© 2008 Cisco Systems, Inc. All rights reserved.Cisco ConfidentialPresentation_ID 1 IT Essentials PC Hardware and Software 4.1 Instructional Resource Chapter 2: Safe Lab Procedures and Tool Use

Presentation_ID 2 © 2008 Cisco Systems, Inc. All rights reserved.Cisco Confidential Chapter 2: Objectives  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.

Presentation_ID 3 © 2008 Cisco Systems, Inc. All rights reserved.Cisco Confidential Chapter 2: Critical Concepts  What is this chapter about and why is it important?  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.

Presentation_ID 4 © 2008 Cisco Systems, Inc. All rights reserved.Cisco Confidential Chapter 2: Activities  What activities are associated with this chapter 2.2.2: Worksheet: Diagnostic Software 2.3.4: Lab: Computer Disassembly Chapter 2 Quiz

Presentation_ID 5 © 2008 Cisco Systems, Inc. All rights reserved.Cisco Confidential Chapter 2: New Terms  What terms are introduced in this chapter? antistatic mat2.2.1 antistatic wrist strap2.2.1 anti-virus application2.2.2 blackout2.1.2 brownout2.1.2 cable tie2.2.1 CHKDSK2.2.2 compressed air2.2.1 conduit2.1.1 defrag2.2.2

Presentation_ID 6 © 2008 Cisco Systems, Inc. All rights reserved.Cisco Confidential Chapter 2: New Terms  What terms are introduced in this chapter? digital multimeter2.2.1 disk cleanup2.2.2 disk management2.2.2 Electromagnetic Interference (EMI)2.1.2 Electrostatic Discharge (ESD)2.1.2 FDISK2.2.2 flat-head screwdriver2.2.1 format2.2.2 hex driver2.2.1 loopback plug2.2.1

Presentation_ID 7 © 2008 Cisco Systems, Inc. All rights reserved.Cisco Confidential Chapter 2: New Terms  What terms are introduced in this chapter? Material Safety and Data Sheet (MSDS)2.1.3 needle-nose pliers2.2.1 disk cleanup2.2.2 noise2.1.2 Phillips-head screwdriver2.2.1 Radio Frequency Interference (RFI)2.1.2 SCANDISK2.2.2 spike2.1.2 spyware2.2.2 Standby Power Supply (SPS)2.1.2

Presentation_ID 8 © 2008 Cisco Systems, Inc. All rights reserved.Cisco Confidential Chapter 2: New Terms  What terms are introduced in this chapter? surge2.1.2 surge suppressor2.1.2 torx screwdriver2.2.1 tweezers2.2.1 wire cutters2.2.1

Presentation_ID 9 © 2008 Cisco Systems, Inc. All rights reserved.Cisco Confidential Chapter 2: Changes  What has changed from the previous version (4.0) of ITEPC? Page Identify safety procedures and potential hazards for users and technicians Electrical safety Cable management Avoiding trip hazards Page Identify safety procedures to protect equipment from damage and data from loss EMI Network interference Magnets RFI Cordless phone interference Microwaves

Presentation_ID 10 © 2008 Cisco Systems, Inc. All rights reserved.Cisco Confidential 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.

Presentation_ID 11 © 2008 Cisco Systems, Inc. All rights reserved.Cisco Confidential Chapter 2: Classroom Management (continued)  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.

Presentation_ID 12 © 2008 Cisco Systems, Inc. All rights reserved.Cisco Confidential Chapter 2: Teaching Analogies  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.

Presentation_ID 13 © 2008 Cisco Systems, Inc. All rights reserved.Cisco Confidential  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. Chapter 2: Suggested Class Discussions

Presentation_ID 14 © 2008 Cisco Systems, Inc. All rights reserved.Cisco Confidential  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. Chapter 2: Best Practices

Presentation_ID 15 © 2008 Cisco Systems, Inc. All rights reserved.Cisco Confidential Chapter 2: Outside Reading International Telecommunication Union (ITU)

Presentation_ID 16 © 2008 Cisco Systems, Inc. All rights reserved.Cisco Confidential

Presentation_ID 17 © 2008 Cisco Systems, Inc. All rights reserved.Cisco Confidential