2012 Computer Repair Curriculum 4 Preface Computer Servicing Technology Research Synopsis Computer service technicians maintain and repair computers, servers, mainframes, printers, and related equipment. These technicians are important to consumers who seek cost-effective ways to solve computer problems without replacing entire systems. The work of most computer service technicians can be done without shutting down an entire business’s computer network. Business networks may have computer service technicians on staff, or they may elect to employ outside firms or freelance technicians. They may repair subsystems such as video and sound cards. Bench technicians are computer service technicians that use software to diagnose and fix defective modules. Computer service technicians must have knowledge of computers and electronics. Although training can be obtained on the job, most technicians will have at least an associate’s degree. Because of the dynamic technological advances of computer systems, computer service technicians will need to adapt to emerging technologies in addition to obtaining a formal education and hands-on experience (U.S. Bureau of Labor Statistics, 2009). 1
Transcript
2012 Computer Repair Curriculum
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PrefaceComputer Servicing Technology Research Synopsis
Computer service technicians maintain and repair computers, servers, mainframes, printers, and related equipment. These technicians are important to consumers who seek cost-effective ways to solve computer problems without replacing entire systems. The work of most computer service technicians can be done without shutting down an entire business’s computer network. Business networks may have computer service technicians on staff, or they may elect to employ outside firms or freelance technicians. They may repair subsystems such as video and sound cards. Bench technicians are computer service technicians that use software to diagnose and fix defective modules. Computer service technicians must have knowledge of computers and electronics. Although training can be obtained on the job, most technicians will have at least an associate’s degree. Because of the dynamic technological advances of computer systems, computer service technicians will need to adapt to emerging technologies in addition to obtaining a formal education and hands-on experience (U.S. Bureau of Labor Statistics, 2009).
Articles, books, Web sites, and other materials listed at the end of each course were considered during the revision process. Specific journals and magazines were especially useful in providing insight into trends and issues in the field. These references are suggested for use by instructors and students during the study of the topics outlined. Industry advisory team members at colleges throughout the state were asked to give input related to changes to be made to the curriculum framework. Specific comments related to soft skills needed in this program include the desire for course names to be updated to reflect current industry terminology and for more technical electives to be added so colleges will have the flexibility to cater to industry and student needs.
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Needs of the Future Workforce
There were 162,148 computer service technicians employed in the United States in 2009. Wholesale trade establishments employed 29% of computer service technicians, while another 20% were self-employed. Other technicians worked in electronics and appliance stores, electronic and precision equipment repair shops, and computer systems design firms (U.S. Bureau of Labor Statistics, 2009; EMSI, 2009). Although the use of less expensive, more reliable computer equipment will lead to the need for fewer repairs, growth is still expected for the computer service technician occupation. In the United States, these technician occupations are is projected to grow a rate of 6%.
Computer Service Technology Employment Projections and Earnings
Articles, books, Web sites, and other materials listed at the end of each course were considered during the revision process. Specific journals, articles, and sources were especially useful in providing insight into trends and issues in the field. These references are suggested for use by instructors and students during the study of the topics outlined.
Curriculum
The following national standards were referenced in this curriculum:
• 21st Century Skills
• CompTIA A+ Practical Application (2011 edition) Objectives and the CompTIA A+ Essentials (2011 edition) Objectives Industry and instructor comments, along with current research, were considered by the curriculum revision team during the development process, and changes were made as needed and appropriate.
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Professional Learning
It is suggested that instructors participate in professional learning related to the following concepts:
• New topics in curriculum and new standards
• Topics where instructors need help
• How to use the program Speech software
• Differentiated instruction – To learn more about differentiated instruction, please go to http://www.paec.org/teacher2teacher/additional_subjects.html and click on Differentiated Instruction. Work through this online course, and review the additional resources.
ForewordAs the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world.
The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact Trenton Central High School–technical program. This program calls for an integration of academic and technical skills to development of sequential courses of study that provide students with the optimum educational path for achieving successful employment.
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National skills standards, developed by industry groups and sponsored by the U.S. Department of Education and Labor, provide technology educators with the expectations of employers across the United States. All of these factors are reflected in the framework found in this document.
Referenced throughout the courses of the curriculum are the 21st Century Skills, which are needed in the communities and the workplace of tomorrow. A portion of the 21st Century Skills addresses learning skills needed in the 21st century, including information and communication skills, thinking and problem-solving skills, and interpersonal and self-directional skills. The need for these types of skills has been recognized for some time, and the 21st Century Skills are adapted in part from the 1991 report from the U.S. Secretary of Labor’s Commission on Achieving Necessary Skills (SCANS). Another important aspect of learning and working in the 21st century involves technology skills, and the International Society for Technology in Education, developer of the National Educational Technology Standards (NETS), was a strategic partner in the Partnership for 21st Century Skills.
Each topic of instruction consists of a program description and a suggested sequence of instructional topics that focus on the development of occupational competencies. Each technical section has been written using a common format, which includes the following components:
• Instructional topics – A common name that will be used by instructor to gauge student development of all competencies.
• Instructional Abbreviation – A common abbreviation that will be used by the instructor to gauge student development of all competencies.
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• Description – A short narrative that includes the major purpose(s) of the instructional topics and the recommended number of hours of lecture and laboratory activities to be conducted each week during a regular semester.
• Prerequisites – A listing of any courses that must be taken prior to or on enrollment in the instructional topics
• Competencies and Suggested Objectives – A listing of the competencies (major concepts and performances) and of the suggested student objectives that will enable students to demonstrate mastery of these competencies The following guidelines were used in developing the program(s) in this document and should be considered in compiling and revising course syllabi and daily lesson plans.
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Table of ContentsPreface ..........................................................................................1
PC Diagnostics and Troubleshooting.............................................45
Special Project ...............................................................................52
Supervised Work Experience.........................................................54
Recommended Tools and Equipment ...........................................56
Appendix A:
Computing Technology Industry Association (CompTIA) ……..65
Appendix B:
Related Academic Standards........................................................66
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Appendix C:
Related Academic Standards 3 …………………..……………68
Appendix D: Related Academic Standards 4
(New Jersey Core Curriculum Content Standards) …………69
Program DescriptionComputer Servicing Technology is an instructional program that prepares individuals to install, operate, maintain, service, and diagnose operational problems in computer systems arising from mechanical, electrical, and software installation/configuration malfunctions in computer units or systems. Courses in the Computer Servicing Technology program describe the electrical circuits and mechanical devices used in computer construction and their combination into a total computer system. This program is mapped to CompTIA’s A+ certification objectives and supports student certification for A+, IC3, NET+, and CIW.
Academic, workplace, technology, and industry standards are referenced at the end of each course where applicable. The academic and workplace standards are based on the SCANS competencies, and the technology standards are based on the National Educational Technology Standards for Students. The industry standards are taken from the Computing Technology Industry Association, CompTIA A+ Practical Application (2011 edition) objectives, and the CompTIA A+ Essentials (2011 edition) objectives.
The certificate program in Computer Servicing Technology requires the successful completion of a minimum of two years of required program work above the baseline competencies level.1
Description: Concepts of electronics. Topics include DC and AC fundamentals, instrument and test equipment familiarization, soldering, and terminology.
Prerequisites: None
Competencies and Suggested Objectives
1. Explain and apply general safety procedures. E1, E2, P1
a) Apply proper safety techniques.(DOK1)
b) Explain OSHA safety standards. (DOK1)
2. Use and operate test equipment. E1, E2, P1
a) Use test instruments. (DOK1)
b) Explain the causes and effects of current and voltage circuit loading. (DOK1)
c) Describe the difference between analog and digital multimeters. (DOK1)
d) Discuss the advantages and disadvantages of analog and digital multimeters. (DOK1)
e) Explain zeroing the ohmmeter prior to use and effects of battery drain on its accuracy. (DOK1)
f) Demonstrate troubleshooting techniques. (DOK1)
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3. Apply soldering and desoldering techniques. E1, E2, P1
a) Apply soldering and desoldering techniques. (DOK1)
b) Apply solderless connections. (DOK1)
4. Apply principles of electrical circuits. E1, E2, P1
a) Write numbers in scientific and engineering notation. (DOK1)
b) Perform mathematical manipulations with numbers expressed in engineering notation. (DOK2)
c) Explain the basic structure of matter. (DOK1)
d) Explain the laws of electrical charge. (DOK1)
e) Differentiate among conductors, semiconductors, and insulators. (DOK1)
f) Determine resistor types, value, tolerance, and power rating. (DOK1)
5. Explain and utilize Ohm’s law. E1, E2, P1
a) Explain the relationship among voltage, current, and resistance in a DC circuit. (DOK1)
b) State three equations used to express Ohm’s law. (DOK1)
c) Analyze circuit parameters using Ohm’s law. (DOK1)
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d) Explain how power is developed in a circuit. (DOK1)
e) State three forms of power equations. (DOK1)
f) Demonstrate techniques for determining a power. (DOK1)
6. Analyze and evaluate series circuits, parallel circuits, and series–parallel circuits. E1, E2, P1
a) Identify series circuits. (DOK1)
b) Compute total resistance of a series circuit. (DOK2)
c) Compute current in a series circuit using Ohm’s law. (DOK2)
d) Identify parallel circuits. (DOK1)
e) Compute total resistance of a parallel circuit. (DOK2)
f) Utilize Ohm’s law to solve circuit parameters of a parallel DC circuit. (DOK2)
g) Differentiate between series and parallel in a series–parallel resistive circuit. (DOK1)
h) Compute total resistance of a series–parallel circuit. (DOK2)
7. Analyze a sine wave, and explain its characteristics and application to AC circuits.
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E1, E2, P1
a) Explain and calculate the following AC values: period, frequency, time, angle, instantaneous values of voltage and current, peak, peak-to-peak voltage and current, RMS voltage and current, average voltage and current, and power. (DOK2)
b) Analyze AC resistive circuits and solve for voltage drops, branch currents, and power dissipations. (DOK2)
c) Explain the oscilloscope’s ability to measure AC voltage and frequency. (DOK1)
d) Use multimeters to measure AC voltage and current. (DOK1)
e) Explain electrical noise. (DOK1)
Related Technology StandardsComputing Technology Industry Association (CompTIA)
CompTIA A+ Essentials (2011 edition) Objectives
a) E1 Hardware ( 8.2.12.D.1, 8.2.12.F.1, 8.2.12.F.3, 8.2.12.G.1)
b) E2 Troubleshooting, Repair, and Maintenance (8.2.12.A.1, 8.1.12.E.2, 8.2.12.G.1)
. L6 Writing Conventions (quotation marks, apostrophe, parts of a letter) (W)
. S1 Vowel (short, long)
. S2 Consonant (variant spelling, silent letter)
. S3 Structural Unit (root, suffix)
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Instructional Topic: Basic Computer Hardware
Description: A survey of computer components. Topics include hardware compatibility, system architecture, memory, input devices, video displays, disk drives, modems, and printers.
Competencies and Suggested Objectives
1. Demonstrate and practice general safety procedures in the school and work-site environments. E1, E2, P1
a) Apply relevant and appropriate safety techniques. (DOK1)
b) Demonstrate an understanding of and comply with relevant OSHA safety standards. (DOK1)
2. Discuss basic elements of computer maintenance. E1, E2, P1
a) Identify types of tools. (DOK1)
b) Discuss field replacement units (processor, motherboard, hard drive, memory, etc.). (DOK1)
3. Perform system disassembly/inspection. E1, E2, P1
a) Tear down system. (DOK1)
b) Identify each component. (DOK1)
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c) Reassemble system. (DOK1)
4. Discuss and perform preventive maintenance. E1, E2, P1
a) Discuss steps for preventive maintenance. (DOK1)
b) Establish a preventive maintenance plan. (DOK1)
c) Perform preventive maintenance on components. (DOK1)
5. Diagnose problems with computer components. E1, E2, P1
a) Perform basic troubleshooting. (DOK1)
b) Run diagnostic software. (DOK1)
c) Troubleshoot various devices. (DOK2)
6. Upgrade computer components. E1, E2, P1
a) Install boards. (DOK2)
b) Install drives. (DOK2)
c) Install peripherals. (DOK2)
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T Related Technology StandardsANDARDS
Computing Technology Industry Association (CompTIA)
CompTIA A+ Essentials (2011 edition) Objectives
a) E1 Hardware (8.2.12.D.1, 8.2.12.F.1, 8.2.12.F.3, 8.2.12.G.1)
b) E2 Troubleshooting, Repair, and Maintenance (8.2.12.E.1, 8.2.12.G.1)
. L6 Writing Conventions (quotation marks, apostrophe, parts of a letter)
. S1 Vowel (short, long)
. S2 Consonant (variant spelling, silent letter)
. S3 Structural Unit (root, suffix)
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Instructional Topic: Computer Servicing Lab I
Description: Fundamentals of computer servicing. Includes configuration, test equipment usage, basic disassembly and assembly methods, preliminary tests and diagnostics, schematic interpretation, and building cables.
Prerequisites: Basic Computer Hardware and Basic Electronics
Competencies and Suggested Objectives
1. Demonstrate and practice general safety procedures in the school and work-site environments. E2, E6
a) Apply relevant and appropriate safety techniques. (DOK1)
b) Demonstrate an understanding of and comply with relevant OSHA safety standards. (DOK1)
2. Complete maintenance documentation. E2, E6
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a) Prepare identification tag. (DOK1)
b) Prepare equipment sketch. (DOK1)
c) Prepare repair log. (DOK1)
d) Prepare invoice. (DOK1)
3. Explain anti-static control procedures and equipment for computer repair. E1, E2, E6
a) Identify anti-static equipment. (DOK1)
b) Identify anti-static procedures. (DOK1)
4. Set up a soldering and desoldering station using correct safety procedures. E1, E2,
E6, P1
a) Select correct equipment. (DOK1)
b) Apply correct soldering and desoldering techniques. (DOK1)
5. Identify and utilize hand tools needed for basic computer servicing. E1, E2, P1
a) Identify hand tools used for basic computer servicing. (DOK1)
b) Utilize hand tools for basic computer servicing. (DOK1)
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6. Identify and use various test equipment. E1, E2, E3, P1, P2
a) Identify and use multimeters. (DOK1)
b) Identify and use diagnostic software. (DOK1)
c) Identify and use circuit testers to correct wiring problems. (DOK1)
7. Demonstrate repair procedures for disassembly and reassembly of various components. E1,
E2, E6, P1
a) Demonstrate repair procedures for disassembly and reassembly of computers. (DOK2)
b) Demonstrate repair procedures for disassembly and reassembly of printers. (DOK2)
. L6 Writing Conventions (quotation marks, apostrophe, parts of a letter)
. S1 Vowel (short, long)
. S2 Consonant (variant spelling, silent letter)
. S3 Structural Unit (root, suffix)
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Instructional Topic: Computer Servicing Lab II
Description: Continuation of Computer Servicing Lab I with an increased emphasis on system analysis and diagnosis of component and device failures in a laboratory environment.
Prerequisites: Computer Servicing Lab I
Competencies and Suggested Objectives
1. Demonstrate and practice general safety procedures in the school and work-site environments. E2, E6
a) Apply relevant and appropriate safety techniques. (DOK1)
b) Demonstrate an understanding of and comply with relevant OSHA safety standards. (DOK1)
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2. Maintain service log on individual pieces of equipment. E6, P1
a) Identify components being repaired. (DOK1)
b) Make a report of symptoms, repair procedures, and parts replaced. (DOK1)
3. Service peripherals and components. E1, E2, P1
a) Explain the procedures for servicing peripherals and various components. (DOK1)
b) Clean peripherals and various components. (DOK1)
a) Troubleshoot and service/replace computer processor. (DOK2)
b) Troubleshoot and service/replace computer memory circuits. (DOK2)
c) Troubleshoot and service/replace computer video circuits. (DOK2)
d) Troubleshoot and service/replace computer hard drives. (DOK2)
e) Troubleshoot and service/replace computer power supply. (DOK2)
f) Troubleshoot and service/replace computer keyboard problems. (DOK2)
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g) Troubleshoot and service/replace computer display systems. (DOK2)
h) Troubleshoot and service/replace computer printers. (DOK2)
4. Explain and demonstrate how to troubleshoot issues on various products (desktops, laptops/notebooks [mobile PCs], printers, etc.). E1, E2, E3, E6, P1, P2
a) Explain and demonstrate how to chat online with technical support. (DOK2)
b) Explain and demonstrate how to verify warranty information online and via telephone. (DOK2)
c) Explain and demonstrate how to research and find drivers and downloads online. (DOK2)
d) Explain and demonstrate how to use forums and other resources to find common solutions. (DOK2)
e) Explain and demonstrate the advantages and disadvantages of documentation during the servicing process. (DOK2)
f) Explain and discuss how important paying attention to details is.(DOK2)
g) g. Explain how to set up service calls for repairs and recalls on products. (DOK2)
3 Related Technology StandardsComputing Technology Industry Association (CompTIA)
a) Examine and analyze capabilities of networks including LANs, WANs, CANs, MANs, PANs, and HANs (SOHO). (DOK1)
b) List and describe components of networks including LANs, WANs, CANs,
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MANs, PANs, and HANs (SOHO). (DOK1)
2. Discuss and explain IP classes. E3, E6, P2, P3
a) Explain the IPv4 and IPv6 classes. (DOK1)
b) Compare and contrast the IPv4 and IPv6 classes. (DOK2)
c) Explain dotted-decimal and binary notations. (DOK1)
d) Demonstrate the conversion from binary to decimal and from decimal to binary. (DOK1)
3. Explain and solve subnetting problems. E4, E5, E6, P3
a) Explain reasons for subnetting including security and preservation of address space. (DOK1)
b) Apply IP subnetting. (DOK2)
c) Troubleshoot and solve subnetting problems. (DOK2)
4. Examine the principles and purpose of routing, switching, bridging, and gateways. E1, E4, E5,
E6, P1, P3
a) Examine routers, switches, bridges, and gateways. (DOK1)
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b) Configure routers, switches, bridges, and gateways. (DOK2)
c) Test connectivity. (DOK1)
5. Test and analyze networks. E2, E4, E6, P1, P3, P4
a) Research and examine hardware and software analyzers. (DOK1)
b) Identify support tools and resources. (DOK1)
c) Determine how to use support tools and resources in troubleshooting basic network problems. (DOK1)
d) Recommend troubleshooting techniques including software documentation, hardware manufacturers and model numbers, configuration information, problem dates and times, symptoms observed, and corrective actions to be taken. (DOK2)
L6 Writing Conventions (quotation marks, apostrophe, parts of a letter)
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Instructional Topic: PC Diagnostics and Troubleshooting
Description: Diagnostic techniques and troubleshooting methodologies of operating systems, common hardware problems, and system malfunctions, including peripherals.
Prerequisite: Computer Servicing Lab I
Competencies and Suggested Objectives
1. Demonstrate and practice general safety procedures in the school and work-site environments. E6
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a) Apply relevant and appropriate safety techniques. (DOK1)
b) Demonstrate an understanding of and comply with relevant OSHA safety standards. (DOK1)
2. Identify basic troubleshooting procedures and good practices for eliciting problem
symptoms from customers. E1, E2, E3, E6, P1, P2
a) Identify basic troubleshooting procedures. (DOK1)
b) Explain accepted practices of eliciting problem symptoms in dealing with customers. (DOK1)
c) Identify whether the problem is in the hardware or software. (DOK2)
3. Recognize common hardware and software problems, and determine how to resolve them. E1, E2, E3, E6, P1, P2
a) Identify common hardware and software problems. (DOK1)
b) Identify the general protection faults. (DOK1)
c) Determine the procedures for resolving a system lockup and stop errors (“blue
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screen of death”). (DOK2)
d) Identify and utilize third-party and Windows-based utilities to resolve hardware and software problems. (DOK2)
e) Identify and resolve problems associated with the Device Manager. (DOK2)
4. Identify common symptoms and problems associated with each component and device and how to troubleshoot and isolate the problems. E1, E2, E3, E6, P1, P2
a) Interpret POST codes. (DOK1)
b) Identify and isolate processor/memory symptoms. (DOK1)
c) Identify and troubleshoot problems with the monitor/video. (DOK1)
d) Identify common problems associated with motherboards. (DOK1)
e) Identify and isolate problems associated with hard drives. (DOK1)
f) Identify and isolate problems with expansion cards. (DOK1)
5. Recognize and interpret the meaning of common error codes and startup messages from the boot sequence, and identify steps to correct the problems. E1, E2,
E3, E6, P1, P2
a) Identify the Safe Mode. (DOK1)
b) Identify what a “No operating system found” message means and steps to
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correct the problem. (DOK1)
c) Identify and correct bad, corrupted, or missing system files. (DOK1)
6. Recognize Windows-specific printing problems, and identify the procedures for correcting them. E1, E2, E3, E4, E6, P1, P2, P3
a) Demonstrate how to set up and install a local and networked printer. (DOK2)
b) Identify and correct when the print spool is stalled. (DOK2)
c) Identify and correct when the incorrect/incompatible driver for print problems occur. (DOK2)
7. Identify concepts relating to malware, their dangers, their symptoms, their sources, how they infect, how to protect against them, and how to remove or quarantine them. E3, E4, E5, E6,
P2, P3, P4
a) Explain preventative measures and techniques. (DOK1)
b) Examine the propagation of malware. (DOK1)
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c) Identify where various malware files or programs are located within the operating system or other sources. (DOK1)
d) Identify the various sources for malware. (DOK1)
e) Identify the procedures of how to determine the presence of various malware. (DOK1
Related Technology Standards
Computing Technology Industry Association (CompTIA)
. L6 Writing Conventions (quotation marks, apostrophe, parts of a letter)
. S1 Vowel (short, long)
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. S2 Consonant (variant spelling, silent letter)
. S3 Structural Unit (root, suffix)
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Instructional Topic: Special Project
Description: Practical application of skills and knowledge gained in computer servicing and technical-related courses. The instructor works closely with the student to ensure that the selection of a project will enhance the student’s learning experience.
Prerequisites: Consent of instructor
Competencies and Suggested Objectives
1. Develop a written plan that details the activities and projects to be completed.
a) Utilize a written plan that details the activities and projects to be completed.
b) Perform written occupational objectives in the special project.
2. Assess accomplishment of objectives.
a) Prepare daily written assessment of accomplishment of objectives.
b) Present weekly written reports of activities performed and objectives accomplished to the instructor.
3. Utilize a set of written guidelines for the special project.
a) Develop and follow a set of written guidelines for the special project.
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b) Write and present/report project updates utilizing common formatting guidelines (i.e., APA, MLA, etc).
STANDARDS
Specific standards and depth of knowledge (DOK) levels for this course will depend upon the nature of the problem under investigation.
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Instructional Topic: Supervised Work Experience
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Description: Cooperative program between industry and education designed to integrate the student’s technical studies with industrial experience. Variable credit is awarded on the basis of semester hour per 45 industrial contact hours.
Prerequisites: Consent of instructor
Competencies and Suggested Objectives
1. Apply technical skills needed to be a viable member of the workforce.
a) Prepare a description of technical skills to be developed in the supervised work experience program.
b) Develop technical skills needed to be a viable member of the workforce.
2. Apply skills developed in other program area courses.
a) Perform skills developed in other program area courses in the supervised work experience program.
3. Apply human relationship skills.
a) Practice human relationship skills in the supervised work experience program.
4. Apply and practice positive work habits and responsibilities.
a) Perform assignments to develop positive work habits and responsibilities.
5. Work with the instructor and employer to develop written occupational objectives to be accomplished.
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a) Perform written occupational objectives in the supervised occupational experience program.
6. Assess accomplishment of objectives.
a) Prepare daily written assessment of accomplishment of objectives.
b) Present weekly written reports of activities performed and objectives accomplished to the instructor.
7. Utilize a set of written guidelines for the supervised work experience.
a) Develop and follow a set of written guidelines for the supervised work experience.
b) Write and present/report project updates utilizing common formatting guidelines (i.e., APA, MLA, etc).
STANDARDS
Specific standards and depth of knowledge (DOK) levels for this course will depend upon the nature of the problem under investigation.
Postsecondary Computer Servicing Technology
Recommended Tools and Equipment
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1. Fault insertion troubleshooting computer with monitor, printer, and complete documentation including diagnostic software, schematics, and manufacturer’s specifications (1 per 3 students)
2. Analog fault insertion troubleshooting trainer and complete documentation including schematics and manufacturer’s specifications (1)
3. Oscilloscope (1 per 3 students)
4. Monitor trainers (1 per 3 students)
5. Laser printer trainers (1 per 3 students)
6. Apple/Mac trainers (1 per 3 students)
7. Lab for Operating Systems, Networking I, and other related technical electives
a. Multimedia computers with CD-ROM, speakers, and sound card; option to purchase internal modem per need of local lab (20 units per class)
b. Laser printer (1 per class with Jet Direct connection)
c. Color printer (1 per class)
d. Scanner, color page (1 per class)
e. Cabling and connecting equipment for each network
f. Internet capability
g. Switch (24 port and 48 port), router, rack, and panels (wired and/or
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wireless)
h. Lab for maintenance, tear down, and reassembly
8. Multimedia computers with CD-ROM, speakers, and sound card; option to purchase internal modem per need of local lab (30 units per class; 10 to be used as servers)
a) Laser printer (1 per class with Jet Direct connection)
b) Color printer (1 per class)
c) Scanner, color page (1 per class)
d) Cabling and connecting equipment for each network
e) Internet capability
f) Switch (24 port and 48 port), router, rack, and panels (wired and/or wireless)
g) 16-port hubs (10)
9.Electronic trainer module (1 per student)
a) Circuit board trainer for DC circuits
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b) Circuit board trainer for AC circuits
c) Circuit board trainer for digital circuits
NON-CAPITALIZED ITEMS1. Digital multimeter (1 per student)
2. Signal generator, RF/AF (1)
3. Logic pulser (1 per 3 students)
4. Logic monitor (1 per 3 students)
5. Logic pulse analyzer (1)
6. Network interface cards (wired and/or wireless) (1 per student)
7. Multi-handset cordless phone system
8. RS 232 breakout box (1)
9. Logic clip sets, including 14, 16, 18, 24, and 40 pin (1)
10. Integrated circuit puller and inserter (1)
11. Nut driver set (1 per 3 students)
12. Allen wrenches (English and metric) (1 set each)
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13. Solder station including iron, holder, and solder sucker (1 per 2 students)
14. Student tool kit:
a) Screwdriver set
b) Current probe
c) IC puller
d) 3/16-in., 1/4-in. nut driver
e) Three-claw part holder
f) T10, T15 rev. torque driver
g) 1/8-in., 3/16-in., 1/4-in. flat screwdriver
h) #2, #4 reversible screwdriver
i) IC inserter, IC extractor
j) #0, #1 Phillips screwdriver
k) Solder reel, soldering iron
l) 4 1/2-in. side cutter
m)6-in. adjustable wrench
n) 5-in. needle-nose pliers
o) 8-in. wire cutter
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p) Reverse action tweezers
q) Spare parts tube
r) Logic probe
s) Wire side cutter
t) Needle-nose pliers
u) Adjustable wrench (6-in.)
15. Safety goggles (1)
16. Wrist strap and static mat (1 per student)
17. Lab work benches (1 per 4 students)
18. Lab work stool (1 per student)
19. High-intensity lamp w/magnifying lens (1 per student)
20. Circuit board vise (1 per work bench)
RECOMMENDED INSTRUCTIONAL AIDS
1. Cordless telephone (1 per lab) with telephone connectivity in each lab
6. Malware protection software (i.e., Super Anti-Spyware, UBCD4Win, Ad-Aware, etc.)
7. Network-compatible word processing software (1 per lab)
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8. Network-compatible database management software (1 per lab)
9. Network-compatible spreadsheet software (1 per lab)
10. Network-compatible presentation software (1 per lab)
11. Network-compatible operating system software – MSDNAA is preferred source [More than one operating system will be required for Operating Systems (CST 1333).] (1 per lab)
12. Microcomputer programming languages software (1 per lab)
13. Network compatible scanning software (1 per lab)
14. Additional clip art software (1 per lab)
STUDENT SUPPLIES1. Cables
2. Connectors
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3. Network interface cards
4. Latex gloves (1 box per student)
5. Wrist band and anti-static mat
6. Soldering kit
7. Student tool kit:
a. Screwdriver set
a) Current probe
b) IC puller
c) 3/16-in., 1/4-in. nut driver
d) Three-claw part holder
e) T10, T15 rev. torque driver
f) 1/8-in., 3/16-in., 1/4-in. flat screwdriver
g) #2, #4 reversible screwdriver
h) IC inserter, IC extractor
i) #0, #1 Phillips screwdriver
j) Solder reel, Soldering iron
k) 4 1/2-in. side cutter
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l) 6-in. adjustable wrench
m)5-in. needle-nose pliers
n) 8-in. wire cutter
o) Reverse-action tweezers
p) Spare parts tube
q) Logic probe
r) Wire side cutter
s) Needle-nose pliers
t) Adjustable wrench (6-in.)
Appendix A: Computing Technology Industry Association (CompTIA) Standards 1CompTIA A+ Essentials (2011 edition) Objectives
