K To 12 PC Hardware Servicing Learning Module

Republic of the Philippines
DEPARTMENT OF EDUCATION
K to 12 Basic Education Curriculum

Technology and Livelihood Education
Learning Module
COMPUTER HARDWARE
SERVICING
EXPLORATORY COURSE
Grades 7 and Grade 8
TABLE OF CONTENTS
What Is This Module About? .................................................................................... 2
How Do You Use This Module ............................................................................... 3
LESSON 1 – Use Hand Tools ........................................................................ 4 – 30
LESSON 2 – Perform Mensuration and Calculation ................................ 31 – 46
LESSON 3 –Prepare and Interpret Technical Drawing ............................ 47 – 63
LESSON 4 – Practice Occupational Safety and Health ............................. 64 - 103
Answer Keys .................................................................................................. 104 - 111
Acknowledgment ..................................................................................................... 112
COMPUTER HARDWARE SERVICING 1

K to 12 – Technology and Livelihood Education
What Is This Module About?
Welcome to the world of Computer Hardware Servicing!
This Module is an exploratory course which leads you to Computer Hardware

Servicing National Certificate Level II ( NC II)1. It covers 4 common competencies that a
Grade 7 / Grade 8 Technology and Livelihood Education (TLE) student like you ought to
possess, namely:
1) Use hand tools;

2) Perform mensuration and calculation;
3) Prepare and interpret technical drawing; and
4) Practice ccupational health and safety procedures.
These 4 common competencies are covered separately in 4 Lessons. As shown below,

each Lesson is directed to the attainment of two or more learning outcomes:
Lesson 1 – Use Hand Tools

Learning Outcome (LO) 1 - Prepare hand tools
Learning Outcome (LO) 2- Use appropriate hand tools and test equipment
Learning Outcome (LO) 3 - Maintain hand tools
Lesson 2 –Perform Calculation and Mensuration

Learning Outcome (LO) 1 - Select components to be measured
Learning Outcome (LO) 2 - Carry out measurements and calculation
Lesson 3 –Prepare and Interpret Technical Drawing

Learning Outcome (LO) 1 - Identify different kinds of technical drawing
Learning Outcome (LO) 2 - Interpret technical drawing
Lesson 4 –Practice Occupational Health and Safety Procedures

Learning Outcome (LO) 1 - Identify hazards and risks
Learning Outcome (LO) 2 - Evaluate hazards and risks
Learning Outcome (LO) 3 - Control hazards and risks
Your success in this exploratory course on Computer Hardware Servicing is shown in your
ability to perform the performance standards found in each learning outcome.
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;

How Do You Use This Module?
This Module has 4 Lessons. Each Lesson has the following parts.
• Learning Outcomes
• Performance Standards
• Materials/Resources
• Definition of Terms What Do You Already Know?
• What Do You Need to Know?
• How Much Have You Learned?
• How Do You Apply What You Learned?
• How Well Did You Perform?
• How Do You Extend Your Learning?
• References
To get the most from this Module, you need to do the following:
1. Begin by reading and understanding the Learning Outcome/s and Performance

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

LESSON 1
Use Hand Tools
LEARNING OUTCOMES:
At the end of this Lesson, you are expected to
do the following:
LO 1. prepare hand tools;

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

Bin - a container or enclosed space for storage.
Computer chassis - the enclosure that contains most of the components of a

computer.
Diagnostic tools - used to test the integrity of circuits and the quality of
electricity in computer components and to test the functionality of computer ports.
Hazards - risks; dangers.
Insulation - - - - - - a material that reduces or prevents the transmission of heat

or sound or electricity.
Nozzle - - - - - - - - -a projecting part with an opening, as at the end of a hose, for

regulating and directing a flow of fluid.
Preventive - intended or used to prevent or hinder.
Static electricity - an accumulation of electric charge on an insulated body.
Tool - - - - - - - - - a handheld device that aids in accomplishing a task.
Toolkit - - - - - - - a set of tools designed to be used together or for a particular

purpose.
Acronyms
ESD - - - - - - - - - Electrostatic discharge.
USB - - - - - - - - - Universal serial bus
LCD - - - - - - - - - Liquid crystal display
LEARNING OUTCOME 1
Prepare hand tools

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

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

7. 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
What Do You Need To Know?
Read Information Sheet 1.1 very well then find out how much you can remember
and how much you learned by doing Self-check 1.1.
Information Sheet 1.1
Proper tool selection

A tool is a handheld device that aids in accomplishing a task. Tools range from a
traditional metal cutting part of a machine to an element of a computer program that activates
and controls a particular function.
Preparing for the task to be undertaken includes proper tool selection.
1. How do you select the best tool for the job? First, know and understand in detail the
scope of work to be accomplished, second, plan for the scope taking into account the
sequence of tasks.
2. Selecting the best tool for each task requires training in the proper use of the tools,
field experience in their safe use, and following the 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.

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

crosshead 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.
How Much Have You Learned?
Self-Check 1.1
A. Direction. Write TRUE if the statement is correct and FALSE if it is wrong. Write your
answers on a separate sheet of paper.
_______ 1. Selecting the best tool for each task requires training in the proper use of
the tools, field experience in their safe use, and following the
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.
8.
1.

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

Refer to the Answer Key. What is your score?
How Do You Apply What You Have Learned?
Show that you learned something by doing this activity.
Activity Sheet 1.1
Direction: Prepare a matrix on Plan Preparation in maintaining and cleaning a personal

computer. Some items are already given for you. Continue the Table.
COMPUTER MAINTENANCE
COMPONENTS TO CLEAN SCHEDULE Tools to use
Computer case and outside Daily (sample)

monitor
Keyboard

How Well Did You Perform?
Find out by accomplishing the Scoring Rubric honestly and sincerely.

Remember it is your learning at stake!
Activity Sheet 1.2
Direction: Using the given tools, segregate the following according to its classification.
(The teacher will provide the tools for classification)
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

LEARNING OUTCOME 2
Use appropriate hand tools and test equipment
1. Tools are used according to tasks undertaken.

2. All safety procedures in using tools are observed at all times.
3. Malfunctions, unplanned or unusual events are reported to the
supervisor.
Materials
1. Workshop
2. Tables and
Chairs
3. Computers
4. USB Flash Drive
5. LCD
6. ESD Tools
7. Hand Tools
8. Cleaning Tools
9. Diagnostic Tools

Let us determine how much you already know about the use of appropriate hand
tools and testing equipment. Take this test.
Pretest LO 2
Direction. Fill in the blanks. Write your answers on a separate sheet of paper.
1. The purpose of an antistatic wrist strap is to ________ the

electrical charge between you and the equipment.
2. Turn the screwdriver _________ to tighten the screw 3. Turn

the screwdriver ________________ to loosen the screw.
4. Use a ________ head screwdriver with crosshead screws.
5. On electrical components, an excessive buildup of dust will act like an _________ and
trap the heat.
6. When compressed air is used to clean inside the computer, the air should be blown
around the components with a minimum distance of ______ inches from the nozzle.
7. Pencils should not be used inside the computer to change the setting of switches or to
pry off jumpers because the tip contains _____ which can act as a conductor and may
damage the computer components.
8. To clean the screens of CRT monitors, dampen a soft, clean, lint-free cloth with
_______ water and wipe the screen from top to bottom.
9. Clean the contacts on components with _________ alcohol.
10. Use a __________ to loosen and tighten bolts that have a hexagonal (six-sided) head.

Read the Information Sheet 3.1 very well then find out how much you can
remember and how much you learned by doing Self-check 1.1.
PROPER USE OF TOOLS
Proper Use of ESD Tools
The purpose of an antistatic wrist strap is to equalize the

electrical charge between you and the equipment. The
antistatic wrist strap is a conductor that connects your
body to the equipment that you are working on. When
static electricity builds up in your body, the connection
made by the wrist strap to the equipment, or ground,
channels the electricity through the wire that connects
the strap.
The wrist strap has two parts and is easy to wear:

1. Wrap the strap around your wrist and secure it using the snap or
Velcro. The metal on the back of the wrist strap must remain in
contact with your skin at all times.
2. Snap the connector at the end of the wire to the wrist strap, and
connect the other end either to the equipment or to the same
grounding point that the antistatic mat is connected to. The metal
skeleton of the case is a good place to connect the wire. When
connecting the wire to equipment that you are working on, choose
an unpainted metal surface. A painted surface does not conduct the
electricity as well as unpainted metal.
An antistatic mat is slightly conductive. It works by drawing static electricity away from a
component and transferring it safely from equipment to a grounding point:
1. Lay the mat on the workspace next to or under the computer case.
2. Clip the mat to the case to provide a grounded surface on which you can place parts
as you remove them from the system.
Reducing the potential for ESD reduces the likelihood of damage to delicate circuits or
components.
Proper Use of Hand Tools

A technician needs to be able to properly use each tool in the toolkit. This topic covers many
of the various hand tools used when repairing computers.
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.

Self-Check 2.1
A. Direction. Identify the appropriate tool to use for each of the following:
_________________1. Equalize the electrical charge between you and

the equipment.
_________________2. Tighten / loosen screw
_________________3. Tighten / looses bold with a hexagonal head
_________________4. Retrieve parts that may be hard to reach by your

fingers
_________________5. Tighten / loosen a slotted screw.
B. Direction: Complete the computer cleaning chart shown below.
COMPUTER MAINTENANCE
COMPONENTS TO CLEAN CLEAN WITH:
Computer case and outside Mild cleaning solution and lint free cloth (sample)
monitor
Keyboard
Mouse
LCD screen
CRT screen
Heat sink
RAM

Operation Sheet 1.1
Direction: Use the appropriate tools to do each of the following tasks.
1. Loosen computer casing screws

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

LEARNING OUTCOME 3
Maintain hand tools
Scoring Rubrics
Was the tool used Was the tool used

correct? properly?
(please check) (please check)
Task 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. Tools used are according to tasks undertaken.
2. Routine maintenance of tools is undertaken according to standard operational
procedures, principles and techniques.
3. Tools are stored safely in appropriate locations in accordance with manufacturer’s
specifications or standard operating procedures.
Materials
1. Workshop
2. Tables and
Chairs
3. Computers
4. USB Flash Drive
5. LCD
6. ESD Tools
7. Hand Tools
8. Cleaning Tools
9. Diagnostic Tools

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Information Sheet
Pretest LO 1.1
3
Direction. Write TRUE if the statement is correct and FALSE if it is wrong. Write your answers on a
separate sheet of paper.
1. All tools and equipment must be properly maintained so that workers are not
endangered.
2. Preventive maintenance is the systematic care and protection of tools, equipment and
machines in order to keep them in a safe, usable condition, limit downtime and extend
productivity.
3. The degree of detail to include regarding tools and equipment maintenance will depend
on the kinds of tools/equipment used.
4. Damaged or defective equipment/tools should be tagged and removed from service.
5. Most manufacturers can provide maintenance schedules for their equipment.
6. Properly stored tools and equipment will be easy to find when needed and are less
likely to be lost.
7. Use bins for storing small parts is a good practice on proper storage.
8. Productivity is increased because time is not lost looking for tools, parts and equipment
is one of the benefits of proper storage.
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.

Refer
Self to the1.1
-Check Answer Key. What is your score?
Directions: Enumerate the following.
Operation Sheet 1.1
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

Score Card

Activity Excellent Very Satisfactory Score
satisfactory
Cleaning hand tools 5 3 1
Magnetizing hand tools
Calibrating hand tools
Changing batteries
Lubricating hand tools
Sharpening hand tools
Storing hand tools
Congratulations! You did a great job! Rest and relax a while

then move on to the next
lesson. Good luck!
REFERENCES
LO1
• 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, Crosspoint Boulevard, Indianapolis, IN 46256PC Repair Bench Book., Wiley Publishing
Inc., 10475
• 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

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

LO 2. carry out mensuration and calculation.

Definition of Terms
Bit - a fundamental unit of information having just two possible values, as either of the binary
digits 0 or 1.
Byte - a unit of digital information in computing and telecommunications that most commonly
consists of eight bits.
Booting – starting (a computer) by loading an operating system from a disk.
Electronic storage - a device for recording (storing) information (data).
Firewire - Apple Computer's version of a standard, IEEE 1394, High Performance Serial Bus, for
connecting devices to your personal computer.
Hot-swappable - the connection and disconnection of peripherals or other components without

interrupting system operation.
Interface - the point of interaction or communication between a computer and any other entity,
such as a printer or human operator.
Laser - a device that emits light (electromagnetic radiation) through a process of optical
amplification based on the stimulated emission of photons.
Magnetic platter - a thin, high precision disk that is coated on both sides with a high precision
magnetic material and which is used in a hard disk drive (HDD) to store
data.
Memory module - a narrow printed circuit board that holds memory chips.
Magnetic storage media - any storage medium in which different patterns of magnetization are
used to represent stored bits or bytes of information
Operating system - a set of programs that manage computer hardware resources and provide
common services for application software.

LEARNING OUTCOME 1
Select components to be measured
1. Object or component to be measured is identified.
2. Correct specifications are obtained from relevant source.
3. Accurate measurements are obtained for job.
Materials
Optical storage media - any storage in which data is written and read with a laser for archival or
backup purposes.
Acronyms
HDD – hard disk drive
IDE - Integrated Drive Electronics

1. Workshop
3. Computers
4. LCD
5. Different types of Memory
6. Different types of Storage Devices
7. Paper
8. Pencil/Ballpen

Let us determine how much you already know about components in Computer
Hardware Servicing to be measured. Take this test.
Pretest LO 1
Direction. Match items on Column A with Column B. Write your answers on a separate
sheet of paper.
___ 1. Chips that are located on the motherboard. A. Registers
___ 2. A magnetic storage device that is installed B. Flash drive or Thumb drive
inside the computer.
___ 3. Early drive controller interface that connects C. Read-only memory

computers and hard disk drives which an
interface that uses a 40-pin connector.
___ 4. Temporary storage for data and programs that D. IDE

are being accessed by the CPU.
___ 5. A storage device that uses lasers to read data E. Floppy drive
on the optical media.
___ 6. A storage device that uses removable 3.5inch F. Random access memory
disks.
___ 7. Soldered the memory chips on a special circuit G. Optical drive

board.
___ 8. A removable storage device that connects to a H. DDR

USB port.
___ 9. Memory cells built right into the CPU that I. Hard drive
contain specific data needed particularly the
Arithmetic and Logic Unit.
___ 10. Technology that doubles the maximum J. Memory module

bandwidth of SDRAM.
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 forwardcompatible.

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 rewritable (read and write multiple
times).
External Flash Drive
An external flash drive, also known as a

thumb drive, is a removable storage device
that connects to a USB port. An external
flash drive uses the same type of non-volatile memory chips as solid state
drives and does not require power to maintain the data. These drives can be
accessed by the operating system in the same way that other types of drives are
accessed.
Types of Drive Interfaces
Hard drives and optical drives are manufactured with different interfaces that are used to
connect the drive to the computer. To install a storage drive in a computer, the connection
interface on the drive must be the same as the controller on the motherboard. Here are some
common drive interfaces:
Self-Check 1.1
• 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 A. Registers
computer.
_____2. Early drive controller interface that connects computers B. Flash drive or
and hard disk drives which an interface that uses a 40pin Thumb drive
connector.
_____3. Temporary storage for data and programs that are beingC. Read-only
accessed by the CPU. memory
_____4. A storage device that uses lasers to read data on the optical D. IDE
media.
_____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

I. Hard drive
_____9. Memory cells built right into the CPU that contain specific
data needed particularly the Arithmetic and Logic Unit.
_____10. Technology that doubles the maximum bandwidth of J. Memory module

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

Count you number of correct answer out of the number of memory modules that
your teacher will present.
How Do You Extend Your Learning?
Direction: The teacher will show several types of storage drives and will ask students to
identify the type of storage device and its interface is presented.
LEARNING OUTCOME 2
Carry out mensuration and calculation
1. Calculation needed to complete work tasks is performed using the four

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

1. Workshop
3. Computers
4. LCD
5. Different types of Memory
6. Different types of Storage
Devices
7. Paper
8. Pencil/Ballpen
Let us determine how much you already know about carrying out mensurati on
and calculation. Take this test.
Pretest LO 2
Direction. Perform the following:
1) Convert 14 to binary.
2) If a 10 KB file is stored in a 1 MB folder, then approximately how many files can be

stored in that folder?

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 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
16+8+1 = 25
25 = 11001
CALCULATING DATA STORAGE
Checking: 1 1 0 0 1 multiplier
While a bit is the smallest representation of
data, the most basic unit of digital storage is
16 8 4 2 1 equivalents
the byte. A byte is 8 bits and is the smallest
16 8 0 0 1 results 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

Self-Check 2.1
20 * 1,024 = 20,480 bytes in a 20 KB file
Operation Sheet 2.1
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?

How Well LESSON 3
Did You Perform?
Prepare and Interpret Technical Drawing

Interpretation of Scores
3 – Excellent
2 – Good
1 – Fair
0 – Poor
Congratulations! You did a great job!

Rest and relax a while then move on to
the next lesson. Good luck!
REFERENCES
LO1
Ron Gilster, PC Repair Bench Book., Wiley Publishing Inc.,
10475 Crosspoint Boulevard, Indianapolis, IN 46256
Barry Press, Marcia Press, PC Upgrade and Repair Bible,
Desktop Edition., Wiley Publishing Inc., 10475 Crosspoint
Boulevard, Indianapolis, IN 46256
en.wikipedia.org
LO 2
Ron Gilster, PC Repair Bench Book., Wiley Publishing Inc.,
10475 Crosspoint Boulevard, Indianapolis, IN 46256
Barry Press, Marcia Press, PC Upgrade and Repair Bible,
Desktop Edition., Wiley Publishing Inc., 10475 Crosspoint
Boulevard, Indianapolis, IN 46256
en.wikipedia.org

LEARNING OUTCOMES:
do the following:
LO 1. identify different kinds of technical drawing; and

LO 2. interpret technical drawing.
Definition of Terms
Drawing act or the art of representing any object by means of lines and shades
visual representation or image painted, drawn, photographed, or

Picture
otherwise rendered on a flat surface
process a series of actions, changes, or functions bringing about a result

LEARNING OUTCOME 1
Identify different kinds of technical drawing
Technical pertaining to the useful or mechanical arts, or to science or business
a person skilled in mechanical or industrial techniques or in a particular

Technician
technical field
a diagram that uses graphic symbols to depict the nature and flow of the
Flowchart
steps in a process
Tool kit a small bag or box equipped with hand tools
Tree structure an algorithm for placing and locating files in an organized database
Video display
terminal a computer terminal having a video display that uses a cathode-ray tube.
Acronym
VDT – Video Display Terminal
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.

Let us determine how much you already know about one kind of technical
drawing. Take this test.
Pretest LO 1
Materials
1. Workshop
2. Tables and
Chairs
3. Computers
4. USB Flash Drive
5. LCD
6. Drawing Tools
A. Directions: Match Column A with Column B. Write only the letter of the correct answer
on a separate sheet of paper.
Column B
Column A

Read Information Sheet 1.1 very well then find out how much you can
1. It is represented by a rectangle. It refers to an a. Decision action in a

business process.
2. It is represented by a diamond. A process that can b. Process answer a

decision of "yes" or "no" requires a decision box.
3. It is represented by a small circle or a connector c. Arrow line box and is

labeled using letters.
4. Drawn in one direction, preferably from top to d. Connector bottom to

keep a flowchart clear.
5. A process is represented by a rectangle with double e. Sub-process lines on

each side.
Flowchart
A flowchart is a diagram that uses graphic symbols to depict the nature and flow of the
steps in a process. Another name for this tool is "flow diagram."
What Are the Elements of a Flowchart?
A flowchart is commonly used by systems analysts to visualize the series of processes in a

business system. A flowchart is a useful tool to design an efficient business system and to

troubleshoot or improve an existing system. A flowchart consists of elements,
such as the terminator, process, sub process, decision, arrow lines, and
connectors.
1. Terminator
A terminator is represented by a small rectangle with curved corners. A terminator

appears at the start and at the end of a flowchart. The end terminator appears only once on
a single flowchart.
2. Process
A process is represented by a rectangle. It refers to an action in a business process.

It must be described clearly and concisely. A process can be described using a single
verbnoun phrase; for example, "Order Office Supplies." The same level of detail must be
kept in processes on a single flowchart.
3. Sub-process
A sub-process is represented by a rectangle with double lines on each side. A 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.

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
Start
Process
Process
Process
NO Yes
Decision
YES
End

Self-Check 1.1
A. Directions: Match Column A with Column B. Write only the letter of the correct
answer on a separate sheet of paper.
Column A Column B
1. Indicates that a particular step is connected to a.

another page or part of the flowchart
2. Shows a decision point, such as yes/no or go/nogo.
b.
3. Indicates both the starting point and the ending point

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

process
e.
f.

Operation Sheet 1.1
Directions: Using the basic symbols used for flowchart, make your own simple flow
chart to illustrate the process of cleaning the computer parts and peripherals properly.
Include the given activities below.
1. Preparation of cleaning tools

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

Scoring Rubrics
Preparation of 4 3 2 1
Flowcharts
Drawing All assigned Almost all Almost all Fewer than 85%
details and assigned details / assigned details of the assigned
elements have elements (at least and elements (at details and
been added. The 85%) have been least 85%) have elements are
details are clear added. The been added. A present OR most
and easy to details are clear few details are details are
identify. and easy to difficult to difficult to
identify. identify. identify.

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

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

BLANK LINES A
End

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

Examine
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.

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.

Self-Check 2.1
Directions : Arrange the following steps in developing a flowchart . Put the number on a
separate sheet of paper.
Operation Sheet 2.1
____________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.

Scoring Rubrics:
You will be graded according to:
1. Clarity of your flowchart
2. Completeness
3. Accuracy
4. presentation
Criteria Points Your Score
1. Clarity 25
2. Completeness 25
3. Accuracy 25
4. Class presentation 25
of your chart
Total 100
Interpretation of Scores
97 – 100 Excellent
86 – 96 Very Good
75 – 85 Good
51 – 75 Fair
50 and below Poor

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

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

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

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

Definition of Terms
Chemical hazard Any hazard that results from the accidental caused by toxic
chemical.
Desktop computer Is a personal computer (PC) in a form intended for stationary
use.
Electric shock Characterized by pain and muscular spasm cause by an
electric current.
Elimination The process of removing the hazard from the workplace.

Ergonomics
The science of designing the workplace environment to fit the
user.
Hazard A situation that has the potential to harm the health and safety
of people.
Hazard control The development of systems to prevent accidents or injuries.
Health The general condition of a person in all aspects.

Housekeeping Is the systematic process of making a home neat and clean
and in order.
Risk A potential condition that a chosen action or activity causes.
Risk management The process of analyzing exposure to risk and managing it.
Safety The state of being "safe".
Standards Something accepted as a basis for comparison.

Tree structure An algorithm for placing and locating files in an organized
database.
Acronyms
OSH Occupational safety and

health

Personal protective
PPE equipment
LEARNING OUTCOME 1
Identify hazards and risk
1. Workplace hazards and risks are identified and clearly explained.

2. Hazards/risks and their corresponding indicators are identified in accordance
with the company procedures.
3. Contingency measures are recognized and established in accordance with
organizational procedures.
Materials
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

Let us determine how much you already know about hazards and risks. Take this
test.
Pretest LO 1
A. Directions: Identify the type of hazards. Match Column A with Column B. Write only
the letter of each correct answer on a separate sheet of paper.
Column A Column B
1. cables running across the 1. mechanical hazard floor

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

Read Information Sheet 1.1 very well then find out how much you can remember
and how much you learned by doing Self-check 1.1.
Hazard Identification, Risk Assessment, and Risk Control
Occupational safety and health (OSH) is a planned system of working to prevent illness
and injury where you work by recognizing and identifying hazards and risks. Health and safety
procedure is the responsibility of all persons in the computer and technology industries. You
must identify the hazards where you are working and decide how dangerous they are.
Eliminate the hazard or modify the risk that it presents. This Module is intended to give you
some guidelines and advice on common areas of health and safety problems in the computer
industry and to help you gain a general awareness of your responsibilities as user and
technician in a safe environment.
There are three steps used to manage health and safety at work:
1. Spot the Hazard (Hazard Identification)

2. Assess the Risk (Risk Assessment)
3. Make the Changes (Risk Control)
At work you can use these three Think Safe steps to help prevent accidents.
Using the Think Safe Steps
1. Spot the Hazard
Key Point
A hazard is anything that could hurt you or someone else.
Examples of workplace hazards include: Spot the

• frayed electrical cords (could result in electrical shock) hazards
• 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.
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?
Assess
• 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 P hy s i c a l h az a rd s
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

m e c h a n i c a l h a z a rd s
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.
Most of the time while working inside computers and electronic equipment, you'll want them
unplugged from the wall socket. If you need to work on equipment while it is still plugged in or
powered up, remove all jewelry and wrist watches.
If you must work inside a line power distribution box, wear an electrician’s rubber insulated
gloves and safety glasses. You might think you don't need these safety devices because you
are going to be extra careful, but one little slip could cause a flaming explosion that could take
off your hand, embed shrapnel in your eyes, or conduct electricity through your heart, where
it takes only 10 milliamps (0.01) to kill a human.
- CRT Monitor High-Voltage Hazard
CRT monitors are becoming less common nowadays, but

should you run into one, it is best NOT to open it up.
Instead, outsource any CRT repair job to a qualified CRT
repair service. A CRT monitor has a high-voltage anode
inside it, which can carry a charge of up to 25,000 volts,
and it can still be holding a high charge days after the
power is removed.
If you must open a CRT monitor case for some reason, be

sure to study the proper way to discharge a CRT before
you proceed. It involves using a jumper wire and a flat
blade screwdriver to shorten the anode to ground. After
being discharged, even with no power connection, the
anode voltage will actually build up again. So you have to
repeatedly discharge it.

Self-Check 1.1
A. Direction: Read carefully each statement below. Place T on the line if the statement is
TRUE. Place F if the statement is FALSE.
_____ 1. Health and safety procedure is the responsibility of all persons in the computer and
technology industries.
______ 2. Spotting the hazards means working out how likely it is that a hazard will harm
someone and how serious the harm could be.
______ 3. If you need to temporarily run a cable across the floor, place a Danger sign similar
to those "wet floor" signs used by cleaning services.
______ 4. An LCD monitor has a high-voltage anode inside it, which can carry a charge of up
to 25,000 volts, and it can still be holding a high charge days after the power is removed.
______ 5. Inkjet printer cartridges, or laser printer toner cartridges are hazardous to users.
B. Direction : Identify what hazard is being illustrated in the situation below .
__________ 1. Slippery computer laboratory floor

__________ 2. Hot components, or sharp edges of computer devices
__________ 3. Laser printer toner
__________ 4. Obstructed electrical cables
__________ 5. Open CRT monitor
Operation Sheet 1.1
A. Direction: Analyze the given task below and answer the worksheet that follows.

Task:
1. Choose an industry or type of workplace e.g. computer laboratory, computer
manufacturing, or a computer shop.
2. Make a list of hazards that may be present in that workplace e.g. slippery floors from spilt
water, oil etc; uneven floors from changing floor level. Use the Table below.
3. Describe the risks.
4. Write down ways to control the risks.
Spot the Hazard Assess the Risk
A Hazard is anything that could hurt you Work out how likely it is that the hazard will
or someone else hurt someone and how badly he/she could be
hurt
List the hazards Describe the risks
• •
• •
• •
• •
• •
• •
• •
• •
• •
B. Direction: Observe the set-up of your school’s Computer Laboratory. Observe the
procedures and arrangement being practiced and used in the workplace. Identify hazards and
assess the risk based on your observations.
I Care for Safe Work Short Answer
Spot the hazard

If you spot something hazardous, what should you do?
• Simple hazard (e.g. boxes on the floor in the way)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
• More complex hazard (e.g. frayed cords, damaged equipment)

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Assess the risk

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

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

computer
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
5s
course will help you save time and headache of
searching for files
Apply on
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
yo u r c o m p u t e r
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.")
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.
Self-Check 1.2
Directions: Match the 5S principle that is needed or depicted in the following pictures.
Column A Column B
1. Seiton
a.

2. Seiri
b.
3. Seiketsu
c.
4. Seiso d.
Please follow
our Computer
Laboratory
5. Shitsuke e.
f.

by sorting the given files accordingly.
How Do You Apply What

You Have Learned?
Show that you learned something

1. by 2.
doing this activity.
3.
Operation Sheet 1.1
4. 5.
Directions: Organize your desktop. Name the folders below and organize your own desktop
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.


Scoring Rubrics
Criteria Points My Score

1. Accuracy 50
2. Speed 25
3. w/o Assistance 25
Total 100

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

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

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

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

________________________
Setting : Computer Laboratory Hazard A: Can cause serious injury. Must be corrected
immediately.
Activity /Job : Computer Hazard B : Must be corrected soon to avoid injury.

Technician
Location : Philippines Hazard C : Not an immediate concern. Plan to correct

in future.
Hazard A Hazard B Hazard C
(Example) (Example) (Example)
1. Overloaded Electrical 1. Computer screen near 1. Large bulky mouse

sockets a window. may keep the wrist
continuously bent at an
uncomfortable angle.
Reasons why : Reasons why :

Reasons why :


Activity 4 3 2 1
Identifying Students identify Students identify at Students identify at Students identify

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

LEARNING OUTCOME 3
Control hazards and risk
Let us determine how much you already know about the control of hazards and
risk . Take this test.
PERFORMANCE
Pretest LO 3 STANDARDS
1. OHS procedures for controlling hazards and risk are strictly followed.
2. Procedures in dealing with workplace accidents, fire and emergencies are
followed in accordance with the organization’s OSH policies.
.
Materials

3. Learning guides
4. Hand-outs
- 5S
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.
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
h aza rd s a n d the
•
employer, the union, or anyone else;
Read reports or other information about your r i s k c o nt ro l
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

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

Keep
the workplace. It is the most effective Safe 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.

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
S a fe t y F i rs t 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.
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?
Effective Hazard
• What else can be done?
C o n t r o l P r o g ra m
A review will identify areas that may need more
improvement or refinement. It is important to know if
all workplace hazards are identified, assessed, and
appropriately controlled.
The workplace can be a dangerous place if various safety procedures are not properly
considered. Some precautions which can be taken to reduce the risk of accidents are:
• Ensure there are no trailing wires across or around the room

which people could trip on.
• Power cables should be safely secured.
• Electrical sockets should not be overloaded.
• Electrical equipment should be safety tested at least once a
year.
• There should be adequate space around desks for people to
move.
• Bags and obstacles should be stored out of the way so that
people can't trip over them.
• Food and drink should not be placed near a machine.
• Heating and ventilation should be suitable for the working D o n ’ t F o rg e t
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.
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.
Self-Check 3.1
Directions: Search for the ten (10) different methods used to control hazards and risks.
Encircle the word/ words vertically, horizontally, backward, upward or downward.
E L I M I N T I O N T E A A G
A A D E D F G H Y I G D M S O
T R T Y U I O P A Y B C E D O
S E A S F G H K T Y V G T F D
S D A S E D O E R A C N H G H
T R A I N I N G F F O O O H O
T A I X E T G G S I Y I D J U
T A A F F F F B T E H T S K S
A O E E D U I I B H N A F L E
N I O P S A T D G F H C G X K
A N A T I S A S E R T U S C E
U R E Y B O C O L L E D A V E
A E O U R O N A L D A E C B P
N A S I A G H K L I O L O N I
C N E N A W H A Z A R D S M N
I A W E I N M L W E Y U I F G
T R I S K W Q A N A W I N N E
Y W E O A C R A M I L O A H A

Operation Sheet 1.1
Directions : Ask students to work in small groups (2-4 persons) and think about specific,
possible computer laboratory or classroom hazards that could fall into the categories listed in
handout below. Allow 10 minutes.
Debrief the activity in a large group by asking the students what they thought might be hazards.
Write their responses on the left side of a flipchart. Ask the students to speculate about the
kind of injuries that could result from each hazard and write these on the right side of the
flipchart.
Make suggestions that will control the risk and hazards identified into an innovative and
creative way like poster, brochure, and leaflets or through a Facebook Fun Page.
Handout 3.1 COMPUTER LABORATORY/CLASSROOM HAZARDS CONDITION
Indicators Observation
Computer Lab / Classroom
1. Is the housekeeping satisfactory?

2. Is the lighting adequate?
3. Is the floor in good condition?
4. Are the aisle widths and other paths of travel adequate?
5. Are the entrances and exits adequate?
6. Are emergency procedures (with guidelines for disabled
persons) clearly posted?
7. Is the classroom furniture in good repair and positioned
safely?
Power Cords and Cables
1. Are the proper cords and plugs used?
2. Are all cords in good condition (no fraying or exposed
wires)?
3. Are all plugs in good condition (no cracks or broken pieces)
and firmly attached to cords?
4. Are cords secured to avoid a tripping hazard?
Chairs
1. Are the chairs adjustable?
2. Does the backrest adequately support the lumbar area?

3. Do chairs have rounded seat edges to help maintain blood
circulation in the legs?
4. Does the seat allow for the comfortable and supportive
positioning of the legs, torso and arms?
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 Students identify Students identify Students identify Students identify
hazards and more than 4 at least 4 at least 3 fewer than 3
Risk reasonable, reasonable, reasonable, reasonable,
insightful insightful insightful insightful
barriers/problems barriers/problems barriers/problems barriers/problems
that need to that need to that need to that need to
control hazards control hazards control hazards control hazards
and risks. and risks. and risks. and risks.
Controlling Students identify Students identify Students identify Students identify
hazards and more than 4 at least 4 at least 3 fewer than 3
Risk reasonable, reasonable, reasonable, reasonable,
insightful possible insightful possible insightful possible insightful possible
solutions/strategie solutions/strategie solutions/strategie solutions/strategie
s to control s to control s to control s to control
hazards and risks. hazards and risks. hazards and risks. 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
Congratulations! You did a great

job! Rest and relax.

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

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:
Computer case and outside Mild cleaning solution and lint free cloth (sample)
monitor
Keyboard Compressed air and brush

Mouse Mild cleaning solution and lint-free cloth
LCD screen LCD cleaning solution or distilled water and

lintfree 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
28/2 14
2/2 1 0
0
1 14/2
Answer: 19 = 10011 7
Checking: 1 0 0 1 1 multiplier 0
16 8 4 2 1 equivalents 7/2 3
16 + 2 + 1 = 19 1
18/2 9
2) 28 0
Quotient Remainder 9/2
3/2 1 1 4
1 1
4/2 2
Answer: 28 = 11100
0
Checking: 1 1 1 0 0 multiplier 2/2 1
16 8 4 2 1 equivalents 0
16 + 8 + 4 = 28 1
Answer: 19 =
100101
3) 37 Checking: 1
Quotient Remainder 0 0 1
37/2 18 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 DEOVER M. PASCO
Division ICT Coordinator ICT Coordinator
Tanauan City Division Tagum National Trade School
Tanauan City - Region IV-A Calabarzon Tagum, Davao del Norte - Region XI
REVIEWERS
GIL P. CASUGA
Chief TESD Specialist, TESDA
REYNALDO S. DANTES MARIA A. ROQUE

Senior TESD Specialist, TESDA Senior TESD Specialist, TESDA
BERNADETTE S. AUDIJE VICTORIO N. MEDRANO
Senior TESD Specialist, TESDA Principal IV, SPRCNHS
PARALUMAN R. GIRON, Ed.D. Chair, BRENDA B. CORPUZ, Ph.D.

Sub-TWG on K to 10 TA for K to 12 Curriculum
OFELIA O. FLOJO BEATRIZ A. ADRIANO Principal

Retired Assistant Chief, EED, Region IV-A IV, ERVHS
AIDA T. GALURA VSA DOMINGA CAROLINA F. CHAVEZ
II, ACNTS Principal II, MBHS
DOCUMENTORS / SECRETARIAT
PRISCILLA E. ONG FREDERICK G. DEL

K to 12 Secretariat ROSARIO Head Teacher
III, BNAHS
EMMANUEL V. DIONISIO LYMWEL P. LOPEZ
Head Teacher III, AFGBMTS Teacher I, AFGBMTS
DANTE D. VERMON JR. JOANNA LISA C. CARPIO
Teacher I, AFGBMTS 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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Republic of the Philippines

K to 12 Basic Education Curriculum

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

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This Module is an exploratory course which leads you to Computer Hardware

1) Use hand tools;

These 4 common competencies are covered separately in 4 Lessons. As shown below,

Lesson 1 – Use Hand Tools

Lesson 2 –Perform Calculation and Mensuration

Lesson 3 –Prepare and Interpret Technical Drawing

Lesson 4 –Practice Occupational Health and Safety Procedures

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1. Begin by reading and understanding the Learning Outcome/s and Performance

If you have questions, ask your teacher for assistance .

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Use Hand Tools

LO 1. prepare hand tools;

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Computer chassis - the enclosure that contains most of the components of a

Hazards - risks; dangers.

Insulation - - - - - - a material that reduces or prevents the transmission of heat

Nozzle - - - - - - - - -a projecting part with an opening, as at the end of a hose, for

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

USB - - - - - - - - - Universal serial bus

LCD - - - - - - - - - Liquid crystal display

Prepare hand tools

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What Do You Need To Know?

Information Sheet 1.1

Proper tool selection

Preparing for the task to be undertaken includes proper tool selection.

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Environmental Safety and Health Program requires the following:

• All tools be kept in good condition with regular maintenance

• Electro-Static Discharge (ESD) tools

Electro-Static Discharge (ESD) Tools

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

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Flat head screwdriver – used to loosen or tighten slotted

Philips head screwdriver – used to loosen or tighten

Torx screwdriver - used to loosen or tighten screws that

Hex driver – sometimes called a nut driver, is used to tighten

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Wire cutter – used to strip and cut wires.

Tweezers – used to manipulate small parts.

Part retriever – used to retrieve parts from location that are