BTEC Unit 20 Building a Personal Computer Level 1-2 Internal Assessment 2026

Unit 20 Assessment 2026

Level:  1 and 2
Unit type: Optional specialist
Guided learning hours:  30
Assessment type:  Internal

Unit Introduction

Building a personal computer (PC) is a really good way to better understand how computers work, and to develop the skills needed to build and maintain technology systems (which comprise more than one computer).

This unit develops skills from Unit 2: Technology Systems, which gives an introduction  to how technology systems and computers work. It is particularly useful if you are considering a career in the IT sector, as it covers the key practical concepts and processes of building a computer. The unit is relevant for many roles in industry, and the skills applied here are transferable to many tablet/mobile computers. Suitable job roles for people who have studied this unit include IT technician, helpdesk support and computer systems engineer.

In this unit, you will explore the different uses of personal computers, e.g. for playing games, and the types and cost of components they contain. You will also investigate how the choice of components within a computer affects the performance of a PC.

Based on a brief, you will plan and build a personal computer, while following appropriate health and safety procedures. Once built, you will test that the personal computer is functional and meets its intended purpose. You will also test the performance of the computer, and consider the likely impact on performance of alternative solutions.

This unit develops skills from

Unit 2: Technology Systems and supports
Unit 11: Computer Networks,
Unit 14: Installing and Maintaining Computer Hardware,
Unit 15: Installing and Maintaining Computer Software,
Unit 16: Automated Computer Systems,
Unit 22: Computer Security in Practice and
Unit 23: Computer Systems Support in Practice.

Learning Aims

In this unit you will:

• understand the uses, costs and specifications of different personal computers
• produce a plan to build a personal computer C build and test a personal computer.

Learning Aims And Unit Content

Learning Aim A: Understand The Uses, Costs And Specifications Of Different Personal Computers

A personal computer is a machine that processes digital data and contains a complete collection of components (hardware, software, peripherals, power supplies, communication links), making up a single computer installation.

Uses of personal computers, e.g.:

• computer gaming
• multimedia file editing
• home entertainment system
• office work.
• Hardware Components
• Know the main hardware components inside a personal computer and their typical costs.

Main hardware components

• processor, e.g. socket type, cores (dual, quad, hexa, octa), manufacturer, capacity and speed, types of cooling fans and/or heat sinks available
• motherboard, e.g. devices it supports, cable types (SATA, IDE), power consumption, compatible processors, compatible memory
  form factor, e.g. size and shape of motherboard, types of case that will support the components (tower, desktop, slim, micro, bespoke modifications), power supply unit required, size and shape of cooling fans and/or heat sinks
• storage, e.g. type of storage (solid state/magnetic hard disk), speed of storage (revolutions per minute [RPM]), type of connector used by storage
• input and output connectors, e.g. connections and connector types on motherboard, number of USB (or similar) sockets, connections to case (if needed)
• external data connection, e.g. wireless (802 standards), Bluetooth, wired connection type
• memory, e.g. clock rate of memory, capacity of motherboard, capacity of memory, socket type, solid state versus dynamic memory
  other, e.g. data bus types, case, heat sinks and fans, power supply unit.

Operating System Software

• Know the choice of operating system software available for a personal computer,  e.g. open-source (Linux), Windows-based, Mac-based, and their typical costs.

Personal Computer Specification

Understand that PC specification and performance are a compromise between many different factors, including:

• costs
• technical skills and expertise of the people building the PC
• processor type and specification, e.g. AMD, Intel
• choice of processor informing choice of motherboard and vice versa
• motherboard and attached components need to be able to fit in the case
• choice of graphics card, e.g. AMD, NVIDIA
• memory type and size, e.g. DDR, SDRAM
• choice of operating system software
• choice of X86 or X64 architectures (which determine the type and amount of memory)
• storage devices, e.g. solid state drives (SSDs) versus magnetic
• component compatibility, e.g. motherboard and memory, processor and graphics card.

Learning Aim B: Produce A Plan To Build A Personal Computer

Planning to build a personal computer Plan should include:

• purpose of the build, e.g. to meet a specific user requirement
• requirements of the brief (‘client’/user requirements)
• alternative design ideas for building a personal computer system, e.g. using different components (e.g. processors, memory, storage devices)

hardware components required, e.g.:
● processor
● motherboard
● storage device
● memory
● external input/output devices
● data transmission device (wireless, Bluetooth, wired)
● case (and connectors)
● power supply unit
● cooling devices
● graphics card

software resources required, e.g.:
● operating system software, e.g. Windows, Mac OS, Linux, OS service packs, drivers software
● performance testing software, e.g. NovaBench, BambooHR

tools required, e.g.:
● antistatic equipment, e.g. antistatic packaging, wrist straps, antistatic mats
● computer toolkits, e.g. chip inserter, chip extractor, assembly tweezers, slotted screwdriver, crosshead screwdriver, Torx screwdriver
● heat compound for processor/cooling connection

• compatibility check of hardware and software components, e.g. case connectors, drive connectors, processor/socket connectors, memory/slot connections a health and safety assessment of the build process, including: o personal electrical safety
  ● antistatic to computer being assembled
• installation sequence, e.g. collect tools, prepare workstation, assemble motherboard, fit storage devices, install operating system software
  constraints (costs and technical), e.g. component cost, hardware and software availability, tools and component/device compatibility,
• software costs/licensing
  test plan covering:
  ● functionality, e.g. testing that the personal computer powers on
  ● performance, e.g. testing how well different hardware components perform (speed, reliability and efficiency) individually and together within a personal computer, such as the processor, memory and graphics.

Learning Aim C: Build And Test A Personal Computer

• Prepare To Build A Personal Computer
• Read component manufacturer’s hardware and software instructions.
• Consider health and safety including taking electrical shock precautions.
• Consider the risk of static while protecting the equipment from discharge.
• Obtain hardware components (tools, hardware and devices).
• Obtain software resources (operating system installation media, performance testing software, software licence keys).
• Establish software configuration, e.g. setting correct date/time, language settings.
• Check tools required.

Assemble The Personal Computer

Understand the assembly process and be able to complete this in a safe manner while protecting oneself, others and the equipment in use, ensuring that:

• the planned installation sequence is followed
• all components are assembled without damage
• all antistatic precautions are followed during assembly
• the processor and cooling fan are correctly seated on the motherboard
• the motherboard is correctly assembled, with processor, and seated in case
• connectors are correctly inserted from any devices
• cards/memory are correctly seated
• storage devices are correctly fixed in case
• the motherboard is correctly connected to the case
• the case is correctly closed and secured
• all external devices are correctly connected
• all packaging is disposed of in an environmentally friendly way
• all safety checks are performed
• operating system software is installed and configured
• performance testing software is installed and configured.
• Be aware of health and safety issues throughout the assembly of a personal computer, e.g. hardware, electrical connection risks and
• guidelines, handling equipment.

Be aware of anti-static issues throughout the assembly of a personal computer, ensuring oneself is ‘earthed’.

Test The Hardware Components

Understand the process used to test the hardware components installed, ensuring that the:

• personal computer is functional, e.g. powers on and all devices are working, including the video display, memory, storage and output devices
• BIOS (Basic Input Output System)/UEFI (Unified Extensible Firmware Interface) is configured on the personal computer to accept all devices installed.
• Complete a systematic fault-finding process if any functional device does not appear to be working.

Performance Testing

Understand the different types of tests available to determine the performance of a computer.

Know the types of current performance testing software available, e.g. cnet, Performance Test™ and NovaBench. Performance tests should cover:

• the performance of individual hardware components such as the processor and external storage devices
• the overall performance of the personal computer.

Assessment Criteria

Teacher Guidance

Resources

The special resources required for this unit are the tools, antistatic equipment, and personal computer hardware components and software resources required for learners to build a personal computer.

It is important that the hardware components and software resources have the accompanying manuals (or at least links to download these from the manufacturers’ websites), installation disks (or relevant software package downloaded in advance from the manufacturers’ websites), software licence/product keys, and any software registration information.

The practical activities should take place in a workshop with appropriate tools, and take account of health and safety requirements.

It is recommended that free resources are obtained for the practical activities, especially when obtaining performance software testing such as LogicMonitor, Hardware Monitor, SpeedFan, Prime95, Intel BurnTest, MemTest86+, FurMark, rthdrbil and those listed in the unit content.

Learners need access to a vocational brief. The brief can either be created by the centre or be generated by the learner and approved by the centre.

Assessment Guidance

This unit is assessed internally by the centre and externally verified by Pearson. Please read this guidance in conjunction with Section 8 Internal assessment.

Centres are encouraged to use evidence for building a personal computer as part of the learner’s digital portfolio (Unit 3: A Digital Portfolio).

Learning Aim A

Learners will develop an understanding of the uses, costs and specification of two different personal computers, while reviewing how the processor choice and specification as a whole can affect the overall performance.

For 2A.P1: learners should explain the uses of at least two different personal computers and determine the cost to build each computer. For example, a home entertainment computer can be used to show television programmes, movies and photos, as well as play music to family and friends. Home entertainment computers bring a whole new dimension to the way we enjoy entertainment using technology systems.

Learners should be given a catalogue of the main hardware components including prices, so that they can create a specification for the build of a personal computer that meets a particular purpose. Most PC retailers have websites that would allow learners to create their own specification for a personal computer. Learners are encouraged to use such resources to determine the costs to build a personal computer.

For level 1, as a minimum, learners should have identified the uses of at least two different personal computers and determine the cost to build each computer. They are likely to have identified the uses without giving any further description.

For 2A.M1: learners should review how the processor choice for a personal computer can affect performance, e.g. in terms of speed, reliability and efficiency. For example, using CPU benchmark data, low-end processors tend not to perform that well. They might be ideal for office-based personal computers that do not require so much processing power. However, they would not be ideal for personal computers intended to be used for computer gaming as the computer graphics features require faster processing in order to deliver a true gaming experience.

For 2A.D1: learners should discuss how the specification (all components as a whole) of a personal computer can affect performance. Learners are not only required to think about the processor, but should also consider other hardware components and software resources, both independently and when working together as part of the overall performance of the personal computer. For example, to maximise the benefits of a particular graphics card, the manufacturer might stipulate a specific model and type of processor and memory that should be used alongside it, so that the personal computer runs exceptionally well.

Learning Aim B

Learners will establish the requirements for building a personal computer. The brief should allow learners to explore different possibilities for fulfilling the same requirements. It should also allow them to produce a plan to build a personal computer. The brief should ideally be written with a ‘client’ in mind and must include the following requirements (as a minimum):

the reason (purpose) for building a personal computer, and the requirements of the ‘client’ for the system
scope to allow for the personal computer to be modified, using a different choice of hardware components, e.g. processor, motherboard, storage devices, while still meeting the ‘client’ requirements
any special requirements/instructions/configuration

For 2B.P2: in order to produce a plan for the building of a personal computer, learners must first be able to understand and interpret the requirements of the brief. They should be able to provide a description of the purpose and ‘client’ requirements for building the personal computer.

For level 1, as a minimum, learners will identify the ‘client’ requirements and purpose for building a personal computer.

For 2B.P3: learners will plan the building of a personal computer. They should include:

• a description of required hardware components and software resources

● a list of the tools required
a compatibility check of hardware components and software resources

● a health and safety assessment.
They should also provide a test plan, giving an outline of the range of ‘functional’ tests they will perform to ensure that the system is working, as well as a range of tests to measure the overall performance.

For level 1, as a minimum, learners should produce a plan for building a personal computer. An outline plan would contain a list of hardware components and software resources (including tools), a compatibility check of hardware components and software resources, and a health and safety assessment.

For 2B.M2: learners should consider at least two alternative design ideas, e.g. using different hardware components (such as selecting two different types of processor, if available) and/or software resources (such as Windows or Linux, if available), as one idea may be better than the other and could improve the performance of the personal computer. Learners should also explain the installation sequence that they are intending to follow when they build the personal computer.

For 2B.D2: learners should justify decisions given in their plan, explaining why they have chosen different hardware components and software resources in each of their designs, and why they feel one design idea may be best suited compared with another. Learners should make reference to the given purpose and ‘client’ requirements.

Learners must also think about constraints, e.g. the availability of hardware components, software resources and tools, and whether or not this will have an impact on building a personal computer. If it does, are there any alternatives for building a personal computer to meet the same requirements?

Learning Aim C

Learners will build a personal computer. They should apply their practical skills and knowledge to do this.

For 2C.P4: learners should use appropriate resources and tools to build the personal computer, following a planned installation sequence (as identified in their plan). They should also ensure that all hardware components are assembled correctly and all software resources are installed and configured correctly.

As a minimum, learners should have access to resources that will enable them to build a ‘functional’ personal computer. This should also include an operating system and a selection of performance testing software applications.

Learners must adhere to all health and safety guidelines when undertaking practical activities with electronic equipment.

Where appropriate to do so, it is acceptable to photograph or record the process of building the personal computer, or use witness statements and observation records as evidence of this process.

For level 1, as a minimum, learners should build a personal computer. Learners are unlikely to follow a planned installation sequence when building a personal computer.

For 2C.P5: learners are expected to follow their test plans (as identified in their plan) and test for functionality and purpose against the original requirements while repairing any faults that may be highlighted. Learners are expected to ensure that the personal computer is fully functional.

Learners are likely to experience technical difficulties as they build the personal computer. Where this happens, learners are expected to troubleshoot and resolve the difficulties, finding and repairing any hardware faults. It is important that learners make appropriate comments in their test plans about any issues they discover and how they resolved them. Where appropriate to do so, it is acceptable to photograph problems and solutions, or use witness statements and observation records as evidence of this process. For level 1, as a minimum, learners should test their personal computer for functionality and repair any faults.

Pearson BTEC Level 1/Level 2 First Certificate, Extended Certificate and Diploma in Information   355

and Creative Technology – Issue 6 – March 2020 © Pearson Education Limited 2020

For 2C.P6: learners are expected to carry out performance tests on their functional personal computer. The range of tests will vary depending on the choice of hardware components installed. As a minimum, learners must use software performance testing applications (as identified in their plan and installed as part of the build process) to measure how well their personal computer is performing in terms of speed, reliability and efficiency.

Performance tests should cover:

• the performance of individual hardware components, e.g. processor, memory, graphics, audio, external storage devices
• the overall performance of the personal computer.

For level 1, as a minimum, learners should carry out performance tests on their functional personal computer.

For 2C.M3: learners are expected to modify the personal computer using at least two of their alternative design ideas (as identified in the plan). Examples include swapping a processor, memory card or external storage device, or installing an additional hardware component (if resources are available and compatible).

Learners must adhere to all health and safety guidelines when undertaking practical activities with electronic equipment.

For 2C.M4: learners are expected to use their test plan (as included in their build plan) and test the modified personal computer for functionality and purpose against the original requirements, repairing any faults that may be highlighted.

For 2C.M5: learners are expected to carry out performance tests on their modified personal computer, including testing any new or replacement hardware components. The performance tests must also cover the overall performance of the personal computer. For 2C.D3: learners are expected to use their test results (functional tests and performance tests) to explain how further refinements to the personal computer could improve its performance. For example, learners may discover that replacing a low-end graphics card with a high-end graphics card would ultimately improve the graphics element of the personal computer. They should give at least three refinements but do not need to implement any enhancements.

Suggested Assignment Outlines

The table below shows a programme of suggested assignment outlines that covers the assessment criteria. This is guidance and it is recommended that centres either write their own assignments or adapt any assignments we provide to meet local needs and resources.