K 20to-2012-20pc-20hardware-20servicing-20learning-20module-131227142941-phpapp02

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

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

Welcome to the world of Computer Hardware Servicing!
This Module is an exploratory course which leads you to Computer Hardware
Servicing National Certificate Level II ( NC II)1
. It covers 4 common competencies that a
Grade 7 / Grade 8 Technology and Livelihood Education (TLE) student like you ought to
possess, namely:
1) Use hand tools;
2) Perform mensuration and calculation;
3) Prepare and interpret technical drawing; and
4) Practice ccupational health and safety procedures.
These 4 common competencies are covered separately in 4 Lessons. As shown
below, each Lesson is directed to the attainment of two or more learning outcomes:
Lesson 1 – Use Hand Tools
Learning Outcome (LO) 1 - Prepare hand tools
Learning Outcome (LO) 2- Use appropriate hand tools and test equipment
Learning Outcome (LO) 3 - Maintain hand tools
Lesson 2 –Perform Calculation and Mensuration
Learning Outcome (LO) 1 - Select components to be measured
Learning Outcome (LO) 2 - Carry out measurements and calculation
Lesson 3 –Prepare and Interpret Technical Drawing
Learning Outcome (LO) 1 - Identify different kinds of technical drawing
Learning Outcome (LO) 2 - Interpret technical drawing
Lesson 4 –Practice Occupational Health and Safety Procedures
Learning Outcome (LO) 1 - Identify hazards and risks
Learning Outcome (LO) 2 - Evaluate hazards and risks
Learning Outcome (LO) 3 - Control hazards and risks
Your success in this exploratory course on Computer Hardware Servicing is shown in your
ability to perform the performance standards found in each learning outcome.
1NATIONAL CERTIFICATE (NC) is a certification issued to individuals who achieved all the required units of competency for a national
qualification as defined under the Training Regulations. NCs are aligned to specific levels within the PTQF. (TESDA Board Resolution
No. 2004-13, Training Regulations Framework)
NATIONAL CERTIFICATE LEVEL refers to the four (4) qualification levels defined in the Philippine TVET Qualifications Framework
(PTQF) where the worker with:
a. NC I performs a routine and predictable tasks; has little judgment; and, works under supervision;
b. NC II performs prescribed range of functions involving known routines and procedures; has limited choice and complexity of
functions, and has little accountability;
What Is This Module About?

This Module has 4 Lessons. Each Lesson has the following parts.
 Learning Outcomes
 Performance Standards
 Materials/Resources
 Definition of Terms
 What Do You Already Know?
 What Do You Need to Know?
 How Much Have You Learned?
 How Do You Apply What You Learned?
 How Well Did You Perform?
 How Do You Extend Your Learning?
 References
To get the most from this Module, you need to do the following:
1. Begin by reading and understanding the Learning Outcome/s and Performance
Standards. These tell you what you should know and be able to do at the end of this
Module.
2. Find out what you already know by taking the Pretest then check your answer
against the Answer Key. If you get 99 to 100% of the items correctly, you may
proceed to the next Lesson. This means that you need not go through the Lesson
because you already know what it is about. If you failed to get 99 to 100% correctly,
go through the Lesson again and review especially those items which you failed to
get.
3. Do the required Learning Activities. They begin with one or more Information
Sheets. An Information Sheet contains important notes or basic information that you
need to know.
After reading the Information Sheet, test yourself on how much you learned by
means of the Self-check. Refer to the Answer Key for correction. Do not hesitate to
go back to the Information Sheet when you do not get all test items correctly. This
will ensure your mastery of basic information.
4. Demonstrate what you learned by doing what the Activity / Operation /Job Sheet
directs you to do.
5. You must be able to apply what you have learned in another activity or in real life
situation.
6. Accomplish the Scoring Rubrics for you to know how well you performed.
Each Lesson also provides you with references and definition of key terms for your guide.
They can be of great help. Use them fully.
.
How Do You Use This Module?
If you have questions, ask your teacher for assistance.

Use Hand Tools
LESSON 1
LO 1. prepare hand tools;
LO 2. use appropriate hand tools and test equipment; and
LO 3. maintain hand tools.
LEARNING OUTCOMES:
At the end of this Lesson, you are expected to
do the following:

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

1. Workshop
2. Tables and Chairs
3. Computers
4. USB Flash Drive
5. LCD
6. ESD Tools
7. Hand Tools
8. Cleaning Tools
9. Diagnostic Tools
Materials
Prepare hand tools
LEARNING OUTCOME 1
1. Tasks to be undertaken are properly identified.
2. Appropriate hand tools are identified and selected according to the task
requirements.
3. Appropriate hand tools checked for proper operation and safety
4. Unsafe or faulty tools are identified
5. Marked all tools for repair according to standard company procedures
PERFORMANCE STANDARDS

A. Direction. Write TRUE if the statement is correct and FALSE if it is wrong. Write
your answers on a separate sheet of paper.
_______ 1. Selecting the best tool for each task requires training in the proper use of
the tools, field experience in their safe use, and following the manufacturer’s
guidance and instructions for that specific tool.
_______ 2. When obtaining the tool, all the associated tooling and consumable parts,
as recommended by the manufacturer, must be included.
_______ 3. The safe use of a tool depends on using the tool for the purpose for which it
was designed and also for other purposes where it can be used as
substitute where tool is not available.
_______ 4. All tools should be kept in good condition with regular maintenance.
_______ 5. Preparing for a task includes only knowing the task to be done.
_______ 6. Preparing for a task includes also the sequence of tasks to be done.
B. Direction. Select the letter of the correct answer. Write your answers on a separate
sheet of paper.
1. Which tool is used for hardware to stand on to prevent static electricity from building
up?
a. Anti-static mat c. Philips head screwdriver
b. Hex driver d. Wire cutter
2. Which tool is used to loosen or tighten cross-head screws?
3. Which tool is sometimes called a nut driver? It is used to tighten nuts in the same
way that a screwdriver tightens screws?
4. Which tool is used to strip and cut wires?
5. Which tool is used to retrieve parts from location that are too small for your hand to
fit?
a. Part Retriever c. Cable ties
b. Lint-free Cloth d. Flat head screwdriver
6. Which tool is used to clean different computer components without scratching or
leaving debris?
What Do You Already Know?
Pretest LO 1
Let us determine how much you already know about task preparation and hand tools.
Take this test.

7. Which tool is used to bundle cables neatly inside and outside of a computer?
8. Which tool is used to loosen or tighten slotted screws?
9. Which tool is used to loosen or tighten screws that have a star-like depression on the
top, a feature that is mainly found on laptop?
b. Torx screwdriver d. Wire cutter
10. Which tool is used to blow away dust and debris from different computer parts
without touching the components?
a. Anti-static mat c. Compressed air
Proper tool selection
A tool is a handheld device that aids in accomplishing a task. Tools range from a
traditional metal cutting part of a machine to an element of a computer program that
activates and controls a particular function.
Preparing for the task to be undertaken includes proper tool selection.
1. How do you select the best tool for the job? First, know and understand in detail the
scope of work to be accomplished, second, plan for the scope taking into account the
sequence of tasks.
2. Selecting the best tool for each task requires training in the proper use of the tools,
field experience in their safe use, and following the manufacturer’s guidance and
instructions for that specific tool.
3. When obtaining the tool all the associated tooling and consumable parts, as
recommended by the manufacturer, must be included. In addition, related
consumable parts must also be selected and used according to their manufacturer’s
instructions.
What Do You Need To Know?
Information Sheet 1.1
Read Information Sheet 1.1 very well then find out how much you can remember
and how much you learned by doing Self-check 1.1.

Safe Use of tools
Once selected, use the tool for the purpose for which it was designed. Not all tools
come with detailed instructions, but there are those that do spell out the safety ―Do’s and
Don’ts‖ for the your safety. If there are set-up/use options, operator judgment must always
be based on what is the safest way to use the tool.
Environmental Safety and Health Program requires the following:
• All tools be kept in good condition with regular maintenance
• The right tool be used for the job
• Each tool be examined before use AND damaged or defective tools NOT to be used
• Tools be operated according to manufacturer’s instructions
• The right protective equipment for the tool and activity be used
HARDWARE TOOLS
To complete hardware repairs, it is important to have a toolkit that should contain all of the
necessary tools. As you gain experience, you will learn which tools to have available for
different types of jobs. Hardware tools are grouped into these four categories:
 Electro-Static Discharge (ESD) tools
 Hand tools
 Cleaning tools
 Diagnostic tools
Electro-Static Discharge (ESD) Tools
Static electricity is easily generated by friction on carpets, tile flooring, clothing, hair, fabric,
and etc. The friction of moving air alone will charge suspended particles and cause the
buildup of static electrical charges on people and objects in the environment. Grounded
antistatic work mats used with antistatic wrist straps provide the most basic means for the
controlled discharge of electrostatic electricity. Examples of ESD Tools:
Anti-static wrist strap – used to prevent ESD damage to computer
equipment.
Anti-static mat – used to stand on or place hardware on to prevent
static electricity from building up.

Hand Tools
A hand tool is a device for performing work on a material or a physical system using only
hands. The hand tools can be manually used employing force, or electrically powered, using
electrical current. Examples of Hand Tools:
Flat head screwdriver – used to loosen or tighten slotted
screws.
Philips head screwdriver – used to loosen or tighten cross-
head screws.
Torx screwdriver - used to loosen or tighten screws that
have a star-like depression on the top, a feature that is
mainly found on laptop.
Hex driver – sometimes called a nut driver, is used to
tighten nuts in the same way that a screwdriver tightens
screws.
Needle-nose plier – used to hold small parts.

Wire cutter – used to strip and cut wires.
Tweezers – used to manipulate small parts.
Part retriever – used to retrieve parts from location that
are to small for your hand to fit.
Flashlight – used to light up areas that you cannot see
well.
Cleaning Tools
Having the appropriate cleaning tools is essential when maintaining or repairing computers.
Using these tools ensures that computer components are not damaged during cleaning.
Examples:
Lint-free cloth – used to clean different computer
components without scratching or
leaving debris.

Compressed air – used to blow away dust and debris from
different computer parts without
touching the components.
Cable ties – used to bundle cables neatly inside and
outside of a computer.
Parts organizer – used to hold screw, jumpers, fasteners
and other small parts and prevents
them from getting mixed together.
Diagnostic Tools
Computers are easier to use and more dependable with each new generation of hardware
and operating system update, but that doesn't mean they're problem-free. Here's the most
popular tools for diagnosing your computer problems:
Multimeter – used to test the integrity of circuits and the
quality of electricity in computer components.
Loopback Adapter – used to test the functionality of
computer ports.

A. Direction. Write TRUE if the statement is correct and FALSE if it is wrong. Write
your answers on a separate sheet of paper.
_______ 1. Selecting the best tool for each task requires training in the proper use of
the tools, field experience in their safe use, and following the manufacturer’s
guidance and instructions for that specific tool.
_______ 2. When obtaining the tool, all the associated tooling and consumable parts,
as recommended by the manufacturer, must be included.
_______ 3. The safe use of a tool depends on using the tool for the purpose for which it
was designed and also for other purposes where it can be used as
substitute where tool is not available.
_______ 4. All tools should be kept in good condition with regular maintenance.
_______ 5. Preparing for a task includes only knowing the task to be done.
_______ 6. Preparing for a task includes also the sequence of tasks to be done.
B. Direction: Identify the tools on the boxes. Write your answer on a separate sheet of
paper.
1. 8.
2. 9.
How Much Have You Learned?
Self-Check 1.1

3. 10.
4. 11.
5. 12.
6. 13.
7. 14.
Refer to the Answer Key. What is your score?

Direction: Prepare a matrix on Plan Preparation in maintaining and cleaning a personal
computer. Some items are already given for you. Continue the Table.
COMPUTER MAINTENANCE
COMPONENTS TO CLEAN SCHEDULE Tools to use
Computer case and outside
monitor
Daily (sample)
Keyboard
Direction: Using the given tools, segregate the following according to its classification.
(The teacher will provide the tools for classification)
Show that you learned something by doing this activity.
Activity Sheet 1.2
Activity Sheet 1.1
HowDo YouApplyWhatYou HaveLearned?

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

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

Direction. Fill in the blanks. Write your answers on a separate sheet of paper.
1. The purpose of an antistatic wrist strap is to ________ the electrical charge between
you and the equipment.
2. Turn the screwdriver _________ to tighten the screw
3. Turn the screwdriver ________________ to loosen the screw.
4. Use a ________ head screwdriver with crosshead screws.
5. On electrical components, an excessive buildup of dust will act like an _________
and trap the heat.
6. When compressed air is used to clean inside the computer, the air should be blown
around the components with a minimum distance of ______ inches from the nozzle.
7. Pencils should not be used inside the computer to change the setting of switches or
to pry off jumpers because the tip contains _____ which can act as a conductor and
may damage the computer components.
8. To clean the screens of CRT monitors, dampen a soft, clean, lint-free cloth with
_______ water and wipe the screen from top to bottom.
9. Clean the contacts on components with _________ alcohol.
10. Use a __________ to loosen and tighten bolts that have a hexagonal (six-sided)
head.
Pretest LO 2
Let us determine how much you already know about the use of appropriate hand
tools and testing equipment. Take this test.

PROPER USE OF TOOLS
Proper Use of ESD Tools
The purpose of an antistatic wrist strap is to equalize
the electrical charge between you and the equipment.
The antistatic wrist strap is a conductor that connects
your body to the equipment that you are working on.
When static electricity builds up in your body, the
connection made by the wrist strap to the equipment, or
ground, channels the electricity through the wire that
connects the strap.
The wrist strap has two parts and is easy to wear:
1. Wrap the strap around your wrist and secure it
using the snap or Velcro. The metal on the back
of the wrist strap must remain in contact with your skin at all times.
2. Snap the connector at the end of the wire to the wrist strap, and connect the other
end either to the equipment or to the same grounding point that the antistatic mat is
connected to. The metal skeleton of the case is a good place to connect the wire.
When connecting the wire to equipment that you are working on, choose an
unpainted metal surface. A painted surface does not conduct the electricity as well as
unpainted metal.
An antistatic mat is slightly conductive. It works by drawing static electricity away from a
component and transferring it safely from equipment to a grounding point:
1. Lay the mat on the workspace next to or under the computer case.
2. Clip the mat to the case to provide a grounded surface on which you can place parts
as you remove them from the system.
Reducing the potential for ESD reduces the likelihood of damage to delicate circuits or
components.
Proper Use of Hand Tools
A technician needs to be able to properly use each tool in the toolkit. This topic covers many
of the various hand tools used when repairing computers.
Read the Information Sheet 3.1 very well then find out how much you can
remember and how much you learned by doing Self-check 1.1.

Screws
Match each screw with the proper screwdriver. Place the tip of the screwdriver on the head
of the screw. Turn the screwdriver clockwise to tighten the screw and counterclockwise to
loosen the screw.
Screws can become stripped if you over-tighten them with a screwdriver. A stripped screw,
may get stuck in the screw hole, or it may not tighten firmly. Discard stripped screws.
Flat head screwdriver
Use a flat head screwdriver when you are working with a slotted screw. Do not use a flat
head screwdriver to remove a Phillips head screw. Never use a screwdriver as a pry bar. If
you cannot remove a component, check to see if there is a clip or latch that is securing the
component in place.
CAUTION: If excessive force is needed to remove or add a component, something is
probably wrong. Take a second look to make sure that you have not missed a screw or a
locking clip that is holding the component in place. Refer to the device manual or diagram for
additional information.
Phillips head screwdriver
Use a Phillips head screwdriver with crosshead screws. Do not use this type of screwdriver
to puncture anything. This will damage the head of the screwdriver.
Hex driver
Use a hex driver to loosen and tighten bolts that have a hexagonal (six-sided) head. Hex
bolts should not be over-tightened because the threads of the bolts can be stripped. Do not
use a hex driver that is too large for the bolt that you are using.
CAUTION: Some tools are magnetized. When working around electronic devices, be sure
that the tools you are using have not been magnetized. Magnetic fields can be harmful to
data stored on magnetic media. Test your tool by touching the tool with a screw. If the screw
is attracted to the tool, do not use the tool.
Part retriever, Needle-nose pliers, or tweezers
The part retriever, needle-nose pliers, and tweezers can be used to place and retrieve parts
that may be hard to reach with your fingers. Do not scratch or hit any components when
using these tools.
CAUTION: Pencils should not be used inside the computer to change the setting of switches
or to pry off jumpers. The pencil lead can act as a conductor and may damage the computer
components.
Proper Use of Cleaning Materials
Keeping computers clean inside and out is a vital part of a maintenance program. Dirt can
cause problems with the physical operation of fans, buttons, and other mechanical
components. On electrical components, an excessive buildup of dust will act like an insulator
and trap the heat. This insulation will impair the ability of heat sinks and cooling fans to keep
components cool, causing chips and circuits to overheat and fail.
CAUTION: When compressed air is used to clean inside the computer, the air should be
blown around the components with a minimum distance of four inches from the nozzle. The
power supply and the fan should be cleaned from the back of the case.

CAUTION: Before cleaning any device, turn it off and unplug the device from the power
source.
Computer Cases and Monitors
Clean computer cases and the outside of monitors with a mild cleaning solution on a damp,
lint-free cloth. Mix one drop of dishwashing liquid with four ounces of water to create the
cleaning solution. If any water drips inside the case, allow enough time for the liquid to dry
before powering on the computer.
LCD Screens
Do not use ammoniated glass cleaners or any other solution on an LCD screen, unless the
cleaner is specifically designed for the purpose. Harsh chemicals will damage the coating on
the screen. There is no glass protecting these screens, so be gentle when cleaning them
and do not press firmly on the screen.
CRT Screens
To clean the screens of CRT monitors, dampen a soft,
clean, lint-free cloth with distilled water and wipe the
screen from top to bottom. Then use a soft, dry cloth to
wipe the screen and remove any streaking after you have
cleaned the monitor.
Clean dusty components with a can of compressed air.
Compressed air does not cause electrostatic buildup on
components. Make sure that you are in a well-ventilated
area before blowing the dust out of the computer. A best
practice is to wear a dust mask to make sure that you do
not breathe in the dust particles.
Blow out the dust using short bursts from the can. Never tip the can or use the compressed
air can upside down. Do not allow the fan blades to spin from the force of the compressed
air. Hold the fan in place. Fan motors can be ruined from spinning when the motor is not
turned on.
Component Contacts
Clean the contacts on components with isopropyl alcohol. Do not use rubbing alcohol.
Rubbing alcohol contains impurities that can damage contacts. Make sure that the contacts
do not collect any lint from the cloth or cotton swab. Blow any lint off the contacts with
compressed air before reinstallation.
Keyboard
Clean a desktop keyboard with compressed air or a small, hand-held vacuum cleaner with a
brush attachment.
CAUTION: Never use a standard vacuum cleaner inside a computer case. The plastic parts
of the vacuum cleaner can build up static electricity and discharge to the components. Use
only a vacuum approved for electronic components.
Mouse
Use glass cleaner and a soft cloth to clean the outside of the mouse. Do not spray glass
cleaner directly on the mouse. If cleaning a ball mouse, you can remove the ball and clean it
with glass cleaner and a soft cloth. Wipe the rollers clean inside the mouse with the same
cloth. Do not spray any liquids inside the mouse.

A. Direction. Identify the appropriate tool to use for each of the following:
_________________1. Equalize the electrical charge between you and the
equipment.
_________________2. Tighten / loosen screw
_________________3. Tighten / looses bold with a hexagonal head
_________________4. Retrieve parts that may be hard to reach by your
fingers
_________________5. Tighten / loosen a slotted screw.
B. Direction: Complete the computer cleaning chart shown below.
COMPUTER MAINTENANCE
COMPONENTS TO CLEAN CLEAN WITH:
monitor
Mild cleaning solution and lint free cloth (sample)
Keyboard
Mouse
LCD screen
CRT screen
Heat sink
RAM
Self-Check 2.1

Direction: Use the appropriate tools to do each of the following tasks.
1. Loosen computer casing screws
2. Blow away dust from keyboard
3. Tighten screws of a laptop
4. Bundle cables inside the computer
5. Test functionality of the printer port
6. Remove insulation of wires
7. Loosen nuts
8. Prevent from ESD effects
Operation Sheet 1.1

Scoring Rubrics
Task
Was the tool used
correct?
(please check)
Was the tool used
properly?
(please check)
Yes No Yes No
1. Loosen computer casing screws
2. Blow away dust from keyboard
3. Tighten screws of a laptop
4. Bundle cables inside the computer
5. Test functionality of the printer port
6. Remove insulation of wires
7. Loosen nuts
8. Prevent from ESD effects
Total Score
For Total Score - Number of YES for correct tool used
- Number of Yes for tool used properly
Highest Possible Score 16
Interpretation of score
16 Excellent
14 – 15 Very Good
12 – 13 Good
9 – 11 Fair
8 and below Poor

1. Workshop
3. Computers
4. USB Flash Drive
5. LCD
6. ESD Tools
7. Hand Tools
8. Cleaning Tools
9. Diagnostic Tools
Materials
Maintain hand tools
LEARNING OUTCOME 3
1. Tools used are according to tasks undertaken.
2. Routine maintenance of tools is undertaken according to standard
operational procedures, principles and techniques.
3. Tools are stored safely in appropriate locations in accordance with
manufacturer’s specifications or standard operating procedures.

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

TOOL AND EQUIPMENT MAINTENANCE
All tools and equipment must be properly maintained so that workers are not endangered.
Regulations require inspections of tools, machines and equipment before use.
Preventive maintenance is the systematic care and protection of tools, equipment and
machines in order to keep them in a safe, usable condition, limit downtime and extend
productivity. We must always be aware that maintenance tasks themselves are potentially
hazardous and can result in injury. The successful maintenance program is:
 well organized and scheduled,
 controls hazards,
 defines operational procedures, and
 trains key personnel.
The degree of detail to include regarding tools and
equipment maintenance will depend on the kinds of
tools/equipment used. Some construction equipment
may have very specific inspection and maintenance
requirements. Electronic equipment may have
different maintenance requirements. Hand tools may
require only basic maintenance. Power tools should
be maintained in good working order. This may be
limited to ensuring that blades/bits are replaced
when needed and those guards or other safety
devices are operable and any damaged electrical
cords/plugs are repaired or replaced. Damaged or
defective equipment/tools should be tagged and
removed from service.
Most manufacturers can provide maintenance schedules for their equipment. Large
companies typically have a comprehensive maintenance program due to the capital
investment and/or leasing agreements. Smaller companies may lease equipment and
maintenance services may be included in the leasing agreement.
General requirements for tools and equipment maintenance include:
 Obtaining a copy of the maintenance schedule recommended by the manufacturer
 Ensuring that maintenance is performed as required
 Ensuring that the person(s) performing the maintenance are competent (e.g. licensed
mechanic)
 Retaining records of maintenance/service conducted

 Specifying who is responsible for overseeing equipment maintenance and where the
records are kept
 Set up a system for removal and tagging of damaged or defective tools and
equipment
PROPER STORAGE OF TOOLS, PARTS, AND EQUIPMENT
To ensure that tools and equipment remain in good condition and last for a long time, store
them properly. Properly stored tools and equipment will be easy to find when needed and
are less likely to be lost.
Good practices include:
 Parts should be properly stored and labeled (Figure 1).
 Tools should be properly placed on the board, and labeled (Figure 2). Consider
drawing the shapes of the tools on the board so that they always get put back in the
same position.
 Use bins for storing small parts (Figure 3).
 Consider making an individual (or individuals) responsible for the good maintenance
of tools and parts.
Figure 1. Figure 2. Figure 3.
Benefits:
 Tools and parts are kept in good condition and are easy to find
 Costs are reduced.
 Productivity is increased because time is not wasted looking for tools, parts and
equipment.
 Workshop staff develop a sense of responsibility and pride in their work.

Directions: Enumerate the following.
Good practices in the proper storage of tools: (at least 2)
1.
2.
Benefits of proper storage of tools: (at least 2)
1.
2.
Direction: Conduct a maintenance activity on the given hand tools.
TOOLS MAINTENANCE ACTIVITY
1. Flat Head Screwdriver Clean and Magnetize
2. Philips Head Screwdriver Clean and Magnetize
3. Torx Screwdriver Clean and Magnetize
4. Hex Driver Clean and Magnetize
5. Needle-Nose Plier Clean and Lubricate
6. Wire Cutter Clean, Lubricate and
Sharpen, if necessary
7. Tweezer Clean
8. Part Retriever Clean
9. Flashlight Clean and Change batteries if drained
10. Multimeter Clean and Calibrate
Operation Sheet 1.1
Self-Check 1.1

Score Card
Activity Excellent Very
satisfactory
Satisfactory Score
Cleaning hand tools 5 3 1
Magnetizing hand tools
Calibrating hand tools
Changing batteries
Lubricating hand tools
Sharpening hand tools
Storing hand tools
LO1
 http://www.bechtel.com/assets/files/Environmental/ToolboxSafetyTopics/20
10/ProperToolSelection.pdf
 http://www.iml.uts.edu.au/assessment-futures/designing/assembling.html
LO 2
 Ron Gilster, PC Repair Bench Book., Wiley Publishing Inc., 10475
Crosspoint Boulevard, Indianapolis, IN 46256
 Barry Press, Marcia Press, PC Upgrade and Repair Bible, Desktop
Edition., Wiley Publishing Inc., 10475 Crosspoint Boulevard, Indianapolis,
IN 46256
LO 2
 Ron Gilster, PC Repair Bench Book., Wiley Publishing Inc., 10475
Crosspoint Boulevard, Indianapolis, IN 46256
Edition., Wiley Publishing Inc., 10475 Crosspoint Boulevard, Indianapolis,
IN 46256
LO3
 http://www.google.com
Edition., Wiley Publishing Inc., 10475 Crosspoint Boulevard,
Indianapolis, IN 46256
REFERENCES
Congratulations! You did a great job! Rest
and relax a while then move on to the next
lesson. Good luck!

Perform Mensuration and Calculation
LESSON 2
LO 1. select components to be measured; and
LO 2. carry out mensuration and calculation.
LEARNING OUTCOMES:
do the following:

Bit - a fundamental unit of information having just two possible values, as either of the
binary digits 0 or 1.
Byte - a unit of digital information in computing and telecommunications that most
commonly consists of eight bits.
Booting – starting (a computer) by loading an operating system from a disk.
Electronic storage - a device for recording (storing) information (data).
Firewire - Apple Computer's version of a standard, IEEE 1394, High Performance Serial
Bus, for connecting devices to your personal computer.
Hot-swappable - the connection and disconnection of peripherals or other components
without interrupting system operation.
Interface - the point of interaction or communication between a computer and any other
entity, such as a printer or human operator.
Laser - a device that emits light (electromagnetic radiation) through a process of optical
amplification based on the stimulated emission of photons.
Magnetic platter - a thin, high precision disk that is coated on both sides with a high
precision magnetic material and which is used in a hard disk drive
(HDD) to store data.
Memory module - a narrow printed circuit board that holds memory chips.
Magnetic storage media - any storage medium in which different patterns of magnetization
are used to represent stored bits or bytes of information
Operating system - a set of programs that manage computer hardware resources and
provide common services for application software.
Optical storage media - any storage in which data is written and read with a laser for
archival or backup purposes.
HDD – hard disk drive
IDE - Integrated Drive Electronics
Definition of Terms
Acronyms

1. Workshop
3. Computers
4. LCD
5. Different types of Memory
6. Different types of Storage Devices
7. Paper
8. Pencil/Ballpen
Materials
Select components to be measured
LEARNING OUTCOME 1
1. Object or component to be measured is identified.
2. Correct specifications are obtained from relevant source.
3. Accurate measurements are obtained for job.

Direction. Match items on Column A with Column B. Write your answers on a separate
sheet of paper.
___ 1. Chips that are located on the motherboard. A. Registers
___ 2. A magnetic storage device that is installed
inside the computer.
B. Flash drive or Thumb drive
___ 3. Early drive controller interface that connects
computers and hard disk drives which an
interface that uses a 40-pin connector.
C. Read-only memory
___ 4. Temporary storage for data and programs
that are being accessed by the CPU.
D. IDE
___ 5. A storage device that uses lasers to read data
on the optical media.
E. Floppy drive
___ 6. A storage device that uses removable 3.5-
inch disks.
F. Random access memory
___ 7. Soldered the memory chips on a special
circuit board.
G. Optical drive
___ 8. A removable storage device that connects to
a USB port.
H. DDR
___ 9. Memory cells built right into the CPU that
contain specific data needed particularly the
Arithmetic and Logic Unit.
I. Hard drive
___ 10. Technology that doubles the maximum
bandwidth of SDRAM.
J. Memory module
Pretest LO 1
Let us determine how much you already know about components in Computer
Hardware Servicing to be measured. Take this test.

MEMORY
Although memory is technically any form of electronic storage,
it is used most often to identify fast, temporary forms of
storage. If your computer's CPU had to constantly access the
hard drive to retrieve every piece of data it needs, it would
operate very slowly. When the information is kept in memory,
the CPU can access it much more quickly. Most forms of
memory are intended to store data temporarily.
The CPU accesses memory according to a distinct
hierarchy. Whether it comes from permanent storage (the
hard drive) or input (the keyboard), most data goes in random access memory (RAM) first.
The CPU then stores pieces of data it will need to access, often in a cache, and maintains
certain special instructions in the register.
Read-only memory (ROM) chips are located in the motherboard. ROM chips contain
instructions that can be directly accessed by the CPU. Basic instructions for booting the
computer and loading the operating system are stored in ROM. ROM chips retain their
contents even when the computer is powered down. The contents cannot be erased or
changed by normal means.
Random access memory (RAM) is the temporary storage for data and programs that are
being accessed by the CPU. RAM is volatile memory, which means that the contents are
erased when the computer is powered off. The more RAM in a computer, the more capacity
the computer has to hold and process large programs and files, as well as enhance system
performance.
Early computers had RAM installed in the motherboard as individual chips. The individual
memory chips, called dual inline package (DIP) chips, was difficult to install and often
became loose on the motherboard. To solve this problem, designers soldered the memory
chips on a special circuit board called a memory module.

Here are some types of memory modules:
Dual Inline Package (DIP) Single Inline Memory Module (SIMM)
Dual Inline Memory Module (DIMM) RAMBus Inline Memory Module (RIMM)
Small Outline Dual Inline Memory Module
(SODIMM).
SIMMs have 30-pin and 72-pin configurations. DIMM is a circuit board that holds SDRAM,
DDR SDRAM and DDR2 SDRAM.
The speed of memory has a direct impact on how much data a processor can process
because faster memory improves the performance of the processor. As processor speed
increases, memory speed must also increase. For example, single-channel memory is
capable of transferring data at 64 bits. Dual-channel memory increases speed by using a
second channel of memory, creating a data transfer rate of 128 bits.
Double Data Rate (DDR) technology doubles the maximum bandwidth of SDRAM. DDR2
offers faster performance while using less energy. DDR3 operates at even higher speeds
than DDR2; however, none of these DDR technologies are backward- or forward-
compatible.
Even with a wide and fast bus, it still takes longer for data to get from the memory card to the
CPU than it takes for the CPU to actually process the data. Caches are designed to alleviate
this bottleneck by making the data used most often by the CPU instantly available.
Registers are memory cells built right into the CPU that contain specific data needed by the

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

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

Direction. Match items on Column A with Column B. Write your answers on a separate
sheet of paper.
_____1. A magnetic storage device that is installed inside the
computer.
A. Registers
_____2. Early drive controller interface that connects computers
and hard disk drives which an interface that uses a 40-
pin connector.
B. Flash drive or
Thumb drive
_____3. Temporary storage for data and programs that are being
accessed by the CPU.
C. Read-only
memory
_____4. A storage device that uses lasers to read data on the
optical media.
D. IDE
_____5. A storage device that uses removable 3.5-inch disks. E. Floppy drive
_____6. Soldered the memory chips on a special circuit board. F. Random access
memory
_____7. A removable storage device that connects to a USB port. G. Optical drive
_____8. Chips that are located on the motherboard. H. DDR
_____9. Memory cells built right into the CPU that contain
specific data needed particularly the Arithmetic and
Logic Unit.
I. Hard drive
_____10. Technology that doubles the maximum bandwidth of
SDRAM.
J. Memory module
Self-Check 1.1

Direction: Identify what type of memory module is presented.
(The teacher will show several types of memory module.)
Direction: The teacher will show several types of storage drives and will ask students to
identify the type of storage device and its interface is presented.
Count you number of correct answer out of the number of memory modules that
your teacher will present.
Operation Sheet 1.1
How Do You Extend Your Learning?

1. Workshop
3. Computers
4. LCD
5. Different types of Memory
6. Different types of Storage Devices
7. Paper
8. Pencil/Ballpen
Materials
Carry out mensuration and calculation
LEARNING OUTCOME 2
1. Calculation needed to complete work tasks is performed using the four
fundamentals operations (addition, subtractions, multiplication and division).
2. Numerical computation is self-checked and corrected for accuracy.

Direction. Perform the following:
1) Convert 14 to binary.
2) If a 10 KB file is stored in a 1 MB folder, then approximately how many files can be
stored in that folder?
DIGITAL REPRESENTATION
Within a computer, information is represented and stored
in a digital binary format. The term bit is an abbreviation of
binary digit and represents the smallest piece of data.
Humans interpret words and pictures; computers interpret
only patterns of bits.
A bit can have only two possible values, a one digit (1) or
a zero digit (0). A bit can be used to represent the state of
something that has two states. For example, a light switch
can be either On or Off; in binary representation, these
states would correspond to 1 and 0, respectively.
Computers use binary codes to represent and interpret letters, numbers and special
characters with bits. A commonly used code is the American Standard Code for Information
Pretest LO 2
Let us determine how much you already know about carrying out mensuration
and calculation. Take this test.

Interchange (ASCII). With ASCII, each character is represented by a string of bits. For
example:
Capital letter: A = 01000001
Number: 9 = 00001001
Special character: # = 00100011
Each group of eight bits, such as the representations of letters and numbers, is known as a
byte. Codes can be used to represent almost any type of information digitally: computer
data, graphics, photos, voice, video , and music.
CONVERT DECIMAL NUMBERS TO BINARY
To convert a decimal number to binary, all you have to do is divide the number by 2. Get the
quotient and the remainder. Bring down the quotient, divide it by 2, and get the quotient and
remainder again. Do it repeatedly until the quotient results to 0. Copy the remainder from
bottom to top, and that is the binary equivalent.
Example: 25
Quotient Remainder
25/2 12 1
12/2 6 0
6/2 3 0
3/2 1 1
1/2 0 1
25 = 11001
Checking: 1 1 0 0 1 multiplier
16 8 4 2 1 equivalents
16 8 0 0 1 results
16+8+1 = 25
CALCULATING DATA STORAGE
While a bit is the smallest representation of data, the most basic unit of digital storage is the
byte. A byte is 8 bits and is the smallest unit of measure (UOM) used to represent data
storage capacity.
When referring to storage space, we use the terms bytes (B), kilobytes (KB), megabytes
(MB), gigabytes (GB), and terabytes (TB).

One kilobyte is a little more than one thousand bytes, specifically 1,024. A megabyte
represents more than a million bytes or 1,048,576. A gigabyte is 1,073,741,824 bytes. A
terabyte is 1,099,511,627,776. The exact number is gained by taking 2^n power.
In general, when something is represented digitally, the greater the detail, the greater the
number of bits needed to represent it. A low-resolution picture from a digital camera will use
around 360KB, and a high-resolution picture could use 2 MB or more.
Kilobytes, megabytes, gigabytes, and terabytes are typically used to measure the size or
storage capacity of a device. Examples of components and devices that use byte storage
include: random access memory (RAM), hard disk drive space, CDs, DVDs, and MP3
players.
CDs have a data storage capacity of approximately 700 MB. DVDs have a data storage
capacity of approximately 4.3 GB on a single-layer disc, and approximately 8.5 GB on a
dual-layer disc. BDs have a storage capacity of 25 GB on a single-layer disc, and 50 GB on
a dual-layer disc.
Once we know the size of a file or folder, it is possible to determine the number of bytes
being used. For example:
A file is 20 KB in size
1 KB = 1,024 Bytes
20 * 1,024 = 20,480 bytes in a 20 KB file
If a 20 KB file is stored in a 1 MB folder (1 MB = 1,048,576 bytes of space); then
approximately a total of 51 files can be stored in that folder (1,048,576 / 20,480 = 51.2).

Direction: Convert the decimal numbers shown below to binary. Perform checking to verify
answers.
1) 19
2) 28
3) 37
Direction: Solve the problems indicated below. Show your solution.
1. How many 60 KB jpg files can be stored on a 2 MB folder in your hard drive?
2. How many 5 MB mp3 files can be stored on a 1 GB flash drive?
3. How many 750 MB avi files can be stored on a 4.3 GB DVD-R?
Operation Sheet 2.1
Self-Check 2.1

LO1
 Ron Gilster, PC Repair Bench Book., Wiley Publishing Inc.,
10475 Crosspoint Boulevard, Indianapolis, IN 46256
 Barry Press, Marcia Press, PC Upgrade and Repair Bible,
Desktop Edition., Wiley Publishing Inc., 10475 Crosspoint
Boulevard, Indianapolis, IN 46256
 en.wikipedia.org
LO 2
 Ron Gilster, PC Repair Bench Book., Wiley Publishing Inc.,
10475 Crosspoint Boulevard, Indianapolis, IN 46256
 Barry Press, Marcia Press, PC Upgrade and Repair Bible,
Desktop Edition., Wiley Publishing Inc., 10475 Crosspoint
Boulevard, Indianapolis, IN 46256
 en.wikipedia.org
REFERENCES
Interpretation of Scores
3 – Excellent
2 – Good
1 – Fair
0 – Poor
Congratulations! You did a great job!
Rest and relax a while then move on to
the next lesson. Good luck!

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

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

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

A. Directions: Match Column A with Column B. Write only the letter of the correct
answer on a separate sheet of paper.
Column A
Column B
1. It is represented by a rectangle. It refers to an
action in a business process.
a. Decision
2. It is represented by a diamond. A process that can
answer a decision of "yes" or "no" requires a
decision box.
b. Process
3. It is represented by a small circle or a connector
box and is labeled using letters.
c. Arrow line
4. Drawn in one direction, preferably from top to
bottom to keep a flowchart clear.
d. Connector
5. A process is represented by a rectangle with double
lines on each side.
e. Sub-process
Pretest LO 1
Let us determine how much you already know about one kind of technical
drawing. Take this test.

Flowchart
A flowchart is a diagram that uses graphic symbols to depict the nature and flow of the
steps in a process. Another name for this tool is "flow diagram."
What Are the Elements of a Flowchart?
A flowchart is commonly used by systems analysts to visualize the series of processes in a
business system. A flowchart is a useful tool to design an efficient business system and to
troubleshoot or improve an existing system. A flowchart consists of elements, such as the
terminator, process, sub process, decision, arrow lines, and connectors.
1. Terminator
A terminator is represented by a small rectangle with curved corners. A terminator
appears at the start and at the end of a flowchart. The end terminator appears only once
on a single flowchart.
2. Process
A process is represented by a rectangle. It refers to an action in a business process. It
must be described clearly and concisely. A process can be described using a single verb-
noun phrase; for example, "Order Office Supplies." The same level of detail must be kept
in processes on a single flowchart.
3. Sub-process
A sub-process is represented by a rectangle with double lines on each side. A sub-
process is a major process that could be broken up into simpler processes developed
into another flowchart.
4. Decision
A decision is represented by a diamond. A process that can answer a decision of
"yes" or "no" requires a decision box.
Read Information Sheet 1.1 very well then find out how much you can

5. Connector
A connector is represented by a small circle or a connector box and is labeled using
letters. A flowchart written on a single page is clearer than a flowchart on several pages.
A connector ensures that the processes are connected logically and correctly on several
pages.
6. Arrow Lines
Arrow lines drawn in one direction, preferably from top to bottom, keep a flowchart clear.
Avoid arrow lines that loop because this could indicate redundancy in the business
process.
When should teams use flowcharts?
At the beginning of your process improvement efforts, an as-is flowchart helps your team
and others involved in the process to understand how it currently works. The team may find
it helpful to compare this as-is flowchart with a diagram of the way the process is supposed
to work. Later, the team will develop a flowchart of the modified process again, to record how
it actually functions. At some point, your team may want to create an ideal flowchart to show
how you would ultimately like the process to be performed.
Benefits of Using Flowcharts
1. Promote understanding of a process.
People may have differing ideas about how a process works. A flowchart can help you gain
agreement about the sequence of steps. Flowcharts promote understanding in a way that
written procedures cannot do. One good flowchart can replace pages of words.
2. Provide a tool for training employees.
Because of the way they visually lay out the sequence of process steps, flowcharts can be
very helpful in training employees to perform the process according to standardized
procedures.
3. Identify problem areas and opportunities for process improvement.
Once you break down the process steps and diagram them, problem areas become more
visible. It is easy to spot opportunities for simplifying and refining your process by analyzing
decision points, redundant steps, and rework loops.

Basic Flowchart Symbols
The symbols that are commonly used in flowcharts (Viewgraph 3) have specific meanings
and are connected by arrows indicating the flow from one step to another:
1. Oval. Ovals indicate both the starting point and the ending point of the process steps.
2. Box. A box represents an individual step or activity in the process.
3. Diamond. A diamond shows a decision point, such as yes/no or go/no-go. Each path
emerging from the diamond must be labeled with one of the possible answers.
4. Circle. A circle indicates that a particular step is connected to another page or part of
the Flowchart. A letter placed in the circle clarifies the continuation.
5. Triangle. A triangle shows where an in-process measurement occurs.

Fig 1. Example of a Simple Flowchart
NO Yes
YES
Start
Process
Decision
Process
Process
End

A. Directions: Match Column A with Column B. Write only the letter of the correct
answer on a separate sheet of paper.
Column A Column B
1. Indicates that a particular step is connected to
another page or part of the flowchart
a.
2. Shows a decision point, such as yes/no or go/no-
go.
b.
3. Indicates both the starting point and the ending
point of the process steps
c.
4. Shows where an in-process measurement occurs
d.
5. Represents an individual step or activity in the
process
e.
f.
Self-Check 1.1

Directions: Using the basic symbols used for flowchart, make your own simple flow
chart to illustrate the process of cleaning the computer parts and peripherals
properly. Include the given activities below.
1. Preparation of cleaning tools
2. Identifying the parts to be clean
3. Cleaning the different peripherals
Scoring Rubrics
Preparation of
Flowcharts
4 3 2 1
Drawing All assigned
details and
elements have
been added. The
details are clear
and easy to
identify.
Almost all
assigned details /
elements (at
least 85%) have
been added. The
details are clear
and easy to
identify.
Almost all
assigned details
and elements (at
least 85%) have
been added. A
few details are
difficult to
identify.
Fewer than 85%
of the assigned
details and
elements are
present OR most
details are
difficult to
identify.
Operation Sheet 1.1

1. Workshop
3. Computers
4. USB Flash Drive
5. LCD
6. Drawing Tools
Materials
Interpret technical drawing
LEARNING OUTCOME 2
1. Dimensions of the key features of the objects are depicted in the drawing
correctly identified.
2. Symbols used in the drawing are identified and interpreted correctly.
3. Drawing is checked and validated against job requirements or equipment in
accordance with standard operating procedures.

Directions: Interpret the flowchart.
Yes
Pretest LO 2
Let us determine how much you already know about interpreting of technical
drawing. Take this test.
Begin
READ RECORD
NOT !
EOF
CLOSE FILE
PRINT BLANK
LINE
End
OPEN FILE
NO
YES
PRINT NAME
PRINT STREET
PRINT CITY
A
A
PRINT TWO
BLANK LINES

How do you interpret flowcharts?
A Flowchart will help you understand your process and uncover ways to improve it only if
you use it to analyze what is happening. Interpreting your Flowchart will help
you to :
 Determine who is involved in the process.
 Form theories about root causes.
 Identify ways to streamline the process.
 Determine how to implement changes to the
process.
 Locate cost-added-only steps.
 Provide training on how the process works or
should work.
Below is a sequence of steps that will help you through
an orderly analysis of your flowchart.
Step 1 - Examine each process step for the following conditions that indicate a need to
improve the process:
Bottlenecks. These points in the process where it slows down may be caused by redundant
or unnecessary steps, rework, lack of capacity, or other factors.
Weak links. These are steps where problems occur because of inadequate training of
process workers, equipment that needs to be repaired or replaced, or insufficient technical
documentation. "Inform the drill leader and improvise" is one of the weak links.
Poorly defined steps. Steps which are not well-defined may be interpreted and performed in
a different way by each person involved, leading to process variation. "Improvise" is a poorly
defined step in the weak link cited above.
Step 2 - Examine each decision symbol. You may want to collect data on how often there
is a "yes" or "no" answer at decision points marked by a diamond shaped symbol. If most
decisions go one way rather than the other, you may be able to remove this decision point.
EExxaammiinnee

Step 3 - Examine each rework loop. Processes with numerous checks generate
rework and waste. Examine the activities preceding the rework loop and identify those
that need to be improved. Look for ways to shorten or eliminate the loop.
Step 4 - Examine each activity symbol. Does the step help build a key quality
characteristic into the end product? If not, consider eliminating it.
Types of flowchart
Besides the three levels of detail used to categorize Flowcharts, there are three main
types of flowcharts namely , linear, deployment, and opportunity. The level of detail
can be depicted as macro, mini, or micro for each of these types.
1. Linear Flowchart. A linear flowchart is a diagram that displays the sequence of
work steps that make up a process. This tool can help identify rework and
redundant or unnecessary steps within a process.
2. Deployment Flowchart. A deployment flowchart shows the actual process flow
and identifies the people or groups involved at each step. Horizontal lines define
customer-supplier relationships. This type of chart shows where the people or
groups fit into the process sequence, and how they relate to one another
throughout the process.
How do we construct a linear flowchart?
Following are the seven steps for developing a linear flowchart
1. Define the process to be flowcharted, and the purpose for flowcharting it.
2. Assemble the right people to develop the flowchart—those operators, technicians,
or office workers who are actually involved in the process.
3. Establish process boundaries—the starting and ending points.
 Identify the major activities or sub processes that are included in the process.
 Determine what is not included in the scope of the process to remove any
doubt or confusion about the boundaries. This may also help establish the
scope of related processes.
4. List the steps, activities, and decisions to be charted. If your team is not sure
about a step, mark it to be investigated later.
5. Put the steps in chronological sequence. Sometimes it's easier to start with the
last step and work back to the first step.
6. Assign flowchart symbols such as boxes, diamonds, and triangles.
7. Review and title the Flowchart.

Directions : Arrange the following steps in developing a flowchart . Put the number on a
separate sheet of paper.
____________Define the process to be flowcharted, and the purpose for flowcharting it.
____________Establish process boundaries - the starting and ending points.
____________Put the steps in chronological sequence. Sometimes it's easier to start
with the last step and work back to the first step.
____________Assign flowchart symbols such as boxes, diamonds, and triangles.
____________Review and title the flowchart.
____________Assemble the right people to develop the flowchart— those operators,
technicians, or office workers who are actually involved in the process.
____________List the steps, activities, and decisions to be charted. If your team is not
sure about a step, mark it to be investigated later.
Directions: Analyze carefully the given task below: Work in a group (5 members each) and
develop a flowchart based on the given situation below.
Your task:
You are a member of a product assembly team in a gaming machine manufacturer and
are looking for ways of building the product more efficiently. You are asked to break down
the assembly process into a set of flowcharts, showing how sub-assemblies are made and
then built into the final product. Present your developed flowchart to the team leader.
Operation Sheet 2.1
Self-Check 2.1

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

LO1
 http://machineshop.olin.edu/resources/documents/Technical%20Drawing%2
0-%20Class%20Handout.pdf
 www.breezetree.com/.
 www.patton-patton.com/basic_flow_chart_sy.http://www.lakeland
 www.tesda.gov.ph
LO 2
 www.edrawsoft.com/flowchart.php
 http://www.eod.gvsu.edu/~blaucha/c2d2/Structured%20Design%20Using%2
0Flowcharts.pdf

LO 3
 http://library.thinkquest.org/TQ0312380/machine.htm
 http://www.agmachine.com/xmmd43d.htm
REFERENCES

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

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

1. Workplace
2. Personal protective equipment (PPE)
3. Learning guides
4. Hand-outs
- Organizational safety and health protocol
- 5S
- Hazards/risk identification and control
5. CD’s, VHS tapes, transparencies
Materials
Identify hazards and risk
LEARNING OUTCOME 1
1. Workplace hazards and risks are identified and clearly explained.
2. Hazards/risks and their corresponding indicators are identified in accordance
with the company procedures.
3. Contingency measures are recognized and established in accordance with
organizational procedures.

A. Directions: Identify the type of hazards. Match Column A with Column B. Write only
the letter of each correct answer on a separate sheet of paper.
Column A Column B
1. cables running across the
floor
1. mechanical hazard
2. hot components or sharp
edges of computers
2. physical hazard
3. inkjet printer cartridge 3. electric shock hazards
4. exposed power cable 4. chemical hazard
5. open casing of computer
monitor
5. CRT monitor high voltage
hazard
B. Identify the 5S principles and give (1) example for each principle.
1. __________________________________________________________________
Example : _________________________________________________________
2. __________________________________________________________________
Example : _________________________________________________________
3. __________________________________________________________________
Example : _________________________________________________________
4. __________________________________________________________________
Example : _________________________________________________________
5. __________________________________________________________________
Example : _________________________________________________________
Pretest LO 1
Let us determine how much you already know about hazards and risks. Take this
test.

Hazard Identification, Risk Assessment, and Risk Control
Occupational safety and health (OSH) is a planned system of working to prevent illness
and injury where you work by recognizing and identifying hazards and risks. Health and
safety procedure is the responsibility of all persons in the computer and technology
industries. You must identify the hazards where you are working and decide how dangerous
they are. Eliminate the hazard or modify the risk that it presents. This Module is intended to
give you some guidelines and advice on common areas of health and safety problems in the
computer industry and to help you gain a general awareness of your responsibilities as user
and technician in a safe environment.
There are three steps used to manage health and safety at work:
1. Spot the Hazard (Hazard Identification)
2. Assess the Risk (Risk Assessment)
3. Make the Changes (Risk Control)
At work you can use these three Think Safe steps to help prevent accidents.
Using the Think Safe Steps
1. Spot the Hazard
Key Point
A hazard is anything that could hurt you or someone
else.
Examples of workplace hazards include:
 frayed electrical cords (could result in electrical shock)
 boxes stacked precariously (they could fall on someone)
 noisy machinery (could result in damage to your hearing)
During work experience, you must remain alert to anything that may be dangerous. If you
see, hear or smell anything odd, take note. If you think it could be a hazard, tell someone.
Read Information Sheet 1.1 very well then find out how much you can remember
and how much you learned by doing Self-check 1.1.
Spot the
hazards

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Assess
2. Assess the Risk
Key Point
Assessing the risk means working out how likely it is that a
hazard will harm someone and how serious the harm could
be.
Whenever you spot a hazard, assess the risk by asking
yourself two questions:
 How likely is it that the hazard could harm me or
someone else?
 How badly could I or someone else be harmed?
Always tell someone (your employer, your supervisor or your health and safety
representative) about hazards you can't fix yourself, especially if the hazard could cause
serious harm to anyone.
For example:
 Ask your supervisor for instructions and training before using equipment.
 Ask for help moving or lifting heavy objects.
 Tell your supervisor if you think a work practice could be dangerous.
If you are not sure of the safest way to do something during work experience, always ask
your work experience supervisor.
3. Make the Changes
Key Point
It is your employer's responsibility to fix hazards. Sometimes you may be able to fix simple
hazards yourself, as long as you don't put yourself or others at risk. For example, you can
pick up things from the floor and put them away to eliminate a trip hazard.
Common hazards encountered by computer technicians and users
A hazard is a situation in the workplace that has the potential to harm the health and safety
of people or to damage plant and equipment. The situation could involve a task, chemical or
equipment used. Hazard management is a continuous process that can be used to improve
the health and safety of all workplaces.
Physical Hazards
One of the most common physical hazards involving
computer technicians is cables running across the floor. If
someone trips, falls, and hurts himself because of a cable
you ran across the floor, someone (you, your employer, or
your customer) has a serious legal negligence problem. If

you need to temporarily run a cable across the floor, place a Danger sign similar to those
"wet floor" signs used by cleaning services.
For cables that are temporary but will need to run across the floor for a longer period of time,
use "gaffers tape". Gaffers tape is a heavy tape with strong adhesive to stick to the floor. It
comes in a wide range of colors, from unintrusive matte black to hazard warning red.
Although it has strong adhesive, it can be removed easily and cleanly.
For long term cable routing there is a wide variety of cable organizing devices like cable ties,
cable wraps, and cable raceways which can be used to run cable safely along the wall or
ceiling.
Other common physical hazards include leaving tools on top of ladders and placing
electronic equipment in precarious positions or on support that is not sturdy enough or not
designed for holding electronic equipment.
Mechanical Hazards
When working on electronic
equipment, ask yourself "Is there
any way this equipment could hurt
me?‖. You might stick your hand in a
printer and suddenly the paper feed
arm moves, feeding not only paper
through the printer, but a piece of
your finger too.
You might move your hand past a computer chassis and lose a chunk of flesh because it is
razor sharp. When working on electronic equipment always be alert to any possibility of
being hurt by moving parts, hot components, or sharp edges.
Chemical Hazards
There is a wide array of chemicals used with
electronic equipment. There are display cleaning
chemicals, keyboard cleaning chemicals,
compressed gas dirt and dust removers, and many
cleaning solvents. Some of these chemicals can be
harmful if accidentally swallowed, get on bare skin,
or get in eyes. Before using any chemicals for
electronic equipment always read the warnings and
instructions on the label.
Also be very careful when dealing
with inkjet printer cartridges, or laser
printer toner cartridges. Ink and toner can stain skin, clothing, and carpet.
Electric Shock Hazard
Inside computers and electronic equipment, there is a range of voltages
from 3.3 volts to 25 volts, most of these are harmless. But at the power
supply, you'll find line voltage, which is a lethal 220 volts.
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Most of the time while working inside computers and electronic equipment, you'll want them
unplugged from the wall socket. If you need to work on equipment while it is still plugged in
or powered up, remove all jewelry and wrist watches.
If you must work inside a line power distribution box, wear an electrician’s rubber insulated
gloves and safety glasses. You might think you don't need these safety devices because you
are going to be extra careful, but one little slip could cause a flaming explosion that could
take off your hand, embed shrapnel in your eyes, or conduct electricity through your heart,
where it takes only 10 milliamps (0.01) to kill a human.
- CRT Monitor High-Voltage Hazard
CRT monitors are becoming less common nowadays, but
should you run into one, it is best NOT to open it up.
Instead, outsource any CRT repair job to a qualified CRT
repair service. A CRT monitor has a high-voltage anode
inside it, which can carry a charge of up to 25,000 volts,
and it can still be holding a high charge days after the
power is removed.
If you must open a CRT monitor case for some reason,
be sure to study the proper way to discharge a CRT
before you proceed. It involves using a jumper wire and a
flat blade screwdriver to shorten the anode to ground.
After being discharged, even with no power connection,
the anode voltage will actually build up again. So you
have to repeatedly discharge it.
A. Direction: Read carefully each statement below. Place T on the line if the statement is
TRUE. Place F if the statement is FALSE.
_____ 1. Health and safety procedure is the responsibility of all persons in the computer
and technology industries.
______ 2. Spotting the hazards means working out how likely it is that a hazard will harm
someone and how serious the harm could be.
______ 3. If you need to temporarily run a cable across the floor, place a Danger sign similar
to those "wet floor" signs used by cleaning services.
______ 4. An LCD monitor has a high-voltage anode inside it, which can carry a charge of
up to 25,000 volts, and it can still be holding a high charge days after the power is removed.
______ 5. Inkjet printer cartridges, or laser printer toner cartridges are hazardous to users.
Self-Check 1.1

B. Direction : Identify what hazard is being illustrated in the situation below .
__________ 1. Slippery computer laboratory floor
__________ 2. Hot components, or sharp edges of computer devices
__________ 3. Laser printer toner
__________ 4. Obstructed electrical cables
__________ 5. Open CRT monitor
A. Direction: Analyze the given task below and answer the worksheet that follows.
Task:
1. Choose an industry or type of workplace e.g. computer laboratory, computer
manufacturing, or a computer shop.
2. Make a list of hazards that may be present in that workplace e.g. slippery floors from
spilt water, oil etc; uneven floors from changing floor level. Use the Table below.
3. Describe the risks.
4. Write down ways to control the risks.
Spot the Hazard Assess the Risk
A Hazard is anything that could hurt you
or someone else
Work out how likely it is that the hazard will
hurt someone and how badly he/she could be
hurt
List the hazards









Describe the risks









Operation Sheet 1.1

B. Direction: Observe the set-up of your school’s Computer Laboratory. Observe the
procedures and arrangement being practiced and used in the workplace. Identify hazards
and assess the risk based on your observations.
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Spot the hazard
If you spot something hazardous, what should you do?
 Simple hazard (e.g. boxes on the floor in the way)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
 More complex hazard (e.g. frayed cords, damaged equipment)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Assess the risk
What two main things should the person in charge or responsible for safety consider when
assessing the risk?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Scoring Rubrics
Criteria 4 3 2 1
1. Number of
hazards
4 hazards or
more
3 hazards 2 hazards 1 hazard
2. Description
of Risks
Hazards
completely and
accurately
assessed
All hazards
completely and
accurately but
not clearly
All hazards
completely
described but
not accurately
and clearly
Hazard not
completely,
accurately and
clearly
described
3. Suggested
ways of
controlling
hazards
Complete and
doable(practical
) and correct
Complete,
correct but not
very practical
Complete, not
very correct, not
very practical
Not so
complete, not
correct, not
practical
Make a list of hazards that may be present in your own home when operating a
personal computer. Give the possible risk of the said hazards.
Hazards at home when operating a
computer
Risk
1.
2.
3.
4.
5.

Applying 5s on your computer
You work with documents, presentations, graphics, and other files all day—and chances are,
you have a lot of them. And that means it takes time to find the documents you need. Even if
it is just a couple of minutes here, and a couple of minutes there, it all adds up.
But there is a better way to stop the file
clutter—by managing your files more
effectively. Digital files are no different than
paper files, and if you don't have a good
method of organization, things get lost.
Whether you save your files in your computer's
hard drive or a shared network location, this
course will help you save time and headache
of searching for files
The purpose of this instruction is to help you
apply 5S concepts to the hard drive of your
computer resulting in an increase to your daily
productivity, better organization of your
computer, and further compliance with the
Office 5S initiative. We will cover the following
topics as they relate to your hard drive:
5S provides the foundation for all quality improvement programs. Thus, it is often said that
the road to productivity starts with 5S and through 5S you can create a highly productive
company with highly productive people. 5S is not only a matter of good housekeeping. It is a
process to create more productive people and more productive companies through
motivation, education, and the practice of 5S. It involves the creation of a strong corporate
culture filled with the spirit filled with the spirit of high productivity.
1. Seiri Sorting/Putting things in order (Remove/discard what is not needed so that
there are fewer hazards and less clutter to interfere with work. Only keep what is
needed.)
2. Seiton Orderliness/Proper Arrangement (Place things in such a way that they can
be easily reached whenever they are needed. "There must be a place for everything,
and everything must be in its place.")
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3. Seiso Clean/cleanliness. (Keep workplace and things clean and polished; no trash
or dirt in the workplace)
4. Seiketsu Standardize/Purity (Maintain cleanliness after cleaning, consistently-
perpetual cleaning. Such cleaning is part of every one's work.)
5. Shitsuke Sustaining/discipline/commitment (Maintain standards and keep the facility
in safe and efficient order day after day, year after year.)
Example #1: Am I at lost?
It’s not unusual for you to see a computer desktop on your classmate’s desk that
looks something like this:
You may have seen even worse. Keeping your desktop so cluttered like this creates
many problems such as:
 It is difficult to find what you’re looking for.
 Files, folders, and application shortcuts are grouped together without any logical
separation.
 You don’t know immediately where to place new files (downloaded files, attachments,
temporary working documents, etc)
 When the desktop gets too full, you waste time cleaning temporary/downloaded files.
 If you are only backing up My Documents, items on the Desktop may be skipped.
 If you are migrating to a different computer or keeping multiple computers
synchronized, the Desktop folder is often missed.

What can you say about the desktop illustrated?
How can you make sure that the above problems will not be encountered?
Consider setting up your files in the tree structure format.
A tree structure is an algorithm for placing and locating files in an organized database. The
algorithm finds data by repeatedly making choices at decision points called nodes. A node
can have as few as two branches (also called children), or as many as several dozen.
In a tree, records are stored in locations called leaves. This name derives from the fact that
records always exist at end points; there is nothing beyond them.
The folder names do not necessarily tell the user what is inside them, making it difficult for
yourself and others to find. Also, the folders that are inside don’t necessarily belong there or
fit with the other files.
Sort – it’s the best thing that you can do
Tired of icon clutter on your desktop? Sure, you can organize your desktop shortcuts,
programs, folders, and the like by dragging and dropping, but eventually some game or other
screen resolution-changing app will undo all your hard work.

Make Yourself a Desktop Cleaner
Your desktop is the first thing you see when you start your computer. This should be the
most organized part of your electronic workspace. But what if your desktop looks like this?
What will be the impressions of your classmates?
The Desktop offers many features that make using your computer easier. You can easily
start programs or applications, copy and move files from one place to another and drag and
drop files and program where you want them on the computer or even on to a program's
icon to open a file.
Manage Your Own Desktop
Numerous studies have shown that your environment affects your productivity, and that even
something as simple as color can influence your memory or creativity. Since most of our
work now is done in the digital realm, it stands to reason that your desktop environment can
play an important role in your productivity.
Your computer's desktop is a starting point for your entire computing experience, but—like
anything else if you let it get ugly and messy your productivity will take a dive. Here's how to
design and create an attractive desktop with built-in organization to keep your workspace
nice, clean, and productive with minimal effort.
How to manage your desktop:
1. Create 5 folders in My Documents called :

 Inbox - Put unprocessed items that don’t have a place yet in here. This
may be items like software installers you’ve downloaded, files sent to you
from colleagues, and random text clippings.
 Action Items - Put items requiring an action that takes more than 2
minutes in here. These may be items such as forms to fill out, large
applications to install and setup, and files to upload.
 On Hold - Put items you aren’t yet ready to do or complete in here. These
may be articles you’re thinking of reading, sketches for potential projects,
and information about classes you’re thinking about taking.
 Current Projects - Put files related to active projects in here. This folder
contains files you’re currently working on as well as reference files for a
project. Each project gets its own unique folder.
 Archive - Put completed projects, general reference items, and anything
else you might want to look at again in here
Tip: By placing the underscore in front of the name of the file folder, it will force the
folder to display at the top of the list in My Documents.
2. Now move all relevant files from your desktop into these folders. If you have a
large number of files, you can move everything into the ―Inbox‖ folder and organize
it later.
3. All that should be left on the desktop is program icons.
Directions: Match the 5S principle that is needed or depicted in the following pictures.
Column A Column B
1. Seiton
a.
2. Seiri
b.
Self-Check 1.2

Please follow
our Computer
Laboratory
Rules and
regulations
3. Seiketsu
c.
4. Seiso d.
5. Shitsuke
e.
f.

Directions: Organize your desktop. Name the folders below and organize your own desktop
by sorting the given files accordingly.
Files File folder name
1. YouTube downloader 1.
2. House.jpeg 2.
3. Firezilla 3.
4. Deped memorandum .pdf 4.
5. Letter to the principal .doc 5.
6. Group project proposal 6.
7. Proposed program of activities 7.
8. School.jpeg 8.
9. Video of the school activities 9.
10. My resume.doc 10.
11. Harry Potter movie 11.
12. School Hymn 12.
13. Teach me how to doggy.mp3 13.
14. List of activies.doc 14.
15. Importance of Facebook usage.ppt 15.
Operation Sheet 1.1
3.
5.4.
2.1.

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

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

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

Computer Workstation Ergonomics
There are various health problems associated with the regular use of computers, such as
stress, eyestrain, and injuries to the wrists, neck, and back.
Employers must take steps to protect employees whose work involves the regular use of
computers.
Computer ergonomics is the discipline of matching the task to the worker using the most
appropriate equipment to optimize human well-being and overall performance.
This can be simplified to ―Modify the workplace, not the individual".
Consideration should be given to:
 The accessories required to operate properly
 The layout of equipment on the desk
 The location of furniture in the room

Work surface height
Adjust the height of the work surface and/or the
height of the chair so that the work surface allows
your elbows to be bent at 90 degrees, forearms
parallel with the floor, wrist straight, shoulders
relaxed.
Chair
Adjust the seat tilt so that you are comfortable when
you are working on the keyboard. Usually, this will be
close to horizontal but some people prefer the
seat tilted slightly forwards. Your knees should be
bent at a comfortable angle and greater than 90
degrees flexion. If this places an uncomfortable strain
on the leg muscles or if the feet do not reach the floor
then a footrest should be used. The footrest height
must allow your knees to be bent at 90 degrees.
Therefore the height of the footrest may need to be
adjustable. Adjust the backrest so that it supports the
lower back when you are sitting upright.
Keyboard placement
Place the keyboard in a position that allows the
forearms to be close to the horizontal and the wrists to
be straight. That is, with the hand in line with the
forearm. If this causes the elbows to be held far out
from the side of the body then re-check the work
surface height. Some people prefer to have their wrists
supported on a wrist desk or the desk. Be careful not to
have the wrist extended or bent in an up position.
Screen placement
Set the eye to screen at the distance that permits you to most easily focus on the screen.
Usually, this will be within an arm's length. Set the height of the monitor so that the top of the
screen is below eye level and the bottom of the screen can be read without a marked
inclination of the head. Usually, this means that the center of the screen will need to be near
shoulder height. Eyes must be level with the tool bar. People who wear bifocal or multi-focal
lenses will need to get a balance between where they see out of their lenses and avoid too
much neck flexion.
Desk-top layout
Place all controls and task materials within a comfortable reach of both hands so that there
is no unnecessary twisting of any part of the body. Most people prefer the document holder
to be between the keyboard and the monitor. There are many different types of document
holders available.
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Bad posture
Document holder
Place this close to the monitor screen in the
position that causes the least twisting or
inclination of the head.
Posture and environment
Change posture at frequent intervals to minimize
fatigue. Avoid awkward postures at the extremes
of the joint range, especially the wrists. Take
frequent short rest breaks rather than infrequent
longer ones. Avoid sharp increases in work rate.
Changes should be gradual enough to ensure that
the workload does not result in excessive fatigue.
After prolonged absences from work the overall
duration of periods of keyboard work should be
increased gradually if conditions permit
Lighting
Place the monitor to the side of the light source/s, not directly underneath. Try to site desks
between rows of lights. If the lighting is fluorescent strip lighting, the sides of the desks
should be parallel with the lights. Try not to put the screen near a window. If it is
unavoidable, ensure that neither the screen nor the operator faces the window. The solution
is to increase the refresh rate of the monitor to at least 75hz.
If the monitor is well away from windows, there are no other sources of bright light and
prolonged desk-work is the norm, use a low level of service light of 300 lux. If there are
strongly contrasting light levels, then a moderate level of lighting of 400 - 500 lux may be
desirable.
Glare and reflection
It is important to detect the presence of glare and reflection. To determine whether there is
glare from overhead lights whilst seated worker should hold an object such as a book above
the eyes at eyebrow level and establish whether the screen image becomes clearer in the
absence of overhead glare. To detect whether there are reflections from the desk surface,
the worker should hold the book above the surface and assess the change in reflected glare
from the screen.
Using a mouse
A well designed mouse should not cause undue pressure on the
wrist and forearm muscles. A large bulky mouse may keep the
wrist continuously bent at an uncomfortable angle. Pressure can
be reduced by releasing the mouse at frequent intervals, by
selecting a slim-line, low-profile mouse. Keep the mouse as close
as possible to the keyboard, elbow bent and close to the body.
Posture during Keying
good posture

Good posture is essential for all users of computers. It comprises of a natural and relaxed
position, providing opportunity for movement, and from which the operator can assume a
number of alternative positions. It is not a single, rigidly defined position.
Typing technique
Typing is a physical activity, and using a keyboard requires skill, hence the need to learn
correct typing technique. Unskilled ('hunt and peck') typists are particularly at risk
of Occupational Overuse Injury because they:
 often use only one or two fingers which may overload the finger tendons;
 are constantly looking from keyboard to screen to keyboard, which may strain neck
muscles;
 often adopt a tense posture (wrists bent back and fingers 'poised to strike').
Speed of keying
The efficiency and speed of modern computers makes it possible for a skilled operator to
type extremely quickly. This capability, reinforced by workload pressures means the potential
exists for operators to key at speeds which may cause or contribute to Occupational
Overuse Syndrome.
The role of the repetitive movement in injury is not fully understood, but is believed to
interfere with the lubrication capacity of tendons, and the ability of muscles to receive
sufficient oxygen supplies. 10,000 - 12,000 keystrokes per hour is considered an acceptable
standard.
Length of time on the keyboard
The maintenance of a fixed posture for long periods is tiring and increases the likelihood of
muscular aches and pains. In addition, long periods of repetitive movement and sustained
visual attention can also give rise to fatigue-related complaints.
It is recommended that operators avoid spending more than five hours a day on keyboard
duties and no longer than 50 minutes per hour without a postural/stretching break.
POINTS TO REMEMBER
Computers –Ergonomic Guidelines
 Viewing distance: The monitor should be 2 –2½ feet from the child’s eyes.
 Time at computer: Encourage children to use their physical energy.
 Seat and height posture: The child should sit high enough to have his
arms bent at 90°
 Footrest: Use it prevent dangling feet.
 Mouse: Find one that fits small hands.
 Keyboard: Child-sized keyboards with light pressure keying are
recommended.

Direction: Read each statement below carefully. Place T on the line, if you think a
statement is TRUE. Place F, if you think the statement is FALSE.
_____ 1. Your knees should be bent at a comfortable angle and greater than 90 degrees
flexion when sitting in front of a computer.
_____ 2. A well-designed mouse should not cause undue pressure on the waist and
forehead muscles.
_____ 3. Set the eye to screen at a distance that permits you to most easily focus on
the screen.
_____ 4. Changing posture at frequent intervals maximizes fatigue when using a computer.
_____ 5. Place the keyboard in a position that allows the forearms to be close to the
horizontal and the wrists to be straight.
_____ 6. It is recommended that operators avoid spending more than five hours a day on
keyboard duties and no longer than 50 minutes per hour without a postural/stretching break.
_____ 7. To detect whether there are reflections from the desk surface, the worker should
hold the book below the surface and assess the change in reflected glare from the screen.
_____ 8. 10,000 - 12,000 keystrokes per hour is considered an acceptable standard in
typing.
_____ 9. Good posture is essential for all users of computers.
_____ 10. The solution is to increase the refresh rate of the monitor to at least 75hz.
Self-Check 2.1

Directions: Review the Hazard Evaluation sample exercise with the class. Explain that
there is personal judgment involved in evaluating hazards. For example, a large bulky
mouse may keep the wrist continuously bent at an uncomfortable angle.
Answer handout 1 for an individual learning activity. Ask students to choose one job (either
computer technician or computer programmer) or activity at work or at home. List potential
A, B and C type hazards on computer ergonomics for the job or activity on the worksheet
and give reasons for the type of hazard.
Name:
________________________
HAZARDS EVALUATION
(Computer Ergonomics) ____________: Date
Setting : Computer Laboratory Hazard A: Can cause serious injury. Must be
corrected immediately.
Activity /Job : Computer
Technician
Hazard B : Must be corrected soon to avoid injury.
Location : Philippines Hazard C : Not an immediate concern. Plan to correct
in future.
Hazard A Hazard B Hazard C
(Example)
1. Overloaded Electrical
sockets
Reasons why :
(Example)
1. Computer screen
near a window.
Reasons why :
(Example)
1. Large bulky mouse
may keep the wrist
continuously bent at
an uncomfortable
angle.
Reasons why :
Operation Sheet 2.1

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

1. Workplace
3. Learning guides
4. Hand-outs
- 5S
Materials
Control hazards and risk
LEARNING OUTCOME 3
1. OHS procedures for controlling hazards and risk are strictly followed.
2. Procedures in dealing with workplace accidents, fire and emergencies are
followed in accordance with the organization’s OSH policies.
.

A. Directions: List down at least five ways to control hazards in the computer work
place
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
B. Directions: Read each statement below carefully. Place T on the line, if you think
the statement is TRUE. Place F if you think the statement is FALSE.
_____ 1. The right lighting can reduce eyestrain, neck strain, and headaches.
_____ 2. When you type, hold your fingers, wrists, and lower arms in a straight line from
your keyboard.
_____ 3. The computer desk should be deep enough to support your arms when you
work at the computer.
_____ 4. When using a computer, keep your feet flat on the floor and your knees slightly
lower than your thighs.
_____ 5. Substitution of a specific hazard or hazardous work process, or preventing it
from entering the workplace, is the most effective method of control.
Pretest LO 3
Let us determine how much you already know about the control of hazards and
risk . Take this test.

Controlling hazards and Risk
All workplace hazards (chemical, physical, etc.) can be controlled by a variety of methods.
The goal of controlling hazards is to prevent workers from being exposed to
occupational hazards. Some methods of hazard control are more efficient than others, but
a combination of methods usually provides a safer workplace than relying on only one
method. Some methods of control are cheaper than others but may not provide the most
effective way to reduce exposures.
The most effective method of controlling hazards is to control at the source by eliminating
the hazard or by substituting a hazardous agent or work process with a less dangerous one.
Before thinking about what control measures are needed, first you need to know whether
there are health and safety problems in your workplace,
and if so, what they are.
How can you identify health and safety problems?
Here are some of the ways you can identify health and
safety problems:
 Observe your workplace;
 Investigate complaints from workers;
 Examine accident and near-miss records;
 Examine sickness figures;
 Use simple surveys to ask your co-workers about
their health and safety concerns;
 Use checklists to help you inspect your
workplace;
 Learn the results of inspections that are done by
the employer, the union, or anyone else;
 Read reports or other information about your workplace.
Once you recognize a hazard, then you can determine which measure will correct the
problem most effectively. Generally, there are five major categories of control measures:
elimination, substitution, engineering controls, administrative controls, and personal
protective equipment. Eliminating a hazard means removing it completely; substitution is
hhaazzaarrddss aanndd
rriisskk ccoonnttrrooll

replacing one hazardous agent or work process with a less dangerous one. An engineering
control may mean changing a piece of machinery (for example, using proper machine
guards) or a work process to reduce exposure to a hazard; working a limited number of
hours in a hazardous area is an example of an administrative control (for example, job
rotation); and personal protective equipment (PPE) includes ear and eye protection,
respirators, and protective clothing.
Remember: it is always better to control the hazard as close to the source as possible.
Using personal protection is the least acceptable and least effective of all control measures.
Methods of Control
Elimination
Elimination of a specific hazard or hazardous work process, or preventing it from entering
the workplace, is the most effective method of control.
Eliminate hazards at the “development stage”
It is important to consider the worker’s health and safety when work processes are still in the
planning stage. For example, when purchasing machines, safety should be the first concern,
not cost. Machines should conform to national safety standards. They should be designed
with the correct guard on them to eliminate the danger of a worker getting caught in the
machine while using it. Machines that are not produced with the proper guards on them may
cost less to purchase, but cost more in terms of accidents, loss of production, compensation,
etc. Unfortunately, many used machines that do not meet safety standards are exported to
developing countries, causing workers to pay the price with accidents, hearing loss from
noise, etc.
Where are controls used?
Controls are usually placed:
1. At the source (where the hazard "comes
from")
2. Along the path (where the hazard "travels")
3. At the worker
What is meant by elimination?
Elimination is the process of removing the hazard from the workplace. It is the most effective
way to control a risk because the hazard is no longer present. It is the preferred way to
control a hazard and should be used whenever possible.
Keep
Safe

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

DDoonn’’tt FFoorrggeett
Some tools include physical inspection, testing, exposure assessment, observations, injury
and illness tracking, employee feedback/input, occupational health assessment, and other
methods.
Be sure to answer the following questions:
 Have the controls solved the problem?
 Is the risk posed by the original hazard
contained?
 Have any new hazards been created?
 Are new hazards appropriately controlled?
 Are monitoring processes adequate?
 Have workers been adequately informed
about the situation?
 Have orientation and training programs
been modified to deal with the new
situation?
 Are any other measures required?
 Has the effectiveness of hazard controls
been documented in your committee
minutes?
 What else can be done?
A review will identify areas that may need more
improvement or refinement. It is important to know if all workplace hazards are identified,
assessed, and appropriately controlled.
The workplace can be a dangerous place if various safety procedures are not properly
considered. Some precautions which can be taken to reduce
the risk of accidents are:
 Ensure there are no trailing wires across or around the
room which people could trip on.
 Power cables should be safely secured.
 Electrical sockets should not be overloaded.
 Electrical equipment should be safety tested at least
once a year.
 There should be adequate space around desks for
people to move.
 Bags and obstacles should be stored out of the way so
that people can't trip over them.
 Food and drink should not be placed near a machine.
 Heating and ventilation should be suitable for the
working environment.
 Work desks should be strong enough to support
computers and equipment.
 Staff should follow the safety regulations.
 This is the science concerned with designing safe and comfortable machines for use
by people.
 This includes furniture design and the design of peripherals that you need to use,
such as mouse and keyboard.
EEffffeeccttiivvee HHaazzaarrdd
CCoonnttrrooll PPrrooggrraamm

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

Remember the 3 steps to controlling a hazard.
See it. - Identify the hazards. What is unsafe?
Think It. - Evaluate the hazard. What could happen?
Do It. - Provide solutions to control or eliminate the hazard.
Directions: Search for the ten (10) different methods used to control hazards and risks.
Encircle the word/ words vertically, horizontally, backward, upward or downward.
E L I M I N T I O N T E A A G
A A D E D F G H Y I G D M S O
T R T Y U I O P A Y B C E D O
S E A S F G H K T Y V G T F D
S D A S E D O E R A C N H G H
T R A I N I N G F F O O O H O
T A I X E T G G S I Y I D J U
T A A F F F F B T E H T S K S
A O E E D U I I B H N A F L E
N I O P S A T D G F H C G X K
A N A T I S A S E R T U S C E
U R E Y B O C O L L E D A V E
A E O U R O N A L D A E C B P
N A S I A G H K L I O L O N I
C N E N A W H A Z A R D S M N
I A W E I N M L W E Y U I F G
T R I S K W Q A N A W I N N E
Y W E O A C R A M I L O A H A
Self-Check 3.1

Directions : Ask students to work in small groups (2-4 persons) and think about specific,
possible computer laboratory or classroom hazards that could fall into the categories listed in
handout below. Allow 10 minutes.
Debrief the activity in a large group by asking the students what they thought might be
hazards. Write their responses on the left side of a flipchart. Ask the students to speculate
about the kind of injuries that could result from each hazard and write these on the right side
of the flipchart.
Make suggestions that will control the risk and hazards identified into an innovative and
creative way like poster, brochure, and leaflets or through a Facebook Fun Page.
Handout 3.1 COMPUTER LABORATORY/CLASSROOM HAZARDS CONDITION
Indicators Observation
Computer Lab / Classroom
1. Is the housekeeping satisfactory?
2. Is the lighting adequate?
3. Is the floor in good condition?
4. Are the aisle widths and other paths of travel adequate?
5. Are the entrances and exits adequate?
6. Are emergency procedures (with guidelines for disabled persons) clearly
posted?
7. Is the classroom furniture in good repair and positioned safely?
Power Cords and Cables
1. Are the proper cords and plugs used?
2. Are all cords in good condition (no fraying or exposed wires)?
3. Are all plugs in good condition (no cracks or broken pieces) and firmly
attached to cords?
4. Are cords secured to avoid a tripping hazard?
Chairs
1. Are the chairs adjustable?
2. Does the backrest adequately support the lumbar area?
3. Do chairs have rounded seat edges to help maintain blood circulation in
the legs?
4. Does the seat allow for the comfortable and supportive positioning of the
legs, torso and arms?
Operation Sheet 1.1

Mice and Keyboards
1. Are wrist or palm rests available?
2. Is a variety of mice available to fit the different sized hands of students?
3. Can the height of the mouse be adjusted so it is located beside the body
just above the keyboard tray?
4. Is the height of keyboards adjustable?
5. Is keystroke pressure adjustable?
6. Is the angle of the keyboard adjustable (to maintain the hands in a
neutral hand position)?
7. Are portable keyboards (which tend to be smaller than regular
keyboards) or reduced size keyboards available for students with smaller
hands?
Monitors (video display terminals)
1. Can workstations (chair, monitor, etc.) be arranged so:
• the top of the screen is at eye level (or a level that doesn’t
stress the neck or eyes)?
• their eyes are a comfortable distance from the screen (usually
about one arm length)?
• the keyboard is just below elbow height
2. Are monitors placed perpendicular to windows to reduce glare?
3. Are anti-glare screens available?
4. Does the work surface have an anti-glare surface to reduce light
reflection?
Activity 4 3 2 1
Identifying
hazards and
Risk
Students identify
more than 4
reasonable,
insightful
barriers/problems
that need to
control hazards
and risks.
Students identify
at least 4
reasonable,
insightful
barriers/problems
that need to
control hazards
and risks.
Students identify
at least 3
reasonable,
insightful
barriers/problems
that need to
control hazards
and risks.
Students identify
fewer than 3
reasonable,
insightful
barriers/problems
that need to
control hazards
and risks.
Controlling
hazards and
Risk
Students identify
more than 4
reasonable,
insightful possible
solutions/strategie
s to control
hazards and risks.
Students identify
at least 4
reasonable,
insightful possible
solutions/strategie
s to control
hazards and risks.
Students identify
at least 3
reasonable,
insightful possible
solutions/strategie
s to control
hazards and risks.
Students identify
fewer than 3
reasonable,
insightful possible
solutions/strategie
s to control
hazards and risks.

Directions: Complete the Table below by analyzing the task given.
Your Task:
Think about what your first (next) job might be in the future.
In your mind make a picture of how your workplace looks like.
Think about how you could answer the following questions.
MY TRIAL RUN FOR MY FUTURE: See it! Think it! Do it!
See it! Think It! Do It!
Questions Situations
1. Describe one unsafe situation you might find
at work.
2. Why is this a hazardous situation?
3. What injury or health problem could result?
4. How can you prevent an accident from
happening?
Congratulations! You did a great
job! Rest and relax.

LO1
 Bahr, N. J., ―System Safety Engineering and Risk Assessment: A
Practical Approach‖, Taylor and Francis, 1997
 http://www.austlii.edu.au
LO 2
 http://www.michigan.gov/documents/4-pub207_60737_7.pdf
 http://www.empf.org/empfasis/aug04/prop.htm
LO 3
 http://www.lakeland.cc.il.us/
 http://www.waset.org/journals/waset/v48/v48-76.pdf
 http://www.leankaizen.co.uk/5s-your-computer.htm
 www.mgenta.com
REFERENCES

ANSWER KEYS
LESSON 1
LO1 AND LO2 PLAN AND PREPARE FOR TASKS TO BE UNDERTAKEN AND
PREPARE HAND TOOLS
PRETEST
A.
1. True
2. True
3. False
4. True
5. False
6. True
B.
1. A - Antistatic mat
2. C – Philips head screwdriver
3. B – Hex driver
4. D – Wire cutter
5. A – Part retriever
6. B – Lint-free cloth
7. C – Cable ties
8. D – Flat head screwdriver
9. B – Torx screwdriver
10. C – Compressed air
SELF-CHECK
A.
1. True
2. True
3. False
4. True
5. False
6. True
B.
1. Antistatic Wrist Strap
2. Flat Head Screwdriver
3. Flashlight
4. Lint-free Cloth
5. Multimeter
6. Antistatic Mat
7. Philips Head Screwdriver
8. Part Retriever
9. Compressed Air

10. Loopback Adapter
11. Torx Screwdriver
12. Tweezers
13. Hex Driver
14. Needle-nose Plier
LO3. USE APPROPRIATE HAND TOOLS AND TEST EQUIPMENT
PRETEST
1. equalize
2. clockwise
3. counterclockwise
4. philips
5. insulator
6. four.
7. lead
8. distilled
9. isopropyl
10. hex driver
SELF-CHECK
A.
1. Antistatic Wrist Strap
2. Philips Head Screwdriver
3. Hex driver
4. Tweezers / neddle-nose pliers
5. Flat Head Screwdriver
B.
COMPONENTS TO CLEAN CLEAN WITH:
monitor
Mild cleaning solution and lint free cloth (sample)
Keyboard Compressed air and brush
Mouse Mild cleaning solution and lint-free cloth
LCD screen LCD cleaning solution or distilled water and lint-
free cloth
CRT screen Distilled water and lint-free cloth
Heat sink Compressed air
RAM Isopropyl alcohol and lint-free cloth

LO4. MAINTAIN HAND TOOLS
PRETEST
1. True
2. True
3. True
4. True
5. True
6. True
7. True
8. True
SELF-CHECK
Good practices of proper storage of tools: (at least 2)
1. Parts should be properly stored and labeled.
2. Tools should be properly placed on the board, and labeled. Consider drawing the
shapes of the tools on the board so that they always get put back in the same
position.
3. Use bins for storing small parts.
4. Consider making an individual (or individuals) responsible for the good maintenance
of tools and parts
Benefits of proper storage of tools: (at least 2)
1. Tools and parts are kept in good condition and are easy to find
2. Costs are reduced
3. Productivity is increased because time is not lost looking for tools, parts and
equipment
4. Workshop staff develop a sense of responsibility and pride in their work
LESSON 2
LO1. SELECT COMPONENTS TO BE MEASURED
PRETEST
1. C
2. I
3. D
4. F
5. G
6. E
7. J
8. B
9. A
10. H

SELF-CHECK
1. I
2. D
3. F
4. G
5. E
6. J
7. B
8. C
9. A
10. H
LO2. CARRY OUT MEASUREMENTS AND CALCULATION
PRETEST
1) Convert 14 to binary number.
Quotient Remainder
14/2 7 0
7/2 3 1
3/2 1 1
1/2 0 1
Answer: 14 = 1110
Checking: 1 1 1 0 multiplier
8 4 2 1 equivalents
8 4 2 0 results
8+4+2 = 14
2) If a 10 KB file is stored in a 1 MB folder, then approximately how many files can be
stored in that folder?
1 KB = 1,024 Bytes
10 * 1,024 = 10,240 bytes in a 10 KB file
1 MB = 1,048,576 Bytes
1,048,576 / 10,240 = 102.4
Answer: Approximately 102 files

SELF-CHECK
Convert the decimal numbers shown below to binary. Perform checking to verify answers.
1) 19
Quotient Remainder
19/2 9 1
9/2 4 1
4/2 2 0
2/2 1 0
1
Answer: 19 = 10011
16 + 2 + 1 = 19
2) 28
Quotient Remainder
28/2 14 0
14/2 7 0
7/2 3 1
3/2 1 1
1
Answer: 28 = 11100
16 + 8 + 4 = 28
3) 37
Quotient Remainder
37/2 18 1
18/2 9 0
9/2 4 1
4/2 2 0
2/2 1 0
1
Answer: 19 = 100101
Checking: 1 0 0 1 0 1 multiplier
32 16 8 4 2 1 equivalents
32 + 4 + 1 = 37

LESSON 3
LO1. IDENTIFY DIFFERENT KINDS OF TECHNICAL DRAWINGS.
PRETEST
1. e
2. a
3. d
4. c
5. b
SELF-CHECK
1. b
2. a
3. d
4. c
5. e
LO2. INTERPRET TECHNICAL DRAWING.
PRETEST
SELF-CHECK
1. 2
2. 1
3. 5
4. 6
5. 3
6. 4
LESSON 4
LO1. IDENTIFY HAZARDS AND RISKS.
PRESTEST
A.
1. b
2. a
3. d
4. c
5. e
B .
1. seiri
Example : answer may vary
2. seiton

3. seiso
4. seiketsu
5. Shitsuke
SELF-CHECK 1.1
A.
1. T
2. F
3. T
4. F
5. T
B.
1. physical hazard
2. mechanical hazard
3. chemical hazard
4. physical hazard
5. electrical hazard
SELF-CHECK 1.2
1. b.
2. a.
3. d.
4. c.
5. e.
LO2. EVALUATE HAZARDS AND RISKS.
PRETEST
1. T
2. F
3. T
4. F
5. T
6. T
7. F
8. T
9. T
10. T

SELF-CHECK
1. T
2. F
3. T
4. F
5. T
6. T
7. F
8. T
9. T
LO3. CONTROL HAZARDS AND RISKS.
PRETEST
A. B.
1. Answer may vary 1. T
5. Answer may vary 5. F
SELF-CHECK
E L I M I N T I O N G
M O
E O
T D
N H H
T R A I N I N G O O O O
I I D U
T T S S
I A E
T C K
S U E
B D E
U E P
S I
H A Z A R D S N
G
R I S K

Acknowledgement
This Learning Module was developed for the Exploratory Courses in Technology and
Livelihood Education, Grades 7 and 8 of the K to 12 Curriculum with the assistance of the
following persons:
This Learning Module on Computer Hardware Servicing was developed by the following
personnel:

MODULE WRITERS
RONALDO V. RAMILO
Division ICT Coordinator
Tanauan City Division
Tanauan City - Region IV-A Calabarzon
DEOVER M. PASCO
ICT Coordinator
Tagum National Trade School
Tagum, Davao del Norte - Region XI
REVIEWERS
GIL P. CASUGA
Chief TESD Specialist, TESDA
REYNALDO S. DANTES
Senior TESD Specialist, TESDA
MARIA A. ROQUE
BERNADETTE S. AUDIJE
VICTORIO N. MEDRANO
Principal IV, SPRCNHS
PARALUMAN R. GIRON, Ed.D.
Chair, Sub-TWG on K to 10
BRENDA B. CORPUZ, Ph.D.
TA for K to 12 Curriculum
OFELIA O. FLOJO
Retired Assistant Chief, EED, Region IV-A
BEATRIZ A. ADRIANO
Principal IV, ERVHS
AIDA T. GALURA
VSA II, ACNTS
DOMINGA CAROLINA F. CHAVEZ
Principal II, MBHS
DOCUMENTORS / SECRETARIAT
PRISCILLA E. ONG
K to 12 Secretariat
FREDERICK G. DEL ROSARIO
Head Teacher III, BNAHS
EMMANUEL V. DIONISIO
Head Teacher III, AFGBMTS
LYMWEL P. LOPEZ
Teacher I, AFGBMTS
DANTE D. VERMON JR.
Teacher I, AFGBMTS
JOANNA LISA C. CARPIO
Teacher I, BNAHS
Dir. IMELDA B. TAGANAS
Executive Director, Qualifications Standards Office
K to 12 Learning Area Team Convenor, TLE/TVE

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