Ethiopian TVET System

Training, Teaching and Learning Materials Development

Ethiopian TVET-System

INFORMATION TECHNOLOGY
SUPPORT SERVICE
Level I

Learning Guide
Unit of Competence: Connect Hardware Peripherals
Module Title: Connecting Hardware Peripherals
LG Code: ICT ITS1 M01 0710
TTLM Code: ICT ITS1 TTLM1 0511

TTLM Development Manual Date: 05-2011 Page 1

of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Instruction LO1- Confirm requirements of clients

This learning guide is developed to provide you the necessary information regarding the
following content coverage and topics –

 Identifying client requirements

 Identifying system requirements

This guide will also assist you to attain the learning outcome stated in the cover page.
Specifically, upon completion of this Learning Guide, you will be able to –

 Identify and confirm client peripherals in accordance with organizational standards.

 Document the client requirements and peripherals in line with organizational standards
and findings are reported to the appropriate person.
 Verify the client requirements with appropriate person in line with organizational
standards and reporting procedures
 Ensure client support expectations are covered by vendor and.

Learning Activities

1. Read the specific objectives of this Learning Guide.

2. Read the information written in the “Information Sheet 1”.
3. Accomplish the “Self-check 1” in page 7.
4. Submit your accomplished Self-check 1. This will form part of your training portfolio.
5. Read the information written in the “Information Sheet 2”.
6. Accomplish the “Self-check 2” in page 12.
7. Submit your accomplished Self-check 2. This will form part of your training portfolio
8. If you earned a satisfactory evaluation proceed to LAP Test.
However, if your rating is unsatisfactory, see your teacher for further instructions.
9. Do the “LAP test” in page 13 (if you are ready) and show your output to your teacher.

*Your teacher will evaluate your output either satisfactory or unsatisfactory. If

unsatisfactory, your teacher shall advice you on additional work. But if satisfactory
you can proceed to the next topic.

TTLM Development Manual Date: 05-2011 Page 2

of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Information Sheet – 1 Identifying Client Requirements

Identifying Client Requirements

 Anyone who operates the system (normal and maintenance operators)

 Anyone who benefits from the system (functional, political, financial and social beneficiaries)
 Anyone involved in purchasing or procuring the system. In a mass-market product
organization, product management, marketing and sometimes sales act as surrogate
consumers (mass-market customers) to guide development of the product
 Organizations which regulate aspects of the system (financial, safety, and other regulators)
 People or organizations opposed to the system (negative stakeholders; see also Misuse case)
 Organizations responsible for systems which interface with the system under design
 Those organizations who integrate horizontally with the organization for whom the analyst is
designing the system

Strengths

 Provides a checklist of requirements.

 Provide a contract between the project sponsor(s) and developers.
 For a large system can provide a high level description.

Weaknesses

 Such lists can run to hundreds of pages. It is virtually impossible to read such documents as a
whole and have a coherent understanding of the system.
 Such requirements lists abstract all the requirements and so there is little context

 This abstraction makes it impossible to see how the requirements fit or work together.
 This abstraction makes it difficult to prioritize requirements properly; while a list does make
it easy to prioritize each individual item, removing one item out of context can render an
entire use case or business requirement useless.

TTLM Development Manual Date: 05-2011 Page 3

of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
 This abstraction increases the likelihood of misinterpreting the requirements; as more
people read them, the number of (different) interpretations of the envisioned system
increase.
 This abstraction means that it's extremely difficult to be sure that you have the majority of
the requirements. Necessarily, these documents speak in generality; but the devil, as they
say, is in the details.

 These lists create a false sense of mutual understanding between the stakeholders and
developers.
 These contract style lists give the stakeholders a false sense of security that the developers
must achieve certain things. However, due to the nature of these lists, they inevitably miss out
crucial requirements which are identified later in the process. Developers can use these
discovered requirements to renegotiate the terms and conditions in their favour.
 These requirements lists are no help in system design, since they do not lend themselves to
application.

Software requirements specification

A software requirements specification (SRS) is a complete description of the behavior of the

system to be developed. It includes a set of use cases that describe all of the interactions that
the users will have with the software. Use cases are also known as functional requirements. In
addition to use cases, the SRS also contains nonfunctional (or supplementary)
requirements. Non-functional requirements are requirements which impose constraints on the
design or implementation (such as performance requirements, quality standards, or design
constraints).

Recommended approaches for the specification of software requirements are described by IEEE
830-1998. This standard describes possible structures, desirable contents, and qualities of a
software requirements specification.

Types of Requirements

Requirements are categorized in several ways. The following are common categorizations of
requirements that relate to technical management:
Customer Requirements

TTLM Development Manual Date: 05-2011 Page 4

of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
Statements of fact and assumptions that define the expectations of the system in terms of
mission objectives, environment, constraints, and measures of effectiveness and suitability
(MOE/MOS). The customers are those that perform the eight primary functions of systems
engineering, with special emphasis on the operator as the key customer. Operational
requirements will define the basic need and, at a minimum, answer the questions posed in the
following listing:

 Operational distribution or deployment: Where will the system be used?

 Mission profile or scenario: How will the system accomplish its mission objective?
 Performance and related parameters: What are the critical system parameters to
accomplish the mission?
 Utilization environments: How are the various system components to be used?
 Effectiveness requirements: How effective or efficient must the system be in performing its
mission?
 Operational life cycle: How long will the system be in use by the user?
 Environment: What environments will the system be expected to operate in an effective
manner?

Architectural Requirements
Architectural requirements explain what has to be done by identifying the necessary system
architecture of a system.
Structural Requirements
Structural requirements explain what has to be done by identifying the necessary structure of
a system.
Behavioral Requirements
Behavioral requirements explain what has to be done by identifying the necessary behavior of
a system.
Functional Requirements
Functional requirements explain what has to be done by identifying the necessary task, action
or activity that must be accomplished. Functional requirements analysis will be used as the
toplevel functions for functional analysis.[1]
Non-functional Requirements
Non-functional requirements are requirements that specify criteria that can be used to judge
the operation of a system, rather than specific behaviors.
Performance Requirements

TTLM Development Manual Date: 05-2011 Page 5

of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
The extent to which a mission or function must be executed; generally measured in terms of
quantity, quality, coverage, timeliness or readiness. During requirements analysis,
performance (how well does it have to be done) requirements will be interactively developed
across all identified functions based on system life cycle factors; and characterized in terms of
the degree of certainty in their estimate, the degree of criticality to system success, and their
relationship to other requirements.
Design Requirements
The “build to,” “code to,” and “buy to” requirements for products and “how to execute”
requirements for processes expressed in technical data packages and technical manuals.[1]
Derived Requirements
Requirements that are implied or transformed from higher-level requirement. For example, a
requirement for long range or high speed may result in a design requirement for low weight. [1]
Allocated Requirements
A requirement that is established by dividing or otherwise allocating a high-level requirement
into multiple lower-level requirements. Example: A 100-pound item that consists of two
subsystems might result in weight requirements of 70 pounds and 30 pounds for the two lower-
level items.

TTLM Development Manual Date: 05-2011 Page 6

of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Self Check 1 Written Test

Name:____________________ Date:_________________

Instruction: Answer all the questions listed below, if you have some clarifications- feel free to ask your
teacher.

Discuss the following:

1 Software Requirement Specification (SRS) (5pts)

2 Identifying Client Requirement (5pts)

3 List down at least 3 types of requirements and discuss: (5pts)

a.

b.

c.

TTLM Development Manual Date: 05-2011 Page 7

of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Note: Satisfactory rating – 13 points above / Unsatisfactory - below 13 pointsYou can ask you
teacher for the copy of the correct answers

Information Sheet – 2 Identifying System Requirements

System requirements
To be used efficiently, all computer software needs certain hardware components or other software
resources to be present on a computer. These pre-requisites are known as (computer) system
requirements and are often used as a guideline as opposed to an absolute rule. Most software
defines two sets of system requirements: minimum and recommended. With increasing demand for
higher processing power and resources in newer versions of software, system requirements tend to
increase over time. Industry analysts suggest that this trend plays a bigger part in driving upgrades to
existing computer systems than technological advancements.

Recommended system requirements

Recommended system requirements are often suggested by software vendors for optimal
performance of software. Although not a necessity, this set of requirements is often sought after by
power users who expect to gain a better experience of software usability. Recommended System
Requirements do not promise best possible performance of the software and are treated as more of a
guideline than a rule. Almost always a better system is available, or will be in future, to provide better
performance. Also, exceeding by far these requirements does not guarantee to the user that
everything will run with absolute smoothness and look its best. More often than not, games are a bit
disappointing in this respect, presenting issues that may or may not be corrected with future
modifications.

Hardware requirements

The most common set of requirements defined by any operating system or software application is the
physical computer resources, also known as hardware, A hardware requirements list is often
accompanied by a hardware compatibility list (HCL), especially in case of operating systems. An HCL
lists tested, compatible, and sometimes incompatible hardware devices for a particular operating
system or application. The following sub-sections discuss the various aspects of hardware
requirements.
TTLM Development Manual Date: 05-2011 Page 8
of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
Architecture
All computer operating systems are designed for a particular computer architecture. Most software
applications are limited to particular operating systems running on particular architectures. Although
architecture-independent operating systems and applications exist, most need to be recompiled to
run on a new architecture. See also a list of common operating systems and their supporting
architectures.

Processing power
The power of the central processing unit (CPU) is a fundamental system requirement for any
software. Most software running on x86 architecture define processing power as the model and
the clock speed of the CPU. Many other features of a CPU that influence its speed and power,
like bus speed, cache, and MIPS are often ignored. This definition of power is often erroneous,
as AMD Athlon and Intel Pentium CPUs at similar clock speed often have different throughput
speeds. Intel Pentium CPUs have enjoyed a considerable degree of popularity, and are often
mentioned in this category.

Memory
All software, when run, resides in the random access memory (RAM) of a computer. Memory
requirements are defined after considering demands of the application, operating system, supporting
software and files, and other running processes. Optimal performance of other unrelated software
running on a multi-tasking computer system is also considered when defining this requirement.

Secondary storage
Hard-disk requirements vary, depending on the size of software installation, temporary files created
and maintained while installing or running the software, and possible use of swap space (if RAM is
insufficient).

Display adapter
Software requiring a better than average computer graphics display, like graphics editors and high-
end games, often define high-end display adapters in the system requirements.

Peripherals
Some software applications need to make extensive and/or special use of someperipherals,
demanding the higher performance or functionality of such peripherals. Such peripherals include CD-
ROM drives, keyboards, pointing devices, network devices, etc.

Software requirements

TTLM Development Manual Date: 05-2011 Page 9

of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
Software Requirements deal with defining software resource requirements and pre-requisites that
need to be installed on a computer to provide optimal functioning of an application. These
requirements or pre-requisites are generally not included in the software installation package and
need to be installed separately before the software is installed.

Platform
In computing, a platform describes some sort of framework, either in hardware orsoftware, which
allows software to run. Typical platforms include a computer'sarchitecture, operating system,
or programming languages and their runtimelibraries.

Operating system is one of the first requirements mentioned when defining system requirements
(software). Software may not be compatible with different versions of same line of operating systems,
although some measure of backward compatibility is often maintained. For example, most software
designed for Microsoft Windows XPdoes not run on Microsoft Windows 98, although the converse is
not always true. Similarly, software designed using newer features of Linux Kernel v2.6 generally
does not run or compile properly (or at all) on Linux distributions using Kernel v2.2 or v2.4.

APIs and drivers

Software making extensive use of special hardware devices, like high-end display adapters, needs
special API or newer device drivers. A good example is DirectX, which is a collection of APIs for
handling tasks related to multimedia, especially game programming, on Microsoft platforms.

Web browser
Most web applications and software depending heavily on Internet technologies make use of the
default browser installed on system. Microsoft Internet Explorer is a frequent choice of software
running on Microsoft Windows, which makes use of ActiveX controls, despite their vulnerabilities.

Other requirements

Some software also has other requirements for proper performance. Internet connection (type and
speed) and resolution of the display screen are notable examples.

Examples

Following are a few examples of system requirement definitions for popular PC games and trend of
ever increasing resource needs:

For instance, while StarCraft (1998) needed:

 Windows 95 or NT or superior
TTLM Development Manual Date: 05-2011 Page
10 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
 Pentium processor at 90 MHz or higher
 16 MB RAM
 80 MB available in the hard disk
 CD-ROM, 2x or higher
 DirectX 3.0 or higher
Spider-Man (2002) needed:

 3D Hardware Accelerator
 Windows 98/2000/NT/XP
 Pentium III processor at 500 MHz or higher
 128 MB RAM
 1.5 GB available in the hard disk
 DirectX 8.1
Doom 3 (2004) needed:

 3D Hardware Accelerator - 64MB of memory minimum

 Windows 2000/XP
 Pentium 4 1.5 GHz or Athlon XP 1500+ processor or higher
 384 MB RAM
 8x Speed CD-ROM
 2.2 GB free hard disk space
 DirectX 9.0b compatible 16-bit sound card
 DirectX 9.0b
Star Wars: The Force Unleashed (2009) needed:

 3D Hardware Accelerator - 256MB of memory minimum

 Windows Windows XP SP3, Windows Vista SP2, Windows 7
 Core 2 Duo or Athlon X2 at 2.4 GHz
 2 GB RAM RAM
 8x Speed DVD-ROM
 23.8 GB + 1 GB Swap File hard disk space
 DirectX 9.0c compatible sound card
 DirectX 9.0c compatible video card.

TTLM Development Manual Date: 05-2011 Page

11 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Self Check 2 Written Test

Name:____________________ Date:_________________

Instruction: Answer all the questions listed below, if you have some clarifications- feel free to ask your
teacher.

Discuss the following:

1 System Requirements(5pts)

2 Identify at least 3 hardware requirements and discuss (5pts)

a.

b.

c.

3 Software Requirements (5pts)

TTLM Development Manual Date: 05-2011 Page

12 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Note: Satisfactory rating – 18 points above / Unsatisfactory - below 18 pointsYou can ask you
teacher for the copy of the correct answers

Lap Test Practical Demonstration

Name: _____________________________ Date: ________________

Time started: ________________________ Time finished: ________________

Instructions: You are required to perform the following individually with the presence of your
teacher.

 You are required to evaluate and recommend system requirements / hardware and system
requirements of an Internet Café having 20 computers. List down all possible requirements
needed for this business.

TTLM Development Manual Date: 05-2011 Page

13 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

 Your teacher will evaluate your output either satisfactory or unsatisfactory. If

unsatisfactory, your teacher shall advice you on additional work. But if satisfactory, you can
proceed to the next topic

Introduction LO2- Obtain required peripherals

This learning guide is developed to provide you the necessary information regarding the
following content coverage and topics –

 Computer Peripherals

This guide will also assist you to attain the learning outcome stated in the cover page.
Specifically, upon completion of this Learning Guide, you will be able to –

 Obtain peripherals under instruction from appropriate person

 Enter peripherals into an equipment inventory according to organizational standards.
 Validate the contents of delivered components and physical contents match the packing
list and resolve discrepancies, if necessary
 Store peripherals according to vendor/manual guidelines

Learning Activities

1. Read the specific objectives of this Learning Guide.

2. Read the information written in the “Information Sheet 1”.
3. Accomplish the “Self-check 1” in page 39.
4. Submit your accomplished Self-check 1. This will form part of your training portfolio.
5 If you earned a satisfactory evaluation proceed to LAP Test.
However, if your rating is unsatisfactory, see your teacher for further instructions.
9. Do the “LAP test” in page 40 (if you are ready) and show your output to your teacher.

*Your teacher will evaluate your output either satisfactory or unsatisfactory. If

unsatisfactory, your teacher shall advice you on additional work. But if satisfactory
you can proceed to the next topic.

TTLM Development Manual Date: 05-2011 Page

14 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Information Sheet – 1 Computer Peripherals

Computer Peripherals

Computer peripherals are add-on hardware to the computer to expand its abilities or improve its
performance. By adding memory, computers are able to perform a lot better, or by adding video
cards, the computers graphics create more detail. These are just some of the peripherals, although
there is a lot more you can put on your PC, some of them may not be compatible.

Compatibility maybe an issue to some of the peripherals and may even cause the worst outcome –
the PC refuses to boot or the PC refuses to recognise the peripheral being added. The easiest way to
solve that would be figuring out where it started and you can start from there.

Narrow down the problem and re-check the connections – specially the cards you just added-in.
Checking the wires and screws make a difference. And everytime you install a new add-on card, and
it suppose to be plug-and-play but it is not, maybe because you made a mistake in the installation
process. Do not panic. Go through the whole process again and then try ones more. If still nothing is
solve then maybe there might be a compatibility problem.

Technically, every piece of hardware inside your PC requires a driver to communicate and function
with the operating system, the software applications, and other hardware components in your
computer. Software drivers basically translate messages from and to the hardware in question and
the operating system, allowing your computer system to work as a whole— theoretically. Generally,
though appearances may be deceiving, any computer system is actually made up of a bunch of
specialized pieces that do not communicate the low level language of other peripherals and,
therefore, needs a great deal of translation to be able to talk and work effectively with them.

These facts may not solve all the hardware problems you may run into, however, they should solve a
good number of them. The important thing to remember when trying to do any troubleshooting job, is

TTLM Development Manual Date: 05-2011 Page

15 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
that computers really are just logical devices and there is always a logical reason behind why things
just not suppose to react the way they are. Finding what is that reason and then putting the right
solution is not always easy, but if you approach the problem logically and work through it step-by-
step, there is a very good chance you will be able to solve it by yourself. A peripheral is a device
attached to a host computer, but not part of it, and is more or less dependent on the host. It expands
the host's capabilities, but does not form part of the core computer architecture. Examples
are computer printers, image scanners, tape drives, microphones, loudspeakers, webcams,
and digital cameras.

Common Peripherals:

 Storage
 Input
 Input device
 Output
 Output device
 Display device
 Graphical output device
 Computer display
A device such as keyboards, printers, or even your computer monitors are known as Peripheral
Devices. Peripheral devices connect to the system unit through the ports on the computer.

Computer Data Storage

Computer data storage, often called storage or memory, refers to computer components
and recording media that retain digital data. Data storage is one of the core functions and
fundamental components of computers.

In contemporary usage, memory usually refers to semiconductor storage random-access memory,

typically DRAM (Dynamic-RAM). Memory can refer to other forms of fast but temporary
storage. Storage refers to storage devices and their media not directly accessible by the CPU,
(secondary or tertiary storage) — typically hard disk drives, optical disc drives, and other devices
slower than RAM but more permanent.[1] Historically, memory has been called main memory, real
storage or internal memorywhile storage devices have been referred to as secondary
storage, external memory or auxiliary/peripheral storage.

TTLM Development Manual Date: 05-2011 Page

16 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
The distinctions are fundamental to the architecture of computers. The distinctions also reflect an
important and significant technical difference between memory and mass storage devices, which has
been blurred by the historical usage of the term storage. Nevertheless, this article uses the traditional
nomenclature.

Many different forms of storage, based on various natural phenomena, have been invented. So far,
no practical universal storage medium exists, and all forms of storage have some drawbacks.
Therefore a computer system usually contains several kinds of storage, each with an individual
purpose.

A digital computer represents data using the binary numeral system. Text, numbers, pictures, audio,
and nearly any other form of information can be converted into a string of bits, or binary digits, each of
which has a value of 1 or 0. The most common unit of storage is the byte, equal to 8 bits. A piece of
information can be handled by any computer whose storage space is large enough to
accommodate the binary representation of the piece of information, or simply data. For example,
using eight million bits, or about one megabyte, a typical computer could store a short novel.

Traditionally the most important part of every computer is the central processing unit (CPU, or simply
a processor), because it actually operates on data, performs any calculations, and controls all the
other components. The CPU consists of two (2) main parts: Control Unit and Arithmetic Logic
Unit (ALU). The former controls the flow of data between the CPU and memory whilst the latter is
used for performing arithmetic and logical operations on data.

Without a significant amount of memory, a computer would merely be able to perform fixed
operations and immediately output the result. It would have to be reconfigured to change its behavior.
This is acceptable for devices such as desk calculators or simple digital signal processors. Von
Neumann machines differ in having a memory in which they store their operating instructions and
data. Such computers are more versatile in that they do not need to have their hardware reconfigured
for each new program, but can simply be reprogrammed with new in-memory instructions; they also
tend to be simpler to design, in that a relatively simple processor may keep statebetween successive
computations to build up complex procedural results. Most modern computers are von Neumann
machines.

In practice, almost all computers use a variety of memory types, organized in a storage
hierarchy around the CPU, as a trade-off between performance and cost. Generally, the lower a
storage is in the hierarchy, the lesser its bandwidth and the greater its access latency is from the
CPU. This traditional division of storage to primary, secondary, tertiary and off-line storage is also
guided by cost per bit.

TTLM Development Manual Date: 05-2011 Page

17 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Hierarchy of storage

TTLM Development Manual Date: 05-2011 Page

18 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
Various forms of storage, divided according to their distance from the central processing unit. The
fundamental components of a general-purpose computer are arithmetic and logic unit, control
circuitry, storage space, and input/output devices.

Primary storage

Primary storage (or main memory or internal memory), often referred to simply as memory,
is the only one directly accessible to the CPU. The CPU continuously reads instructions stored
there and executes them as required. Any data actively operated on is also stored there in
uniform manner.

Historically, early computers used delay lines, Williams tubes, or rotating magnetic drums as
primary storage. By 1954, those unreliable methods were mostly replaced by magnetic core
memory. Core memory remained dominant until the 1970s, when advances in integrated
circuit technology allowed semiconductor memory to become economically competitive.

This led to modern random-access memory (RAM). It is small-sized, light, but quite expensive at
the same time. (The particular types of RAM used for primary storage are also volatile, i.e. they
lose the information when not powered).

As shown in the diagram, traditionally there are two more sub-layers of the primary storage,
besides main large-capacity RAM:

 Processor registers are located inside the processor. Each register typically holds a word of
data (often 32 or 64 bits). CPU instructions instruct the arithmetic and logic unit to perform
various calculations or other operations on this data (or with the help of it). Registers are the
fastest of all forms of computer data storage.
 Processor cache is an intermediate stage between ultra-fast registers and much slower main
memory. It's introduced solely to increase performance of the computer. Most actively used
information in the main memory is just duplicated in the cache memory, which is faster, but of
much lesser capacity. On the other hand it is much slower, but much larger than processor
registers. Multi-level hierarchical cache setup is also commonly used—primary cache being
smallest, fastest and located inside the processor; secondary cache being somewhat larger
and slower.
Main memory is directly or indirectly connected to the central processing unit via a memory bus.
It is actually two buses (not on the diagram): an address bus and a data bus. The CPU firstly
sends a number through an address bus, a number called memory address, that indicates the
TTLM Development Manual Date: 05-2011 Page
19 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
desired location of data. Then it reads or writes the data itself using the data bus. Additionally,
a memory management unit (MMU) is a small device between CPU and RAM recalculating the
actual memory address, for example to provide an abstraction of virtual memory or other tasks.

As the RAM types used for primary storage are volatile (cleared at start up), a computer
containing only such storage would not have a source to read instructions from, in order to start
the computer. Hence, non-volatile primary storage containing a small startup program (BIOS) is
used tobootstrap the computer, that is, to read a larger program from non-
volatile secondary storage to RAM and start to execute it. A non-volatile technology used for this
purpose is called ROM, for read-only memory (the terminology may be somewhat confusing as
most ROM types are also capable of random access).

Many types of "ROM" are not literally read only, as updates are possible; however it is slow and
memory must be erased in large portions before it can be re-written. Some embedded
systems run programs directly from ROM (or similar), because such programs are rarely
changed. Standard computers do not store non-rudimentary programs in ROM, rather use large
capacities of secondary storage, which is non-volatile as well, and not as costly.

Recently, primary storage and secondary storage in some uses refer to what was historically
called, respectively, secondary storage and tertiary storage.[2]

Secondary storage

A hard disk drive with protective cover removed.

Secondary storage (also known as external memory or auxiliary storage), differs from primary
storage in that it is not directly accessible by the CPU. The computer usually uses
its input/output channels to access secondary storage and transfers the desired data
using intermediate area in primary storage. Secondary storage does not lose the data when the
device is powered down—it is non-volatile. Per unit, it is typically also two orders of magnitude
less expensive than primary storage. Consequently, modern computer systems typically have

TTLM Development Manual Date: 05-2011 Page

20 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
two orders of magnitude more secondary storage than primary storage and data is kept for a
longer time there.

In modern computers, hard disk drives are usually used as secondary storage. The time taken to
access a given byte of information stored on a hard disk is typically a few thousandths of a
second, or milliseconds. By contrast, the time taken to access a given byte of information stored
in random access memory is measured in billionths of a second, or nanoseconds. This illustrates
the significant access-time difference which distinguishes solid-state memory from rotating
magnetic storage devices: hard disks are typically about a million times slower than memory.
Rotating optical storage devices, such as CD and DVD drives, have even longer access times.
With disk drives, once the disk read/write head reaches the proper placement and the data of
interest rotates under it, subsequent data on the track are very fast to access. As a result, in
order to hide the initial seek time and rotational latency, data is transferred to and from disks in
large contiguous blocks.

When data reside on disk, block access to hide latency offers a ray of hope in designing
efficient external memory algorithms. Sequential or block access on disks is orders of magnitude
faster than random access, and many sophisticated paradigms have been developed to design
efficient algorithms based upon sequential and block access . Another way to reduce the I/O
bottleneck is to use multiple disks in parallel in order to increase the bandwidth between primary
and secondary memory.

Some other examples of secondary storage technologies are: flash memory (e.g. USB flash
drives or keys), floppy disks, magnetic tape, paper tape, punched cards, standalone RAM disks,
and Iomega Zip drives.

The secondary storage is often formatted according to a file system format, which provides the
abstraction necessary to organize data into files and directories, providing also additional
information (called metadata) describing the owner of a certain file, the access time, the access
permissions, and other information.

Most computer operating systems use the concept of virtual memory, allowing utilization of more
primary storage capacity than is physically available in the system. As the primary memory fills
up, the system moves the least-used chunks (pages) to secondary storage devices (to a swap
file or page file), retrieving them later when they are needed. As more of these retrievals from
slower secondary storage are necessary, the more the overall system performance is degraded.
Tertiary storage

TTLM Development Manual Date: 05-2011 Page

21 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Large tape library. Tape cartridges placed on shelves in the

front, robotic arm moving in the back. Visible height of the
library is about 180 cm.
Tertiary storage or tertiary memory, provides a third level of
storage. Typically it involves a robotic mechanism which
will mount (insert) and dismount removable mass storage
media into a storage device according to the system's
demands; this data is often copied to secondary storage
before use. It is primarily used for archiving rarely accessed
information since it is much slower than secondary storage
(e.g. 5–60 seconds vs. 1–10 milliseconds). This is primarily useful for extraordinarily large data
stores, accessed without human operators. Typical examples include tape libraries and optical
jukeboxes.

When a computer needs to read information from the tertiary storage, it will first consult a
catalog database to determine which tape or disc contains the information. Next, the computer
will instruct a robotic arm to fetch the medium and place it in a drive. When the computer has
finished reading the information, the robotic arm will return the medium to its place in the library.
Off-line storage
Off-line storage is computer data storage on a medium or a device that is not under the control
of a processing unit. The medium is recorded, usually in a secondary or tertiary storage device,
and then physically removed or disconnected. It must be inserted or connected by a human
operator before a computer can access it again. Unlike tertiary storage, it cannot be accessed
without human interaction.

Off-line storage is used to transfer information, since the detached medium can be easily
physically transported. Additionally, in case a disaster, for example a fire, destroys the original
data, a medium in a remote location will probably be unaffected, enabling disaster recovery. Off-
line storage increases general information security, since it is physically inaccessible from a
computer, and data confidentiality or integrity cannot be affected by computer-based attack
techniques. Also, if the information stored for archival purposes is accessed seldom or never, off-
line storage is less expensive than tertiary storage.

In modern personal computers, most secondary and tertiary storage media are also used for off-
line storage. Optical discs and flash memory devices are most popular, and to much lesser
TTLM Development Manual Date: 05-2011 Page
22 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
extent removable hard disk drives. In enterprise uses, magnetic tape is predominant. Older
examples are floppy disks, Zip disks, or punched cards.

Characteristics of storage

A 1GB DDR RAM memory module (detail)

Storage technologies at all levels of the storage hierarchy can be differentiated by evaluating
certain core characteristics as well as measuring characteristics specific to a particular
implementation. These core characteristics are volatility, mutability, accessibility, and

TTLM Development Manual Date: 05-2011 Page

23 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
addressibility. For any particular implementation of any storage technology, the characteristics
worth measuring are capacity and performance.
Volatility
Non-volatile memory
Will retain the stored information even if it is not constantly supplied with electric power. It is
suitable for long-term storage of information.
Volatile memory
Requires constant power to maintain the stored information. The fastest memory technologies
of today are volatile ones (not a universal rule). Since primary storage is required to be very
fast, it predominantly uses volatile memory.
Differentiation
Dynamic random access memory
A form of volatile memory which also requires the stored information to be periodically re-read
and re-written, or refreshed, otherwise it would vanish.
Static memory
A form of volatile memory similar to DRAM with the exception that it never needs to be
refreshed as long as power is applied. (It loses its content if power is removed).
Mutability
Read/write storage or mutable storage
Allows information to be overwritten at any time. A computer without some amount of
read/write storage for primary storage purposes would be useless for many tasks. Modern
computers typically use read/write storage also for secondary storage.
Read only storage
Retains the information stored at the time of manufacture, and write once storage (Write
Once Read Many) allows the information to be written only once at some point after
manufacture. These are calledimmutable storage. Immutable storage is used for tertiary and
off-line storage. Examples include CD-ROM and CD-R.
Slow write, fast read storage
Read/write storage which allows information to be overwritten multiple times, but with the write
operation being much slower than the read operation. Examples include CD-RW and flash
memory.
Accessibility
Random access
Any location in storage can be accessed at any moment in approximately the same amount of
time. Such characteristic is well suited for primary and secondary storage.

TTLM Development Manual Date: 05-2011 Page

24 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
Sequential access
The accessing of pieces of information will be in a serial order, one after the other; therefore
the time to access a particular piece of information depends upon which piece of information
was last accessed. Such characteristic is typical of off-line storage.
Addressability
Location-addressable
Each individually accessible unit of information in storage is selected with its
numerical memory address. In modern computers, location-addressable storage usually limits
to primary storage, accessed internally by computer programs, since location-addressability is
very efficient, but burdensome for humans.
File addressable
Information is divided into files of variable length, and a particular file is selected with human-
readable directory and file names. The underlying device is still location-addressable, but
the operating system of a computer provides the file system abstraction to make the operation
more understandable. In modern computers, secondary, tertiary and off-line storage use file
systems.
Content-addressable
Each individually accessible unit of information is selected based on the basis of (part of) the
contents stored there. Content-addressable storage can be implemented
using software (computer program) orhardware (computer device), with hardware being faster
but more expensive option. Hardware content addressable memory is often used in a
computer's CPU cache.
Capacity
Raw capacity
The total amount of stored information that a storage device or medium can hold. It is
expressed as a quantity of bits or bytes (e.g. 10.4 megabytes).
Memory storage density
The compactness of stored information. It is the storage capacity of a medium divided with a
unit of length, area or volume (e.g. 1.2 megabytes per square inch).
Performance
Latency
The time it takes to access a particular location in storage. The relevant unit of measurement is
typically nanosecond for primary storage, millisecond for secondary storage, and second for
tertiary storage. It may make sense to separate read latency and write latency, and in case of
sequential access storage, minimum, maximum and average latency.
Throughput
TTLM Development Manual Date: 05-2011 Page
25 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
The rate at which information can be read from or written to the storage. In computer data
storage, throughput is usually expressed in terms of megabytes per second or MB/s, though bit
rate may also be used. As with latency, read rate and write rate may need to be differentiated.
Also accessing media sequentially, as opposed to randomly, typically yields maximum
throughput.
Energy use

 Storage devices that reduce fan usage, automatically shut-down during inactivity, and
low power hard drives can reduce energy consumption 90 percent.
 2.5 inch hard disk drives often consume less power than larger ones. Low
capacity solid-state drives have no moving parts and consume less power than hard
disks. Also, memory may use more power than hard disks.

Input device

In computing, an input device is any peripheral (piece of computer hardware equipment) used to
provide data and control signals to an information processing system such as a computer or
other information appliance. Input and output devices make up the hardware interface between a
computer and a scanner or 6DOF controller.
Many input devices can be classified according to:

 modality of input (e.g. mechanical motion, audio, visual, etc.)

 the input is discrete (e.g. key presses) or continuous (e.g. a mouse's position, though digitized into
a discrete quantity, is fast enough to be considered continuous)
 the number of degrees of freedom involved (e.g. two-dimensional traditional mice, or three-
dimensional navigators designed for CAD applications)
Pointing devices, which are input devices used to specify a position in space, can further be classified
according to:

TTLM Development Manual Date: 05-2011 Page

26 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
 Whether the input is direct or indirect. With direct input, the input space coincides with the display
space, i.e. pointing is done in the space where visual feedback or
the cursor appears. Touchscreens and light pens involve direct input. Examples involving indirect
input include the mouse and trackball.
 Whether the positional information is absolute (e.g. on a touch screen) or relative (e.g. with a
mouse that can be lifted and repositioned)
Direct input is almost necessarily absolute, but indirect input may be either absolute or relative. For
example, digitizing graphics tablets that do not have an embedded screen involve indirect input and
sense absolute positions and are often run in an absolute input mode, but they may also be set up to
simulate a relative input mode where the stylus or puck can be lifted and repositioned.

Keyboards

A 'keyboard' is a human interface device which is represented as a

layout of buttons. Each button, or key, can be used to either input a
linguistic character to a computer, or to call upon a particular function
of the computer. Traditional keyboards use spring-based buttons,
though newer variations employ virtual keys, or even projected
keyboards.

Pointing devices

TTLM Development Manual Date: 05-2011 Page

27 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

A computer mouse
A pointing device is any human interface device that allows a user to input spatial data to a
computer. In the case of mice and touch screens, this is usually achieved by detecting movement
across a physical surface. Analog devices, such as 3D mice, joysticks, or pointing sticks, function by
reporting their angle of deflection. Movements of the pointing device are echoed on the screen by
movements of the cursor, creating a simple, intuitive way to navigate a computer's GUI.

High-degree of freedom input devices

Some devices allow many continuous degrees of freedom as input. These can be used as pointing
devices, but are generally used in ways that don't involve pointing to a location in space, such as the
control of a camera angle while in 3D applications. These kinds of devices are typically used
in CAVEs, where input that registers 6DOF is required.

Composite devices

TTLM Development Manual Date: 05-2011 Page

28 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
Wii Remote with attached strap
Input devices, such as buttons and joysticks, can be combined on a single physical device that could
be thought of as a composite device. Many gaming devices have controllers like this. Technically
mice are composite devices, as they both track movement and provide buttons for clicking, but
composite devices are generally considered to have more than two different forms of input.

 Game controller
 Gamepad (or joypad)
 Paddle (game controller)
 Wii Remote

Imaging and Video input devices

Video input devices are used to digitize images or video from the outside world into the computer.
The information can be stored in a multitude of formats depending on the user's requirement.

 digital camera
 Webcam
 Image scanner
 Fingerprint scanner
 Barcode reader
 3D scanner
 Laser rangefinder

Medical Imaging

 Computed tomography
 Magnetic resonance imaging
 Positron emission tomography
 Medical ultrasonography
Audio input devices

TTLM Development Manual Date: 05-2011 Page

29 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
In the fashion of video devices, audio devices are used to either capture or create sound. In some
cases, an audio output device can be used as an input device, in order to capture produced sound.

 Microphone
 MIDI keyboard or other digital musical instrument

Output Device
An output device is any piece of computer hardware equipment used to communicate the results
of data processing carried out by an information processing system (such as a computer) to the
outside world.
In computing, input/output, or I/O, refers to the communication between an information processing
system (such as a computer), and the outside world. Inputs are the signals or data sent to the
system, and outputs are the signals or data sent by the system to the outside.

Examples of output devices:

 Speakers

Computer speakers range widely in quality and in price. The

computer speakers typically packaged with computer systems are
small, plastic, and have mediocre sound quality. Some computer
speakers have equalization features such as bass and treble
controls.

 Headphones

Headphones are a pair of small loudspeakers, or less commonly a

single speaker, held close to a user's ears and connected to a
signal source such as an audioamplifier, radio, CD
player or portable media player. They are also known
as stereophones, headsets or, colloquially cans. The in-ear
TTLM Development Manual Date: 05-2011 Page
30 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
versions are known as earphonesor earbuds. In the context of telecommunication, the term
headset is used to describe a combination of headphone and microphone used for two-way
communication, for example with a telephone.

 Screen (Monitor)

 A monitor or display (sometimes called

a visual display unit) is an electronic visual
display for computers. The monitor comprises the
display device,circuitry, and an enclosure. The display
device in modern monitors is typically a thin film
transistor liquid crystal display (TFT-LCD) thin panel,
while older monitors use a cathode ray tube about as
deep as the screen size.
 The first computer monitors used Cathode ray
tubes (CRTs), which was the dominant technology until they were replaced by LCD monitors in
the 21st Century.
 Originally computer monitors were used for data processing while television receivers were
used for entertainment. From the 80s onwards, computers have been used for both data
processing and entertainment, while televisions have implemented some computer
functionality. The common aspect ratio of televisions, and then computer monitors, has also
changed from 4:3 to 16:9.

 Printer

TTLM Development Manual Date: 05-2011 Page

31 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
In computing, a printer is a peripheral which produces a text and/or graphics of documents stored
in electronic form, usually on physical print media such as paper or transparencies. Many printers
are primarily used as local peripherals, and are attached by a printer cable or, in most newer
printers, a USB cable to a computer which serves as a document source. Some printers,
commonly known as network printers, have built-in network interfaces,
typically wireless and/or Ethernet based, and can serve as a hard copy device for any user on the
network. Individual printers are often designed to support both local and network connected users
at the same time. In addition, a few modern printers can directly interface to electronic media such
as memory cards, or to image capture devices such as digital cameras, scanners; some printers
are combined with a scanners and/or fax machines in a single unit, and can function
as photocopiers. Printers that include non-printing features are sometimes called multifunction
printers (MFP), multi-function devices (MFD), or all-in-one (AIO) printers. Most MFPs
include printing, scanning, and copying among their many features.

Display device

A display device is an output device for presentation

of information in visual or tactile form (the latter used
for example in tactile electronic displays for blind

TTLM Development Manual Date: 05-2011 Page

32 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
people). When the input information is supplied as an electrical signal, the display is called
an electronic display.

Common applications for electronic visual displays are television sets or computer monitors.

Digital clocks display changing numbers.

Some displays can show only digits or alphanumeric characters. They are called segment displays,
because they are composed of several segments that switch on and off to give appearance of
desired glyph. The segments are usually single LEDs or liquid crystals. They are mostly used
in digital watches andpocket calculators. There are several types:

 Seven segment display (most common, digits only)

A seven-segment display, or seven-segment indicator, is a

form of electronic display device for
displaying decimal numerals that is an alternative to the more
complex dot-matrix displays. Seven-segment displays are widely
used in digital clocks, electronic meters, and other electronic
devices for displaying numerical information.

 Fourteen segment display

 A fourteen-segment display (sometimes referred to as a starburst display or a "Union Jack"
display) is a type of display based on 14 segments that can be turned on or off to produce
letters and numerals. A seven-segment display suffices for numerals and certain letters, but to
unambiguously render the roman alphabet requires more detail.[1] It is an extension of the more
common seven-segment display, having an additional four diagonal and two vertical segments
with the middle horizontal segment broken in half. The sixteen-segment display breaks all
three horizontal segments in half.

TTLM Development Manual Date: 05-2011 Page

33 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
 A decimal point and/or comma may be present as an additional segment, or pair of segments;
the comma (used for triple-digit groupings or as a decimal separator in many regions) is
commonly formed by combining the decimal point with a closely 'attached' leftwards-
descending arc-shaped segment.


 Example diagram of 14-segment display. Note unbroken top and bottom segments in
comparison with a sixteen-segment display.
 Electronic alphanumeric displays may use LEDs, LCDs, or vacuum fluorescent
display devices. The LED variant is typically manufactured in single or dual character
packages, allowing the system designer to choose the number of characters suiting the
application.
 Sixteen segment display
 Sixteen-segment displays were originally designed to
display alphanumeric characters (Latin letters and Arabic digits). Later they
[2] [3]
were used to display Thai numerals and Persian characters.
 Fourteen and sixteen-segment displays were used to
produce alphanumeric characters on calculators and other embedded
systems. Applications today include displays fitted to telephone Caller ID units, gymnasium
equipment, VCRs, car stereos, microwave ovens, slot machines, and DVD players.
 Such displays were very common on pinball machines for displaying the score and other
information, before the widespread use of dot-matrix display panels.

 HD44780 Character LCD a widely accepted protocol for LCDs.

An HD44780 Character LCD is a de facto industry standard liquid

crystal display (LCD) display device designed for interfacing
with embedded systems. These screens come in a variety of
configurations including 8x1, which is one row of eight characters,
16x2, and 20x4. The most commonly manufactured configuration is

TTLM Development Manual Date: 05-2011 Page

34 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
40x4 characters, which requires two individually addressable HD44780 controllers with expansion
chips as the HD44780 can only address up to 80 characters.

Full-area 2-dimensional displays

2-dimensional displays that cover a full area (usually a rectangle) are also called video displays,
since it's the main modality of presenting video.

Applications
Full-area 2-dimensional displays are used in, for example:

 Television sets
 Computer monitors
 Head-mounted display
Underlying technologies
Underlying technologies for full-area 2-dimensional displays include:

 Light-emitting diode display (LED)

 Electroluminescent display (ELD)
 Plasma display panels (PDP)
 Liquid crystal display (LCD)
 HPA display
 Thin-film transistor displays (TFT)
 Organic light-emitting diode displays (OLED)
 Surface-conduction electron-emitter display (SED) (experimental)
 Laser TV (forthcoming)
 Carbon nanotubes (experimental)
 Nanocrystal displays (experimental), using quantum dots to make vibrant, flexible screens.
 Broadcast reference monitor

Three dimensional

 Swept-volume display
 Varifocal mirror display
TTLM Development Manual Date: 05-2011 Page
35 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
 Emissive volume display
 Laser display
 Holographic display

Examples:

Monochrome CRT
1922 Monochrome cathode ray tube:

Color CRT
1954 Color cathode ray tube

Direct-View Bistable Storage Tube

1957 Split-flap display:

1961 Flip-disc display:

TTLM Development Manual Date: 05-2011 Page

36 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Monochrome plasma display Flip-flap/disc display

1964 Monochrome plasma display: 1968 Light-emitting diode:

Light-emitting diode

Eggcrate display
1968 Eggcrate display

Vacuum fluorescent display

1967 Vacuum fluorescent display as used in consumer electronics.

TTLM Development Manual Date: 05-2011 Page

37 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
Twisted nematic field effect LCD
1972 Twisted nematic field effect LCD

Pin screen
Pin screen:

1969 Braille display:

Thin film transistor LCD

1986 Color Thin film transistor liquid crystal display
TTLM Development Manual Date: 05-2011 Page
38 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Full-color plasma display

1995 Full-color plasma display

Organic light-emitting diode 2003 Active-matrix OLED (AMOLED)

2003 Organic light-emitting diode display (OLED)

Electronic paper
Electroluminescent display

Self Check Writtest Test

Name:____________________ Date:_________________

Instruction: Answer all the questions listed below, if you have some clarifications- feel free to ask
your teacher. (2pts each)

1. What is the
definition of
TTLM Development Manual Date: 05-2011 Page
39 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

a
Peripheral?

2. What does a
typical
computer
system
consist of?

3. How many
peripherals
can you see
on the
computer in
front of you?
Name them.

4. 5. 6. Where are peripherals

connected?

7. 8. 9. List the ESSENTIAL

peripherals?

10. 11. 12. List 4 OPTIONAL

peripherals that could be
used to extend the
capabilities of a computer.

13. 14. 15. What is the difference

between INPUT and
OUTPUT devices? Provide
an OPTIONAL and
ESSENTIAL device for
each.

16. 17. 18. What is a DEVICE

DRIVER?

19. 20. 21. What is a DISPLAY

DEVICE

TTLM Development Manual Date: 05-2011 Page

40 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

22. What is
a
Primary
Storage

23. What is
a
Seconda
ry
Storage

24. What is
a
Tertiary
Storage

Note: Satisfactory rating – 10 points above / Unsatisfactory - below 10 points

You can ask you teacher for the copy of the correct answers

Lap Test Practical Demonstration

Name: _____________________________ Date: ________________

Time started: ________________________ Time finished: ________________

TTLM Development Manual Date: 05-2011 Page

41 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
Instructions: You are required to perform the following individually with the precence of your
teacher.
1. Tick whether each device below is and INPUT or OUTPUT device and whether it is
ESSENTIAL or OPTIONAL.

Peripheral Input Output Essential Optional

Printer
Monitor
Mouse
Keyboard
CD Burner
Scanner
Graphics Tablet
Touch Screen
Bar Code
Reader
Microphone

2. Look at your computer at home. Make a list of all the INPUT and OUTPUT devices that are
connected to it.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________
3. For each of the following devices, list one thing you would consider when deciding to buy it.

a. Monitor: _________________________________________________________

b. Printer: _________________________________________________________

c. Modem: _________________________________________________________

TTLM Development Manual Date: 05-2011 Page

42 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
d. Scanner: ________________________________________________________

Introduction LO3- Connect Hardware Peripherals

This learning guide is developed to provide you the necessary information regarding the
following content coverage and topics –

 Overview of Peripheral devices

 System development life cycle / Planning, Analyzing and Designing / Warranties and
Support

This guide will also assist you to attain the learning outcome stated in the cover page.
Specifically, upon completion of this Learning Guide, you will be able to –

 Verify the timeframe schedule for installation with the client in accordance with the
organization requirements.
 Remove old peripherals and or replacing with minimum disruption to clients taking into
account environmental considerations and OHS standards.
 Connect new peripherals with minimum disruption to clients and taking into account the
operating system procedures
 Configure the computer to accept new peripherals

Learning Activities

1. Read the specific objectives of this Learning Guide.

2. Read the information written in the “Information Sheet 1”.
3. Accomplish the “Self-check 1” in page 46.
4. Submit your accomplished Self-check 1. This will form part of your training portfolio.
5. Read the information written in the “Information Sheet 2”.
6. Accomplish the “Self-check 2” in page 57.
7. Submit your accomplished Self-check 2. This will form part of your training portfolio
8. If you earned a satisfactory evaluation proceed to LAP Test.
However, if your rating is unsatisfactory, see your teacher for further instructions.
9. Do the “LAP test” in page 58 (if you are ready) and show your output to your teacher.

*Your teacher will evaluate your output either satisfactory or unsatisfactory. If

unsatisfactory, your teacher shall advice you on additional work. But if satisfactory
you can proceed to the next topic

TTLM Development Manual Date: 05-2011 Page

43 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
Information Sheet-1 Overview of Peripheral Devices

Peripheral Devices

Peripheral devices are the devices that are attached to the computer’s system unit. They can be
divided into either:
 input
 output
 communication, or
 storage devices.
Examples of peripheral devices include:
 monitors
 printers
 scanners
 speakers
 headphones
 digital cameras
 video cameras
 joy sticks
 USB flash drives
 Zip drives
 MP3 players
 microphones
 external modems
 data projectors
 web cams.

TTLM Development Manual Date: 05-2011 Page

44 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Monitor

A monitor, also known as a visual display unit

(VDU) or screen, is like a television screen. It is
measured diagonally in inches — the distance
from one corner of the screen area to the
opposite corner. The quality of a monitor is
determined by its resolution. Resolution is
calculated based on the number of pixels, which
are individual dots that create the images you
see on your monitor. Flat panel monitors are now
becoming a popular choice due to their portability
and compactness.

Keyboard

A combination of a typewriter keyboard and

numeric keypad, a keyboard enables you to enter
data into a computer. Computer keyboards are
similar to electric typewriter keyboards but
include additional keys.

Mouse

A mouse is a device that controls the movement

of the cursor on a screen. A mouse is a small
object you can roll along a flat surface, to help
you navigate your computer. Mice also have a
variety of buttons, which can have different
purposes depending on what program is running.
There is usually a left mouse button (which is
used to select an object and perform an action),
right mouse button (which typically displays a
shortcut menu of options) and a scroll wheel (to
help a user scroll through documents).

TTLM Development Manual Date: 05-2011 Page

45 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
Printers

A printer is a device that allows you to obtain hard copies of the data you have created on your
computer system. Printers are classified by:
1 their quality
2 the speed of printing — pages per minute
3 the print/image resolution — measured in dots per inch (dpi).
In the case of speed, the faster the better, and in the case of dpi, the higher the better. There are
different types of printers due to the different methods of transferring ink to paper. Two common types
for the home and office are inkjet and laser.

Inkjet printer — sprays ink onto a sheet of

paper, and can produce high-quality text and
photo images.

Laser printer — produces very high quality text

and graphics, using a process similar to a
photocopier to produce print. It creates dot-like
images on a drum, using a laser beam light
source.

SCANNER
A scanner is a device that captures text or
illustrations on paper and converts the
information into a form the computer can use.
One of the most common kinds of scanners is
called a flatbed scanner. It has a glass surface on
which you lay paper, magazines, or other
documents that you want to scan. Sometimes
scanners can be manufactured so that they are
combined with a printer thus can also be used as
a photocopier and fax machine.

USB flash drive

TTLM Development Manual Date: 05-2011 Page
46 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
A small, portable device that plugs into a
computer’s USB port and operates as a portable
hard drive. USB flash drives are considered to be
an ideal method to transport data, as they are
small enough to be carried in a pocket and can
plug into any computer with a USB drive. Other
names for flash drives are thumb drives, pen
drives or USB drives.

Web cam

Web cams are small cameras that plug into your

computer which allow the user to share a moving
image of themselves with others on other
computers through the Internet.

Digital camera

Digital cameras store images digitally onto a storage device, either a memory card or a floppy disk,
rather than recording them on film. Once a picture has been taken, it can be downloaded to a
computer system, and then manipulated or printed.

Data projector

A device that projects whatever is on the computer’s display onto a big screen. A data projector is a
useful aid for presentations or it can also be used for DVD playback onto a large screen

TTLM Development Manual Date: 05-2011 Page

47 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Self Check 1 Written Test

Name:____________________ Date:_________________

Instruction: Answer all the questions listed below, if you have some clarifications- feel free to ask
your teacher.

Below are pictures of the most common connections you will see on the back of any computer. You
need to know what each of these does. Match the name of each cable with the correct picture.

MONITOR CABLE - This cable is usually

permanently connected to a monitor. Small screws
hold the cable in place

2 CAT5 NETWORK CABLE - This cable allows the computer to

communicate to other computers over a network. It also provides
networked computers access to the Internet

TTLM Development Manual Date: 05-2011 Page

48 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

2
USB CABLE - Most PC's now
have these fast and versatile ports
on the front and back. They can
be used for portable storage
devices, digital cameras,
scanners, video cameras, printers,
keyboards and mice - just about
everything!

POWER CORD - This is a standard

"kettle cord" that connects the computer
to the AC outlet on the wall. This MUST
be unplugged if you are ever doing any
maintenance work inside the computer.

PRINTER CABLE - This is a 25-pin "D"

shaped connector that connect printers
to the parallel port on a computer.
(Newer printers may connect with a USB
plug.)

PS2 CABLE - On most computers these days, this

connection is used for both the Mouse and the keyboard.
This plug has 6 pins-

TTLM Development Manual Date: 05-2011 Page

49 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Information Sheet-2 System Development Life Cycle

To determine appropriate hardware peripheral devices needed within an organisation, it is important

to clearly understand what your client needs. Often clients don’t have a clear idea of what they want
until they have been presented with a series of options. Working out clients’ needs requires careful
planning and organisation.

The system development life cycle is a methodology that computer consultants often follow to help
them properly investigate the client’s information technology needs. The first three stages of the
system development life cycle are:
1 planning
2 analysing
3 designing.

Planning

This stage involves identifying the client’s current technology and taking into account any limitations.
During the planning phase it is necessary to find out information including:
 system specifications
 connections available
 budget constraints
 available timeframe
 availability of physical space.
A feasibility study can be performed to provide a preliminary report to the client about benefits,
costs and impact to the organisation. Additionally, a project request form allows a client to
document their initial request.

System specifications

TTLM Development Manual Date: 05-2011 Page

50 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
It is important to find out the specifications of the computer system you are planning to connect the
peripheral device to. Many newer types of peripheral devices require a specific amount of memory,
CPU speed, hard disk space, and may only be compatible with certain operating systems.
You also need to be aware of the peripheral’s system requirements. The manual for the peripheral
device as well as the manufacturer’s website will help you determine the minimum system
specifications.

TTLM Development Manual Date: 05-2011 Page

51 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Connections available

The majority of external peripheral devices connect to the back of the computer’s system unit with
cables. The computer’s system unit has a variety of ports available for use by different peripheral
device cables. A port is a socket that is used to connect the cables from peripheral devices to the
computer.

Ports at the back of a computer

Serial port

Serial ports can be used to connect a mouse, keyboard or external modem. They send data one bit at
a time and are good for sending information over long distances.

Parallel port

This port is used to send of lot of data over a short distance. Printers often use parallel ports.

Universal serial bus (USB) port

TTLM Development Manual Date: 05-2011 Page

52 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
USB Ports are now gradually replacing serial and parallel ports. These devices are ‘hot swappable’
meaning that devices can be plugged while the computer has been turned on. USB ports can also be
located on the front of a computer’s system unit. USB ports are used for printers, scanners, joysticks
and digital cameras.

Firewire port

This is a more recent port, 33 times faster than a USB port. It is typically used for video cameras and
often need the installation of an internal adapter card.

The keyboard, mouse and monitor can also have their own designated ports.

Budget constraints

While planning the connection of hardware peripheral devices, it is important to be aware of the
client’s available budget. A client needs to determine whether the benefits that will be gained from the
peripheral device justify the financial outlay. Factors including the organisation’s size, the necessity of
the peripheral device to the organisation, number of people requiring the device, will all contribute to
the organisation’s allocation of a budget. Costs will sometimes prohibit an organisation from
proceeding with the purchase of equipment.

Another cost to consider is ongoing maintenance. A laser printer, for example, may initially be more
expensive to purchase than an inkjet printer. However when you consider that some inkjet cartridges
can cost nearly as much as an inkjet printer, it may be more practical to choose a laser printer, where
toner costs are more reasonable.

Available timeframe

The time available to complete a task also needs to be considered when identifying client
requirements. If, for example, a peripheral device is needed urgently, it will be necessary to quickly
find out which suppliers can immediately provide the peripheral equipment.

Physical space restrictions

Before considering acquiring any peripheral device, planning needs to be done to work out where and
how the peripheral will reside. The following questions need to be considered:
 What physical space is available to accommodate the device?
 Are power points in a near proximity if the device needs them?
TTLM Development Manual Date: 05-2011 Page
53 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
If a peripheral does not have access to a suitable power source, problems may occur including
the overloading of power boards and power leads causing dangerous obstructions to users of
the equipment.
 Will the installation of the device mean other equipment needs to be relocated?
 Could the device cause disruption or impact on the safety of users?

Feasibility study

A feasibility study can be carried out to show the client benefits, approximate costs of the new
equipment and the impact on the organisation. Several hardware devices can also be recommended
to the client. The aim of the feasibility study is to recognise the best solution under the circumstances
by identifying the effects of this solution on the organisation.
After undertaking a feasibility study, it may be discovered that a simple solution is possible. Take the
example of an organisation that would like to update their monitors so that they can have better
screen resolution. Changing the monitors’ internal settings could be a very simple solution to obtain
an improved resolution.
A feasibility study can also reveal that a client’s peripheral requirements are not achievable. The
requirements may exceed budget, or the requested peripheral devices may not be compatible with
the current computer system. The results of a feasibility study can determine whether or not an
organisation proceeds with the purchase and installation of the peripheral devices.

Project request form

An initial request for hardware peripheral devices can be documented using a project request form.
This form documents information from both the client and the computer consultant in order to
document preliminary requirements.
Typical information requested on a project request form includes:
 project title
 date received
 completion date
 project number
 description of problem
 objectives
 anticipated benefits
 person requesting
 constraints.

TTLM Development Manual Date: 05-2011 Page

54 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Sample project request form

Request Date:
Required Completion Date

Request information:

First Name: Last Name:

Department / Division:
Telephone:
Email Address:

Project Title:

Project information

What is the purpose of the proposed project?

What are the benefits of the project?

Other information or comments:

TTLM Development Manual Date: 05-2011 Page

55 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
Analysing

In the analysis phase, the client’s requirements are investigated in more depth. It is important to try to
gain as much information from the client as possible, in order to obtain an accurate understanding of
the situation. Detailed client requirements, such as:
 specific features of the device required
 the number of people who will need to use device
 support expectations
 training requirements
can all be obtained during this phase.
Interviews, questionnaires, checklists and observations are some methods that consultants use to
gather information. If a device is to be used by a large group of users, a questionnaire or checklist
could be constructed to find out what features are required by the majority of users. Interviewing
users can provide a better way of finding out specific information.
Interviews

A well-prepared interview can help provide you with valuable information about your client
requirements. Information that has been collected during the planning stage can also give you some
useful background information when preparing questions.
Questions asked of a client may be specific or open ended. Specific questions generally mean that
the client will give either a yes/no response or a specific answer. Open-ended questions, however,
generally commence with ‘how’ or ‘why’. These types of questions help to discuss and clarify issues
and establish a firmer understanding of client requirements.
For example, some questions you may want to ask during an interview to replace an existing printer
could include:
 How will a new printer solve existing printer issues?
 Who will be using the new printer the majority of the time?
 What will be the new printer key purposes? Eg:
– letters
– advertising brochures
– information from the Internet.
 Why do you need colour printing?
 What is the approximate number of pages that would be printed each day?

TTLM Development Manual Date: 05-2011 Page

56 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Questionnaires

Questionnaires are helpful when you need to gather information from a number of clients. A number
of questions incorporating short answers, multiple choice and true/false choices can help you quickly
determine what kinds of features the majority of clients are requiring.
Here is a sample questionnaire to help establish a suitable mouse:

1 Trackball feature — Would a trackball device be helpful for you to manipulate images? Yes/No
2 Would you prefer a wireless mouse? Yes/No
3 List any other features you would like to be able to have available with your mouse:
___________________________________________________
___________________________________________________

Checklists

In a similar manner to questionnaires, checklists that ask clients to choose what features they would
like from a specific peripheral device can also provide an efficient way to determine a set of popular
requirements.

Observations

Even informal observations of current business procedures can provide another way of determining
client needs. Observing users as they go about their day-to-day tasks, can confirm if current
peripheral devices are not working properly or assessing the need for a new peripheral device.

Designing

The design phase enables you to figure out an effective solution. All the information you have
gathered via questionnaires, interviews, observations and during planning can be assessed to
determine the best way of satisfying client requirements.
There will often be several peripheral devices that are capable of performing the job satisfactorily. An
evaluation grid can be created to show the client each device’s functionality.
The example below illustrates an evaluation grid that could be used for appraising scanners.

Specifications Scanner 1 Scanner 2 Scanner 3

Price
TTLM Development Manual Date: 05-2011 Page
57 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development
Optical resolution (dpi)
Dimensions
Operating system
Software included
Comments

Once client requirements have been clarified, all requests for hardware peripherals need to be
documented clearly in a concise form. An organisation will often have its own organisational
standards (for example, report templates, guidelines) to which you will need to adhere. The
documentation will also need to be checked and confirmed by the client before a request for purchase
in sent to the preferred supplier.

Warranties and support

Before acquiring hardware peripheral devices, it is vital to assess what kind of warranties, service and
support, prospective suppliers will provide.

Warranties

A warranty is an agreed upon term which covers a computer or computer component. Generally,
most computers have a 1 or 3 year warranty. This warranty may or may not cover the service, repair
and replacement of computer parts.
An extended warranty is an available option provided by manufacturers or third-party companies that
provides additional support and/or repair of a computer or other hardware devices beyond its
standard warranty.

Service and support

It is important to know what kind of support services are offered by the prospective supplier. There
are many questions to consider such as:
 If a device requires repairs does it have to be sent back to the supplier (called ‘Return to base’)
or will they provide on-site visits?
 What is the average response time if service is required?
 What kinds of maintenance and repair costs could be incurred during the duration of use of the
device?
 Will the device require regular servicing? If so, how many services will be necessary over a one-
year period?

TTLM Development Manual Date: 05-2011 Page

58 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

There are a large variety of peripheral devices that can be connected to a computer for input, output,
storage or communication purposes.
Before acquiring any hardware peripheral device it is fundamental that you have a clear
understanding of what the client requires. This requires a considerable amount of planning and
analysis of needs. Examining system specifications, checking availability of ports, physical space,
and confirming budgets and time frames are just some considerations that need to be taken into
account. Methods such as interviewing, questionnaires and observation can all assist gathering this
information.
Once client requirements have been clarified, suggested solutions need to be documented to the
client in accordance with organisational standards. A solution can comprise a suggested list of
products. Once the product has been chosen this needs to be verified by the client. Before
proceeding with the purchase, it is also important that the warranty and support agreements of the
supplier will be satisfactory for the client’s needs.

TTLM Development Manual Date: 05-2011 Page

59 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Self Check 2 Written Test

Name:____________________ Date:_________________

Instruction: Answer all the questions listed below, if you have some clarifications- feel free to ask
your teacher.

 What is System Development Life Cycle (5pts)

 Identify and define the three stages of System Development Life Cycle (5pts)

a.

b.

c.

Note: Satisfactory rating – 8 points above / Unsatisfactory - below 8 points

You can ask you teacher for the copy of the correct answers
TTLM Development Manual Date: 05-2011 Page
60 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Lap Test Practical Demonstration

Name: _____________________________ Date: ________________

Time started: ________________________ Time finished: ________________

Instructions: You are required to perform the following individually with the presence of your
teacher.

 As per below image, a variety of ports available for use by different peripheral device
cables, demonstrate to your teacher what are those connectors.

Ports at the back of the computer

Testing Peripherals

Test your MOUSE and KEYBOARD.

Create a Word document called Peripheral Test and for each write the following:-
1. How you tested the device. (The process you followed)
2. A brief report on the results of the test. (faults discovered, problems, etc)
3. Recommendations (What needs to be done to restore device, if necessary)

TTLM Development Manual Date: 05-2011 Page

61 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Introduction LO4- Connect Workstation to the Internet

This learning guide is developed to provide you the necessary information regarding the
following content coverage and topics –

 How to get connected to the Internet

 File, Printer and Connection Share

This guide will also assist you to attain the learning outcome stated in the cover page.
Specifically, upon completion of this Learning Guide, you will be able to –

 Connect the workstations to the internet through the existing internet connection and
confirming the functionality.

 Launch Internet browser to enable access to the Internet and confirming the functionality.

Learning Activities

1. Read the specific objectives of this Learning Guide.

2. Read the information written in the “Information Sheet 1”.
3. Accomplish the “Self-check 1” in page 46.
4. Submit your accomplished Self-check 1. This will form part of your training portfolio.
5. Read the information written in the “Information Sheet 2”.
6. Accomplish the “Self-check 2” in page 57.
7. Submit your accomplished Self-check 2. This will form part of your training portfolio
8. If you earned a satisfactory evaluation proceed to LAP Test.
However, if your rating is unsatisfactory, see your teacher for further instructions.
9. Do the “LAP test” in page 58 (if you are ready) and show your output to your teacher.

*Your teacher will evaluate your output either satisfactory or unsatisfactory. If

unsatisfactory, your teacher shall advice you on additional work. But if satisfactory
you can proceed to the next topic

TTLM Development Manual Date: 05-2011 Page

62 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

How to get
connected
Information Sheet-1
to the
Internet

How to get connected to the Internet:

The basic requirements are a computer, a modem, a phone line, and a contract with an Internet
Service Provider (ISP).

Computer - A computer is an electronic device that manipulates information or

"data." It has the ability to store, retrieve, and process data. You can use a
computer to type documents, send email, and surf the Internet. You can also
use it to handle spreadsheets, accounting, database, management,
presentations, games, and more. Whether you realize it or
not, computers play an important role in our lives. When you withdraw cash from an
ATM, scan groceries at the store, or use a calculator, you're using a type of computer. All types of
computers consist of two basic parts –hardware and software. Hardware is any part of your
computer that has a physical structure, such as the computer monitor or keyboard. If you can
touch it, it is hardware. Software is any set of
instructions that tells the hardware what to
do. It is what guides the hardware and tells
it how to accomplish each task

Modem –

TTLM Development Manual Date: 05-2011 Page

63 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Short for modulator-demodulator. A modem is a device or program that enables a computer to

transmit data over, for example, telephone or cable lines. Computer information is stored digitally,
whereas information transmitted over telephone lines is transmitted in the form of analog waves. A
modem converts between these two forms.
Fortunately, there is one standard interface for connecting external modems to computers
called RS-232. Consequently, any external modem can be attached to any computer that has an
RS-232 port, which almost all personal computers have. There are also modems that come as
an expansion boardthat you can insert into a vacant expansion slot. These are sometimes called
onboard or internal modems.
While the modem interfaces are standardized, a number of different protocols for formatting data to
be transmitted over telephone lines exist. Some, like CCITT V.34, are official standards, while
others have been developed by private companies. Most modems have built-in support for the more
common protocols -- at slow data transmission speeds at least, most modems can communicate
with each other. At high transmission speeds, however, the protocols are less standardized.
Aside from the transmission protocols that they support, the following characteristics distinguish one
modem from another:
 bps : How fast the modem can transmit and receive data. At slow rates, modems are
measured in terms of baud rates. The slowest rate is 300 baud (about 25 cps). At higher
speeds, modems are measured in terms of bits per second (bps). The fastest modems run at
57,600 bps, although they can achieve even higher data transfer rates by compressing the
data. Obviously, the faster the transmission rate, the faster you can send and receive data.
Note, however, that you cannot receive data any faster than it is being sent. If, for example,
the device sending data to your computer is sending it at 2,400 bps, you must receive it at
2,400 bps. It does not always pay, therefore, to have a very fast modem. In addition, some
telephone lines are unable to transmit data reliably at very high rates.
 voice/data: Many modems support a switch to change between voice and data modes. In
data mode, the modem acts like a regular modem. In voice mode, the modem acts like a
regular telephone. Modems that support a voice/data switch have a built-in loudspeaker and
microphone for voice communication.
 auto-answer : An auto-answer modem enables your computer to receive calls in your
absence. This is only necessary if you are offering some type of computer service that
people can call in to use.
 data compression : Some modems perform data compression, which enables them to
send data at faster rates. However, the modem at the receiving end must be able to
decompress the data using the same compression technique.
 flash memory : Some modems come with flash memory rather than conventional ROM,
which means that the communications protocols can be easily updated if necessary.
 Fax capability: Most modern modems are fax modems, which means that they can send
and receive faxes.

Phone Line - Dial-up Internet access is a form of Internet access that uses the facilities of
the public switched telephone network (PSTN) to establish a dialed connection to an Internet
TTLM Development Manual Date: 05-2011 Page
64 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

service provider (ISP) via telephone lines. The user's computer or router uses an
attached modem to encode and decode Internet Protocol packets and control information into and
from analogue audio frequency signals, respectively.

The term was coined during the early days of computer telecommunications when modems were
needed to connect terminals or computers running terminal emulator software
to mainframes, minicomputers, online services and bulletin board systems via a telephone line.

**Availability

Dial-up connections to the Internet require no infrastructure other than the telephone network.
Where telephone access is widely available, dial-up remains useful to travelers. Dial-up is often the
only choice available for rural or remote areas, where broadband installations are not prevalent due
to low population density, and high infrastructure cost. Dial-up access may also be an alternative for
users on limited budgets, as it is offered free by some ISPs, though broadband is increasingly
available at lower prices in many countries due to market competition.

Dial-up requires time to establish a telephone connection (up to several seconds, depending on the
location) and perform handshaking for protocol synchronization before data transfers can take
place. In locales with telephone connection charges, each connection incurs an incremental cost. If
calls are time-metered, the duration of the connection incurs costs. Dial-up access is a transient
connection, because either the user, ISP or phone company terminates the connection. Internet
service providers will often set a limit on connection durations to allow sharing of resources, and will
disconnect the user—requiring reconnection and the costs and delays associated with it.
Technically-inclined users often find a way to disable the auto-disconnect program such that they
can remain connected for days.

Internet Service Provider (ISP) - Short for Internet Service Provider, it refers to a company that
provides Internet services, including personal and business access to the Internet. For a monthly
fee, the service provider usually provides a software package,username, password and access
phone number. Equipped with a modem, you can then log on to the Internet and browse the World
Wide Web andUSENET, and send and receive e-mail. For broadband access you typically receive
the broadband modem hardware or pay a monthly fee for this equipment that is added to your ISP
account billing. In addition to serving individuals, ISPs also serve large companies, providing a
direct connection from the company's networks to the Internet. ISPs themselves are connected to
one another through Network Access Points (NAPs). ISPs may also be called IAPs (Internet Access
Providers).
TTLM Development Manual Date: 05-2011 Page
65 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Self Check Written Test

Name:____________________ Date:_________________

Directions: Answer all the questions listed below. Illustrations may be necessary to aid
some explanations/answers. (5pts eah)

1 What is a MODEM

2 What is a ISP

3 How does a phone line contribute in the Internet connection

4 List down characteristics that distinguish a modem from another

TTLM Development Manual Date: 05-2011 Page

66 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Note: Satisfactory rating – 18 points above / Unsatisfactory - below 18 points

You can ask you teacher for the copy of the correct answers.

Operation Sheet 1 File, Printer & Connection Share

Basic guide for simple home network (LAN) for File, printer & Internet connection Share
It is common for many of us to have multiple computer (desktop / laptop) in your home or in small
office. Often we face the question and need to hook them up in simple network to make sure that
we can share a single Internet connection or share files and folders to access them from different
computer.
Mostly many of us look for professional help since these heavy words (like networking / file share /
user permission) name us afraid of the task ahead. However matter of fact is, the process is pretty
simple and any one with basic knowledge of Windows operation can accomplish the job.
Here is a simple and basic step by step guide on how to setup / create a home network (LAN) for
file, printer and Internet connection sharing.
Setup 1 -> Planning
Before you proceed, planning is required to judge and figure out which type network is best suited
for you.
For example, type 1

TTLM Development Manual Date: 05-2011 Page

67 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

This type of network is suitable in case of you having ADSL or cable connection coming with
direct plug n play type. Here your router come switch/hub gets connected to the Internet and then
shares the connection to your PC via NAT local IP.
Then again, you have the type 2,

TTLM Development Manual Date: 05-2011 Page

68 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Here, a PC gets connected to the internet and then it shares the connection to others while getting
connected to each other using the help of a network switch / hub or router via CAT5 connection
(LAN) cable.
Step 2 -> Hardware / Software needed
Depending on the type of network you may need following hardware.
Hub -> http://en.wikipedia.org/wiki/Ethernet_hub
Switch -> http://en.wikipedia.org/wiki/Network_switch
Router -> http://en.wikipedia.org/wiki/Router
CAT5 wire -> http://en.wikipedia.org/wiki/Category_5_cable
LAN Card -> Usually all our PC / notebook comes with a built-in network card and port (CAT5).
Software -> Setup will work with any of these OS installed Windows XP SP2 or higher / Windows
Vista / Windows 7 / Server 2003 SP2 or higher / Server 2008 / Server 2008 R2
Step 3 -> Software Configuration
In any of the above type network, basic network connection (LAN / IP) would be same.
The PC or device which will have the live internet connection should have IP address 192.168.1.1
where as the others (PC / notebook) will have IP address 192.168.1.2 / 192.168.1.3 and so on to
access the internet from first PC.
How to set / configure IP address in Windows Vista / Windows 7 / Windows Server 2008 and
Windows Server 2008 R2 ?

TTLM Development Manual Date: 05-2011 Page

69 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

In Windows Vista or Windows 7, Right Click on Network on Start menu and click on “Properties”

It should open the network control panel, in which at its LHS (left hand side) you may find the option
to manual configure your network adepter settings.

Under Network connection, there may be multiple connection visible, therefore select your LAN
connection and right click to go to its properties.

TTLM Development Manual Date: 05-2011 Page

70 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

It should offer you the advance settings Window and option for the said network connection. There
you can find an option called “Internet Protocol Version 4 (TCP/IPv4)”, select and click properties to
access the option to set the value manually.

TTLM Development Manual Date: 05-2011 Page

71 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

How to set / configure IP addresses in Windows 2000 Windows XP / Windows Server 2003 /
Win2k3 R2 ?
Under My Computer, right click on the option “My Network Places” and click properties.

It should present the network adapter settings window displaying the available network connections.
Here, please select your “local area connection” and right click on to find the option “properties” to
TTLM Development Manual Date: 05-2011 Page
72 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

access the advance settings for entering values for the manual IP configuration.

It should present you the advance settings Window, there please select “Internet Protocol (TCP/IP)”
and click properties to access the panel to enter the manual IP address value.
What IP address value to set ?
As we have discussed early, the PC (running any OS) or if the router (in case of type 1), which will
have thelive internet connection and act as a server to share it, should contain follow IP address
settings,
IP address -> 192.168.1.1
Subnet Musk -> 255.255.255.0
Default Getway -> Blank
DNS -> Blank
Now to the PC / Computers or Notebooks in the network, which will access the internet from the
acting server or PC1 or from the router.
IP address -> 192.168.1.2 (and then next PC 192.168.1.3 and so on)
Subnet Musk -> 255.255.255.0
Default Getway -> 192.168.1.1
DNS -> 192.168.1.1 (in case, this following value does work, then set the numbers given by ISP or
useOpenDNS)
By now, if done properly, your PCs are connected with each other on a simple Local Area
Network.
Make sure you have powered ON all the PCs and your network switch / router or hub for a test run.
To check the connection with each other, in every PC open the command prompt and use PING
command to verify the connectivity.

TTLM Development Manual Date: 05-2011 Page

73 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Run command PING ip-address-of-another-PC -> example, PING 192.168.1.1 (when testing the
server from a HOST PC). If the things are connected, then it should present you a successful
results with 0% loss. If Ping results time out, it means something is wrong and you should review to
check everything again.
Step 4 -> Turning on the Internet Connection Share
In Type 2 networks, One PC dials a connection to get connected to the Internet and share the
connection with others by acting as a server. Your acting server can be a PC running any OS
(Windows XP / Vista / 7). Please visit the Network settings of this PC again.
Now right click on the Internet connection (your internet connection can be from any type or from
any service provider using any name) to access the “properties” option.

Under the advance settings, please visit the “share” TAB to check on all the option to share the
said connection with all PCs connected in this Network.

TTLM Development Manual Date: 05-2011 Page

74 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Step 5 -> Turning on the File Sharing

Once you find your network running properly with Internet connection being shares within all PCs /
Notebooks, now you may process towards the file and folder sharing.
Please remember, files are folder you share in a PC will be accessible to all within this home
network
How to share files and folder under Windows Vista / Windows 7 ?
Just “right click” the file or folder or the hard disc drive which you wish to share to click “properties”
to access the advance options. Under the advance option panel, select the “share” TAB and click
“Advance Sharing”..

TTLM Development Manual Date: 05-2011 Page

75 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Under Advance Sharing option panel, select “share” and allow permission with full control for user
“everyone” for seam less access of this folder or file or drive with every computer under your home
network.

TTLM Development Manual Date: 05-2011 Page

76 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

How to share drive / file or folder under Windows 2000 / Windows XP / Server 2003 ?
Make sure you have the latest update (Service Packs) installed for these legacy Operating systems.
Open “My Computer” click “Tools” in the menu bar and go to “Folder Options”.

Under “Folder Option”, visit the “View” tab and scroll down to un-check “use simple file sharing”
to turn offthe option for Windows XP / Windows Server 2003.

TTLM Development Manual Date: 05-2011 Page

77 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

Now “Right Click” on the folder / file or drive you wish you share and click “properties” to access the
advance panel for sharing options.

Under properties, visit the “sharing” tab to create a “new share” and allow full permission given to
use “everyone” for seamless connectivity and access for all users under your home network or
small business/office network.

TTLM Development Manual Date: 05-2011 Page

78 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

You are done. By following this in every PC where you wish you have a shared drive or folder, can
now be visible and accessible for all users accord the network.
How to access a shared PC (drive / folder / file) from another one in the network ?
You can access the shared PC or its drive or folders by entering its IP address or name in
your Windows explorer window with “\\” as prefix.

TTLM Development Manual Date: 05-2011 Page

79 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

LAP Test Practical Demonstration

Name: _____________________________ Date: ________________

Time started: ________________________ Time finished: ________________

Instructions: You are required to perform the following individually with the presence of your
teacher.

 Demonstrate a step by step guide on how to setup / create a home network (LAN) for file,
printer and Internet connection sharing.

TTLM Development Manual Date: 05-2011 Page

80 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

TTLM Development Manual Date: 05-2011 Page

81 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

TTLM Development Manual Date: 05-2011 Page

82 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

TTLM Development Manual Date: 05-2011 Page

83 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process
Ethiopian TVET System
Training, Teaching and Learning Materials Development

TTLM Development Manual Date: 05-2011 Page

84 of 84
3rd Revision Author: MoE – TVET Outcome Based Training Core Process