Cambridge
TECHNICALS
OCR Level 2
CAMBRIDGE TECHNICAL
CERTIFICATE/DIPLOMA IN
IT
COMPUTER SYSTEMS
H/601/3255
LEVEL 2 UNIT 14
GUIDED LEARNING HOURS: 60
UNIT CREDIT VALUE: 10
Computer systems
H/601/3255
LEVEL 2
Aim and purpose of the unit
The unit aims to provide learners with an introduction to the
basic hardware and software components that are part of
a computer system. Learners will be given the opportunity
to connect components and peripheral devices safely, and
to configure software to suit user requirements. This unit is
appropriate for learners who are interested in employment as
computer technicians.
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2
Computer Systems Level 2 Unit 14
ASSESSMENT AND GRADING CRITERIA
Learning Outcome (LO)
Pass
Merit
Distinction
The assessment criteria are
the pass requirements for
this unit.
To achieve a merit the
evidence must show that, in
addition to the pass criteria,
the learner is able to:
To achieve a distinction the
evidence must show that,
in addition to the pass and
merit criteria, the learner is
able to:
The learner will:
The learner can:
1 Know the common
components of
computer systems
P1 identify the common
components of a
computer system
2 Know the different uses
of computer systems
P2 describe the purpose
of different types of
computer systems
3 Be able to connect
computer hardware
P3 represent how data
flows around a
computer system
M1 explain the benefits
of different types of
computer systems for
different purposes
P4 specify suitable
components to meet
user requirements
4 Be able to configure
computer systems
P5 connect hardware
safely to a computer
system, testing for
functionality
M2 suggest functionality
issues that may occur
together with solutions
P6 configure software for a
given user requirement
M3 justify that the chosen
software meets a given
user requirement
P7 identify potential
security risks
D1 evaluate any changes
to the system
D2 check a computer
system for security
risks using a range of
software utilities
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Teaching content
The unit content describes what has to be taught to ensure that learners are able to access the highest grade.
Anything which follows an i.e details what must be taught as part of that area of content.
Anything which follows an e.g is illustrative, it should be noted that where e.g. is used, learners must know and be able to apply
relevant examples to their work though these do not need to be the same ones specified in the unit content.
LO1 Know the common components of computer
systems
• software components:
-- operating system software
-- applications software
• types of computer systems
-- desktop PC
-- laptop
-- smart phones
-- games consoles
-- tablets
-- server
-- many products now have embedded devices (e.g.
washing machines, microwave ovens, cars etc).
-- software utilities.
LO2 Know the different uses of computer systems
• user
-- types e.g.
• home
• office
• mobile users.
• user requirement
-- business needs e.g.
• company accounts
• specialised software
• graphics design software
• animation software
• web design software
• programming software
• database software.
-- home use e.g.
• internet connectivity
• online games
• remote access.
-- other e.g.
• performance requirements
• portability
• cost
• hardware components
-- processor speed and type
• data transmission
• storage capacity
• battery life.
-- memory e.g.
• RAM
• cache.
-- storage devices e.g.
• hard disk drive
• flash drive
• DVD
-- input devices e.g.
• touch screen,
• graphics tablet
• gaming controller
• microphone
• mouse
• keyboard.
-- output devices e.g.
• printer
• monitor
• audio devices.
-- computer network connectivity e.g.
• 3G
• wireless
• bluetooth
• NIC (Network Interface Card).
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• accessibility features.
• benefits of different computer systems e.g.
• cost
• speed
• accessibility
• portability.
LO3 Be able to connect computer hardware
• data flow
-- between components e.g.
• input
• output
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Computer Systems Level 2 Unit 14
• memory
• processor.
specialist (e.g. power supplies and monitors (VDUs)
-- assess and minimise risks e.g.
• obtaining resources
• documenting relevant information
• connections
-- peripheral devices e.g.
• printer
• speakers
• digital camera
• USB devices
• scanner
• web cam
• barcode reader
• graphics tablet
• components.
-- internal components e.g.
• hard drive
• RAM
• CD/DVD drive.
-- appropriate connection e.g.
• network card
• bluetooth
• USB
• cables
• Cat 5e
• Cat 6
• Rj 45
• wireless.
-- clear documentation of processes and outcomes.
LO4 Be able to configure computer systems
• requirements
-- users e.g.
-- office
-- home
-- mobile users
-- tasks e.g.
• data recording
• photo editing
• media playback
• sound recording.
• systems software e.g.
-- operating systems
-- systems software tools
-- diagnostic tools
-- file managers
-- disk utilities
-- back up
-- network connections e.g.
• workgroups
• file sharing
• internet access
• email.
• testing
-- create appropriate test plans to include:
• test number
• date of test
• test description
• expected results
• actual results
• identified problem
• solution to problem
• re test number.
• applications software
-- office applications software e.g.
• word processing
• spreadsheet
• database
• graphics
• presentation
• games software
-- communications e.g.
• web browsers
• email.
• health and safety
-- electrical hazards
-- impact on individuals
-- keeping cables tidy
-- manual handling
-- Electrostatic Discharge (ESD).
• utilities
-- clean up tools e.g.
• for cookies
• working practices
• internet history
-- safe working procedures to include:
• defragmentation
• use of antistatic equipment i.e. wristbands and mats
-- drive formatting.
• components that should only be handled by a
5
• configuring software to meet user requirements
-- editing the desktop e.g.
• icon size, font size
• colour
• background
• icon choice.
-- creating start up options
-- creating and reconfiguring application toolbars
-- folder management e.g.
• access control
• file permissions.
• security:
-- virus protection
-- firewall, other e.g.
• password protection
• physical security.
-- risks e.g.
• phishing
• malware
• viruses
• spam
• Trojans
• Worms.
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6
Computer Systems Level 2 Unit 14
Delivery guidance
Be able to connect computer hardware
Before the learners take part in any practical activities, they
will need to have appropriate knowledge of the health
and safety procedures and then be seen to adhere to the
procedures during all the practical activities.
Before learners are taught how to connect computer
hardware, it is important that they are taught the health and
safety aspects of handling components as per the teaching
content. They must understand the importance of following
procedures and only handle permitted components. They
should be taught how to minimise risks to themselves and
others when handling and connecting hardware components.
This unit is best delivered, where possible, as small group
activities in a workshop environment together with theory
lessons to provide the supporting knowledge.
The learners should be given access to a range of different
types of hardware and software; virtual machines could also
be used in practical sessions which they will need to set up
and configure appropriately. They will also need to have some
experience of using virus protection software.
It is important that learners have a good understanding of
how data flows through a computer system and in particular
the output, memory, processing and output. The learners
should be taught how to represent the data flow in a
graphical format, e.g. flowchart.
Know the common components of computer systems
Learners could be given a scenario for a particular end user
and asked to identify the computer system that would
meet their needs. They could then be asked to identify the
individual components and related specification which would
be used to build the computer system.
Learners could be split into small groups to research different
types of computer systems. They could feedback the results
of their research to the class. Alternatively, the learners could
be given the list of computer systems from the teaching
content and asked to research information about them, e.g.
technology used, uses etc.
It is important that the learners have the opportunity
to connect a variety of hardware components which
Learners should be taught about the different hardware
should include internal components, e.g. hard drive, RAM
components from the teaching content and, where possible,
and external components, e.g. printer, camera etc. The
given the opportunity to actually handle the different
teacher should ensure that they adhere to the health and
components as opposed to just looking at images of them.
safety requirements to minimise the risk of damage to
The teaching of network connectivity should include
the components as well as injury to themselves or others.
discussions relating to the different technologies and how
Learners should be given the opportunity to consider
they are used.
the different ways that components can be connected
to a system. Where possible learners will gain a better
It is important for learners to be made aware of a variety
understanding of the different types of connectors if they
of different operating systems, application software and
have the opportunity to actually see them for themselves as
software utilities. Learners could carry out research on the
different software components used by the computer systems opposed to just looking at images on screen or in a book.
they have already researched and discussed.
Learners should be taught about the different issues that
could occur when connecting hardware components and how
Know the different uses of computer systems
these problems could be addressed. Leading on from this, the
Learners could participate in a group discussion about
learners should be taught how to create and use effective test
different types of users of computer systems and what they
plans using the headings identified in the teaching content.
use the computer systems for. They should be encouraged to Learners could then create a test plan for a given system
think of the different systems that they use, e.g. PC, Laptop,
and carry out the tests as per their plan. It would be useful
iPad, iPhone etc, and what they use them for. The discussion
for the learners to be presented with a system where there
should extend to businesses and other end users. The
may be issues, e.g. unable to access the wireless network or a
learners should then consider the benefits of the different
fault cable used to connect a hard drive. This will enable the
computer systems for the end user.
learners to identify the issue and recommend a solution.
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Be able to configure computer systems
Learners could participate in a discussion about the different
ways computer systems can be configured to meet the
specific needs of the end user. These could include increasing
the size of the images on the screen for someone with visual
impairment, setting automatic windows updates, setting
automatic virus checker updates, automatic defragmentation
of the hard drive, etc. They should be encouraged to consider
why these customisations would be useful to the end user.
The learners should be given the opportunity to practice
configuring software and automating maintenance
procedures, e.g. backup, disk clean and defragmentation, etc.
The learners could research the different security issues
relating to computer systems using the list in the teaching
content as a guide. They should research the security issue,
the risk to the computer system and how the system can be
protected from the risk. Learners should be taught about the
different utilities available within the software used to check
for security risks.
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8
Computer Systems Level 2 Unit 14
Suggested assessment scenarios and task plus guidance on
assessing the suggested tasks
Assessment Criterion P1
problems and evidence of re-testing. Further evidence could
be screen captures or printouts from tests as appropriate.
For P1, learners must identify the different types of hardware
and software components of a computer system. Evidence
could be in the form of a presentation or video of the learner
identifying the components.
For merit criterion M2, learners must suggest different issues that
may occur when connecting hardware and how these issues
could be addressed. This may be an extension to P5 if the learner
actually had issues whilst testing the installed hardware. If there
were no issues, then learners could provide a table identifying the
potential issue and how it could be resolved.
Assessment Criteria P2, M1
For P2, learners must describe the purposes of different
computer systems. They should identify different computer
systems and describe why they are used. The evidence
could take the format of an audio recording of a discussion
with the learner, a video of them giving a presentation, the
presentation slides and speaker’s notes, a report or a leaflet.
For distinction criterion D1, learners should evaluate any changes
made to the system and how this meets the needs of the end
user and the original specification of the computer system. If
learners have not made any changes, then they should evaluate
changes which could be made. The evidence could be in the form
of an audio recording of a discussion, a video diary, presentation
(which could also be videoed) or a report.
For merit criterion M1, learners could extend their evidence or
P2 to include the benefits of the different computer systems for
different purposes.
Assessment Criteria P6, M3
Assessment Criterion P3
For P6, learners must configure at least two pieces of software
For P3, learners must represent how data flows around a
to meet the needs of a specified user. Evidence could be in
computer system; this could be using annotated diagrams
the form of a video, detailed observation or annotated screen
and or flow charts. The representation must include the input, captures.
memory, processing and output aspects of the flow of data.
For merit criterion M3, learners must provide a justification as
Assessment Criteria P4
to why the configuration that they have carried out meets the
needs of the specified end user. This could be included as a verbal
For P4, learners must specify the components to be used to
justification during the video of the customisation, response to
create a computer system for a specified end user. This should
questions from the teacher, additional annotation of the screen
include hardware components, any peripherals, software
captures, a presentation or report.
systems, application software and utilities which they would
recommend. Evidence for this could be in the form of a
Assessment Criteria P7, D2
presentation, report, video/audio discussion.
For P7, learners must identify the potential security risks
Assessment Criteria P5, M2, D1
that can apply to a computer system. The computer system
should be the same system that they have been been
For P5, learners must provide evidence of connecting
configuring software on. The evidence could be presented as
hardware to a computer system and test the functionality
a recorded discussion, presentation with speaker notes (which
of the system. The learners should connect at least three
could also be videoed) or a report.
hardware components, one of which should be internal to
the system. The evidence could be in the form of a video,
For distinction criterion D2, learners must provide evidence of
series of annotated photographs or detailed observation of
using a range (three or more) of software utilities to check the
the learner connecting the hardware. The learners should
security of a computer system. The computer system could be
be demonstrating safe working practices. The learners
the same system that they have been using throughout the
must also include a test plan with the headings identified
assessment of this unit. The evidence should include information
in the teaching content. The test plan should include the
relating to the security check being carried out, the software
actual results from testing the functionality of the hardware
utility being used, the result of the check, issues identified if any
components, problems identified if any, solutions to the
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and remedial action to be taken if any. The information could be
presented in a table or a report supported by screen captures and/
or printouts where appropriate.
Suggested scenarios
A new shop has asked learners to create posters, leaflets etc,
which would provide information to the owner about how
they would fit the shop with new computer equipment.
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10
Computer Systems Level 2 Unit 14
Mapping within the
qualification to the other
units
Unit 4: Installing computer hardware
Unit 5: Installing computer software
Unit 6: Setting up an IT network
Unit 7: IT support
Unit 8: IT fault diagnosis and remedy
Unit 18: IT security
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