Competency Based Curriculum
National Skill Qualification Framework
NSQF Level 1 to 4
Computer Assembly and Maintenance
PSS Central Institute of Vocational Education, Bhopal
(NCERT, under Ministry of Human Resource Development,
Government of India)
PSSCIVE, BHOPAL-462011, (M.P), INDIA
1
Computer Assembly and Maintenance
NSQF-Level-3 class: XI
Competency Based Curriculum
Sector: Information Technology/ Information
Technology Enabled Services (IT/ITeS)
Title: Computer Assembly and Maintenance
Level-3
CAM-L3-NQ2014
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2
Computer Assembly and Maintenance
NSQF-Level-3 class: XI
PREFACE
Improving the parity of esteem between the general academic education and vocational
education, is the policy priority of the Government of India. The National Skill Education
Qualification Framework (NSQF) developed by the Ministry of Human Resource Development
(MHRD), Government of India, is a descriptive framework that provides a common reference for
linking various qualifications. It will be used for setting common principles and guidelines for a
nationally recognized qualification system covering Schools, Vocational Education and Training
Institutions, Technical Education Institutions, Colleges and Universities. The NSQF will act as a
translation device to make qualifications more understandable to employers, students and
institutions. It will promote transparency of qualifications and facilitate learner’s mobility
between different qualifications, thus encouraging lifelong learning. PSSCIVE has taken lead in
development of learning material for the IT/ITes Sector .
The present material consists of curriculum related to Level L-3 for the IT/ITes sector. This will
fulfill the needs of the students willing to learn activities relating to the IT/ITes sector. Any
student/ entrepreneur willing to start an computer assembly and maintenance skill activity can
acquire the desired competencies with the help of this curriculum.
The curriculum has been written by experts but reviewed by all the members of the group. I am
grateful to the authors for the development of this curriculum and to the members of the
Working Group for their candid suggestions, during the development and review. Their names
are given elsewhere.
I appreciate efforts put in the by Ms. Vaishnavi Tripathi, as the Project Coordinator of the
Working Group in planning and organizing Meetings which led to the final form of this title.
I shall be grateful to receive suggestions and observations from readers, which would help
in bringing out a revised and improved version of this curriculum.
Prof. R.B. Shivagunde
Joint Director
Bhopal
September, 2014
PSS Central Institute of Vocational Education
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3
Computer Assembly and Maintenance
NSQF-Level-3 class: XI
© Ministry of Human Resource Development 2014
Copyright protects this publication. Except for purposes permitted by the Copyright Act,
reproduction, adaptation, electronic storage and communication to the public are prohibited
without prior written permission.
This project for development of the student curriculum was coordinated by the PSS Central
Institute of Vocational Education, a constituent unit of National Council of Educational Research
and Training, which is under Ministry of Human Resource Development, Government of India.
Job Roles:
 Computer Repairer
 Hardware Technician
 Computer technician
 Customer support professional
 Systems administrator
 Systems support
 Technical support
 PC support technician
 User support technician.
© All rights reserved. All copyright of this competency based curriculum is solely and exclusively owned by PSSCIVE, Bhopal (M.P) 462011, INDIA.
4
Computer Assembly and Maintenance
NSQF-Level-3 class: XI
Introduction
The National Skill Qualification Framework (NSQF) developed by the Ministry of Human
Resource Development (MHRD), Government of India is a descriptive framework that provides a
common reference for linking various qualifications. It is used for setting common principles and
guidelines for a nationally recognized qualification system covering Schools, Vocational
Education
and
Training
Institutions,
Technical
Education
Institutions,
and
Universities/Colleges.
The NSQF organizes qualifications according to a series of levels of knowledge and skills. These
levels are defined in terms of learning outcomes i.e., the competencies (knowledge, skills and
attitude) which the learners must possess regardless of whether they were acquired through
formal, non-formal or informal education and training system. Qualifications are made up of
occupational standards for specific areas of learning units or unit of competency. Units of
competency are the specification of knowledge and skill and the application of that knowledge
and skill to the standard of performance expected in the workplace. The Unit of competency or
National Occupation Standards comprising generic and technical competencies an employee
should possess are laid down by the Sector Skill Council of the respective economic or social
sector.
Competency is defined in terms of what a person is required to do (performance), under what
conditions it is done (conditions) and how well it is to be done (standards). It can be broadly
categorized into foundational, practical and reflexive competencies. Generic competencies are
considered essential for a person to participate effectively in the workforce, whereas technical
competencies are an individual's knowledge and expertise in the specific group task and its
processes and its rules and regulations. An executive order F.No.1-4/2011-VE dated 3 Sept., 2012
on the various aspects of NSQF has been issued by the MHRD. For more details on the NSQF,
please visit the website of MHRD at www: mhrd.gov.in.
The term “curriculum” (plural: curricula or curriculums) is derived from the Latin word for
“race course”, referring to the course of deeds and experiences through which children grow to
become mature adults. A competency based curriculum describes what learners must “know”
and “be able to do” by the end of a program or study. It identifies the competencies and subcompetencies each learner is expected to master. It states clearly the criteria and conditions by
which performance will be assessed. It also defines the learning activities that will lead to the
learner to mastery of the targeted learning outcome.
The competency based curriculum is broken down into coherent parts known as Units. Each
unit is further broken down into knowledge and skills on the basis of which evidence is to be
provided by the learner and the evaluation is to be done by the teacher or trainer.
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5
Computer Assembly and Maintenance
NSQF-Level-3 class: XI
About the Sector
Information Technology (IT) and Information Technology-enabled Services (ITeS) are one of the
most significant growth catalysts for the Indian economy. IT industry has not only influenced the
employment prospects of the people but also affected the social lives of the people through
networking and social websites. The major segments of the Industry are IT Services, Business
Process Outsourcing (BPO), engineering services, research and development and products. IT
Products being manufactured in India include personal computers, servers, workstations,
supercomputers, data processing equipment, printers, digitizers, networking products, etc. Much
of the IT related activities are centred on services in Banking, Financial Services, and Insurance
(BFSI), Telecommunication, Manufacturing, and Retail.
Indian IT Industry has been contributing substantially to India's GDP, exports and employment.
The sector is responsible for enabling employment to an additional 8.9 million people in various
associated sectors – catering, security, transportation, housekeeping, etc – many of whom belong
to rural areas/small towns in India. It has grown tremendously over the last 15 years. The
industry had about 1,50,000 employees in 1993, and around 5,00,000 employees in 1999 but
today, the industry employs around 2.2 million employees. The IT/ITES exports have grown to a
staggering US$ 46.3 billion in 2008-09, the IT sector currently employing 2.2 million
professionals directly and another 8 million people indirectly accounts for over 5% of GDP, a
majority of the Fortune 500 and Global 2000 corporations are sourcing IT/ITES from India and it
is the premier destination for the global sourcing of IT/ITES accounting for 55% of the global
market in offshore IT services and garnering 35% of the ITES/BPO market.
It is expected that with the launch of the ultra low-cost Aakaash tablets exclusively for students,
use of information technology will increase. Internet has made revolutionary changes with
possibilities of e-filing Income Tax returns or applying for passports online or railway e-ticketing.
With an internet user-base of over 125 million, which is likely to grow to about half-a-billion over
the next few years, and an established mobile base of 950 million, coupled with a large and
talented pool of human resources, India will be a key player in the cyber-world.
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6
Computer Assembly and Maintenance
NSQF-Level-3 class: XI
Objectives of the Course
Upon completion of this course, you will be able to:

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
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


Describe the role and functions of various parts of computers.
Demonstrate the use of various hardware and software in basic operations, such as creating
and managing files and folder, changing display, and mouse properties, using internet and
world wide web, using digital media devices, etc.
Demonstrate the knowledge of preventing harm from natural and human threats.
Demonstrate the ability to perform touch typing.
Demonstrate the use of word processor in creating, editing, formatting and printing a
document.
Demonstrate the use of spreadsheet program in creating spreadsheet, entering and editing
data, entering formulae for calculations, formatting cells, preparing stock register,
inserting currency symbol, checking and correcting spelling errors, applying borders and
different styles, and printing worksheets.
Demonstrate the use of digital presentation software in creating, editing, formatting and
printing slides and making presentations.
Demonstrate the knowledge of opening and operating an email account for reading,
composing, editing, sending, forwarding and managing email messages.
Demonstrate how to repair maintain and troubleshoot the computer’s peripheral and
electronic parts.
Demonstrate how to repair maintain and troubleshoot the Operating system.
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7
Computer Assembly and Maintenance
NSQF-Level-3 class: XI
Classroom Activities: Classroom activities are an integral part of this program and interactive
lecture sessions, followed by discussions should be conducted by trained teachers. Teachers
should make effective use of a variety of instructional aids, such as Videos, Colour Slides, Charts,
Diagrams, Models, Exhibits, Handouts, Recorded Compact Discs, etc. to transmit knowledge in
projective and interactive mode.
Practical Activities: Activities that provide practical experience through case based problems,
role play, games, etc. and practical exercises using props, tools and equipment should be
regularly organized off-the-job and on-the-job. Equipment and supplies should be provided to
enhance hands-on experiences to students in the chosen occupation. Trained personnel should
teach specialized techniques such as dismantling and assembling of computer parts, servicing of
computers, operating software programming, etc.
On-the-Job Training: On-the-job training (OJT) occurs whenever more experienced employee
or supervisor teaches less experienced person on how to do one or more tasks of a job. The
training utilizes actual equipment and materials. OJT should be undertaken in a structured
manner with a training plan under the supervision of an experienced trainer or supervisor. A
training plan that reflects tasks to be performed and competencies to be imparted should be
prepared and signed by the student, teacher, and supervisor at the workplace for training of the
students in the organization/industry. The trainer should break down all the steps of the job and
train the students as per the training plan. In a structured OJT, the following steps should be
followed:
Step 1: The Instructor or the trainer tell, show, demonstrate, and explain. The trainer gives an
overview of the task while explaining the constructional details and use of the tools, equipment,
materials, etc. in performing the tasks.
Step 2: The Instructor or the trainer demonstrates each step in detail, actually doing the steps of
the task and explaining each step, one at a time, while the trainee watches. The steps may not
necessarily be demonstrated in the sequence of actual operation, as sometimes it is better that
simple tasks are demonstrated first to build confidence. Showing finished products at each
appropriate step will help the leaner understand what is required as outcome. While
demonstrating, the trainer explains why each step is done in the way it is done.
Step 3: It involves direct trainee participation. The trainer monitors the progress on a checklist
of competencies and offers feedback and pointers where and when needed.
Step 4: The trainee practices with clearly defined targets for performance standards.
Certification: Upon successful completion of this course, the State Education Board and the ITITeS Sector Skill Council will provide a certificate to the student verifying the competencies
acquired by the student. For more details about SSC visit the website of NASSCOM at
http://www.nasscom.in/itites-sector-skill-council.
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8
Computer Assembly and Maintenance
NSQF-Level-3 class: XI
Competency Based Curriculum for NSQF Level-III
Sector: Information Technology/Information Technology Enabled Services
Name of the module: Computer Assembler and Maintenance
Module overview: Student will be able to familiarize with computer assembly and its
maintenance.
Name and codes of units
Unit code
TRT-L3-01
TRT-L3-02
TRT-L3-03
TRT-L3-04
Unit title
Computer hardware-I
Computer hardware-II
Computer assembly.
System security.
OJT
Total
Total hours
90
90
30
70
20
300
Computer hardware-I
List of Elements in CAM-L3-01
Element code
TRT-L3-01-E1
TRT-L3-01-E2
TRT-L3-01-E3
TRT-L3-01-E4
List of Elements
Identify hardware components.
Identify types of peripheral hardware components.
Install and configure personal computer components.
Install and configure print devices
Total
Duration in hours
25
25
15
15
90
Detail of Elements
Unit code: L3-01
Duration: 80 hrs.
Unit overview Student will be able to familiarize with computer hardware and assembly.
ELEMENT
Identify
hardware
components.
PERFORMANCE CRITERIA
KNOWLEDGE CRITERIA
 Identify different types of
personal computer devices
 Identify and categorise the
different personal computer
components, including mobile
personal computer
components
 Explain the purpose and
characteristics of the different
 Personal computer devices include:
 iPAD (or similar),laptop, notebook, personal digital
assistant (PDA),personal computer (Mac or PC), server,
workstation.
 Personal computer components include:
 Cooling systems: case fans CPU fans heat sinks thermal
compound
 Memory: adapter cards capture cards (TV and video)
graphics cards
 I/O cards:
 Firewire ,parallel , serial ,universal serial bus (USB), media
reader , sound cards
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9
Computer Assembly and Maintenance
personal computer component
categories
 Distinguish
between
the
different types of devices within
each
personal
computer
component category
 Understand the Concept of
drive components, R/W Heads,
Head activator, Motor, Circuit
board, connectors, Floppy disk
controller, types of floppy disk
drive ( 1.2 MB and 1.44 MB ),
Installation of Floppy disk
drive, troubleshooting, R/W
head aligning and cleaning,
repairing of floppy disk drive
NSQF-Level-3 class: XI








Identify types of
peripheral
hardware
components.


Identify and categorise the
different peripheral
hardware components
Explain the purpose and

Storage controllers: eSATA cards , redundant array of
inexpensive or independent disks (RAID) cards (RAID
array - levels 0,1,5) , wired and wireless network cards,
Advanced network basic input/output system (BIOS)
settings , bus speeds ,chipsets , complementary metal
oxide semiconductor (CMOS) battery , expansion slots
,firmware updates ,front panel connectors , I/O ports,
jumper settings , memory slots , socket types , sound,
video, USB 1.1, USB 2.0, serial, IEEE 1394 or Firewire,
parallel, Serial and parallel interfaces; Types of
connectors ( D type, 9 pin, 25 pin, 15 pin, male, female),
their connections and configurations; RS 232 C and
Centronics / IEEE 488 protocols; NIC, modem, PS/2
Motherboards: Various designs, various buses, single
board computers, various motherboards : AT, mini AT,
ATX, Introduction and configuration of various socket
formats, expansion buses ( ISA, EISA, PCI, PCMCIA)
Power supplies: connector types and quantity , output
voltage , wattages and capacity
processors: Various available CPUs in the market ( their
study and specifications ), Installation of CPU in related
motherboards, Operating voltage, power management,
Frequency and upgradation, Functional parts of
microprocessor and introduction to slot 1 socket, 32bit
versus 64bit , cache , front side bus , number of cores ,
power consumption , socket types ,speed
Storage Devices: Hard Disks: Hard disk technology,
Concept of rotation, speed, data transfer rates, media,
R/W Heads, clusters, FAT, Formatting, partitioning,
Installation of Hard disks, various types of hard disks (
IDE, EIDE, SCSI),Floppy disk and Floppy disk drive,
CD, DVD, RW or blu-ray , external , floppy disk drive
(FDD), hard disk drive (HDD): parallel advanced
technology attachment (PATA), serial advanced
technology attachment (SATA), solid state , optical
drives, removable.
Mobile personal computer components include:
components of the LCD, including inverter, screen and
video card
Communication connections: Bluetooth , cellular wireless
area network (WAN) , Ethernet, infra-red , modem
Expansion devices: docking station , peripheral
component interconnect (PCI) express cards , Personal
Computer Memory Card International Association
(PCMCIA) cards , hard drive and memory
Input devices: function keys , point devices, such as touch
pad, point stick or track point, stylus or digitiser
Internal laptop expansion slot types, keyboard, processor,
plastics, pointer devices, heat sinks, fans, system board,
CMOS battery, and speakers, power and electrical input
devices: auto-switching , batteries, fixed input power
supplies , wireless cards and video card.
Peripheral hardware components
include: Input devices: Bar code reader ,
biometric devices , keyboard , KVM switch ,
mouse , multimedia, such as web and
digital cameras, MIDI, microphones , touch
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10
Computer Assembly and Maintenance

NSQF-Level-3 class: XI
screen
characteristics of the different
peripheral hardware
components
Distinguish between the
I/O devices: Key boards - types of keyboards,
keyboards technology, keyboard troubleshooting and
repair, Reference material, Keyboard mouse
interface; Mouse : types of mouse, installation of
mouse; mouse interface type ( serial, PS/2 mouse
port, Cleaning of mouse, mouse troubleshooting,
resolving conflicts between various drivers output
devices: printers, screen, speakers, printer
consumables , printer drivers (compatibility).
different types of devices
within each peripheral
hardware component category
Install and
configure
personal
computer
components.

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







Install
and
configure print
devices



Install and configure personal
computer components
Install and configure mobile personal
computer components
Develop plans, with prioritised tasks
and contingency arrangements, for
the installation and configuration of
selected components .
Liaise with appropriate person to
obtain approval for the plans
Install and configure components
according to plan,
Use appropriate testing tools to test
components for error-free
performance
Identify and resolve identified
problems
Test and enhance system
performance, using knowledge of the
system, to meet organisational
benchmarks
Document the installation and
configuration process according to
organisation guidelines
Develop and document a
maintenance plan and schedule
based on vendor specifications for the
installed components.
Install and configure print
devices
Detect and identify common
printer issues
Undertake printer issue
resolution to meet client
requirements
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Testing tools include: anti-static pad and
wrist strap ,cable testers , extension magnet ,
loop back plugs , multi-meter, power supply
tester , specialty hardware or tools.
IRQ and port address reference sheet
Computer Reclamation PC repair guidelines
Floppy drive, Hard drive, Keyboard, Monitor testing
guidelines.
Installation of various RAM into motherboard
CD ROM disks, drive formats, installation of CD
ROM/DVD drives, disk formats, types, installation of
sound card and multimedia speakers.
Print devices include: Impact inkjet, laser, local
versus network printers, thermal.
Printer: Types, principles, working, parameters of
impact and non impact printers; speed, formats, 9
pin and 24 pin printer; Identification of various
parts of printer; Overhaul of printer; Types of
bubble jet and inkjet printers; Thermal and piezo
inkjet printer; Identification of various parts of
inkjet printer; overhauling and servicing of inkjet
printer; Replacement and refilling of cartridge;
Principle, specification and operation of laser
printer;
Replacement
of
toner
cartridge;
Installation and trouble shooting of laser printer;
Principle, working of line printers.
Printer issues include: blank paper, error codes,
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11
Computer Assembly and Maintenance
NSQF-Level-3 class: XI

garbage printout, ghosted image, lines and
smearing, no connectivity, out of memory error,
paper jams.
Printer issue resolution include: clean printer.
clear paper jam , install maintenance kit (reset
page count) , power cycle , replace drum , replace
fuser , set IP on printer.
Computer hardware-II
List of Elements in CAM-L3-01
Element code
TRT-L3-02-E1
Elements
Identify peripheral hardware components.
TRT-L3-02-E2
Identify technology used in new different types of
peripheral components.
Procedure for installation and configuration of different
peripherals.
Install and configure a printer.
Evaluate modified system
Total
TRT-L3-02-E3
TRT-L3-02-E4
TRT-L3-02-E5
Duration in hour
10
40
20
25
5
90
Detail of Elements in CAM-L3-01
Unit code TRT-L3-02
Duration: 90 hours
Unit
Student will be able to familiarize with computer hardware and assembly.
overview
Element
PERFORMANCE
CRITERIA
KNOWLEDGE CRITERIA
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12
Computer Assembly and Maintenance
Identify
hardware
components



Identify, categorise and
distinguish between the
different types of internal
hardware components 1.1
Identify and categorise
the different internal
hardware components.
Explain the purpose and
characteristics of the
different internal
hardware component
categories
Distinguish between the
different types of devices
within each internal
hardware component
category.
NSQF-Level-3 class: XI
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

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
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Internal hardware components include:adapter card components:
communications: modem: Principle, operation, types and applications of
modem; Parameters ( Speed, error correction ); Introduction of AT commands
set; Installation and troubleshooting of modem; Terminal emulation software
( DOS based and Window based ), network interface card (NIC)
I/O: parallel ,small computer system interface (SCSI),serial, universal serial
bus (USB)
Multimedia: capture cards ,sound card , TV tuner cards
Video: AGP , peripheral component interconnect (PCI), PCIe
Cooling system components: CPU and case fans , heat sinks , liquid cooling
systems , thermal compound
CPU components and features: 32 bit versus 64 bit , hyper threading ,
identify CPU types: AMD, Intel
Multi-core: dual core , quad core, triple core , i5,i7
Onchip cache: L1 ,L2
Speed (real versus actual)
Display device components:

Display Adopter and monitors: Introduction, concept & applications of




VGA Adopters & display, VESA, SVGA, standard, video RAM, video
processor, AGP, 3D accelerators, troubleshooting of display adopters, types of
monitors, resolution, mono & colour VGA/SVGA monitors, Interlaced & non
interlaced monitors, Energy & safety of monitors

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Connector types: component or RGB, DVI pin compatibility, HDMi, S-Video,
VGA
LCD technologies: contrast ratio, native resolution, resolution (e.g. XGA,
SXGA+, UXGA, WUXGA), projectors, CRT and LCD
Settings: degauss, multi-monitor, refresh rate, resolution
Memory components and features: ECC versus non-ECC, parity versus nonparity, single channel versus dual channel, single sided versus double-sided
Speed: PC100, PC133, PC2700, PC3200, DDR3-1600, DDR2-667
Types:DRAM, SRAM, SDRAM, DDR or DDR2 or DDR3, RAMBUS
Motherboard components:
Basic input/output system (BIOS), BIOS Power on self test, Error codes,
Beep codes, BIOS extensions, BIOS capability, BIOS Development, BIU
identifications, System configuration and CMOS set-up
Complementary metal oxide semiconductor (CMOS) or Firmware: CMOS
battery ,
Bus architecture, bus slots: AGP, AMR, CNR, PCI, PCIe, Personal Computer
Memory Card International Association (PCMCIA)
Chipsets: Contrast RAID (levels 0, 1, 5)
Form factor: ATX or BTX, micro ATX, NLX
I/O interfaces: IEEE 1394 or Firewire, modem, NIC, parallel, PS/2, Serial,
sound, USB 1.1 and 2.0, video
Memory slots: DIMM, RIMM, SIMM, SODIMM, parallel advanced
technology attachment (PATA):EIDE, IDE
Processor sockets, riser card or daughterboard
Serial advanced technology attachment (SATA), eSATA
Power supply components: Computer SMPS and Cabinet
Power Supply, Power supply ratings, Functions and operation of power
supply, types of connector ( P8 - P13), types of power supply ( XT, AT and
ATX) of computer power supply, their colour coding, testing of voltages,
concept of power greed signal, power supply problems, troubleshooting of
SMPS, Repairing power supply, Various types of cabinets, Vertical tower,
minitower
AC adapter, ATX proprietary, pins (20, 24), voltage selector switch , voltage,
wattage and capacity
Storage devices and backup media components: floppy disk drive (FDD), hard
disk drive (HDD): solid state versus magnetic , optical drives, such as CD,
DVD, RW or blu-ray.
Removable storage: external CD-RW and hard drive , hot swappable devices
and non-hot swappable devices, solid state (e.g. thumb drive, flash, SD cards,
USB), tape drive.
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13
Computer Assembly and Maintenance
Determine
components
required

Obtain
components




Install
components
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




NSQF-Level-3 class: XI
Identify and clarify user
internal hardware component
requirements.
Organise and record user
component requirements,
pass on to appropriate
person for evaluation and
vendor selection.
Contact vendors to obtain
technical specifications for
the proposed components
Assess the options and
provide recommendations to
the appropriate person for
final analysis
Obtain components to
prepare for installation
Develop plans, with prioritised
tasks and contingency
arrangements, for the
installation of selected
components.
Liaise with appropriate person
to obtain approval for the plans
Install and configure
components according to plan,
installation procedures.
Test components for error-free
performance, using available
technology
Identify and resolve identified
problems
Test and enhance system
performance, using knowledge of
the system, to meet
organisational benchmarks
Document the installation and
configuration process according
to organisation guidelines
 Identification of hardware,
 Determination of particular component.
 Latest specifications of hardware.
 Technology and new functionality involved with the component.
 The components includes: above.
 Follow the instruction of user manual.
Computer Assembly
List of Elements in CAM-L3-03
Element code
TRT-L3-03-E1
TRT-L3-03-E2
Elements
Coupling and assembling procedure of computer
Activity involved in Upgrading the system
Total
Duration in hour
10
20
30
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14
Computer Assembly and Maintenance
NSQF-Level-3 class: XI
Detail of Elements in - TRT-L3-03
Unit code: TRT-L3-03
Duration: 30 hours
Unit
Student will be able to familiarize with computer assembly.
overview
Activity
involved in
Upgrading
the system







Coupling and
assembling
procedure of
computer










Identify the mother board of the system to be
upgraded.
Identify the processor and its clock speed on
mother board.
Identify the RAM memory and size on the
mother board.
Identify the size and technology used in HDD of
the system.
Identify the CD ROM drive speed of the system.
Remove any of the above to be upgraded, and
replace with a higher category of same
component.
Set the BIOS/CMOS setup configuration to suit
the new components.
Select an appropriate motherboard and know the
clock speed.
Place the motherboard correctly inside the
casing and screw.
Mount processor, memory and other onboard
components appropriately.
Fix disk to the casing and fasten.
Connect IDE, FDD cables accordingly.
Set disk’s jumper settings appropriately.
Connect power cables with in the CPU.
Set jumpers on board appropriately.
Place cards appropriately on the respective slots.
connect switch cables, turbo cables, reset cables.





Up gradation of
Motherboard.
Processor.
RAM,
HDD.

BIOS setting

Working principal of
Motherboard.

Mounting of
components on board
connecting the
components
Computer System Security
List of Elements in CAM-L3-01
Element code
TRT-L3-04-E1
TRT-L3-04-E2
Elements
Detect and remove destructive software
Identify and take action to stop spam
Total
Duration in hour
40
30
70
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15
Computer Assembly and Maintenance
NSQF-Level-3 class: XI
Detail of Elements in CAM-L3-01
Unit code: TRT-L3-04
Duration: 70 hours
Unit
This unit defines the competency required to reduce the risk of a computer's
Overview
operation being affected by spam or destructive software.
Elements
PERFORMANCE
KNOWLEDGE CRITERIA
CRITERIA
Detect and
 Define and identify common
 Basic knowledge of identification of spam and
remove
types of destructive
virus intrusions and appropriate remedial
destructive
software
action
software
 Select and install virus
 Broad general knowledge of operating systems
protection compatible with
supported by the organisation
the operating system in use  Virus protection
 Describe other advanced
 There are various antivirus software
systems of protection, in
applications available. Some include: McAfee,
order to understand further
Panda AntiVirus, Protector Plus Antivirus,
options
Symantec's Norton Antivirus, Command
 Install software updates on
Antivirus, Vet. AMIvirus
a regular basis
 Destructive Software include
 Configure software security  Viruses, File viruses, System sector viruses,
settings to prevent
Macro viruses, Worms, Trojans, Logic bombs,
destructive software from
Spyware
infecting computer
 Software Updates includes:
 Run and/or schedule to run
 Service packs and service releases, Security
virus protection software
patches, Automatic online updates, Virus
on a regular basis
scanning engine updates, Virus definition
 Report detected destructive
updates
software to appropriate
 Security settings include: Internet browser
person and remove the
security settings
destructive software
 Virus protection security settings, Firewall
security settings
 Operating system security settings Advanced
systems include: Hardware firewall, Software
firewall
Identify and 
take action to
stop spam



Define and identify common
types of spam
Take appropriate action
in regard to spam
Configure and use a spam
filter
Report spam
 Broad general knowledge of computer hardware
 Basic knowledge types protective applications
used against viruses and spam, Spam Act
guidelines
 Spam filter includes: Email client filters or
rules, Email server filters
 Third party filter ,programs such as:
MailWasher Pro, Spamassassin, Norton Internet
Security.
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16
Computer Assembly and Maintenance
NSQF-Level-3 class: XI
 Spam include: unsolicited commercial
electronic messaging, where electronic
messaging covers emails, instant messaging,
SMS and other mobile phone messaging, but
does not cover normal voice-to-voice
communication by telephone.
 A formal definition is included in the Spam Act.
 Appropriate action include Delete the spam,
Block the sender by configuring spam filter.,
Unsubscribe from mailing list, if company is
reputable
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17
Computer Assembly and Maintenance
NSQF-Level-3 class: XI
Assessment Guide
Assessment is a process used for determining an individual's progress or level of
mastery/competence in an occupational area. It may be formative (continuous) and/or summative
(final). It is a process of collecting evidence and making judgement about the extent to which a
person demonstrates the knowledge and skills set out in the standards or learning outcomes of a
unit of competency. Assessment should be done on the basis of information or evidence about the
individual’s ability against clearly stated objectives or standards. A diversity of assessment
methods is required to achieve the multiple purposes and to satisfy the requirements of
competency based assessment. Appropriate evidence is to be collected from activities that can be
clearly related to the Units of Competency. It should cover all the elements and performance
criteria/indicators in the competency standards. Student’s achievements should be assessed by
using the following methods of assessment.
S.No. Method of Assessments
Weightage
Evaluator
(Max.marks)
Written test
30
Teacher

Practical test
30
Certified Assessor #

Oral test/viva voce
10
Teacher/External Examiner

Portfolio
10
Teacher

Project
10
Teacher/Trainer

Direct Observation
10
Teacher/Trainer

Total
100
# Assessors will be certified by the State Education Board.
1. Written test: It allows candidates to demonstrate that they have the knowledge and
understanding of a given topic.
2. Practical test: It allows candidates to demonstrate application of skills in simulated or real
work conditions against competency standards (skill and academic standards).
3. Oral test/viva voce: It allows candidates to demonstrate communication skills and content
knowledge. Audio or video recording can be done at the time of oral test or viva voce.
4. Portfolio: It is a compilation of documents that supports the candidate’s claim of
competence that was acquired from prior learning and experience. Documents (including
photo’s, newspaper articles, reports, etc.) of practical experience in the workplace or the
community and photographs of the products prepared by the candidates related to the units
of competency should be included in the portfolio.
5. Project: Projects (individual or group projects) are a great way to assess the practice skills
on a deadline, but these should be given on the basis of the capability of the individual to
perform the tasks or activities involved in the project. Projects should be discussed in the
class and the teacher should periodically monitor the progress of the project and provide
feedback for improvement and innovation.
6. Direct Observation – Direct observation requires a considerable degree of commitment
from the observer and those being observed. Employability skills evaluation listed below in
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18
Computer Assembly and Maintenance
NSQF-Level-3 class: XI
the table should be evaluated through direct observation by the teacher/trainer and
appropriate records should be maintained for transparency in evaluation.
Employability
Skill Area
S.no Competencies and Performance Standards
Communication
1.
Questions appropriately
2.
Writes clearly and legibly
3.
Demonstrates good listening and responding skills
4.
Informs about the absence and reasons of absence
5.
Organizes work
6.
Manages time effectively and efficiently
7.
Complete assignments timely
8.
Displays care for tools and equipment
Responsibility
Competent Not Yet
Competent
9. Accepts responsibility pleasantly
Competent = 0.5 marks
Not yet competent = 0
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19