SPU CMU EU Pee alate EU OM Crue ure | _ Engineering Answer Book With teaching notes aca CUCU TATLAL*| Norman Glendinning CORLL] aes) Scanned with CamScannerOxford English for Electrical and Mechanical Engineering with teaching notes Eric H. Glendinning Norman Glendinning, CEng, MIMechE Oxford University Press 1995 Scanned with CamScanner)xfond University Press . Walt treet, for 0X2 6? Oxfont New Vork veka aes Town DaresSalaam Delhi Col ng Kong Istanbul Karachh Moen Naas Madrid Melbourne aonrspeity Naobl Pars Singapore Jaipel Tokyo Toronto uangkok Bombay and assoctated companies i Berlin Iba Oxford and Oxford English are trade marks of Oxford University Press. ISBN 0 19457393 1 (© Oxford University Press 1995 First published 1995 Second impression 1995 ‘No unauthorized photocopying Allrights reserved. No part ofthis publication may be reproduced, stored in a retrieval system, ot transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of Oxford University Press. ‘This book is sold subject tothe condition that it shall not, by way of trade or otherwise, be lent, re-sold, hired out or otherwise circulated without the publisher's prior consent in any form of binding or cover other than that in which itis published and without a similar condition including this condition being imposed on the subsequent purchaser. Printed in Italy by Lito Scanned with CamScannerContents Introduction nit 1 Ue neaing hat’sit all about unit 2 Choosing course unit 3 Engineering materials Unit 4 Mechanisms Unit 5 Forcesin engineering Unit 6 ‘The electric motor Unit 7 An engineering student Unit 8 Central heating Unit 9 Safety at work: Unit 10 Young engineer Unit 11 Washing machine Unit 12 Racing bicycle Unit 13 Lasers Unit 14 Automation technician Unit 15 Refrigerator Page v 10 u 2 4 15, 16 18, 20 Unit 16 Scales Unit 17 Portable generator Unit 18, Road breaker Unit 19 Disc brakes Unit 20 Staff engineer Unit 21 Lawn-mower Unit 22 Corrosion Unit 23 Maglev train Unit 24 ‘Computer Aided Design (CAD) Unit 25 Supercar Unit 26 Graphs Unit 27 Waste recycling plant Unit 28 Robotics Unit 29 Careersin engineering Unit 30 Applying for a job Page 20 2 2B 4 29 31 32 34 36 7 38 Scanned with CamScannerIntroduction 1 Readership fon Els for Betrea and Mechanical froinecing is tntended for: rentsof engineering in technical colleges, siytochnics, and universities technicians engineers who want to improve their knowledge of English for study (eeSuse they need to use English-language manuals textbooks, and reference works tocommunicate with fellow students and engincersin other countries pecause they plan to work in an English-speaking country ora multinational company where English isa key language of communication 2 Objectives Oxford English for Electrical and Mechanical Engineering aims at all-round skills improvement: listening — to understand native speakers, professionals, and students, talking about their work and study — to understand experts talking informally about aspects of engineering speaking ~ to communicate about engineering topics reading — to understand a wide variety: ‘oftext including diagrams, tables, graphs, course brochures, and job advertisements — tocompare different sources of information, written and spoken writing - to write simple descriptions and explanations of components and processes = towrite study-and work-related letters 3 Authors ‘This book has two authors, an experienced ESP teacher and a practising engineer, This partnership should ensure that the book is methodologically sound, and at the same time that the technical content is correct and up to date, Care has been taken to ensure that recent important developments in engineering are included. 4 Textbook de: This book Is designed to meet the requirements of both teachers and students. The authors recognize that very few English teachers have a specialist knowledge of engineering, They believe, however, that most ESP teachers havea general interest in their students’ specialist field. The materials used in this book for presenting language items and developing skills are authentic texts, diagrams, and listening passages, at a level suitable for the interested lay person. The register is popular science and should not pose problems for teachers. ‘The authors also recognize that the students who use this book want some exposure to the kind of texts used by their peers in English-speaking ‘countries. Hence, the materials used for language practice and production have more specialist content. Tasks atthe practice and production stages encourage students to combine knowledge of English and knowledge oftheir subject. Homework or self-study tasks have the most specialist content. ‘The following diagram shows the relationship between activity, teacher/student focus, and text register in this book. Activity Teacher Register oftext Student focus Presentation Teachered Poplar scence Pracie ——Studentcentred—_Semechncal Teacher guded Production Stadentcentred Technol andselstudy Teacher mitre 5 Grading ‘The gra ling of Oxford English for Electrical and ‘Mechanical Engineering is three-fold 1 Interms of language, the book progresses from relatively simple language tems such as Comparison and contrast to more complex, such as Cause and effect. 2 Intermsofengineering, the book starts with materials and moves to robotics. Care has been Scanned with CamScanneresslon matches: 4 we of the subject. Jer’ career develop the tress from an tater view wit it essional astudent fone with a yours profe Hor Jur Choosing acourse (Unlt2) nd end with “Applying fora job (Unt 30). sections which reflect taken to ensure that the pronre the normal t 3. Intermsofthe re Tistening texts roe The units divide into three tnt aces their English studies. The skills work covers bale and writing. The weering topics are drawn from a typical first-yeat jus, Those interviewed are stu dent tints 11-20 move into new areas oflanguage such use and effect. The reader is introduced to ae eadvanced strategies for decoding written and {poken Pnglish ~for example, combining reading shill. The engincering topics are from a typical second-year syllabus. Those interviewed have Started their working lives and include technicians, and engineers. Authentic technical reading texts are introduced at the end of each unit Units 21-30 look at more difficult areas of language such as modality ~ certainty, necessity, tc. Skills work focuses on more demanding forms of speaking (making a presentation) and writing (summaries and explanations). ‘The engineering topics are drawn from a typical third-year syllabus, Those interviewed are mainly professional engineers. 6 Organization ‘This book is divided into thirty units. Each unit provides a minimum of two hours of work, and in some cases much more. Most units focus on familiar things which illustrate key engineering principles. The items chosen are well known to both teachers and students for example, racing bicycles and refrigerators. Typically these units start with a general explanation for the lay person. From Unit 11, amore technical explanation of some aspect ofthe engineering topic is included for student sefstudy. Care has been taken to ensure that the items selected are up to date and match important topics in a typical engineering syllabus. Although all units contain a mix ofskils, ont 5. Units 7, 10,14, 20, and 24 are based on interviews, These unis place more emphasis on developing listening ils Those intervlewed are students and young professionals from a range of occupations in the vi old of engineering, Both British and. po io pear are included. ‘American COsford Fnglish for Electrica and Mechaniay Fngincering aso lncludes a glossary. The Glog aici ers ann abbreviallons Consist te! Ftnitions ofall important technical terms in qn took, It forms a minkdictionary of engineering: ‘The Answer Book includes @ Key and Tapeser ‘The Key contains answers to all tasks. In some ‘cases, answers other than those listed are posit ‘Although these alds should provide almost ane technical information you may require,the uthors strongly advise that you form links with sour colleagues inthe engineering departments og your institute as their advice and support coulg prove most valuable. 7 The Ui Tuning-in ‘This section contains: ‘starter activities. Itis intended to put students in the right mood for earning and to get them used to working in a group. Itisalso designed to start them thinking about the topic othe unit and to encourage them to share both relevant language and knowledge ofthe topic Reading ‘Almost all units contain Reading sections. These ‘Sections introduce key reading skills such as making inferences — linking what you read with what you know. ‘The texts, written and spoken, used in this section are almost always accompanied by a graphic. ‘These texts plus graphics are the main vehicle for teacher-led presentation activities. Language study ‘This section highlights a key structure, function, or notion from the English of engineering. The context for presentation may be an extract from a Tuning-in text, a diagram, or a set of examples from which the student can infer the rule, Presentation {sfollowed by comment, then practice activities. ‘These practice activities focus on accuracy of language use. Word study This section is designed to help students deal with unfamiliar words and to cope with their growing specialist vocabulary. Speaking practice ‘These activities are for fluency practice, not accuracy. Most of them are information-gap: some are opinion-gap. By exchanging information, Scanned with CamScanneroto complete a diagram or table or ee ville this product Isa means of Her aful the exchange lus been, tance of these activities Hes In the eal mporimprocess. Often the students will not Peer at frst 1 fs important that su a es for a tno dot being understood a bs encenTaged (Saik e example. the) thicy do nol understand and to claret they are nol understood ary rephrats! ents. qdentsaF 4 wee a tos how 80 en mt thea Ser othe Interviews In Units 7, 10, 14, 20, tn avkliton 1 here isa lecture extract in Unit 5, and in a 29 students are asked to infer the Unlls Tons of the speakers in a number of short cca otethat the tapescrips in this Answer extrac verbatim. They contaln features of ae patauthentic speech such as false starts, sir plete sentences and occasional grammatical incom inaccuraces. Writing Writing ts used both as language and to develo comparing, and explain A means of reinforcing P skills for describing, ning, This section also gives, audvlce and practice in weiting work-reloien letters, ‘Setting out a CV, and writing a job application Technical roading ‘These texts, introduced from contain more spectalist con {or individual study. They may be set for homework. The accompanying tasks, set by a practising engineer, check that the reader has Understood the engineering concepts, Unit 12 onwards, mtent and are intended vil Scanned with CamScanner1 Engineering — what's it all about? This unit focuses on: reading and writing about engit general listening for word stress listening to identify the speaker's occupation Your students should be introduced to the Glossary at this point. In particular, draw their attention to how word stress is shown, Task 2 [p.11] 1 Mechanical 2. Electronic 3 Marine 4 Heating and Ventilating 5. generating 6 Lighting 7 Mining Tasks 3 and 4 [pp. 12-13] FOOD PROCESSING ~ mechanical ENERGY AND POWER - electrical ‘TRANSPORT - mechanical BUILDING SERVICES ~ electrical MEDICALENGINEERING ~ mechanical and electrical vow Task 5 [p.13] * if ai Tee 28 Sh sd 3a 6b ge Task 6 [p.14] Tapescript 1 machinery 6 electricity 2 mechanical 7 electrical 3. machine 8 electronics 4 install 9 aeronautical 5 installation 10. ventilation Task 7 (pp. 14-15) 1 mechanical 9 electricity 2 electrical 10 power 3° concerned 11 with 4 with 12. electrical 5 marine 13 mechanical 6 aeronautical 14 medical 7 ships 15 equipment 8 deals Task 8 [p. 15] Electricity generating Medical ‘Aeronautical Marine Heating and ventilating Electrical ‘Automobile Noaueune Task 9 [p.15) Answers will vary from student to student. 1 Electricity generating power station, turbine, shifts 2 Medical body scanners, doctors, X-rays, patient 3. Aeronautical Jet engines, onboard, take-offs 4 Marine sea, refit 5. Heating and ventilating working environment, comfortable, heating, ventilation 6 Electrical safety, earthed, shock 7 Automobile Juel consumption, engine emission Tapescript 1. workin a power station. I'm responsible for turbine maintenance. { work shifts: midnight toeight o'clock this month. 2. design body scanners. They give doctors far ‘more information than X-rays and there's no risk to the patient. Scanned with CamScanner3 Iworkon jet engines, Onboard computers every live hours and every record readings every fh twenty-five take-ofls, This information allows usto carry out servicing before defects or reduction in performance occur. ‘ 4 Thebest thing about my job is that I get to go ‘on sea trials after the ret is finished. 5 Fmworkingwith te architects of new boepltal.Getting the heating and venation right is important. Ihave to make sure that the working environment will be comfortable op the patients and staff. 6 Safety's very important in my job, Everything must be earthed to make sure that no one get, ashock. 7 My main areas of expertise are fuel consumption and engine emission, International pressures are really making things difficult for us. 2 Choosing a course This unit focuses on: reading with a purpose listening for individual words writing a letter requesting information on courses Task 2 [p.17) J study 5 but/although 9 years 2 last’ 6 work 10 Universities 3 in 7 or 11 takes 4 students 8 end 12 degree Task 3 [p.171 Tapescript Inthe United Kingdom you can study engineering ata college of further education ora university, Most college courses last from one to two yeary, University undergraduate courses in engineering last from three to four years, A college will ake students after four years of secondary school education. Most students study full-time but day-release courses are available for People who workin local engineering companies, Students wil be given a certificate or adiploma at theend of their course. Most university students will have completed six {ears of secondary school, Others will have taken a tploma course at college. Universities give degrees A Bachelor's degree takes three to four years, A Master's degree requires a further year, 2 Task 4 Ipp. 17-19] 1g 4a 7h ze sf 8d 3b 6c Task 5 [p.19) la ab 7h ze Se 8g 3f 6a Task 6 [pp. 20-21) Note Colleges of further education in the UK offer certificates and diplomas including: NC (National Certificate), formerly ONC (Ordinary National Certificate); for potential technicians. HNC (Higher National Certificate); a part-time Course for potential senior technicians, HND (Higher National Diploma) a full-time course for potential engineers, Universities offer degrees including: BEng. (Bachelor of Engineering); for undergraduates. M.Eng. (Master of Engineering); for postgraduates. VEEI7= 4 H250 7 ER22 2 436 5 H400 «8 «H340 31300 6 EES Scanned with CamScanner2 making defi clauses 3 Engineering materials This unit focuses on: scanning tables jons using defining relative formation to a text using non-defining relative clauses and examples Task 2 [p.23] 1 Aluminium 2 Aluminium, copper. mild steel 3 Copper, mild steel 4 Copper, mild steel, ABS, nylon 5 ABS 6 Copper 7 Acrylic 8 Polyester resin, urea formaldehyde 9 Aluminium, copper 0 Polyester resin Task 3 [p.24] Aluminium Epoxy resin and urea formaldehyde High carbon steel Brass Brass Mild steel Polyester resin Copper See vaupune Task 4 [p.24) 1 Analloy isa metal which is formed by mixing other metals or elements. 2 Athermoplastic is a material which becomes plastic when heated. 3 Mild stec! is a metal which contains iron and 0.15% to0.3% carbon, 4 Aconductor isa material which allows heat or current to flow easily. 5 Aninsulator isa material which does not allow heat or current to flow easily. 6 High carbon steel is a metal which contains iron and 0.7% to 1.4% carbon. 7 Brassis an alloy which consists of copper and zinc. 8 A thermosetting plastic is a material which remains rigid at high temperatures. Task 5 [p.25] Plastics are synthetic materials. They can be softened and moulded into useful articles such as plates, car components, and medical aids. They have many applications in engineering. There are two types of plastics: thermoplastics. which soften when heated again and again, and thermosetting plastics, which set hard and do not alter ifheated again, ABS is a thermoplastic which is tough and durable. Because it has high impact strength, ithas applications where sudden loads may occur, such as safety helmets. Nylon, which isself-lubricating, isa hard, tough thermoplastic. Itis used where silent, friction-free operation is required —for example, motorized drives in cameras. ‘Acrylic, which is a clear thermoplastic, can be formed in several ways. Itis hard, durable and has many uses — for example, aircraft canopies and double glazing. Polyester resin is a thermosetting plastic used for castings, such as boat and car bodies. It has a number of useful properties - for example, itis hard and has good chemical and heat resistance. Scanned with CamScanner4. Mechanisms ‘This unit focuses on: scanning atext matching technical and non: ways of linking ideas in writing describing components in speech ychnical terms Task 1 [p. 26) 1 scissors 4 punch foot pump 5 tap 2 3 mole wrench 1 Scissors are first order levers (fulcrum between effort and load), 2. A foot pump is a class two lever. The effort is applied by the foot; the fulcrum is the pivot at the other end. The load isthe pneumatic pump in the middle. 3. Themole wrench is an example of a toggle clamp. Itcan be used to lock things in position. Any pressure exerted by the load only pushes the wrench further into the locked position, 4 The punch isa second order lever (load between fulcrum and effort). 5 Atapisa simple screw. Task 2 pp. 26-27] Mentioned: 1, 2, 3, 5 Not mentioned: Task 3 [p.271 1. Converts rotary motion into reciprocating motion, ‘Swinging backwards and forwards, By forcing plastic through dies, pete hes, taps, and door handles, mnvert the reciprocating mot into retary egecbtocating motion of the piston A paper trimmer, By pressing steel sheets, They deliver the power to do the work, wewn eae Task 4 [p.28] 1 Copper is highly conductive; ther forclecrlc wiring. fore tsa 2. Weightis measured in newtons but mass measured in kilograms. 3. Nylon sused for bearings because itis see. lubricating. 4 ABShas high impact strength soit used og safety helmets. 5 The fot pumpisa class two ever as theloadis between the elfort and the fulerum. 6 Friction is essential in brakes but isa nuisance inanengine. 7 The upper surface ofa beam isin compression but the lower surface isin tension. 8 Concrete beams have steel rods near the lower surface since concrete is weak in tension, Task 5 [p.29) leg af 7e 2d Sa 8b 3h 6e Task 6 [p.23] Treadle linkage This linkage involves changes between rotary and oscillating motion. It can be used to power a rotary machine by working the treadle by foot. Itisalso used the other way round to convert rotary into oscillating motion. Some car windscreen wipers use this kind of linkage, combined with a parallel motion linkage. Scanned with CamScanner5 Forces in engineering ‘This unit focuses on: using the present passive in describing an ‘experiment predicting using the title of a text «understanding grammar inks in texts = listening toa lecture The answers to the Task 1 problems are in the reading text, You may wish to compare the answers produced by each group, but do not pass judgement on which are correct before your class read the text, otherwise the reason for reading the text islost. Task 4 [p.331 line word refersto 1 I friction 2 it friction 2 it heat 4 their materials 4 They engineers 6 cones objects Task 5 [p.34] 1 isplaced 5 ispulled 2 isattached 6 isnoted 3 isapplied 7 arecompared 4 isnoted ‘This experiment shows that the force required to ‘overcome static friction is greater than the force required to overcome sliding friction. Task 7 [p.35] turning Amoment isthe turning tendency of aforce distance ‘The moment ofa forcetis the product of force and dista hinge A hinge i fulcrum or turning point. ‘The moment of a force ts the product ofthe force and the distance between itsline of action and the fulcrum. pivot A turning point, product A momentis the product of force and distance, Le. force multiplied by distance. fulerum Aturning point. perpendicular The moment of a force is the product of the force and the perpendicular distance between the line of action of the force and the fulcrum. The longer the lever, the greater the moment ofthe force, or leverage, which can be applied. leverage Task 8 [p.35) Check the answers to this task as you play the tape for the first time. All the words except hinge could be used, as these extracts from the tapescript show. Ifyou havea short spanner and you try to loosen a bolt or a nut, it might be extremely difficult but if you got a longer spanner you get what we would call leverage and you would get a bigger leverage. You would get a bigger turning moment. Something simple to illustrate. Ifwe take the drawing ofa spanner. The drawing of a spanner there. We apply a force at the end there, your pivot or the turning point, or as we call it the fulcrum, isin the centre there. Now the moment ofthat force is that force (F1) multiplied by the perpendicular distance (D1). [= The product of the force and the perpendicular distance] Task 9 [p.35) Play the tape again to check the answers to this, task, ae Ze ze Se 8b 3a Ge Task 10 [p.351 1. Bigger leverage. 2 Moment = force x perpendicular distance, 3 Other components are tn the way. Scanned with CamScanner4 Thehandleisthe greatest distance from ae fialerum (the hinge moment. ‘This produces the li Taposcript : eat hough night do toa. Whatwe are going to talk of s the extension of a force. We're going to talk about the moment of a force. If Tapply a forve to something, then I find that that force will turn oat least it will ry to turn a particular object. It will turn, revolve, So that turning tendency is called the moment, the turning ‘moment of the force. And if want to measure that turning moment, the turning moment will depend on the size ofthe force itself The bigger the force, the bigger the turning effect. But equally the farther away the force is from the pivot ... Ifyou can think of a spanner... you have a short spanner and you try to loosen a bolt or a nut might be extremely difficult but ifyou got a longer spanner you would get what we would call leverage and you would get a bigger leverage. You would get a bigger turning moment. Sothe turning moment, the moment depends on the force itself... and the distance .. and the distance. Itis the force multiplied by the distance. But what you have to remember is that itis the perpendicular distance that we're going to measure. In fact ~I'm not going to ask you take it down — we would say that the moment of the force isthe product of the force and the perpendicular distance between the line of action ofthe force and the fulcrum, the turning point. ‘Moment is equal to force times distance. This, incidentally, you have in your notes. on Something simple to illustrate, tt we drawing ofa spanner .. The drawings ee there. We apply a force at the end there ee or the turning point, or as we calit the ope Pt In the centre there. Now the moment of yeu that force (F'1) multiplied by the perpendieyj "®t distance (D1). lar So that Ifyou were doing... 'm thinkin, practical job, where you couldn't get het perpendicular distance in. Ifyou were app, force there because of some other component at was in th - You know that ina motors engine sometimes t's very difficult to pet your inand ht-angled pull. You might havea holdit right up at the head, Now that, asyouse, see, that, we'll allt D2, isa smaller distance se you would have to use a much greater force ther, Why do we puta handle there on the door? Why dp we put a handle there on the edge? Becausei's ‘much easier to open the door with the handle atthe edge. Because it's further away from the fulcrum Even a simple thing like that has got a scientific reason. Is that understood? All right? We have ‘the handle there because it's much easier. The fulerum is the hinge ofthe door. It would be much more difficult to close the door right up at the hinge, Does that help you? Now to calculate our moment, then, one would ‘simply multiply the force by the distance that you ‘were away from it. So moment is force times distance. IfI want, if someone says, ah yes, we want the force ...IfT want to calculate the force, then it's moment divided by distance. And iff want distance, moment divided by force. Well that’s it then ~a little explanation of how you calculate moments, 6 The electric motor This unit focuses on: skimming a text describing the functions of components describing components in writing expressions used to. describe ho are connected to each other oo Task 1 [p.36) vacuum cleaner, dishwasher, washing machine fan, central heating/air conditioner (fan and : electric ove pump), halr-drer, electric toothbrush, elect ov (iffan assisted), lit, electric tools (¢-8 fi ir Paint-stripper), computer disk drive, rleigerar ‘and freezer (compressor), kitchen appliances 8 mixer, collee grinder, microwave oven). tor Scanned with CamScannerTask 2 {pp.36-38) a Whatelectrie motorsare used for paragraph 1 1b The commutator paragraph 6 ‘¢ Why the armature turns paragraph 5 @_ Electromagnets paragraph 2 © Hllect of putting magnets together paragraph 3 f Thearmature paragraph 4 Task 3 [p.38] 1B 2A 3D Cisa true statement but does not match any of the diagrams. Task 4 [p.39] 1 © Anarmature converts electromagnetic energy to rotation. ‘The function of an armature is to convert electromagnetic energy to rotation. 2 e Bearings support the drive shat. ‘The function of bearings is tosupport the drive shat 3 £ Brushes supply current to the armature. ‘The function of brushesiisto supply current tothe armature. 4d Acommutator reverses the current to the armature. ‘The function of a commutator isto reverse the current to the armature. 5 a A drive shaft transfers rotation from the motor. ‘The function of adrive shaft isto transfer rotation from the motor. 6 b Field windings create a field. ‘The function of field windings isto create an electromagnetic field. electromagnetic Task 5 [pp.39-401 1 field magnet 3° commutator 2 armature 4 brushes Task 6 {pp. 40-41) A transformer consists of two coils, a primary and a secondary. The coils are wound on a former which ismounted on a core, The coils are made up of a number of loops of wire. The core is composed of thin pieces of soft iron. U- and T-shaped pieces are used, The former is placed on the leg of the'T. 2 coils 3 core 4 former 5 loops of wire 6 T-shaped piece of iron 7 U-shaped piece of iron Task 7 [p.41] connected with screws connected by soldering no specific method given connected electrically by wires connected with adhesive connected with glue (adhesive) connected with rivets connected by welding connected by brass or zinc solder connected with nails Bowvauewne Scanned with CamScanner7 An engineering student This unit focuses on: listening to an interview for specific information = writing using comparison and contrast Task 2 [p.42] Be successful in an exam. Take an exam again, Means of measuring student performance. Be unsuccessful in an exam. Abandon a course before itis complete. Duration of one class anything from forty minutes to an hour. 7 Students who are full-time study the whole week for the duration of the course. Part-time students attend for much less time and may be employed. 8 Aunit of work on a particular topic - typically eighteen tothirty hours. one Task 3 [p. 43] 1 8.45. 2 16.15. 3. One hour thirty minutes. 4 Twenty. 5 Room numbers. © Threetimesaday. Task 4 {p.43] 1 National Certificate in Electrical Engineerin, 2 One year. ‘ 3 Twenty-three, 4 Sixyears 5 Three. 6 Ten, 7 Class tests, continuous as ; se ® Youcanresit, “ment 9 Nine, }0 Financial, 8 Tapescript I= Interviewer, D= David Part 1 I: David, what's the name of the course you're studying? D: It's a National Certificate in Electrical Engineering. ‘And how long does it last? }: One year, full-time, You're one of the older students in the class, How old are you? : I'm twenty-three. I'm a mature student, What does that mean? : [didn’t start the course straight after school. I was in the Navy for six years. In the submarine service. I: What were you on? Was it diesel boats? D: I've been on all three types — started off on diesel; then hunter-killer ~ that's the attack submarine; then the Polaris boats, the nuclear boats. Why did you leave? D: I wanted to go for a commission but my eyesight isn't good enough. So I came out of the service. Part2 [And what stage are you at with your studies? D: Currently we're about to finish second term. Only about ten weeks of actual teaching to go. And then examinations? No, it's continuous assessment. I: Oh, Isee. So you're assessed by projects, class work? D: Class tests. In each subject you have on average one test per week. You must achieve a correct response in at least four out of five questions. What happens if you don't? Then you have a chance to resit the test, et ~~ ‘some cases you might get a chance to sit it f'you fail the resit but then you're gettin y water, How many are in your group? D: At the moment there are nine in my class. ‘There were twelve, So people have dropped out? Yes, Did they drop out because they weren't passing the examinations? in Scanned with CamScannerves, one of them was having trouble, And a D: Apart fr : ' y; Yes, one of them 1 Part from financial problems, I've fou pe Mpnple of otters basically felt that they didn’t very easy. didn't enjoy schel bocaces dunt enjoy college, they wanted to work, feel I wanted to be there, but I really wanted to Ie How hasit been for you? Being a student again, do this course. tobe behind a desk rather than working? How have you found it? Task 5 [p.44] Monday Tuesday Wednesday ‘Thursday ‘Friday Design and Make Technology Self-study Technology Technology 150 053 063 138 051 am. break 10,30-12.00 Design and Make PSD Tutorial Communications Principles 150 140 063 406 051 Lunch break 13.00-14.30 Maths ‘Maths ‘Communications Maths Maths 510 510 606 510 510 pam. break 14.45-16.15 Technology Principles. ‘Technology Principles Self-study 053, 138 038 051 Tapescript I Technology? Part3 Technology, last thing on a Monday. Now this I: Can Iturn to the timetable? It looks like a very Peele preteen en full day. You're starting at 8.45 and going ene: bee topic nee through to 4.15 each day. How do you start I: We're on to Tuesday now. Is that more of the the week? eeenbehi : D; Monday morning. Design and Make. At the D; Yes, Technology again on Tuesday morning start ofthe course it was Comput anil: Fab eecsun ana social we're doing Design and Make. W Developusént Thierens tnreetebdinkss Te eee ere and Work, Local Investigations and Job- 1: And what have you chosen to do? Seeking Skills, Db: Tmdesigning asensor that willtellmewhento 1. job. eeking Skills i that interview skills and bring the washing in if it’s raining. An alarm thatsort of thing? ee era aoe D: Yes, we're about to start that next week. Uhuh. So there's some kind ofsensing device I: Doyou find PSD quite helpful? p, outin the garden? D: [find ita burden rather than helpful. Most of pas i the guys on the course are going for at least the And that reacts to the rain-water? Diploma. So we find this a bit of a nuisance. D: Yes, everybody's doing various things... i Mathsogeta. Bae : Yes and last thing we have Principles. That's Ds A buzzer i's relly very simple, the Physics side of electrics ~ Ohm's Law, 1 Back to Monday morning. Kircholf’s Law. We've got Principles again on a D: We have Mathis after the lunch break. Now «. ‘Thursday last thing and on Friday before lunch. Maths — we're in various streams; basically, 1: Isthat acdificult asthe Mathematics? De Le eae op tnto three diferent graups. D; Er, you need the maths to keep up with the Isthe maths the toughest element in the principles. A lot of people find it quite sticky. course ‘i {; Wednesday morning? D: Tsay it was, I's alot of work. We have four He cceaieriteeietal Periods a week after lunch, But theoretically you could use the library? Scanned with CamScannerDe Yes, that's the library period. We also have one on Fridays last thing. Isthe library busy? Ifyou wanted to go to the brary could you find a space? De It's very busy at lanch times but other times are OK. There are no books that you actually need for the course. I'sall hand-outs. 1: Do the lecturers give alot of hand-outs? D; Yes, especially in Principles and Maths, After the bres tutorial. What happens ther D: It'sPrinciples. But if you're having problemsin any subject you can use that class to sort them ‘out. You get more individual help. I. Ise you have Communications next and ag: on Thursday before lunch D: Basically it’s English, Business English, I: Which bit do you enjoy most ofthe timetable? D: Iwould say the technology side oft. I Whyisthat? D: Because, having been out working for a living, I 1 now relate toa lot of the stuff was doing, I'sinteresting and I don't find it too difficult. Task 6 [p. 44] 11_Lunch breaks. 12 The Sports Hall 13 Weight training, basketball, five-a-side football, 14 Diploma in Electronics and Electrical Engineering, and then an Engineering Management degree. 15 Amanager. Tapescript Part 4 1: Doyouhave any time for hobbies orgy. D; Launch breaks. We go into the Spontsten I And what's available there? D; Agym with weights, basketball, five-g football. So the facilities are quite gooa® Iz Once you've got the Certificate, what a going to do? fre you ‘il be doing the Diplomain Electronics ang Electrical Engineering and then Tl go and do, Engineering Management degree. wantighe manager eventually. a. Task 7 [p. 44] 1 He wanted to go for a commission (become an officer) but his eyesight was not good enough, 2. One of them was having trouble with the studies. And a couple of others basically didnot enjoy college ~ they wanted to work. 3 Because he did not feel that he wanted tobe there. 4 Because most of the students plan to continue to Diploma at least. They are not about tolook for a job. 5 Totake in the washing before it gets wet, 6 Because the lecturers give hand-outs, 7 Because he can relate the subject to a lot ofthe things he was doing in the Navy. He findsit interesting and not too difficult. 3 Central heating This unit focuses on: Predicting using diagrams using time clauses expressions used to describe the m Substances in technical plants tt 10 Task 1 Ip. 46] solid fuel fires/stoves; electrical heating - radiant fires, underfloor; central heating — gas/ail, etc. Scanned with CamScannerTasks 2 and 3 [pp. 46-471 1 Pilot light -toignite the boiler. (Not given in text.) 2. Heat exchanger fins ~to increase the surface freain contact with water, which improves the transfer of heat. 3. Flue to provide air for combustion. Not given in text: to allow exhaust gases to escape. 4 Thermostat: to shut off the gas control valve when the water temperature reaches the pre- setlevel 5 Pump-to circulate water round the system. Tasks 4 and 5 [pp. 47-48) la Be 5b 78 2d 4e of Task 6 [p.49] 1 When the system is switched on, cold water passes through a heat exchanger in the boiler. 2 Asthe water passes through the heat exchanger, it becomes hotter and hotter until it reaches a pre-set level, 3 When the water temperature reaches the pre- set level, a thermostat causes the gas control valve to shut off. 4 After the water is pumped to a diverter valve, it oes to the hot water cylinder or the radiators. 5. Ashot water passes through the inside of the hot water storage cylinder in a coil arrangement, heat is transferred to the surrounding water. 6 Asthehot water flows through the radiators, itloses heat. 7 After the water passes through the radiators, it returns to the boiler. Task 7 [p.49] Solids Liquids Gases carried x x x circulated x 7 conveyed x x x distributed =X x x fed x x x piped x x pumped x x supplied x x x 9 Safety at work This unit focuses on: understanding the writer's purpose = making safety rules ways of linking id Task 1 {p.50] if 3a 5b 24 ae Ge Task 4 [pp. 51-52) 1b ze se Task 5 [p.52) 1 2 ‘The report is more than 24 hours after the accident. ‘The sex of the worker is not given —although obviously male from his name. ‘The time and place of the accident are not given. Description of how the accident occurred is missing — was the employee wearing eye protection? Whose carelessness caused It? Contributing causes are not mentioned. No witnesses are mentioned, No corrective action to prevent similar accidents is mentioned. uw Scanned with CamScannerTask 6 [p.53) Example answers 1 Floorsmust be even. 2 Machinery should be guarded. 3 Workbenches should be tidy, Workplaces must be tid) 5 Fhinery must be well m + 6 7 Ventilation must be adequate. 8 Toolsand equipment should be undamaged. Never tise damaged tools and equipment. 9 Machinery should be in good condition. Never use machinery in poor condition, 10 Equipment must be used properly. ‘Always use equipment properly. 11. Untrained personnel should not operate equipment. 12. Apprentices must work with supervision, gerous materials should be stored carefully. Task 7 [p.54] Example answers 1 Many accidents happen because of worker: carelessness. 2 Education can reduce accidents: therefore important that all workers receive training basic safety. a 3. Eye injuries can be serious $o goggles must be worn for grinding and cutting. 4 Safety gloves provide protection forthe hand For example, they prevent burns. In addition they reduce the danger of cuts, , 5 Safety shoes protect the feet against falling objects. Moreover, they prevent the feet geting caught in machinery. 6 Respirators should be worn in dusty conditions because dust can damage the lungs. 7. Safety gear exists for every danger, but each year people are injured since they refuse or forget to wear the right gear. 10 Young engineer This unit focuses on: listening to an interview for speci = writing a description and explan: role-playing an interview Tasks 1 and 2 pp. 55-56) 1 I'saswing, 2 Children (with special needs). 3. They pull on the rope. Task 3 {p.56) If Sh a ah fe | fo @ i & 45 Hi Mk 12 Task 4 [p.56) She hopes to be a design or mechanical engineer, b Shehopestoticense a company tomanufucture it. © When a child pulls down on the handle, the seat is pulled forwards. When the child releases the handle, it swings back under his or her own weight. She loves solving problems. Changed the seat, added a handle and a pulley system to store the rope safely under the seat. Swingex-L. Metal (wood for the first Prototype). Children with special needs, who are unable to use their legs, With wood, Visiting a local hospital and playing with the children, kk Women are, equal to men in engineering. . ram oe Scanned with CamScannerTask 5 [p.56) fe 3a 5b ze af 6a Task 6 [p.56] la 5b ge Dat oh 9 3 78 10 5 4d Task 7 [p.56] 1 Swing + ex (Exerciser) +1 (Lucy). 2 Lego models. 3. Itwas the only material she could use at school. 4 Easier to flat pack, cheaper to produce, lighter to post. Tapescript My invention isa swing exerciser for children who can't use their legs. My mate came up with the name Swingex-L.— Swing, ex for exerciser, and then the L stands for Lucy, which ismy name. I's for children with special needs who are unable to use their legs to allow them to swing independently. It works on a pulley system on which a child pulls down on a handle using his or her arms to swing forwards. This works, as you can see in the diagram, with a pulley out in front of the swing. A rope attached to ‘one end of the seat goes over this pulley and then ‘comes back to the child, where there is a handle. So when the child pulls down on this handle, the seat is pulled forwards. And then the child releases the handle and swings back under his or her own weight. Repetition of these actions will cause a continuous swinging motion. Initially I decided I wanted to help children with special needs 90 | visited our local hospital and played with such childrei rere was a little girl there. She was unable to use her legs and so she could not join in on the swings with the other children, So | decided to try and design a swing for children who couldn't use their legs. I did this using many sketches of ideas and testing the ones that looked viable using *Lego models, finding out problems and so n Leame to what [thought looked Tuilt a full-size prototype. like a good soluti did this myself at school. And as we were only able to work in wood, I made t from wood. Ithen tested this with children with and without special needs, ‘When I did this. I found a few changes that needed tobe made. One thing was the seat which initially ut on was not stable enough for children with special needs who need extra support. $o redesigned this. Also, {didn't include a handle at first because [felt little children could grasp the rope. But special needs children tend to have weaker hands and so do need a handle. Another change was that initially the rope simply hung ina loop after it had passed the child. This could catch ‘on the child’s legs and now it's incorporated into a spring-loaded pulley system inside the seat. Ithen contacted Rotork. a local engineering company, because at this stage I decided the swing should... fame should be built of metal, as this was getting more towards the industrial design and in industry you make it from metal as itis easier to fat pack, cheaper to produce, lighter to post and soon. ‘And so Rotork were very good and they agreed to construct my prototype from my drawings. Now after testing it and finding that it works very well, I'm hoping, I've .. I'm hoping to license @ company to manufacture it as I've applied for a patent myself. In the future I hope to be an engineer. Probably design or mechanical. This is because I love solving problems and it would be wonderful to get paid for something you enjoy so much. I strongly believe that women are equal to men, especially in engineering. I believe we... we are as good as them and there should be no bias towards the men. I think the old time prejudice is out of date now. "Lego: Set of plastic pieces which link together to allow children to produce many different models — cars, houses, etc. Task 8 [p.57] Example answer ‘The invention is called Swingex-L. It is for children with special needs. It consists of two A-frames. bolted together to make a swing. The seat is suspended from the crosspiece. Itis made of metal. ‘The child pulls down on the handle so the rope pulls the seat forwards. When the child releases the handle, the seat swings back under the weight of the child, Repetition of these actions causes a swinging motion, Scanned with CamScanner11 Washing machine Task 5 [p.62] This unit focuses on: —— reading diagrams Sensor Condition Control wait action using ifand unless sentences rr i in writ Water level low ‘open inet valves ———— level high enough close ine vales Water temperature t00 low switch on heater hhighenough switch offhecer Tasks 1 and 3 [pp.58-60] Drum speed low iecreeerce 1. Temperature of the water. high doce 2. Speed of the drum. = 3° Amount of waterin the drum, 4 Time of any operation 5 Position of the door (open/shut). Task 6 [p.62] Task [pp.58-591 1 Ifthe water level is high enough, the inlet valves are closed. 1 Pumps water out of the drum. 2 Ifthe water temperature is too low, the heater 2. Rotates thedrum, switched on. 3 Absorbs the shock of the spinning drum when, 3 Ifthe water temperature is high enough, the loaded. heater is switched off. 4 Controls the flow of water into the machine. 4 Ifthe drum speed is low, the motor speed is 5 Raises the temperature of the water. ineteascdl 6 Senses when the drum is full of water and 5. Ifthe drum speed is high, the motor speed is reports it to the control unit Senses whether the door is open or shut and reports it to the control unit. 8 Measures the water temperature and reportsiit to the control unit, Task 7 [p.63] 9 Cools the pump motor. decreased. \ Example answers 1 start 5 fuel 2 operate, work 6 shut, closed Task 4 [pp. 60-62] 3° heat up, get warm 7 corrode, rust ee 4 secondary 8 dangerous, unsafe Controlfactor Operating device Feedback by 1 Door postion heat senstve pellet switcsensor 2 Water level semi operated water level/ Task 8 [p.63) 3 War heater leuctuteees ‘4 When awash program fist ginrts u opeosibe temperature valves to allow the water in. jie - 2 Asthe water level in the cm rises, the air in nr the plastic tube is compressed. 5 Drum speeds motor tachogenerator) 3° Asthe pressure rises, the diaphragm moves er upwards. 4 This continues until the switch contacts are separated, 5 When this happens, the fill valves are closed. 4 Washand spin clack 14 Scanned with CamScannerTask 9 (p.641 “The temperature sensor Is a type of thermometer which measures the water temperature. I fits inside the washer drum and signals the water temperature to the control unit. The control unit ‘compares this with the temperature which is needed for the program being used. Ifthe water temperature is too low, the control unit will switch on the heater. The temperature sensor ‘continues to check the temperature and keeps the control unit informed. When the correct temperature is reached, the control unit switches off the heater and moves on to the next stage of the program, 12 Racing bicycle This unit focuses on: 9 for specific information ing using an extract from atext \g reasons \g contrast understanding adjecti describing properties 19 spoken instructions. writing nd noun pairs for Tasks 1 and 2 [p.65] 1 seat 6 chain 2 handlebars 7 pedals 3. brakes 8 toc-clips 4 frame 9 gears 5 chain-wheel Topescript A bicycle consists of a frame, usually made of a light metal such as aluminium alloy, supported by two wheels. The wheels are spoked, not solid, to keep weight to.a minimum. Steeringis by handlebars fixed to the front wheel. Sports models have drop handlebars which require the rider to sit, with his or her head well down. This reduces wind resistance Power is transmitted via the pedals to the chain- wheel. The pedals may have toe-clips to prevent the foot slipping. The chain-wheel drives the rear wheel via alinked chain, Most bicycles have gears either the derailleur type or hub mounted. The former, with different sizes of chain-wheel, permita greater number of gear ratios. Task 3 [p.66] Conventional Improvement Spoked wheels Disc wheels Gear leveronthe frame Combined gear change and brake levers Tubularaluminium-alloy Lightweight frame made ofeg fame carbon fire Pedals with toelips (ipless pedals Steel gears Precislon-engineered aluminium alloy o titanium gears Ordinary handlebars Aerodynamic handlebars Task 4 {pp.66-671 ‘The diagram lists a number of improvements in addition to those listed here. Only the most recent innovations, e.g, carbon fibre frames, have been included in this key. Improvement Reason Dise wheels Reduce wind resistance Act lke a flywheel Combined gear change Ie takes less me toswitch and brake ever between applying the brakes and ‘changing gars Carbon fibre frame Light Clipless pedals Soler ‘Tianlum gears Increase the speed of gear changes and derease the chance of slipping agear Aerodynamic handlebars Reduce the rider's wind resistance Tasks 5 and 6 [pp.67-68] 1. Design: Both designed to minimize wind resistance; maximize energy efliciency: respond Instantly; weigh very little without losing strength. Scanned with CamScanner2 Materials: Aluminium alloys, titanium, and Composite materials such as Cheval and carbon fibres are used for both pla bicycles. 3 Assembly: The French company, Vitus, glues the tubes together In the same way that parts of assembled. Task 7 [p.68) Example answers 1 New racing bicycles have combined gear change and brake levers so that it takes less time to switch between applying the brakes and changing gears. 2 New racers hi re carbon fibre frames because Task 9 [p.70] ‘Adjective Noun — ‘wind restance——~ ‘win-resistant elasticity (elastety //) elastic (elastic /k/} plastie plastic /k/) plasticty (plasticity /s) tough toughness soft softness rigid (rigid) rigidity (rigidity) wear-resistant wear resistance ritte brittleness hard hardness SS Task 11 [p.71] 51 teeth chainwheel they are light. 3 New bicycles have clipless pedals because they 42 teeth chainwheel are safer. 4 New bicycles have titanium gears to increase the speed of gear changes and decrease the chance of slipping a gear. 5 New racing bicycles have aerodynamic handlebars so that the rider's wind resistance is reduced. transferring information from a text to a table describing applications with used to and used for understanding noun + noun compounds describing a process, 1: sequence Task 3 [p.73] Military Engineering Communications Medicine Art ent argets iling : tare dling diamonds ace communications treating damaged ight shows ting com Fad Gutingcomplex ifamatonreoring eye oeraions oe and reading surfacing measuring ‘ilging 16 Scanned with CamScannertask 4 (p-73] pe anvised to Klentiy targets. " be used for drilling diamonds, n he used fo cut complex shapes, 1 be used for spot welding, inbe used for surfacing techniques, 1 be used to measure and align structures, ‘can be used for space communications, can be used for information recording and Exam Lasers ean real [ix can be used for eye operations. tasers can be used for light shows. Task 5 [p.74] Note that some compounds can be placed in more than one column. uses made of contains fagasbumer carbon blocks carbon blocks rollerbearings aluminiumalloy aluminium alloy aballbearing carbon fibre carbon fibre aspring balance magnesium alloy roller beatings apowertool —aplasticpipe circuit board ‘adieselboat —_aconcretebeam —magnestumalloy aplastic tube steel sheets ball bearing. aspringbalance Task 6 [p.74] Example answers a wheel to drive the chain a wheel which is like a disc a brake which is operated by foot athrottle which is operated by hand a gauge for measuring strain alecturer who works in a college aclip for the toes a thermostat which controls a boiler ahelmet for safety ‘an engineer concerned with aircraft Benvousune Task 8 p.75} le 3 2b 7 aM Task 9 {p.75) The extruder consists of a hopper, a rotating screw, heaters, and a die. First the plastic granules are mixed and placed in the hopper. Next the rotating screw forces the plastic past heaters. After that, the plastic melts. Then the hot plastic is forced through the die to form a continuous length of pipe. Finally, the pipe is cooled and cut to suitable lengths. Task 10 [p.76] 1 Design Engineers, Development Engineers, Buyers, and Stock Controllers. Laser cutting. Design Is not restricted by what conventional tools can produce. Yes~plastics, wood, rubber, etc. Cannot cut non-metals thicker than 40 mm, stainless steel thicker than 10 mm, and carbon steel thicker than 13 mm. Shapes which require greater table movement than the parameters given cannot be achieved. 6 Press tools do not have to be manufactured to produce the shapes required. we we 17 Scanned with CamScanner14 Automation technician This unit focuses on: listening to an interview for specific information t= talking about specifications Tasks 1 and 2 [p.77] His company makes portable phones, pagers and semiconductors. Automation technician, Robots. Pick-and Places components on a PCB. Places the components an assembly line operator would handle, 6 Mechanical, electrical, and pneumatic. whee Tapescript 1 Interviewer, A = Alistair Part 1 I: Can you tell me where you work and a little bit about your company's products? I presently work for communication company. It deals in cellular communications - portable phones, either car or personal phones. Other products are pagers, semiconductors. : So what's your position in this company? A: My title is automation technician, And I report directly to the production supervisor. The section | work with provides automation solutions for company plants throughout Europe, E: What do you mean by ‘automation solutions’? ‘A: When I say automation solutions, what we mainly build are robots. 1: And are these products used in cellular phone construction and er.7 A: Yes, to date we currently have [think six robots {n total in the phone factory. ‘They're mainly Pick-and-place machines. Basteally what they A: dors pla ® number of components which a orm Fuji-type machine could not place, 1: What's Fuji machine ms Ai Isa very fast electronic pick-and-place hhine which is used to pla acl ‘0 place components on ‘Cia printed circuit board. Whereas our n Hormally handle the type of 18 components that an assembly li would place by hand, I: Right. ‘A; Ttieans that we need fewer peopeto uta he phones. I: Does your work involve assembling robots: AA: Yes, installing the sensors ~ mechanical, electrical, pneumatic. I: Pneumatic as well? : Yes, It’s quite an interesting part of the job. 1 would say it's simple in lots of ways; it's litle bit like plumbing in a house, Ne operator Task 3 [p.78] Just over two years. Six. About eight. Checks his electronic mail. Go to work in one of the branch factories, or spend the day in the workshop, building or working on the latest project, or be sent to one of their customers. 6 To install robots. 7 Germany, France, and Italy. 8 Working long shifts; it's tiring. ween Tapescript Part 2 So how long have you been with the company? just over two years. I'm the longest serving technician in the group. Isthis a new company? Yes, they hadn't finished building the factory when I joined! I: Sowhat would be a typical day for you? What does this comprise? ‘ AAs Atypical day. we~ there arestxtechnllansia the section —start about eight in the morning: er... we do have fixed hours: eight t0 four, thirty; however, we try to be flexible aroc these to suit everybody, Normally we BO check our mail, we have amall system most people normally. communicate I say mail it's actually electronic mal. E-mail, yes. lL +The mail tll you who's reaming rst oa Who needs help the most. Then: a Eine either go to work in one of the brane! Scanned with CamScannerourday in the workshop, w wo orn the aes prec, ou nwo ne ofr CUSTOMerS. would be mect the customer? ayo go get hee production ine up gla sometimes they Fe happy and anda they remot SO HAPPY. che you built for the whole of Europe, ge Yous guihe plants in Europe as well? Dosou ave to install the machines on a: Yes 30 Cvedone a couple of machines for ste py sre machine for France and @ Gate machines for Italy as well cou yoke traveling in your work? {ea ike to travel. | doenjoy travelling. Yentimes when we goaway fora week, spaybe two weeks, itstats to get abit wearing futin general | ike to travel. The bits which are not so much fun are when you've done a twelve-hour shift, you're tired and you just teant to go home but you know that you've got tocome in the next day again, but apart from that, travelling in general is usually quite nice. 1: Yes. the problem with doing installation work like that is that you will be expected to work as Jong as you can and get the job done as quickly as possible. 'A: Yes, that’s exactly it. would spend y you Task 4 [p.78) 1 Telephone exchanges, defence equipment. 2. Excellent training, plenty of time to work out solutions. 3 HND (Higher National Diploma) in Electrical and Electronic Engineering. 4 ‘Three years. 5. Field service (installations). © Breweries and chemical pl: lants. 7 Beer from the breweries, Tapescript Part 3 I: Where did you work before your present job? A: Ispent three and ahalf years with oe defence company. ‘And what was your job there? : Iwasa test engineer. Mainly what I did was repair and maintenance of telephone exchange equipment built in-house. Did you find that experience useful when you moved over to your present job? A: I think it was. Although the equipment we used ‘was alittle old-fashioned, it was an excellent training ground and apart from that it was a good place to ... you had plenty of time to work ‘on, to work out solutions for yourself, as ‘opposed to getting pushed to get the job done quickly. It wasn’t like a production line, I: Now did you go there on leaving school or did you go to college first? A: No, I spent three years doing an HND in Electrical and Electronic Engineering, It was a sandwich course which meant I did six months doing work-related studies. I: Where did you do that? ‘A: [spent some time in a company which built ultrasonic measuring instruments. Again I was lucky — it was a very interesting job. | did a lot of field service, installations out on the road. We did a lot of installations in breweries and chemical plants and quite often came home with a car full of beer. Perks of the job. Once again it was one of these jobs where you had to ‘go on site and work until it was finished. So it was hard work as well. Task 5 [p.78] Perled Type ofcompany Product Tobultle years Communications Portable phones ‘Automation technician Byers Defence Telephone exchange Testengineer — Instrument makers Utrasonic measuring Student placement Instruments 19 Scanned with CamScanner15 Refrigerator This unit focuses on: jar words in atext describing engineering principles understanding verbs and related nouns with -er and-or describing a process, 2: location ‘The answers to the Task 1 problems arein the reading text. You may wish to compare the answers produced by each group, but do not pass judgement on which are correct before your class read the text, otherwise the reason for reading is lost. Task 3 {[p.81] le 4a 70 2 5b Be 38 6h 9a Task 4 [p.82) A Verbs B Nouns 1 condense condenser 2 evaporate evaporator 3 compress compressor 16 Scales This unit focuses on: ® working out meaning from context "= comparing sources~a diagram and a text "expressing cause and effect Note Originally a scale was one of the two pans on a ance. A pair of scales meant a simple lance: Now both the terms "and ‘cater ‘used to describe any weighing instrument BN anbune 20 4 resist resistor 5 charge charger 6 generate generator 7 conduct conductor 8 exchange exchanger 9 radiate radiator 0 control controller Task 5 [p.83) 14 48 7e 2f 5h 8c 3b 6a Tasks 6 and 7 [p.83) ist the gas passes through the compressor, where itis compressed and heats up. Then it passes through the condenser. where it cools down and condenses back to a liquid. Next the liquid passes through a capillary tube, where the high pressure ismaintained. After that, the liquid enters the evaporator, where the pressure quickly drops and the liquid turns to vapour, which expands and cools. Finally the cold vapour is sucked back into the compressor, where it is again compressed. Task 1 [p.34) Somer ee Quantity/Force Unit Instrument — Current Amp Ammeter Force Newton Force gause Velocity km/hr See Temperature c ‘Thermometet Thickness Mitimetre Micrometer Resistance ‘Ohm (Obenineter Voltage Vote Volemetr Pressure Paseal/ Bar Manometet_ ‘The SI unit of pressure is 1 newton per metre”, also known as the pascal (Pa). & bar is equal to 100 KP2 cdl Scanned with CamScannertask 2 [p.85] -palance/springbalance / mes betes /eletrole Seales task 4 [p.851 paragraph 1 paragraph ae ycan io 2 more 0 3 mechanical én Paragraph 2 7 works/operates io 11 convert/change 8 onthe 9 ot 12 convenient/easy Task 5 [p.86] 1 Loatecll Material aluminium alloy Position between the platform and base Operation bends slightly when a load is placed on it 2. Strain gauge Material wires Position bonded to the load cell Operation bends with the load cell, stretching wires, voltage falls in proportion to load 3 Circuit board Converter amplifies voltage from function strain gauge and coverts it into digital information Microprocessor converts digital function information into weight for display on the LCD Task 6 p.s71 1 Load cell Eliminates need for movin; i Se parts. 2 Stain gauge a Made of metal foil. A controlled input voltage is supplied from a 3 Pattery-powered circuit. Circuit board ‘hulle required because the output voltage tepeeneate is so small. switches off automatically to save ba pop tithes off automaticaly to save battery A load is placed on the scale, The load cell bends very slightly 8 Thestrain gauge bends, : F‘Thestrain gauge conductors stretch, © They become longer and thinner, a © An Increase in resistance. Adrop in voltage across the gauge. +2 Aloadis placed on the scale, which causes the load cell to bend very slightly. 243° The load cell bends very slightly, which causes the strain gauge to bend, 3+4 —‘Thestrain gauge bends, which causes the conductors to stretch. 445 ‘The strain gauge conductors stretch, which causes them to become longer and thinner, 5+6+7 They become longer and thinner, which causes an increase in resistance and a drop in voltage across the gauge. Task 8 [pp. 88-90) 2 ‘The more a wireis stretched, the greater its resistance. Assmall movementiin the member will result in a much greater stretching of the conductor as the movement will be multiplied by the number ofrows. With the active axis fixed along the direction of strain. Because the changes in voltage across the gauge are so small. To compensate for any changes in resistance due to temperature changes. Toadjust the amplifier gain. So that any change can be measured from zero. (Ona centre zero milliammeter. 21 Scanned with CamScanner |17 Portable generator This unit focuses on: reading diagrams expressing cause and effect : Understanding verbs with -izeand -ise veseribing a process, 3: sequence and tocation Task 1 [p.91] 1 Burning fuel tocreate steam to turn generators, et, coal- or oilfired power stations. 2. Wind-or water-powered generators. Hydro- power stations using the force of falling water. 3. Tidal power —using the ebb and flow of the sea. 4 Wave power —using the rise and fall of the waves. 5 Solar power -converting sunlight into electricity. Tasks 2 and 3 [pp.91-92] 1 Engine andalternator. 2. Petrol. 3. Intake (induction), compression, power, exhaust - not given in text. 4 Convert the reciprocating motion of the piston, to rotary motion, Rotate the alternator rotor. 5 Windings/coils. 6 ‘Thestatoris fixed; the rotor rotates. The rotor is magnetized; current is induced in the stator. Task 4 [pp.92-93) 1 Compression 3 Intak 2. Exhaust 4 Power Task 5 {p.94) 1 Thepiston moves dows Partial vacuum, 2. The piston creates a partial Inful fom the carburettor, 3 Thepiston m iston moves up the c the mixture. P the cylinder, compressing 4 Thegasen down, nthe cylinder, creating a ‘uum, drawing ‘pands quickly, pushing the piston 22 5. Thepiston moves up and down, rotating the crankshaft. 6 ‘Thecrankshaft spins round, turning the rotor at 3000 rpm. 7 The armature of the alternator rotates, inducing a current in the stator windings, 8 ‘Thealternator runsata steady 3000 rpm, generating around 700 watts. Task 6 [p.94] 1 Some cars are fitted with a security device which immobilizes the engine. 2 Inareas where the power supply.fluctuates, for sensitive equipment a device to stabilize the voltage is required. 3 Manufacturers seek to minimize costs and maximize profits. 4 Most companies have computerized their production line. 5 Companies may rationalize their operation | by, reducing the variety of products they make, Task 7 [pp.94-95] 4e 58 uo ae 1 2 3 moe Task 8 [p.95) First electricity is generated at the power ‘station at 25 kV. Then itis stepped up by a transformer (© high voltages for long-distance distribution. After that, it passes via the switching compound tothe grid. It is distributed via the grid to supply POH here its stepped down to 33 kV for distribute heavy industry. Next itis distributed via ove or underground cables to intermediate subs where tis reduced to 11 KV for light indust) ‘Then tisfed to substations, where isst7P down to 415 V, 3-phase, and 240 V. phase. net. Finally, tis distributed to the domestic on™ Scanned with CamScanner