SCHOOL TAMPAKAN NHS GRADE TVL – ICT 11

LEARNIN Computer System Servicing

DAILY LESSON TEACHER RACHELLE P.
MOSQUETE
G AREA
ANNOTATION
LOG TEACHING DATES TUESDAY QUARTER Third Quarter
& TIME 9:30 – 10:30:00 AM
DATE: March 05, 2024
I. OBJECTIVES
A. CONTENT STANDARD The learners demonstrate and understanding of concepts and principles in setting up computer
networks
B. PERFORMANCE STANDARD The learners shall be able to set up computer networks based established procedures and
system requirements for hardware
C. LEARNING a. Enumerate the tools and materials used in Local Area Network Cabling.
COMPETENCIES / b. Identify necessary coding of UTP wires used in Straight Through Cabling.
OBJECTIVES w/ LC Codes c. Install networks cables: Straight Through Cabling.
Unit of Competency 2: Setting-Up Computer Networks, TLE_IACSS9-12SUCN-Iva-j-33
II. CONTENT Network Cable Installation
III. LEARNING RESOURCES K to 12 Basic Education Curriculum /Learning Competency Curriculum Guide
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages TR Of TESDA
4. Additional Material from Learning
Resource (LR) Portal
B. Other Learning Resources https://www.tesda.gov.ph/Downloadables/TR Computer Systems Servicing.pdf.
 Cabling http.//k.12 plsd.educ.
 LAN Wiring and Pin Out: http//.com
 Ethernet Cable Color- Coding Diagram. http:// internet.com

IV. PROCEDURES
Preliminaries
A. Reviewing Previous Lessons
or Presenting The New Lesson
B. Establishing a Purpose for
the Lesson
MOL (Management of Learning)
Kahoot.it Game for the previous lesson
“GUESS ME” The teacher will be linking on
The class will be divide into six groups. They will be looking for their group by fitting the Science subject as they form the
piece of the puzzle that each student is holding. They then form the puzzle and guess what is in pictures. TLE – ICT will also be
the picture word. link through discussion the

C. Presenting Examples /
Instances of the New Lesson
D. Discussing New Concepts
and Practicing New Skills #1
Group 1: UTP Cable importance of these materials in
Group 2: RJ 45 communications and Social Studies
Group 3: Crimping Tool on History of Network cabling.
Group 4: Lan Tester
Group 5: Wire Stripper
Group 6: Ruler
1. Unlocking of Difficult Terms: Literacy is being emphasized in
UTP Cable Wire Stripper/Cutter unlocking of difficult terms
RJ 45 Ruler
Crimping Tools LAN Tester
2. Presentation of the materials to be used in network cabling
(Students will be in the same group. They will read and analyze how these materials will be
utilized and use properly.
1. Straight through connection is used only in a LAN or a Local Area Connection which Literacy is being highlighted in
has a limitation and a single connection. comprehension of the assigned
-For example, straight through cables connect a computer to a network hub, sequence of the color-coding wires.
network switch, and network routers.
Each group will answer the following questions:
1. What are the sequence of color use in the straight through cabling?
3. How would you create a right straight through network cabling?
Show it.
Steps in LAN Cabling:
1. Prepare all the materials needed.
 2. Carefully remove the cutter jacket of the cable.
3. Untwist the pairs and arrange the wires based on T568B wiring.
4. Trim the untwisted wire flat and in-order as you push them into the RJ45.
5. Place the wired plug into the crimping tool.
6. Repeat all the steps with the other end of the cable.
7. Test the cable using the LAN Tester.

E. Discussing New Concepts a. Make a Straight Through Connection with the use of materials and tools, remember the
and Practicing New Skills #2 correct color coding of wires.
b. Apply the steps in making straight through connection.
c. I will give you 15 minutes for your activity.

F. Developing Mastery 1. Memorize the sequence of the color of wires?

2. How to make a straight through LAN Cabling?
G. Finding Practical Among the lessons that has been discussed, which one do you think is the most useful in your
Applications of Concepts and chosen Track (ICT)? Why? Give instances that it would be useful in your task as TVL ICT
Skills in Daily Living student.
H. Making Generalizations and Video Presentation on Network Cable Installation
Abstractions about the Lesson
I. Evaluating Learning Direction: In a ¼ sheet of paper write the missing color in the Straight Through Connection
Wiring Diagram. Write the letter of the correct answer.
a. WBr b. WO c. O d. G e. B f. Br
Pin 1 Pin 2 Pin 3 Pin 4 Pin 5 Pin 6 Pin 7 Pin 8
(1)_____ (2)_____ WG (3)_____ WB G (4)_____ (5)_____

J. Additional Activities for In a ½ sheet of paper advance research on the topic about:
Application or Remediation 1. What is Cross-Over LAN Cabling?
2. What is the color coding of Cross- Over LAN Cabling?
V. REMARKS

VI. REFLECTION
A. No. of Learners who earned 80%
on the Formative Assessment
B. No. of Learners Who Require
 Additional Activities for Remediation
C. Did the remedial lessons work?
No. of Learners Who have Caught up
with the Lesson
D. No. of Learners who Continue to
Require Remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use / discover which I
wish to share with other teachers?

Prepared by:

RACHELLE P. MOSQUETE
Master Techer I

Observed by:

_________________________________ _______________________________ __________________________

a. Indicates scope and
delimitation of research
b. Value the skill of
delimiting information in
life’s decision making
Rationale of the
Research Problem
Setting of the Research
Problem
Basic Literature
Foundation of the Study
Seriousness of the
Research Problem
General Objective of the
Research Problem
Overall Purpose of the
Research Problem
https://www.reference.com/education/meaning-scope-delimitation-study-3e1b555aedd388ea

What Is The Meaning of Scope and Delimitation in Studies?

In research studies, the scope is the depth of exploration that a person plans for a topic. Delimitations are control factors that the researcher chooses to narrow the scope of the
study.

What is scope?
Scope and delimitation are two elements of a research paper. The scope identifies what topic the researcher intends to cover. The scope names the information or subject matter
that the individual plans to evaluate. For instance, a person might choose to study the impact of deforestation on species loss in the Amazon. However, it is not possible for the
researcher to cover every aspect of the chosen subject. In this case, the scope might be narrowed down to a select group of species or an evaluation of population decline over a
certain period of time. Delimitations define what factors the researcher consciously controls for and why they have been eliminated from the study.

The Role of Delimitations

Delimitations are parameters that the researcher makes to narrow his or her scope of research. Delimitations are a conscious choice to control for certain factors in the study. Since
the study cannot address all relevant elements, delimitations narrow the scope and purpose to focus on certain aspects. Common delimitations are population or sample size, the
setting in which the study takes place, and the design or setup of the study, along with an explanation for its structure. An individual might also choose to use some research tools
and methodologies to collect data but not others. The researcher might impose delimitations for practical reasons, such as lack of time or financial resources to carry out a more
thorough investigation. For each delimiting factor, the researcher discusses why he or she made those exclusions and explains how they might affect the outcome of the research.
Delimitations should be stated clearly so that the audience understands why certain elements were excluded from the study. The researcher might state up front, for example, which
species he or she has chosen to study and not study, and provide reasons for that selection.

Limitations

Limitations are similar to delimitations, but they are unplanned factors that narrow the scope that the researcher did not see, and therefore account for, beforehand. In this case, the
researcher might discover that a species he or she chose to study was also affected by a devastating disease at the same time that habitat destruction took place, which might also
explain population loss.

Summarizing the Research

When structuring the paper, the researcher should note any delimitations in the introduction section, at the beginning of the discussion section, and again briefly in the conclusion.
For each one, the researcher should clearly state why the study included and excluded certain delimitation factors. Researchers can also expand on the results of their study to say
how, with those delimitations, the study's results translate to the broader population. The researcher can also include a discussion of how external validity is affected by the
delimitations. If possible, he or she can then discuss future plans for undertaking a future study that includes some previous delimitations for greater validity.

What is the purpose of your study?

2. What are the issues and the topics you will be discussing?

3. Where will you get the data you need for your study?
4. How many respondents will you be having for your study?

5. How long will your study be? Will this be a short-term assessment or a long-term study?

Read more on Brainly.ph - https://brainly.ph/question/93899#readmore

http://www.researchpaperadvisor.com/lets-get-started/state-the-study-delimitations-and-limitations/

Delimitations and limitations clarify the boundaries, exceptions, and reservations inherent in every study. The two concepts are different in that:

 Delimitations aim to narrow the scope of a study. For example, the scope may focus on specific variables, specific participants, specific sites, or
narrowed to one type of research design (e.g., ethnography or experimental research).

 Limitations, however, aim to identify potential weaknesses of the study. For example, all statistical procedures and research strategies, such as
surveys or grounded theory studies have limitations. In introductory discussions about these strategies, authors typically mention both their
strengths and their weaknesses.

http://thesisnotes.com/thesis-writing/sample-scope-and-delimitation/

What is Scope of Study Section?

The Scope of study in the thesis or research paper is contains the explanation of what information or subject is being analyzed. It is followed by an explanation of the limitation
of the research. Research usually limited in scope by sample size, time and geographic area. While the delimitation of study is the description of the scope of study. It will
explain why definite aspects of a subject were chosen and why others were excluded. It also mention the research method used as well as the certain theories that applied to
the data.
https://www.ukessays.com/essays/education/scope-and-delimitation-of-the-study-education-essay.php
Scope and Delimitation of the Study
The study is descriptive in nature and focused on early graders belonging to low-families as identified by the National Statistical Coordination Board. The research sample is
composed of forty (40) Grade 1 and Grade 2 students residing in two barangays in Quezon City. The primary data gathering method used was interview to determine the children’s
perspectives of Pagka-Filipino based on their experiences and through their interactions with ten (10) locally-published picture books written by Filipino authors. This research
used purposive and convenience sampling in which an equal representation for gender and grade level among the respondents was applied. The gathered data were analyzed using
frequency distribution and coding. Verbatim quotes from the respondents were used.

The research data was based on interview of early grades children based on their experiences and interaction with selected picture books. It focused on gender and grade level as
variables in interpreting their perspectives of pagka-Filipino.

The study is delimited to a group of Grade 1 and Grade 2 children coming from a socially-disadvantaged group in an urban area. Perspectives on “pagka-Filipino” is delimited to
early graders’everyday experiences on games Filipino children play, food Filipino children eat, clothes Filipino children wear, animals in the Philippines they know, famous
Filipinos they know, things Filipino children use and activities Filipino children engage in; interactions with the text and illustration of selected picture books.

In this research, Filipino icons were delimited to those identified by the National Commission for the Culture and the Arts’ Essential Knowledge on Philippine Arts, Culture and
Heritage for the Basic Education Curriculum (EKPACHBEC) for Grade 1 and 2 (See Appendix A) and Adarna House’s 101 Filipino Icons Volumes I and II (2007, 2009).
According to Wright (1998), there exists a politicization of “culture” wherein “there is a political process of contestation over the power to define key concepts, including that of
‘culture’ itself” (Wright, 1998, p.14). In this case, the researcher is aware of the politics involved in the identification of Filipino icons by a state institution and a commercial
publisher.