First Semester Midterm

Module 2: Occupational Health and Safety

(OHS)
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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
INTRODUCTORY MESSAGE
Welcome to the TECHNICAL VOCATIONAL LIVELIHOOD 11 Alternative Delivery
Mode (ADM) Module on (CSS) COMPUTER SYSTEMS SERVICING NC II.
This module was designed and developed to assist, in helping the learners meet
the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help learners
acquire the needed 21st century skills while taking into consideration their needs and
circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
For the learner:
Welcome to the TECHNICAL VOCATIONAL LIVELIHOOD 11 Alternative Delivery
Mode (ADM) Module on (CSS) COMPUTER SYSTEMS SERVICING NC II.
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and accomplish.
Hence, the hand in this learning resource signifies that you as a learner is capable and
empowered to successfully achieve the relevant competencies and skills at your own pace
and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
 We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

What I Need to Know

INTRODUCTION / LEARNING OBJECTIVES

In this module you will learn the three (3) major topics that you will encounter: (1)
plan and prepare for installation; (2) install hardware and software components and
operating systems; (3) conduct test on the installed computer system. The three major
topics contains sub-topics that discuss the details on installing computer systems and
networks. This module contains what to KNOW, what to PROCESS, what to REFLECT
and UNDERSTAND as well as what to TRANSFER.

[ What I Know

Now, to start with this module, let us dig deeper into your prior knowledge and
previous experiences about computer systems servicing.

SKILLS TEST

Direction: Listed below are some of the most important skills that you must gain in order
to render quality service when you enter the real world of Computer Systems Servicing.
Read the skills carefully. Write “YES” if you are familiar with the skill and “NO” if not. Feel
free to answer each skill. Write your answers in your notebook.
SKILLS YES NO
I can identify signages
I can identify the different kinds of hazards
I can differentiate between hazard and risks
I can identify the hazards in the workplace
I can apply OHS precautions while working.
I can create accident reports
I know how to use the fire extinguisher
I know how to differentiate the different kinds of hazards
I know how to eliminate hazards in the workplace
I know what to do incase of emergency in the workplace
 What’s New

A. Direction: Identify the different kinds of hazard shown in the picture. Write your answer
in a clean short bond paper.

1. 2.

3. 4.

5.

Reading Resources / Instructional Activities

The following topics will enable you to be familiar with planning and preparing for
installation, install equipment and devices, and conduct test on the installed computer
system. All you need to do is to read carefully all the topics and apply the skills you’ve
gained through the distinct activities provided in this module.
 What is It

OCCUPATIONAL HEALTH AND SAFETY POLICIES AND PROCEDURES

Occupational Health and Safety (OHS) Policy – An Information and

communication technology (ICT) student should know how to behave when working in the
workplace, as well as implement a safe way of accomplishing every task. Safety practices
should be learned early and always adheres in working with any electrical and electronic
device, including personal computers and its peripherals. This is for your protection as
well as to the people working with you, and for the devices that you are using. The basis
for this process begins with Occupational Health and Safety Policies.

Occupational Health and Safety (OHS) is a planned system of working to prevent illness
and injury where you work by recognizing and identifying hazards and risks. Health and
safety procedure is the responsibility of all persons in the computer and technology
industries. You must identify the hazards where you are working and decide how
dangerous they are. Eliminate the hazard or modify the risk that it presents.

Occupational Health and Safety Standards

Each student has a responsibility to their colleagues and their organization to report
and act upon any potential workplace hazard. Students need to be aware of the type of
hazards that are possibly present in their work environment.

Procedure

2. Identify the hazard

3. Clear the area close to the hazard
4. Partition the hazard off or clearly identify the area to protect other people from harm
5. If the hazard is easily and safely cleared, then do so

If not…

6. Report the hazard to the appropriate person (such as teacher in charge, immediate
head, supervisor etc.) to obtain assistance
7. Following clearing of the hazard fill out the correct documentation to assist in
identifying improved practice to reduce further incidence of hazards.
 All hazards must be reported using Accidental Report Form. This enables us to
track the kinds of hazards we have in our workplace and take actions where necessary to
make it safer for all student and clients.

Accident reports

Forms are used to give specific details with regards to the accidents happened in
the laboratory during experiments.

Accident reports contain the following details:

Name of the person injured

Date and time of the accident
Type of injury
First aid given
Action taken to prevent further accidents

Accident report sample form

Form No.: Accident Report Form Date:
Room No.:
Name: Gr./Sec.
Type of Injury Cause of Injury Remedy

Hazardous substances
If the workplace hazard appears to be dangerous to staff and clients and
professional assistance is required:

A. Call the supervisor or manager and advise them of the problem and the urgency
of the matter.
B. Depending on the risk it may be called as an evacuation.
C. Follow the evacuation procedure.
D. The supervisor or manager will call in the fire brigade or specialized personnel
who will deal with the spill.
Fire exits
All fire exits should be kept clear of from obstacles. All students have a responsibility
to make sure that chairs, empty boxes or any other type of obstacle are not placed in or
near fire exit doorways.
All corridors also need to have equipment stored on one side only to ensure that in
the event of an emergency there is a clear exit.
Fire Safety Procedure
Each work area has a designated fire warden, who in the event of a fire will take
charge. They are recognized by the wearing of a red hard hat.
If you find the fire
▪ Assess the danger prior to doing anything.
▪ If it is safe to move assist anyone in the vicinity of the fire away from danger.
▪ If it is possible close the door to the fire area.
▪ Call for assistance. Verbally call FIRE, FIRE, in a loud and clear voice.
▪ Break the glass section of the fire alert call point.
▪ Call to the switch; ensure you know where the fire is, any other details that may be
of assistance to the fire brigade. Details could be size of the fire, cause or type of
fire, any people hurt or trapped, has anyone tried to put it out.
▪ If safe to do so, attack the fire with the correct extinguisher or fire hose.
If the designated fire officer is not present, someone quickly needs to take responsibility
and:
1. Locate the source of the fire.
2. Locate any people.
3. Remove all people from the building.
4. Once outside do a head count.
5. Notify the authorities.

Personal Safety While Working with PC’s

Computer equipment can be dangerous, and you or others can be injured or even
killed if you don’t follow proper safety guidelines when working along with PC’s.
The following are some precautionary measures to take before working with any
computer equipment:
 ▪ Wear shoes with non-conductive rubber soles to help reduce the chance of
being shocked or seriously injured in an electrical accident.
▪ Do not work on components that are plugged into their power source.
▪ Do not remove expansion cards from a computer when it is turned on.
▪ Remove jewelries when working inside any computer related equipment.
▪ Be sure not to mix electronic components and water.

What I have Learned

Direction: On a short bond paper draw the different hazard signs/symbols that is
necessary in the workplace.

What can I Do

Applying OHS and Policies

This activity will get students thinking about safety in the workplace.
1. Students will create their own floorplan of a 20 units computer shop. Students
should identify their potential work areas. On the floor plan highlight where
emergency exits should be placed, emergency waiting areas, fire extinguishers,
phones and label where greater precautions could be.
Performance criteria

5 – Have identified five or more areas that needs to be labeled

4 – Have identified four areas that needs to be labeled

3 – Have identified three areas that needs to be labeled

2 – Have identified two areas that needs to be labeled

1 – Have not identified the areas that needs to be labeled

Reference
file:///D:/CSS%20MODULE/sample/k-12moduleintle-ictgrade9allgradings-150622124134-lva1-

app6892%20(1).pdf