IES ILIBERIS CFGM ASIR CURRICULAR PROJECT

EDUCATIONAL PROGRAMMING

OF THE

PROFESSIONAL MODULE

HARDWARE BASICS

COURSE 2013 / 2014

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INDEX

COURSE 2013 / 2014............................................................................................................................1

1 .- INTRODUCTION...........................................................................................................................3
2 .- GOALS...........................................................................................................................................3
2.1. - PROFESSIONAL, PERSONAL AND SOCIAL SKILLS.......................................................4
3.- ORGANIZATION OF CONTENTS....................................................................................................5
3.1. - CONTENTS..............................................................................................................................5
3.3.- SEQUENCED RELATIONSHIP OF CONTENTS IN WORK UNITS.......................................6
UD - 1: Computer systems. Functional structure...............................................................................8
UD – 2: Computer systems.................................................................................................................8
UD - 3: Assembly and start-up of a computer system......................................................................11
UD - 4: Hardware in CPD................................................................................................................14
UD - 5: Software in computer systems.............................................................................................16
UD - 6: Essential software in a computer system.............................................................................18
UD - 7: Preventive maintenance in a computer system...................................................................20
UD - 8: Compliance with occupational risk prevention and environmental protection standards...21
4 .- TREATMENT OF CROSS-CUTTING TOPICS.........................................................................24
5 .- COMPLEMENTARY AND EXTRA-SCHOOL ACTIVITIES..................................................24
6 .- DIDACTIC METHODOLOGY....................................................................................................25
7.- STUDENT LEARNING EVALUATION PROCEDURES..............................................................26
8.- QUALIFICATION CRITERIA..........................................................................................................28
9 .- MINIMUM REQUIREMENTS....................................................................................................29
10 .- RECOVERY PLAN..................................................................................................................29
11 .- MEASURES TO ATTENTION TO DIVERSITY...................................................................30
12 .- DIDACTIC MATERIAL AND RESOURCES.........................................................................30
13 .- PROCEDURE TO MONITORING THE DIDACTIC PROGRAMMING..............................31
14 .- BIBLIOGRAPHY.....................................................................................................................32
4

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1 .- INTRODUCTION.

The Higher Technical training cycle in Administration of Networked Computer Systems is a

higher degree cycle that belongs to the professional family of Computer Science.
The professional Module of Hardware Fundamentals is part of the first course of the Training
Cycle whose teachings are established in the order of July 19, 2010 (Boja no. 168 of August 27, 2010).
This module lasts 96 teaching hours, at a rate of 3 hours per week for 32 weeks.
The legislation on which this didactic programming is based is the following:
1. Law 5/2002, of June 19, which establishes the comprehensive Vocational Training system.
2. Organic Law 2/2006, of May 3, which regulates Vocational Training in the educational system,
organizing it into intermediate-level and higher-level training cycles.
3. Royal Decree 1538/2006, of December 15, which establishes the general organization of
Vocational Training in the educational system, including the basic aspects of the evaluation and
effects of Vocational Training titles.
4. Royal Decree 1629/2009, of October 30, which establishes the title of Higher Technician in
Administration of Networked Computer Systems and establishes its minimum teachings. (BOE
of November 18, 2009).
5. At the regional level: order of July 19, 2010, which develops the curriculum corresponding to
the title of Higher Technician in Administration of Networked Computer Systems.

2 .- GOALS.

The general objectives of the teachings corresponding to the title of “Senior Technician in
Administration of Networked Computer Systems” are the following:

a) Analyze the structure of the base software, comparing the characteristics and benefits of free
and proprietary systems, to manage server operating systems.
b) Install and configure the base software, following technical documentation and given
specifications, to manage server operating systems.
c) Install and configure messaging and file transfer software, among others, relating them to your
application and following given documentation and specifications, to manage network services.
d) Install and configure management software, following specifications and analyzing application
environments, to manage applications.
e) Install and administer management software, relating it to its exploitation, to implement and
manage databases.
f) Configure hardware devices, analyzing their functional characteristics, to optimize system
performance.
g) Configure network hardware, analyzing its functional characteristics and relating it to its field
of application, to integrate communications equipment.
h) Analyze interconnection technologies, describing their characteristics and application
possibilities, to configure the structure of the telematics network and evaluate its performance.
i) Prepare telematic network diagrams using specific software to configure the structure of the
telematic network.
j) Select protection and recovery systems, analyzing their functional characteristics, to implement
high availability solutions.

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k) Identify conditions of equipment and facilities, interpreting security plans and manufacturer
specifications, to supervise physical security.
l) Apply protection techniques against external threats, classifying and evaluating them to secure
the system.
m) Apply protection techniques against information loss, analyzing security plans and usage needs
to secure data.
n) Assign access and system resources, applying exploitation specifications, to manage users.
o) Apply monitoring techniques, interpreting the results and relating them to corrective measures
to diagnose and correct dysfunctions.
p) Establish task planning, analyzing system activities and workloads to manage maintenance.
q) Identify technological, organizational, economic and labor changes in your activity, analyzing
their implications in the workplace, to solve problems and maintain a culture of updating and
innovation.
r) Identify forms of intervention in collective situations, analyzing the decision-making process
and carrying out consultations to lead them.
s) Identify and value learning opportunities and their relationship with the world of work,
analyzing market offers and demands to manage your professional career.
t) Recognize business opportunities, identifying and analyzing market demands to create and
manage a small business.
u) Recognize your rights and duties as an active agent in society, analyzing the legal framework
that regulates social and labor conditions to participate as a democratic citizen.

being those described below those that would fundamentally help to achieve this module:

F. Configure hardware devices, analyzing their functional characteristics, to optimize system

performance.
k. Identify conditions of equipment and facilities, interpreting security plans and manufacturer
specifications, to supervise physical security.
m. Apply protection techniques against information loss, analyzing security plans and usage needs
to secure data.
n. Apply monitoring techniques, interpreting the results and relating them to corrective measures
to diagnose and correct dysfunctions.
p. Identify technological, organizational, economic and labor changes in your activity, analyzing
their implications in the workplace, to maintain the spirit of innovation.
q. Identify forms of intervention in collective situations, analyzing the decision-making process to
lead in them.

2.1. - PROFESSIONAL, PERSONAL AND SOCIAL SKILLS.

The training of the module contributes to achieving professional, personal and social skills
of this title that are listed below:

e. Optimize system performance by configuring hardware devices according to operating

requirements.
f. Evaluate the performance of hardware devices, identifying possibilities for improvements
according to operating needs.
j. Monitor physical security according to manufacturer specifications and the security plan to
avoid interruptions in the provision of system services.

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m. Diagnose system dysfunctions and take corrective measures to restore its functionality.
n. Manage and/or perform maintenance of the resources in your area (scheduling and verifying
compliance), based on the workloads and the maintenance plan.
o. Maintain cleanliness and order in the workplace, complying with technical competence
standards and occupational health requirements.
p. Make inquiries, addressing the appropriate person and know how to respect the autonomy of
subordinates, informing when appropriate.
q. Maintain the spirit of innovation and updating in the scope of your work to adapt to
technological and organizational changes in your professional environment.
r. Adapt to different jobs and new work situations, caused by technological and organizational
changes.
s. Solve problems and make individual decisions, following established rules and procedures,
defined within the scope of their competence.

3.- ORGANIZATION OF CONTENTS.

3.1. - CONTENTS

1. Architecture and configuration of microcomputer equipment, components and peripherals:

• Scheme and structure of a computer.
• Functional elements and subsystems.
• Composition of a computer system.
• The Central Process Unit.
• The memory.
• The I/O subsystem.
• Types of bus architectures.
• Interfaces.
• Integration components for the assembly of computer equipment.
• Chassis, power and cooling. Motherboards, processors and memories.
Storage devices. Controllers. Peripherals. Adapters for connecting devices.
Interconnection mechanisms and techniques. Computer startup sequence. Odds.
Installation and configuration of devices. Safety rules.
• Configuration and verification of equipment.
• Embedded computer configuration software. The BIOS or Firmware of a computer.
• Checkup and diagnosis. Utilities for checking and performance of computer hardware.
• Connection and communication techniques. I/O connectors.
• Communications between computer systems.
• Connection to networks. Ports and connectors.
2. Installation of utility and general purpose software for a computer system:
• Operating environments.
• Types of applications according to their license, distribution and purpose.
• Installation and testing of applications on free and proprietary operating systems.
• Needs of operating environments.
• Application requirements.
• Application comparison. Evaluation and performance.
• General purpose software.
• Office automation and electronic documentation.
• Image, design and multimedia.
• Programming.
• Clients for Internet services.

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• Custom software.
• Installation of utilities.
• Compressors.
• System monitoring and optimization.
• File management and data recovery.
• Disk management. Fragmentation and partitioning. Concepts.
• Security.
• Antivirus, antispyware and firewall.
• Inventory of installed software.
• Uninstalling applications. Utilities.
• Portable applications. Features and practical cases.
3. Creation of software images. Backup of the base software of a system:
• System boot options.
• Disk partitioning. Practical cases.
• Backup images.
• Image creation.
• Image recovery.
4. Hardware in data processing centers (CPD):
• Architectures of personal computers, departmental systems and large computers.
• Structure of a CPD. Organization.
• Physical security.
• Specific components in business solutions:
• Frames or racks.
• Hot plug devices.
• Discs. RAID systems.
• Power supplies.
• Remote control.
• High availability architectures.
• Uninterruptible power supply systems.
• Voltage stabilizers.
• Documentation of the installation and configuration of hardware devices.
• Hardware inventory. Utilities.
5. Compliance with occupational risk prevention and environmental protection standards:
• Risk identification.
• Determination of preventive measures for occupational risks.
• Prevention of occupational risks in assembly and maintenance processes.
• Individual Protection Equipment.
• Acomplishment of the working risk prevention norm.
• Compliance of environmental protection.

3.3.- SEQUENCED RELATIONSHIP OF CONTENTS IN WORK UNITS.

The aforementioned contents are organized in a list of didactic units grouped under conceptual
blocks that develop different types of procedures, knowledge and activities of a general nature but
particularizing them in each one of them. In some cases, the teaching units will be subdivided into
topics or lessons that improve expository clarity and facilitate the learning of the contents, but without
forgetting that these topics are part of the integrative set of teaching units.

The following table shows the teaching units of the module grouped by blocks and the
estimated time for each unit.

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Didactic unit Hours Assessment

UD1. Information systems. Functional structure. 12
UD2. Information systems. Physic structure. 20 1st Evaluation
UD3. Assembly and commissioning of a computer system. 12
UD4. Hardware in CPD 5
UD5. Software in SI. 12 2nd Evaluation.
UD6. Essential software in an SI. 16
UD7. Preventive maintenance in an SI. 16
UD8. Compliance with occupational risk prevention and environmental 3 3rd Evaluation.
protection standards.

The following sequencing of contents into teaching units and their grouping into blocks does
not imply their sequential treatment in class. Depending on the type of students, their knowledge and
concerns, the order in which the blocks will be treated during the course may be varied.

Also indicate that because this academic year is the first year in which these teachings are
taught in the Autonomous Community of Andalusia, this implies not having feedback on this
programming, so the scheduled times for each unit are indicative and may suffer alterations. depending
on the type of students, their knowledge and concerns, without this affecting the total number of hours
of the module or the minimum contents to be worked on in the module .

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UD - 1: Computer systems. Functional structure.

1. Learning outcomes.
Know the steps that have been taken in the evolution of computing until reaching the current moment.
Identify the elements that constitute the functional blocks of a microcomputer equipment.
Describe the role of the different physical and logical elements in a computer system. Analyze the
general architecture of a computer and the connection mechanisms between devices.
2. Contents
TO. Concepts
o Historical evolution of computers. The mechanical age and the electronic age.
o Generations of computers.
or Von Neumann Architecture. Functional blocks.
o Central processing unit.
o The control unit.
o The logical arithmetic unit.
o The microprocessor registers.
o Main memory.
o Communication buses.
o Execution of an instruction. Search phase and execution phase.
o Computer startup sequence.
b. Procedures
o Realization of the scheme of a Von Neumann architecture.
o Explanation of the operation of a Von Neumann architecture.
o Simulation of the operation of the CPU during the execution of instructions.
o Conducting Internet searches to obtain information on the beginning of computing.
o Introduction to the development of drivers for hardware devices.

c. Attitudes
o Show interest and curiosity in the evolution of computing to understand how current
microprocessors were developed.
o Show interest in the internal functioning of a microprocessor in order to understand how data is
processed to obtain results.
o Show interest in the components that make up a CPU and the function each of them performs.
3. Evaluation criteria.
o The devices that make up the blocks have been identified and characterized
functionalities of a microcomputer equipment.
o The role of the physical and logical elements involved in the process of starting up a piece of
equipment has been described.
o The general architecture of a team and the connection mechanisms between them have been
analyzed.
devices.
UD – 2: Computer systems.

1. Learning outcomes.
o Configures microcomputer equipment, components and peripherals, analyzing their characteristics
and relationship with the whole.
o Maintain microcomputer systems, replacing, updating, adjusting and improving them, to ensure

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system performance under quality and safety conditions.

o Specify and recognize the peculiarities of laptops.
2. Contents
TO. Concepts
o Input and output peripherals
o Graphics card.
o Expansion cards in laptops.
o Storage devices.
o IDE hard drives: master and slave. SATA hard drives.
o CD, DVD drives. External units.
o Flash memories.
o Ports and connectors.
o ROM memory
or RAM memory. Flash memories.
o Expansion slots
o Network cards.
o Multimedia cards: sound, video capture and television tuners
o Others: modem cards, port expansion cards and disk controller cards
or Processors.
or Chassis. Power and cooling
or Motherboard. Motherboard formats. Board configuration.
o The BIOS or Firmware of a computer.
b. Procedures
o Identification of input and output peripherals
o Identification of the different types of graphics cards.
o Description of the types of expansion cards that can be installed in a computer.
o Software configuration depending on the operating system.
o Differentiation and identification of storage devices on a computer.
o Identification of the connectors and cables used by the storage devices when connecting them to the
motherboard.
o Identification of heatsinks and fans in a computer.
o Identification of the different types of memories.
o Identification of the slots for expansion cards.
o Identification of microprocessors.
o Differentiation and identification of the different connectors on the motherboard.
o Differentiation and identification of form factors on motherboards.
o Hardware documentation management.
o Installation, connection and disconnection of components.
o BIOS settings.
o Technical documentation
c. Attitudes
o Show interest in knowing the internal distribution of the computer components.
o Realize the importance of knowing how to locate the internal and external components of a
computer.
o Assess how essential it is to know the technical specifications of the components, obtained through
manuals or through the web, to know whether or not they can be connected to each other.
o Realize the importance of using original software.
3. Evaluation criteria.

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o Peripheral devices and their communication mechanisms have been classified.

o Monitors and graphics cards have been described.
o Different types of cards have been assembled on different motherboards, with different operating
systems.
o Fixed disks and their controllers have been identified.
o Auxiliary memory supports have been identified.
o Memory modules have been identified and manipulated.
o The characteristics of the types of microprocessors have been described (frequency, voltages,
power, sockets, among others).
o The function of heatsinks and fans has been described.
o The connectors and cables necessary for connecting the devices have been identified.
storage devices to motherboard
o The documentation that accompanies the internal components has been identified.
o The most important features and utilities of the motherboard configuration have been described.
o The characteristics of storage devices have been described in the BIOS settings.
o The technical documentation has been interpreted.
o Specifications and necessary software have been located on the Internet.
o Basic device parameters have been configured.

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UD - 3: Assembly and start-up of a computer system.

1. Learning outcomes.
o Assembles a microcomputer equipment, interpreting the manufacturer's plans and instructions
applying assembly techniques.
o Identifies, assembles and connects components and peripherals using the appropriate tools,
applying quality and safety procedures, standards and protocols, to assemble and configure
computers and peripherals.
o Complies with occupational risk prevention and environmental protection standards, identifying the
associated risks, measures and equipment to prevent them.
o Maintains computer equipment by interpreting manufacturers' recommendations and relating
dysfunctions to their causes.
2. Contents
TO. Concepts
o Computer components for assembly. Case, chassis, cover, LED/SW, bays, power supply, etc.
o Tools and supplies necessary for the assembly of computer equipment.
o Safety precautions and warnings.
o Computer assembly sequence:
a) Installing the motherboard
b) Processor assembly and cooling
c) Fixing the RAM memory modules
d) Fixing and connecting hard drives
e) Fixing and connecting reading/writing units
f) Fixing and connecting the rest of the adapters and components
o Installation and configuration of devices.
o Checkup and diagnosis. Hardware check and performance utilities.
o Safety regulations. Safety precautions and warnings.
o Acoustic and visual signals. Checkup and diagnostic tools
o Problems connecting to the computer and problems with components.
o Breakdown reports.
b. Procedures
o Description of all the components involved in the assembly of a device.
o Management of hardware installation documentation.
o Follow safety precautions and warnings.
o Installation, connection and disconnection of components.
o Identification and correct use of the necessary tools.
o Performing system checks and diagnoses.
o Use of safety regulations.
o Identification of acoustic and light signals.
o Identification of error messages.
o Identification and repair of computer connection problems.
o Replacement and repair of components.
o Use of the multimeter to measure the typical voltages of a power supply.
o Identification of problems due to extensions and incompatibilities.
o Use of diagnostic software tools.
o Preparation of breakdown reports.
c. Attitudes
o Show interest in knowing the components necessary to assemble a computer.
o Assess the need for an ordered sequence in assembly.

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o Realize the importance of using correct tools and following safety precautions.
o Show interest in identifying problems and locating faults in computer equipment.
o Realize the importance of the acoustic and visual signals that the computer shows when a failure
occurs in a device.
o Appreciate how essential it is to write down all the anomalies that occur in a piece of equipment to
be able to diagnose your problem.
o Assess how essential it is to write down all the actions carried out when repairing or checking
equipment.
3. Evaluation criteria.
o The tools and supplies necessary for the assembly of microcomputer equipment have been selected.
o The technical documentation of all the components to be assembled has been interpreted.
o The chassis opening/closing system and the different fixing systems for assembling-disassembling
the equipment elements have been determined.
o Different sets of motherboard, microprocessor and cooling elements have been assembled in
different chassis models, according to the given specifications.
o RAM memory modules, fixed disks, reading/writing units on auxiliary memory media and other
components have been assembled.
o Basic parameters of the set have been configured by accessing the motherboard configuration. o
Checking and diagnostic utilities have been executed to verify the performance of the assembled set.
o An assembly report has been prepared.
o The risks and level of danger involved in the manipulation of materials, tools, implements,
machines and means of transport have been identified.
o The machines have been operated in compliance with safety regulations.
o The most frequent causes of accidents in the handling of materials, tools, cutting and shaping
machines, among others, have been identified.
o The security elements (protections, alarms, safety steps) have been described.
emergency, among others) of the machines and personal protective equipment (footwear, eye
protection, clothing, among others) that must be used in the different assembly and maintenance
operations.
o The handling of materials, tools and machines has been related to the required safety and personal
protection measures.
o Possible sources of contamination of the environmental environment have been identified.
o The waste generated has been classified for selective removal.
o The order and cleanliness of facilities and equipment has been valued as the first risk prevention
factor.
o Safety standards have been assessed.
o The type of signal to be measured with the corresponding device has been identified.
o The magnitude and measurement range have been selected and the device has been connected
according to the magnitude to be measured.
o The measurement obtained has been related to the typical values.
o Voltages provided by an FA have been listed typical.
o The tensions have been measured in FA typical of personal computers.
o The acoustic and/or visual signals that warn of problems in the hardware of a device have been
recognized.
o Failures caused by overheating of the microprocessor have been identified and resolved.
o The type of signal to be measured with the corresponding device has been identified.
o The magnitude and measurement range have been selected and the device has been connected
according to the magnitude to be measured.
o Failures caused by overheating of the microprocessor have been identified and resolved.
o Typical breakdowns of microcomputer equipment have been identified and resolved (poor
connection of components, incompatibilities, problems with fixed disks, dirt) o Damaged

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components have been replaced.

o The compatibility of the replaced components has been verified.
o Failure reports have been prepared.
o Checking and diagnostic utilities have been executed to verify the performance of the assembled
set.

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UD - 4: Hardware in CPD

1. Learning outcomes.
o Know a data processing center
o Interprets the organization of a CPD
o Identifies specific components in business solutions
o Use the tools for hardware inventory.
2. Contents
A. Concepts
o Data processing centers.
o Architectures of personal computers, departmental systems and large computers.
o Physical and organizational structure of the CPD.
o Specific components in business solutions:
o Laptops and tablet-pc
o PDA and mobile telephony
o File, Web or mail servers
o Frames or racks.
o Hot plug devices.
o Mass storage servers. RAID systems.
o File servers
o Power supplies.
or Remote control.
o High availability architectures.
o Interrupted power supply systems.
o Voltage stabilizers.
o The physical and logical security of a CPD.
o New trends in storage.
o New trends in multimedia.
o Tools for hardware inventory.
o Hardware inventory. Utilities.
B. Procedures
o Description of a CPD.
o Monitoring of the organization of a CPD.
o Identification of the different components that we can find in a CPD.
o Use of safety regulations.
o Monitoring of new IT trends
o Use of tools for hardware inventory.
C. Attitudes
o Show interest in the organization of a CPD.
o Realize the importance of good organization in a CPD.
o Show interest in identifying the servers and security measures of a CPD.
o Realize the importance of being up to date with new computer trends.
o Assess the importance of keeping a hardware inventory.
3. Evaluation criteria.
o The differences between personal and business hardware configurations have been recognized.
o Environments that require implementing specific hardware solutions have been analyzed.
o Specific hardware components for business solutions have been detailed.
o The basic requirements of physical security, organization and environmental conditions of a CPD

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have been analyzed.

o Interrupted power supply systems and voltage stabilizers have been implemented.
o Hardware devices for hot-plug storage and power have been handled correctly.
o Procedures, incidents and parameters used in the installation and configuration of hardware devices
have been documented.
o Inventory tools have been used, recording the characteristics of hardware devices.
o Technical documentation, drivers, utilities and hardware accessories have been classified and
organized

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UD - 5: Software in computer systems.

1. Learning outcomes.
o Installs software on a computer equipment justifying the procedure to follow.
o Perform a distribution of partitions according to needs.
o Install and configure devices on different operating systems.
o Installation of general purpose software.
o Software development for hardware management.
2. Contents
TO. Concepts
o Operating environments
o Types of applications according to their license, distribution and purpose.
o Installation and testing of applications on free and proprietary operating systems.
o Partitions of a disk. Format of a disk.
o BIOS boot sequence.
o Bootloader for the different operating systems installed on a computer.
o Needs of the operating environments.
o Application requirements.
o Comparison of applications. Evaluation and performance.
o General purpose software.
- Office automation and electronic documentation.
- Image, design and multimedia.
- Programming.
- Clients for Internet services.
b. Procedures
o Making partitions on hard drives.
o BIOS configuration for OS boot
o Installation of several operating systems on a computer.
o Identification of device drivers needed on a system.
o Search for drivers and installation and configuration of devices.
o Use of the most appropriate software for the equipment.
c. Attitudes
o Show interest in knowing how to consult and change the boot sequence of a computer.
o Show interest in learning about disk partitioning tools.
o Show interest in learning about driver management tools.
o See the importance of correct equipment configuration.
o Order in the preparation of the material necessary for the installation of devices.
o Find the most appropriate software for your computer.
o Show interest in the different installation alternatives.
3. Evaluation criteria.
o The hard drive has been partitioned and formatted.
o Utilities for disk partitioning have been described.
o Multiple operating systems have been installed on a computer.
o The boot sequence of a computer has been identified.
o The types of software have been cataloged according to their license, distribution and purpose.
o The specific software needs associated with the use of computer systems in different production
environments have been analyzed.
o Office and general utility software has been installed and evaluated.

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o The documentation and interactive aids have been consulted.

o Inventories have been made of the installed software and the characteristics of its license

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UD - 6: Essential software in a computer system.

1. Learning outcomes.
o Install file compression/decompression utilities.
o Use recording utilities, antivirus, antispyware, firewalls, etc.
o Uninstall software on a computer.
o Install multimedia encoders and converters.
2. Contents
A. Concepts
o Installation of utilities.
o File compression/decompression utilities.
o Monitoring and optimization of the system.
o Recording utilities.
o System maintenance utilities.
o File management and data recovery utilities.
o Disk management utilities. Fragmentation.
o System security utilities.
or Security.
o Antivirus, antispyware, firewalls, etc.
o Multimedia encoders and converters.
o Uninstalling applications. Utilities
o Other utilities.
B. Procedures
o Installation and use of different utilities such as compressors, disk managers, antivirus,...
o Disk fragmentation and partitioning.
o Installation of antivirus, antispyware, firewalls...
o Installation of multimedia encoders and converters.
C. Attitudes
o Show interest in knowing the general software that exists on the market.
o Use the most appropriate tool to improve team performance.
o See the import that has good disk management.
o Realize the importance of disk fragmentation.
3. Evaluation criteria.
o A standard software installation and a software pre-installation have been differentiated. o Utilities
for file management, data recovery, system maintenance and optimization have been installed and
evaluated.
o Basic security utilities have been installed and evaluated.
o The impact of deleting, modifying and/or updating the utilities installed on the system has been
verified.
o The different boot sequences that can be configured on a computer have been identified and tested.
o Tools have been used to fragment disks.
o The documentation and interactive aids have been consulted.
o Portable and non-portable applications have been tested and compared.

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UD - 7: Preventive maintenance in a computer system.

1. Learning outcomes.
o Installs software on a computer using an image stored on a memory medium and
justifying the procedure to follow.
o Cloning of equipment.
o Unattended installation.
o Perform disk partitioning.
o Create portable applications.
2. Contents
A. Concepts
o Creation and recovery of disk images
o Creation of software images.
o Backup images.
o System boot options.
o Disk partitions.
or Cloning.
o Disk partitioning. Practical cases.
o Systems backup.
o System boot options.
o Portable applications. Features and practical cases.
o Unattended installation.
B. Procedures
o Use of tools for creating and restoring ISO images.
o Use of tools for creating and restoring disk images and partitions.
o Image browsing.
o Disk partitioning.
o Cloning of equipment.
C. Attitudes
o Show interest in knowing the general software that exists on the market.
o Use the most appropriate tool to improve team performance.
o Show interest in cloning equipment.
o See the import that has good disk management.
o Realize the importance of creating images of disks and partitions in any area where
computer equipment is used.
o Show interest in learning about tools to create disk and partition images.
3. Evaluation criteria.
o Portable and non-portable applications have been tested and compared.
o Suitable auxiliary memory media for storing and restoring software images have been
identified.
o The different boot sequences that can be configured on a computer have been identified
and tested.
o The difference between a standard installation and a pre-installation or software image
has been recognized.
o Tools have been used to partition disks.
o Different utilities and supports have been used to create images. o Images have been
restored from different locations. o Unattended installations have been made.

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UD - 8: Compliance with occupational risk prevention and

environmental protection standards.

1. Learning outcomes.
o Knowledge of occupational risk and environmental protection regulations.
o Prevention of occupational risks
o Environmental protection.
2. Contents
TO. Concepts
o Risk assessment.
o Prevention of occupational risks.
o Individual protective equipment.
o Rules and advice in computer environments.
o Causes of accidents.
o Order and cleanliness.
o Environmental protection.
o Environmental protection: electronic waste.
o Standards to reduce the environmental impact of computing.
o Expenses of electronic equipment.
o Recycling of electronic devices.
b. Procedures
o Evaluation of the risks that we may encounter in a job
o Prevention of possible occupational risks.
o Use of different means and methods for environmental protection.
o Recycling of materials used in the classroom.
c. Attitudes
o Show interest in occupational risk and environmental protection regulations
o Know the rules for preventing occupational risks.
o Know the reasons why work accidents happen.
o Recycle in class.
o Know the rules to reduce the environmental impact of computing.
o Help in the environmental protection of the classroom.
3. Evaluation criteria.
o The risks and level of danger involved in the handling of materials, tools, implements,
machines and means of transport have been identified.
o The machines have been operated in compliance with safety regulations.
o The most frequent causes of accidents in the handling of materials, tools, among others,
have been identified.
o The safety elements (protections, alarms, emergency steps, among others) of the
machines and the personal protective equipment (footwear, eye protection, clothing,
among others) that must be used in the different assembly operations have been described.
And maintenance.
o The handling of materials, tools and machines has been related to the required safety and
personal protection measures.
o Possible sources of contamination of the environmental environment have been
identified.
o The waste generated has been classified for selective removal.
o The order and cleanliness of facilities and equipment has been valued as the first factor

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of

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risks prevention.

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4 .- TREATMENT OF CROSS-CUTTING TOPICS.

The transversal themes are present globally in the objectives and contents of all the subjects and
modules. It is evident that not all of them lend themselves equally to the treatment of these issues.
Some have more possibilities than others. It is not advisable to go to the extreme of wanting to
integrate the treatment of all issues by decree and in a superficial and forced manner.

The transversal topics that are most directly related to our module and that therefore can be
treated in a natural way will be the following:

Moral education for coexistence and peace . The first foundation of the training provided by
educational centers, it constitutes the axis of reference around which the rest of the transversal themes
revolve. It aims to guide and facilitate the development of the abilities of students involved in moral
judgment and action, guiding them in situations of conflict of values in a rational, autonomous and
dialogic way. Moral education and socialization go together.

Health education . Its objective is to inform and educate students in healthy habits and
lifestyles with preventive and educational value, by learning ways to make relationships with
everything that is in their physical, biological and sociocultural environment more positive.

Education for the consumer or user . It aims to develop in students skills related to
understanding their own consumer behavior, their rights and duties and the functioning of the consumer
society itself. Likewise, it favors the resolution of problems related to consumption, and the autonomy
of action and judgment.

Technologic education. It is fundamentally aimed at developing a critical attitude in students

towards the information they receive through images.

Moral education for coexistence will be a topic that we will deal with in our teaching practice
daily through our attitude towards students.

The topic of health education will be specified in various aspects such as postural education in
the use of the computer as well as other health problems that could arise from inadequate or excessive
use of it.

Regarding education for the consumer or user, we will influence several aspects:

- Promotion of the use of legal software and study of the problems of the use of pirated
software.
- Impact on the advantages of free distribution software.
- Need for a detailed price/performance study when purchasing any hardware or software
product.

5 .- COMPLEMENTARY AND EXTRA-SCHOOL ACTIVITIES

Complementary activities are those that are carried out during school hours but have a
differentiated character from the actual teaching activities due to the spatial and temporal organization
or the resources they use.

The purpose of extracurricular activities is to enhance the openness of the center to its
environment and the comprehensive development of the students. They are carried out outside of

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school hours, are voluntary and seek the active involvement of the entire educational community.

In the development of this module and whenever possible, it will be advisable to propose visits
to a computing center where students can observe how programming and data processing is carried out.
These visits will be included in the center's annual plan.

The nearby Town Halls or visits to the Malaga technology park are advisable places to
appreciate the operation of large companies such as Ingenia or Coritel.

It would also be interesting to be able to attend SIMO with the students as a computer fair
where they can closely observe the latest products that appear on the market or Technology Days such
as those held in previous years in Isla Cristina (Huelva).

6 .- DIDACTIC METHODOLOGY.

The teaching-learning process is mainly affected by the four factors what, to whom, how and when
it is taught. The teacher must act on them by detecting, determining or intervening to achieve
meaningful learning.

The teaching-learning process, according to the latest psychopedagogical trends, must be based on
the constructivist learning model, which is characterized by the following principles:

- The student is the protagonist of his own learning, since he is the one who builds his
knowledge, skills and abilities. Self-learning consists of the search, collection and
processing of information aided by the guidance, organization and coordination of the
teacher.
- The students' prior knowledge is taken into account in each of the work units.
- The contents must be relevant to students, favoring the relationship between science,
technology and organization.
- The sources of learning are many and varied: teacher, classmates, companies, public and
private entities, socio-cultural environment, classroom library, etc. The student's classmates
must be considered as a learning factor to be contemplated and enhanced, with group work,
debates, design of experiences, evaluation of results, etc. being of vital importance.

- Construction of significant learning, through the selection of contents that are related to
each other and have a functional nature in the achievement of terminal capabilities.
- The need to build knowledge requires a greater investment of time than the simple
transmission of concepts. This may involve restructuring the programming content.
- Meaningful learning entails an internalization of attitudes and an acceptance of new values,
so it is necessary to develop positive attitudes towards the learning object.

In summary, the constructivist learning method relates previous knowledge and what we want
the student to learn, integrates psychopedagogical and methodological principles and leads to the
design of teaching-learning activities.

In addition to these general methodological considerations, we are going to highlight some

observations more directly related to the module at hand.

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The topics will be presented in simple, as well as technical, language so that the student, a
future professional, gets to know the terminology and slang used in the field of computer systems
administration.

The different topics that make up the module are subjects of practical application in classrooms
set up for this purpose with their corresponding computer systems, although it is also good and
therefore we will use graphic material, such as slides, videos, commercial catalogs, etc., which make it
easier for students to understand.

We will use technical-commercial information, from companies or distributors in the area, so

that students know the materials, characteristics, applications, forms of marketing, etc.

We will instill the idea of teamwork, designing work or activities by teams of students (2 or 3
per activity), which is what they will find later in the world of work.

We will propose the practices based on the order of execution of the tasks and the accuracy,
verifications and verifications of communications, management of local networks and, above all,
keeping and ensuring the basic security rules are kept.

Regarding the teaching-learning activities that can be used, we can highlight, among others, the
following:

- Expository activities: the teacher transmits knowledge in a meaningful way.

- Discovery activities: the teacher does not directly transmit knowledge, but rather ensures
optimal conditions for the student to develop their abilities.
- Activities that are the direct object of learning, when the purpose is the learning of
procedures
- Skill development activities, which favor the psychomotor field, such as preparation and
management of equipment and materials.
- Cognitive skill development activities, such as problem solving and practical assumptions.
- Application, generalization, summary and culmination activities.

- Individual and small group activities for searching, collecting and processing information
and developing content.

7.- STUDENT LEARNING EVALUATION PROCEDURES.

Following the applicable regulations in the evaluation and qualification of Specific Vocational
Training, the following rules of action are worth highlighting:

- The evaluation of student learning in the training cycles will be continuous, it will be carried
out by professional modules and in it the teachers will consider all the modules
corresponding to each training cycle.

- The application of the continuous evaluation process of students requires their regular
attendance at classes and activities scheduled for the different professional modules of the
training cycle.

- The evaluation criteria and procedures applied by teachers will take into account the
professional competence characteristic of the degree, the objectives of the modules

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(terminal capabilities) and the maturity of the students in relation to the characteristics of the
productive sector and their motivation for future learning. and adaptations to changing
qualifications.

- The evaluation of learning will be carried out taking as reference the terminal capabilities
and the evaluation criteria established for each professional module. The evaluation criteria
establish the acceptable level of achievement of the corresponding ability and,
consequently, the minimum results that must be achieved in the teaching-learning process.

Therefore, the evaluation must be understood as a continuous, systematic and personalized

process, in which different techniques can and should be used and not be reduced to isolated actions or
confused with the qualification that consists of expressing the conclusion through a previously
established code. which is reached after this evaluation process.

The evaluation is a process that must meet the following purposes:

- Be useful to the student, allowing him to know what he has really progressed with respect to
his possibilities.
- Detect insufficiencies and analyze their causes, to plan appropriate specific reinforcements.

- Determine the instruments that lead to the recovery of deficiencies.

- Guide the teacher at all times in the development of their didactic programming and in the
teaching-learning process.
- Guide the tutorial action.

In continuous evaluation, it is possible to distinguish three different and complementary phases

or moments of evaluation:
- Initial evaluation . It allows the intentions to be adapted to the previous knowledge and
skills and to the needs of the students. A relatively prolonged global observation may be
more valuable than taking written tests at the beginning of the course.

- Formative evaluation. With it, the progress and difficulties that occur in each of the work
units are identified. It facilitates the progressive adjustment of teaching and learning to the
conditions and needs of the student.
- Summative evaluation. Its purpose is to know what has been learned and the degree to
which it has been achieved. It takes data from the formative evaluation and adds others
obtained in a more specific way.

The evaluation instruments used to assess student performance are multiple.

- Oral presentations of the work carried out by the groups.
- Written exams:
- Rehearsal or development of the basic support contents of the units.
- Brief questions about them.
• Objective written tests with a high number of questions (items):
- Single answer and complete
- From true-false, yes-no, etc.
- Multiple choice, in which only one option is true or best.
- Of organization.

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• Project development class work, using the following evaluation instruments:

- Record of participation, interest, demand for information and individual and group
motivation in carrying out the activities and contents of the project.
- Evaluation sheets that measure the quality, writing, presentation, originality,
resolution capacity, time, etc., of the project.

For the sake of correct evaluation and qualification, it is essential to establish other evaluation
instruments, together with those already seen, such as:

• The teacher will keep a “class notebook”, where all the experiences and activities of the
teaching-learning process are recorded and evaluated, recording the student's evolution,
outings, work, debates, presentations, participation, etc.
• Record of individual and group behaviors related to behaviors of interest, respect,
collaboration, effort, participation, group cohesion and level of completion of operations
that include the activities of the business project.
• Practice evaluation sheets. They relate in a double entry table the tests-activities carried out
by the student and the set of evaluation parameters: quality, originality, writing,
presentation, time, etc.

Simultaneously with the collection of this conglomerate of data, the teacher comments on what
was observed and its results with the students themselves, so that the evaluation fulfills its formative
function and has the desired effects of correction or reinforcement, immediately, and thus helps
improve the individual or group learning process of students.

8.- QUALIFICATION CRITERIA.

Regular attendance at classes and scheduled activities is an essential requirement for continuous
evaluation and qualification. Along these lines, the expression regular attendance and its effects on
continuous evaluation can be specified in the following terms:

A) The right to continuous evaluation in each quarter is lost by any student who has had
absences, justified or unjustified, when the percentage of these exceeds 20% of the
teaching hours in the quarter.

B) Absences will not be accumulated in different evaluations.

C) Those students who lose the right to continuous evaluation will have the right to a
special evaluation system, applying the evaluation criteria mentioned in this
programming and the evaluation procedures that are determined.

D) The extraordinary situations of students such as:

or own illness or accident
or family members, assistance and care of these,
or employment relationship with contract
or any other of sufficient severity that prevent regular attendance at classes, will be
studied by the course's educational team, who will determine the rules of action,
always with the strictest respect for current legislation.

Evaluation indices Percentages

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A1. Integration of formal learning specific to the 55,00%

area or subject (Knowledge)
Theoretical-practical tests
15,00%
A2. Integration of informal or non-formal learning:
work habits at home, class, study habits and
education in values. (Skills and abilities).
A3. Student progress: autonomous use of what has 25,00%
been learned in different situations and contexts
and appropriate educational attitude. (Attitudes and
critical spirit).
Notes from class, practices or assignments.
A4. Other criteria. (Oral, written expression and 5,00%
spelling)

The final grade for each quarter can be obtained as:

Final = A1*0.55 + A2*0.15 + A3*0.25 + A4*0.5

It will be necessary to obtain a 5 in each of the previous sections to be able to make the final
calculation of the grade.

9 .- MINIMUM REQUIREMENTS.

The minimum requirements are those established as terminal capabilities, which students must
achieve, with their associated evaluation criteria in:

■ Order of July 7, 2009, (BOJA No. 165 of August 25, 2009) which establishes the teachings
corresponding to the Professional Training Title of Technician in Microcomputer Systems and
Networks in the Autonomous Community of Andalusia.

■ Royal Decree establishing the title of Technician in Microcomputer Systems and Networks and
its minimum teachings (Royal Decree 1691/2007, of December 14)

10 .- RECOVERY PLAN

The day before each evaluation test will be dedicated to resolving doubts regarding the subject
in question. Likewise, the tests will detect those contents, not detected in daily work, that must be
recovered, as well as the method of their treatment: individual or collective, conceptual clarification or
carrying out exercises, etc. Once these points or topics have been treated again and clarified, a new
recovery test will be carried out.

It may be that some students need reinforcement to achieve the objectives, in which case they
will be given practical material prepared by the teacher, based on the deficiencies observed, with a
different method or simply as further exercise of a concept.

Any student who fails any of the quarters during the normal course may recover it in a recovery
exam that will be held at the beginning of the next quarter, or at the end of the extraordinary exam
period (June).

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Therefore, the evaluation is not cumulative, and you can pass, for example, the second evaluation
without this implying that the first one is automatically recovered.

Therefore, to pass the course it will be necessary to pass the ordinary session, or the extraordinary
session through a final exam with all the contents seen during the school year, where the student will be
able to eliminate material already passed in some of the previous quarters.

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11 .- MEASURES TO ATTENTION TO DIVERSITY.

The educational diversity of students is manifested through four factors:

- The ability to learn.

- The motivation to learn.
- Learning styles.
- The interests.

It is necessary to detect the diversity of the students, both from the initial evaluations and from
observation throughout the didactic development of the subject, and classify it according to its
manifestations: demotivation, conceptual delays, personal limitations and giftedness, etc.

The teacher will adjust the pedagogical help to the different needs of the students and will
provide varied resources or strategies that allow responding to the diversity that the students present.

The ways to use for the treatment of diversity are considered simultaneously and
complementary, and may be the following:

- The programming and development of the module and the blocks and work units are planned
with sufficient flexibility.

- Establishment of curricular adaptations of content, teaching-learning activities and

evaluation criteria.

- Use of different teaching methodologies, which are adapted to the different degrees of
previous abilities, the different levels of autonomy and responsibility of the students and the
difficulties or super-achievements detected in previous learning processes.

- Adaptation of the activities to the motivations and needs of the students, proposing them at a
level located between what the students already know how to do autonomously and what
they are capable of doing with the help and guidance of the teacher or their classmates.

- Educational reinforcement measures. Educational reinforcement is a complementary

measure that consists of the additional effort a student makes over a period of time and that
refers to content already worked on, compatible with the new tasks that are proposed. The
teacher's job is to guide said content. A student will need reinforcement when he or she has
not learned a certain aspect of content or a certain block well enough. This educational
reinforcement will be carried out through specific reinforcement activities that will be
proposed in each of the planned teaching units.

12 .- DIDACTIC MATERIAL AND RESOURCES.

When we select educational resources to use in our teaching work, in addition to their objective
quality, we must consider to what extent their specific characteristics (contents, activities, tutoring...)
are in line with certain curricular aspects of our educational context:

- The educational objectives that we intend to achieve. We have to consider to what extent the

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material can help us in this.

- The contents that are going to be treated using the material, which must be in tune with the
contents of the subject that we are working on with our students.
- The characteristics of the students who will use them: abilities, cognitive styles, interests, prior
knowledge, experience and skills required for the use of these materials... All teaching materials
require that their users have certain prerequisites.
- The characteristics of the context (physical, curricular...) in which we develop our teaching and
where we plan to use the teaching material that we are selecting. Perhaps a very unfavorable
context may advise not using a material, no matter how good it is; For example, if it is a
multimedia program and there are few computers or the maintenance of the computer room is poor.
- The teaching strategies that we can design considering the use of the material. These strategies
include: the sequencing of the contents, the set of activities that can be proposed to students, the
methodology associated with each one, the educational resources that can be used, etc.

Thus, the selection of materials to be used with students will always be carried out
contextualized within the framework of the design of a specific educational intervention, considering
all these aspects and taking into account the particular curricular elements that affect it. The careful
review of the possible ways of using the material will allow the design of learning activities and
efficient teaching methodologies that ensure effectiveness in achieving the planned learning.

In the case of the module at hand, I consider a computer room necessary to carry out the
systems practices. The classroom must have at least a sufficient number of computers so that there are
no more than two students per workstation.

As for the software to use, in addition to the corresponding operating systems of the equipment,
we will need diagnostic and performance programs (benchmark) to measure and compare the
performance of different components in hardware-related issues.

It is highly advisable to have reference books in the classroom, so that students try to find
solutions to the problems that arise before requesting the teacher's help, since this will provide them
with great experience for the Center Training module. of Work that they must do in the following
course.

All those instruments that facilitate the teacher's presentation task will also be positive, for example
liquid crystal screens, exposure cannons, television, video, etc.

13 .- PROCEDURE TO MONITORING THE DIDACTIC PROGRAMMING

In coherence with the general approaches of the programming of the cycle, the evaluation of
this module is considered not only as an assessment of the performance (better, of the progress) of the
students in their learning processes but consequently and from there as a source of information
especially useful for reviewing and reformulating the design application propagation. In this second
sense, the information obtained by the teacher (also throughout the entire course) can be used in the
reprogramming of successive units, within the concept of open curriculum contemplated in the general
design of the cycle.

In the first sense mentioned, evaluation must also be, above all, a process and not a more or less
specific activity at certain moments of the course.

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The evaluation will give us clues to detect, guide, correct and deepen the development of the
teaching-learning process. To do this we necessarily have to evaluate the entire process and, therefore,
the programming. Sometimes, along the way, depending on the results of the evaluation, the contents
may be restructured to adapt them to the group level. Although it is preferable that the programming be
carried out taking into account the group's capabilities, avoiding theoretical or ideal programming, far
from reality.

To monitor the programming, the teaching departments meet at least once a week, with the
attendance of all their members being mandatory. In these meetings, the following topics are discussed,
among others:

o Budgets
o Proposals to the ETCP to include in the Center Curricular Project
o Agenda
o Planning extracurricular and complementary activities
o Analysis of student evaluation
o Materials we need, etc.

At the end of the course, a report will be passed to the head of the teaching department with
which he/she will prepare a final course report or annual report where it is analyzed whether the
objectives collected at the beginning of the course have been achieved and proposals for the course are
also presented. following.

14 .- BIBLIOGRAPHY.

• Hardware Fundamentals (Ra-ma).

• Class notes.

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