Submitting Files Lab Utilities Objective Of The Activity Aft

Submitting Files Lab Utilitiesobjective Of The Activityafter Becomi

After becoming familiar with the elements of an information system and with the Windows operating system, students will perform activities with utility programs, including disk cleanup, defragmentation, desktop customization, and folder creation and organization. Students are required to document these activities by taking screenshots and compiling them into a single Word document, which will be submitted for assessment.

Paper For Above instruction

The practical activities outlined aim to enhance students' understanding of essential utility programs in Windows operating systems, emphasizing hands-on experience and documentation skills. These activities include performing disk cleanup and disk defragmentation, customizing the desktop, and organizing folders and subfolders, which are vital for maintaining system efficiency, organization, and personalization.

Beginning with the disk cleanup process, students should access the built-in utility in Windows to free up disk space by removing unnecessary files. The screenshot capturing this process should clearly display the disk cleanup window before and after the operation, illustrating the amount of space regained. This activity teaches students to optimize system performance and manage storage effectively.

Next, students will defragment their hard drive, a process that reorganizes fragmented data to improve read/write efficiency. A screenshot of the disk defragmentation utility in action, including the status and progress, will help demonstrate understanding of this maintenance task. Defragmentation is crucial for maintaining system speed, especially on traditional HDDs, although it is less necessary for SSDs.

The activity then involves personalizing the desktop by including a photograph of a favorite pet. This task fosters user familiarity with desktop customization options, such as changing wallpaper settings. The screenshot should display the desktop with the selected pet photo, reflecting personal expression and interface personalization skills.

Finally, students will demonstrate folder creation and organization skills by establishing a main folder named PRO1101 with four subfolders: Introduction and Literature, MS PowerPoint, MS Word, and MS Excel. The creation process should be documented with screenshots showing the folder hierarchy in the file explorer. Folder organization enhances file management, productivity, and clarity.

The completed Word document should compile these screenshots alongside brief descriptions of each activity, emphasizing the procedural steps followed and observations made. The file must be saved with a filename that includes the student's name, for example, "Utility Programs - Gadiel," and submitted via the designated platform before the deadline. The activity is individual, and adherence to spelling and grammatical standards is essential to ensure clarity and professionalism.

Conclusion

This set of activities aims to build foundational skills in system maintenance, personalization, and file organization within Windows OS. Mastering these utilities not only helps optimize system performance but also fosters better data management and personal workspace customization, essential skills for proficient computer use and effective digital literacy.

References

  • Microsoft Corporation. (2023). Windows Support: Disk Cleanup. https://support.microsoft.com/en-us/windows/disk-cleanup
  • Microsoft Corporation. (2023). Defragment and Optimize Drives. https://support.microsoft.com/en-us/windows/defragment-and-optimize-drives-3e9fbd0e-b0eb-4f85-9aed-2d3f266a434a
  • Chauhan, S., & Singh, V. (2021). Personalization of Windows Desktop. Journal of Computing Technology, 15(3), 215-223.
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  • Johnson, P. (2018). Efficient Desktop Customization Techniques. PC World Magazine.
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  • Lee, A. (2020). Optimizing Windows Performance: Maintenance Tips. IT Professional Magazine.
  • Garcia, E. (2023). Managing Digital Files Effectively. Digital Skills Today, 2(5), 89-95.