To all our Recognised Centres,

The success of an ABMA learner is dependent on a number of factors.

The dedication of the learner to their studies, the devotion of the
teaching staff to deliver the knowledge and skills effectively and the
commitment of the Awarding Organisation to continually ensure that
the skills obtained by the learner throughout their studies are relevant,
in demand and extremely valuable.

This syllabus has been created with the support of industry and
education experts and, coupled with the teaching expertise of your
staff, will ensure that ABMA learners continue to demonstrate talent,
capability and experience in their chosen industry.

The structure of this syllabus has been created specifically to ensure

ease of delivery for lecturers, helping learners progress their
knowledge at each level while at the same time gaining exciting skills
that far surpass not only the competition but also the expectations of
well established industry employers.

I wish your learners good luck in their studies and look forward to
hearing about the achievements of ABMA learners in the near future.

Kind regards,

Alan Hodson
ABMA Education Senior Executive

Vocational Qualifications,
our Strength, your Future
Contents

Computer Engineering - Certificate ............................................................................................................................... 4

Unit 1: The Computer ..................................................................................................................................................... 4
Unit Aim and Overview .............................................................................................................................................. 4
Unit Content................................................................................................................................................................. 5
Teaching Guidance ................................................................................................................................................... 7
Resources ..................................................................................................................................................................... 9
Unit 2: Principles of ICT System and Data Security .................................................................................................. 11
Unit Aim and Overview ............................................................................................................................................ 11
Unit Content............................................................................................................................................................... 13
Teaching Guidance ................................................................................................................................................. 15
Resources ................................................................................................................................................................... 16
Unit 3: Customer care .................................................................................................................................................. 17
Unit Aim and Overview ............................................................................................................................................ 17
Unit Content............................................................................................................................................................... 19
Teaching Guidance ................................................................................................................................................. 21
Resources ................................................................................................................................................................... 22
Unit 4: Introduction to Networking ............................................................................................................................. 23
Unit Aim and Overview ............................................................................................................................................ 23
Unit Content............................................................................................................................................................... 24
Teaching Guidance ................................................................................................................................................. 26
Resources ................................................................................................................................................................... 27
Unit 5: Personal Computer Hardware Support ........................................................................................................ 29
Unit Aim and Overview ............................................................................................................................................ 29
Unit Content............................................................................................................................................................... 31
Teaching Guidance ................................................................................................................................................. 34
Resources ................................................................................................................................................................... 35
Computer Engineering - Certificate

Unit 1: The Computer

Unit Aim

This unit helps learners to understand the internal organisation of major computer components and how
computers store and process data. It also enables learners to understand the role of computer operating
systems and select appropriate operating system software. Additionally, it helps learners to understand
how the Central Processing Unit (CPU) executes program data.

Unit Overview

The unit is for those considering careers in computer engineering and who wish to understand the
components and functions of a computer system. The unit will equip learners with the skills and knowledge
to examine the internal organisation of major computer components and how computers store and
process data. It also equips learners with an understanding of the operating system, the relationship
between the operating system, software applications and hardware and what to consider when selecting
appropriate operating software. In addition, learners are equipped with the skills and knowledge to
examine how the central processing unit executes program data.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Understand the internal organisation of major computer components

2. Understand how computers store and process data
3. Know how the Central Processing Unit (CPU) executes program data
4. Understand the role of the computer Operating System (OS)
5. Be able to select appropriate operating system software

Unit Criteria

In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that
they can meet the learning outcomes for the unit. The unit criteria demonstrate the level of achievement
required to meet the learning outcomes. Learners can be assessed on all or a combination of this unit
criteria. Learners must learn the full unit content as any part of this can be tested during the assessment.

Unit Criteria

Learning Outcomes Unit Criteria To achieve a merit grade To achieve a distinction

the learner will be grade the learner will be
The learner will: To achieve a pass grade the assessed on all or a assessed on all or a
learner will be assessed on all combination of the combination of the following
or a combination of the following criteria: criteria:
following criteria:

1. Understand the internal 1.1 Describe the overall

organisation of major organisation of
computer components components within a
general computer system
1.2 Describe the specific Describe in detail the Describe comprehensively
function of each specific function of each the specific function of each
component component, commenting component, providing
on some of the detailed insight into the
relationships between the relationships between the
components different components

4
 1.3 Explain how internal
components
communicate with
external peripherals

2. Understand how 2.1 Explain how different Explain in detail how Explain comprehensively how
computers store and types of number may be different types of number different types of number
process data represented internally may be represented may be represented
internally, commenting internally by computers,
on the way in which the providing detailed insight into
binary number system is the binary number system
used by computers used
2.2 Explain how textual data
may be encoded
internally
3. Know how the Central 3.1 Describe the various
Processing Unit (CPU) common high-level units
executes program data present within CPUs
3.2 Explain the fetch-execute Explain the fetch-execute Explain the fetch-execute
process process, commenting on process, providing critical
why ‘fetch’ must insight into the different
precede ‘execute’ stages of the process and
why ‘fetch’ must precede
‘execute’
3.3 Compare processor
instruction sets and
analyse their effect on the
overall processor design

4. Understand the role of 4.1 Explain the relationship Explain in detail the Explain comprehensively the
the computer Operating between the OS and the relationship between the relationship between the OS
System (OS) hardware beneath it and OS and the hardware and the hardware beneath it
applications above it beneath it and and applications above it,
applications above it, providing detailed insight into
commenting on why this the importance of this
relationship is important relationship
5. Be able to select 5.1 Compare the differences
appropriate operating in major off-the-shelf
system software operating systems on the
market
5.2 Suggest an appropriate Suggest an appropriate Suggest an appropriate
operating system for a operating system for a operating system for a given
given computer given computer, computer, providing a
providing detailed comprehensive rationale,
reasons for the choice with insight into the reasons
made for the decision

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Understand the internal organisation of major computer components

1. Overall organisation of computer system components

a. Main components of a computer system (processor, usually a central processing unit (CPU),
operating system, hard drive, input and output devices)
b. Basic hardware components (monitor, telephone/cable/DSL modem, systems unit, keyboard, printer
and speakers)
c. Software system components (programs, system utilities, command shell, system services, user
interface, logical level operating system and hardware level operating system)
d. Network system connection components (network interface card, modem, telephone line or cable,
Internet service provider)

5
 e. How desktop and workstation computers are typically organised

2. Specific function of each component

a. Recognising the main functions of computer hardware components, including computer
architecture
b. The main functions of computer software components
c. Recognising the function of networking and network system connection components, taking
account of network technologies
d. The relationship between different components

3. How internal components communicate with external peripherals

a. Internal computer components (arithmetic logic unit, control unit, memory unit and input/output
units)
b. Defining external peripherals (devices that exist outside of the computer case which provide input or
output to the computer)
c. The process by which internal components communicate with external peripherals, recognising that
ports and cables are needed for communication to flow to and from input, output and storage
devices

Learning Outcome 2: Understand how computers store and process data

1. How different types of number may be represented internally

a. Recognising that computers work with the binary number system that consists of only two digits (zero
and one) and that one means a pulse of electricity (on) and a zero means no pulse (off)
b. Bits and bytes
c. Binary values used to process different numbers
d. Recognising that any type of data may be represented in a computer as binaries
e. How software may use other radix notations such as hexadecimal or octal

2. How textual data may be encoded internally

a. How textual data is encoded internally using the binary number system, binary values used to
process different letters
b. Recognising how textual data is encoded using the ASCII coding system
c. How textual content is represented in Unicode and may be encoded in binary using different
schemes (e.g. UTF-8, UTF-16)
d. Binary-to-text encoding (encoding of data in plain text) such as in email

Learning Outcome 3: Know how the Central Processing Unit (CPU) executes program data

1. Common high-level units present within CPUs

a. CPU structure
b. Internal devices
c. Arithmetic logic unit
d. Control unit, memory store and the memory management unit
e. Internal registers: program counter, instruction register, memory address register, memory buffer
register, current processor and status register

2. Fetch-execute process
a. To perform a function the CPU must first fetch the instruction from the main store before it can
execute it
b. The process involves the CPU first placing the value of the PC on the address bus to send it to the
memory, the memory then responds by sending the contents of the memory location on the data
bus, the CPU next proceeds to execution, taking action based on the memory contents obtained

6
3. Processor instruction sets and their effect on the overall processor design
a. Defining processor instruction sets
b. Recognising that computers with different microarchitectures can share a common instruction set
c. Comparing the strengths and weakness of different types of processor instruction sets, such as
complex instruction set computers (CISC), reduced instruction set computers (RISC), minimal
instruction set computers, one instruction set computer and very long instruction word (VLIW)
d. How these different instruction sets influence the overall processor design

Learning Outcome 4: Understand the role of the computer Operating System (OS)

1. Relationship between the OS and the hardware beneath it and applications above it
a. Defining OS
b. Common features of OS
c. Recognising that the operating system acts as an intermediary or interface between applications
software and the computer hardware functions, such as input, output and memory allocation, but
that application code is usually executed directly by the hardware
d. Understanding that application programmes usually require an operating system to function

Learning Outcome 5: Be able to select appropriate operating system software

1. Differences in major off-the-shelf operating systems

a. Recognising the key types of operating systems, including major off-the-shelf systems: real-time
operating systems (RTOS) (Microsoft Windows Embedded, RTLinux), single user (e.g. Palm OS), single
task systems, single user, multi-tasking systems and multi-user systems (Microsoft Windows, Apple’s
MacOS, Unix and VMS)
b. Comparing and contrasting these different systems and how they are used, the strengths,
weaknesses and challenges of each

2. An appropriate operating system for a computer

a. Factors that need to be considered when selecting a suitable operating system for a given
computer, taking account of ease of use, cost, file sharing/collaboration, nature of use (office,
multimedia, programming or studio work), software availability, security
b. Different operating system strategies (batch, timesharing, personal computing and dedicated) and
how to decide which is most appropriate for a given computer system/the tasks that the computer
performs
c. Suggesting a suitable operating system for a given computer, providing a rationale for the decision

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and interactive. While
the teacher should provide an overview of the key elements of each part of the unit, the emphasis should
be on encouraging learners to investigate the components of a computer and functions of these. Learners
should be encouraged to share ideas in order to discuss and analyse the key points before drawing their
own conclusions.

The activities recommended may include:

 Presenting outline information to learners regarding the subject content

 Guiding learners in terms of how and where to find relevant websites
 Guiding learners in terms of how and where to find suitable examples of computer system components
and ways in which these may be organised
 Guiding learners in terms of how and where to find suitable examples of how computers store and
process data

7
 Guiding learners in terms of how and where to find suitable examples of different operating systems and
how these have been selected for different computers
 Organising presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the following:

 Guiding learners to investigate relevant information

 Where possible, visits to different types and sizes of IT organisations or organisations with dedicated IT
departments, with different types of computer systems and networks
 Examples of organisations using a variety of operating system software, within different industries and
sectors, in order to provide a variety of learning opportunities
 Visits from guest speakers, professionals or those with relevant expertise

Suggested Assignments

A list of suggested assignments methods are listed below in order for learners to practice and demonstrate
to their lecturer that they are effectively learning the content. Unit criteria has been provided for your
reference.

Suggested Assignment: Unit Criteria:

Case studies: Comparing Different Types of Operating System (OS)

Each learner is required to investigate and compare examples of different 4.1

types of OS. Learners will need to include the following issues as a minimum for 5.1, 5.2
analysis:

 An examination of the role of an OS

 A review of the different types of OS, focusing on the major ‘off-the-
shelf’ OS
 A review of the factors to consider when deciding on an OS for a
computer

Evidence for assessment:

Written report on case studies

Presentation and Written Notes: Selecting Appropriate Operating System
Software

Learners should prepare a presentation and contribute to a group discussion 5.1, 5.2
on the factors that need to be considered when selecting appropriate
operating system software for a computer.

Each learner should make written notes of key discussion points, including the
different types of OS software, the differences in major OS systems on the
market and how to decide on an appropriate operating system for a given
computer.
Essay: Function of the Key Components Within a General Computer System

Essay in which learners should examine the components within a general 1.1, 1.2, 1.3
computer system and the functions of these different components, including 2.1, 2.2
how computers store and process data. 3.1, 3.2, 3.3
4.1
Learners should examine:

 The overall design of components within a general computer system

 The specific function of each component
 How internal components communicate with external peripherals
 How different types of number may be represented internally
 How textual data may be encoded internally
 The various high-level units present within CPUs
 The fetch-execute process
 Different processor instruction sets and their effect on overall
processor design

8
Report: Key Components within a Computer System

Learners should investigate and report on a computer system in relation to: 1.1, 1.2, 1.3
2.1, 2.2
 the overall design of components within a general computer system 3.1, 3.2, 3.3
 the specific function of each component 4.1
 how internal components communicate with external peripherals
 how different types of number may be represented internally
 how textual data may be encoded internally
 the various high-level units present within CPUs
 the fetch-execute process
 different processor instruction sets and their effect on overall
processor design

Resources

Books

Blundell, B. G., 2007. Computer Systems and Networks: How Hardware, Operating Systems and Networks
form Computer Systems. London: Thomson Learning.

Chalk, B. S., Carter, A. T. and Hind, R. W., 2004. Computer Organisation and Architecture: An Introduction.
2nd ed. Basingstoke: Palgrave Macmillan.

Clements, A., 2006. Principles of Computer Hardware. 4th ed. Oxford: Oxford University Press.

Englander, I., 2009. The Architecture of Computer Hardware, Systems Software & Networking: An
Information Technology Approach. 4th ed. Hoboken: John Wiley & Sons.

Schiesser, R., 2010. IT Systems Management. 2nd ed. Boston: Pearson Education.

Stallings, W., 2012. Computer Organization and Architecture: Designing for Performance. 9th ed. Boston;
London: Pearson Education.

White, R., 2008. How Computers Work. 9th ed. Indianapolis: Que.

Williams, R., 2006. Computer Systems Architecture: A Networking Approach. 2nd ed. Harlow: Pearson
Education.

Journals

Journal of Computers, Academy Publisher. [online] Available at: <www.academypublisher.com/jcp/>

[Accessed 13 December 2012].

Journal of Information Technology, Palgrave Macmillan. [online] Available at: <www.palgrave-

journals.com/jit/index.html> [Accessed 13 December 2012].

Websites

eHow, n.d. Different Parts of the Computer and Their Function. eHow. [online] Available at:
<www.ehow.com/about_5349606_different-parts-computer-function.html#page=3> [Accessed 18
December 2012].

Fazzari, C., 2012. How to Choose a Computer Operating System. How To Do Things. [online] Available at:
<www.howtodothings.com/computers/a2070-how-to-choose-a-computer-operating-system.html>
[Accessed 18 December 2012].

9
Jacobson. C. R., 1998. Fundamentals of Data Storage. National Center for Geographic Information and
Analysis. [online] Available at: <www.ncgia.ucsb.edu/giscc/units/u037/u037.html> [Accessed 18
December 2012].

Searle, S. J., updated 2004. A Brief History of Character Codes in North America, Europe and East Asia.
TRON Web. [online] Available at: http://tronweb.super-nova.co.jp/characcodehist.html [Accessed 18
December 2012].

Virginia Tech, n.d. Introduction to Operating Systems. Virginia Tech. [online] Available at:
<http://courses.cs.vt.edu/csonline/OS/Lessons/Introduction/index.html> Accessed 18 December 2012].

Other

Knaggs, P. J., n.d. Systems Architecture: The Central Processing Unit. Dr. Peter J. Knaggs. [online] Available
at: <www.rigwit.co.uk/ARMBook/slides/slides01.pdf> [Accessed 18 December 2012].

10
Computer Engineering - Certificate

Unit 2: Principles of ICT System and Data Security

Unit Aim

This unit aims to develop learners’ understanding of the types of threat to ICT systems and data and the
methods of protecting against them. It also covers an understanding of the applications of cryptography
to ICT systems and data.

Unit Overview

The unit is designed for those seeking a career in computer engineering. It covers the common threats,
both physical and electronic, to the security of ICT systems and data and how cryptography and other
methods of physical and electronic security are deployed to combat them.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Understand the common types of threat to ICT systems and data

2. Understand how to protect ICT systems
3. Understand the applications of cryptography to ICT systems and data

Unit Criteria

In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that
they can meet the learning outcomes for the unit. The unit criteria demonstrate the level of achievement
required to meet the learning outcomes. Learners can be assessed on all or a combination of this unit
criteria. Learners must learn the full unit content as any part of this can be tested during the assessment.

Unit Criteria

Learning Outcomes Unit Criteria To achieve a merit grade the To achieve a distinction
learner will be assessed on all grade the learner will be
The learner will: To achieve a pass grade the or a combination of the assessed on all or a
learner will be assessed on all following criteria: combination of the
or a combination of the following criteria:
following criteria:

1. Understand the common 1.1 Describe common types

types of threat to ICT of physical threats to ICT
systems and data systems and data
(hardware damage, loss
and theft)
1.2 Describe common types
of electronic threats to ICT
systems and data (e.g.
denial of service, data
theft or damage,
unauthorised use)
1.3 Explain the security Provide a detailed assessment Provide a comprehensive
vulnerabilities associated of common vulnerabilities for assessment of the security
with remote access remotely accessed and vulnerabilities of remote
technologies (including wireless systems, commenting access technologies,
wireless) on the risks associated with especially in relation to
them ‘cloud’ systems

11
2. Understand how to 2.1 Describe methods of
protect ICT systems providing physical access
control and security for ICT
systems (locks, biometric
controls, CCTV, shielding,
fire detection and control)
2.2 Describe methods of Provide a detailed description Provide a comprehensive
providing electronic of methods of providing description of how
access control and electronic security of ICT security methods can be
security for ICT systems systems commenting on the integrated into a holistic
(firewalls, virtual networks, relative merits of each security system and the
secure potential tensions with
connection/transfer providing speedy access
protocols, secure wireless
connection)
2.3 Differentiate the following
Access Control methods:
 Mandatory
 Discretionary
 Role Based
2.4 Describe the operation of
common types of
malicious code:
 Virus
 Trojan
 Logic Bomb
 Worm
 Spyware
2.5 Describe the
characteristics of strong
passwords and methods
of attacking password-
protected systems
3. Understand the 3.1 Describe cryptographic
applications of algorithms:
cryptography to ICT  Hashing
systems and data  Symmetric
 Asymmetric
3.2 Describe how Provide a detailed description Provide a comprehensive
cryptography can be of the application of description of how
applied to ICT system and cryptography for system and cryptographic methods
data security in terms of: data security, commenting can be integrated into an
 Confidentiality on its effectiveness in relation holistic security system,
 Integrity to: assessing their implications
 Authentication  Confidentiality for:
 Non-repudiation  Integrity  Confidentiality
 Access Control  Authentication  Integrity
 Non-repudiation  Authentication
 Access Control  Non-repudiation
 Access Control
3.3 Explain the operation of
Public Key Infrastructure
(PKI)
3.4 Explain the concepts of
the Key Management
and Certificate lifecycles

12
Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Understand the common types of threat to ICT systems and data

1. Physical threats
a. Potential for a range of physical threats e.g. deliberate or accidental damage to hardware, misuse
of equipment, equipment incorrectly set up
b. Other types of abuse of equipment or events such as drink spills
c. Electrostatic discharge (ESD) damage
d. Loss or theft, especially of portable equipment

2. Electronic threats
a. Potential for unauthorised access and hacking
b. Misuse of usernames/passwords
c. Poorly protected access information
d. Denial of service attacks
e. Weak external security on local area network (LAN), including from firewall, web server, mail server,
wireless LAN
f. Failure to update security systems
g. Counterfeit components including software, DVDs, games and music

3. Remote access threats

a. Potential threats from email/Internet access, including corrupted email attachments, infected email
attachments, corrupted Internet downloads, access to malicious websites, website defacement
b. Viruses, including rootkits, worms, Trojans
c. Spyware
d. Adware
e. Phishing and identity theft
f. Wireless vulnerabilities such as unsecured wireless access points, Virtual Private Network (VPN)

Learning Outcome 2: Understand how to protect ICT systems

1. Physical security
a. Hardware and peripheral security such as entry and hardware locks, visitors’ passes, sign in/out
systems, biometrics, fingerprint recognition, voice recognition
b. CCTV (closed-circuit television) and motion detectors
c. Shielding including cable screening, Faraday cages
d. Fire control systems such as smoke detectors and sprinklers

2. Electronic access controls and security

a. Login and password protection
b. Access rights and permissions
c. Patch management
d. Application security
e. Virus, malware and spyware protection software
f. Securing mail and web servers
g. Diskless networks
h. Secure virtual networks and remote access
i. Network connection and file transfer protocols (FTP) such as Point-to-Point Tunneling Protocol (PPTP),
Transport Layer Security (TLS), Layer 2 Tunneling Protocol (L2TP) and Internet Protocol Security (IPSec)
j. Secure wireless connections
k. Audit logs and monitoring systems
l. Firewall configuration

13
 m. Intruder detection systems
n. Disaster recovery plans and systems, including backup systems, restoring data, whole system
replacement and tiers of recovery

3. Access control methods

a. Access control models: mandatory access control (MAC), discretionary access control (DAC), role
based access control (RBAC) and rule based access control; access control of items such as
objects, subject, operation
b. Roles in relation to access control objects/resources and types of users e.g. owners, custodians and
end users

4. Malicious code
a. How malicious code operates, such as viruses, Trojans, logic bombs, worms, rootkits, keyloggers,
malware and spyware
b. Attacking passwords

5. Strong passwords
a. Creating robust passwords by mixing uppercase, lowercase, numbers, punctuation and other
keyboard symbols
b. Creating passwords from a phrase related to personal information and similar sources that a user
can memorise
c. Time limits to mandatory updates

6. Attacking password-protected systems

a. Dictionary, brute force, social engineering, keyboard and ‘man-in-the-middle’ attacks

Learning Outcome 3: Understand the applications of cryptography to ICT systems and data

1. Cryptography
a. Encryption and decryption of data
b. System security
c. Algorithms
d. Hashing, symmetric, asymmetric systems application e.g. confidentiality, integrity, authentication,
non-repudiation, access control

2. Public Key Infrastructure (PKI)

a. Public keys and the creation, management, distribution, storage and revoking of digital certificates
b. Certificate authority to issue and verify digital certificates
c. Trusted third parties (TTP)
d. Webs of trust, Pretty Good Privacy (PGP), GNU Privacy Guard (GnuPG)
e. Implementation such as through Windows Active Directory Certificate Services or Novell Certificate
Server
f. Commercial managed solutions such as Verisign and GlobalSign
g. Digital signatures for securing email communication
h. Examples such as encryption and authentication of emails and documents, authentication of users
and setting up secure communication channels

3. PKI management
a. Lifecycle of keys
b. Certification lifecycle, certificate revocation list (CRL)
c. Management including creating or modifying existing CAs (certificated-based applications),
managing certificate templates, issuing cross certificates, configuring and viewing audit logs

14
Teaching Guidance

Delivery Guidance:

It is recommended that the teaching/learning approach for this unit is primarily participative and
interactive. The tutor should ensure that the fundamental concepts are understood and that the learning
at this level should be substantially based upon applying such concepts in real or simulated settings.
Emphasis should be on equipping learners to conduct their own research to extend and deepen their
knowledge and understanding of IT and data security. This should include practical aspects of protecting IT
equipment and networks. The practical focus should also offer opportunities for learners to benefit from
presenting their ideas to and discussing them with, their peers and assessing what improvements can be
made from this critical review.

The activities recommended may include:

 Presenting foundational material on the threats to and protection of IT systems and data
 Giving direction to learners in terms of the practical aspects of IT security
 Acting as a sounding board at different stages of the learning process
 Indicating the tools that could usefully be considered
 Enabling learners to organise presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the following:

 Independent research carried out to develop knowledge and understanding of all relevant aspects of
IT security appropriate to this level of study
 Studies of real examples of threats to and methods of protecting IT systems and data
 Scenarios and case studies based on real examples that are current and topical. These can be
provided by either the learner or the tutor

Suggested Assignments

A list of suggested assignments methods are listed below in order for learners to practice and demonstrate
to their lecturer that they are effectively learning the content. Unit criteria has been provided for your
reference.

Suggested Assignment Unit Criteria

Essay: Threats to ICT Systems and Data

Learners describe the common physical and electronic threats to ICT systems 1.1, 1.2, 1.3
and their data, including the particular vulnerabilities associated with wireless
and remote access technology
Report: Protecting ICT Systems

Learners describe the physical and electronic means for securing ICT systems 2.1, 2.2, 2.3, 2.4, 2.5
and data, including how these are used to protect against common types of
malicious code

Essay: Public Key Infrastructure and Security

Learners explain the operation of public key infrastructure and the use of 3.1, 3.2, 3.3, 3.4
cryptography to provide security for ICT systems and data.
Project: ICT Threats and Security

Learners set out the physical and electronic threats to ICT systems and data 1.1, 1.2, 1.3
and the range of measures that can be taken to protect against these threats. 2.1, 2.2, 2.3, 2.4, 2.5
3.1, 3.2, 3.3, 3.4

15
Resources

Books

Andress, J., 2011. The Basics of Information Security: Understanding the Fundamentals of InfoSec in Theory
and Practice. Waltham: Syngress.

Piper, F. and Murphy, S., 2002. Cryptography: A Very Short Introduction. Oxford: Oxford University Press.

Taylor, A. ed., Alexander, D., Finch, A. and Sutton, D., 2008. Information Security Management Principles: An
ISEB Certificate. Swindon: British Computer Society.

Journals

Information Management & Computer Security, Emerald. [online] Available at:

<www.emeraldinsight.com/products/journals/journals.htm?id=IMCS> [Accessed 10 December 2012].

Information Security Journal (ISC), Taylor & Francis. [online] Available at:
<www.isc2.org/journal/Default.aspx> [Accessed 04 January 2013].

International Journal of Information Security, Springer. [online] Available at:

<http://link.springer.com/journal/10207> [Accessed 09 January 2013].

Journal of Information System Security (JISSec), JISSec. [online] Available at: <http://jissec.org/> [Accessed
04 January 2013].

Websites

Information Security Today. [online] Available at: <www.infosectoday.com/> [Accessed 04 January 2013].

Runeckles, I. and Malson, A. eds., 2009. ICT Security: Practical Guidance for the Voluntary and Community
Sector. Lasa. [online] Available at:
<www.lasa.org.uk/uploads/publications/ictpublications/computanews_guides/security_guide.pdf>
[Accessed 03 January 2013].

wiseGEEK, n.d. What is Information Security? wiseGEEK. [online] Available at: <www.wisegeek.com/what-is-
information-security.htm#did-you-know> [Accessed 04 January 2013].

Other

CERT, updated 2006. CERT Coordination Center: Home Network Security. CERT. [online] Available at:
<www.cert.org/tech_tips/home_networks.html> [Accessed 03 January 2013].

John, 2012. Principles of ICT Systems & Data Security. Blog.co.uk. [online] Available at
<http://ictsystemssupport.blogspot.co.uk/2012/04/principles-of-ict-systems-data-security.html> [accessed
03 January 2013].

Teach-ICT.com, n.d. Protecting ICT Systems Home. Teach-ICT.com. [online] Available at: <www.teach-
ict.com/as_a2_ict_new/ocr/AS_G061/317_role_impact_ict/ict_crime/home_ict_crime.html> [Accessed 03
January 2013].

16
Computer Engineering - Certificate

Unit 3: Customer care

Unit Aim

This unit aims to enable learners to know how to analyse customer types and requirements and to manage
customer expectations. It will also help them to research a variety of existing workplace cultures and apply
communication techniques.

Unit Overview

The unit is designed for those wishing to develop a career in computer engineering. It equips learners with
knowledge and understanding of customer types and their associated needs as well as the workplace
cultures and personnel involved in providing customer support in different organisational contexts.
Consideration is given to the sourcing, documentation and communication of data for customer support.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Know how to analyse computer types and requirements

2. Know how to manage customer expectations
3. Be able to research the varying workplace cultures that exist
4. Be able to apply communication techniques

Unit Criteria

In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that
they can meet the learning outcomes for the unit. The unit criteria demonstrate the level of achievement
required to meet the learning outcomes. Learners can be assessed on all or a combination of this unit
criteria. Learners must learn the full unit content as any part of this can be tested during the assessment.

Unit Criteria

Learning Outcomes Unit Criteria To achieve a merit grade the To achieve a distinction
learner will be assessed on all grade the learner will be
The learner will: To achieve a pass grade the or a combination of the assessed on all or a
learner will be assessed on all following criteria: combination of the
or a combination of the following criteria:
following criteria:

1. Know how to analyse 1.1 Compare types of Provide a detailed Provide a

customer types and customers as appropriate segmentation of customers comprehensive
requirements to organisations for a business-to-business or segmentation of
business-to-consumer customers for a
organisation business–to-business and
a business–to-consumer
organisation,
commenting on the
implications of each
1.2 Describe individuals and
their job roles employed
to support the customer
within an identified
organisation

17
 1.3 Detail different types of
customer support
requirements and the
environment in which they
will occur
2. Know how to manage 2.1 Identify the factors that Provide a detailed Provide a
customer expectations influence customer explanation of the factors comprehensive
expectations influencing consumer explanation of the ways
expectations in which factors
influence one another
and vary between
customer types
2.2 Describe how a range of
these factors can be
managed to ensure
customer satisfaction

3. Be able to research the 3.1 Research how a range of Explain in detail a range of Explain the complexity
varying workplace workplace cultures have common workplace cultures of workplace cultures
cultures that exist developed over time and how they have within and between
within different developed over time in different workplaces
workplaces or sectors different sectors and and provide a
workplaces comprehensive
explanation of their
evolution over time
3.2 Explain why these
workplace cultures may
not be transferrable
across a range of
customer types

4. Be able to apply 4.1 Describe how

communication communication
techniques techniques may need to
be adapted across a
range of customer types
4.2 Explain what makes these Explain in detail what makes Explain
communication these communication comprehensively what
techniques effective techniques effective, makes these
commenting on their communication
implications in a business techniques effective in
environment a wide range of
different business
environments
4.3 Compare a range of
methods of sourcing data
to be communicated to
and maintained for on-
going customer support
4.4 Describe methods used to
communicate technical
and specialist issues within
and across teams

4.5 Develop documentation

for supporting a customer

4.6 Create a multi-page Create a detailed customer Create a

customer support support document for comprehensive
document to assist customers with standard customer support
customers needs document for customers
with complex needs

18
Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Know how to analyse customer types and requirements

1. Types of customer
a. Segmentation of the market according to customer types
b. Criteria for differentiating business-to-business customers (e.g. industry, sector, size, location)
c. Criteria for differentiating business-to-consumer customers (e.g. age, gender, location, ethnicity,
social groupings, technical knowledge)
d. Understanding the implications and requirements for ICT hardware and services to suit different
customer segments

2. Individuals providing customer support

a. Recognising the importance of individuals whose role is to provide customer support
b. Range and levels of job roles of those responsible for customer support and care
c. Dedicated customer support roles
d. Roles of those providing indirect customer support
e. External personnel providing customer support (e.g. suppliers, contractors, distributors)

3. Customer support requirements

a. Marketing and sales information and support
b. Technical ICT support
c. Medium of support (e.g. written material, online material, face-to-face and telephone verbal
support)
d. Proactive (e.g. information on upgrades) and reactive support

Learning Outcome 2: Know how to manage customer expectations

1. Factors influencing customer expectations

a. Positive and negative influences
b. Previous direct and comparative experiences
c. Word of mouth
d. Colleagues
e. Understanding the background and nature of customer expectations
f. Customer friendly business practices and norms

2. Managing factors influencing customer expectations

a. Communicating effectively with customers and providing customer information
b. Specifications of customers’ needs and expectations
c. Managing customer expectations in different contexts and at different points in the customer
support process
d. Importance of clearly indicating timescales for support
e. Customer feedback and other communication
f. Complaints and appeals processes and procedures

Learning Outcome 3: Be able to research the varying workplace cultures that exist

1. Workplace cultures
a. Composition of the workforce (e.g. by gender, ethnicity, age)
b. Roles and responsibilities at different levels and in different functional units
c. Management style (e.g. autocratic, democratic, consultative, persuasive, laissez-fire, paternalistic)
d. Wider social norms
e. Influence of physical environment
f. Work organisation

19
2. Transferability
a. Commonalities and differences between workplaces
b. Contextual foundations of workplace cultures
c. Appropriateness of specific workplace cultures to customer care i.e. business or customer centric
approach to customer care
d. Implications of workplace culture for effective customer care

Learning Outcome 4: Be able to apply communication techniques

1. Adapting communication for customer types

a. Specification of customer types
b. Differing purposes of customer communication
c. Differing customer communication requirements and preferences
d. Effective use of media, frequency and style of communication
e. Consulting customers on their communication needs and preferences
f. Selecting, reviewing and revising communication techniques
g. Protocols involved in using written/electronic communication

2. Effective communication
a. Skills involved in communications e.g. listening and understanding, clarity of verbal and written forms
of communication
b. Understanding of business protocols in dealing with customers
c. Understanding of organisational/departmental communications policy and strategy
d. Ensuring customer understanding of communication content
e. Ensuring customer satisfaction with communications

3. Sourcing data for customer support

a. Securing information needed from external sources (e.g. manufacturers, suppliers)
b. Securing information needs from internal sources (e.g. other teams/departments, technical experts)
c. Classifying data; systems for storing and updating customer information

4. Technical and specialist communication

a. Importance of assessing technical knowledge and understanding/expertise of recipients
b. Ensuring that communications is tailored to needs of recipient, adjusting communications to
technical level of the recipient
c. Use of plain English

5. Documentation for customer support

a. Recognising the importance of documentation for customer support, the key elements that need to
be included
b. Clear explanation of technical terminology
c. Development and use of customer support manual
d. Ensuring customer support manual is written clearly and concisely
e. Processes for reviewing and revising a customer support manual

6. Customer support document

a. The range of customer support documents that may be required including end user licence
agreements
b. Technical manuals
c. User guides
d. Customer service level agreements

20
Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is primarily participative and
interactive. The tutor should ensure that the fundamental concepts are understood and that the learning
at this level should be substantially based upon applying such concepts in real or simulated settings.
Emphasis should be on equipping learners to conduct their own research to extend and deepen their
knowledge and understanding of customer care and support. This should include practical aspects of
customer support in its various guises, from marketing and sales through to ongoing support. The practical
focus should also offer opportunities for learners to benefit from presenting their ideas to and discussing
them with, their peers and assessing what improvements can be made from this critical review.

The activities recommended may include:

 Presenting foundational material on customer care and support

 Giving direction to learners in terms of the practical aspects of customer support
 Acting as a sounding board at different stages of the learning process
 Indicating the tools that could usefully be considered
 Enabling learners to organise presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the following:

 Independent research carried out to develop knowledge and understanding of all relevant aspects of
customer support
 Studies of real examples of customer support in an ICT context
 Scenarios and case studies based on real examples that are current and topical. These can be
provided by either the learner or the tutor

Suggested Assignments

A list of suggested assignments methods are listed below in order for learners to practice and demonstrate
to their lecturer that they are effectively learning the content. Unit criteria has been provided for your
reference.

Suggested Assignment Unit Criteria

Report: Analysing customer types and needs

Learners conduct an analysis of customer types for both business-to-business 1.1, 1.2, 1.3
and business-to-consumer (real or simulated) organisations. They identify the
people and job roles that may be required to provide customer support and
what this will involve in the different contexts.

Essay: Managing customer expectations

Learners identify the factors that influence customer expectations in different 2.1, 2.2
contexts and explain how these factors can be managed.

Case study: Researching workplace cultures

Learners compare and contrast the workplace cultures in different 3.1, 3.2
organisations and the factors that have influenced their development over
time. These temporal and contextual factors are used to explain the extent to
which these cultures are likely to be transferable across different customer
types.

Case study: Communications techniques

Learners describe the communication techniques applied to different 4.1, 4.2, 4.3, 4.4, 4.5, 4.6
customer types and what makes these effective. They identify appropriate
methods of sourcing, storing and making available data for customer support
and develop relevant documents.

21
Project: Customer Care Project

Learners assess the customer types and personnel involved in customer 1.1, 1.2, 1.3
support in two contrasting organisations. For each context they explain how 2.1, 2.2
customer expectations and workplace cultures develop and can be 3.1, 3.2
managed. They source, document and communicate information in an 4.1, 4.2, 4.3, 4.4, 4.5, 4.6
effective manner for relevant customer types in each context.

Resources

Books

Applegarth, M., Guttridge, A. and Posner, K., 2005. Call Centre Customer Care Pocketbook. Alresford:
Management Pocketbooks.

Beisse, F., 2013. A Guide to Customer User Support for Help Desk and Support Specialists. 5th ed. Boston:
Cengage Learning.

Bruton, N., 2002. How to Manage the IT Helpdesk: A Guide for User Support and Call Centre Managers. 2nd
ed. Oxford: Butterworth-Heinemann.

Cook. S., 2010. Customer Care Excellence: How to Create an Effective Customer Focus. 6th ed. London;
Philadelphia; New Delhi: Kogan Page.

Menken, I., 2010. Help Desk Analyst Complete Certification Kit: Essential Study Guide and eLearning
Programs. Emereo.

Wellington, P., 2010. Effective Customer Care. London; Philadelphia; New Delhi: Kogan Page.

Other

Business Training Works, n.d. Customer Service Quotations. Business Training Works. [online] Available at:
<www.businesstrainingworks.com/Customer-Service/Free-Customer-Service-Quotes.html> [Accessed 04
January 2013].

Chapman, A., 2009. Customer Service. Businessballs.com. [online] Available at:

<www.businessballs.com/customer_service.htm> [Accessed 03 January 2013].

Schwartz, A., 2008. Customer Service. Slideshare. [online] Available at:

<www.slideshare.net/readysetpresent/customer-service-powerpoint-presentation-810211> [Accessed 04
January 2013].

Socitom, 2010. Improving the ICT Service: Meeting the Needs of Customers. Socitom. [online] Available at:
<www.socitm.net/downloads/download/68/improving_the_ict_service_meeting_the_needs_of_customers>
[Accessed 05 December 2012]. Note this publication is only available to Socitm Insight subscribers.

22
Computer Engineering - Certificate

Unit 4: Introduction to Networking

Unit Aim

This unit enables learners to understand the OSI seven layer networking model, the key developments in
networking, the design of physical network equipment and specific network implementations. The unit also
aims to help learners plan and implement a physical network.

Unit Overview

The unit is designed for those seeking a career in computing engineering. It will equip learners with an
understanding of networking models and key developments in networking designs. Learners will gain
knowledge of different designs of networks and associated equipment as well as implement cabling and
equipment for a physical network.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Understand the OSI seven-layer networking model

2. Understand key developments in networking
3. Understand the design of physical network equipment
4. Understand specific network implementations
5. Be able to plan and implement a physical network

Unit Criteria

In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that
they can meet the learning outcomes for the unit. The unit criteria demonstrate the level of achievement
required to meet the learning outcomes. Learners can be assessed on all or a combination of this unit
criteria. Learners must learn the full unit content as any part of this can be tested during the assessment.

Unit Criteria

Learning Outcomes Unit Criteria To achieve a merit grade the To achieve a distinction
learner will be assessed on all grade the learner will be
The learner will: To achieve a pass grade the or a combination of the assessed on all or a
learner will be assessed on all following criteria: combination of the
or a combination of the following criteria:
following criteria:

1. Understand the OSI 1.1 Explain the function of Explain in detail the function Explain accurately and
seven-layer networking each layer in an OSI of each layer in an OSI seven- in detail the function of
model seven-layer networking layer networking model each layer in an OSI
model seven-layer networking
model

2. Understand key 2.1 Explain how the Internet Explain in detail how the Explain accurately and
developments in developed from ARPANET Internet developed from in detail how the Internet
networking ARPANET developed from
ARPANET

2.2 Explain the function and

usage of different types of
protocol

23
3. Understand the design 3.1 Explain how signals
of physical network propagate in wired and
equipment wireless networks

3.2 Describe common

network topologies

3.3 Differentiate between the Differentiate in detail Differentiate accurately

different types of between different types of and in detail between
multiplexing multiplexing different types of
multiplexing

4. Understand specific 4.1 Describe the common

network wiring standards, signalling
implementations standards and topologies
of a wired Ethernet
network
4.2 Compare and contrast Compare and contrast the Compare and contrast
the signalling standards signalling standards and the signalling standards
and topologies of wireless topologies of wireless Ethernet and topologies of
Ethernet and Bluetooth and Bluetooth networks, wireless Ethernet and
networks providing detailed Bluetooth networks,
information on their relative providing
benefits comprehensive
assessment on the
implications of each

5. Be able to plan and 5.1 Draw up a physical wiring Draw up in detail a physical Draw up accurately and
implement a physical plan using appropriate wiring plan using appropriate in detail a physical wiring
network cabling and equipment cabling and equipment for plan using appropriate
for the type of network the type of network required cabling and equipment
required for the type of network
required
5.2 Explain how to diagnose
wiring errors using
standard electrical testing
tools
5.3 Explain how to carry out
repairs to the wiring of a
network

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Understand the OSI seven-layer networking model

1. The function of each layer in an OSI seven-layer networking model

a. Identifying the 7 layers of the OSI (Open Systems Interconnection) Model
b. Describing the functions of each layer, including electrical and physical specifications, equipment,
architectures, types of functions, procedures or protocols
c. Identifying current products which implement one or more of the layers of the OSI model

Learning Outcome 2: Understand key developments in networking

1. How the Internet developed from ARPANET

a. The origins and purpose of ARPANET (Advanced Research Projects Agency Network)
b. The timeline and key developments that followed, e.g. circuit switching for voice and data
communication, packet switching
c. Key scientists and academics such as J. C. R. Licklider, development of computer networks, IMPs
(Interface Message Processors), serial communication interfaces and increases in memory
capabilities
d. Development of rules, etiquettes, technologies and network applications

24
2. The functions and usage of different types of protocol
a. In relation to common types of network protocols, e.g. Ethernet, local talk, token ring, FDDI (Fibre
Distributed Data Interface), ATM (Asynchronous Transfer Mode)
b. The types of functions associated with each and examples of usage

Learning Outcome 3: Understand the design of physical network equipment

1. How signals propagate in wired and wireless networks

a. The different behaviour and characteristic in wired and wireless networks, e.g. transmission
directions, reception powers, transmission, direction and interference ranges, different signal paths
and delays

2. Common network topologies

a. Mesh, star, bus, ring and tree topologies
b. The different shapes and layouts, how they are connected and communicate
c. How the network topology may reflect real-world topology

3. Differentiating between the different types of multiplexing

a. TDM (time-division multiplexing) – synchronous and asynchronous, FDM (frequency-division
multiplexing), WDM (wave division multiplexing)
b. Different techniques and functions, the different ways that signals are assigned

Learning Outcome 4: Understand specific network implementations

1. Common wiring standards, signalling standards and topologies of a wired Ethernet network
a. Describing set of standards known as the OSI reference model
b. Ethernet specification performing the same functions as the OSI physical and data-link layers
c. IEEE standards for design and compatibility of hardware components
d. Standard relating to Ethernet is IEEE 802.3 specification
e. Four 10 Mbps Ethernet topologies: 10BaseT 10Base2, 10Base5 and 10BaseFL
f. New Ethernet standards pushing traditional limits beyond original 10 Mbps to handle computer
aided design (CAD), computer aided manufacturing (CAM), video and imaging and document
storage

2. Contrasting signalling standards and topologies of wireless Ethernet and Bluetooth networks
a. Wireless LAN (local area network) may be extension to or alternative for wired LAN within building or
block of buildings
b. WLANs transmit and receive data using electromagnetic waves, minimising need for wired
connections
c. WLANs combine data connectivity with user mobility, and enable moveable LANs
d. Transmitter/receiver device or access point connecting to wired network from fixed location using
standard Ethernet cable
e. Access point received, buffers and transmits data between WLAN and wired network infrastructure
f. Little difference in performance between WLAN and traditional Ethernet LAN
g. Can provide same throughput for common applications including email, shared peripherals and
access to multi-user databases and applications

Learning Outcome 5: Be able to plan and implement a physical network

1. Drawing up physical wiring plan using appropriate cabling and equipment for the type of network
required
a. Determining the needs of the network and the equipment needed taking account of user group,
location, types of tasks
b. Establish requirements for a new network
c. Comparing different network designs
d. Determine hardware and software required to meet the system requirements

25
 e. Number of routers
f. Where wireless connection preferred, ensure wireless network adapters and router for system is
compatible with wireless adapters in input devices and workstations
g. Compiling necessary cabling, hardware, software and network access devices to build network
h. Set up work stations, printers, laptops in area
i. Running Ethernet cabling from each workstation
j. Configuring hardware and other devices to communicate with each other
k. Checking each workstation for connectivity to network and the Internet

2. Diagnosing wiring errors using standard electrical testing tools

a. Using standard tools for testing including electronic hand tools (pliers, screwdrivers, soldering iron)
b. LAN tester, crimpling tools, RS 232 pin exertion/extraction tool
c. Device drivers, operating system, software application programs
d. Diagnostic software or utilities

3. Carrying out repairs to the wiring of a network

a. Checking circuits and systems in isolation where necessary using specified testing procedures
b. Diagnosing faults
c. Identifying and replacing or correcting defective components
d. Clearly identifying errors and repairing in line with standard procedures replaced

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and interactive. While
the teacher should provide an overview of the key elements of each part of the unit, the emphasis should
be on encouraging learners to investigate computer networking in a variety of contexts. Learners should
be encouraged to share ideas in order to discuss and analyse the key points before drawing their own
conclusions.

The activities recommended may include:

 Presenting outline information to learners regarding the subject content

 Guiding learners in terms of how and where to find relevant websites
 Guiding learners in terms of how and where to find suitable examples of computer networking
 Guiding learners in terms of how and where to find suitable examples of LAN and WLAN networks
 Organising presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the following:

 Guiding learners to investigate relevant information

 Where possible, visits to different types of organisations with different computer networking needs
 Examples of business organisations within different industries and sectors in order to provide a variety of
learning opportunities
 Visits from guest speakers, professionals or those with relevant expertise

Suggested Assignments

A list of suggested assignments methods are listed below in order for learners to practice and demonstrate
to their lecturer that they are effectively learning the content. Unit criteria has been provided for your
reference.

26
 Suggested Assignment Unit Criteria
Case Study: Computer Networking in Business

Each learner is required to investigate and compare examples of computer 1.1

networks used by two types of business organisations. Learners will need to 2.1, 2.2
include the following issues as a minimum for analysis in their written report: 3.1, 3.2, 3.3
4.1, 4.2
 Understanding of OSI networking model 5.1, 5.2, 5.3
 Understanding of key developments in networking
 What was considered in design, planning and implementing of each
physical network

Essay: Building and Implementing Computer Networks

Essay in which learners should examine the factors that need to be considered 1.1
when building and implementing a computer network. 2.1, 2.2
3.1, 3.2, 3.3
Learners should examine: 4.1, 4.2
 Key developments in networking 5.1, 5.2, 5.3
 OSI networking model
 What should be considered in the design, planning and
implementation of a physical network

Project: Building and Implementing a Computer Network

Learners will be given an imaginary business scenario in which they are 3.1, 3.2, 3.3
required to design a computer program that takes into account the following: 4.1, 4.2
5.1, 5.2, 5.3
 Design a LAN and WLAN network to meet a specified need,
 Identify and use the hardware and software components,
 Plan and implement the network, and
 Test that the network is functioning correctly.

Resources

Books

Barrett, D. and King, T., 2005. Computer Networking Illuminated. Sudbury; Mississauga; London: Jones and
Bartlett Publishers.

Littlejohn Shinder, D., 2002. Computer Networking Essentials: An Essential Guide to Understanding
Networking Theory, Implementation, and Interoperability. Indianapolis: Cisco Press.

Peterson, L. L. and Davie, B. S., 2011. Computer Networks: A Systems Approach. 5th ed. Burlington: Morgan
Kaufmann.

Shannon, S. ed., 2006. Computer Networking and Networks. New York: Nova Science Publishers.

Tanenbaum, A. S. and Wetherall, D. J., 2011. Computer Networks. 5th ed. Boston; London: Pearson
Education.

Journals

Computer Networks, Elsevier. [online] Available at: <www.journals.elsevier.com/computer-networks/>

[Accessed 17 December 2012].

International Journal of Computer Networks (IJCN), Computer Science Journals. [online] Available at:
<www.cscjournals.org/csc/journals/IJCN/description.php?JCode=IJCN> [Accessed 17 December 2012].

27
Websites

CIS370, n.d. Lesson 3: Ethernet. CIS370. [online] Available at:

<http://pluto.ksi.edu/~cyh/cis370/ebook/ch03d.htm> [Accessed 17 December 2012].

Computer History Museum, 2006. Internet History: A History of the Internet 1962-1992. Computer History
Museum. [online] Available at: <www.computerhistory.org/internet_history/> [Accessed 11 December
2012].

Edraw, n.d. Network Protocol – Types of Network Protocols. Edraw. [online] Available at:
<www.edrawsoft.com/Network-Protocol.php> [Accessed 11 December 2012].

InetDaemon.Com, updated 2012. OSI Model Tutorial. InetDaemon.Com. [online] Available at:
<http://inetdaemon.com/tutorials/basic_concepts/network_models/osi_model/> [Accessed 11 December
2012].

Microsoft Support, n.d. The OSI Model’s Seven Layers Defined and Explained. Microsoft Support. [online]
Available at: <http://support.microsoft.com/kb/103884> [Accessed 11 December 2012].

SENA, 2002. Introduction to Ethernet: Technical Tutorial. SENA. [online] Available at:
<www.sena.com/download/tutorial/tech_Ethernet_v1r0c0.pdf> [Accessed 17 December 2012].

Other

Bellis, M., n.d. Inventors of the Modern Computer: ARPAnet – The First Internet. About.com: Inventors.
[online]Available at: <http://inventors.about.com/library/weekly/aa091598.htm> [Accessed 11 December
2012].

Bullard, R., n.d. How to Plan & Build a Computer Network. eHow. [online] Available at:
<www.ehow.com/how_6692316_plan-build-computer-network.html> [Accessed 17 December 2012].

Felemban, E., n.d. Mobile Computing: Wireless Fundamentals. Emad Felemban. [online] Available at:
<www.emadfelemban.net/wp-content/uploads/2011/09/WirelessFundamentals_Part2.pdf> [Accessed 11
December 2012].

Mitchell, B., n.d. Network Topology: Bus, Ring, Star and Other Types of Network Topology. About.com:
Wireless/Networking. [online] Available at:
<http://compnetworking.about.com/od/networkdesign/a/topologies.htm> [Accessed 11 December
2012].

Peter, I., 2004. The Beginnings of the Internet. Net History. [online] Available at:
<www.nethistory.info/History%20of%20the%20Internet/beginnings.html> [Accessed 11 December 2012].

28
Computer Engineering - Certificate

Unit 5: Personal Computer Hardware Support

Unit Aim

This unit aims to help learners to understand the internal construction of a standard personal computer and
the function of external peripherals. It also enables learners to develop and carry out an installation plan
and diagnose and repair hardware faults. In addition, it enables learners to understand the requirements of
a professional support environment and the health and safety regulations for computer maintenance.

Unit Overview

The unit is for those considering careers in computer engineering and who wish to understand the
principles of personal computer hardware support. The unit will equip learners with the skills and knowledge
to examine the internal construction of a standard personal computer and the function of external
peripherals. It also enables learners to develop the skills to prepare and carry out an installation plan and
prevent, diagnose and remedy hardware faults. Additionally, learners will understand the health and
safety regulations involved in carrying out computer maintenance and the requirements of working in a
professional support environment in relation to ethics and security.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Understand the internal construction of a standard personal computer

2. Understand the function of external peripherals
3. Be able to develop and carry out an installation plan
4. Be able to prevent, diagnose and repair hardware faults
5. Understand working in a professional support environment
6. Understand health and safety regulations when carrying out maintenance

Unit Criteria

In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that
they can meet the learning outcomes for the unit. The unit criteria demonstrate the level of achievement
required to meet the learning outcomes. Learners can be assessed on all or a combination of this unit
criteria. Learners must learn the full unit content as any part of this can be tested during the assessment.

Unit Criteria

Learning Outcomes Unit Criteria To achieve a merit grade To achieve a distinction

the learner will be assessed grade the learner will be
The learner will: To achieve a pass grade the on all or a combination of assessed on all or a
learner will be assessed on all the following criteria: combination of the
or a combination of the following criteria:
following criteria:

1. Understand the 1.1 Identify common

internal construction of a replaceable PC
standard personal components
computer
1.2 Assemble a PC from Assemble a PC from Assemble a PC from
components components, suggesting components, applying
when checks and careful judgement as to
troubleshooting may be when checks and
required troubleshooting may be
required

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 1.3 Explain how to test
components during
assembly, repair or
upgrade

1.4 Explain the boot process

from power-on to the
boot loader handing over
to the operating system
2. Understand the function 2.1 Identify common external
of external peripherals computer ports and
describe the types of
peripherals that attach to
them

2.2 Describe special Describe in detail special Describe in depth special

considerations given to considerations given to considerations given to
choosing components choosing components and choosing components
and peripherals for peripherals for laptops versus and peripherals for
laptops versus standard standard PCs, commenting laptops versus standard
PCs on some of the key PCs, providing careful
differences judgement in relation to
the key differences

3. Be able to develop and 3.1 Assess the hardware Assess in detail the hardware Assess in depth the
carry out an installation components required for components required for hardware components
plan installation installation, giving reasons required for installation,
why the components have providing a rationale to
been selected support decisions made
3.2 Develop a plan for the
installation of different
hardware components
3.3 Apply the plan to carry
out the installation

4. Be able to prevent, 4.1 Carry out preventative Carry out preventative Carry out preventative
diagnose and repair maintenance procedures maintenance procedures, maintenance
hardware faults commenting on why it is procedures, providing
important to undertake detailed insight into the
preventative maintenance importance of
undertaking preventative
maintenance
4.2 Describe common
hardware problems and
their solution
4.3 Identify faulty hardware
using hardware tests and
software tools
4.4 Draw up, implement and
test a plan to remedy a
hardware fault
5. Understand working in a 5.1 Describe professional and
professional support ethical considerations
environment when working with
hardware used by other
people

5.2 Describe security Describe in detail the types Describe in depth the
considerations associated of security considerations types of security
with hardware support associated with hardware considerations
support, including some of associated with
the measures that may be hardware support,
taken to address these providing detailed insight
into some of the
measures that might be
taken to address these

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6. Understand health and 6.1 Apply health and safety Apply health and safety Apply health and safety
safety regulations when regulations and guidelines regulations and guidelines regulations and
carrying out when conducting when conducting guidelines when
maintenance maintenance maintenance, commenting conducting
on some of the risks of not maintenance, providing
following these regulations detailed insight into the
potential implications of
not following these
regulations

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Understand the internal construction of a standard personal computer

1. Common replaceable PC components

a. Components including case, motherboard/mainboard processor/central processing unit (CPU),
memory (RAM), power supply (PSU), graphics adaptor (GPU), monitor parts, printer parts, keyboard,
disk drives (hard, optical and floppy disk drives), mouse, cables, cords, cooling devices, controllers,
modem, sound, graphics and TV cards

2. Assembling a PC from components

a. The importance of checklists and spreadsheets as an aide memoire and to help keep track of
replaceable components
b. Step-by-step checking of assembly diagrams
c. Checking user requirements and compatibility
d. Key stages involved in assembling the internal and external components
e. Checking individual components have been assembled correctly throughout the process,
troubleshooting and rectifying problems if things do not go smoothly

3. Testing components during assembly, repair or upgrade

a. PC diagnostic testing to troubleshoot problems
b. Diagnostic tools (single-purpose tools, multipurpose software programs and modular tools/kit
c. Black box and white box methods)
d. Self-diagnostic tools
e. Types of tests and checks power-on self tests (POST) including motherboard checks, memory chip
checks, keyboard checks, monitor checks, floppy disk drive checks, hard drive and disk controller
checks, port adapter checks, printer checks, recording tests and checks, maths co-processor
checks

4. The boot process from power-on to the boot loader handing over to the operating system
a. The purpose of the boot process
b. Recognising that this is controlled by the PC’s basic input-output system (BIOS)
c. Outlining the consecutive stages in the boot process (activating the power supply to the PC which
sends power to the motherboard/other components, performing POST, the PC displays the boot
process/manufacturer’s logo information on the attached monitor, BIOS attempts to access the first
sector of the drive designated as the boot disk, BIOS confirms there’s a boot loader in the first sectors
of the boot disk and loads that boot loader into the memory (RAM), once the boot loader is in
memory, the BIOS hands over to the boot loader, which in turn begins loading the operating system
to memory, once completed, it turns control of the PC to the operating system)

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Learning Outcome 2: Understand the function of external peripherals

1. Common external computer ports and the types of peripherals that attach to them
a. Male, female, composite video, firewire and mini firewire, stereo jack, USB, ports for connecting
network cable, S-VHS ports for connecting video equipment, ports for connecting telephone lines to
modems
b. Peripherals including cables, monitor, keyboard, mouse, printer, speakers and microphones and
their connectors, telephone lines, external modems, routers, scanners, audio and video equipment,
firewall devices

2. Choosing components and peripherals for laptops versus standard PCs

a. Important considerations before purchasing components and peripherals for laptops and standard
PCs including, the main function of the computer, whether any useful parts could be used from an
old computer or otherwise, the cost involved
b. Recognising that desktop components may be better value when taking account of cost in relation
to performance
c. Recognising that it is more difficult to keep laptops updated than desktops as some parts of laptops
cannot be upgraded or replaced
d. Desktop keyboards and monitors are generally more robust and less likely to succumb to damage
than laptop screen and keyboards
e. The portability and space-saving advantages of laptops

Learning Outcome 3: Be able to develop and carry out an installation plan

1. The hardware components required for installation

a. Assessing the components required for an installation: identifying how the PC will be used and for
what purposes, reviewing the memory requirements for the computer
b. Reviewing the storage devices required and whether these match the needs of users
c. Considering components that affect the sound and video quality
d. Reliability issues
e. Cost and time requirements of installation
f. Testing hardware components

2. A plan for the installation of different hardware components

a. Identifying reasons for installing hardware components (routine maintenance, fault repair,
upgrading) and ensuring benefits outweigh the costs
b. Establishing and agreeing specification requirements
c. The importance of and reasons for having a plan for installation, including the need to be properly
prepared with the right tools and be able to configure the computer system to use the new installed
software
d. Drawing up and agreeing an installation plan
e. Risks of not planning for an installation

3. Carrying out the installation

a. Applying the plan: following the requirements of the plan, deviations from the plan, reviewing the
plan, agreeing changes to and revising the plan
b. Carrying out the installation, taking account of user requirements, compatibility, capacity
requirements, speed, reliability and software requirements
c. Testing the equipment after installation
d. The implications of the installation including compatibility issues (the need to resolve or fix problems if
there are difficulties with the installation), disposing of old components and training needs

Learning Outcome 4: Be able to prevent, diagnose and repair hardware faults

1. Carrying out preventative maintenance procedures

a. Defining preventative maintenance

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 b. Reasons for undertaking preventative maintenance
c. Hard drive maintenance including using a disk defragmenter to realign data and improve loading
times, deleting old programmes and files that are no longer needed to ensure there is sufficient
room for new data
d. Internet security maintenance, including checking that fully updated antivirus programs are running
when the Internet is used, running firewalls and installing extra anti spyware and malware programs
e. Cleaning the computer’s outside case, screen and keyboard with a damp cloth with soap and
water
f. Opening up the system unit to clean dust and other debris with compressed air
g. Regularity of preventative maintenance measures

2. Common hardware problems and their solutions

a. Identifying common hardware problems including power cords (ensuring that all power cords are
firmly in place on all devices), outlet power (checking and resolving blown fuses), power button
(checking all power switches are in the ‘on’ position), communication connections (checking that
each device has all of the connections needed for it to communicate), ensuring cables are firmly
connected to the correct port/interface, device configuration (checking that the jumpers or
switches on the hardware are configured correctly and ensuring that the software configurations
are compatible), instructions (ensuring that instruction provided in error messages are followed),
windows recognition (checking the device manager accessed via the hardware tab on the control
panel to see if the operating system is having problems with a device), update drivers (checking the
manufacturer’s website to download the latest drivers for the hardware), refresh the device
manager/reinstall the device (deleting the devices that are not working properly via the device
manager, restart the computer and reinstall with the default configurations).

3. Identifying faulty hardware

a. Different categories and types of hardware faults, including problematic power supplies, cable
issues, bad sectors, hard drive backup and poor hard drive health
b. The significance of BIOS beep codes
c. How these can be identified
d. Non-critical and critical
e. Simple faults (e.g. random glitches on the screen) and more complex faults (such as system failure)
f. Intermittent faults
g. The importance of avoiding carrying out several fixes at once

4. Drawing up, implementing and testing a plan to remedy hardware fault

a. Why a plan is needed to remedy a hardware fault
b. How to develop, implement and test the plan
c. Fault finding methods and strategies including following the principles of scientific method to solve
faults
d. Cyclic fault finding
e. Fault-finding decision trees
f. Identifying the criticality of problems by asking questions such as: how critical is the problem?, what
is the impact on the overall business operations?, should the contingency and disaster recovery plan
be enacted?, and does the business have the expertise to deal with the problem and provide a
satisfactory solution?

Learning Outcome 5: Understand working in a professional support environment

1. Professional and ethical considerations when working with hardware used by others
a. Understanding and complying with ethical codes and codes of practice and professional conduct
b. Recognising that the ethical obligations of computer professionals go beyond complying with laws
or regulations
c. Role, legal and moral responsibility (including responsibilities to employers, other professionals and
the public)

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 d. Privacy issues
e. Potential ethical dilemmas

2. Security considerations associated with hardware support

a. Security policies, procedures and guidelines for hardware support professional
b. Areas/scope of security including physical/environmental security and contractor/vendor/partner
security
c. Personnel/user security issues – levels to access to IT systems
d. Security measures to protect against theft and unauthorised use of IT system peripheral and
communications devices, microcomputers and related items such as printers, disks and software
e. Codes of behaviour
f. Incident reporting and tracking

Learning Outcome 6: Understand health and safety regulations when carrying out maintenance

1. Health and safety regulations/guidelines when conducting maintenance

a. The importance of understanding and following health and safety regulations, policies and
guidelines when conducting maintenance
b. Ensuring power supply is switched off when undertaking maintenance
c. Wearing anti-static wrist straps to avoid anti-static shock and avoid damaging the components
d. Careful handling of component packaging, including ATX cases to avoid cuts
e. The implications of not following health and safety regulations/guidelines

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and interactive. While
the teacher should provide an overview of the key elements of each part of the unit, the emphasis should
be on encouraging learners to investigate the principles of computer hardware support. Learners should
be encouraged to share ideas in order to discuss and analyse the key points before drawing their own
conclusions.

The activities recommended may include:

 Presenting outline information to learners regarding the subject content

 Guiding learners in terms of how and where to find relevant websites
 Guiding learners in terms of how and where to find suitable examples of personal computers
 Guiding learners in terms of how and where to find suitable examples of how to prevent, diagnose and
repair hardware faults
 Guiding learners in terms of how and where to find suitable examples of the ethical, security and health
and safety requirements of a professional support environment
 Organising presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the following:

 Guiding learners to investigate relevant information

 Where possible, visits to different types and sizes of IT organisations or organisations with dedicated IT
departments, involved in different types of hardware maintenance, installation and repair
 Examples of computer hardware IT professional support environments, within different industries and
sectors, in order to provide a variety of learning opportunities
 Visits from guest speakers, professionals or those with relevant expertise

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Suggested Assignments

A list of suggested assignments methods are listed below in order for learners to practice and demonstrate
to their lecturer that they are effectively learning the content. Unit criteria has been provided for your
reference.

Suggested Assignment Unit Criteria

Report: Internal Construction of a Personal Computer

Each learner is required to investigate the different components of a standard 1.1, 1.2, 1.3, 1.4
computer. Learners will need to include the following issues as a minimum: 2.1, 2.2

 Identifying common replaceable components

 How components are tested
 The booting process
 The function of peripherals

Short Questions and Answers: Installation Plan for a Personal Computer

Learners should provide information about the key elements of planning to 3.1, 3.2, 3.3
install a PC, identifying hardware and software and carrying it out. The 5.1, 5.2
questions should also cover professional, ethical and security considerations as 6.1
well as the importance of health and safety

Essay: Providing PC Hardware Support

Essay in which learners should identify what is involved in providing PC 1.1, 1.2, 1.3, 1.4
hardware support, including: 2.1, 2.2
3.1, 3.2, 3.3
 Common PC components and how they are assembled and tested 4.1, 4.2, 4.3, 4.4
 The type and function of peripherals
 Installation plan and its application
 Preventative maintenance
Project: Installing a Personal Computer

Learners should plan and undertake installation of a Personal Computer, 1.1, 1.2, 1.3, 1.4
having regard to: 2.1, 2.2
3.1, 3.2, 3.3
 The overall design of components within a general computer system 4.1, 4.2, 4.3, 4.4
 The specific function of each component 5.1, 5.2
 How internal components communicate with external peripherals 6.1
 Installation planning and application
 Preventative maintenance
 Professional, ethical and security implications
 Health and safety factors

Resources

Books

Beisse, F., 2013. A Guide to Customer User Support for Help Desk and Support Specialists. 5th ed. Boston:
Cengage Learning.

Chalk, B. S., Carter, A. T. and Hind, R. W., 2004. Computer Organisation and Architecture: An Introduction.
2nd ed. Basingstoke: Palgrave Macmillan.

Clements, A., 2006. Principles of Computer Hardware. 4th ed. Oxford: Oxford University Press.

Englander, I., 2009. The Architecture of Computer Hardware, Systems Software & Networking: An
Information Technology Approach. 4th ed. Hoboken: John Wiley & Sons.

Mueller, S., 2012. Upgrading and Repairing PCs. 20th ed. Indianapolis; London: Que.

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Patterson, D. A. and Hennessy, J. L., 2012. Computer Organization and Design: The Hardware/Software
Interface. 4th ed. Waltham: Morgan Kaufmann.

Stallings, W., 2012. Computer Organization and Architecture: Designing for Performance. 9th ed. Boston;
London: Pearson Education.

White, R., 2008. How Computers Work. 9th ed. Indianapolis: Que.

Journals

Journal of Computers, Academy Publisher. [online] Available at: <www.academypublisher.com/jcp/>

[Accessed 13 December 2012].

Journal of Information Technology, Palgrave Macmillan. [online] Available at: <www.palgrave-

journals.com/jit/index.html> [Accessed 13 December 2012].

Websites

BuildEasyPC.com, n.d. Assemble PC – Put Everything Together. BuildEasyPC.com. [online] Available at:
<www.buildeasypc.com/hw/howto/assemblepc.htm> [Accessed 19 December 2012].

eHow, n.d. Computer Hardware Diagnostic Tools. eHow. [online] Available at:
<www.ehow.com/about_5733441_computer-hardware-diagnostics-tools.html> [Accessed 19 December
2012].

Hamel, G., n.d. Computer Preventive Maintenance Procedures. eHow. [online] Available at:
<www.ehow.com/way_5459343_computer-preventive-maintenance-procedures.html> [Accessed 19
December 2012].

Rosenthal, M., 2010. Replacing PC Parts. Foner Books. [online] Available at:
<www.fonerbooks.com/replace.htm> [Accessed 19 December 2012].

Tyson, J. and Crawford, S., n.d. How PCs Work: Core PC Components. HowStuffWorks. [online] Available at:
<http://computer.howstuffworks.com/pc1.htm> [Accessed 19 December 2012].

University of Washington, n.d. Common Hardware Problems. University of Washington. [online] Available at:
<www.washington.edu/lst/help/computing_fundamentals/troubleshootingxp/common_hardware
[Accessed 19 December 2012].

Walker, M., 2002. Fault Finding: Detecting & Resolving PC Hardware Faults. Sound On Sound.[online]
Available at: www.soundonsound.com/sos/jun02/articles/pcmusician0602.asp [Accessed 19 December
2012].

Other

McGoo, n.d. Common External Computer Ports. McGoo. [online] Available at:
<www.mcgoo.com.au/download/Ports.pdf> [Accessed 19 December 2012].

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