CHAPTER ONE

INTRODUCTION

Building a computer from separate components is a rewarding experience that gives the builder a high level of satisfaction. Anyone who sets out to assemble a desktop personal computer (PC) is usually weighing that option against buying a pre-built, branded machine. This project shows how computer students can build a functioning computer system, and connect such machines in a peer-to-peer network, at lower cost and with less difficulty than buying ready-made systems. It also examines whether a computer built this way can meet the processing requirements of the school laboratory. To do this, the researcher purchased sub-assembly components and coupled them into a complete system intended to match the performance of a comparable branded machine.

1.1 Background to the Study

A computer system is a combination of hardware and software working together as one unit. The hardware consists of the physical parts, among them the system case, power supply, motherboard, processor, memory, storage devices, monitor, keyboard and mouse. The software consists of the operating system and application programs that instruct the hardware what to do. Hardware cannot perform useful work without software, and software cannot run without hardware, which is why a computer is only complete when both have been properly brought together.

This project gathers the individual components and devices of a computer system and assembles them into a well-functioning machine for the computer laboratory of the Centre for Information Technology and Management, Yaba College of Technology. A second purpose is to make students more familiar with each component of the computer system. The work therefore covers the whole process: surveying the market and purchasing components, assembling (coupling) them, and installing the operating system (OS) and the other software the laboratory requires.

Hardware servicing, which includes learning to build a computer set, is a technical skill that is treated as fundamental in computer education from secondary school through to tertiary level (Bringula et al., 2022). Students often find it difficult to learn from lectures alone, which is one reason that practical, hands-on activity is recommended in teaching it (Bringula et al., 2022). A project in which students build a real working machine from parts therefore serves a teaching purpose as well as a technical one.

Building or assembling a Core i3 computer brings several benefits to the builder:

1. It teaches the builder about the components of a computer and how they fit and work together.
2. It builds understanding of the internal and hardware workings of a computer.
3. It teaches computer hardware terminology.
4. It makes it possible to customise a computer to specialised requirements.
5. It gives practice in assembling a complete computer system from separate components.
6. It gives the satisfaction of a job well done.
7. It develops technical problem-solving ability.

1.2 Motivation

The researcher’s motivation arises from the observation that computers produced by manufacturers for the general market are designed for general-purpose computing. Such machines often differ considerably from the specification a particular user actually needs. For example, a computer to be used as a database server for student records needs a different balance of processor power, memory and storage from a standard office or home machine. Assembling a system from chosen components allows the specification to be matched to the task and, at the same time, allows the cost to be controlled.

1.3 Statement of the Problem

Pre-built, branded computers are usually designed for general use and are often more expensive than a machine assembled from comparable parts. Educational institutions that need several computers for laboratory use, or a machine with a particular specification such as a database server, therefore face a trade-off between cost and suitability. Students, for their part, often study computer hardware only in theory and have little opportunity to identify, handle and connect the components of a computer. This project addresses both problems by building a working computer system from purchased sub-assemblies, installing the necessary software, and connecting the machines in a simple peer-to-peer network for use in the laboratory.

1.4 Aim and Objectives of the Study

The aim of the study is to build a well-functioning computer system for use in the school computer laboratory. The specific objectives are to:

1. identify the components of a computer system and show how they fit and work together;
2. explain the internal and hardware workings of a computer;
3. introduce computer hardware terminology, including the technical vocabulary used by hardware specialists;
4. show how a computer can be customised to meet specialised specifications;
5. assemble a complete computer system from separate components;
6. install the operating system and the required software and set up a peer-to-peer network;
7. develop technical problem-solving ability in the course of building and testing the system; and
8. reduce the cost of acquiring a new computer system by comparing the assembled system with a pre-built one.

1.5 Research Questions

The study seeks answers to the following questions:

1. What components make up a complete computer system, and how do they work together?
2. How much does an assembled system cost compared with a pre-built desktop of similar specification?
3. Can a computer assembled from sub-assemblies meet the processing requirements of the school laboratory?
4. What steps are involved in assembling the hardware and installing the operating system and required software?
5. How can assembled computers be connected in a peer-to-peer network?

1.6 Scope of the Study

The study shows how a computer system can be purchased in parts, assembled, and installed with the required software to match a given configuration for use in the laboratory. It covers the desktop Core i3 system, the survey of market prices, the choice and purchase of components, the assembly procedure, installation of the operating system and the basic configuration of a peer-to-peer network. It does not cover the design or manufacture of the individual components themselves, or large server-based networks.

1.7 Expected Contribution to Knowledge

The study is expected to contribute in the following ways:

1. It shows that a computer is made up of several components functioning together as a single unit.
2. It shows that hardware alone cannot make a working computer unless software is installed.
3. It improves understanding of how the user interacts with the computer system.
4. It provides a documented, step-by-step procedure that students and laboratory staff can follow to build and maintain low-cost computers.
5. It provides a cost comparison between assembled and pre-built systems that institutions can use in procurement decisions.

1.8 Significance of the Study

The study will be useful to students, who gain practical experience of handling and assembling computer components; to laboratory technicians and instructors, who can use the procedure as a teaching and maintenance guide; and to the institution, which can obtain additional or customised machines at a lower cost. It will also serve as a reference for future students and researchers working on computer hardware, networking and laboratory management.

1.9 Methodology

The methods used to build the complete system were as follows:

1. Market survey. The researcher established the market prices of a complete pre-built desktop PC and of the individual sub-assembly components, in order to compare the two.
2. Selection of components. The components that make up a complete system were chosen to meet the laboratory specification. They include the system casing, power supply, motherboard, processor, memory, hard disk, optical drive (CD-ROM), monitor, keyboard, mouse and other internal components.
3. Acquisition of tools. The tools needed for assembly were purchased. They include needle-nose pliers, a screwdriver, a small plastic bin for screws and other small parts, and a small flashlight.
4. Assembly. The components were then fitted together in a logical sequence, beginning with the preparation of the case and the mounting of the power supply and motherboard, followed by the processor, memory, storage and optical drive, and finally the connection of cables and peripherals. Care was taken throughout to handle components safely and to protect them from static electricity.
5. Installation and configuration. After a first power-on test, the operating system, device drivers and required application software were installed and configured.
6. Testing and networking. The completed system was tested for correct operation, and the assembled computers were connected in a peer-to-peer network, in which each computer can share its own resources with the others without a dedicated server.

1.10 Limitations of the Study

The study is limited by the availability and cost of components on the market during the period of the work, and by the budget available for purchasing them. The assembled system is also designed for the laboratory specification described above, so its performance cannot be assumed to apply to other uses, such as heavy graphics or large-scale server work.

1.11 Definition of Terms

Computer system: a combination of hardware and software that accepts data, processes it according to instructions, stores it and produces output.

Hardware: the physical, tangible components of a computer system.

Software: the programs and instructions that direct the hardware, including the operating system and application programs.

Operating system (OS): the system software that manages the hardware and provides a platform on which other programs run.

Motherboard: the main circuit board that connects the processor, memory, storage and other components.

Processor (CPU): the component that carries out the instructions of programs; the Core i3 is one family of processor.

Memory (RAM): the temporary working storage used by the processor while programs run.

Hard disk drive: the device used for long-term storage of the operating system, programs and data.

Sub-assembly: an individual component or group of components purchased separately for use in a larger system.

Peer-to-peer network: a network in which computers are connected directly and share resources without a dedicated server.

Device driver: software that allows the operating system to communicate with a hardware device.

1.12 Organisation of the Study

The project report is organised into five chapters. Chapter One introduces the study, its background, problem, aim, objectives, scope and methodology. Chapter Two reviews relevant literature on computer components, assembly and networking. Chapter Three describes the system analysis, component specification and design. Chapter Four presents the implementation, installation, testing and results. Chapter Five gives the summary, conclusion and recommendations.

References

Bringula, R. P., Canseco, J. V., Durolfo, P. L., Villanueva, L. C., & Caraos, G. M. (2022). Effects of computer-based training in computer hardware servicing on students’ academic performance. International Journal of Technology-Enabled Student Support Services, 12(1), 1–13. https://doi.org/10.4018/IJTESSS.317410