Computer-in-a-Box (CIAB) Supplemental Activities for Module 8:
Cracking the Case
These activities are designed to provide students with an opportunity to interact with the internal
components of a computer, identify characteristics and features of the devices, and explore the ways that
computer parts connect with each other. They will also study the ten basic safety guidelines for working with
computers. The “Computer in a Box” Kit is a safe way for students to experience the insides of the computer
in a safe environment.
Activity
Day 1
Activity
MOUSE Squad Introduction
Day 2
Identifying internal computer devices
Students will:
Observe and record characteristics
of computer components
Identify computer parts
Resources
MOUSE Squad video, CIAB kit
Exploring CIAB parts
Activity 1 Teacher Guide
“Computer in a Box” kit
Activity 1 Student Worksheet
Day 3
Create Accounts
Creating email accounts
Have students create name
badges
Day 4
Identifying motherboard components
Activity 2 Teacher Guide
1 motherboard from “Computer in
a Box” kit
Activity 2 Worksheet 1
Activity 2 Worksheet 2
Activity 2 AT Form Factor Photo
Activity 2 ATX Form Factor Photo
Students will:
Observe and record characteristics
and functions of motherboard
components
Identify motherboard parts on an
actual motherboard
Day 5
Volunteer Career Spotlight Lesson
Students will:
Explain what the volunteer in their
classroom does as a career.
State three careers in which they
have an interest.
© 2010 MOUSE Squad of California
Activity 6 Teacher Guide
Corporate or Community
Volunteer-Contact
volcor@ca.mousesquad.org when
you start the activity set.*
Page 1 of 3
Lesson Activities using MSCA Supplemental curriculum
Day 6
Connecting devices to motherboard
components
Students will:
Identify which motherboard
components connect to devices,
and if so, which device
Work collaboratively to connect the
devices to the motherboard
components
Day 7
Safety Guidelines
Students will:
Categorize the safety guidelines for
working inside a computer and
working on computer
configurations
Identify the reasons behind the
safety guidelines.
Day 8
Replacing storage devices, cards, and
memory
Students will remove and replace case
covers, cards, memory, and internal storage
devices after reviewing safety guidelines.
Module 8
Activity 3 Teacher Guide
Activity 3 Student Worksheet
“Computer in a Box” kit
Activity 4 Teacher Guide
Activity 4 Safety Guidelines Cards
Activity 4 Student Worksheet
Activity 5 Teacher Guide
Activity 5 Student Worksheet
Refer to Module8: Break/Fix:
Taking it Apart and Putting it Back
Together
Computer for removing and
replacing hard, floppy, & CD/DVD
drives
“Computer In A Box” components
CD and/or DVD drive
CPU
floppy cable (with twist)
floppy drive
hard drive
hard drive cable
internal power supply box
internal modem
motherboard (AT or ATX with ISA & PCI slots preferred)
© 2010 MOUSE Squad of California
Page 2 of 3
Lesson Activities using MSCA Supplemental curriculum
Module 8
NIC card
memory modules (DIMMS or SIMMS)
sound card
video card
serial connector
USB card (optional)
Firewire card (optional)
printer or scanner card (optional)
*Note: No two Computer-in-a-Box kits are alike! You may be missing one or two of these parts. The
Computer-in-a-Box is from an old non-working computer and might not connect together perfectly.
© 2010 MOUSE Squad of California
Page 3 of 3
CIAB Activity 1 – Identifying Computer Devices
Overview of Activity:
This activity will be an exploratory activity in which students will be able to see and touch
computer parts as well as read and research using the Internet to describe the different parts
and their uses. Implementation style will depend on the size of the group.
Objectives:
Students will observe and record characteristics of computer components.
Students will identify computer parts.
Materials needed:
MOUSE Squad Computer-in-a-Box with parts
Computer Parts Data Record
Computer Parts Matching Game
Preparations:
Copy enough Computer Parts Data Records for all students. Prepare your computer to show the
Common Craft video - Computer Hardware in Plain English on a TV screen if possible.
Go to the online curriculum and have the students play the Computer Components
Have computers ready for each student in the class to use for Internet searching and MOUSE
Squad blogging.
If your group is 5 or less, this activity can be done individually, in partners, or as one whole
group. If your group is larger, you can rotate the students in stations: one station for Internet
research and one station for handling the parts and guessing at their names.
You can do this activity in one day, if you have a very motivated class or a class that needs
consistent structured activities. If you would like to extend the activity, you can add the optional
presentation part listed first under Further Projects at the bottom and do this Activity over two
days or even longer if needed.
Activity Directions:
Teacher or Volunteer will…
Students will…
Say: Today we are going to investigate what is inside the
computer. Does anybody know the names of any parts inside
the computer?
Listen, volunteer information.
Say: I am going to show you a quick video that compares the
inside of a computer to something you are more familiar with.
Watch video.
© 2011 MOUSE Squad of CA
Page 1 of 5
CIAB Activity 1 – Identifying Computer Devices
While you watch, see if you can remember some of the things
you can compare computers with. Show Common Craft video Computer Hardware in Plain English
After finishing, say: Who can recall the big comparison the
person who made this video made? With what was he
comparing a computer?
Students listen, answer questions.
In this comparison, what is the basement of the house?
What is the butler? Do you know what a butler is? (explain if
students don’t know)
And what is the closet?
Say: We have here on the table parts of a computer. Do you
think these parts come from an old or a new computer?
Listen, volunteer information.
Explain how the parts come from an old computer and do not
work anymore. However, like things in a museum, they are for
learning and need to be treated carefully so that many people
can learn from them. We need to practice working with these
parts correctly and safely so we are prepared for when we
begin to work with the parts of working computers.
Say: We are going to explore like scientists to determine what
the names of all these parts are. We are going to look at, or
observe, each part carefully, and look at its characteristics to
see if we can identify what its name is. If you don’t have any
idea what something is, where do you sometimes look?
Say: Today you are going to learn about what these 14
computer parts are called. I am going to separate you into two
groups: one group to take a look at the parts first and take
notes about their characteristics and one group to look online
to see if you can find information about these parts.
Listen, volunteer information (if they
answer that we can look on the
internet, perfect segue into the
activity).
Watch, listen, ask questions if
needed.
On this Computer Parts Data Record, you will record the
characteristics of the parts that you find on the table in this
column. If you are at the computer, you will do a search for the
part and write some notes about what it does and how it looks
on a picture online in this column (showing them on the sheet).
© 2011 MOUSE Squad of CA
Page 2 of 5
CIAB Activity 1 – Identifying Computer Devices
Divide students into two groups. Set up one group to handle
the computer parts and one group to sit at computers for
research.
Write the website:
Search on internet, study computer
parts and take notes.
http://computer.howstuffworks.com/computer-hardwarechannel.htm
on the board or a place where the students at the computer can
see it.
For more beginning students, write kids-online.net on the
board. Tell students who use this site to go to Kids Online and
click on "ENTER Kids Online" Then click on "Click-N-Learn" in the left
column.
For more advanced students, suggest Wikipedia or Google for
reading more about the computer parts. Guide students with
lower reading skills to use Wikipedia’s Simple English version
http://simple.wikipedia.org/wiki/Main_Page. Show them
how to type the name of the part in to search for details about
it. Some are not available in Simple English version, but are
available in the regular version. NIC Card is found under
Network Interface Controller.
Remind the students at the parts table to be careful with the
parts and to look carefully, observing any markings or
identifiers. Ask them to think about what they already know
about how computers work.
Tell both groups to keep their eyes open for any parts they see
that might not be found on newer computers or might look
different.
After about 20 minutes, switch groups.
Rotate to other group to complete
their Computer Parts Data Record.
After about another 20 minutes, bring students back together in
one group. Assess how far they have gotten on identifying the
parts.
Students regroup, share
information.
© 2011 MOUSE Squad of CA
Page 3 of 5
CIAB Activity 1 – Identifying Computer Devices
Hold up the CD/DVD drive for the students to see.
Students answer questions, provide
data they collected or observed.
Say: What is this? How did you know?
Repeat with all the parts, and correct when needed,
emphasizing how the research and observations help us to
determine confidently what the parts are called.
Hand out the Computer Parts Matching Game and explain to
the students that it is a brief assessment to see what they have
learned (they could do this alone, in pairs, or as a group).
Students try to fill in the blanks on
the Computer Parts Matching
Game.
Student Discussion Points:
What parts are not used anymore in modern computers?
Do you think you would like to use this computer if it was put together and working? Why
or why not?
What looks strange to you about this computer? What looks smart? (Students may
comment on the size, shape, weight, color, or any other detail they wish about the
computer parts.)
How do you think computers we use today will be different in the future?
Other useful sources:
For Elementary
http://ca.mousesquad.org/educators/resources/elementary/mod08/index.html
http://www.kids-online.net/
1. Click on "ENTER Kids Online"
2. Then click on "Click-N-Learn" in the left column. It shows the parts of a computer by clicking
on each area. There are three different levels: novice, junior, and master.
For Advanced
http://ca.mousesquad.org/educators/resources/advanced/mod08/index.html
http://computer.howstuffworks.com/computer-hardware-channel.htm
© 2011 MOUSE Squad of CA
Page 4 of 5
CIAB Activity 1 – Identifying Computer Devices
Further Projects:
Assign each student or pair of students a computer part. They will need to present to the class
about this part for a designated amount of time that you choose, and explain where they found
their information. You can modify this presentation activity to fit the age group or skills of your
class. Students may present with a poster with a picture they created and notes, or they may
make a brief PowerPoint about what they learned.
Research what materials are used to make computer parts. Discuss the environmental impact of
computers and their constant progression.
Links to help:
http://archive.unu.edu/update/archive/issue31_5.htm
http://web.utk.edu/~nolt/radio/computer.htm
http://www.ieeecet.org/progression-of-computers.html
http://www.ehow.com/list_6162960_materials-used-make-computers_.html
http://www.ehow.com/how_4826894_money-recycling-computer-parts.html
For highly motivated students, have students imagine and create their own computer from
cardboard or other found materials, in shape and size they would like, with all the internal parts.
© 2011 MOUSE Squad of CA
Page 5 of 5
CIAB Activity 1 – TEACHER KEY to Computer Parts
Picture
Device Name
Characteristics
What it does
CD/DVD Drive
Has a button to open
and close
Reads CDs and DVDs
CPU
Has no moving parts
but is connected
electronically to other
parts of the computer
floppy cable
Has a twist in it
Connects the floppy disk
floppy drive
It has a button to
push, and is shaped
much like a CD/DVD
drive but doesn’t have
a part that comes out
to receive the disk
Reads floppy disks, which
are no longer commonly
used
Uses magnets to store
information, measured by
gigabytes.
Uses different interfaces
and ports.
hard drive
hard drive cable
© 2011 MOUSE Squad of CA
Sends signals to control
other parts of the
computer, like the brain in
a human.
Takes its instructions from
a computer program.
Is flat; does not have a
twist
Connects the hard drive
Page 1 of 2
CIAB Activity 1 – TEACHER KEY to Computer Parts
Picture
© 2011 MOUSE Squad of CA
Device Name
Characteristics
Information you found
online
internal power
supply
Has a fan inside and
switches
Supplies electrical
energy
modem
Has places for cords to
connect with it
Used to communicate
between distant
computers.
Used to connect to the
internet through
telephone or cable
service.
motherboard
Has places for parts to
attach.
Is rectangular and has
sharp edges.
It’s the most central
part of a computer. It’s
the main circuit board
of the electronic
system.
NIC card
Is green and black,
similar to the modem
and has some gold
parts like the memory
modules.
Allows computers to
communicate over a
computer network.
memory
modules
Small and rectangular
with black raised
areas.
Modules mounted on a
printed circuit board
that provide random
access memory.
sound card
Has different colored
parts on one side.
Controls the input and
output of the sound
signals. Currently,
most computers have
sound cards that are
built into the
motherboard and
cannot be removed.
Page 2 of 2
CIAB. Activity 1
COMPUTER PARTS DATA RECORD
Picture
Device Name
Name___________________________
Characteristics
Information you found
online
internal power
supply
modem
motherboard
NIC
memory
modules
sound card
© 2011 MOUSE Squad of CA
Page 2 of 2
CIAB. Activity 1
COMPUTER PARTS DATA RECORD
Picture
Device Name
Name___________________________
Characteristics
What it does
CD/DVD Drive
CPU
floppy cable
cable
floppy drive
hard drive
hard drive
cable
© 2011 MOUSE Squad of CA
Page 1 of 2
Create a CIAB Squad Post
Create a Squad Post entitled CIAB Activity 1 Identifying Computer Devices. In
the body of the post, include whatever questions you would like your students to
answer. You could use one or more of the following questions, or write your
own.
What 3 computer parts do you think are most important? Write about what they are, what they look like, and
what they do.
What parts are not used anymore in modern computers?
Do you think you would like to use this computer if it was put together and working? Why or why
not?
What looks strange to you about this computer? What looks smart?
How do you think computers we use today will be different in the future?
From Module 8 Blog it questions:
Do Macs and PCs have different components? Do laptops and desktops have different
components? Explain.
How would you define computer hardware?
CIAB Activity 2 Identifying Motherboard Components
Overview of Activity:
This is a research activity to find out about the parts of two different kinds of motherboards.
Students will use the Internet to research the characteristics and functions of the parts of two
different types of motherboards and complete a chart to record the information they find. Next,
they will look at a physical motherboard in the room and identify the parts.
Objectives:
Students will observe and record characteristics and functions of motherboard
components.
Students will identify motherboard parts on an actual motherboard.
Materials needed:
ATX Form Factor Photo (one for each student or pair)
AT Form Factor Photo (one for each student or pair)
Motherboard example from Computer-in-a-Box
Worksheet 1: Motherboard Research Log
Worksheet 2: Motherboard Identification Sheet
Preparations:
Create a Squad Post entitled CIAB Activity 2 Identifying Motherboard Components. In the
body of the post, include whatever questions you would like your students to answer. You could
use one or more of the following questions, or write your own.
What do you think we could compare the motherboard to in a human?
Why do you think the motherboard is the shape it is?
Was it easy to figure out which type of motherboard we have? Why or why not?
Did you see anything on the motherboard that you think was not on the list? What did it look like?
This activity can be done individually. It can also be done in partners if there are some students
with lower reading skills than others or they are used to working together on Internet research.
Before the activity, you should label the CIAB motherboard with letters A-J on ten parts that you
have that are clearly identifiable to you. Different motherboard examples are different types, so
this will require observing your motherboard and comparing it with pictures online.
© 2011 MOUSE Squad of CA
Page 1 of 4
CIAB Activity 2 Identifying Motherboard Components
Activity Directions:
Teacher or Volunteer does...
Student does...
Say: Who can remember what this computer device is called?
(holding up motherboard example)
Listen, volunteer information.
Good. Now this is only one type of motherboard. There are
actually two types, and the reason is that the different designs
depend on the CPU chip and bus type and size used. If you don’t
know what a bus type is, they are subsystems that transfer data
between parts of a computer or between computers, and they
actually look like little buses, especially when they are yellow.
http://en.wikipedia.org/wiki/Bus (computing)
Say: On each of these charts you will see a list of parts. You are
going to be researchers today and study these parts online to find
out their characteristics and their functions.
Listen, volunteer information.
To make sure you remember what characteristics and functions
are, take a look at the computer mouse. What are its
characteristics? (Students may answer: plastic, fits in your hand,
can roll around) What is its function? (helps you to move the
cursor on your screen and make choices)
Students may answer:
plastic, fits in your hand, can
roll around.
Say: We are going to explore the motherboard like scientists. We
are going to look at, or observe, each part carefully, and look at
its characteristics. We are going to record those characteristics,
such as how big it is, what its shape is, and what it is made of.
Next, we are going to do some research on what the function of
each part is. How do you think we will find out what these parts
do?
Listen, volunteer information (if
they answer that we can look on
the internet, perfect segue into
the activity).
Say: On this Motherboard Research Log, you will record the
characteristics of the different parts of the motherboard. Then you
will record the function of each of these parts.
Students may volunteer
information like Google images or
other sites.
helps you to move the cursor
on your screen and make
choices
However, you can’t describe the part unless you know what it is.
How might I find out what each of these parts looks like? If I use
the internet, do you know what sites I would use?
© 2011 MOUSE Squad of CA
Page 2 of 4
CIAB Activity 2 Identifying Motherboard Components
Suggest to the students to use Google or Wikipedia to find
descriptions of the parts. Remind the students at the parts table
to be careful with the parts and to look carefully and think about
what they know about how computers work.
Students search on Internet,
study motherboard parts and take
notes.
Say: You will have 20 minutes to research the first kind of
motherboard, the AT Form Factor. On the front of this sheet, you
have all the parts listed. I want you to record as much information
as you can from your Internet search. After 20 minutes, I will ask
you to switch to the other side of this sheet, where it has all the
parts of the ATX Form Factor. Finally at the end of the class, I will
show you a motherboard, and you will have to use the information
you found to tell me what parts it has.
Students listen, ask questions for
clarification.
Not all of the parts listed will be on the motherboard we have
because we only have one. While you are working, see if you can
figure out which kind we have in our Computer-in-a-Box.
Say: Okay, now go! You have 20 minutes to research the AT
Form Factor.
Answer questions as needed; help students who struggle with
reading or searching on the Internet.
Students research and record on
their Motherboard Research
Logs.
After 20 minutes, tell students to switch sides and make sure they
research the other motherboard parts.
Students continue to complete
Motherboard Research Logs.
After another 20 minutes, regroup the students. Present the
motherboard from Computer-in-a-Box with labels from A-J.
Say: Here you see a real-life motherboard with its parts labeled
with letters. Now you are going to take what you just learned
online to identify all the parts on this motherboard. I am giving
you each a handout for you to label the parts. If you feel
overwhelmed or didn’t complete the entire research log, you can
look at the descriptions on the bottom. You will have 8 minutes!
Please go to the computers and post a blog at the Squad Post
entitled Activity 2. Identifying Motherboard Components.
© 2011 MOUSE Squad of CA
Students will identify all the parts
of the motherboard, using notes
as needed.
Students write a blog post.
Page 3 of 4
CIAB Activity 2 Identifying Motherboard Components
Resources:
http://www.kids-online.net/learn/click/table.html
http://www.ocs-networks.com/pages/computer_class/mother.htm
© 2011 MOUSE Squad of CA
Page 4 of 4
CIAB Activity 2 Worksheet 1
MOTHERBOARD
Research LOG
Name__________________________________
AT FORM FACTOR
Component Name
Characteristics you can observe (shape, size,
color, connections, weight, etc.)
Information about the function of this
component
Primary and Secondary IDE
Controllers
ROM/BIOS Chip
ISA Slot
CMOS Battery
PCI Slot
AT DIN/5 Keyboard Connector
AT Power Socket
ATX Power Socket
168 DIMM Socket
72 SIMM Socket
Heat Sink Chip Set
L2 Cache Chip Set
CPU PGA on a CPU Socket 7
© 2011 MOUSE Squad of CA
Page 1 of 2
CIAB Activity 2 Worksheet 1
MOTHERBOARD
Research LOG
Component Name
Name__________________________________
Characteristics you can observe (shape, size,
color, connections, weight, etc.)
Information about the function of this
component
Floppy Drive Controller
PRN for Parallel Port
COM for Serial Ports
ATX FORM FACTOR
Component Name
Characteristics you can observe (shape, size,
color, connections, weight, etc.)
Information about the function of this
component
Parallel/Serial Port
USB Ports
PS/2 Connector
ATX Power Socket
CPU Slot 1
Northbridge Chipset
DIMM Slots
Floppy Drive Controller
IDE Controllers (Primary and
Secondary IDE Controller)
© 2011 MOUSE Squad of CA
Page 1 of 2
CIAB Activity 2 Worksheet 1
MOTHERBOARD
Research LOG
Component Name
Name__________________________________
Characteristics you can observe (shape, size,
color, connections, weight, etc.)
Information about the function of this
component
CMOS Battery Holder
Southbridge Chipset
ISA Slot
PCI Slot
AGP Slot
ROM/BIOS Chipset
COM for Serial Ports
© 2011 MOUSE Squad of CA
Page 1 of 2
CIAB Activity 2 Worksheet 2
MOTHERBOARD
Name_________________________________
Identification Sheet
Label
A
B
C
D
E
F
G
H
I
J
Name the component
AT FORM FACTOR
ATX FORM FACTOR
CIAB Activity 3 Connecting Motherboard Components
Overview of Activity:
This activity assesses the students’ knowledge of the motherboard. They will be asked first to
identify which motherboard components connect with devices, and if so which device. They will
then have a chance to work collaboratively to connect all the devices to the motherboard.
Objectives:
Students will identify which motherboard components connect to devices, and if so, which
device.
Students will work collaboratively to connect the devices to the motherboard components.
Materials needed:
Motherboard Components Connections Sheet
Motherboard example from Computer-in-a-Box, with parts disassembled
Preparations:
Create a Squad Post entitled CIAB Activity 3. Connecting Motherboard Components. In the
body of the post, include whatever questions you would like your students to answer. You could
use one or more of the following questions, or write your own.
Do you prefer solving problems individually or in a team?
What are some of the pros and cons of solving a problem individually or in a team?
What do you think would happen on a modern, normally functioning computer if you connected some parts incorrectly?
The paper-and-pencil part of this activity can be done individually, in pairs, depending on your
preference and the students’ skills and abilities to work together. The parts of the motherboard
need to be disconnected from each other before this class since it is a kind of active
assessment for the students to show how they can put it together.
Activity Directions:
Teacher or Volunteer does...
Student does...
Say: Today we are going to do some work on the motherboard
again. The first part of today’s activity will be a thinking and writing
activity, and then I am going to ask you all to work as a team to
set up a motherboard. It is important to know how to work as a
team. Can anyone tell me some of the situations in life or in work
that you might have to work with other people as a team? (You
may want to write these on the board.)
Listens, brainstorms about why it
is important to know how to work
as a team.
© 2011 MOUSE Squad of CA
Page 1 of 3
CIAB Activity 3 Connecting Motherboard Components
Good. You need to know how to work with each other because
you may be asked to solve problems that are related to learning
about computers, and then later you may need to work with each
other to solve problems that anyone at this school may be having
with their technological tools. And even later than that, you will
need team skills when you get a job.
As a warm-up for today’s activities, we are going to do a group
activity called the human knot. I am going to have you stand up
and form a circle. Ready, go!
Now I want you to take the hand of one person with one of your
hand. [Once everyone has done that, proceed.] Next, I want you
to take another person’s hand in your other hand. You are now in
a big knot. Your job is to untangle yourselves without losing grip
of anyone’s hands. When you are done, you should be standing
in a circle. You might not all be facing in the circle, but you can
make one circle. You need to work together and be patient, and
tell your friends kindly what you think they need to do. You have 6
minutes!
[When students have completed the task]
Say: Now was that difficult? What kind of skills did you need to
use? (examples: patience, listening to others, observing
carefully) What was it like communicating with your peers when
you were in an uncomfortable position?
Students form a circle, then grab
hands with two different people.
Then students work to detangle
themselves.
Listen, answer questions.
[Listen to responses, comment]
The human knot brings up a lot of skills you will need when you
work together on solving any problem, and in our class you will be
solving computer problems.
Say: Now I am going to ask you to work together to connect all
the devices on this table to the motherboard. It’s important when
you work as a team that you respect each other and that
everyone’s voice is heard. It is part of being professional to make
sure that you respect everyone on your team and that they have a
reason to maintain their respect for you. If you want to make a
connection, you need to confirm with your group that it’s a good
one. What are some questions I might ask someone else in the
group to see if they approve of the connection I am making?
And what are some questions I might ask or some comments I
© 2011 MOUSE Squad of CA
Listen, brainstorm questions and
comments.
(Do you think this is right? Do
you agree?)
(I am not sure if that is right. Can
you think of another way?, etc.)
Page 2 of 3
CIAB Activity 3 Connecting Motherboard Components
might have if I do not agree with what someone is doing?
Now I am going to let you connect all the devices on the table to
the motherboard. I am going to be watching and listening to you,
and I would like to make sure that everyone’s voice is heard, and
that everyone is kind to each other. There may be some parts that
are not compatible with the motherboard. If so, just let me know.
When you are finished, I will check your work. Any questions?
Listen, connect motherboard
parts, talk with each other.
Say: Now that you have completed this task, let’s see how you
did. (Review connections.)
Students listen, answer
questions.
How did you know when things were connecting properly?
How did you know when they weren’t?
What was it like to work in a group?
Say: Now I want you to show me what you know by showing me
what you remember about what devices connect to parts of the
motherboard without looking at it. (Hand out Motherboard
Connections Sheet). Devices are in one column, and Parts of the
Motherboard are in another column.
Listen.
Say: Now you are going to practice identifying which device
connects with which part of the motherboard. I want you to mark
the letter of the motherboard part next to the device it connects
with. But beware; it’s not an easy matching test because not all
motherboard components connect to devices! You have 15
minutes. You may come and look at the motherboard and
devices up at the front of the room if you get stuck. For this part
of the activity, I would like you to work silently by yourself.
Listen, then work to complete
identify motherboard
connections.
When you are finished, please complete the reflection at the
bottom.
Before you go today, I would like you all to post your answer to
the questions at the Squad post entitled Activity 3. Connecting
Motherboard Components.
Students write a blog post.
Student Reflections and Follow-up Activities:
http://mousesquad.org/certification/activity/computer-components
http://mousesquad.org/certification/activity/dreamlab-learning-hardware-specifications
© 2011 MOUSE Squad of CA
Page 3 of 3
CIAB. Activity 3
MOTHERBOARD
CONNECTIONS Sheet
Name___________________________
Directions: In the second column, write the letter of the place on the motherboard where the device
connects.
Devices
Letter of
Motherboard
Connection
Location
1. CD-drive
2. CPU
3. floppy cable (with twist)
4. floppy drive
5. hard drive
6. hard drive cable
7. internal power supply box
8. keyboard
9. modem
10. mouse
11. NIC card
12.
13.
14.
15.
printer or scanner card
DIMMS
sound card
video card
Locations on the Motherboard
A. Parallel/Serial Port
B. USB Ports
C. PS/2 Connector
D. ATX Power Socket
E. CPU Slot 1
F. Northbridge Chipset
G. DIMM Slots
H. AGP Slot
I. Floppy Drive Controller
J. ROM/BIOS Chipset
K. IDE Controllers (Primary and
Secondary IDE Controllers)
L. CMOS Battery Holder
M. Southbridge Chipset
N. ISA Slot
O. PSI Slot
Reflection
Do you prefer to solve problems alone or with others? Why?
_____________________________________________________________________________
What is one challenge of solving a problem with others?
_____________________________________________________________________________
What is one challenge of solving a problem by yourself?
_____________________________________________________________________________
© 2011 MOUSE Squad of CA
Page 1 of 2
CIAB Activity 4 Safety Guidelines
Overview of Activity:
This activity introduces the 10 safety guidelines that MOUSE Squad technicians need to follow.
Students will have to categorize the safety guidelines into those that relate to working inside a
computer and those that relate to working on computer configurations. Then they will be asked
to choose which guidelines for working inside the computer are most important for safety
concerns and which are most important for organization and mechanic concerns. Finally,
students will match the reasons for the guidelines with the reasons why.
Objectives:
Students will categorize the safety guidelines for working inside a computer and working
on computer configurations.
Students will identify the reasons behind the safety guidelines.
Materials needed:
Small copies of the CIAB Activity 4-Safety Guidelines, one set for each individual, pair, or group
Safety Guidelines and Reasoning Exercise
Preparations:
Create a Squad Post entitled CIAB Activity 4. Safety Guidelines. In the body of the post, include
whatever questions you would like your students to answer. You could use one or more of the
following questions, or write your own.
From Module 8 Blog it questions:
Why are MOUSE Squad Safety Guidelines important? How will you remember them when you are working on other
people’s computers?
Why is it important to write down the steps you take when you are working on a computer? For example, when you
took the computer apart by removing the components, why did you have to record the order in which you took the parts
out, and how you removed the part from the computer?
Copy the Activity 4-Safety Guidelines, enough for your group or for pairs, on card stock if you have it,
and cut them up in sets for the students. Copy the Activity 4 student worksheet, the Safety Guidelines
Reasoning Exercise.
© 2011 MOUSE Squad of CA
Page 1 of 4
CIAB Activity 4 Safety Guidelines
Activity Directions:
Teacher or Volunteer does...
Students will...
Say: So far you have been handling some computer parts, but
they have all been old broken parts. Today we are going to learn
ten basic safety guidelines that computer technicians need to
know before they do any work on operating computers. These
guidelines help to keep you safe and also help to keep what safe?
(the computer equipment)
Listen, brainstorms answers to
question, safety guidelines)
(the computer equipment)
Can any of you guess what some of these guidelines may be?
(write on the board any guesses the students may have)
Comment on any correct guesses or guesses that might be on the
right track.
Say: I am going to give you ten cards, and each one has one of
the safety guidelines written on it. The first thing I want you to do
is to put these guidelines into two groups: one group for the
guidelines for working inside a computer, and one group for
working on computer configurations. Does everyone know what
‘computer configurations’ means?
Listen, volunteer information.
(If students do not know, explain that computer configurations are
the technical specifications of the computer. They include things
like processor speed, the amount of memory, or RAM, hard drive
space, and the type of video card in the machine.)
Say: Now I will pass out the cards. You have 4 minutes to put
them into two groups: guidelines for working inside the computer
and guidelines for working on computer configurations. Go!
Listen, then read and categorize
the guidelines.
Check work, and correct students who have categorized the
guidelines incorrectly. Explain any words the students do not
know. You may need to stop the class for a minute to explain
‘grounding’. (Here is a site to help:
http://www.ehow.com/how_5899400_ground-yourself-workingcomputer.html)
Listen, correct work.
© 2011 MOUSE Squad of CA
Page 2 of 4
CIAB Activity 4 Safety Guidelines
Say: Now I would like you to put aside the cards about working on
computer configurations, and look only at the seven about working
inside a computer. Now there are two things we are trying to
protect when working inside the computer: your own physical
person, and the computer hardware itself. I want you to put the
remaining cards into two categories: those guidelines for
protecting the computer and those guidelines for protecting
yourself.
Listen, read and categorize.
Check work, and correct students who have categorized the
guidelines incorrectly. Again, explain any words or guidelines the
students do not understand.
Listen, ask questions if needed.
Now I am going to give you a list of reasons why we follow the
guidelines. I want you to write the guideline that goes with each
reason. The better you can understand the connections between
the guidelines and the reasons why, the more naturally it will
come to you to follow these safety guidelines. You will have 10
minutes.
Students read the guidelines and
the reasons why, and write the
guideline that matches each
reason.
[When students are completed]
Say: So can someone read the first reason in the left-hand
column?
Students listen, read.
What is the guideline that goes with this reason?
Students answer.
Continue with all the reasons.
Now I want you to go to your computers and take your Safety
Guidelines Reasoning Exercise with you. Think about all the
safety guidelines we learned about, and the computer parts you
have been handling the last few weeks. I want you to log on to
your MOUSE Squad accounts and write a blog in Module 8
answering the questions I have created there for you for CIAB
Activity 4.
© 2011 MOUSE Squad of CA
Students listen, then read the
questions and write blog.
Page 3 of 4
CIAB Activity 4 Safety Guidelines
Student Discussion Points:
If you took a computer apart, what do you think the best way to remember how to put it
back together would be? (Possible answers: write a list of the order in which you did it,
draw a picture, tell your partner what you are doing and have them write it down)
Which safety guideline will be most difficult for you to follow?
Which safety guideline will be easiest for you to follow?
Student Reflection and Follow-up Activities:
Have students make safety guidelines posters for the MOUSE Squad room.
Have a quiz or contest to see how many safety guidelines each student can remember.
Open up a working PC.
http://mousesquad.org/certification/activity/safety-guidelines
© 2011 MOUSE Squad of CA
Page 4 of 4
Safety Guideline Cards
Disconnect the computer before you
work on it.
Keep organized and put tiny parts in a
container.
Ground yourself when working inside a
computer.
Make sure you don’t force connectionsthings should fit together easily.
Always use insulated tools to prevent
yourself from getting shocked.
Be able to go back to the original
settings of the computer.
Be careful working with delicate
circuitry & avoid contact with metal
wires.
Write down any changes you made and
how you made them.
Always keep your workspace clean.
Protect files.
© 2011 MOUSE Squad of CA
CIAB Activity 4
SAFETY GUIDELINES
Name____________________________
Reasoning Exercise
Write the guideline next to the reason why we need to follow it.
REASON
It’s important to protect the computer from being damaged by your
body’s static electric charges. It also prevents you from shock.
Even when a computer power supply and monitor are off, they can hold
an electrical charge.
If you start fixing a problem but you run into trouble, you have to go
back to the original settings.
You want to be able to record the way you fixed the problem (maybe
you will fix a similar problem in the future) and you don’t want to repeat
steps.
Some PCs run a small current through the motherboard even when the
PC is off. If a circuit in the computer is live, just one drop of liquid can
destroy sensitive electronics.
Liquids or crumbs can damage computer components, and mess can
make you less careful with computer parts.
You need to be sure that you can put the computer back together.
Too much force could damage the motherboard, which could ruin the
computer. Also, you might be putting something in the wrong place!
Often, you can’t get a file back that you erased.
You could loosen or damage connections.
© 2011 MOUSE Squad of CA
GUIDELINE
CIAB CHALLENGE Activity 5 Removing and Replacing
Overview of Activity:
This is an activity to challenge those students who have the availability of a computer they are
allowed to open. In this activity, students will review the relevant safety guidelines, and then
practice removing and replacing case covers, cards, memory, and internal storage devices. The
purpose of this activity is to enable the students to improve computers when needed: to
upgrade parts to better quality or greater storage potential or to make computers operate faster.
Objectives:
Students will match computer issues with computer hardware maintenance tasks.
Students will remove and replace case covers, cards, memory, and internal storage
devices, after reviewing safety guidelines.
Materials needed:
Activity 5 Worksheet- Removing and Replacing
MSCA Safety Guidelines
Computer
Screwdrivers – 00 Phillips for a Mac
Anti-static foam (optional)
Flat magnet (for placing screws on while working inside the computer- also optional)
Instructions handouts: Case Covers, Cards, Memory, Internal Storage Devices*
*Note: Depending on the size of your group, you could do one, two, three, or all four of these in
a session, depending on the level of the students.
Preparations:
Copy the Safety Guidelines, enough for each student.
Prepare a very clean workspace for taking apart the computer.
Create a Squad Post entitled CIAB Activity 5. Removing and Replacing. In the body of the post,
include whatever questions you would like your students to answer. You could use one or more
of the following questions, or write your own.
What was difficult about opening a computer?
Which of these removing and replacing tasks do you think is the most common and why? Which do you think
needs to be done the most seldom and why?
What personal skills are important for you to maintain while working with computer hardware? Are they skills that
come naturally to you or are they challenging?
Did anything seem surprising or difficult to do even when you followed the directions?
© 2011 MOUSE Squad of CA
Page 1 of 4
CIAB CHALLENGE Activity 5 Removing and Replacing
Do you think you could confidently teach someone else how to do what you just did? If not, how many
times do you think you would have to practice the activity in order to feel like an expert?
The further preparations for this activity depend on what kind of computers you have, what tasks
you will do, based on permission from the school and/or skills of the students, and the reading
ability of your students. The specific directions for removing and replacing case covers, cards,
memory, and internal storage devices depends on what type of computer you have to work with
and also even what year the computer was made. The following links will help to find the
directions that you need.
For a Mac
Removing and Installing Memory--*you will need a Phillips size 00 screwdriver
http://support.apple.com/kb/ht1651 - for directions
Video example and instruction about installing new memory on a MacBook Pro
http://www.youtube.com/watch?v=7wBeBw_tE34 video example and instruction about installing
new memory on a MacBook Pro
http://www.youtube.com/watch?v=7wBeBw_tE34
Installing Internal Storage Devices
http://support.apple.com/kb/ht1815
For a PC
Removing and Installing Memory
http://compreviews.about.com/od/tutorials/ss/DIYDeskMem_5.htm
Video example and instruction about installing new memory on a PC tower
http://www.youtube.com/user/CrucialMemory?v=EeG94stwvvY&feature=pyv&ad=6175081343&
kw=replace%20memory?cpe=pd_google_us&ef_id=S@wGK0NIYWUAAHyNHiYAAANA:20110
729143649:s
Written instructions for removing and replacing the case cover on the HP RP5700 PC
http://bizsupport1.austin.hp.com/bizsupport/TechSupport/Document.jsp?objectID=c01412586&p
rintver=true
Removing and Replacing Case Covers
http://www.helpwithpcs.com/upgrading/remove-case-covers.htm
http://www.ehow.com/how_2020146_replace-damaged-case.html
© 2011 MOUSE Squad of CA
Page 2 of 4
CIAB CHALLENGE Activity 5 Removing and Replacing
Removing and Installing Sound Cards
http://windows.microsoft.com/en-US/windows-vista/Install-or-remove-a-sound-card
http://www.ehow.com/how_2032496_sound-card-laptop.html
Removing an Internal Storage Device on a PC
http://www.ehow.com/how_4516710_remove-internal-storage-device-from.html
Activity Directions:
Teacher or Volunteer does...
Students will...
Say: So far we have been exploring computer hardware for
the sake of learning, but today we are going to learn how to
do something that you could actually get paid to do! We
learned some safety guidelines about how to work inside
computers. Can anyone take a guess at what typical
computer activity we might be doing that involves working
inside the computer?
Listen, brainstorm answers to
question.
[If students don’t know, explain about removing and replacing
case covers, cards, memory, and internal storage devices.)
Say: Before we do these activities, I want you to know why or
in what situation we would do each one. Here is a quick
exercise for you (Hand out Activity 5 Worksheet-REMOVING
AND REPLACING). I would like you to read the top part now,
and see if you can match the problems with the computer
maintenance solutions. We will be completing the bottom
half of the worksheet at the end of class.
Listen, complete top half of
worksheet.
It can be tricky to open up a computer for the first time, so we
are going to watch a couple videos first to see how some of
these tasks are done.
[Here you may show a short video relating to whatever tasks
the students will attempt that day, or two if they are both
relevant.]
Say: Here we have a computer that we are going to open
today in order to _____________ (whatever task you would
like the students to learn). Who can remember what is the
© 2011 MOUSE Squad of CA
Students recall, from video, how to
open the computer.
Page 3 of 4
CIAB CHALLENGE Activity 5 Removing and Replacing
first step to opening this computer? What do you think we
should have on hand to help us while doing this? (Students
may suggest tools, containers for small parts, paper for
writing down the steps we are doing so we can reverse them,
directions for the specific removing and replacing task that we
are doing…. Go over any details they are missing.)
Depending on the size of your group, you may just open one
computer with the whole class, giving different students
opportunities to either give advice or to do the actually work.
Be sure to have a list of directions on hand specifically for
your type and year of computer, and the number to call for
customer service for that computer if it is a currently operable
computer.
Students assist with removing and
replacing, and discuss the work as
needed.
(After removing and replacing has been completed)
Say: Now I would like you to complete the bottom half of the
page about what was difficult, what worked well, and what
advice you would give to someone who was going to have to
do what you just did. These will be notes to help you when
you complete the Blog for today, which is the very last thing
you need to do.
Students write, then go to the
computers to complete the Blog for
Activity 5.
Student Reflection and Follow-up Activities:
Have successful students make a presentation or a video presentation of how they performed
one of the tasks in the lesson.
© 2011 MOUSE Squad of CA
Page 4 of 4
Activity 5 Worksheet
REMOVING AND REPLACING
Name_________________________
Read the problem on the left. See if you can guess what computer maintenance
task on the right will help to solve the problem. Draw a line to connect the
problem to its correct solution.
Problems!
Solutions!
My computer looks so old and
banged up. It has stains and a
little crack on the side.
Remove and replace the
sound card.
My computer is so slow!!! It takes
forever to get anything done.
Remove and replace the
case cover.
I want to download my friend’s
awesome CD collection, but I don’t
have room on my computer.
Remove and replace the
memory.
I want to record my awesome new
rap song on the computer, but the
sound quality of the recordings I
can make on it is so bad!
Remove and replace the
internal storage device.
Exit Questions
What is one challenge you had when doing the exercise today?
_______________________________________________________________
What is one success you had when doing the exercise today?
________________________________________________________________
What is one piece of advice you would give to someone learning to do what you
were doing today?
________________________________________________________________
© 2011 MOUSE Squad of CA