if it is makes the statement a false one
then write the correct term / word to correct it. (2 points each)
1. Computer and network security help keep data and equipment safe.
2. A technician’s secondary responsibilities include data and network
security.
3. Threats to security can come from inside and outside the organization.
4. Computer viruses are created and sent by attackers who have malicious
intent.
5. A virus is transferred to another computer through e-mail, file transfer and
instant messaging.
Test II. Matching Type
Direction: Match column A with column B in order to identify the term / word
being described.
A B
1. when an employee intends to
cause damage
2. when user damages data or
equipment unintentionally
3. attached to small pieces of
computer code, software and
documents
4. a self-replicating program that is
harmful to network
5. it is technically a worm
6. software designed to detect,
disable and remove viruses
7. it involves using codes and
ciphers
8. a way of protecting a computer
from intrusion through the ports
9. an encryption system that
protects data
10. data being transported on a
network
a. Accidental threats
b. Antivirus software
c. Data encryption
d. Firewall
e. Malicious threats
f. Traffic
g. Trojan horse
h. Virus
i. VPN
j. WPA
k. WEP
l. Worm

33
Test III. Acrostic
Direction: Give the meaning of the acronyms given below:
1. VPN- ________________________________________
2. SSID- ________________________________________
3. WEP- ___________________________________________
4. WPA- ___________________________________________
5. WTLS- __________________________________________
 Let learners express their deep comprehension through an essay
writing task on page 147.
Task: Essay Writing
Direction: Express your deep comprehension about the subject matter by
constructing a minimum of five sentence response per item.
1. Cite the importance of file sharing and give an example scenario where its
worth was proven.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
1. Cite the advantages and disadvantages of printer sharing.
Advantages Disadvantages
Example Situation Example Situation

34
 Teacher may provide variation of activities for this lesson to process
learners understanding on the subject matter
 Guide learners in deepening their understanding by watching the video
presentations using the URL’s provided on page 87.
 After the video presentations, instruct learners to answer the guide
questions on page 88 in order to process their understanding on the
subject matter.
 The teacher shall provide additional / contingency activities if in case
the learners encountered technical problems in opening the URL in this
section.
Task: Video Presentation
To watch the video presentations just type in the following URL:
1) http://www.professormesser.com/n10-005/copper-connectors/
2)http://www.professormesser.com/n10-005/copper-connectors/
3.http://www.professormesser.com/n10-005/utp-stp-and-coaxial-cabling/

35
Here are the guide questions:
1. What are the different type of fiber connectors and cite their advantages
and disadvantages?
2. List down the different types of connectors.
3. What are the characteristics of UTP, STP and coaxial cable?
 Enrich learners understanding by instructing them to watch online
video presentations about IP address and subnetting. Let them copy
the essential URL for the said presentations and direct them to answer
the activity entitled “reflection on the video presentation”.
Task: Video Presentations
General Directions: To deepen your understanding with regard to the
Internet Protocols, IP Address and subneting, utilize the Internet and
the website www.professormesser.com, watch and learn from the
video presentations. Use the URLs below:
1. http://www.professormesser.com/n10-005/binary-math-2/
2. http://www.professormesser.com/n10-005/ip-classes/

36
3. http://www.professormesser.com/n10-005/networkingprotocols/
4. http://www.professormesser.com/n10-005/subnetting/
Reflection on the video presentations
Direction: Answer the essential questions below according to the video
presentations you had watched. Write your answer in a clean sheet of paper.
1. What are the procedures involved in calculating IP address and the
procedures in converting IP address to binary and vise versa?
2. What are the different IP Classes? Discuss each briefly and give
examples for each.
3. What are the distinguished Internet Protocols? Describe each.
4. What are the necessary procedures in calculating subnet mask or
simply subneting? Show an example solution for the calculation.
 Increase learner’s comprehension on the advantages and
disadvantages of peer-to-peer network by using different resources.
Let them present their study in front of the class and rate them
according to the rubrics for research study.

37
Task: Peer-to-peer study
Directions: Have a partner. Using different references available such as
articles, books, internet and publications, investigate and search for the
advantages and disadvantages of peer-to-peer network. You will present your
readings in front of the class and you will be rated according to the rubrics for
research and rubrics for oral presentation.
Rubrics for Research Study
Qualities &
Criteria
Poor (0-74)
Good (75-
79)
Very Good
(80-89)
Excellent
(90-100)
Format/Layout
(15%)
 Presentation of
the text
 Structuring of
text
 Requirements
of length, font
and style
followed
Followed
poorly the
requiremen
ts related to
format and
layout.
Some
format and
layout
related
requiremen
ts were
met.
Most format
and layout
related
requiremen
ts were
met.
All the
requiremen
ts related to
format and
layout were
strictly
followed.
Content/Informat
ion (50%)
 All elements of
the topics are
addressed
 The information
is technically
sound
 Information
based on
careful
research
 Coherence of
information
The
research
was not
objective
and poorly
addresses
the issues
referred in
the
proposed
topic.
The
provided
information
was not
necessary
or not
sufficient to
The
research
was
objective
and for
some part
addresses
an in depth
analysis
The
provided
information
was, for
some part,
necessary
and
sufficient to
discuss
The
research
was
objective
and for the
most part
addresses
an in-depth
analysis of
most issues
referred in
the
proposed
topic.
The
provided
information
was, for the
The
research
was
objective
and
addresses
with an in-
depth
analysis all
the issues
referred in
the
proposed
topic.
The
provided
information
was

38
discuss
these
issues.
these
issues.
most part,
necessary
and
sufficient to
discuss
these
issues.
necessary
and
sufficient to
discuss
these
issues.
Quality of
Writing (25%)
 Clarity and
cohesiveness
of sentences
and paragraphs
 No errors in
spelling,
grammar and
use of English
 Organization
and coherence
of ideas
The essay
was not
well written,
and
contains
many
spelling
errors,
and/or
grammar
errors
and/or use
of English
errors.
It lacks
clarity
and/or does
not present
ideas in a
coherent
way.
The essay
was well
written for
some part,
without
spelling,
grammar or
use of
English
errors.
The essay
is for some
part well
organized,
clear and
presents
ideas in a
coherent
way.
The essay
was well
written for
the most
part,
without
spelling,
grammar or
use of
English
errors.
The essay
is for the
most part
well
organized,
clear and
presents
ideas in a
coherent
way.
The essay
was well
written from
start to
finish,
without
spelling,
grammar or
use of
English
errors.
The essay
was well
organized,
clear and
presents
ideas in a
coherent
way.
References
(10%)
 Soundness of
references
References
were not
appropriatel
y used and
cited.
Some of
the
references
were
appropriatel
y used and
cited.
Most of the
references
were
appropriatel
y used and
cited.
All of the
references
were
appropriatel
y used and
cited.

39
Oral Presentation Rubric
Rubrics for Oral Presentation
CRITERIA B
(70- 74)
D
(75-79)
AP
(80-
84)
P
(85-89)
A
(90-
100)
1. Gave an interesting
introduction
2. Presented clear
explanation of topic
3. Presented information
in logical manner
4. Used complete
sentence
5. Offered a concluding
summary
6. Spoke clearly,
correctly, distinctly, and
confidently
7. Maintained eye
contact
8. Maintained acceptable
posture.
9. Utilized audio-visual
aids
10. Handled questions
and comments
confidently
Total
Grand Total
 Ask learners to accomplish research firewalls task on page 139 and
instruct them to use supplementary references such as internet,
newspaper etc., to gather information.

40
Task: Research Firewalls
Direction: In this activity, you will use the Internet, a newspaper, or a local
store to gather information about hardware and software firewalls.
Company/Hardware
Name
Website
URL
Cost Subscription Length
(Month/Year/Lifetime)
Hardware
Features
1. Using the Internet, research two different hardware firewalls. Based on
your research, complete the table below.
2. Which hardware firewall would you purchase? List reasons for your
selection.
3. Using the Internet, research two different software firewalls. Based on
your research, complete the table below.
Company/Software
Name
Website
URL
Cost Subscription Length
(Month/Year/Lifetime)
Software
Features
4. Which software firewall would you purchase? List reasons for your
selection.
 Instruct learners to do the “Read and Examine” task on page 148. Ask
them to use supplementary references and inform them to prepare for
an oral presentation.
 Prepare a rubric for the oral presentation.
Task: Read and examine
Direction: Examine these topics carefully to deepen your understanding
about sharing a printer, read books /other references. Prepare for an oral
presentation.
1. What is a print server?
2. What are the functions of a print server?
3. What are the different types of print servers? Describe each.

41
What to TRANSFER
 Guide the learners in creating their own Ethernet cable by stating the
general directions, materials and tools needed and by discussing the
procedures for the said activity.
 Inform the learners about the rubrics to be used in order to rate their
performance (rubrics is on page 90).
Task: Create your own Ethernet Cable
Directions: Prepare the following tools and materials in fabricating your own
cross over and straightthrough cables.
Materials:
1) 6 meters Ethernet Cable Category 5e or Cat5e- standard wire for
cabling;
2) RJ45 crimpable connectors for Cat5e;
Tools:
3) RJ45 Crimping tool;
4) Wire cutter, stripper or pliers; and
5) Ethernet cable Tester / LAN Tester
Take Note: Be careful when using the tools.
You just need to follow the procedures cited in this module and apply
the safety precautions to avoid injury or any unwanted incident. You will be
given 30 minutes to complete the task. You will be rated according to the
performance rubric.
Procedures:
1. Cut into the plastic sheath 1 inch from the end of the cut cable. The
crimping tool has a razor blade that will do the trick with practice.
2. Unwind and pair the similar colors.
3. Pinch the wires between your fingers and straighten them out as
shown. The color order is important to get correct.
4. Use scissors to make a straight cut across the wires 1/2 Inch from the
cut sleeve to the end of the wires.
5. Push the wires into the connector. Note the position of the blue plastic
shielding. Also note how the wires go all the way to the end.

42
6. A view from the top. All the wires are all the way in. There are no short
wires.
7. Crimping The Cable – carefully place the connector into the Ethernet
Crimper and cinch down on the handles tightly. The copper splicing
tabs on the connector will pierce into each of the eight wires. There is
also a locking tab that holds the blue plastic sleeve in place for a tight
compression fit. When you remove the cable from the crimper, that end
is ready to use.
8. For a standard "Straight Through" cable, repeat all steps and wire color
order on the other end of cable. For a cross-over cable, the other end
will have a different color order as shown by the crossover picture
above.
9. Make sure to test the cables before installing them. An inexpensive
Ethernet cable tester does this quite well.
Performance Rubrics for
Creating a Cross- Over and Straight Through Ethernet Cables
CRITERIA Excellent
4
Good
3
Fair
2
Poor
1
Safety Procedures
(15%)
safety precautions
while working
Adherence to the
Procedures (30%)
-Followed the
procedures
systematically
Workmanship (15%)
-Organized materials
and tools while
accomplishing the task
and has time
management

43
Quality of Product
(40%)
-produced a fully
functional Ethernet
Cable
 The teacher may group the learners with two or three members for the
activity entitled “Configure an Ethernet NIC using DHCP”. Give the
details of the activity such as materials, equipment, tools and
procedures to be used. Inform the learners that along with the ongoing
activity, they need to answer the given questions next to the
procedures in a clean sheet of paper. Check and rate their
performance using the “configuration rubrics” on page 106.
Task: Configure an Ethernet NIC to use DHCP
Direction: You will configure an Ethernet NIC to use DHCP to obtain an IP
address. You need to follow the procedures given below and apply safety
precautions in accomplishing this task. While doing the activity you have to
answer questions written after every procedure. Write your answer in a clean
sheet of paper. Your performance will be rated based on the performance
rubrics.
Configuration Rubrics
Criteria Poor
(0-80)
Good
(80-90)
Excellent
(90-100)
Proper Configuration (30 %)
(the configured hardware was
properly configured according
to job specification)
Adherence to the
Procedures (30%)
(The specified job was done
by following the procedures.
Safety measures were
observed during the activity)
Quality of Work (30%)
(The device was configured
properly)

44
Comprehension (10%)
(Interview / Guide questions
were answered correctly
according to the job
requirements)
Recommended Equipment
 Linksys 300N router
 A Computer running Window XP Professional
 Ethernet patch cable
Procedures:
Step 1
 Plug one end of the Ethernet patch cable into “Port 1” on the back of
the router.
 Plug the other end of the Ethernet patch cable into the network port on
the NIC in your computer.
 Plug in the power cable of the router if it is not already plugged in.
 Turn on your computer and log on to Windows as an administrator.
 Click start
 Right-click My Network Places, and then choose Properties.
 The “Network Connections” window appears.
Step 2
 Right-click Local Area Connection, and then choose Properties.
 The “Local Area Connection Properties” window appears.

45
Activity Questions:
1. What is the name and model number of the NIC in the “Connect
using:” field?(Answers may vary)
2. What are the items listed in the “This connection uses the
following items:” field? (Answers may vary but must include
Internet Protocol (TCP/IP)
Step 3
 Choose Internet Protocol (TCP/IP).
 Click Properties.
 The “Internet Protocol (TCP/IP) Properties” window appears.
Activity Question:
3. What is the IP address, Subnet mask, and Default gateway
listed in the fields of the “Use the following IP address:” area?
Answers may vary. If the computer is configured to obtain an IP

46
address automatically, there will be no information in the fields.
 Click the Obtain an IP address automatically radio button.
 Click OK. The “Internet Protocol (TCP/IP) Properties” window closes.
 Click OK.
 Restart your computer.
Step 4
 Log on to Windows as an administrator.
 Check the lights on the back of the NIC. These lights will blink when
there is network activity.
 Choose Start > Run....
 Type cmd and click OK.

47
 Type ipconfig/all, and then press the Enter key.
Activity Questions:
1. What is the IP address and subnet mask of the “Ethernet Adapter
Local Area Network Connection”? Answers may vary.
2. What is the IP address of the DHCP server? Answers may vary.
3. On what date was the Lease Obtained? Answers may vary.
4. On what date does the Lease Expire? Answers may vary.
Task 2
Configure Wireless Router
Directions: Configure and test the wireless settings on the
LinksysWRT300N.
 A computer with Windows XP Professional
 A Wireless NIC installed
 An Ethernet NIC installed
 Linksys WRT300N Wireless Router
 Ethernet patch cable
Step 1
 Connect the computer to one of the Ethernet ports on the wireless router
with an Ethernet patch cable.
 Plug in the power of the wireless router. Boot the computer and log in as
an administrator.
Step 2
 Choose start > Run…, and type “cmd”. Press the Return key.
 Type ipconfig.
 What is the default gateway for the computer?

48
Step 3
 Open Internet Explorer. Type “192.168.1.1” in the “Address” field, and
then press Return.
 The “Connect to 192.168.1.1” window appears.
 Type “admin” in the “Password:” field.
 The Setup screen appears.
Step 4
 Click the “Wireless” tab.
 Choose “Mixed” in the “Network Mode:” drop-down box.

49
 Type “CHS#” in the “Network Name (SSID):” field, where # is the number
assigned by your instructor.
 Click Save Settings.
 The “Settings are successful” screen appears.
 Click Continue, and then close the browser window.
Step 4
 Unplug the Ethernet patch cable from the rear of the computer.
 Choose start, and then right-click My Network Places. Choose
Properties.
 Double-click the wireless adapter, and then select View Wireless
Networks.
 Choose CHS, and then click the Connect button.
 Open Internet Explorer, and then connect to the wireless router.
 Log into the wireless router.
 Close Internet Explorer.

50
 Let the learners perform the hands- on activity “setting up a peer-to-
peer and client / server network. Rate them according to the
performance indicators provided on page 128.
Hands- on Activity
Directions: Follow and perform the prescribed procedures in setting up a
peer-to-peer and client/server network for Windows XP and Windows 7. You
will be rated base on the performance indicators below:
Performance Indicators for Setting- up a peer-to-peer and client/server
network
Indicators Excellent
4
Good
3
Fair
2
Poor
1
Safety Procedures
(15%)
safety precautions while
working
Adherence to the
Procedures (30%)
-Followed the
procedures
systematically
Workmanship (15%)
-Organized materials
and tools while
accomplishing the task
and has time
management
Quality of Service
(40%)
-Had setup a fully
functional peer-to-peer
and client/server
network.

51
 Assist learners in performing the task entitled “Configure Windows XP
Firewall”. Ask them to answer the essential questions along with the
procedures given in the activity.
 In order to validate their performance, the teacher must construct a
rubric appropriate to the activity.
Task: Configure Windows XP Firewall
Direction: In this laboratory activity you will explore the Windows XP Firewall
and configure some advanced settings. There are essential questions that
you need to answer while performing the activity.
Step 1
 Navigate to the Windows XP Firewall:
 Start > Control Panel > Security Center
 The Firewall indicator shows the status of the firewall. The normal
setting is “ON”.
 Access the controller for the firewall by clicking Windows Firewall at
the bottom of the window.
Step 2

52
Essential Questions:
In the space below, state why turning off the Windows Firewall is
not advised.
Step 3
 From the Windows Firewall control menu select the Exceptions tab.
Programs and services that Windows Firewall is not blocking will be
listed with a checkmark.
 You can add applications to this list. This may be necessary if your
customer has an application that requires outside communications but
for some reason the Windows Firewall cannot perform the
configuration automatically. You must be logged on to this computer as
an administrator to complete this procedure.

53
Essential Question:
Creating too many exceptions in your Programs and Services file
can have negative consequences. Describe a negative consequence of
having too many exceptions.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Step 4
 From the Windows Firewall control menu select the Advanced tab to
view the Network Connection Settings. Network Connection
Settings displays the different connections configured for your
computer.
 Click the Settings button in the Network Connection Settings area.
The Advanced Settings window has two tabs: Services and ICMP.
Click the Services tab.
Essential Question:
In the space below, list the services that are available.
___________________________________________________________
___________________________________________________________
___________________________________________________________
Step 5
 There are many applications that users do not normally see that also
need to get through the Windows Firewall to access your computer.
These are the network level commands that direct traffic on the
network and the Internet.

54
 Under the ICMP heading, click the Settings button. You will see the
menu where ICMP exceptions are configured.
 In the example here, allowing incoming echo requests is what allows
network users to “ping” your computer to determine if it is present on
the network and how fast information travels to and from it.
Essential Question:
In the space below, list the requests for information that your computer will
respond to.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
 Instruct learners to perform the “share a folder, share a printer and set
permission” task on pages 148-154.
 Explain the directions and criteria for their performance.
 Use the performance criteria on page 154 of the Learning Module to
rate the learners.
Task: Share a Folder, Share a Printer, and Set Share Permissions
Direction: In this activity, you will create and share a folder, share a printer,
and set permissions for the shares. You will be given 30 minutes to complete
the task. You will be rated base on the performance criteria provided below.
 Two computers running Windows XP Professional that are directly
connected to each other or through a switch or hub.
 A printer installed on one of the two computers

55
Procedures:
Step 1
 Choose My Computer > Tools > Folder Options
 Click the View tab.
 Uncheck the “Use Simple File Sharing (Recommended)” checkbox,
and then click OK.
Step 2
 Right-click the desktop, and then choose New > Folder.
 Type Example, and then press the Return key.
 Open WordPad. Type “This is an example document”.
 Save the file in the “Example” folder with the name “Brief.doc”, and then
close WordPad.
Step 3
 Right-click the Example folder, and then choose Sharing and
Security
 Click the Share this folder radio button, and then click OK.

56
 What is the icon of the “Example” folder?
 On the computer with the shared folder, right-click My Computer, and
then click the Computer Name tab.
Step 4
 On the other computer, choosestart > Run…
 Type computernameExample, where computer name is the name
of the computer with the “Example” folder, and then press the Enter
key.
 Open the “Brief.doc” file.
 Delete the text in the “Brief.doc” file, and then choose File > Save.
 Click OK. Close WordPad, and then choose NO when prompted to
save changes to the file.
Step 5
 Return to the computer with the shared folder.
 Right-click Example folder > Sharing and Security, and then click
Permissions.
Step 6
 Open the Control Panel on the computer with the attached printer.
 Choose Printers and Other Hardware > Printers and Faxes.
 Right-click the icon of the installed printer, and then choose Sharing….
 Click the Share this printer radio button, and then click OK.

57
Step 7
 Return to the computer that is not directly connected to a printer.
 Open the Control Panel. Choose Printers and Other Hardware >
Printers and Faxes.
 Choose File > Add Printer on the screen below.
 The “Add Printer Wizard” window appears.
 Click Next.

58
 The Local or Network Printer of the Add Printer Wizard window
appears. Click the A network printer, or a printer attached to
another computer radio button, and then click Next.
 The “Specify a Printer” window appears.
 Click the Connect to this printer radio button, and then click Next.
 The Browse for a Printer window appears.

59
 Expand “Shared printers”.
 Choose the printer from the list, and then click Next.
 The “Default Printer” screen of the “Add Printer Wizard” appears.
Click Next.
 The “Completing the Add Printer Wizard” window appears.
 Click Finish.
Step 8
 Choose start > Printers and Faxes.

60
 Right-click the printer you installed, and then choose Properties.
 The “Printer Properties” window appears.
 Choose the General Tab, and then click Print Test Page.
 Click OK in the confirmation dialog box, and then click OK to close the
printer properties window.
Step 9
 To test the functionality of file and printer sharing, you must be able to
print a document or try the sample print feature of a printer.

61
Performance Rubrics for Sharing Files and Printer
CRITERIA Excellent
4
Good
3
Fair
2
Poor
1
Safety Procedures
(15%)
-Applied / observed
safety precautions
while working
Adherence to the
Procedures (30%)
-Followed the
procedures
systematically
Workmanship (15%)
-Had organized
materials and tools
while accomplishing
the task and has time
management
Functionality (40%)
-had set up a
functional file and
printer sharing
system and was able
to come up with a
printed hard copy
through it
LESSON3. INSPECT AND TEST CONFIGURED COMPUTER SYSTEM
AND NETWORK
What to KNOW
3.1- Safety Precautions
 Let the students be aware of Occupational Health and Safety Policy.
Cite examples and different situations.
3.2- Guidelines for Testing Configured Computer System and Network
 Let learners be familiar with the guidelines for testing configured
computer system and network.
 Guide learners in recognizing a technical report and the appropriate
way of writing it.

62
What to PROCESS
 Teacher may provide variation of activities for this lesson to process
learners understanding on the subject matter.
 Teacher shall fabricate variation of activities for this lesson to process
learners understanding on the subject matter.
 The teacher shall ask learners to do supplementary readings and
further studies on the safety precautions related to testing configured
 Teacher may offer / develop different activities to enhance, enrich and
improve learners understanding in conducting a test on the configured
What to TRANSFER
 Guide the students in performing the final task on page 161 entitled
“Test the Wireless NIC”.
 Ask learners to accomplish the technical report on page 165 after
performing the final task.
 The teacher must construct rubrics to validate the performance of
learners.
Task: Test the Wireless NIC
Direction: In this activity, you will check the status of your wireless
connection, investigate the availability of wireless networks, and test
connectivity. After accomplishing the task you need to write a technical report
regarding the test conducted.
 A computer with Windows XP Professional installed
 A wireless NIC installed
 An Ethernet NIC installed
 Linksys WRT300N Wireless Router
 Internet connectivity

63
Step 1
 Disconnect the Ethernet patch cable from your computer.
 A red “X” appears over the “Local Area Connection” icon.
 Hover over the “Wireless Network Connection” icon in the tray.
 Open a command window.
 Ping 127.0.0.1.
 Use the ipconfig command.
 Get IP address of the default gateway
 Ping the default gateway.

64
 A successful ping indicates that there is a connection between the
computer and the default gateway.
Step 2
 Open a web browser.
 Type www.google.com in the “Address” field, and then press Return.
Step 3
 Open the Network Connections window.
 Right-click the wireless connection and choose Properties.
 Click the Wireless Networks tab.

65
 Click the View Wireless Networks button.
TECHNICAL REPORT ON TEST CONDUCTED
Name of Technician:_______________________________________
Date of Inspection: __________________ Time: _______________
Device Tested:
Specification:
Diagnosis:
Action Taken:
Remarks:

66
V – Summative Assessment
 Prepare a comprehensive summative assessment that covers all the
important topics that were discussed.
 Guide learners in assessing their themselves using:
1. Paper and pencil test
2. Performance test
3. Other appropriate tools
 Check their answers using the answer key
VI –Feedback
Pre / Post- Assessment
I. True or false
1. True
2. True
3. True
4. False
5. False
6. True
7. True
8. True
9. False
10.True
II. Multiple Choices
1. C
2. B
3. D
4. A
5. C
6. A
7. C
8. B
9. D
10.A
11.C
12.C
13.C
14.B
15.A

67
III. Matching Type
1. L
2. J
3. I
4. E
5. A
6. H
7. G
8. K
9. D
10.C
IV. Acronyms
1. Unshielded Twisted Pair
2. Shielded Twisted Pair
3. Internet Protocol
4. Transmission Control Protocol / Internet Protocol
5. Hypertext Transfer Protocol
6. File Transfer Protocol
7. Secure Shell
8. Internet Message Access Protocol
9. Simple Mail Transfer Protocol
10.Dynamic Host Control
11.Domain Name System
12.Time to Live
13.Local Area Networking
14.Virtual Private Network
15.Network Interface Card
Lesson 1.2- Prepare Tools used for Configuration
I. MS Configuration Command Classification
1. Tools
2. Boot
3. Services
4. Boot
5. General
6. Boot
7. Boot
8. Services
9. Tools
10.Boot

68
II. Applet Grouping
Appearance and Themes
1) Display
2) Taskbar & Start Menu
3) Folder Options
Network and Internet Connections
1) Internet Options
2) Network Connections
Sound, speech, and audio devices
1) Sound and audio devices
2) Speech
3) Portable Media Devices
Printers and Other Hardware
1) Game Controllers
2) Keyboard
3) Mouse
4) Phone and Modem
5) Printers and faxes
6) Scanners and Cameras
Security Center
1) Automatic updates
2) Windows Firewall
3) Internet Options
Lesson 2.2- Networking Devices, Media and Connector
Criss- Cross Puzzle
Across
1. STP
3. FIBEROPTICCABLE
5. CROSSOVER
6. UTP
7. STRAIGHTTHROUGH
Down
1. SINGLEMODE
2. MULTIMODE
4. TWISTEDPAIR
5. COAXIALCABLE
Lesson 2.5- Network Security
Test I. Modified True or False
1. SECURITY

69
2. VIRUS- PRIMARY
3. SECURITY
4. SECURITY
5. SECURITY
Test II. Matching Type
1. E
2. A
3. H
4. L
5. G
6. B
7. C
8. D
9. I
10.F
Test III. Acronym
1. Virtual Private Network
2. Service Set Identifier
3. Wired Equivalent Privacy
4. Wi- fi Protected Access
5. Wireless Transport Layer Security
VIII- References
Books and Articles and Printed Materials:
Amy Hisson, “Computer Assembly and Configuration- Lab and Assignments”
David Anfinson, Ken Quamme “IT Essentials: PC Hardware and Software
Companion Guide” 3rd
Edition- 2008 at 800 East 96th
Street
Indianapolis, Indiana 46240 USA
Efraim Turban, R. Kelly Rainer Jr., Richarrd Potter “Introduction to
Information Technology” 3rd
Edition- 2005 at Rosewood Drive, Denver,
John Wisley and Sons(Asia) Pte. Ltd
Marigen N. Leosala, Bobby P. Caoagdan, Ronaldo V. Ramilo, and Rosalie
P. Lujero “Technology and Livelihood Education- Information and
Communications Technology Learners Manual – Grade 7 & 8”
Rosalie P. Lujero, Ronaldo V. Ramilo “Technology and Livelihood Education-
Information and Communications Technology Learners Manual –
Computer Hardware Servicing Grade 9”

70
Electronic Resources:
“Definition of Configuration” Retrieved from
http://www.webopedia.com/TERM/C/configuration.html
“File Sharing” Retrieved from
http://www.techopedia.com/definition/16256/file-sharing
“Fundamentals of PC repair” Retrieved from http://www.ustudy.in/ce/hard/u1
“Hardware and Software Troubleshooting Tips | Virus Removal Tips | Best
Anti-virus | Speeding Up Windows XP/Windows Vista/Windows 7 |
Networking Tips | UNIX and LINUX Usability | Installation Procedure Of
Various Operating Systems | computer repair | computer problems”
Retrieved from http://101-computer-
troubleshooting.blogspot.com/2009/09/directx-diagnostic-tool-
dxdiag.html-
“How to configure peer to peer workgroup network step by step Guide”
Retrieved from http://computernetworkingnotes.com/basic-workgroup-
networking/workgroup-set-up.html-
“How to make an Ethernet cross over cable” Retrieved from
http://www.makeuseof.com/tag/ethernet-crossover-cable/
“Occupational Safety Precautions” Retrieved from
“peer to peer networking” Retrieved from
http://h10025.www1.hp.com/ewfrf/wc/document?cc=us&lc=en&dlc=en
&docname=bph05694-
“Ping Tim Fisher” Retrieved from
http://pcsupport.about.com/od/commandlinereference/p/ping-
command.htm-
“Puzzles for Activities” Retrieved from
http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp
“System Configuration utility” Retrieved from
http://moderncomputerskillsandtraining.com/?page_id=2950-
“Turn On the Windows Firewall” Retrieved from

71
(SPECIALIZATION)
Module 4
Maintaining computer systems and network
Quarter 3-4 60 hrs
http://windows.microsoft.com/en-ph/windows/turn-windows-firewall-on-
off#turn-windows-firewall-on-off=windows-7
“Windows Registry” Retrieved from
http://pcsupport.about.com/od/termsr/p/registrywindows.htm--
http://info.psu.edu.sa/psu/cis/kalmustafa/CISCO/Lecture%20Slides/ITE
_PC_v40_Chapter2.pdf

72
CONTENT STANDARD
The learner demonstrates understanding of the underlying concepts and
principles in maintaining computer and network systems.
PERFORMANCE STANDARD
The learner independently demonstrates skills in computer systems as
prescribed in the TESDA Training Regulations.
LEARNING COMPETENCIES
 Plan and prepare for diagnosis of computer systems errors
 Diagnose and configure computer systems and networks
 Inspect and test the configured computer systems and networks
 Test Systems and Networks
I. OBJECTIVES
Guided by the teacher and this module the learner is expected to:
Acquire knowledge, skills and underlying principles in the process and
delivery of Computer Hardware Servicing such as:
1.Plan and prepare for the maintenance of computer systems and
networks
 Follow OHS procedures in maintaining computer systems and
networks
 Plan on how to maintain computer and networks systems
 Identify faulty computer and networks systems
 Identify tools in maintaining computer and network systems
 Inspect testing equipment/devices
 Check PC specifications
 Verify network functions and specifications
2. Maintain computer systems
 Follow OHS procedures in maintaining computer systems
 Identify faulty computer systems
 Test normal functions of computer systems
 Perform repair and replacement of faulty computer systems
 Adhere to the recommended schedule and techniques in maintaining
and cleaning computer systems
 Respond to sudden breakdowns of computer systems in accordance
with established procedures

73
3. Maintain network systems
 Follow OHS procedures in maintaining network systems
 Identify procedures in maintaining network systems
 Check or run the diagnostic software
 Adhere to the recommended schedule and techniques in maintaining
and cleaning network systems
 Respond to sudden breakdowns of network systems in accordance
with established procedures
 Run the burn-in test on computer systems
4. Inspect and test configured/repaired computer systems and
networks
 Follow OHS procedures in maintaining network systems
 Maintain the computer systems and networks to ensure safe
operations
 Run or conduct computer to computer communications
 Connect computer systems to the internet
 Computer system and network checked to ensure safe operation
 Run the burn-in test on computer systems
 Conduct final inspection on the tests undertaken
 Prepare technical reports that comply with the job requirements
II. PRE-ASSESSMENT
 Guide learners in assessing their prior knowledge and skill in
Computer Hardware Servicing using:
 Skills Self -Assessment test
Direction: Listed below are some of the most important skills that you
must gain in order to render quality service when you enter the real world of
Computer Hardware Servicing. Read the skills carefully. Write “YES” if you
are familiar with the skill and “NO” if not. Feel free to answer each skill. Write
your answers in your notebook.
I can… YES NO

74
Plan and prepare work to ensure occupational
health and safety (OHS) policies and procedures
are followed
Obtain materials, tools, equipment and testing
devices needed to conform with job requirements
Interpret work instructions according to job
requirements
Obtain computer components/devices/systems
and determines its location prior to installation
Install equipment / devices / systems in
accordance with job requirements*
Check / Test devices / systems and / or
installations to determine the conformity to job
requirements *
Check computer systems and networks for
configuration in accordance with specifications and
requirements *
Diagnose fault or problem in the computer systems
and networks in line with standard operating
procedures (SOP) *
Configure the identified systems and networks
based on specifications and job requirements *
Inspect and test configured computer systems and
networks in conformity with manufacturer's
instructions / manual *
Correct / Adjust components or parts of computer
systems and networks in accordance with job
requirements *
Test computer systems and networks to ensure
safe operation
Perform scheduled / periodic maintenance in
accordance with manufacturer's requirements
Can make needed repairs / replacements in
accordance with established procedures, when
necessary.
Clean and clear worksite of all surplus/excess
materials in accordance with company SOP
III. LEARNING GOALS AND TARGETS

75
Based on the objectives of the lesson and results of the pre-
assessment, let the learners define their personal goals and targets to be
achieved at the end of this module. Ask the learners to write their
goals/targets on their notebook/ answer sheet.
 Discuss the use and relevance of setting goals and targets for the
mini- course.
 Assist/Guide learners in accomplishing their goals and targets
using the format provided in the module.
IV. PROCESS AND DELIVERY
Lesson 1. Procedures in Planning and Conducting Maintenance
What to KNOW
1.1 Follow OHS procedures in maintaining computer systems and
networks
 Guide the learners in identifying the different maintenance procedures
in taking care of computers.
 Show images of an ideal computer laboratory atmosphere. Get a
picture of a well-setup computer laboratory of a school or university in
your community. Ask their best practices
 Show video on http://www.youtube.com/watch?v=WOpHmjDyMPE
Diagnoses of Faulty Computer and Networks Systems
Preventing Computer Systems Failure
 Discuss the lesson on pages 192-204.
 Present to the learners the different maintenance procedures in taking
care of computers.
 Refer also to this link: http://www.wikihow.com/Prevent-Computer-
Failure
 The teachers must have a wide idea on Network Problems and the
actions must be taken.
 Must have a firsthand experience of everything.
1.2 Plan on how to maintain computer and networks systems
Procedures in using Computer System and Network System Tools
Procedures in using Computer System and Network System Tools
 Discuss the lesson on pages 205-208.
 Orient the students with the different procedures in using computer and
network system tools.

76
 Refer to this link http://www.gcflearnfree.org/windowsxp/16/print
 Guide the students in designing a systematic monitoring plan for
hardware. Show more samples.
 Present other pc cleaning tools in this web
linkhttp://www.tomsguide.com/us/pictures-story/386-pc-cleaning-tools-
utilities.html
1.3Check PC specifications
 Show list of a computer specifications and incorporate all the required
hardware parts.
 Select the ideal brand for computer specifications.
 Compare specifications, their brand name at its functionality.
 Ask from a certain computer shop or sales on their hardware list and
specifications.
1.4 Computer Specifications
 Discuss computer specification on page 210-214.
 Educate the learners about the different computer specification
available in the market.
 Show samples of the different brand names and their products using
images. Include price list for them to have an idea.
1.5Verify network functions and specifications
 Identify all the network hardware requirements.
 Evaluate brand names and their specifications.
 Let the students create a diagnostic plan for a personal computer
applying the maintenance procedure for hardware and software with
the use of the different tools, materials and equipment.
 Show a complete list of a required network hardware in setting up
connections.
Networking Hardware Requirements
 Discuss the lesson on page 217-221.
 Present the necessary network hardware requirements.
 Discuss the purpose and functions of the different network hardware.
 Show sample of network specifications
What to PROCESS

77
Slide Show Computer and Network Errors
 Let the students answer the activity on page 204.
 Ask the students to interview computer technicians or hardware
specialists on their immediate community.
 Let them have an online research.
 Ask the students to present their work using Powerpoint or in manila
paper.
 Let the students discuss their work on the class.
Investigate and Interpret: Computer Systems Check
 Students will answer the activity on page 208.
 Let the students check the current status of a computer before making
any updates. You may assigned one computer per students if
computer units are available or Group them and assigned one
computer for them. Let the students interpret the results after making
an updates.
Internet Research
 Students will answer pages 215-216.
 Guide the students in answering the worksheet. Show examples on
hardware components, their specifications and cost.
 Let the students browse online.
 Let the students go to the community and ask the computer stores and
shops.
Network Layout
Area Status
(Before
Updates)
Status
(After Updates)
Security
1)Anti-Spyware Programs
2)Anti-Virus
Maintenance
1)System Maintenance

Computer Hardware Servicing Learner's Material Grade 10

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