modul maintenance and repair 1 - polimdo · 2020. 8. 10. · modul “maintenance and repair 1”...

TEKNIK ELEKTRO PRODI KOMPUTER

POLITEKNIK NEGERI MANADO

2019

MODUL

“MAINTENANCE AND REPAIR 1”

LEMBAR PENGESAHAN

PRAKTIKUM

Maintenance and Repair 1

Oleh:

Herry Setiawan Langi, SST.,MT

Manado, November 2019

Menyetujui,

Ketua Jurusan Teknik Elektro Koordinator Program Studi,

Fanny J Doringin, ST.,MT Marson James Budiman, SST.,MT

NIP. 96704301992031003 NIP. 197503052003121002

Mengetahui,

Wakil Direktur Bidang Akademik,

Dra. Maryke Alelo, MBA

NIP. 19641213 199103 2 001

© 2008 Cisco Systems, Inc. All rights reserved. Cisco ConfidentialPresentation_ID 1

IT Essentials PC Hardware and Software 4.1

Instructional ResourceChapter 1: Introduction to the Personal Computer

Presentation_ID 2© 2008 Cisco Systems, Inc. All rights reserved. Cisco Confidential

Chapter 1: Objectives

▪ Chapter Objectives

Explain IT industry certifications.

Describe a computer system.

Identify the names, purposes, and characteristics of cases and power supplies.

Identify the names, purposes, and characteristics of internal components.

Identify the names, purposes, and characteristics of ports and cables.

Identify the names, purposes, and characteristics of input devices.

Identify the names, purposes, and characteristics of output devices.

Explain system resources and their purposes.


Chapter 1: Critical Concepts

▪ What is this chapter about and why is it important?

▪ Professional certification proves to employers that the certificate holder has gained a level of knowledge and experience that is confirmed by a respected third party. For example, the successful completion of CompTIA’s A+ exams or EUCIP’s IT Administrator exams demonstrates that the certificate holder has sufficient basic knowledge to work effectively in many different IT positions.

▪ A personal computer is designed to run software programs that help people work, play, and learn. This chapter discusses the hardware that is required to build a desktop computer. It covers the hardware components that are found in most personal computers. It explains the unique purpose of each component and how these components work together.

▪ This chapter is important because it provides the foundational information that is required to build, upgrade, and repair personal computers. Successful completion of this course will be excellent preparation for the CompTIA A+ Certification exam, the EUCIP IT Administrator Certification for Modules 1 and 2, and for on-the-job performance.


Chapter 1: Activities

▪ What activities are associated with this chapter?

1.1.2 Worksheet: Job Opportunities

1.4.7 Worksheet: Research Computer Components

Chapter 1 Quiz


Chapter 1: New Terms

▪ What terms are introduced in this chapter?

adapter card 1.4.5

Advanced Technology Extended (ATX) 1.4.1

Alternating Current (AC) 1.3

auxiliary (AUX) power connector 1.3.2

Basic Input/Output System (BIOS) 1.4.1

Berg power connector 1.3.2

biometric device 1.6

Blu-ray Disc (BD) drive 1.4.6

Blu-ray Disc read-only media (BD-ROM) 1.4.6

Blu-ray Disc-recordable (BD-R) 1.4.6


Chapter 1: New Terms (continued)


Blu-ray Disc-rewritable (BD-RE) 1.4.6

bus 1.4.1

cache 1.4.4

capacitor 1.3.2

Central Processing Unit (CPU) 1.4.1

Central Processing Unit (CPU) throttling 1.4.2

chipset 1.4.1

Compact Disc - read only memory (CD-ROM) 1.4.6

Compact Disc (CD) drive 1.4.6

Compact Disc-recordable (CD-R) 1.4.6




Compact Disc-rewritable (CD-RW) 1.4.6

Complex Instruction Set Computer (CISC) 1.4.2

computer 1.2

computer system 1.2

connector 1.3.2

current (I) 1.3.2

Digital Versatile Disc (DVD) drive 1.4.6

Digital Versatile Disc +/- recordable (DVD+/-R) 1.4.6

Digital Versatile Disc +/- rewritable (DVD+/-RW) 1.4.6

Digital Versatile Disc random-access memory (DVD-RAM) 1.4.6




Digital Versatile Disc read-only memory (DVD-ROM) 1.4.6

Digital Visual Interface (DVI) 1.5

direct current (DC) 1.3

Direct Memory Access (DMA) 1.8

dual core CPU 1.4.2

dual inline memory module (DIMM) 1.4.4

Dynamic RAM (DRAM) 1.4.4

Electrically Erasable Programmable Read-Only Memory (EEPROM) 1.4.4

Enhanced Integrated Drive Electronics (EIDE) 1.4.6

Erasable Programmable Read-Only Memory (EPROM) 1.4.4




expansion slot 1.4.1

Field-Replaceable Unit (FRU) 13.2

firewall 16.1

FireWire 1.5

floppy disk drive (FDD) 1.4.6

form factor 1.3.1

Front Side Bus (FSB) 1.4.2

gigahertz (GHz) 1.4.2

Hard Disk Drive (HDD) 1.4.6

hardware 1.2




heat sink and fan assembly 1.4.1

input/output (I/O) address 1.8

interrupt request (IRQ) 1.8

keyboard 1.6

keyboard port 1.5

Keyboard, Video, Mouse (KVM) switch 1.6

LCD monitor 1.7

Light-Emitting Diode (LED) 1.4.7

line-in connector 1.5

megahertz (MHz) 1.4.2




modem adapter 1.4.5

modulator/demodulator (modem) 1.4.5

Molex power connector 1.3.2

monitor 1.7

motherboard 1.4.1

mouse port 1.5

multimedia extensions (MMX) 1.4.2

Network Interface Card (NIC) 1.4.5

northbridge 1.4.1

Parallel ATA (PATA) data cable 1.5




Random Access Memory (RAM) 1.4.4

Read Only Memory (ROM) 1.4.4

Reduced Instruction Set Computer (RISC) 1.4.2

Redundant Array of Independent Disks (RAID) 1.4.6

resistance ( r ) 1.3.2

Small Computer Systems Interface (SCSI) cable 1.5

Small Outline DIMM (SODIMM) 1.4.4

socket 1.4.1

sound card 1.4.5

southbridge 1.4.1




speaker 1.7

static RAM (SRAM) 1.4.4

S-video port 1.5

Synchronous Dynamic RAM (SDRAM) 1.4.4

Uninterruptible Power Supply (UPS) 1.3.2

Universal Serial Bus (USB) port 1.4.1

video adapter 1.4.5

Video Graphics Array (VGA) 1.5

voltage (V) 1.3.2

wireless NIC 1.4.5

Zero Insertion Force (ZIF) socket 1.4.2


Chapter 1: Changes

▪ What has changed from the previous version (4.0) of ITEPC?

1.3.2 Describe power supplies

•Voltage, wattage, and capacity

•Voltage selector switch

1.4.2 Identify the names, purposes, and characteristics of CPUs

•Dual core

•Triple core

•Quad core

1.4.3 Identify the names, purposes, and characteristics of cooling systems

•Water cooling


Chapter 1: Changes (continued)


1.4.4 Identify the names, purposes, and characteristics of ROM and RAM

•SODIMM

•DDR3

•Single Channel vs. Dual Channel

•Speed: PC-100, PC-133, PC-2700, PC-3200, PC2-5300, PC3-12800

1.4.5 Identify the names, purposes, and characteristics of adapter cards

•Sound adapter

•Capture card

•TV Tuner




1.4.6 Identify the names, purposes, and characteristics of storage drives

•FDD Install

•HDD Install

•HDD: Solid State vs. Magnetic

•Blu-ray

•eSATA

•RAID Level Comparison




1.5 Identify the names, purposes, and characteristics of ports and cables

•RJ-45

1.6 Identify the names, purposes, and characteristics of input devices

•KVM Switch

•Fingerprint Scanner

1.7 Identify the names, purposes, and characteristics of output devices

•Degauss

•Display Resolutions

•Contrast Ratio

•Native Resolution

•Multiple monitors


Chapter 1: Classroom Management

▪The instructor should ensure that students acquire as many hands-on experiences as possible. If possible, have different types of computers and computer parts available for students to view during class. Legacy or non-functioning parts can be handled during class discussions.

▪Bring pictures and articles that deal with basic IT concepts and computers. Use these articles to facilitate class discussions.

▪A tour through a data center or a physical inspection of computer parts that are brought to class is recommended.

▪Assemble a computer in front of the students; it should not take more than 40 minutes to complete. Give a short explanation of the role and functionality of each component prior to installation.


Chapter 1: Classroom Management (continued)

▪Write the following terms on the board during discussion: power supply, motherboard, CPU, ROM, RAM, adapter, hard drive, CD/DVD, serial port, USB port, IEEE 1394 (FireWire) port, parallel port, Ethernet port, PS/2 mouse or keyboard port, audio port, video port (VGA and DVI should be shown), and internal modem port. This emphasizes the importance of the term.

▪Demonstrate the basic concepts related to electronics with a lemon, a penny, and a nail. There are several experiments that can be done in class to help the students understand simple circuits, stored energy, and magnetism. Do an Internet search on the following terms: basic electronics lemon.

▪Taking simple voltage readings from the motherboard battery or from an unused Molex power supply connector makes the term voltage more applicable to the chapter.

▪Bring in a couple of diagrams of chipsets to show how they affect the motherboard design. Have the students research the chipset for the motherboard that is used in the classroom computers. Some example chipsets are: Intel G31, Intel G45, AMD 780G.


▪ When teaching the difference between hard drive and RAM memory, compare an office space and a computer. The working person is like a CPU, the desk area is similar to RAM memory, a file cabinet is similar to the hard drive, and files stored on the hard drive compare with printed documents stored in the file cabinet.

• The larger the desk area, the greater the number of documents that can be opened on it at the same time. If the desk is not large enough, the person (the CPU) must close a file and properly store it inside the file cabinet before searching and opening a new one. This process takes time.

▪The different types of memory that a computer uses, in order of fastest to slowest, are as follows:

• memory inside CPU - L1 cache

• memory in the processor housing - L2 cache

• memory on the motherboard – RAM

• hard drive space that is used as memory – virtual memory

▪ An analogy is similar to getting a drink of water: (1) Having a glass of water sitting on your desk is similar to having L1 cache. (2) Having to go refill the glass from a faucet is similar to having L2 cache. (3) Having to get bottled water from a drink machine is similar to having RAM. (4) Having to go to a store and buy bottled water is similar to having hard drive storage that is used as RAM.

Chapter 1: Teaching Analogies


Chapter 1: Suggested Class Discussions

▪ Explain how to register and prepare for certification exams.

• CompTIA A+ certification

• Other Cisco certifications (CCNA, CCNP, CCIE, etc.)

• EUCIP certification

▪ Computer speed relates to all components; upgrading one component is sometimes like putting a small bandage on a large wound.


Chapter 1: Best Practices

▪ Obtain computers and components from these possible sources for class:

• Technicians at school

• Computer repair stores

• Donations from students, parents, alumni, and advisory committee members

• Goodwill

• E-mail faculty and staff requesting any extra computers and components


Chapter 1: Best Practices (continued)

▪ Organize computers and components for class:

• Use separate bins for good parts and bad parts.

• Use separate bins or paper boxes for categories of parts: motherboards, PATA drives, video cards, floppy drives, CD/DVD drives, cables.

• Use rolling carts for computer storage and security. This allows flexibility for storage and ease of use in the classroom.

• Place a unique number on a computer and corresponding storage bin. When disassembling the computer, place the components in the storage bin with the matching computer number to keep parts organized for that computer. Students and instructors can quickly identify which components belong to which computer.


CompTIA Certification Website

http://www.comptia.org/certifications

Cisco Networking Academy Website

NetAcad ITE Forum

Microsoft XP Website

Microsoft Vista Website

Microsoft Compatibility Checker

Chapter 1: Outside Reading




Instructional ResourceChapter 2: Safe Lab Procedures and Tool Use



▪ Explain the purpose of safe working conditions and procedures.

▪ Identify tools and software used with personal computer components and their purposes.

▪ Implement proper tool use.




▪ This chapter discusses safe lab procedures, tool use for computer maintenance, and proper disposal of hazardous materials. It provides an overview of safe working conditions in the lab and in other environments. Basic electrical, fire, and chemical safety guidelines are covered, as well as other potential workplace hazards. Much of the chapter is devoted to identification and proper usage of hand tools and software tools. It also discusses the importance of organization of tools, and cleaning procedures for all computer components.

▪ IT technicians have cut, burned, and even electrocuted themselves while working on computers. IT technicians have short-circuited working components, thus rendering the components unusable. This chapter is important because it explains the good work habits that all technicians must develop in order to avoid injury to themselves or others, and to avoid damaging or destroying equipment, or losing data.



▪ What activities are associated with this chapter

2.2.2: Worksheet: Diagnostic Software

2.3.4: Lab: Computer Disassembly

Chapter 2 Quiz




antistatic mat 2.2.1

antistatic wrist strap 2.2.1

anti-virus application 2.2.2

blackout 2.1.2

brownout 2.1.2

cable tie 2.2.1

CHKDSK 2.2.2

compressed air 2.2.1

conduit 2.1.1

defrag 2.2.2




digital multimeter 2.2.1

disk cleanup 2.2.2

disk management 2.2.2

Electromagnetic Interference (EMI) 2.1.2

Electrostatic Discharge (ESD) 2.1.2

FDISK 2.2.2

flat-head screwdriver 2.2.1

format 2.2.2

hex driver 2.2.1

loopback plug 2.2.1




Material Safety and Data Sheet (MSDS) 2.1.3

needle-nose pliers 2.2.1

disk cleanup 2.2.2

noise 2.1.2

Phillips-head screwdriver 2.2.1

Radio Frequency Interference (RFI) 2.1.2

SCANDISK 2.2.2

spike 2.1.2

spyware 2.2.2

Standby Power Supply (SPS) 2.1.2




surge 2.1.2

surge suppressor 2.1.2

torx screwdriver 2.2.1

tweezers 2.2.1

wire cutters 2.2.1


Chapter 2: Changes


Page 2.1.1 Identify safety procedures and potential hazards for users and technicians

•Electrical safety

•Cable management

•Avoiding trip hazards

Page 2.1.2 Identify safety procedures to protect equipment from damage and data from loss

•EMI

•Network interference

•Magnets

•RFI

•Cordless phone interference

•Microwaves


Chapter 2: Classroom Management▪The instructor should ensure this chapter becomes as hand-on as possible.

▪Have different tools available. Hold up each tool and ask students what they think a technician might use the tool for.

▪ If enough tools are available, divide students into teams and have them document the purpose of each tool in computer support. Have a computer available so they can look inside to see the possibilities. Have two groups share results with one another.

▪ If Internet access is available, have students select suitable power protection for the computers in the classroom based on different scenarios. If Internet access is not available, have various vendors’ technical power protection documents and have the students choose from them.

▪Keep the power and safety discussions relevant. Explain a section and then have the students apply the information. An example might be to present examples of relevant local or world weather events and the effects the conditions might have on power and safety.

▪Have the students research the city or state rules for CRT disposal. Have them brainstorm alternatives to disposal. If this is not feasible, bring the rules into class as a handout.



▪Download, print out, or have available MSDS data. Search the Internet with the following key terms: laser printer msds.

▪Have the students determine the best place to keep MSDS information sheets in the school, who might need this information, and how to get this information to those who might need it.

▪Disassemble a computer in teams.

▪Have students rotate with each step so everyone gets hands-on time.

▪Lead the students through the disassembly process. For example, the first step in the lab is to turn off the computer and disconnect power. It is very important for the students to verify that the computer works BEFORE disassembly. Then, have all the students power down and remove the power cord. No team can progress until all power cords have been removed. Then, move on to step 2. In this manner, the teacher can address issues or reinforce the lecture, and everyone is on the same step and concept.



▪ How often do you disassemble your car? When learning about cars, an automobile technician disassembles a car in sections to learn about how each particular section works. A student can learn about computer components by disassembling a computer in the same way.

▪ How important is doing a tune-up to a car? How important is it to have your teeth cleaned? Preventive maintenance is important to a computer in the same way.


▪ Safety – Laser printers possess high voltage and can burn the technician, and CRTs possess high voltage and can shock the technician.

▪ ESD – An electrostatic discharge can damage a computer.

▪ Tools – Discuss the proper tool usage, storage, what to take on a service call, and what to have in the car.

▪ Software tools – Ensure you have software tools appropriate for the operating system.

▪ Preventive maintenance – This extends the life of the computer. Ensure appropriate cleaning supplies are used.

▪ Organization – Ensure computer components are organized and easy to find when reassembling the computer. Emphasize the importance of taking notes and being organized during disassembly.

▪ Question for the class – Have you ever taken something apart and when you tried to put it back together, things didn’t go as planned? Explain what happened. What do you wish you had done differently?

▪ Internet Search – Have students conduct an Internet search on laser printer safety and disposal procedures. Discuss how students would apply this knowledge in the workplace.



▪ Diagram and document the computer disassembly process.

• Some students take photos with their phones to help reassemble the computer. Encouraging the use of technology will engage the students.

• A good teaching practice is to have each student document the computer disassembly.

▪ Organize parts during the computer disassembly process.

• Collect egg cartons for organizing screws that are removed during disassembly.

• Collect antistatic bags from school technicians or outside computer repair companies to store computer components.

• Do not allow students to stack computer components.

▪ Because CPUs are very expensive and easy to damage, it is not recommended to allow the students to remove the CPU during the computer disassembly process. Obtain bad CPUs from outside computer repair companies to use for class discussion and demonstration.




International Telecommunication Union (ITU)

http://www.itu.int/ITU-T/

http://www.itu.int/ITU-T/



Instructional ResourceChapter 3: Computer Assembly – Step By Step



▪ Open the case.

▪ Install the power supply.

▪ Attach the components to the motherboard and install the motherboard.

▪ Install internal drives.

▪ Install drives in external bays.

▪ Install adapter cards.

▪ Connect all internal cables.

▪ Re-attach the side panels and connect external cables to the computer.

▪ Boot the computer for the first time.




▪ This chapter demonstrates the step-by-step procedure for assembling a desktop computer. It provides detailed graphics showing the proper installation procedure for each component of the computer. Where appropriate, this chapter explains other methods of component installation. Hands-on labs allow the student to assemble a computer with an emphasis on safe practices.

▪ This chapter is important because it gives students the opportunity to learn about all of the components of a desktop computer and has them assemble one in a lab. The chapters and labs that follow Chapter 3 build on this basic knowledge of the computer. For those students who do not have access to a physical desktop computer in the lab, Chapter 3 also provides a Virtual Desktop. The Virtual Desktop labs demonstrate desktop assembly through animation and student interaction.




3.2: Lab: Install the Power Supply

3.2 Optional Activity: Virtual Desktop – Power Supply

3.3.3: Lab: Install the Motherboard

3.3.3: Optional Activity: Virtual Desktop – Motherboard

3.4: Optional Activity: Virtual Desktop – Internal Drives

3.5.2: Lab: Install the Drives

3.5.2: Optional Activity: Virtual Desktop – Drives in External Bays

3.6.3: Lab: Install Adapter Cards

3.6.3: Optional Activity: Virtual Desktop – Adapter Cards

3.7.2: Lab: Install Internal Cables

3.7.2: Optional Activity: Virtual Desktop – Internal Cables

3.8.2: Lab: Complete the Computer Assembly

3.8.2: Optional Activity: Virtual Desktop – External Cables

3.9.2: Lab: Boot the Computer

Chapter 3 Quiz




AC power cord 3.8.2

Accelerated Graphics Port (AGP) 3.6.3

Advanced Technology Extended (ATX) power connector 3.7.1

boot 3.9

CMOS battery 3.9.2

Complementary Metal Oxide Semiconductor (CMOS) 3.9.2

floppy data cable 3.7.2

floppy drive cable 3.7.2

Power-On Self-Test (POST) 3.9

standoff 3.3.3


Chapter 3: Changes


No changes were made to this chapter.



▪Disassemble the computer in a step by step process, keeping the students moving through the process together. For example, everyone takes the cover off after the instructor has explained the problems associated with the case. Then move on to the next part to be removed. Reassembly works best if you allow the students to work at their own pace.

▪ If disassembling the computer in teams, rotate to the next team member every five minutes. The teacher might want to control the rotation to ensure hands-on time for each student.

▪Students that finish quickly should help others troubleshoot issues.

▪Do an Internet search on the keywords how to build a computer and find good and bad points to demonstrate in class.



▪ Computer reassembly is like a jigsaw puzzle. All the pieces fit nicely together to make a nice picture when done properly. You cannot force a puzzle piece or a computer component into the wrong spot.


▪ Describe something you have disassembled and the reassembly did not go very well. Tell us what happened.

▪ What do you do when you drop a screw?

▪ What do you do if you have parts left over?

▪ Why are BIOS beep codes and text messages important to a technician?

▪ What is important about pin 1 on a cable or connector?

▪ What happens when screws are too tight?

▪ What kind of damage can ESD cause to computer components?



▪ Allow students to troubleshoot their own computer reassembly problems. Put the student name(s) on computers that do not work and have them continue troubleshooting the computer problems during the next class period.

▪ Stress cleanliness in the work area by putting away tools and straightening cables.

▪ Keep broken equipment separated from components that work; have boxes for each category if possible.

▪ If the class time is limited, integrate chapters 3 and 4. Students do preventive maintenance at the same time as disassembly/reassembly.




Instructional ResourceChapter 4: Basics of Preventive Maintenance and Troubleshooting



▪ Explain the purpose of preventive maintenance.

▪ Identify the steps of the troubleshooting process.




▪ This chapter discusses preventive maintenance and a methodology for troubleshooting computer problems. It explains the benefits of having a preventive maintenance program, including hardware and software. This chapter also outlines a process for troubleshooting computer hardware and software problems.

▪ This chapter is important because many IT technicians are responsible for the upkeep of all of the computers at a company. Having and adhering to a preventive maintenance plan saves the company money by avoiding many types of computer problems. When a problem does occur, a technician who uses the troubleshooting methodology that is described in this chapter can, in most instances, identify and fix the problem quickly.

▪ Preventive maintenance and troubleshooting skills are so important that they are included in almost every chapter that follows this one.




There are no labs in this chapter.

Chapter 4 Quiz




beep code 4.2.2

data backup 4.2.1

Device Manager 4.2.2

diagnostic software 4.2.2

diagnostic tools 4.2.2

Event Viewer 4.2.2

software 4.1


Chapter 4: Changes


Page 4.2.2 Identify the problem

• Identify the problem.

Page 4.2.3 Establish a theory of probable causes

• Establish a theory of probable causes.

Page 4.2.4 Determine an exact cause

• Test the theory to determine the cause.

• Once the theory is confirmed, determine the steps to resolve the problem.

• If the theory is not confirmed, establish a new theory or escalate the problem.

Page 4.2.5 Implement the solution

• Establish a plan of action to resolve the problem and then implement that solution.




Page 4.2.6 Verify solution and full system functionality

• Verify full system functionality and, if applicable, implement preventive measures.

Page 4.2.7 Document findings

• Document findings, actions, and outcomes.



▪Troubleshooting cannot be learned from a book. Hands-on practice of the steps outlined in this chapter and the information from the previous three chapters must be done by each student.

•Place the students in groups of two; one student leaves the room, and the other student installs one problem in a computer. The instructor can provide a list of possible problems to install. The problems should be limited to things that students learned in previous chapters, such as loose or missing cabling, missing CMOS battery, or incorrect BIOS settings. The other student returns and solves the problem by applying the processes that the chapter describes.

•Give students access to the troubleshooting section of the manual for the computers that are being used in the classroom.

•Give students access to the Internet for researching error codes.



▪ Preventive maintenance for a computer is similar to the following examples:

• Performing a car tune-up

• Brushing your teeth

• Removing ice from a car windshield before you drive

▪ Troubleshooting a computer is like troubleshooting any problem. Discuss troubleshooting processes in the following examples:

• A television does not power on when you press the TV remote power button.

• A clock does not consistently display the correct time.

• When you insert a CD into a stereo system, music does not play.


▪What is the recommended preventive maintenance for the classroom printer?

▪What is the recommended preventive maintenance on a high-end laser printer?

▪What is the recommended preventive maintenance for a home computer?

▪What are some common mistakes when choosing cleaning supplies for computer maintenance?

▪A college has discovered that 500 computers are not patched for a recently discovered virus, and 58 computers do not have anti-virus software installed. These computers have been installed by college technicians. What are the implications of this? What should the college do? How should the college prevent this type of situation in the future?



▪ Organize students to clean the office or school computers for other staff members.

• Students should call and verify an appointment time to clean the computer.

• Students should call after the preventive maintenance visit to ask about computer performance improvements.

▪ Ask the technical support staff if your students can watch them work during a class period.




▪Cisco Systems Website

▪Microsoft TechNet Website



Instructional ResourceChapter 5: Fundamental Operating Systems



▪ Explain the purpose of an operating system.

▪ Describe and compare operating systems to include purpose, limitations, and compatibilities.

▪ Determine the operating system based on customer needs.

▪ Install an operating system.

▪ Navigate a graphical user interface (GUI).

▪ Identify and apply common preventive maintenance techniques for operating systems.

▪ Troubleshoot operating systems.




▪ This chapter discusses operating systems (OS). It covers the functions and terminology of operating systems, specifically Windows 2000, Windows XP, and Windows Vista. Because operating system functionality varies, this chapter explains how to determine the appropriate OS based on customer needs. The student will install an OS, navigate the GUI, perform preventive maintenance, and troubleshoot computer problems that are related to the OS.

▪ This chapter is important because operating systems control most of the functions of a computer. Most software, such as Microsoft Office, requires an OS to operate. Many of the common computer problems that technicians must solve are related to the OS.




5.2.2 Worksheet: NOS Certifications and Jobs

5.3.2 Worksheet: Upgrade Hardware Components

5.4.2 Lab: Install Windows XP

5.4.2 Optional Lab: Install Windows Vista

5.4.5 Lab: Create Accounts and Check For Updates in Windows XP

5.4.5 Optional Lab: Create Accounts and Check For Updates in Windows Vista

5.4.8 Lab: Managing System Files with Built-in Utilities in Windows XP

5.4.8 Optional Lab: Managing System Files with Built-in Utilities in Windows Vista

5.4.9 Worksheet: Answer NTFS and FAT32 Questions

5.5.1 Lab: Run Commands in Windows XP

5.5.1 Optional Lab: Run Commands in Windows Vista

5.5.3 Lab: Managing Administrative Settings and Snap-ins in Windows XP

5.5.3 Optional Lab: Managing Administrative Settings and Snap-ins in Windows Vista


Chapter 5: Activities (continued)


5.5.4 Lab: Install Third-Party Software in Windows XP

5.5.4 Optional Lab: Install Third-Party Software in Windows Vista

5.6.2 Lab: Restore Points in Windows XP

5.6.2 Optional Lab: Restore Points in Windows Vista

5.6.3 Lab: XP Registry Backup and Recovery in Windows XP

5.7.2 Lab: Managing Device Drivers with Device Manager in Windows XP

5.7.2 Optional Lab: Managing Device Drivers with Device Manager in Windows Vista

Chapter 5 Quiz


Chapter 5: New Terms▪ What terms are introduced in this chapter?

active partition 5.4.1

administrator 5.4.4

Application Programming Interface (API) 5.1.1

application software 5.1.1

Automatic Update 5.6.2

Backup 5.6.3

bootable disk 5.7.2

Cluster 5.4.1

Command Line Interface (CLI) 5.1.1

conventional memory 5.1.2


Chapter 5: New Terms (continued)▪ What terms are introduced in this chapter?

copy backup 5.6.3

cylinder 5.4.1

daily backup 5.6.3

desktop 5.5.1

differential backup 5.6.3

Digital Audio Tape (DAT) 5.6.3

Digital Linear Tape (DLT) 5.6.3

directory 5.1.1

display 5.5.2

drive mapping 5.4.1



extended partition 5.4.1

external hard drive 5.6.3

file 5.1.1

File Allocation Table (FAT) 5.4.2

file extension 5.4.9

file management 5.1.1

file system 5.4.2

firmware 5.6.1

full backup 5.6.3

Graphical User Interface (GUI) 5.1.1



Hardware Compatibility List (HCL) 5.3.2

HKEY_ 5.4.7

incremental backup 5.6.3

kernel 5.4.7

Linux 5.2.1

logical drive 5.4.1

Master Boot Record (MBR) 5.4.3

MSCONFIG 5.4.8

multitask 5.1.2

multithread 5.1.2



Network Operating System (NOS ) 5.2.2

New Technology File System (NTFS) 5.4.2

non-bootable disk 5.7.2

NT loader (NTLDR) 5.4.7

NTDETECT 5.4.7

sector 5.4.1

Task Manager 5.5.3

track 5.4.1

UNIX 5.2.1

user interface 5.1.1


Chapter 5: Changes


Page 5.1.2 Explain operating system concepts

• Application compatibility

• Windows compatibility mode

• UAC

• 32-bit vs. 64-bit

• x86 vs. x64

Page 5.2.1 Describe desktop operating systems

• Windows Vista Home Basic

• Windows Vista Home Premium

• Windows Vista Business

• Windows Vista Ultimate




Page 5.3.2 Determine minimum hardware requirements and compatibility with the OS platform

• Minimum hardware requirements

• Hardware Compatibility List

Page 5.4.3 Install the operating system using default settings

• Repair installation

Page 5.4.5 Complete the installation

• Device Manager

•Verify hardware detected.

• Install and update device drivers.




Page 5.4.6 Describe custom installation options

• Network Installation

• Recovery Disc

• Factory Recovery Partition

Page 5.4.7 Identify the boot sequence files and Registry files

• Disk boot order/device priority

•Types of boot devices

• Windows 2000 and newer – upgrade paths and requirements




Page 5.4.8 Describe how to manipulate operating system files

• Command line utilities

•Msconfig

•Regedit

•Msinfo32

•Dxdiag

•Cmd

Page 5.5.1 Manipulate items on the desktop

• Sidebar

• Aero

• User interface

• Start bar layout




Page 5.5.3 Explore administrative tools

• Computer Management

• Device Manager

• Services

• Performance Monitor

• Event Viewer

• MMC

Page 5.5.5 Describe upgrading an operating system

• User State Migration Tool




Page 5.6.1 Create a preventive maintenance plan

• Driver Updates

• Firmware Updates

• OS Updates

• Security

Page 5.6.2 Schedule a task

• Startup programs




Page 5.7.1 Review the troubleshooting process

• Identify the Problem

• Establish a Theory of Probable Causes

• Determine an Exact Cause

• Implement a Solution

• Verify Solution and Full System Functionality

• Document Findings




Page 5.7.2 Identify common problems and solutions

• OS-related symptoms

•The computer displays a Bluescreen.

•The system locks up.

•An input or output device does not respond.

•An application does not install.

•The operating system will not start.

• Windows-specific printing problems

•The print spool stops responding.

• Hardware-related symptoms

•Excessive heat

•Noise

•Odors

•Status light indicators

•Alerts

•Visible damage to components.




Page 5.7.2 Identify common problems and solutions (continued)

• Documentation and resources

•User manuals

•Internet-based information

•Training materials

• Device Manager

•Verify

•Device driver updates

•Driver signing



▪This chapter labs might take more than one class period to complete.

▪When installing an operating system, ensure that the computer is disconnected from the Internet. Students should install the Windows XP operating system, install service pack 2, connect to the Internet, and then check for updates.

▪When creating a backup in class, select a folder that contains limited data to reduce the time needed for the copying process.

▪Students should be able to use the following command line utilities:

▪ msconfig to start the System Configuration utility

▪ devmgmt.msc to open Device Manager

▪ msinfo32 to open the System Information window

▪ compmgmt.msc to open the Computer Management window



▪Minimum hardware requirements for a Windows operating system are required to install the operating system on the computer. For the computer to operate efficiently, more RAM and hard drive space are needed.

▪Planning an operating system upgrade or installation should take more time than the installation. The following list should be emphasized to students:

•Ensure the hardware meets the new operating system’s minimum requirements.

•Ensure the hardware and software is compatible with the new operating system.

•Plan hardware upgrades before the operating system upgrade.

•Plan the file system before starting the operating system upgrade or installation.



▪ Windows updates are like service recalls for your car. Windows updates repair the operating system, add a new feature to the operating system, or provide a layer of security that was not present before.


▪ What are the pros and cons of the different types of backups?

▪ What are the pros and cons of automatic updates for Windows?

▪ When would a technician use Task Scheduler?

▪ What is the purpose of UAC in the Windows Vista environment?

▪ What situations would multiple operating systems on a computer be useful?



▪ Students tend to rush through operating system labs by clicking Next without reading the screen. To avoid this, have checkpoints in the lab where the instructor must see what the student is doing and ask questions about the lab and chapter content.




Microsoft Windows Website

Apple OS Website

Linux Website



Instructional ResourceChapter 6: Fundamental Laptops and Portable Devices



▪ Describe laptops and other portable devices.

▪ Identify and describe the components of a laptop.

▪ Compare and contrast desktop and laptop components.

▪ Explain how to configure laptops.

▪ Compare the different mobile phone standards.

▪ Identify common preventive maintenance techniques for laptops and portable devices.

▪ Describe how to troubleshoot laptops and portable devices.




▪ This chapter describes laptops and other portable devices. Portable devices, such as smartphones and personal digital assistants, have very few parts that can be replaced. These devices usually require a technician with a brand-specific certification to repair them. In this chapter, the emphasis is on laptops, their components, and how to configure them. Laptop preventive maintenance and troubleshooting are also covered.

▪ This chapter is important because more people are using laptops in addition to, or instead of, desktop computers. There are differences across makes and models of laptops, but certain technologies apply to all. Today’s IT technicians are likely to spend much of their time maintaining and troubleshooting laptops. For those students who do not have access to a physical laptop computer in the lab, Chapter 6 also provides a Virtual Laptop. The Virtual Laptop labs demonstrate laptop component installation and removal through animation and student interaction.




6.1.2 Worksheet: Research Laptops, Smartphones, and PDAs

6.2.1 Optional Activity: Virtual Laptop – Explore Laptop

6.2.2 Optional Activity: Virtual Laptop – Keyboard

6.2.3 Worksheet: Complete Docking Stations True or False Questions

6.2.3 Optional Activity: Virtual Laptop – Docking Station

6.3.4 Worksheet: Answer Laptop Expansion Questions

6.4.1 Worksheet: Match ACPI Standards

6.4.2 Optional Activity: Virtual Laptop – Components and Devices

6.7.2 Worksheet: Research Laptop Problems

Chapter 6 Quiz



AC power connector 6.2.1

Advanced Configuration and Power Interface (ACPI) 6.3.3

Advanced Power Management (APM) 6.3.3

base station 6.2.3

battery 6.2.1

battery latch 6.2.1

battery status indicator LED 6.2.1

Bluetooth 6.1.2

Caps lock indicator LED 6.2.2

desktop computer 6.2.1



docking connector 6.2.3

docking station 6.2

Ethernet 6.4.3

ExpressCard 6.3.4

fingerprint reader 6.2.2

function key (Fn key) 6.2.2

Global System for Mobile Communications (GSM) 6.5

Hibernate/Standby indicator LED 6.2.2

hot-swappable interface 6.4.2

laptop 6.1



power on indicator LED 6.2.2

security keyhole 6.2.1

smartphones 6.1

Streaming Single-instruction-multi-data Extensions (SSE) 6.2.2

stylus 6.2.2

touchpad 6.2.2

ventilation 6.2.1

volume control 6.2.2

wireless indicator LED 6.2.2

power on indicator LED 6.2.2


Chapter 6: Changes


Page 6.2.2 Describe the components found on the inside of the laptop

• Input devices

•Stylus or digitizer

•Pointing devices

•Function keys

Page 6.2.3 Describe the components found on the laptop docking station

• Install, configure, and optimize laptop components and features.

•Docking station

Page 6.3.3 Compare and contrast desktop and laptop power management

• AC adapter




Page 6.3.4 Compare and contrast desktop and laptop expansion capabilities


•ExpressCard

Page 6.4.1 Describe how to configure power settings

•Wake on LAN

•Suspend

•Sleep timers

Page 6.4.2 Describe the safe installation and removal of laptop components


• Power and electrical input devices

•Auto-switching

•Fixed input power supplies




Page 6.4.3 Laptop communication hardware installation and configuration

• Communication connections

•Ethernet

•Bluetooth

•Infrared

•Cellular WAN





• Issues

•Power condition

•Video

•Keyboard

•Pointer

•Stylus

•Wireless card

• Methods

•Verify that the laptop has power.

•Remove unneeded peripherals.

•Plug in an external monitor.

•Toggle the Fn keys or hardware switches.

•Check the LCD cutoff switch.

•Verify backlight functionality.

•Check for a switch for built-in WiFi antennas.



▪Plan for a lot of interaction and discussion in this chapter because many schools may not have laptops to use in the classroom.

▪Use the virtual laptop labs if laptops are not available.

▪Disassemble a laptop in front of the class.

▪Provide a non-functioning laptop for students to practice assembling and to use for part identification.



▪ A laptop is like a mini-bike, whereas a desktop computer is like a motorcycle. The laptop may have all the same components, but it is not as big. You could also use the same type of analogy with a mini-refrigerator. It serves the same purpose and is easier to move.


▪ What do laptops and desktops have in common?

▪ How do laptops and desktops differ?

▪ What makes laptops more difficult for technicians to support?

▪ How have cellular developments influenced the growth of laptop technologies?




▪ Obtain old laptops from the school or through donation when possible. Obtain manuals for the laptops and disassemble one in front of the class. Use egg cartons or small plastic bags to organize the screws and pieces. Take notes the first time the laptop is disassembled, because laptops are more compact and each brand is unique with their re-assembly steps.



Laptop Comparison Guides

Laptop Manufacturer Websites



Instructional ResourceChapter 7: Fundamental Printers and Scanners



▪ Describe the types of printers currently available.

▪ Describe the installation and configuration process for printers.

▪ Describe the types of scanners currently available.

▪ Describe the installation and configuration process for scanners.

▪ Identify and apply common preventive maintenance techniques for printers and scanners.

▪ Troubleshoot printers and scanners.




▪ The chapter focuses on printers and scanners because they are common devices that are added to a computer. The chapter includes information on the different types of printers and scanners, theory of operation, steps for installing these devices, steps detailing how to share a printer in a network environment, and preventive maintenance for both printers and scanners. Troubleshooting scenarios with recommended solutions are also covered.

▪ This chapter is important because printers and scanners are commonly added to computers and are common sources of problems for computer users.



▪ What activities are associated with this chapter? (List activities and the pages, including interactive activities, worksheets, labs, optional labs, virtual labs, class discussions, and end of chapter quiz.)

7.4.2 Lab: Install All-in-One Device and Software

Chapter 7 Quiz



all-in-one type printer 7.3.2

color ink jet printer 7.1.5

dot matrix printer 7.1.1

dots per inch (dpi) 7.1.1

dye-sublimation printer 7.1.7

electrophotographic drum 7.1.3

impact printer 7.1.4

infrared (IR) 7.1.2

inkjet printer 7.1.5

laser printer 7.1.3



latent image 7.1.3

Mean Time Between Failures (MTBF) 7.1.1

Near Letter Quality (NLQ) 7.1.4

pages per minute (ppm) 7.1.1

piezoelectric 7.1.5

platen 7.1.4

primary corona wire 7.1.3

print resolution 7.1.1

printer driver 7.2.3

printer network interface card 7.1.2



printer queue 7.2.5

solid-ink printers 7.1.6

spooling 7.2.5

thermal paper 7.1.7

thermal printer 7.1.7

toner 7.1.3

Wi-Fi 7.1.2



Page 7.2.1 Describe how to set up a printer

• Consumables

Page 7.2.2 Explain how to power and connect the device using a local or network port

• Local vs. network printers

Page 7.2.4 Identify configuration options and default settings

• Printer properties and settings

Page 7.2.5 Describe how to optimize printer performance

• Manage print jobs

• Print spooler


Page 7.2.7 Describe how to share a printer

• Local vs. network printers

Chapter 7: Changes



Page 7.5.1 Describe printer maintenance










• Manage print jobs

• Print spooler error




Chapter 7: Classroom Management▪ Obtain old printers through donations from students, school staff, and local

companies.

▪ Students should try to configure both parallel and USB printers. Parallel printers are still used and installed in industry.

▪ Printer problems are hard to simulate. Use broken printers to demonstrate problems to the students. Disable the printer or load the wrong device driver to create printer problems in the classroom.

▪ Disassemble different types of donated or non-working printers and scanners so students can view the printer and scanner parts. Keep the parts in separate containers for future classes.

▪ Show students a maintenance kit for a laser printer to demonstrate preventive maintenance printer needs.



▪ The laser printer is like a copier. Both use toner, have rollers, a toner cartridge, a fuser, create the image on the drum, and can be networked.

▪ Look very closely at a newspaper. Notice how the dots make up the characters on the page. This is similar to how a printer works. The dots are so close together that letters are formed. Whether the letters are formed with impact from a dot matrix printer, or ink squirted in small dots from an ink jet printer, the characters are created out of a series of closely connected dots.


▪ What safety hazards are present with laser printers?

▪ What preventive maintenance tasks should be performed for laser printers?

▪ Calculate the cost per page of ink jet versus laser printing. Base this calculation on the cost of the ink cartridge or toner cartridge and how many pages of printed words each method can produce. Which printer costs more to operate?

▪ Why are dot matrix printers still in use?

▪ How can paper and printer cartridges be recycled?




▪ Do an Internet search on the keywords video laser printer xerography to see a video on how a laser printer operates.

▪ Change the resolution on a printer of any type and print two pages of text or a small photo to see the different print qualities.

▪ Do an Internet search on how a scanner works video to see a video on how a scanner works.

▪ Provide students a list of 10 available printers. Students should do an Internet search for printer drivers for a specific operating system.



▪ Microsoft Windows and printer drivershttp://support.microsoft.com

▪ How to print in OSX with a wireless printerhttp://support.apple.com

▪ Linux and OpenPrintinghttp://www.linuxfoundation.org

http://support.microsoft.com/2

http://support.apple.com/kb/HT3500

http://www.linuxfoundation.org/collaborate/workgroups/openprinting



Instructional ResourceChapter 8: Fundamental Networks



▪ Explain the principles of networking.

▪ Describe types of networks.

▪ Describe basic networking concepts and technologies.

▪ Describe the physical components of a network.

▪ Describe LAN topologies and architectures.

▪ Identify standards organizations.

▪ Identify Ethernet standards.

▪ Explain OSI and TCP/IP data models.

▪ Describe how to configure a NIC and a modem.

▪ Identify names, purposes, and characteristics of other technologies that are used to establish connectivity.

▪ Identify and apply common preventive maintenance techniques that are used for networks.

▪ Troubleshoot a network.




The chapter introduces networking and the basic concepts that are associated with networking. Networks are everywhere; with voice, video, and data converging on the same network, it is important for students to be able to install devices on a network. Even students who are not planning on entering the networking field must be able to add devices to the network, understand basic networking concepts as they relate to such installations, and be able to configure basic network settings.

Included in this introduction are the different types of networks, IP addressing including using DHCP and ICMP to check for connectivity, network components and cabling, Ethernet standards, Internet connectivity, and basic network troubleshooting.




8.3.2 Worksheet: Identify IP Address Classes

8.4.2 Packet Tracer Activity: Cabling a Simple Network

8.9.1 Worksheet: Internet Search for NIC Drivers

8.9.2 Lab: Configure an Ethernet NIC to use DHCP in Windows XP

8.9.2 Optional Lab: Configure an Ethernet NIC to use DHCP in Windows Vista

8.9.2 Packet Tracer Activity: Adding Computers to an Existing Network

8.10.3 Worksheet: Answer Broadband Questions

8.12.2 Worksheet: Diagnose a Network Problem

Chapter 8 Quiz



1000BASE-T 8.7.1

100BASE-FX 8.7.1

100BASE-TX 8.7.1

100BASE-X 8.7.1

10BASE2 8.4.2

10BASE5 8.4.2

10BASE-FL 8.7.1

10BASE-T 8.7.1

access point 8.4.1

Address Resolution Protocol (ARP) 8.8.1



American National Standards Institute (ANSI) 8.6

analog transmission 8.10.1

AppleTalk 8.3.4

Application Layer 8.8.2

Asymmetric DSL (ADSL) 8.10.1

attention (AT) command set 8.9.3

Automatic Private IP Addressing (APIPA) 8.3.3

bandwidth 8.3.1

Basic Rate Interface (BRI) 8.10.1

bit 8.3.1



bit rate 8.3.1

bridge 8.4.1

broadband 8.10.3

broadband satellite 8.10.3

bus topology 8.5.1

byte 8.3.1

cable modem 8.10.3

Category 3 8.4.2

Category 5 8.4.2

Category 5e 8.4.2



Category 6 8.4.2

cellular WAN 8.10.3

client/server network 8.2.5

coaxial cable 8.4.2

Comité Consultatif International Téléphonique et Télégraphique (CCITT) 8.6

computer network 8.1.1

copper cable 8.1.1

CSMA/CD 8.7.1

Data Link Layer 8.8.2

de-encapsulation 8.8.2



default gateway 8.3.3

Dial-up Networking (DUN) 8.9.3

Digital Subscriber Line (DSL) 8.10.1

domain 8.2.5

Domain Name System (DNS) 8.3.3

dual ring 8.5.2

Dynamic Host Configuration Protocol (DHCP) 8.3.3

Electronic Industries Alliance (EIA) 8.6

electronic mail (e-mail) 8.1.2

encapsulation 8.8.2



Extended-star topology 8.5.1

external modem 8.9.3

Fast Ethernet 8.7.1

Fiber Distributed Data Interface (FDDI) 8.5.2

fiber-optic cable 8.1.1

File Transfer Protocol (FTP) 8.3.4

full-duplex transmission 8.3.1

half-duplex transmission 8.3.1

hierarchical star topology 8.5.1

High Data Rate DSL (HDSL) 8.10.1



host 8.1.1

hub 8.4.1

Hypertext Markup Language (HTML) 8.8.1

Hypertext Transfer Protocol (HTTP) 8.3.4

Hypertext Transfer Protocol Secure (HTTPS) 8.3.4

IEEE 802.11a 8.7.2

IEEE 802.11b 8.7.2

IEEE 802.11g 8.7.2

IEEE 802.11n 8.7.2

IEEE 802.3 8.7.1



Institute of Electrical and Electronics Engineers (IEEE) 8.6

International Electrotechnical Commission (IEC) 8.6

International Organization for Standardization (ISO) 8.6

Internet 8.10

Internet Architecture Board (IAB) 8.6

Internet Control Message Protocol (ICMP) 8.3.5

Internet Message Access Protocol (IMAP) 8.3.4

Internet Protocol (IP) 8.8.1

Internetwork Packet Exchange/Sequenced Packet Exchange (IPX/SPX) 8.3.4

IP address 8.3.2



ISDN DSL (IDSL) 8.10.1

kilobytes per second (KB/s) 8.3.1

Local Area Network (LAN) 8.2.1

logical topology 8.5

MAC address 8.4.1

megabit 8.3.1

Megabits per second (Mbps) 8.3.1

mesh topology 8.5.1

multimode 8.4.2

NetBIOS Extended User Interface (NetBEUI) 8.3.4



network 8.1

network administration 8.2.5

network basic input/output system (NetBIOS) 8.3.4

network indicator LED 8.9.2

Network Layer 8.8.2

Open Systems Interconnection (OSI) model 8.8.2

packet 8.3.1

Packet Internet Gopher (ping) 8.3.5

peer-to-peer computing 8.2.4

physical layer 8.8.2



physical topology 8.5

Plain Old Telephone Service (POTS) 8.10

Post Office Protocol (POP) 8.3.4

Power Line Communication (PLC) 8.10.2

Presentation Layer 8.8.2

Primary Rate Interface (PRI) 8.10.1

protocol 8.3.4

Protocol Data Unit (PDU) 8.8.2

Public Switched Telephone Network (PSTN) 8.10.4

ring topology 8.5.1



router 8.4.1

Routing Information Protocol (RIP) 8.8.1

Secure Socket Host (SSH) 8.3.4

segment 8.4.1

Session Layer 8.8.2

Shielded Twisted Pair (STP) 8.4.2

Simple Mail Transfer Protocol (SMTP) 8.3.4

simplex 8.3.1

single-mode 8.4.2

star topology 8.5.1



subnet mask 8.3.2

subnetting 8.3.2

switch 8.4.1

Symmetric DSL (SDSL) 8.10.1

TCP/IP Model 8.8

Telecommunications Industry Association (TIA) 8.6

Telnet 8.3.4

ThickNet 8.4.2

ThinNet 8.4.2

Token Ring network 8.5.2



topology 8.5

tracert 8.9.2

Transmission Control Protocol (TCP) 8.8.1

Transmission Control Protocol/Internet Protocol (TCP/IP) 8.3.4

Transport Layer 8.8.2

twisted pair 8.4.2

uUnshielded Twisted Pair (UTP) 8.4.2

User Datagram Protocol (UDP) 8.8.1

very-high-data-rate DSL (VDSL) 8.10.1

Virtual Private Network (VPN) 8.10.5



Voice over IP (VoIP) 8.10.4

Wide-Area Network (WAN) 8.2.2

Wireless Access Point (WAP) 8.4.1

wireless connection 8.1.1

workgroup 8.2.5



Page 8.2.5 Explain client/server networks

• Basics of workgroups and domains

Page 8.3.1 Explain bandwidth and data transmission

• Latency

Page 8.3.2 Describe IP addressing

• IP addresses

• Classes

• Subnet Mask

Page 8.3.3 Define DHCP

• Automatic configuration

• APIPA

• NAT

Chapter 8: Changes



Page 8.3.4 Describe Internet protocols and applications

• TCP/IP properties

• Common protocols and ports

• HTTP, FTP, POP, SMTP, Telnet, and HTTPS

Page 8.3.5 Define ICMP

• Ping

Page 8.4.2 Identify names, purposes, and characteristics of common network cables

• Connectors

• RJ-45

•RJ-11

Page 8.7.1 Explain cabled Ethernet standards

• IEEE 802.3




Page 8.7.2 Explain wireless Ethernet standards

• 802.11a

• 802.11b

• 802.11g

• 802.11n

Page 8.8.1 Define the TCP/IP model

• Application Layer Protocols

• Transport Layer Protocols

• Internet Layer Protocols

• Network Access Layer ProtocolsPage 8.9.2 Attach a computer to existing network

• Ipconfig Command

• Ping Command

• Telent Service




Page 8.10.3 Define broadband

• Bluetooth

• Cellular

• Fiber Broadband

Page 8.10.5 Define VPN

• Virtual Private Networks











Page 8.12.2 Identify common network problems and solutions

• NIC LEDs are not lit

• A user is unable to use Telnet

• An older laptop cannot detect a wireless router

• A computer has an invalid IP address

• A remote device does not respond to a ping request

• A user is unable to connect to the Internet

• A laptop cannot connect to the wireless network



Chapter 8: Classroom Management▪ Use the Cisco Discovery Networking for Home and Small Business curriculum

activities for extra networking practice:

• 3.1.3.2 explains network components

• 3.5.3.2 explains default gateway

• 5.1.3.2 explains network numbers

• 5.2.1.2 explains default subnet mask

• 5.2.2.3 explains public and private IP addressing

• 6.2.7.2 explains port numbers

• 6.3.3.3 explains OSI model

▪ Use the Cisco Exploration Network Fundamentals curriculum activities for extra networking practice:

• 4.2.2.1 explains port numbers

• 6.4.1.1 explains the network and host portion of an IP address

▪ As a class project or homework assignment, the students should research the technologies that are available in the area to connect to a network, such as cellular, VoIP, satellite, etc.



▪ The OSI model is similar to creating a set of guidelines for building any type of bicycle. The guidelines specify how to guide and stop the bicycle, how to carry a person, and what type of tires to use for the bicycle.

▪ A traditional analog phone call could be compared to the television signals received through an antenna. A VoIP phone call could be compared to the television digital signals received through a cable provider.

▪ Data must be broken up into packets to be sent across the Internet. This is similar to sorting a big basket of clothes by color and fabric in the laundry room. The capacity of the washer determines the amount of clothes that can be washed, similar to how a protocol specifies the amount of data that can go in one packet.

▪ Protocols are a set of rules that have been developed for a specific type of communication. An analogy for the different protocols would be the rules that are set before a meeting, such as agenda items and discussion time limits.


▪ What are some examples of different types of networks in our lives? Possible examples may include a phone network, a cell phone network, a network of friends, or a social or professional network.

▪ Compare and contrast the OSI versus TCP/IP models. Emphasize how the TCP/IP model has real protocols where the OSI model is a theoretical model.

▪ What are protocols?

▪ What kind of rules would a network need?

▪ How do you test communication?




▪ Network two computers using a crossover cable or multiple computers using a

switch or hub.

▪ Share a printer on a network and print to it from another computer on the same

network.

▪ Configure a wireless access point and have the students connect to it with any

type of wireless device.

▪ Have the students work in teams to act out the rules of particular protocols, such

as TCP versus UDP.



Ethernet and Routing Basics by Cisco Systems

http://www.cisco.com

http://www.cisco.com/



Instructional ResourceChapter 9: Fundamental Security



▪ Explain why security is important.

▪ Describe security threats.

▪ Identify security procedures.

▪ Identify common preventive maintenance techniques for security.

▪ Troubleshoot security.




▪ This chapter details security concepts including security threats, security policy components, security implementation, preventive procedures, and common security problems.

▪ Security is a vital part of computing and networking. IP version 4 was not meant as a secure protocol. It was developed to share information across a network environment. Because of maliciousness and business involvement, pop-ups, viruses, invasion of privacy, and spyware have evolved. According to a business advisory council, security must be taught in all classes in all aspects of computing. Every person involved with a computer must be made aware of security threats and measures that can be used to protect data and computerized equipment.




9.1 Worksheet: Security Attacks

9.2.1 Worksheet: Third-Party Anti-Virus Software

9.3.4 Packet Tracer Activity: Connecting Wireless PCs to a Linksys WRT300N

9.4.2 Worksheet: Operating System Updates

9.5.2 Worksheet: Gather Information from the Customer

Chapter 9 Quiz



ActiveX 9.2.2

adware 9.2.3

biometric device 9.3.3

card key 9.3.2

Denial of Service (DoS) 9.2.4

Distributed Denial of Service (DDoS) 9.2.7

DNS poisoning 9.2.7

encryption 9.3.3

grayware 9.2.3

Java 9.2.2



JavaScript 9.2.2

Lightweight Extensible Authentication Protocol (LEAP) 9.3.4

malware 9.2.3

man-in-the-middle 9.2.7

phishing 9.2.3

replay attack 9.2.7

Service Set Identifier (SSID) 9.3.4

social engineering 9.2.6

spam 9.2.5

spoof 9.2.7



SYN flood 9.2.7

Trojan threat 9.2.1

virus 9.2.1

Wi-Fi Protected Access (WPA) 9.3.4

Wi-Fi Protected Access 2 (WPA2) 9.3.4

Wired Equivalent Privacy (WEP) 9.3.4

wireless network 9.3.4

Wireless Transport Layer Security (WTLS) 9.3.4

worm 9.2.1

zombie 9.2.4


Chapter 9: Changes


Page 9.2.8 Explain data wiping, hard drive destruction, and recycling

• Data wiping

Page 9.3.1 Explain what is required in a basic local security policy

• Compliance

• Classification

Page 9.3.2 Explain the tasks required to protect physical equipment

• Intrusion detection

• Trusted Platform Module (TPM)




Page 9.3.3 Describe ways to protect data

• Data Encryption

• Software Firewall

• Data Backups

• Smart Card Security

• Biometric Security

• File System Security

Page 9.3.4 Describe wireless security techniques

• SSID

• MAC Filtering

• WEP

• WPA

• WPA2

• LEAP


Chapter 9: Classroom Management▪ Wireless is a great way to teach security. Authentication and encryption can be

applied one at a time, and then have students access the wireless network by applying the appropriate credentials.

▪ Search the Internet for current virus and malware attacks and any trends in attacks.

▪ Access Microsoft TechNet Security bulletins to see specific problems and vulnerabilities in any particular operating system.

▪ Students can wipe old hard drives with lower capacities to prepare them for donation. Some hard drive companies have data wiping software that can be demonstrated during this section.



▪ A computer is like a bank that has gold stored in it. When this bank was built, it did not have a vault or locks on the windows and doors. The bank is very susceptible to theft in this condition. Over time, the bank builders have learned how to lock the doors, build a vault, and guard the bank. The operating system patches and design changes that have been made to safeguard the computer are like the lockable doors on the bank. The anti-virus and other software that scans for spyware and malware are like the vault that protects the gold. The firewall that protects the computer is like the professionals who guard the bank.


▪ What is an application vendor’s responsibility when security holes are found in the vendor’s product?

▪ What are the penalties for software piracy?

• Access the Business Software Alliance web site to see how to report piracy anonymously.

▪ What free anti-virus, anti-spam, and anti-spyware tools are available?

▪ How can firewalls help to block viruses, spam, and spyware?

▪ How do music and video piracy relate to computer security issues?

▪ What is war driving? Is it legal?

Chapter 9: Suggested Class Discussion



▪ Have the students determine how many wireless networks are present in their

neighborhood.

▪ Use the Internet to research legislation and fines that are related to computer

hacking with the words: lawsuits fines computer hacking.



▪ National Security Agency

http://www.nsa.gov/

▪ Verisign

http://www.verisign.com/

http://www.nsa.gov/




Instructional ResourceChapter 10: Communication Skills



▪ Explain the relationship between communication and troubleshooting.

▪ Describe good communication skills and professional behavior.

▪ Explain ethics and legal aspects of working with computer technology.

▪ Describe the call center environment and technician responsibilities.




▪ According to those that hire students, communication is as important as technical skills for a technician; but for many of those drawn to the technical world, communication is their weakest skill. Communication skills can be practiced and improved upon. These skills are also critical for obtaining a job. Although many technical teachers would rather teach technical subjects than soft skills such as communication, it is imperative for the instructor to realize the importance of communication skills and spend appropriate class time on this topic. The teacher must also work at making this chapter very engaging to students, because they will probably consider it less interesting than the technical material.




10.1 Worksheet: Technician Resources

Chapter 10 Quiz



netiquette 10.2.4

Service Level Agreement (SLA) 10.2


Chapter 10: Changes


Page 10.2.1 Determine the computer problem of the customer

• Ask open-ended questions to narrow the scope of the problem

Page 10.2.2 Display professional behavior with the customer

• Avoid using jargon, abbreviations, acronyms, and slang

• Avoid culturally insensitive remarks

• Avoid taking personal calls when talking with customers

• Avoid talking to co-workers about unrelated subjects when talking with the customer

Page 10.2.5 Implement time and stress management techniques

• Complete callbacks on time

• Prioritize your support activities




Page 10.2.7 Follow business policies

• Arrive at your workstation on time and early enough to become prepared

• Contact the customer if you are going to be late for an appointment

• Set and meet a reasonable timeline for the call or appointment and communicate this to the customer

• Offer different repair or replacement options to the customer

• Give the customer proper documentation on all services provided

• Follow up with the customer at a later date to verify satisfaction


Chapter 10: Classroom Management▪ Have the students examine their own learning styles to see how that might relate to

the ability of a technician to communicate better. Do an Internet search on the following key words: Abiator Learning Style Inventory. Have the students explain a computer problem appropriately to someone who learns better from visuals, to someone who learns better via audio, and to someone who learns better via hands on interaction.

▪ Have one student be the computer user with a problem and another student be the technician. If possible, record the student role play for future class discussions. The student computer users should simulate users with the following attitudes and knowledge:

–angry

–confused and inexperienced with a computer

–knowledgeable and experienced with a computer

–evasive about the actions that caused the problem


▪ The customer service role of a computer technician is similar to the customer service role of a waiter. A computer technician asking about a computer problem is like a waiter is taking a customer’s order for lunch. A computer technician providing the steps to solve the computer problem is like the waiter is providing the cook with the specifics of the lunch order. A computer technician that has solved the problem is similar to a waiter that has delivered the food to a customer.



▪ How should technicians deal with customers on the phone, in person, and with email?

▪ What are some of the most common mistakes that technicians make when they communicate with customers?

▪ What are some of the most common time-management strategies for the technician?

▪ What are some personal experiences, both positive and negative, that students have had with support technicians?




▪ Visit a call center of any type to observe best practices of customer service

technicians.

▪ Search the Internet for technical support calls. Ensure the call uses proper

language and is appropriate for the classroom.

▪ Have the students shadow a technician for a day and report to the class on

how communications skills were important for the person they shadowed.

▪ Ask students if they prefer to work with ideas, people, or things. Why is this

preferred?



Support at Cisco

http://www.cisco.com/cisco/web/support/index.html

http://www.cisco.com/cisco/web/support/index.html



Instructional ResourceChapter 11: Advanced Personal Computers



▪ Give an overview of field, remote, and bench technician jobs.

▪ Explain safe lab procedures and tool use.

▪ Describe situations requiring replacement of computer components.

▪ Upgrade and configure personal computer components and peripherals.

▪ Identify and apply common preventive maintenance techniques for personal computer components.

▪ Troubleshoot computer components and peripherals.




▪ Replacing computer parts is commonplace in a technician’s job. Learning how to safely replace parts and find suitable replacement parts is essential. Various computers may have different locations for hard drives or where specific adapters are installed, but the concepts are the same. Practicing on outdated parts is not a problem because the key to success is practice. With practice comes a sense of capability and confidence.




11.1 Worksheet: Job Opportunities

11.2.2 Lab: Using a Multimeter and a Power Supply Tester

11.2.2 Lab: Testing UTP Cables Using a Loopback Plug and a Cable Meter

11.3.7 Worksheet: Research Computer Components

11.4.1 Lab: Install a NIC in Windows XP

11.4.1 Optional Lab: Install a NIC in Windows Vista

11.4.3 Lab: Install Additional RAM in Windows XP

11.4.3 Optional Lab: Install Additional RAM in Windows Vista

11.4.4 Lab: BIOS File Search




11.4.5 Lab: Install, Configure, and Partition a Second Hard Drive in Windows XP

11.4.5 Optional Lab: Install, Configure, and Partition a Second Hard Drive in Windows Vista

11.6.3 Lab: Repair Boot Problem

11.6.3 Lab: Remote Technician: Repair Boot Problem

11.6.3 Lab: Troubleshooting Hardware Problems in Windows XP

11.6.3 Optional Lab: Troubleshooting Hardware Problems in Windows Vista

Chapter 11 Quiz



antistatic bag 11.2.2

antistatic mat 11.4.3

antistatic wrist strap 11.4.3

cable 11.5.3

chip 11.3.3

Complementary Metal Oxide semiconductor (CMOS) 11.4.1

compressed air 11.2.2

drive bay 11.4.5

driver 11.4.6

fault tolerance 11.4.5



flash memory 11.4.4

jumper 11.4.1

loopback plug 11.2.3

needle-nose pliers 11.2.2

Phillips-head screwdriver 11.2.2

power button 11.6.2

power cable 11.6.2

Power-On Self-Test (POST) 11.4.4

preventive maintenance 11.5

removable drive 11.3.6



socket 11.3.2

torx screwdriver 11.2.2

troubleshooting 11.6

tweezers 11.2.2

video adapter 11.3.2

voltage (V) 11.3.3

wire cutters 11.2.2


Chapter 11: Changes


Page 11.2.2 Review names, purposes, characteristics, and safe and appropriate use of tools

• Multimeter

• Power supply tester

• Specialty hardware/tools

• Cable tester

• Loopback plug

• Extension magnet

Page 11.3.1 Select a case and power supply

• Wattages and capacity

• Connector types and quantity

• Output voltages



Page 11.3.2 Select a motherboard

• Bus speeds

• Chipsets

• Socket types

• Expansion slots





Page 11.3.3 Select the CPU and heat sink/fan assembly

• Socket type

• 32-bit vs. 64-bit

• Speed

• Number of cores

• Cache

• Front side bus

• Power consumption

• CPU fans

• Case fans




Page 11.3.5 Select adapter cards

• Graphics cards

• Sound cards

• Storage controllers

•RAID cards (RAID array – levels 0,1,5)

•eSATA cards

• I/O cards

•FireWire

•USB

•Parallel

•Serial

• NICs

•Wired

•Wireless

• Capture cards

•TV

•Video




Page 11.3.6 Select storage devices and hard drives

• Floppy Disk Drive

• Media Readers

• Hard Drives

•PATA

•SATA

•SCSI

• Solid State Drives

• Optical drives

•CD

•DVD

•Blu-ray

• External

• eSATA




Page 11.4.1 Upgrade and configure a motherboard

• CPU Installation

• Jumper Settings

• CMOS Battery Installation

• Advanced BIOS Settings

• Expansion Slots

• Front Panel Connectors

• BIOS Updates

• I/O Shield

Page 11.4.2 Upgrade and configure a CPU and a heat sink/fan assembly

• Socket Types

• CPU Fans

• Case Fans




Page 11.4.3 Upgrade and configure RAM

• Adding RAM in Windows Vista

Page 11.4.5 Upgrade and configure storage devices and hard drives

• HDD

•SATA

•RAID

• Media reader












• Storage Device Problems

•The computer does not recognize a storage device

•The FDD will not read media

•The computer will not eject an optical disc

•The media reader cannot read an SD card

• Motherboard and Internal Component Problems

•The computer clock no longer keeps the correct time

•The USB flash drive connection is slow

•Following BIOS firmware update, the computer will not start

•Following boot up, the computer displays incorrect CPU information

•The HDD LED does not display

•The integrated NIC does not work

•There is no display after installation of a PCIe video card

•There is no sound after installation of a sound card





• Power Supply Problems

–The computer will not turn on

–The computer reboots, shuts down unexpectedly, or has a burning smell

• CPU Problems

–The computer will not boot , locks up, or displays error messages or the BSOD

–CPU fan makes an unusual noise

–Upgrading the CPU or OS causes the computer to run slower

–32-bit devices do not work on a 64-bit computer

–The computer does not recognize new RAM or CPU


Chapter 11: Classroom Management ▪ Have the students research a replacement power supply of equal wattage and with

the appropriate power connectors.

▪ Provide copies of motherboard documentation to the students. Have the students research the type of memory and the maximum amount of memory that can be supported by that motherboard.

▪ Most of the time spent on memory upgrade is in the planning, selection, and purchasing of memory. Have the students determine what to purchase if a computer with 256K of memory needs to be upgraded to 2GB.

▪ Provide extra hard drives to the students. Have the students install a second hard drive and then partition both drives with different sizes and types of partitions.

▪ Demonstrate flashing the BIOS of lab computers, even if the BIOS is up to date, so the students see the process.

▪ Use an older motherboard to demonstrate the removal and installation of a CPU.


Chapter 11: Teaching Analogies▪ Upgrading a computer is like replacing a part on your car. You must obtain a part

that is compatible with your system. Compatibility is very important for the memory, CPU, and power supply of a computer.


▪ What are the different types of certification?

▪ How do you prepare and register for a certification exam?

▪ How can you determine if a processor is compatible with a motherboard?

▪ How can you determine if a particular type and amount of memory is compatible with a motherboard?

▪ What are some reasons to implement different levels of RAID?




▪ Obtain old hard drives from technicians or computer stores. Even if they are low capacity, they can be used to demonstrate the concepts of partitioning and formatting.

▪ Install two video adapters and configure dual monitors. This is a common implementation in many work environments.



CompTIA Certification Website


Cisco Networking Academy Website

NetAcad ITE Forum




Instructional ResourceChapter 12: Advanced Operating Systems



▪ Select the appropriate operating system based on customer needs.

▪ Install, configure, and optimize an operating system.

▪ Describe how to upgrade operating systems.

▪ Describe preventive maintenance procedures for operating systems.

▪ Troubleshoot operating systems.




▪ This chapter dives into the more intricate operations and functions of the operating system. On the new certification, Windows 2000 Professional, Windows XP, and Windows Vista are covered. Another challenge is that Windows 7 is being deployed in the corporate environment. Computer boot problems, determining which operating system is the best to install based on the customer’s needs, reloading the operating system, customizing the operating system, and tweaking the operating system for optimum performance are all part of teaching advanced operating systems.




12.2.2 Lab: Advanced Installation of Windows XP

12.2.2 Optional Lab: Advanced Installation of Windows Vista

12.2.3 Lab: Create a Partition in Windows XP

12.2.3 Optional Lab: Create a Partition in Windows Vista

12.2.4 Lab: Customize Settings in Windows XP

12.2.4 Optional Lab: Customize Settings in Windows Vista

12.2.5 Optional Lab: Install an Alternate Browser

12.4.1Lab: Schedule Task Using GUI and “at” Command in Windows XP

12.4.1 Optional Lab: Schedule Task Using GUI and “at” Command in Windows Vista




12.4.2 Lab: Restore Points in Windows XP

12.4.2 Optional Lab: Restore Points in Windows Vista

12.5.3 Lab: Fix Operating System Problem

12.5.3 Lab: Remote Technician: Fix an Operating System Problem

12.5.3 Lab: Troubleshooting Operating System Problems in Windows XP

12.5.3 Optional Lab: Troubleshooting Operating System Problems in Windows Vista

Chapter 12 Quiz



American Standard Code for Information Interchange (ASCII ) 12.2.6

answer file 12.2.2

C: drive 12.2.3

CHKDSK 12.2.4

cookie 12.2.5

default installation 12.2.2

disk management 12.2.3

Disk Operating System (DOS) 12.5.2

drive letter 12.2.3

format 12.2.9



icon 12.2.4

installation CD 12.2

Master Boot Record (MBR) 12.5.2

MSCONFIG 12.2.9

Multipurpose Internet Mail Extensions (MIME) 12.2.6

Network Operating System (NOS ) 12.1.2

network server 12.1.2

NT Loader (NTLDR) 12.5.2

primary partition 12.2.3

registry 12.4.2



Remote Installation Services (RIS) 12.2.2

resolution 12.2.7

restore point 12.4.2

Simple Mail Transfer Protocol (SMTP) 12.2.6

System Restore 12.2.4

Task Manager 12.2.4

unattended installation 12.2.2

virtual memory 12.2.4


Chapter 12: Changes


Page 12.1.3 Windows OS directory structures

• User file locations

• System file locations

• Fonts

• Temporary Files

• Program Files

• Offline fFles and Folders




Page 12.2.3 Create, view, and manage disks, directories, and files

• Disk Structure

•Active, primary, extended, and logical partitions

•Mount points

•Mounting a drive

• FAT32 and NTFS

• Drive Status

•Foreign

•Healthy

•Initializing

•Missing

•Not Initialized

•Online

•Online (Errors)

•Offline

•Unreadable




Page 12.2.4 Identify procedures and utilities that are used to optimize the performance of operating systems

• Hard drive management tools

•Disk Error-Checking Tool

•Disk Defragmenter

• System Information

• Remote Desktop

•Remote Assistance

• Administrative tools

•Event Viewer

•Computer Management

•Services

•Performance Monitor




Page 12.2.4 Identify procedures and utilities that are used to optimize the performance of operating systems (continued)

• Device Manager

•Enable

•Disable

•Warnings

•Indicators

• Task Manager

•Process list

•Resource usage

•Process priority

•Termination

• System Monitor

• Regional and Language Options




Page 12.2.9 Windows CLI commands

• MSCONFIG

• DIR

• CHKDSK

• EDIT

• COPY

• XCOPY

• FORMAT

• HELP

• SFC

• MD / CD / RD

Page 12.4.1 Schedule automatic tasks and updates

• CLI Scheduled Tasks

• Windows Automatic Updates




Page 12.4.2 Set restore points

• System Restore utility












• Boot Error Messages and Conditions

• The computer displays an Invalid Boot Disk error

• The computer displays an Inaccessible Boot Device error

• The computer displays a Missing NTLDR error

• Operational problems

•A service fails to start

•A device fails to start

•The computer continually restarts

•The computer displays a BSOD error

•The computer locks up

•An application fails to install, start, or load




Page 12.5.2 Identify common problems and solutions.

• Error Messages and Conditions

•System Performance and Optimization

• Aero does not run

• The search feature takes a long time

• The UAC no longer works

• The sidebar is empty

• The computer is running slowly


Chapter 12: Classroom Management ▪ Provide the students with as much hands-on experience as possible with the

computers so that they become familiar with the operating system tools, boot menus, control panels, and command-line tools.

▪ If a lab demonstrates a GUI tool, have the students research and bring up the same tool using a command from a prompt.


Chapter 12: Teaching Analogies▪ All parts of the computer must work together for efficient production. A desk is like

RAM. The person at the desk is like the CPU. The filing cabinet is like the hard drive. When working at a desk, a person uses the papers and information on the desk to do the task at hand. When more information is needed, the person looks inside the filing cabinet to retrieve information and bring it to the desk where it is used. Upgrading your RAM is like making the desk space bigger, and upgrading the hard drive is similar to getting a bigger filing cabinet.

▪ A computer with a dual operating system is like having two cars to drive. However, you can only use one at a time.


▪ Why are command-line utilities important for technicians to use with deployments and troubleshooting?

▪ What are the situations in which a dual-boot operating system would most likely be used?

▪ What are some methods for deploying a corporate operating system and applications image?

▪ What are some methods for deploying corporate updates?




▪ Have the students create at least one partition as FAT or FAT32 and save a file to the partition. Students should use the convert.exe command from a prompt to convert the partition with the file intact.

▪ On a flat panel monitor, demonstrate different resolutions and how the concept of native resolution is important on laptops and flat panel monitors.



Microsoft Windows

http://www.microsoft.com/windows/default.aspx

Apple OS X

http://www.apple.com/macosx/

Linux

http://www.linux.com/

http://www.microsoft.com/windows/default.aspx

http://www.apple.com/macosx/

http://www.linux.com/



Instructional ResourceChapter 13: Advanced Laptops and Portable Devices



▪ Describe wireless communication methods for laptops and portable devices.

▪ Describe repairs for laptops and portable devices.

▪ Select laptop components.

▪ Describe preventive maintenance procedures for laptops.

▪ Describe how to troubleshoot a laptop.




▪ Laptops, notebooks, netbooks, nettops, and other small portable computers are becoming commonplace in both the business and home environment. These devices have all the same components as a desktop computer, but in a smaller footprint, with lower capacities, less powerful processors, more use of wireless communications, and their own set of issues. When dealing with these laptop matters, the theory is the same as when dealing with desktop memory, hard drives, processors, and other hardware. However, the implementation is different. In this chapter, students are exposed to more information about wireless communication, laptop repairs, and common laptop problems and solutions.


Chapter 13: Activities▪ What activities are associated with this chapter?

13.2 Worksheet: Investigating Repair Centers

13.3.1 Worksheet: Laptop Batteries

13.3.2 Worksheet: Docking Station

13.3.3 Worksheet: Research DVD Drive

13.3.4 Worksheet: Laptop RAM

13.5.3 Worksheet: Verify Work Order Information

13.5.3 Worksheet: Investigating Support Websites and Repair Companies

13.5.3 Optional Lab: Troubleshooting Laptop Problems in Windows XP

13.5.3 Optional Lab: Troubleshooting Laptop Problems in Windows Vista

Chapter 13 Quiz



broadband optical telepoint 13.1.2

Customer Replaceable Unit (CRU) 13.2

Field-Replaceable Unit (FRU) 13.2

Flash memory 13.3.3

IEEE 802.15.1 13.1.1

infrared (IR) 13.1.2

infrared scatter 13.1.2

laptop connector 13.3.2

line of sight 13.1.2

Personal Digital Assistant (PDA) 13.1.2



port replicator 13.3.2

satellite communication 13.1.5

Small Outline DIMM (SODIMM) 13.3.4

Virtual Private Network (VPN) 13.1.4

Wi-Fi 13.1.4

Wi-Fi Protected Access (WPA) 13.1.4

Wired Equivalent Privacy (WEP) 13.1.4

wireless connection 13.1


Chapter 13: Changes


Page 13.1.1 Describe Bluetooth technology

• Bluetooth 1.0, 1.2, 2.0, and 3.0

Page 13.1.3 Describe cellular WAN technology

• Cellular WAN Generations

Page 13.3.3 Select storage devices

• Hard drives

• Optical drives

Page 13.3.4 Select additional RAM

• SODIMM installation


Chapter 13: Changes (continued)▪ What has changed from the previous version (4.0) of ITEPC?


• Know how to replace the hard drive, memory, and optical drive.

• Understand the disassembly processes for proper re-assembly.

• Document and label cable and screw locations.

• Organize parts.

• Refer to the manufacturer’s documentation.

• Use appropriate hand tools.

• Recognize internal laptop expansion slot types.

• Upgrade wireless cards and the video card.

• Know how to replace laptop parts.

•Keyboard and pointer devices

•System board and processor

•Plastics

•Heat sinks and fans

•CMOS battery

•Speakers



Page 13.5.3 Apply troubleshooting skills

• Verify work order information.

• Investigate support websites and repair companies.


Chapter 13: Classroom Management▪ Obtain old and broken laptops from advisory committee members, parents,

students, the school, administrators, and fellow instructors to use in the classroom. Allow students to disassemble these old and broken laptops for part identification.

▪ Even if only one laptop is available, use it to demonstrate the laptop parts and the troubleshooting procedure if possible.

▪ Use scenario-based discussions about laptop problems. Have students bring in a laptop problem. The class could solve the laptop problems together using collaborative techniques and the Internet. Use the graphics on 13.5.2 to lead your discussions.


Chapter 13: Teaching Analogies▪ Operating a laptop on battery power with all devices, including the wireless NIC, is

like turning on every electrical light and appliance in your house when the entire residence is powered by a generator. You will run out of power quickly.



▪ What are some different types of laptop security and security devices?

▪ What are some laptop travel tips for storing batteries, going though airport security, and using the computer on airplanes?

▪ What are some different types of hot swappable devices and laptop components?

▪ What are some issues related to repairing laptop hardware at the customer site?

▪ What are some advantages and disadvantages of using Bluetooth technology?



▪ Laptops and battery life are a common source of issues for users. Have the students bring in three suggestions for prolonging the operation time of the laptop battery during a single session of laptop use.

▪ Research laptop problems on the Internet before class. Bring the problems to class, have the students divide into teams, and give each team a problem. Tell one half of the team the solution. Have the other half of the team ask questions in order to arrive at a solution. For example, a laptop is running out of memory and experiencing errors. One half of the team could ask, how many applications are open when this occurs? The other side of the team answers based on what they know.

▪ Search on the Internet for the following term to get help from sites for laptop repair: laptop disassembly guide.



▪ Search the Internet for popular Laptop brands

▪ Bluetooth:

http://www.bluetooth.com/English/Pages/default.aspx

▪ 802.11 from IEEE:

http://www.ieee802.org/11/

http://www.bluetooth.com/English/Pages/default.aspx

http://www.ieee802.org/11/



Instructional ResourceChapter 14: Advanced Printers and Scanners



▪ Describe the potential safety hazards and safety procedures associated with printers and scanners.

▪ Install and configure a local printer and scanner.

▪ Describe how to share a printer and a scanner on a network.

▪ Upgrade and configure printers and scanners.

▪ Describe printer and scanner preventive maintenance techniques.

▪ Troubleshoot printers and scanners.




▪ Printers and scanners are two of the devices that are most commonly attached to a computer, and they cause many issues. Often, these issues are related to drivers and software. Many vendors’ driver installation process includes the loading of specialized printer software. The drivers are operating-system-dependent and are updated frequently. The same is true for printer software. Some vendors install printer software at the same time as the driver; sometimes the two pieces cannot be separated. This software describes ink levels and includes links to vendors for the purchase of paper, cartridges, and other supplies. The software might also include tutorials, videos, and troubleshooting guides to be consulted when a problem occurs.

▪ Scanners are similar; indeed, many printers include the capability to scan. Issues with scanning software and drivers are akin to those with printers. Many discussion forums and troubleshooting sites are available for both scanners and printers.




14.2.4 Lab: Install an All-in-one Printer/Scanner

14.3.2 Lab: Share the All-in-one Printer/Scanner in Windows XP

14.3.2 Optional Lab: Share the All-in-one Printer/Scanner in Windows Vista

14.4.2 Lab: Optimize Scanner Output

14.5.1 Worksheet: Search for Certified Printer Technician Jobs

14.6.3 Lab: Fix a Printer Problem

14.6.3 Lab: Remote Technician: Fix a Printer Problem

14.6.3 Lab: Troubleshooting Printer Problems in Windows XP

14.6.3 Optional Lab: Troubleshooting Printer Problems in Windows Vista

Chapter 14 Quiz



buffer 14.4.1

default printer 14.2.3

Ethernet port 14.2.1

Graphics Device Interface (GDI) 14.2.2

network printer 14.3.2

page description language (PDL) 14.2.2

parallel port 14.2.1

PostScript (PS) 14.2.2

Printer Control Language (PCL) 14.2.2

printer-output options 14.2.3



serial cable 14.2.1

serial data transfer 14.2.1

serial transmission 14.2.1

Small Computer Systems Interface (SCSI) cable 14.2.1

Universal Serial Bus (USB) cable 14.2.1

Universal Serial Bus (USB) port 14.2.1


Chapter 14: Changes


Page 14.3.2 Describe how to install network printer software and drivers on a computer

• No connectivity

• Set the IP of the printer

Page 14.4.1 Describe printer upgrades

• Out of memory error

Page 14.5.1 Determine scheduled maintenance according to vendor guidelines

• Install a maintenance kit and reset page count

• Replace the fuser

Page 14.5.3 Describe cleaning methods

• Clean printer




Page 14.5.4 Describe checking capacity of ink cartridges and toners

• Page counter

• Error codes












• Symptoms

• Paper jams

• Blank paper

• Error codes

• Out-of-memory error

• Lines and smearing

• Garbage printout

• Ghosted image

• Issue resolution

• Replace the fuser

• Replace the drum

• Clear the paper jam

• Install a maintenance kit and reset the page count

• Set the IP on the printer

• Clean the printer





• Windows-specific printing problems

• Print spool is stalled

• Incorrect/incompatible driver

Page 14.6.3 Apply troubleshooting skills

• Troubleshoot and fix a printer


Chapter 14: Classroom Management▪ Scanner problems, other than driver and operating system issues, are hard to

simulate. Problems from the Internet and discussion groups are the best ways to address these issues.

▪ Have the students work on as many printer models and operating system combinations as possible. If they install a printer on a Windows XP computer, have them install the same printer on a Windows Vista computer.

▪ The same process should be used for sharing a printer. Have the students share a printer between Windows XP and Vista computers.


Chapter 14: Teaching Analogies▪ Troubleshooting and repairing printer paper-feed issues is like getting a broken

piece of bread out of a toaster. First, you unplug the printer or the toaster. Next, you try to pull the paper or bread out from the bottom or top of the device.


▪ What are the different ways to network a printer?

▪ What are some best practices when troubleshooting printers and scanners?

▪ What is Optical Character Recognition (OCR) software?




▪ Problems can be easily created with printers by disabling the printer port, removing the printer driver, removing the ink cartridge, or setting the printer to the wrong paper length or type.

▪ Make a list of printer models. Have the students use the Internet to research the speed, memory, upgrade options, and interfaces that are available for each printer model. Use class discussions to share their research.



▪ Microsoft Windows and printer drivers:

http://support.microsoft.com

▪ How to print in AppleOSX with a wireless printer:http://support.apple.com

▪ Linux and OpenPrinting:


http://support.microsoft.com/kb/156082

http://support.apple.com/kb/HT3500




Instructional ResourceChapter 15: Advanced Networks



▪ Identify potential safety hazards and implement proper safety procedures related to networks.

▪ Design a network based on the customer’s needs.

▪ Determine the components for your customer’s network.

▪ Implement the customer’s network.

▪ Upgrade the customer’s network.

▪ Describe the installation, configuration, and management of a simple mail server.

▪ Describe preventive maintenance procedures for networks.

▪ Troubleshoot the network.




▪ A computer technician can no longer just be responsible for computers and the things that are connected to them. Instead, a technician today must place that computer on a wired or wireless network and ensure that it is able to participate in that network. Additionally, devices such as a printer or scanner, and individual files and folders must be made available to other users or other devices on the network. A technician now must understand the basics of a TCP/IP-based network and Internet connectivity. A technician must be able to ensure that each device functions, is secure, and communicates with other devices and sites in a network environment. It is important for an instructor to fully prepare students to work as technicians in a network environment.

▪ This chapter covers safety hazards, network components that are included in a network environment, and Internet connectivity options. The chapter takes the basic networking concepts to the next level of implementation with design and preventive maintenance. Troubleshooting common network problems are also included.


Chapter 15: Activities▪ What activities are associated with this chapter?

15.2.2 Worksheet: Protocols

15.3.2 Worksheet: ISP Connection Types

15.4.2 Lab: Configure Browser Settings in Windows XP

15.4.2 Optional Lab: Configure Browser Settings in Windows Vista

15.4.2 Lab: Share a Folder, Share a Printer, and Set Share Permissions in Windows XP

15.4.2 Optional Lab: Share a Folder, Share a Printer, and Set Share Permissions in Windows Vista

15.5.1 Lab: Install a Wireless NIC in Windows XP

15.5.1 Optional Lab: Install a Wireless NIC in Windows Vista

15.5.1 Packet Tracer Activity: Install a Wireless NIC

15.5.2 Lab: Configure a Wireless Router


Chapter 15: Activities (continued)▪ What activities are associated with this chapter?

15.5.3 Lab: Test the Wireless NIC in Windows XP

15.5.3 Optional Lab: Test the Wireless NIC in Windows Vista

15.5.3 Packet Tracer Activity: Test a Wireless Connection

15.8.3 Lab: Fix a Network Problem

15.8.3 Lab: Remote Technician: Fix a Network Problem

15.8.3 Lab: Troubleshooting Network Problems in Windows XP

15.8.3 Optional Lab: Troubleshooting Network Problems in Windows Vista

Chapter 15 Quiz



backward compatible 15.3.3

Internet Service Provider (ISP) 15.3.2

Main Distribution Facility (MDF) 15.3.1

media 15.5

Network Basic Input/Output System (NetBIOS) 15.2.2

network cable 15.1.2

network file services 15.4.2

network topology 15.2.1

networking media 15.5

NSLOOKUP 15.5.3



server 15.6

site survey 15.2.1

topology 15.2


Chapter 15: Changes▪ What has changed from the previous version (4.0) of ITEPC?

Page 15.2.2 Determine protocols and network applications

• Basic VoIP

Page 15.3.1 Select cable types

• LAN cabling vs. Wireless

Page 15.3.4 Select the network device

• Routers

• Access points

Page 15.4.1 Install and test the customer’s network

• Ipconfig command

Page 15.5.1 Install and configure a wireless NIC

• Wireless NIC installation

• DHCP settings

• Static IP



Page 15.5.2 Install and configure a wireless router

• Wireless

•802.11 Protocol Selection

• SSID

• Disable DHCP

• Use static IP

• Disable SSID broadcast

• Update firmware

Page 15.5.3 Test a connection

• Ping Command

• Tracert Command

• Net Command

• Nslookup Command




• TCP/IP settings

• Gateway

• Subnet mask

• DNS

• DHCP

• NAT

• Characteristics of TCP/IP

• Loopback address

•APIPA

• Mail protocol settings

• SMTP

• IMAP

• POP




• FTP settings

• Ports

• IP addresses

• Exceptions

• Programs

• Tools (Use and interpret results.)

• Ping

• Nslookup

•Telnet

• Secure connection protocols

• SSH

• HTTPS


Chapter 15: Classroom Management▪Ensure that the students are proficient in the manual assignment of an IP address,

the subnet mask, and the default gateway.

▪Ensure that the students can troubleshoot wiring issues and IP addressing issues.

▪Ensure that the students can connect to a wireless network and troubleshoot wireless connectivity issues.

▪Ensure that the students can share and access a device and a folder across a network with the appropriate permissions. Students should also be able to troubleshoot such a connection.

▪Ensure that the student can build a small wired and wireless network.


Chapter 15: Teaching Analogies▪ Leaving the default password and SSID on a wireless network is like putting a sign

in front of your house that says “The front door is unlocked.”


▪ What are some differences between WPA and WEP?

▪ Why is it important to have network wiring skills?

▪ How can the automatic assigning of IP addresses help or cause problems on a network?

▪ When should the following command line tools be used?

• ping

• net

• nslookup

• ipconfig

• tracert




▪ Have the students create problems for each other to solve using Remote Desktop and Remote Assistance.

▪ If the school supports its own phone system, configure several phones in the classroom so that students can role-play the troubleshooting of network problems over the phone.



▪Panduit

http://www.panduit.com/

http://www.panduit.com/



Instructional ResourceChapter 16: Advanced Security



▪ Outline security requirements based on customer needs.

▪ Select security components based on customer needs.

▪ Implement the customer's security plan.

▪ Perform preventive maintenance on security.

▪ Troubleshoot security.




▪ A school once asked an advisory committee whether they should have a mandatory security course in their program. The response was not only that a mandatory course should be included, but that every computer course should contain a security section, and every computer course topic should include the topic of security.

▪ Computer security cannot be touched upon lightly. It is a moral and ethical obligation of any computer technician to ensure that a computer is configured for security and that the user is informed of security best practices. This chapter describes security policies, the security requirements and components that match customer needs, preventive measures that increase security, and ways to configure and troubleshoot security-related issues.




16.1.1 Worksheet: Answer Security Policy Questions

16.2.3 Worksheet: Research Firewalls

16.3.1 Lab: Configure Wireless Security

16.3.2 Lab: Configure Windows XP Firewall

16.3.2 Optional Lab: Configure Windows Vista Firewall

16.4.3 Lab: Data Backup and Recovery in Windows XP

16.4.3 Optional Lab: Data Backup and Recovery in Windows Vista

16.5.3 Lab: Fix a Security Problem

16.5.3 Lab: Remote Technician: Fix a Security Problem

16.5.3 Lab: Troubleshooting Access Security with Windows XP

16.5.3 Optional Lab: Troubleshooting Access Security with Windows Vista

Chapter 16 Quiz



asymmetric encryption 16.2.1

event 16.2.1

firewall 16.1

hardware firewall 16.2.3

local security policy 16.1.1

proxy 16.3.1

security key fob 16.2.2

smart card 16.2.2

software firewall 16.1.3

Symmetric encryption 16.2.1



Virus Scan 16.5.2




Page 16.1.1 Outline a local security policy

• Security policy elements

Page 16.1.2 Explain when and how to use security hardware

• End user instruction

Page 16.1.3 Explain when and how to use security application software


• Intrusion detection systems




Page 16.3.1 Configure security settings

• Wireless

• WEP

• WPA

• MAC filtering

• Routers/access points

• MAC filtering

• Changing default username and password

• Firewalls




Page 16.3.1 Configure security settings (continued)

• Basics of hardware and software firewall configuration

• Port assignment/setting up rules

• Port forwarding/port triggering

• Operating systems

• Local users and groups

• Vista User Account Control

• NTFS permissions vs. share permission

• Allow vs. deny

• Differentiate between moving and copying files and folders

• File attributes

• File and folder sharing




Page 16.3.2 Describe configuring firewall types

• Basics of hardware and software firewall configuration

• Port assignment

• Setting up rules

Page 16.4.3 Explain data backup procedures, access to backups, and secure physical backup media

• Ntbackup utility





• Using antivirus software

• Identification of malware symptoms

• Quarantine of infected systems

• Researching malware types, symptoms, and solutions

• Remediation of infected systems

• Updating antivirus software and instruct the end user

• Signature engine updates

• Automatic vs. manual updates

• Configuring proxy settings

• Ports

• IP addresses

• Exceptions

• Programs





• Configuring firewall settings

• Open and closed ports

• Program filters

• Scheduling scans

• Repairing boot blocks

• Scan and removal techniques

• Safe mode

• Boot environment






• Configuring operating system

• Vista User Account Control

• Shared files and folders

• Administrative shares vs. local shares

• Permission propagation

• Inheritance

• Data Encryption

• User authentication

•Securing the system

• BIOS security

• Drive lock

• Passwords

• TPM


Chapter 16: Classroom Management▪ Have some students configure wireless NICs and others configure the access point.

Reverse roles with different security settings. If time is an issue, bring an access point into the class that is already configured for three different SSIDs. Each SSID has a different security configuration. Students can configure a wireless NIC for each of the SSIDs and show connectivity.

▪ Discuss physical security; it is a commonly forgotten topic. It can also be discussed when the security policy is explained.

▪ Allow practice time for the class to role-play how they would educate a user on specific security-related issues such as viruses, malware, and phishing.


Chapter 16: Teaching Analogies▪ Having a wireless or wired network without security is like leaving your front door

unlocked and hoping that no intruder will enter the house. There are software applications that are like a thief who tries your door handle every day. If you do not have good security, eventually the thief will gain access to your computer or home.


▪ What are the different methods of encryption? How and when should these encryption methods be used?

▪ What are the different methods of authentication? How and when should these authentication methods be used?

▪ What are the various file and folder permissions and how should they be used?

▪ What is Windows Defender and why is it used?

▪ What is port scanning and why is it used?

▪ What is war driving and how can you defend against it?

▪ What are some different types of security policies? Why is it important to have and follow a security policy?




▪ An employee that has been released from a company has a laptop protected with a fingerprint scanner. Research different vendor methods for recovering access to this laptop that is protected by a fingerprint scanner.

▪ Have the students research different Windows security policies.

▪ Give the students the following scenarios and have them create the appropriate security policy:

• Users in a small company get a lot of e-mail attachments. Create a policy that allows only certain file types to be contained in an e-mail attachment folder.

• Set up a software policy that will only affect those users that share a computer, such as part-time staff.



▪National Security Agency

http://www.nsa.gov/

▪Verisign


http://www.nsa.gov/


modul maintenance and repair 1 - polimdo · 2020. 8. 10. · modul “maintenance and repair 1”...

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