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Table of ContentsICAU2005B Operate Computer Hardware This unit defines the competency required to determine, select and correctly operate basic computer hardware, generally known as peripherals and which may include input/output devices and secondary memory. Unit OutlineWelcome to ICAU2005B Operate computer hardware. In this unit you’ll learn how to identify various types of computers, their components and peripherals. You’ll also learn how to use equipment correctly which will involve knowing about workstation ergonomics. To be able to use input equipment efficiently you’ll also develop your keyboarding skills. In this unit you’ll do three tasks for a company called Diggit Engineering, which will allow you to demonstrate your skills and knowledge in operating computer hardware. To do these tasks you’ll need to:
Assessment informationTo successfully complete ICAU2005B Operate computer hardware you will need to be able to: determine, select, explain and use hardware components peripheral equipment and consumables correctly and efficiently. Your assessment tasks will require you to demonstrate your competence by:
There are three sample tasks given in this resource. You will be required to complete these for your assessment tasks. Simulated Workplace ScenarioWelcome to Diggit Engineering. We provide technical, engineering and construction services to the mining industry in the Asia-Pacific. Your position is officially designated as an Office Assistant, but your role will likely include other activities as required. As a result of expansion efforts, we need to distribute our staff across three offices — Sydney, Newcastle and Perth. You will be starting as a new employee at the Newcastle office. For more details on what the organisation is doing, read Diggit’s organisational priorities:  Diggit Organisational Priorities.docxSection 1Identify Computer HardwarePreviewIn this section you’ll gain basic knowledge and skills for using key internal and external hardware components that comprise typical desktop computer systems. You’ll identify and investigate these components in the Practice activities. Remember to check the Terms given in this section, as there are many specific terms used to identify components that you’ll need to become familiar with. Learning outcomesAfter completing this topic you will be able to:
ReadingThe readings here will help you develop your knowledge and skills for identifying and using computer hardware. This will involve an understanding of:
Get reading:  Identify and Use readingv2.docxPracticeContentsActivity 1: Identify ports Activity 2: Identify internal components Activity 3: Investigate components Activity 1: Identify input and output devices and portsUsing the Internet research input and output devices to fill out the tables below. You should copy the tables from here and paste them into a word document. You will need to find three examples for input and output. A. Input devices A.1 What is an input device? A.2 Research and provide the following details about a small number of typical input devices;
B. Output devices B.1 What is an output device? B.2 Research and provide the following details about a small number of typical output devices;
C. USB ports C.1 What is a USB port and how does it work? C.2 What advantages does a USB port have over the older original ports? C.3 Older computers did not have USB ports. Common alternativesSerial (9 pin or 25 pin), Parallel(9 pin or 25 pin),PS2,SCSI and Game ports. Provide a "picture" and a "description of the type of usage" of a small number (more than 2) of these older types of ports?
Use this activity sheet Identify Ports activity1.docx to label the ports on the back of a computer.Activity 2: Identify internal componentsLook at the picture if the computer screen below, it was taken just after the machine performed a Power On Self Test (POST). Examine the information on the screen and answer the questions on the work sheet.  Identify internal components worksheet.docxActivity 3: Investigate components1. You’ll need to access three different computers for this activity (for example: a PC, a MacIntosh and a notebook). If you have no access to other computers use these images as examples to practice gathering some of your information from: Computer1 (new window) Computer2 (new window) Computer3 (new window) Boot1 (new window) Boot2 (new window) Boot3 (new window) Computer2 Image (new window) All of the above images tell you some important information about each of the computers hardware. learning to translate the summary boot screens is difficult but the more you practice the easier it becomes. Finding out what hardware is in your system can be difficult at times and although the POST summary is a useful place to start, as is the system information section in the control panel if you are running Windows XP, there are applications that make the task a lot easier if you have a working Operating System running on the machine. If you are running Windows try using a system analyser program like SIW - System Information for Windows  SIW will tell you everything you need to know about your hardware and more! Also search the web for videos or tutorials that explain how to determine the hardware in your system without resorting to opening up the computer case. If you find any good resources we can add them to the wiki pages! 2. For three computers, determine the specifications for each of the components listed below. 3. Use this activity sheet Activity 3 Investigate Components.docx to record your findings.Components
Section 1 QuizDownload and complete the quiz worksheet if you have not already done so: Section 1 Quiz .docxHand in to your teacher for marking. Section 2Set up workstation to ergonomic requirementsThis section will help you to be able to set up a workstation to ergonomic requirements. The basic skills and knowledge of ergonomics include understanding the importance of: correct posture, lighting, type of desk, type of monitor, style of chair, typing position, repetitive strain injury (more recently known as occupational overuse syndrome) prevention, ventilation, light position, correct lifting method and length of time in front of a computer. Learning outcomesAfter completing this topic you will be able to:
Before you start Before you commence this topic, you should have a basic knowledge of the hazard identification and risk assessment process and of the legislation covering occupational health and safety. ReadingThe readings here will help you develop your knowledge and skills for providing basic ergonomic advice. This will involve an understanding of:
Get reading Setup Workstation_reading.docxActivitiesComplete the worksheet here: Set up workstation to ergonomic requirements worksheet.docxSection 2 QuizComplete the following question sheet and submit to your teacher for marking: Section 2 Setup Workstation Quiz.docxResearchWebsitesOffice ergonomics training at: http://www.office-ergo.com Ergonomics in Australia at: http://www.ergonomics.com.au Ergoworld’s office ergonomics at: http://www.interface-analysis.com/ergoworld/office.htm Victorian WorkCover Authority has very useful information on their website under Publications and Safety Basics at: http://www.workcover.vic.gov.au/ Look on state government websites, such as the Queensland Department of Industrial Relations, for information and publications on ‘health and safety in the office’. You can find any government department’s website at: http://www.gov.au/. Section 3Use keyboard skills to organisational guidelinesWorkplace ScenarioAs part of the organisation’s drive to improve efficiency and awareness at the workstation, I’d like to you to undergo a performance and knowledge test on keyboarding. There are two parts: practical and theory. The practical part will demonstrate you can touch-type at a standard sufficient for this organisation. That is, a minimum speed of 15 words per minute, with an accuracy of 90% (although the Australian Standard requires 98%). The theory part will demonstrate your awareness of basic keyboarding knowledge. PreviewIn this section you’ll develop your basic keyboarding skills to be able to touch-type to a minimum standard. There are typing practice activities given in the Reading section of this Learning pack. This practice will help you to develop your skills to the point where you can attempt the speed and accuracy challenges in the Practice activities. In addition to the reading and activities here, you’ll also need to practice further with touch-typing tutorial software that you’ll find out about in the Reading section. Learning outcomes After completing this topic you will be able to:
The standard is set at 15 words per minute at a minimum accuracy of 90%. Reading The readings here will help you develop your knowledge and skills for keyboarding. This will involve an understanding of:
Get reading use keyboard skills_reading.docxPractice ActivitiesThe following three activities provide sample texts for you to practise with and improve your speed and accuracy. Practise each activity until you achieve the set targets for speed and accuracy, before moving on to the next activity. Activity 1: Challenge – 10 wpm/90%The target for this activity is:
Using your tutorial software, perform a challenge test. If the software allows for it, print out your results. As an alternative to tutorial software try this challenge test: 1. Set a stopwatch or timer to 5 minutes. 2. Key in sample text 1.docx until 5 minutes has elapsed.3. Count the number of keystrokes. 4. Count the number of errors. 5. Divide the final number of key strokes by 5 to give the number of standard words. 6. Divide this number by 5 (the number of minutes for the challenge) and round it to one decimal place. The result represents keyboarding in standard words per minute. 7. Calculate your accuracy using the formula:  Activity 2: Challenge – 15 wpm/90%The target for this activity is:
Use your tutorial software to perform a challenge test, or repeat the exercise in Activity 1 using the same sample text. If you finish typing the text within 5 minutes then start again from the top. Calculate your speed and accuracy using the standard formulas. Activity 3: Challenge – 15 wpm/98%The target for this activity is:
Use your tutorial software to perform a challenge test, or repeat the exercise in Activity 1 but use sample text 2.docx . If you finish typing the text within 5 minutes then start again from the top.Calculate your speed and accuracy using the standard formulas. Section 3 Quiz:Print out the question sheet below answer the questions and submit for marking. Use Keyboard Skills questions.docxResearch SitesTouch typing tutorialsMicrosoft Windows on PC
Linux on PC
Apple MacIntosh
TermsSection 1 TermsSerial port: a type of interface in which only 1 bit of data is transferred at a time; mice and modems are usually connected to serial ports, which are also referred to as COM ports Parallel port: a type of interface that allows more than 1 bit of data to be processed at once; printers are the most common peripheral devices connected to parallel ports PS/2: another type of port (or interface) that can be used to connect mice and keyboards to the computer; the PS/2 port is sometimes called the ‘mouse port’ USB: Universal Serial Bus; a connection standard for quick and easy device connection to a computer that supports up to 127 devices per USB interface. USB transfers data at speeds of 12 Mbps (megabits per second); this technology is being widely used and may supersede the original serial interface Firewire: a very fast external bus that supports data transfer rates of up to 400 Mbps developed by Apple, FireWire falls under the IEEE 1394 standard; used to connect digital cameras and memory cards IDE: Integrated Drive Electronics; a popular interface to attach hard drives to personal computers, where the electronics of the controller are integrated with the drive instead of on a separate PC card SCSI: Small Computer System Interface (pronounced ‘scuzzy’); an interface standard for connecting peripheral devices to computers; SCSI is gradually being supplanted by the newer USB standard RAM: Random Access Memory; the main memory used to run programs Bus: a set of parallel communication wires (lines) that connect the major components of a computer system, including CPU, memory, and device controllers DPI: Dots Per Inch; a unit of measure used to express quality, eg 1200 dpi for a printer CPU: Central Processing Unit; the main microprocessor that does most of the work in a computer PC: personal computer; the typical or most used type of computer in the home and office environment Hz: Hertz; a unit of frequency equal to one cycle performed in one second MHz: Megahertz; a million cycles every second GHz: Gigahertz; a billion cycles every second VMS: Virtual Memory System; a multi-user, multitasking, virtual memory operating system that runs on DEC’s VAX and Alpha lines of minicomputers and workstations; VMS was introduced in 1979 along with the first VAX minicomputer MVS: Multiple Virtual Storage; an operating system for IBM mainframes API: Application Program Interface; special programs designed to act as go-between for different programs on different types of computers Section 2&3 TermsErgonomics: the study of humans’ interaction with their work environment; ergonomic principles can be applied in order to design tools, equipment and/or tasks that provide the healthiest and safest work situation OOS: Occupational Overuse Syndrome Posture: the position in which the body is held while sitting, standing, walking QWERTY: the type of keyboard most widely used, describing the layout of the characters; the name is derived from the first six letters on the top row Work environment:the whole work situation, which includes the physical setting, climate, type of tasks, conditions under which the tasks are performed, equipment used Workstation: a modern term used to describe the worker’s desk, chair and microenvironment which normally includes a computer © State of New South Wales, Department of Education and Training 2005 |
