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English for electrical and mechanical engineering sb

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English for electrical and mechanical engineering sb

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Oxford Englishfor Electricaland Mechanical Engineering Eric H. Glendinning Norman Glendinning, C Eng, MIMechE Oxford University Press This file was collected by ccebook.cn form the internet, the author keeps the copyright. More ebooks visit: http://www.ccebook.cn ccebook-orginal enlish ebooks
Technical contents Page Unit Topic Engineering Courses Materials Mechanisms Forces Electricmotor Student Central heating Safety at work Young engineer Washing machine Racing bicycle Lasers Technician Refrigerator Scales Portable generator Road breaker Disc brakes Stdengineer Lawn-mower Corrosion Maglevtrain CADdesigner Supercar Graphs Waste recycling Robotics Careers Applying forajob Technicalsyllabus General General Engineeringmaterials Mechanisms. Cams Staticsand Dynamics Electrotechnology Electrical Automaticsystems General General. Engineeringdesign Automaticsystems. Transducers Mechanics. Gearsystems Mechanical technology Robotics. General Fluid mechanics Automaticsystems. Straingauges Electrotechnology. Powergeneration Pneumatics Hgdraulics General. Processcontrol Engineeringdesign Mechanical technology. Corrosion Electricalmachines. Motor selection CAD General General Technicalplant Robotics. Steppermotors General General. Companystructure This file was collected by ccebook.cn form the internet, the author keeps the copyright. More ebooks visit: http://www.ccebook.cn ccebook-orginal enlish ebooks
Contents Page Unit 1 lo Engineering-what's itallabout? 10 Tuning-in 11 Reading lntroduction 12 Language study dealslis concerned with 13 Word study Word stress 13 Writing 14 Listening Unit 2 15 Choosinga course 1 5 Tuning-in 16 Reading 20 Writing Having apurpose Letter writing. 1:requesting information Unit 3 21 Engineeringmaterials 22 Tuning-in 22 Reading Scanning tables 23 Language study Making definitions 24 Writing Adding information to a text Unit4 26 Mechanisms 26 Tuning-in 26 Reading Scanning a text 27 Writing Ways oflinking ideas. 1 29 Language study Dealing with technical terrrQ 29 Speakingpractice Unit 5 31 Forcesin engineering 31 Tuning-in 31 Reading 1 Predicting 33 Reading 2 Grammarlinks in texts 34 Language study Thepresent passive 34 Listening Listening to lectures This file was collected by ccebook.cn form the internet, the author keeps the copyright. More ebooks visit: http://www.ccebook.cn ccebook-orginal enlish ebooks
Fane Unit6 36 The electric motor 36 Tuning-in 36 Reading Skimming 39 Language study Describing functiorl 39 Writing Describing components 41 Word study Unit 7 42 An engineering student 42 Tuning-in 42 Listening 44 Writing Comparing a~ld contrasting Unit 8 46 Central heating 46 Tuning-in 46 Reading Predicting 48 Language study Time clauses 49 Word study Unit 9 so Safety at work 50 Tuning-in 51 Reading Understanding the writer'spurpose 53 Language study Making safety rules 53 Writing Waysoflinking ideas,2 Unit 10 55 Young engineer 55 Tuning-in 56 Listening 57 Writing 57 Speaking practice Describing and esplaining Unit 11 58 Washing machine 58 Tuning-in 58 Reading Reading diagranls 62 Language study IfJUnlesssmtences 63 Writing Explaining a diagram This file was collected by ccebook.cn form the internet, the author keeps the copyright. More ebooks visit: http://www.ccebook.cn ccebook-orginal enlish ebooks
Page Unit 12 65 65 67 68 68 69 70 70 Unit 13 72 Unit 14 77 77 77 78 Unit 15 79 79 79 81 81 82 Unit 16 84 Racingbicycle Tuning-in Reading Prediction Language study Describing reasons Writing Describing contrast Word study Properties of~nnterials Speaking practice Technical reading Gear systems Lasers Tuning-in Reading Language study used tolfor Word study Noun + noun cornpounds Writing Describing nprocess, I: sequence Technicalreading Laser cutting Automation technician Tuning-in Listening Speaking practice Talking nbout spech?cntions Refrigerator Tuning-in Reading Denling with unfnmiliar words. 1 Language study Pri~siples and lows Word study Verbsand related nouns Writing Describing n process. 2:location Scales Tuning-in Reading 1 Meaningfrorn context Reading 2 Con~parir~g sources Language study Cnuse rind effect. I Technicalreading Stmi11gauges This file was collected by ccebook.cn form the internet, the author keeps the copyright. More ebooks visit: http://www.ccebook.cn ccebook-orginal enlish ebooks
Page Unit 17 91 91 91 93 94 94 Unit 18 98 98 98 101 103 103 105 Unit 19 106 Unit 20 112 112 114 114 Unit 21 116 Portablegenerator Tuning-in Reading Reading diagrams Language study Causeand efject,2 Word study Verbswith -ize/-ise Writing Describingaprocess, 3:sequence and location Technical reading Wavepower Roadbreaker Tuning-in Reading Language study Allow and prevent links Writing Explaining an operation Technical reading Air skates Speaking practice Disc brakes Tuning-in Reading Contbinir~g skills Language study Verbswith up anddown Word study Verbs+-en Writing Explaining an operation Technical reading Water-based hydraulics Staff engineer Tuning-in Listening Language study Verbs with o n arldoff Tuning-in Reading 1 Predicting Reading 2 Grammar links. 2 Language study Describi~?gfunctions Word study Noun +noun, 2:function Writing Description and exp:pla~mtion Speaking practice Explair~ingf~irlctior~ This file was collected by ccebook.cn form the internet, the author keeps the copyright. More ebooks visit: http://www.ccebook.cn ccebook-orginal enlish ebooks
Page Unit22 123 123 124 125 126 126 Unit 23 128 Unit 24 137 Unit 25 140 140 142 144 145 Unit 26 146 146 147 149 149 151 Unit 27 152 152 154 155 156 Corrosion Tuning-in Reading Skimming Language study Causeand ejfect.3 Speaking practice Exchanging information Technical reading Corrosionof materials Maglev train Tuning-in Reading 1 Inferring Reading 2 Dealing with unfamiliar words, 2 Language study Prediction Writing Explanations Technicalreading Motor selection:operating environment Computer Aided Design(CAD) Tuning-in Listening Language study Necessity: have toand need (to) Supercar Tuning-in Reading Predicting: usingfirst sentences Language study Crrtainty Writing Summaries Graphs Tuning-in Language study Describing graphs Word study Comnlon verbs in engineering Writing Drscribing agraph Technical reading Properties and applicationsofcarbon steels Waste recyclingplant Tuning-in Reading Transferring information, making notes Language study Possibility:can andcould Writing Describing aprocws, 4: reason and mrthod This file was collected by ccebook.cn form the internet, the author keeps the copyright. More ebooks visit: http://www.ccebook.cn ccebook-orginal enlish ebooks
Page Unit 28 157 157 157 159 162 163 Unit 29 165 165 167 168 168 Unit 30 169 Robotics Tuning-in Reading 1 Revising skills Reading 2 Transferring information Language study Concession:evenif and although Technical reading Stepper motors Careers in engineering Tuning-in Reading Infrrring Speaking practice Role play Listening Inferring Applying for a job Tuning-in Reading Understandingjob advertisements Speaking practice Roleplay Writing Writing a CVand letter ofapplication Technical reading Company structure Student A Speakingpractice Student B Speakingpractice 18s Glossaryof engineeringterms This file was collected by ccebook.cn form the internet, the author keeps the copyright. More ebooks visit: http://www.ccebook.cn ccebook-orginal enlish ebooks
Engineering-what's it all about? Tuning-in Task 1 List the main branches of engineering. Combine your list with others in your group. Then read this text to 6nd out how many of the branches listed are mentioned. Task 2 Complete the blanks in this aiagram using information from the text. Engineering Civil 1 I Y T - Automobile Aeronautical Electrical installation 7 Medical This file was collected by ccebook.cn form the internet, the author keeps the copyright. More ebooks visit: http://www.ccebook.cn ccebook-orginal enlish ebooks
Reading Introduction In your study and work, it is important to think about what you are going to read before you read. This helps you to link old and new knowledgeand to make guesses about the meaning of the text. It is alsoimportant to have a clear purpose so that you choosethe best way to read. In this book, you will find tasks to make you think before you read and tasks to help you to have a clear purpose when you read. Task 3 Study these illustrations. They show some of the areas in which engineers work. Can you identify them? What kinds of engineers are concerned with these areas -electrical,mechanical, or both? mask4 Now read the following texts to check your answers to Task 3. Match each text to one of the illustrations above.
Task 5 IT#!!krt: Cars, trains, ships, and planesareall productsof Imechanicalengineering. Mechanicalengineersare also involved in support servicessuchas roads, railtrack, harbours,and bridges. 1 Foodprocessing:Mechanicalengineersdesign, develop, and make I 5 the machinesandthe processingequipmentfor harvesting, preparing and preservingthe foods anddrinksthat fill the supermarkets. Medicalengineering: Bodyscanners, X-ray machines, life-support systems, andother hightechequipment resultfrom mechanicaland electricalengineerscombiningwith medicalexpertsto convert ideas o into life-savingand life-preservingproducts. Buildingservices: Electricalengineers provideallthe serviceswe needinour homesand placesof work, including lighting, heating, ventilation, air-conditioning, refrigeration,and lifts. Energyand power: Electricalengineersareconcernedwith the s production and distributionof electricityto homes, offices, industry, hospitals,collegesand schools, andthe installation and maintenance of the equipment involved intheseprocesses. Source:Adaptedfrom Turningideasintoaction, Institutionof MechanicalEngineers, andEnginminga Career,Institutionof ElectronicsandElectticalincorporated Languagestudy dealslis concerned with What is the link between column A and column B? A B mechanical machines electrical electricity Column A lists a branch of engineering or a type of engineer.Column Blists things they are concerned with. We can show the link between them in a number of ways: 1 Mechanical engineering deals with machines. 2 Mechanical engineers deal with machines. 3 Mechanical engineeringis concernedwith machines 4 Mechanical engineersare concernedwith machines. 5 Machines are theconcernof mechanical engineers. Match each item in column A with an appropriate item from column B and link the two in a sentence. A B marine a air-conditioning aeronautical b roads and bridges heating and ventilating c body scanners electricitygenerating d cablesand switchgear automobile e communications and equipment civil f ships electronic g planes electricalinstallation h cars and trucks medical i power stations
Word study Word stress Words are dividedinto syllables.For example: engine en.gine engineer en.gin.eer engineering en.gin.eer.ing Each syllableispronounced separately,but normally only onesyllableis stressed.That means it is saidmore slowly and clearly than the other syllables. We say 'enginebut engin'eer. A gooddictionarywill showthe stressedsyllables. Listen to these words. Try to mark the stressed syllables. machinery mechanical machine install installation electricity electrical electronics aeronautical ventilation Writing Task 7 Fill in the gaps in the followingdescriptionof the differentbranches of engineering using informationfrom this diagram and language you have studied in this unit. Engineering I I I I , Civil Mech[nical Elect,ical Electronic Marine Automobile Aeronautical Heatingand Electricity Electrical Lighting ventilating generating installation * Mining Medical
2 Themain branchesof engineeringarecivil. ' ,. and 4 electronic. Mechanicalengineeringis ' machinery of allkinds.Thisbranchof engineeringincludes .automobiie. 6 ,andheating andventilating.Thefirstthree are concernedwith 7 8 transport: . carsandplanes.The last with air- conditioning,refrigeration.etc. Electricalengineeringdealswith fromgenerationto use. Electricitygeneratingisconcernedwith lo stations.Electrical installationdeals " cables.switchgear,andconnectingup electricalequipment. Twobranchesof engineeringincludeboth l2 and l 3 engineers.These aremining and I* engineering.Theformerdeals with mines andmining equipment,the latter with hospital " ofall kinds. 1 Listening Task 8 Listen to these shortextracts.To which branch of engineering do these engineers belong? ! Task 9 Listen again. This time note the words which helped you decide on your answers.
Choosinga course Task 1 Study this list of points to consider when decidingwhether to study engineering. Tick [J]the statementswhich refer to you. Then ask your partner which statement- -of-- +- bim om he-. s l 1 You enjoypracticalprojects-creating and investigatingthing 2 You likefinding out howthingswork. 3 You are interestedin improvingthe environment. 4 Youlikehelpingpeople. 6 Youenjoysolvingproblems. 6 Youenjoy organizingact~rties. 7 YouenjoyscienceprogrammesonTVor onthe radio. 8 Yousometimesreedarticlesonscientificorengineeringtopics. 9 You havea lot of determinationandstamina. Ifyouhavetickedmostofthesestatements, engineering*the right courseofstudyfor you. S o w : Adaptsdfmm CytemunlrsmdT&- BBC EdwHbn
Task 2 Fill in the gaps in this text. Each gap represents one word. Compareyour answers with your partner. More than one answer is possible for many of the In the United Kingdomyou can ' engineering at a collegeof further education or a university. Most collegecourses from one to two years. Universityundergraduate courses ' engineering last fromthree to fouryears. Acollegewill take afterfouryears of secondary school 5 education. Most students study full-time. day-releasecourses are availableforpeople who in localengineering companies. Students will be given a certificate a diplomaat the 8 of their course. Mostuniversity students wiU have completedsix of secondary 10 school.Otherswill have taken a diplomacourseat college. give degrees.A Bachelor's degree" three to fouryears. AMaster's 12 r e q u i r e s a further year. Task 3 Listen to the text and note the words used on the tape for each gap. Reading Having a purpose As a student of engineering or as a professionalengineer,you have to read a great deal. Makea listof someof the kids of textsyou may read. It is important that you developthe most effectiveskillsforgettiig the information you want quickly and accurately when you read. Task 4 There are exampleson the followingpages of some of the kinds of texts you may read in your studies or working life. Match them to this list: table index contents book title manual price listof components collegebrochure job advertisement
Order Code RK65V BX96E W l l M FY93B WlZN W13P RK66W W14a BH6lR T w P C BLatchP12w P C BLatchPI3w P C BLatchPl4w P C BLatchPI5w P C BLatchPI6w PCBLatchPI8w PCBLatchPI10w P C BLatchPI12w P C BLatchPI17w Priceeach ZOP 2 5 ~ 2 9 ~ 3 5 P 4 2 ~ 4 8 ~ 5 4 ~ 5 8 ~ MP electrical energy, electrical system produci motion, advantagesan disadvantages, 178 electricitv. safety with. 87 electmeardiagraphy, 30 electromagnetic radiation, 56 electromechanicalcounters, 7 electronic(s), 61-122 constructionaltechniques, designingwith, 644.69, 118-21 digid, 88-122 materials/fittings/wm usedin. 50.624 Electrical A,pplica+:nn- 3 ' Sinclair is one of the UK's largest prlvate engineering groups, with an reputation. The sealing I / chesterfield range of products throughout the Midlands. You should have previous sales and mechanical engineering experiencewith a biasto maintenance products and mechanicalengineering. The successfulcandidatewill ideally be between30 and 45 years of age living in the Midlands with a mechanical engineering background. Thecompany offera good basicsalary,commission and company car. Apply in writing, with full CV to. J. FORD SlNCLAlRSEALINGSYSTEMSLTD. 16CANYONROAD, NETHERTONINDUSTRIALESTATE. BIRMINGHAM82OER Clos~ng date 17December19- SlNCLAlR
Step Action Switchthe system off +0.003 Wait 5 seconds 1 1 -I2 1 - 1 4.005 / g 1 Openthe top cover 2 Setthe MTR switchto MTR mode,that is, move it to the left. 3 Closethe top cover Task 5 Shaft limits Bearing Heavy loading Light loading When you read, it is important to have a clear purpose. Here are some of the purposes you may have for reading the above texts. Match one purpose to each text. finding a job pricing a component finding out how to do something choosingthe best chapter to read looking for specificinformation on a topic learning about electricalequipment choosing a course looking for a specification
Task 6 Choosing a course requires careful reading of college and university brochures. Your purpose here is to iind the most appropriate course for each of the following prospective students. Use the Course Guide which follows and answer using the course code. A student who has just left schooland wants to become a technician. A student who wants to designships. A student who wants to get an engineering degreeand also improvehis knowledgeof languages. A student who wants a degreeeventually but whose qualificationsat present are enough to start an HNDcourse. A student who wants to work as an engineer with the air force. A technician employedby a company which installselectricalwiring in factories. A student with a National Certificatein ElectricalEngineeringwho is prepared to spend another two years studyingto improveher qualifications. A student interested in how micro-organismscan be used in industry. I ~ .~ EE22 ' ~ i ~ h i r National Diploma in Electronicand Electrical ~n$iieering. Two years, full-time. For potential electronic andeiectrical engineers. The first year iscommon andthe second year allows studentsto specialize in either electronic or electricalengineeringsubjects. Successful m gstqdentsmay continueto a degreecourse. . ... . . , . .. : .:'~&ionaicertificate in ElectricalEngineering. Oneyear, 'full-time. For potential technicians or for thosewho wish I ain entry to an HNDcourse. er NationalCertificateCourse in Electrical.. - neering.Two years, day-release. This col providesthe technicaleducation requiredfor technicians employed inthe electrical installation industry. H300 Bachelo! of Engineering(BEng)-Mechanical Engineeringfor Europe. Four-am, full-time; one year study andwork attac ntinFurnc ~ermany. H400 Bachelor of Engineering(BEnyr- n t r ~ u ~ ..I Engineering.Three years, full-time, or f~ tars including one year of professionaltrainins nlthesi----' industry. HJ36 Bachelor of Engineering(BEng)-NavalArchitectufeand Ocean Engineering.Three years, full-time. H340 Bachelor of Science (Engineering)-Mechanical
I Bachelor of cr~y~~reering (B Eng)-Manufactur~~~u 1 Management.A two-year HNDcourse in engineering followed bytwo years of technology and managemell1 designedto produce managersqualified in high technology. Furtherinformation may be obtained by contacting one of these informationcentres and requestingthe appropriate course leaflet by sode number. All Ecourses: InformationCentre Fraser College Parlett Street Glasgow GL2 2KL All Y courses: Information Centre Maxwell University Glasgow GLl5PN Writing Lettt, ,+,,.iting,1: r,,,,sting inforrnatib.. Write a letter to either the collegeor the university mentioned in Task 6 asking forinformation on a course which interests you. Set out your letter like this: 21 Route de St Fargeau 18900 Russe Fw August 199-
Engineering materials Ribbed plasticpipes stackedneara roadconstruction site where they will be laid for drainage along the sides ofa newsection of motormay. Task 1 List the materials you know which are used in engineering. Combineyour list with the others in your group and classify the materials as metals. thermoplastics, etc. Reading Scanning tables In engineering it isimportant to practise reading tables,charts,diagrams, and graphs because somuch information ispresented in these ways. Wew i l lstart in this unit with a table. Scanningis the best strategy forfinding information in a table. With scanning. you know before you read what sort of information you are searching for. To scan a table, you move y o u eyesup and down the columns until you 6nd the word or wordsyou want. Toscan quickly,you must learnto ignore any information which will not help you with your task.
Task 2 Scan the table which followsto 6nd a material which is: 1 soft 2 ductile 3 malleable 4 tough 5 scratch-resistant 6 conductiveand malleable 7 durableand hard 8 stiffand brittle 9 ductileand corrosion-resistant 10 heat-resistant and chemical-resistant Materials Properties Uses Metals Aluminium Light,soft,ductile,highly Aircraft,enginecomponents. conductive,corrosion-resistant. foil,cookingutensils Copper Very malleable, tough and Electricwiring. PCBs,tubing ductile,highly conductive. corrosion-resistant. Brass (65%copper. 35% Very corrosion-resistant. Casts Valves. taps castings.ship zinc) well,easilymachined. Can be fittings,electricalcontacts work hardened. Good conductor. Mild steel(ion with High strength, ductile,tough. Generalpurpose 0.15%to 0.3%carbon) fairlymalleable.Cannot be hardened and tempered.Low cost.Poor corrosionresistance. Highcarbon steel (ion Hardest of the carbon steelsbut Cuttingtools such asdrills,files, with 0.7%to 1.4%carbon) lessductileand malleable. Canbe saws hardened and tempered. Thermoplastics ABS Acrylic Nylon High impact strength and toughness,scratch-resistant,light and durable. Stiff,hard, very durable,clear. can be polished easily. Can be formedeasily. Hard, tough, wear-resistant,self- lubricating. Thermosettingplastics Epoxy resin High strength when reinforced, good chemicaland wear resistance. Polyesterresin Stiff,hard, brittle. Good chemical and heat resistance. Urea formaldehyde Stiff,hard, strong,brittle, heat- resistant, and a good electrical insulator. Safety helmets,car components, telephones,kitchenware Aiicraft canopies,baths, double g l - g Bearings,gears,casingsfor power tools Adhesives,encapsulationof Moulding,boat and car bodies Electricalfittings,adhesives
Task 3 1 2 3 4 5 6 7 8 Scan the table to find: A metalused to make aircraft Plasticsused for adhesives Steelwhich can be hardened An alloy suitablefor castings Aplastic with very low friction Amaterialsuitablefor safetyhelmets Ametal suitablefor a salt-waterenvironment Ametal for general constructionuse but which shouldbe protected from corrosion Aplastic for car bodies The metal used for the conductorsin printed circuitboards Languagestudy Making definitions Studythesefactsfrom the table about aluminium: 1 Aluminiumis a light metal. 2 Aluminiumisused tomake aircraft. Wecan link these factsto make a debition of aluminium: 1+2 Aluminium is a lightmetal which is used to make aircraft. Task 4 Use the table on the previouspage to make definitions of each of the materials in column A. Choose the correct information in columnsB and C to describe the materialsin column A. 1 Analloy 2 Athermoplastic 3 Mild steel 4 Aconductor 5 Aninsulator 6 High carbon steel 7 Brass 8 Athermosettingplastic allowsheat or current to floweasily remainsrigid at high temperatures does not allow heat or current to flow easily a metal contains iron and 0.7%to 1.4% carbon a material becomesplastic when heated an alloy contains iron and 0.15%to 0.3%carbon formed by mixing& metalsor elements consistsof copper and zinc
Writing Adding information to a text Studythis text about aluminium. Aluminiumis used tomake aircraft,engine components,and many itemsfor the kitchen. We can add extra information to the text likethis: Aluminium,whichisLight,soft,andductile,is used to make aircraft, enginecomponents-forexample,cylinderheads-and many items for the kitchen,suchaspots. Note that the extra informationis marked with commasor dashes: , which .... -for example. ...- such as ..., Task 5 Add this extra information to the following text about plastics. Plasticscan be mouldedinto plates, car components,and medical aids. Thermoplasticssoftenwhen heated again and again. Thermosettingplastics sethard and do not alter if heated again. ABS is used for safetyhelmets. Nylon is self-lubricating. Nylon is used for motorized drivesin cameras. Acrylicis a clear thermoplastic. Acrylicis used for aircraft canopiesand doubleglazing. Polyester resinis used for boat and car bodies. Polyester resinis hard and has good chemicaland heat resistance. Plastics are syntheticmaterials. They can be softened and moulded into useful articles.They have many applicationsin engineering.There are two typesof plastics:thermoplasticsand thermosettingplastics. ABS is a thermoplasticwhich is tough and durable. Because it has high impact strength,it has applicationswhere suddenloadsmay occur. Nylon is a hard, tough thermoplastic.It is used where silent,low-friction operationis required. Acryliccan be formedin severalways. It is hard, durable,and has many uses. Polyester resin is a thermosettingplastic used for castings.It has a number of usefulproperties.
Mechanisms Tuning-in Task 1 Identify these simplemechanisms.Try to explain the principles on which they operate. Reading Scanning a text Scanningis the best strategy forsearching for speci6cinformationin a text. Moveyour eyesup and down the text until you find the word or wordsyou want. Again, try to ignoreany informationwhich will not helpyou with your task. Task 2 Scan the text opposite quickly to 6nd out which of these mechanisms are mentioned. 1 cam 2 tap 3 pendulum 4 foot pump 5 escalator
Task 3 Mechanismsare an i do simplethings like from continentto continent. 5 Mechanismsplay avital role in industry.While many industrial processeshaveelectroniccontrol systems, it isstill mechanismsthat deliverthe powerto dothe work. They providethe forces to press steelsheets intocar body panels, to lift largecomponentsfrom place &, , > .: :. , # > * , . . ..,, . > : ,*:.s. ,?< $&g#,!+$:,;? andforwards. edgeof the paper.. 10 All mechanismsinvolvesome kindofmotion. Thefour basickindsof Rotary:Wheels, gears, and roiier#--porary movement. Oscillating: The pendulumof aclock oscillates- it swings backwards 15 Linear:The linear movementof a papertrimmer is usedto cutthe Reciprocating:The piston ina combustion enginereciprocates. Now read the text to find the answers to these questions. What does a cam do? What doesoscillatingmean? How are plastic pipes formed? What simplemechanisms in the home are mentioned directlyor indirectly? What is the function of a crankshaft? Give an exampleof a devicewhich can produce a linear movement. How are car body panels formed? What do mechanisms provide in industry? Writing Waysof linking ideas, 1 When we write, we may have to describe,explain, argue,persuade, complain, etc. In all these formsof writing, we use ideas. To make our writing effective. we have to make sureour readers can followour ideas. One way of helping our readers is to mahe the linksbetween the ideasin our writing. What are the linksbetween these pairs of ideas?What words can we use to mark the links? 1 Mechanismsare important to us. 2 They allow us to travel. 3 Mechanismsdeliverthe power to do work. 4 They play a vital role in industry. 5 Friction is sometimesa help. 6 It is oftena hindrance.
Sentence 2 is a reason for sentence 1.We can link 1and 2 like this: Mechanisms are important to us because/since/asthey aIIow us to trawl. Sentence 4 is the result of sentence 3. We can link 3 and 4 l i e this: Mechanismsdeliverthepower to do work so they play a vita1role in industry. Mechanismsdeliverthepowerto do work: therefore theyplay n vital role in industry. Sentence 6 contrastswith sentence 5. We can link 5 and 6 like this: Frictionis sometimesa helpbut it is often a hindrance. Task 4 Show the links between these sets of ideas using appropriate linking words. 1 Copperis highly conductive. It is used for electricwiring. 2 Weight is measured in newtons. Mass is measured in kilograms. 3 Nylon is used for bearings. It is self-lubricating. 4 ABS has high impact strength. It is used for safetyhelmets. 5 Thefoot pump is a class 2 lever. Theload isbetween the effort and the fulcrum. 6 Frictionis essentialin brakes. Frictionis a nuisance in an engine. 7 The upper surfaceof a beam is in compression. The lower surfaceis in tension. 8 Concretebeams have steelrods near the lower surface. Concreteis weak in tension.
Task 5 Languagestudy Dealing with technical terms One of the difficultthings about the English of engineering is that there are many technical terms to learn. Newer terms may be the same, or almost the same, in your own language. But many terms will be quite differentand you may not always remember them. When this happens,you will have to use whatever English you know to make your meaning clear. The samething may happen in reverse when you know a technical term but the person you are communicating with doesnot recognize it. Thismay happen in the Speakingpracticetasks in this book. Again, when this happens, you will have to make your meaning clear using other words. Task 6 The technical words in column A are similar in meaning to the more general English in column B. Match them. A B oscillates a changes rotates b large,thin, flat pieces reciprocates c moving stairs has a linear motion d goesround and round converts e movement motion f goesin a Line escalator g swingsbackwards and forwards sheets h goesup and down Try to explain how this simplemechanism operates using whatever English you know. Write your explanation down. Compareyour explanation with the technical explanation given on page 4 of the Answer Book. Learn any technical terms which are unfamiliar to you. Treadle linkage Speakingpractice Task 7 Work in pairs, A and B. Each of you has a diagram of a cam. Describe your diagram to your partner. Your partner shoufltry to reproduce your diagram from the spoken description you provide. StudentA: Your diagram is on page 177. Student B: Your diagram is on page 181. Thestext on the next page will help you with the vocabulary you need.
Camsareshaped piecesof metalor plasticfixed to, or partof, a rotatingshaft. A 'follower' isheldagainstthe cam, either byitsown weight or byaspring. As the cam rotates, the follower moves. The way inwhich it movesandthe distance itmovesdependsonthe shapeofthe cam. Rotarycamsarethe mostcommontype.Theyare usedto changerotarymotionintoeither reciprocatingor oscillating motion. If you donot understandwhat yourpartnersays,thesequestionsand phrases maybehelpful. 1 Couldyou say that againlrepeatthat,please? 2 What doyou meanby X? 3 Where exactlyis the X? 4 What shapeis the X? 5 How doesthe X move? Ifyourpartnerdoesnotunderstandyou,try to rephrasewhat you say.
Forces in engineering Task 1 Working in your group, try to explain these problems. 1 Why doesn't the shipsink? 2 What makes the spring stretch and what keeps the weight up? 3 Why doesn't the box slidedown the slope? Reading 1 Predicting Asyou learnt in Unit 1,it is important to think about what you are going to read beforeyou read. Do not start to read a text immediately.One way to help your reading isto t h i i about the words which might appear in the text. The title might help to focusyour thoughts. Which wordsmight appear in a text with the title Forcesin engineering? Task 2 The text you are going to read is called Forces in engineering.Here are some of the words it contains. Can you explain the link between each word and the title of the text? weight elasticity buoyancy magnitude equilibrium resultant newton gravity
Task 3 Now read the text. Use the information in the text to check the explanations you made in Task 1. Forcesinengineering To solvethe ship problem, we must lookatthe forces onthe ship (Fig. 1).Theweight, W, acts downwards. That isthe gravity force. The buoyancyforce, B, acts upwards.Sincetheship isinequilibrium, the resultantforce iszero, sothe magnitudesof BandW must bethe 5 same. Fig. 1 Another very importantforce inengineeringistheonecausedby elasticity.A goodexampleofthis isaspring. Springsexertmoreforce the morethey are stretched.Thisproperty providesaway of measuringforce. A spring balancecan becalibratedin newtons, the l o unit of force. The block in Fia. 2 hasaweiaht of 10newtons.The weight on the balancepulls?hespringdown. To give equilibrium, the spring pulls upto opposethat weight. This upwardforce, F1, equals the weight ofthe block, W. F W Fig. 2 Itis impottantto getthe distinction betweenmassandweight 15 absolutelyclear. Mass isthe quantity ofmatter inanobject.Weight is the force onthat objectdueto gravity. Massismeasuredinkilograms, whereasweight, being aforce, ismeasuredinRewtons. We havelookedat buoyancy, elasticity, andgravity.There isafourth force important in engineering, andthat isfriction. Friction isa helpin 20 somecircumstancesbutehindrancein others. Letusexaminethe forces onthe box (Fig.3).Firstly,there isitsweight, W, the gravity force, thenthere isthe reaction, R , normalto the plane. RandW have a resultantforcetrying to pullthe boxdownt h e w . Itisthefriction force, F , actingupthe slope, that stops itslidingdown.
Reading2 Grammar links in texts One of the waysin which sentencesin a text are held togetherisby grammar links.In this extract,note how each expression in italicslids with an earlier expression. Another very important force inengineeringis theonecaused by elasticity.Agood exampleof this isaspring. Springsexertmoreforce the more theyare stretched. Thisproperty providesaway of measuringforce. Sometimestheselinkscauseproblemsfor readersbecausethey cannot make the right connectionbetween words in differentparts of a text. Studythesecommon grammar links: 1 A repeatednoun becomesa pronoun. Springs becomes they. 2 A word replaces anearlierexpression. Force in engineering becomesone. 3 A word replaces a whole sentenceor clause. Springs exert moreforce the more they are stretched becomes Thisproperty. Tr*4 With which earlier expressions do the words in italicslink?Join them as in the exampleabove. Frictionin machines is destructive andwasteful. Itcausesthe moving partsto wear and itproducesheat where itis notwanted. Engineers reducefriction by usingven/ highly polishedmaterialsand by lubricatingtheirsurfaceswith oil and grease. Theyalso use ball 5 bearingsand roller bearings becauserolling objectscause less friction than sliding ones. Source:S. LarkinandL. Bernbaum(eds.l.The PenauinBookof the PhysicalWorld ...'
Languagestudy The present passive Studythese instructionsfor a simpleexperiment on friction. IHorizontallv calibrated Fig. 4 1 Place a block of wood on a flat surface. 2 Attach a spring balance to one end of the block. 3 Apply a gradually increasing force to the balance. 4 Note the forceat which the block just begins to move. 5 Pull the block along so that it moves at a steady speed. 6 Note the forcerequired to maintain movement. 7 Comparethe two forces. When we describethis experiment, we write: A block of wood is placed on a flat surface.A spring balance is attached to one end of the block. Thisdescriptionuses the present passive. We form the present passiveusing islare +past participle. Task 5 Complete this description of the experiment using the present passive. A block of wood ' on a flat surface.A spring balance " to one end of the block. A gradually increasing force to the balance. The forceat which the blockjust beginsto move 4 - The block along at a steady speed.The forcerequired to maintain movement 6 . The two forces' .It is found that the first forceis greater than the second. What does this experiment show? Listening Listening to lectures Thelistening passage you are going to hear is an extract from a typical engineering lecture. Here are someof the features of lectures. 1 Incompletesentences:Spokenlanguage is not dividedneatly into sentences and paragraphs. For example: Now what Ithought Imight do today ...What wearegoing to talkof... 2 Repetitionand rephrasing: Lecturersoftensay the samething more than once and in more than one way. For example: It will turn, revolve. 3 Signpostexpressions:Lecturersoftenuse expressionsto help the studentsknow what they are going to do next, what is important, etc.For example: What we are going to talk ojis the extensionofajorce.
Task 6 In the same way as when reading, it is helpful to think about the topic of a lecture before you listen. The topii here is The Moment of a Force. Can you explain the links between these words from the lecture and the topic?Use a dictionary to help you if necessary. turning distance product pivot perpendicular leverage fulcrum hinge - Task I - Now listen to the lecture to check your explanations. - During the lecture, the lecturer drew this diagram on the board. Which of the words in Task 6 can be used to talk about the diagram? Here are some signpost expressionsfrom the lecture. What do you think the lecturer is indicating each time?Select from the labels below, a to e. 1 We're going to talk about the moment of a force. 2 If you can think of a spanner ... 3 But what you have to remember is ... 4 Somethingsim~le to illustrate. - . 5 I'm thinkiug ofa practical job. 6 2'hy do we put a handle there on the door? 7 Is that understood?All right? 8 Wellthat is then a littleexplanation of how you calculate moments. a Emphasizingan important point b Showing that the lecture is over c Checking that the students can followhim d Introducing the topic of the lecture e Giving examplesto illustrate the points Task 10 Listen to the tape again and answer these questions according to the information given by the lecturer. 1 What advantage doesa longer spanner offer in loosening a tight nut? 2 What is the formula for calculating the moment of a force? 3 Why is it sometimesdifficultto apply a force at right angles in a motor car engine? 4 Why is the handle of a door at the edge? 5 Write down the formulaeforcalculating forceand distance.
The electric motor Task 1 Working in your group, list as many items as you can in the home which use electric motors. Which room has the most items? Reading Skimming In Unit 3 you studiedscanning -locating specfic information quickly. Another useful strategy is reading a text quickly to get a generalidea of the kind of information it contains. You can then decidewhich parts of the text are worth reading in more detaillater,dependingon your reading purpose.Thisstrategy is called skimming. Task 2 Skim this text and identify the paragraphs which contain information on each of these topics. The 6rst one has been done for you. a What electricmotors are used for paragraph 1 b The commutator c Why the armature turns d Electromagnets e Effectof putting magnets together f The armature Inanelectricmotoranelectriccurrantand magneticfield produce aturning movement.Thiscan driveall sorts of machines, from wrist-watchestotrains.The motorshown in Fig. 1isfor awashing machine. Itisauniversalmotor, whichcan runon directcurrentor 5 alternatingcurrent. An electriccurrent runningthroughawire producesamagnetic fieldaroundthewire. Ifan electriccurrentflowsarounda loopof wirewith abarof ironthroughit,the ironbecomesmagnetized.Itis ! calledanelectromagnet; one endbecomesa northpoleandthe o otherasouthpole, dependingonwhichwaythecurrent isflowing aroundthe IOOD.
Ifyou puttwo magnetsclosetogether, likepoles-for example, 3 two northpoles-repeleachother, andunlikepolesattracteach other. 5 Inasimpleelectricmotor, likethe oneshowninFig.2 , a pieceof 4 ironwith loopsofwire roundit, calledanarmature, isplaced betweenthe northandsouth polesof astationary magnet, known asthefield magnet.Whenelectricityflowsaroundthearmature wire, the ironbecomesanelectromagnet.
I The attractionand repulsion betweenthe polesofthis armature magnetandthe polesof the field magnetmakethe armatureturn. As a result, itsnorth pole isclosetothe south poleofthe field maunet.Thenthe current is reversedsothe northw l e of the armature magnetbecomesthesouth pole. Onceagain, the attraction and repulsionbetweenit andthe field magnet makeit turn. The armaturecontinuesturning as long asthe direction ofthe current, andtherefore itsmagneticpoles, keepsbeing reversed. To reversethe direction of the current, the endsofthe armature t wire areconnectedto different halvesof a solit rino called a I commutator. Currentflowsto andfromthe kmm;tatorthrough small carbon blockscalledbrushes.As the armatureturns, first one halfofthe commutator comesintocontactwith the brush deliveringthe current, andthenthe other, sothe direction ofthe current keepsbeing reversed. Swfce: A( from'insideOWEle*ricMotof, Edumtion Gusrdian Match each of these diagrams with the correct description,A. B, C, or D. One of the descriptionsdoes not match any of the diagrams. (The diagrams are in the correct sequence, but the descriptions are not.) Motor run on direcl current A The armature turns a quarter of a turn. Then electriccontact is broken because of the gap in the commutator, but the armaturekeeps turning because there is nothing to stopit. B When current flows,the armature becomes an electromagnet. Its north pole is attracted by the south pole and repelledby the north pole of the field magnet. C When a universal motor isrun on direct current, the magnetic poles in the armature change whilethose of the fieldmagnet remain constant. D When the commutator comesback into contact with the brushes, current flowsthrough the armature in the oppositedirection.Its poles arereversedand the turn continues.
Language study Describingfunction Try to answer this question: What doesan electricmotor do? When we answer a question like this, we describethe function of something. We can describethe function of an electricmotor in this way: An electric motor converts electrical energy to mechanical energy. We can emphasizethe function like this: Thejunctionofanelectric motor is to convert electrical energy to mechanical energy. Task 4 Match each of these motor components to its function, and then describe its function in a sentence. Component Function 1 armature a transfers rotation from the motor 2 bearings b create an electromagnetic field 3 brushes c converts electromagnetic energy to rotation 4 commutator d reversesthe current to the armature 5 drive shaft e supportthe drive shaft 6 field windings f supplycurrent to the armature Writing Describing components Task 5 Dismantle this simple dc motor into its components by completing the labelling of the chart below. Loop of wire
Now studythis descriptionof themotor. A simpledcmotor consistsofa fieldmagnet and an armature.Thearmature is placed between the poles of themagnet. Thearmature is made upo f a loopof wire and asplitring knownasacommutator.Theloopis connectedto the commutator.Currentis suppliedtothemotorthrough carbon blockscalled brushes. Towritea description,you need touse languageto: 1 dismantlea pieceof equipmentinto itsmain parts. These expressions willhelp: consistso f X A A ismadeupof XandY iscomposedo f Y 2 name components: known as brushes. Carbonblocks called 3 locatecomponents: Thearmature isplaced betweenthepoles. 4 connectcomponents: Theloopis connectedtothe commutator. Task 6 Completethe text with the help of the diagram on the next page. Use the followingwords: are made up isplaced is composed consists A transformer oftwo coils,a primary and a secondary.Thecoils arewound on a formerwhich ismounted on a core.Thecoils of a number of loopsof wire. Thecore of thin piecesof softiron. U- and T-shaped piecesare used. Theformer onthe legof theT. Now labelthediagramoppositeusing the completedtext.
Word study Studytheseexpressionsfor describinghow componentsare connectedtoeach other. A is bolted to B. = A is connectedto B with bolts. A is welded to B. =A is connectedto Bby welding. A is tixed to B. =no speci6cmethod given Task 7 Explain each of these methods of connection. 1 screwed 2 soldered 3 attached 4 wired 5 bonded 6 glued 7 riveted 8 welded 9 brazed 10 nailed
An engineering student Task 1 Task 2 1 2 3 4 5 6 7 8 List some of the subjects studied by engineering studentsShare your List with others in your group. Find out what these terms mean in education. Usea dictiooary if necessary. pass resit assessment fail dropout period full-time module Listening When listening,it is important to have a clear purpose s othat you can concentrate on the parts of the messagewhich best meet youroads.It also helps to think about what you will hear beforeyou listen.Tbtn u t two tasks will helpyou to preparefor listening and to have a dearpurpose.
Task 3 You are going to hear an interview with David, a student of electrical engineering at a Scottish college of further education. He is a mature student with previous service in the Navy. Here is David's weekly timetable. Someof the information is missing. Before you listen,try to answer these questions about the timetable. 1 What time doesDavid start each day? 2 When does he finish? 3 How long is a class? 4 How many classesdoeshe have each week? 5 What do the numbers mean after each class. e.g. 150? 6 How often doeshe have breaks? I MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Design and make 150 Technology Technology 138 051 .~ B r e a k - -- 10.30-12.00 Design Tutorial and make 150 140 063 p~~ ~ ~p -- L U N C H B R E A K -- / 13.00-14.30 Maths Communications Maths 1 510 510 606 510 510 - - - B r e a k I 14.45-16.15 Technology Principles Technology Principles Self-study 053 138 039 051 Task 4 Listen to Parts 1and 2 of the interview in turn. Answer these questions. Compare your answers with a partner. Part 1 What is the name of David's course? How long is the course? How old is David? How long was he in the Navy? How many types of submarines are there? Part 2 How many weeks of teaching doeshe have left? How is the course assessed? What happens if you fail the tests once? How many are in his class? What kind of problemshas he had?
Task 6 D Listen to Part 3 of the interview.Try to completethe information missing from the timetable. Compareyour answers with a partner. Task 8 Liiten to the last part of the interview.Answer these questions. Part4 11 Whendoeshe practisesport? 12 Where can you goforsport? 13 What kind of sportscan you practise there? 14 What ishe goingto do after the Certificate? 15 What doeshe want to be? Task 7 D Now listen to the whole tape. Answer these more difficult questions. 1 Why didDavid leavethe Navy? 2 Why did students dropout of the class? 3 Why did he dislikeschool? 4 Why domost studentsfindPSDa bit of a nuisance? 5 Why doeshe want toknow when it's raining? 6 Why doeshe not have to use the library? 7 Why doeshe enjoytechnologymost? Writing Comparing and contrasting Task 8 Write your own timetable in English. MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Task 9 Now completethis table. Note any similaritiesand differencesbetween David's week and your own. David's subjects Hours per week Your subjects Hoursper week
Task 10 Write a short comparison and contrast of your timetable and David's. These expressions may be useful: more time/hours/classes/maths than lesstime/maths/physicsthan fewerhours/classesthan not asmuch tiie/maths/physics as not asmany hours/classesas start/finishearlierllater than Note that less and much are used forthings which cannot be counted.
Central heating Task 1 How can you heat a house in cold weather? List the possible ways Reading Predicting In Unit 5we learnt how using the title can help us to predict the contents of a text. Diagrams are alsovery useful in helping the reader to make the right guesses about what a text will contain. Before you read a text. read the title and look at any diagrams it contains. Task 2 Using the diagram, try to explain the function of these components: 1 the pilot light 2 the heat exchanger fins 3 theflue 4 the thermostat 5 the pump Cold wate - Pump Finned heat exchanger Outer casting 1 7 G a s & i ? Air for combustion Pilot light b Burner
Task 3 Scan this text quicklyto check the explanationsyou made in Task 2. You mav not find all the information vou want. Gascentralheating Mostgascentralheatingworks onthe 'wet' system of heattransfer betweenwater flowingthrough pipes. Atypical systemincludesa boiler, a networkof pipes, afeed, andexpansiontank, radiators, anda hotwater storagesystem. I 5 Inconventional boilers, water is heatedby gas burners. Itisthen pumpedaroundthecentralheatingsystem andthe hotwater storagecylinder.Theflow of gasto the burner iscontrolled bya valve (orvalves)which can be operated byatime switch or by a boilerthermostat, hotwater cylinderthermostat,or by a ro thermostat locatedinoneofthe rooms. Air isnecessaryfor completecombustion and issuppliedto the burnerseitherfrom insidethe house, when adequateventilation must beensured,or directly from outsidethrough a balancedflue. Water iscirculatedthrough a heatexchangerabovethe burner. The i s heatexchangerismadeof tubesof cast ironor copper, which resist corrosion. Bothtypes usefins to increasethe surfacearea in contactwith water, which improvesthe transferof heat.A thermostat locatedinthe boiler causesthe gascontrolvalveto shut offwhen thewatertemperature reachesthe pre-setlevel. 20 After being pumpedthrough adiverter or priorityvalve, water circulatesaroundeither oneoftwo loopsof pipework, which act as heatexchangers. One looppassesthroughthe insideof the hot water storagecylinder in acoilarrangement. Heatistransferredto the surrounding water, which canthen bedrawnoff from this 25 cylinder from various hottaps inthe housewhen required. The loopthen returnstothe boilerfor re-heating. The other loopof the circuit passestothe radiators, which provide room heating. Several radiatorsare generallyconnected, where one pipe providesthe hotwater input andthe other carriesthe cold 30 water backto the boiler. Inthis wav, all radiatorsreceivehotwater directly fromthe boiler. Source:'Inside out:CentralHeating', EducationGuardii Task 4 Put these statementsin the correct sequence. The first and last have been done for you. Wateris circulatedthroughaheatexchanger. I Theloopreturnsto theboiler forre-heating. One loop passesthroughthe insideof the hot water storage cylinderin acoil of pipes. - Wateris heated by gasburners. The hot water is pumpedthroughadivertervalve. Theother loop of the circuitpassesto the radiators. Coldwater fromthe radiatorsreturnsto the boiler.
Use the statements in Task 4 to label the stagesshown in this diagram of a heating system. Fira flwr Ground floor t 1 Languagestudy Time clauses What isthe relationship between thesepairs of actions?How can we link each pair to showthis relationship? 1 Coldwater passes through a heat exchanger. The water isheated. 2 The water is heated. It reachesa pre-set temperature. 3 Thewater is heated. It is pumped to a divertervalve. 4 Thewater temperaturereachesthe right level. The gascontrolvalve shutsoff. We can show how actionsare linked in timeby using timeclauses. We can useas to link two connected actionshappening at the sametime. For example: 1 As cold waterpasses througha heat exchanger, the water i sheated. We can use until to link an action and the limit of that action. For example: 2 The water is heateduntil it reachesapre-set temperature. Note that until normally comesbetween the stages. We can use afterto show that one actionis followed by another action. For example: 3 qftcr the water is heated,it ispumped toa diverter valve. We can use when to showthat one actionhappensimmediatelyafter another. For example: 4 Whenthe water temperature reaches the right level, thegascontrol valve shuts off. Note that when the time word comesh t in the sentence.a comma (.) is used afterthe time clause.
Task 6 1 2 Link these sets of actionswith appropriatetime words. The system is switched on. Cold water passes through a heat exchangerin the boiler. Thewater passes through the heat exchanger. Thewater becomeshotter and hotter. Thewater reachesa pre-set level. The water temperaturereachesthe pre-set level. A thermostat causesthe gascontrolvalve to shut off. The water ispumped to a divertervalve. The water goes to the hot water cylinderor the radiators. Hot water passes through the insideof the hot water storagecylinderin a coil arrangement. Heat istransferred to the surrounding water. The hot water flowsthrough the radiators. Thehot water loses heat. Thewater passesthrough the radiators. Thewater returns to the boiler. Word study Task 7 The words listed in the fust column of this table are common in descriptionsof technical plant. They describehow substancesare moved from one stage of the process to the next. Some of these words can be used for any substance: others are more specsc. Write an X under Solids,Liquids, or Gases if the word on the left can be used to talk about them. The kst examplehas been done for you. carried circulated conveyed distibuted fed piped pumped supplied Solids Liquids Gases
Safety at work Task 1 What do these warning labels on chemicalsmean?Match each label to the correct warning. a Highly flammable b Harmful c Explosive d Corrosive e Oxidizing f Toxic MAKE SURE YOU LEARN THE LABELS! THEY ARE FOR YOUR PROTECTION.
Task 2 List some of the potential dangers in your laboratory, workshop,or place of work. How is the risk of these hazards reduced? Task 3 Study the safety instructions from a workshop below, and then answer these questions. a Who are the instructions for? b Who wrote them? c What was the writer's purpose? I 1 Wear protective clothing at all times. I 2 Always wear eye protection whenoperating lathes, cutters, and grinders and ensure the guard is in place. 1 3 Keep your workplace tidy. 1 I 4 Theareasbetween benches and around machines mustbe kept clear. I 1 5 Toolsshouldbe put away when not in use and I any breakages and losses reported 1 6 Machines should be cleaned after use, Reading Understanding the writer'spurpose Knowing what the writer's purposeis,who the writer is, and who the intended readers are can help us to understand a text. The safety instructions in Task 3 are clearlyintendedto encourage employeesto be safety consciousand reduce the risk of accidents. The writer is perhaps a supervisoror the companysafety officer,and the intendedreaders are machine operatives.Knowing these things can help us to work out the meaning of any part of the text we may not understand. Task 4 Study the company document on safety on the next page, and then answer these questions. 1 Who is this document for? a machine operatives b managers c allemployees d injuredemployees 2 Who wrote this document? a tradeunion representative b technician c manager d medicalstaff 3 What is the writer's intention? a to prevent accidents b to ensure speedyhelp forinjured employees c tn protect the company d to warn about dangers
Accident investigation Whenever an accidentoccursthat results in an injury (medicalcase), damage of equipment and material, or both, prompt accident investigationby theimmediatemanager is required. Awritten preliminary investigationwillbe completedby the end of theparticular shiftorbusiness day onwhichthe accidentoccurred. In noevent shouldtherebe a delay of more than 24hours.Failureto complywith this requirementmay subjectthe immediatemanager to disciplinaryactionup to and including discharge. Without adequate accidentinvestigationdata the Companymay be subjectedto costs,claims, and legalactionforwhichithas nodefence. As aminimum, the preliminary accidentinvestigationreport will include the following: 1 Name, occupation,and sexof injuredworker. 2 Placeand date/time of accident. 3 Descriptionof how the accidenthappened. 4 Immediate causesof the accident-unsafe actsand unsafe conditions. 5 Contributingcauses-manager safetyperformance,levelof worker baking,inadequatejob procedure,poor protectivemaintenance,etc. 6 Witness(es)-name and department. 7 Correctiveactiontaken- when. The employeewho was injuredand any employee(s)who witnessed the incidentshould be separatelyinterviewed as soonaspossible.A copy of the report must be submitted to theManager-Human Resourcesfor review.Another copy of the report istobe retained fora period of not lessthan the injuredemployee's length of employmentplus five(5) years. Task 5 Study this brief report o f an accident.In which points does it not meet company policy on reporting accidents?
Language study Making safety rules What are the differencesin meaning, if any, between these statements? 1 Wear protectiveclothing. 2 Always wear protectiveclothing. 3 Protective clothing must be worn. We can make safetyrules in these ways: 1 Using an imperative. Wearprotective clothing. Do not wear loose-fittingclothing. 2 Alwags/neverare used to emphasizethat the rule holds in all cases. Alwa~s wearprotective clothing. Never wearloose-fittingclothing. 3 We can use amodal v e r b - Protective clothing must be worn. Protective clothingshould be worn. Task 6 Study this list of unsafe environmental conditions (hazards).Write safety rules to limit these hazards using the methods given above. For example: inadequatelighting Lighting must beadequate.or Lighting should be adequate. 1 uneven floors 2 unguarded machinery 3 untidy workbenches 4 untidy workplaces 5 badly maintained machinery 6 carelesslystored dangerousmaterials 7 inadequate ventilation 8 damaged tools and equipment 9 machinery in poor condition 10 equipment used improperly 11 equipment operated by untrained personnel 12 apprentices working without supervision Writing Waysof linking ideas, 2 In Unit 4 we learnt that to make our writing effective,we have to make sure our readers can followour ideas. We learnt how to mark reasons, results, and contrasts in our writing. What are the linksbetween these ideas?What words can we use to mark the links? 1 The accident happened. 2 The operator's carelessness. 3 The supervisorwas not present.
Sentence 2 is a reason for sentence 1.Sentence 3 is an additionalreason. We can mark the links between them like this: Theaccident happened becauseof the operator's carelessness.In addition/moreover,the supervisor was not present. We use because o f to introduce a reason which is a noun or noun phrase. We use in additionand moreover to introduce an additional reason. What are the linksbetween these ideas?What wordscan we use to mark the links? 4 Suitableprotection should be worn. 5 Safetyhelmets should be used where there is a danger of falling objects. Sentence 5 is an exampleto illustrate sentence 4. We can mark this in this way: Suitableprotection should b e worn.For example/Forinstance,sakty helmets shouldbe used where there is adangeroffalling objects. Task 7 Show the links between these sets of ideas using appropriate linking woru. from this unit and from Unit 4. 1 Many accidents happen. Workers' carelessness. 2 Education can reduce accidents. It is important that all workersreceive training in basic safety. 3 Eye injuries can be serious. Gogglesmust be worn for grinding and cutting. 4 Safetygloves provide protection for the hands. They prevent burns. They reduce the danger of cuts. 5 Safetyshoesprotect the feet against fallingobjects. They prevent the feet getting caught in machinery. 6 Respiratorsshould be worn in dusty conditions. Dust can damage the lungs. 7 Safetygear existsfor everydanger. Each year people are injured. They refuse or forget to wear the right gear.
1 0 Young engineer Task 1 Lucy Porter is a recent winner of the Young Engineerfor Britain award. Study this diagram of her invention.Discuss these questionsin your group: 1 Whatis it? 2 Who is it for? 3 Howdoesit work?
Listening Task 2 m Task 3 rn a b c d e f g h i i k Task4 Task 5 1 2 3 4 5 6 Task 6 Task 7 m 1 2 3 4 Now Listen to Lucy talking about her invention and career plans. As you listen, check your answers to Task 1. Now listen again. Here are someof the things Lucy talks about. Put them in the correctsequence.The first one has been done for you. Her careerplans. What happensnext with her invention. How it works. Whysheisplanning tostudyengineering. Changesin the design. What her inventioniscalled. What materialssheused. Who it isintendedfor. How shemade the prototype. How shegot theidea. Her viewsonengineeringasa careerforwomen. Now make notes on what Lucy says about the above topics. Label the diagram in Task 1with these terms: rope handle pulley A-frames cross-piece seat Put these stepsin the creation and development of the swingin the correct sequence.The &st and last have been done for you. problemidentified 1 prototypebuilt in wood - metalversion built - design modified inventionpatented - modelsbuilt totestdesign - prototypemodified - prototypeh k d - designdrawn - manufacturer licensedto produce 10 Now listen again and answer these more detailed questions. Howdid the inventiongetitsname? What did sheusetotestdesignswhich seemedviable? Whydid shemake thefirst swingkom wood? What arethe advantagesof a metalframe?
Writing Describing and explaining Task 8 You are going to write a brief descriptionand explanation of Lucy's invention. It will consist of two paragraphs. Paragraph I Use the labelled diagramin Task 1and the information from the tape to write a brief descriptionof Lucy's invention.Your descriptionshould answer these questions: 1 What is it called? 2 What is it for? 3 What doesitconsistOR 4 How are the parts connected? 5 What is it madeof) Usethe language of descriptionstudiedin Unit 6. Paragraph 2 The followingstepsexplainhow the swingworks. Put them in the correct sequence.Then use soand when to link them into a paragraph. Theropepulls the seatforwards. Repetitionof theseactionscausesa swingingmotion. The childpuUsdownon the handle. The seatswingsback under the weight of the child. The child releases the handle. Speakingpractice Task 9 Work in pairs. A and B. StudentA: Playthe part of the interviewer.Baseyour questionson the topics in Task 3,and any other questionsyou may wish to add. For example: a Her careerplans. +Whatare your careerplans? StudentB: Play the part of the swinginventor. Conduct the interview.
Washing machine Task 1 Many items found in the home contain controlsystems. The washing machine is one of the most complex.List some of the factorsthe control system of a washing machine must handle. This diagram may help you. Fig. 1Cross-sectionthrougha washing machine Reading Reading diagrams In engineering.diagramscarry a greatdeal of information.They can also help you to understand the accompanying text. For this reason,it is helpful to try to understand anydiagrambeforereadingthe text. Task 2 Study the diagram again. Try to explain the function of each of these items. 1 Pump 2 Motor
Task 3 Shock absorber Solenoidvalves Heater Pressuresensor Door lock andsensor Temperaturesensor Fan Read this text to check your answers to Task I 7 - Controlqstems inthe home , * Mostdevices inthe homehavesomesort of control.Forexample, you cancontrolthevolume of a TV by usinga remotecontrol.The buildingblocksof a controlsystemare: Input t- Press bumn Signal is Volume on remotewntrol sent to TV is adjusted Theinputcanbeany movementor any changeinthe environment. 5 Forexample. adrop intemperaturemaycauseaheatingsystemto comeon. The controlmaychangethesizeoftheoutput(forexample, adjustingthe soundof aN). Oftenthis involveschangingonekind of inputintoadifferentkindof output. Forexample, openinga lo window mayset offaburglaralarm. Outputscanbeof manykinds. An alarmsystemmay ringabell, flash lights, andsendatelephone messagetothe police. Mostcontrolsystemsareclosedloops. That meansthey incorporateaway ofcheckingthatthe outputiscorrect. Inother 15 words, theyhavefeedback. Thethermostat ina centralheating system(Fig. 2) providesconstantfeedbackto thecontrolunit. Temperature Control Boiler BoilerlPump unit switch Radiators Feedback k Fig.2 Thecontrolsystemof amodernwashing machinehasto takeinto accountseveraldifferentfactors. Thesearedoor position, water level, water temperature, washandspintimes, and drumspeeds. zo Mostofthem aredecidedwhen youselectwhichwashingprogram to Use. Fig. 3shows ablockdiagramof awashingmachinecontrolsystem. YOUcanseethatthis isquitea complexclosedloopsystemusing feedbackto keepacheckonwater level,water temperature, and 25 drumspeeds. b
lump J The control unit isthe heartof the system. Itreceivesandsends signalswhich control allthe activitiesofthe machine. It isalsc capableof diagnosingfaults which mayoccur, stoppingthe program, and informing the serviceengineerwhat iswrong. Iti 30 small, dedicatedcomputer which, likeother computers, usesth languageof logic. Source: P. Fowler andM.Horsley, 'Contmlsystemsinthe home', CDE TTechnolo Task 4 Read the following text to 6nd the answers to these questions: 1 What deviceisused tolockthe door? 2 What providesfeedbackto thecontrolunit about the doorposition? Doorposition The machinewill notSLUI t ally plugram w~l~rrsthedoor isfully closedand locked. Whenthe door isclosed, itcompletesan electricalcircuit which heatsupa heat-sensitivepellet. This expandsas itgets hot, pushinga mechanicallockintoplaceand closingaswitch. The switch signalsthe control unitthat thedoor is closedand locked. Onlywhen ithasreceivedthis signalwill the control unitstartthewash pronram~ Now work inpairs. A and B. StudentA: Read Texts 2 and 3. StudentB: ReadTexts4 and 5. Completeyour sectionof the tableopposite.Thenexchangeinformationwith your partner to completethe wholetable.
Control factor Operatingdevice Feedbackby 1 Door position heat-sensitivepellet switch 2 Water level 3 Water temperature 4 Wash and spintimes - 5 Drumspeeds Text 2 Water Ieval When awash program first starts it hasto openthe valveswhich allowthe water in.There are usuallytwo of thesevalves, onefor hot water andonefor cold. Eachmust becontrolledseparately dependingonthewater temperatureneededforthat program. The 5 valvesaresolenoid operated, i.e. they are openedandclosed electrically. The risingwater level ischeckedbythe water levelsensor. This isa pressuresensor. The pressureof the air inthe plastictube risesas it iscompressedbythe risingwater. The pressuresensor keepsthe 10 control unit informedasto the Dressurereachedandthe control unit usesthe informationto decidewhen to closethe water inlet valves. ::*W&tt# <p3,F3<:,2?3yLT-'... .,!>-.,:" *T.:%-~:~yz-i ..-.~ .. ,~ T&*$*.,* :.'p$.:?:*:~%<*A> , m <*:p&*e* Text 3 . . . @ Water temperature Thetemperaturesensor, atype ofthermometer which fits insidethe washer drum, measuresthewater temperatureandsignalsittothe control unit. Thecontrol unitcompares itwith thetemperature nwdedforthe program being used.Ifthewater temperatureistoo 5 low, the control unitwill switch onthe heater.Thetemperature sensorcontinuesto checkthetemperatureand keepthe control unit informed. Oncethecorrecttemperature is reached,thecontrolunit switchesoffthe heaterand movesonto the nextstage of the program. Text 4 Clock Thecontrol unit includesa memorywhichtells ithowlong staaeof a Droaramshould last. Thetimes mav bedifferent he electronic clock built intothe control unit keepsth memory ofthecontrol unit informedsothat eachstage of each 6 program istimedcorrectly.
hasto spin at various speeds. Most machinesusethree different @ *,as : speeds: 53 rpmfor washing; 83 rpmfor distributingthe loadb e f ~ r & ~ ~ ~ * : ~ ~ spinning; 100rpmforspinning. ~ ~ z ~ ; & w @ Thecontrol unit signalsthe motorto producethesespeeds. The .?<a motor starts upslowly, thengradually increasesspeed. The spee sensor, atachogenerator, keepsthecontrol unit informed asto speedthat hasbeenreached.Thecontrol unit usesthe informat to controlthe powertothe motor and socontrolsthespeed ofthe l o drum at alltimes. LanguageStudy IfJUnlesssentences Task 5 Fill in the blanks in this table using the information in Fig. 3 and the texts in Task 4. Sensor Condition Control unitaction Water level low open inlet valves level high enough Water temperature switch on heater high enough Drum speed decreasemotor speed The conditionswhich the sensors report determine the action of the control unit. We can link each condition and action like this: If the water levelis low, the inlet valvesareopened. Task 6 Write similar sentences for the other five conditions given. Now study this example: Sensor Condition Controlunitaction Door Door open Machine cannot start Door closed Machine can start We can link these conditions and actionsas follows: 1 uthe door is open, the machinecannotstart. 2 If the door isclosed, the machine can start. 3 Unkss thedoor isclosed,the machine cannotstart. We use unless when an action cannot or will not happen if a prior condition is not true. In example 3. Unless means If... not. We can rewrite 3 as: If thedoor is not closed, the machinecannotstart.
Task 7 Complete these sentences using Unless and your knowledge of engineering. 1 Unlessthe ignition is switchedon, a car cannot 2 Unless the pilot light is on, gas central heating will not 3 Unless the diverter valve is switchedto central heating, the radiators will not 4 Unlessthere is current flowingin the primary coil of a transformer, there will be no current in the coil. 5 Unlessthereis in the cylinders,a petrol engine will not start. 6 Unlessthe doorsare ,a liftwill not operate. 7 Unless mild steelis painted, it will 8 Unless electricalequipment is earthed, it may be Writing Explaining a diagram Task 8 Study this diagram of a pressure sensor. Explain how it works by linking each pair of actions with appropriate time words. 1 A wash programme h s t starts. It opensthe valves to allowthe water in. 2 The water levelin the drum rises. The air in the plastic tube is compressed. 3 The pressure rises. The diaphragm moves upwards. 4 Thiscontinues. The switch contacts are separated. 5 Thishappens. The fillvalves are closed.
Task 9 Join the followinggroups of statements to make longer sentences. Use the words printed in italics above each group. You may omit words and make whatever changesyou think are necessary in the word order and punctuation of the sentences. Jointhe sentencesto make a paragraph. 1 which Thetemperaturesensormeasuresthe water temperature. Thetemperaturesensoris a typeof thermometer. 2 and The temperature sensorfitsinsidethe washer drum. The temperature sensorsignalsthe water temperature tothe controlunit. 3 which Thecontrolunit comparesthe water temperaturewith the temperature. Thetemperatureis needed for the programmebeing used. 4 If The water temperatureis too low. The controlunit will switchon the heater. 5 and The temperaturesensorcontinuesto check the temperature. The temperaturesensorkeeps the controlunit informed. 6 When...and Thecorrecttemperatureis reached. The controlunit switchesoff the heater. The controlunit moves on to the next stageof the programme.
12 Racing bicycle Chris Boardman in the 1992Olympics Tuning-in Task 1 Label this diagramof a bicycle with these terms. pedals chain chain-wheel seat gears brakes handlebars frame toe-clips Fig. 1 Task 2 E l Check your answersby listening to this description.
Task 3 CompareFig. 2 (below)with the bicycle shown in Fig. 1and Task 2. What differencescan you note?Write your answers in this table. Conventional(Fig.1) Improvement (Fig.2) Spoked wheels Gear lever on the frame Tubular aluminium-alloy frame Pedals with toe-clips Steelgears Ordinary handlebars Liahtweiaht frame madefrom a~icrah giaoe aluminium alloy. composite suchas carbon fibre. or die-cast alumlnmum. The frame Aerodvnamic handlebars. These also reduce ~~~ ~ ~~ ~~~~~ the rider's wind resistance without reducing by too much the power that can oe applied to the pedals. They are called 'triathlon' bars shown is a low profile machine. becausethey were deve,opeo by a wnicn decreases the wlno ?rofessionalAmerican triatnlete. Dave Scon. resistance experiencedby the rider. hey became ~ o ~ u l a r with racina cvclists aftei Gre LeMond used them wheri he won the 1989qourde France. I Fig.2 Task 4 Check your answers to Task 3 in column 1opposite. Then study Fig. 2 again to find reasons for each improvement.
Improvement Reason Discwheels Combined gear change and brake levers Carbonfibreframe Cliplesspedals Precision-engineeredaluminium- alloyor titanium gears Aerodynamichandlebars Reading Prediction Task 5 Study this extract from the text you are going to read. Bicycles, and especially racingbicycles, havemuch in common with aircraft: What similaritiesbetween racing bicycles and aircraft doyou think the text win cover?Note your predictions. Task 6 Read this text to check your answers to Task 5. , , . , ' . ,~ . . &*- Thestandarddesign ofthe bicycle hasbeenin existencefor about 100years. But inthe past 10yearsthere havebeenmorechanges than during any other decade. Bicycles, and especially racingbicycles, havemuchincommon 5 with aircraft: botharedesignedto minimizewind resistance, maximizeenergyefficiency, respondinstantlyto the demands placedon them, yet weigh very littlewithout losing strength. So, muchofthe technology used in aerospacehasfound itsway into racingbicycles. 0 The heartofthe bicycleis itsframe. Itmust bestrong, light, flexible enoughto absorb bumps, but notso muchtbat itwastes the enerav I -. the ridertransmits by pedalling. Bicycleframe designersshare manyaimswith aircraft engineers, who mustdesignwings which are strong, light, aerodynamic,and 5 efficient at converting engine power into lift. Yet the wings must be flexible enoughto absorb turbulencewithout wastingthe engine's thrust. Therefore, the modern bicycleframe andaircraftwing share both materialsand designfeatures. Many racingbicycleframes which consist of tubesjoined together are madefrom aluminium 1 alloys similar to those used in aviation. The Frenchcompany, Vitus, )
gluesthe tubestogether using the sametechniques asthose used me *..a...~ for connectingaircraftcomponents. . * & In recent years, aircraft manufacturers such as Boeing have been experimentingwith composite materials like Cheval and carbon -5 fibres. It is no surprise that some racing bicycleframesarenow manufacturedfrom the same materials. {%. Perhapsthe most innovativeframe to date isconstructed from die*,,; cast magnesium alloy.Itsdesigner, Frank Kirk,formerlyworked i n h Language study Describing reasons We can describe the reasonsfor an improvementor design change in a number of ways. Studythis example: Improvement/Designchange Reason Discwheels Reduce wind resistance. How many ways do you know to link an improvementand the reason forit; Try to completethis sentenceby adding the reason given. New racing bicycles have disc wheels Using to +verb is the easiestway to link improvement and reason. For example: New racing bicycleshave disc wheels to reduce wind resistance. Another simpleway is to use a linkingword. You studiedthis in Unit 5. For example: New racing bicycleshave disc wheels because/since/asthis reduces wind resistance. A more difficultway is to use so that which must be followedby a clause. For example: New racing bicycles have disc wheels sothat wind resistance is reduced. Task 7 Link each improvement and reason in Task 4 using the methods given above. Writing Describing contrast In engineering,it is oftennecessary to compare and contrast different proposals,solutionsto problems, and developments.In this unit we will focus on contrast -describing differences. We can showdifferencesin a table like this:
Conventional Spokedwheels Gear lever on the frame Tubular aluminium-alloy frame Pedalswith toe-clips Steelgears Ordinaryhandlebars Improved bicycle Disc wheels Combined gear change and brake levers Carbonfibreframe Cliplesspedals Precision-engineeredtitanium gears Aerodynamichandlebars We can describedifferencesusing: 1 the comparative form of the adjectiveor adverb. For example: The new bicycleis lighter than the old. The new bicycleis more aerodynamicthan the old. Titanium geurs can be changed moreeasily. 2 the connecting words but/whereus,in contrast. For example: On new bicycles the gear and brake leverare combined, whereas on old ones, the gear lever is on theframe. Old bicycles have spoked wheels. In contrast,the new bicyclehas disc wheels. 3 using expressions such as unlike/d#erentfrom. For example: Unlikethe conventional bicycle, the new bicycle has a carbonfibreframe. The new bicycleisdifferentfrom the conventional one in that the gears ure made oftitanium. Note that these expressionsassume that the reader is familiar with the materials used in the conventionalbicycle,which are not mentioned. Task 8 Describe the differencesbetween a conventional and an improved bicycle using the information in the table above and appropriate expressionsfrom the list provided. Word study Properties of materials Studythese examplesof adjectiveand noun pairs for describingthe propertien of materials. Adjective Noun flexible flexibility light lightness strong strength
Task 9 Now fill in the gaps in this table with the missing adjectives and nouns. Adjective Noun elastic tough wind resistance plasticity soft rigid wear-resistant hard brittleness Speaking practice Task 10 Work in pairs. A and B. Student A: Your task isto explain to your partner how to adjust the distance between the saddleand the handlebars of a racing bicycle. Use the text and diagrams on pages 17718 to helpyou. Student B: Your task is to explainto your partner how to adjust the height and tilt of the handlebars of a racing bicycle. Use the text and diagrams on pages 18112 to help you. Technical reading Gear systems a Fig. 3 Bicyclesuseachain andsprocketsystemto transmitrotarymotion from the drivershaftto the drivenshaft becauseof itsstrenathand 1
Driversprocket has60teeth. Y I Drivensprocket has 15 Number of teeth on driversprocket ,v-. Task 11 Calculate the gear ratios of a bicycle with the system shown in Fig. 4 below. It has a double chain-wheel and five driven sprocketson the rear wheel but only the combinations shown below are recommended. You may need a calculator. Chain-wheel teeth Sprocket teeth Ratio -
13 Lasers Task 1 What are lasers?List any applicationsyou know for lasers. Reading Task 2 Readthis text to check your answers to Task 1 Lasers(LightAmplification byStimulated Emissionof Radiation) are deviceswhich amolifv liohtand oroducebeamsof lioMwhich . , - arevery intense, directional,and pure incolour. ~ h e y c& besolid state, gas, smiconductor, or liquid. 5 When laserswere inventedin 1960,somepeoplethought they could be usedas 'death rays'. Inthe 1980s.the UnitedStates experimentedwith lasersasadefenceagainstnuclearmissiles. Nowadays,they are usedto identifytargets. But apartfrom military uses, they havemanyapplicationsinengineering D communications, medicine,andthe arts. Inengineering, powerfullaserbeamscanbefocusedona small area. Thesebeamscanheat, melt, or vaporizematerial inavery preciseway. Theycanbeusedfor drilling diamonds, cuning complexshapes inmaterialsfrom plasticsto steel, for spotwelding 15 andfor surfacingtechniques, such as hardeningaircraft engine turbine blades. Laser beamscan also be usedto measureandalign uctures. ,-sers are idealfor communicationsinspace. Laser lightcancarry many moreinformationchannelsthan microwavesbecauseof its -0 hiih fram~~ncu In Adiinn itcantraveltong&stances without I losingsignalstrength. Laserscan alsobeusedfor information recordingand reading.Compact discsare readbylasers. I Inmedicine, laserbeamscantraal damagedtissue inafractionof a secondwithout harminghealthy tissue.Theycanbeusedinvery preciseeyeoperations. Inthe arts, laserscanprovide fantastic displaysof light. Pop concertsare often accompaniedby laserdisplays.
Task 3 Complete this table of laser applications using information from the text opposite. You may also add any applications you know of which are not included in the text. Military Engineering Communications Medicine Arts __- drilling diamonds treating damaged tissue cutting complex information shapes recording and reading Languagestudy used toifor Study these examples of laser applications: 1 Laser beams can be used to measure and align structures. 2 They can be usedfor drilling diamonds. 3 They can be usedfor light displays. We can describe applications with used to +infinitive or usedfor +-ing or noun. Task 4 Describe the applications of lasers using the information in your table in Task 3 and the structures given above. Word study Noun + noun compounds We can use adjectives to describe an object in greater detail. For example: light electric light a motor an electric motor steel stainless steel gears helical gears We can also use nouns. For example: light laser light a motor an air motor steel carbonsteel gears titaniumgears
Many relationships are possiblein noun compounds.For example: an air motor a motor which uses air carbonsteel steelwhich contains carbon titanium gears gearsmade of titanium Task 5 Put each of these examples in the correct column. carbonblocks aluminium alloy carbonfibre a gasburner roller bearings a circuitboard a plastic pipe magnesium alloy apower tool a ball bearing a concretebeam a diesel boat a springbalance a plastic tube steel sheets uses is madeof contains Task 6 What new relationships can you find in the examples below?Rewrite each compound to show the relationship. For example: a foot pump a ribbon cable a gear lever 1 chain wheel 2 disc wheel 3 foot brake 4 a hand throttle 5 strain gauge apump which is operatedbyfoot a cable whichis like a ribbon a leverfor operatinggears 6 collegelecturer 7 toe-clip 8 boiler thermostat 9 safetyhelmet 10 aircraft engineer Writing Describing a process, 1:sequence When we writeabout a process,we have to: 1 Sequencethe stages 2 Locate the stages 3 Describe what happens at each stage 4 Explain what happensat each stage In this unit, we will studyhow to sequencethe stages.
Task 7 Task 8 Task 9 Consider these stagesin the operation of a washing machine. The drum is filled with water. The water is heated to the right temperature. Soapis added. The drum is rotated slowly. The dirty water is pumped out. Cleanwater is added. The drum is rotated much fasterand the water pumped out. The clean clothes are removed. Instead of numbers, we can show the correct order using sequence words. First the drum is filledwith water. Then the water is heated to the right temperature. Next soapis added. After that, the drum is rotated slowly. Next the diiywater is pumped out. Then clean water is added. After that, the drum is rotated much faster and the water pumped out. Finally,the clean clothesare removed. Study this diagram. It shows an extruder for forming plastic pipes. Describe the extruder. /Plasticgranules I Plastic being forced into an extrusion die Now put these stages in the process in the correct sequence. The hot plasticis forced through the die to form a continuous length of pipe. The rotatine screwforcesthe olasticoast heaters. - The plastic granules are mixed and placed in the hopper. The pipe is cooled and cut to suitable lengths. The plasticmelts, Describe the correct order using sequence words. Add to your description of the process your description of the extruder from Task 7. Form your text into a paragraph.
Technical reading Laser cutting Task 10 Engineers have to read sales literature describing the products and services of companies.Read the following salesliterature to answer these questions: 1 Who is this text for? 2 What servicedoesthe companyprovide? 3 What are the design benefits of laser cutting? 4 Can lasers cut non-metals? 5 What limitations are there on the servicethey provide? 6 How doesthe servicecut lead time? DESIGNENGINEERS -DEVELOPMENT ENGINEERS -BUYERS- STOCKCONTROLLERS Frustrated? By having to restrict designs to suit manufacturing processes? By the difficulty and high cost of producing accurate prototypes? By the high cost and lengthy lead times associated with press tools? By the high stock levels necessitated by minimum batch sizes? If your answer to any of the above is yes ... WEHAVE THESOLUTION! OUR NEW 1500 WATT CIV INTROLLEDLASER CUTTERIS AT YO 7ISPOSAL. T h e Process ITkemriah Lasertechnology is not 'he laser issuitableforcutting: new, but it is only recently Alltypesof steel includingdainles&and-springsteel. that the full benefits have Mostnon-ferrousmetals. become available to manufacturers. Plastics, wood, fibreglass, andalmostany youcareto mention! Taking light and passi itthrough a series of lenses makesthe light CarbonSteel- up source so greatthat its StainlessSteel-u power density is several 'Ptastics-upto 40 milliontimes that of the Wood-upto 40 mm sun -this laser energy is Rubber-upto 40 mrn then usedto cut almost Table movement 1650mmx 1250rnm any material. The light isdirected down short lead time I to produce accurate I Source:Eraba Limited
14 Automation technician Task 1 You are zoing to hear an inlerviexv rvith illislair. a technician with an American company based in the United I<ingdom.His company produces cellul;~r communication equipment. Try to list st~me of the products his company might make. Listening Task 2 Listen to Part 1 ofthe intervieiv. Check your allsrvcrs to Task 1 and answer these questit~ns. 1 What is his joh title? 2 $'hat does his section huild? 3 What type of machines arc they: 4 $'hat does s Fuji robot do? 5 M'hat do his machines do? 6 Vhat three types orsensors does a robot have?
Task 3 E l 1 L 3 4 5 6 7 8 Task 4 El 1 2 3 4 5 6 7 Task 5 El Listen to Part 2 of the interview and answer these questions. How long has he been with the company? How many techniciansare in his section? When doeshe start work? What doeshe dofirst when he getsto work; Name onething he might do afterthat. Why does he visit plants in Europe? Where has he been? What doeshe dislike about travelling? Listen to Part 3 of the interview and answer these questions. What did the company he previously worked formake? Name one thing he feelswas good about working for his old company. What qualificationdoeshe have? How long did it taketo getthis qualification? Duringhis work placement, what did he do a lot OD What k i d of companiesdid he do installations in? What was one of the perks of the job? Listen to the interview again and complete the gaps in this record of Alistair's work experience. Period Typeof company Product Jobtitle 2 years Automation technician years Telephoneexchange months Instrument makers Student placement Speaking practice Talking about specijcations Task 6 Work in pairs. A and B. Some of the design specifications for your drawing are missing. Complete them with help from your partner. Before you start, make sureyou know how to say these abbreviations and expressions in full: max. min. dia. cm kg 1.42 0.55 f maximum minimum diameter centimetre kilogram one point four two zero point fivefive plus or minus You may look at each other's drawings afteryou have exchanged information. StudentA: Your specificationsare on page 178. StudentB: Your specificationsare on page 182.
15 Refrigerator Task 1 Study this diagram.It explains how a refrigerator works. In your group try to work out the functionof each of the numbered components using the informationin the diagram. Foam or glassfibre insulation material
Reading Dealing with unfamiliar words, 1 You are going to read a text about refrigerator$.Your purpose is to find out how they operate. Readthe first paragraph of the text below. Underline any wordswhich are unfamiliar to you. RefrigerationDreservesfood by lowering itstemperature.Itslows downthe growth and reproductionof micro-organismssuch as bacteriaandthe actionof enzymes which causefood to rot. You may have underlined words like micro-organisms,bacteria,or enzymes. These are words which are uncommon in engineering. Beforeyou lookthem up in a dictionary or try to find translations in your own language, think! Do you need to know the meaning of these wordsto understand how refrigerators operate? You can ignore unfamiliar wordswhich do not help you to achieve your reading purpose. Task2 Now read the text to check your explanation of how a refrigerator works. Ignore any unfamiliar words which will not help you to achieve this purpose. psra Refrigwatton preservesfoodbyloweringitstemperature. It*lows r down the growth and reproductionof micro-organismssucl bacteriaandthe actionof enzymeswhkh causefood to rot. Refrigerationisbasedonthree principles. Firstly, ifa liquid is s heated, itchangestoagasorvapour. Whenthis gasiscooleQjt changesbadcintoa liquid. Secondly, ifagasisallowedto expnnd, itcoolsdawn.if agas iscompressed, itheatsup. Thirdly, lowering the pressurearoundaliquidhelpsitto boil. To Keepthe refrigeratorat aconstantfowtemperature, heal l o betransferredfrom the insideof thecabinettome outside. refriserant isusedto dothis. Itiscirculatedaroundthe fridr; where it undergoeschangesinpressureandtemperaturea chengesfrom a liquidto agas and backagain. Onecommon refrigerantisacompound of carbon, chlorine, and i s fluorine knownas R12.This hasavery low boilingpoint: -29'C. At normalroomtemoerature(about20'C) the liauidauicklvturns into gaa However, n&er refribantswhich are lessharmfiltothe environment, suchasKLEA 134a. aregradually replacingR12. The refrigeration processbeginsintheCompressor.This m compressesthegassothat itheatsup.Itthenpumpsthegas intcr -I condenser, a longtube intheshapeof azigzag. Asthewarm gas passesthroughthecondenser, itheatsthe surroundings andcools down. Bythetime it leevesthecondenser, ithascondansedback intoa liquid. 25 LiquidleavingthecondenserhastoRowdownavery narrowtube (acapillarytube).This preventsliquidfrom leavingthe condenser too quickly, andkeepsit at a high pressure. 3 % ..
I - - . - - - - - As the liquid passesfrom the narrow capillarytube to the larger tubes of the evaporator,the pressurequicklydrops.The liquid o turnsto vapour, which expands and cools.The coldvapour absorbsheatfrom the fridge. It isthen sucked backinen the com~ressor s n t P W w ~ t o c e m wain. -1 - . The compressor isswitched on and off byathermostat ) that regulatestemperature, sothatthefoodfo~dia not over n. Language study Principles and laws Study these extractsfrom the text above.What kind of statements are they? 1 If a liquid is heated, it changes to a gas or vapour. 2 If a gas is allowed to expand,it cools down. 3 If a gas is compressed,it heats up. Each consistsof an action followedby a result. For example: Action Result a liquid is heated it changes to a gas or vapour Thesestatements are principles. They describethings in science and engineering which are always true. The action is always followed by the same result. Principles have this form: I J /When (action -present tense). (result-present tense). Link each action in column A with a result from column B to describe an important engineering principle. A Action B Result 1 a liquid is heated 2 a gas is cooled 3 a gas expands 4 a gas is compressed 5 a forceis applied to a body 6 a current passes through a wire 7 a wire cuts a magnetic field 8 pressure is appliedto the surface of an enclosedfluid 9 a forceis appliedto a spring fixed at one end it heats up there is an equal and opposite reaction it changesto a gas it extends in proportion to the force it is transmitted equally throughout the fluid a current is induced in the wire it cools down it setsup a magnetic field around the wire it changes to a liquid
Word study Verbs and related nouns Task 4 Each of the verbs in column A has a related noun ending in -er or -or in column B. Complete the blanks. You have studied these words in this and earlier units. Use a dictionary to check any spellings which you are not certain about. A Verbs For example: refrigerate 1 condense 3 compress 4 resist 6 generate 7 conduct 9 radiate 10 control B Nouns evaporator charger exchanger Writing Describing a process. 2:location Study this diagram. It describesthe refrigeration process. In Unit 13we learnt that when we write about a process, we have to: 1 Sequencethe stages 2 Locate the stages 3 Describewhat happens at each stage 4 Explainwhat happens at each stage
For example: sequencelocation description Therefrigerationprocessbegins in the compressor.Thiscompressesthe gas explanation sothat it heats up. In this unit we will studyways to locatethe stages. Put these stagesin the refrigeration process in the correct sequencewith the help of the diagram above. The 6rst one has been done for you. a Theliquid entersthe evaporator. - b Thegascondensesback into a liquid. - c Thevapour is suckedback into the compressor. - d Thegasis compressed. 1 e Theliquid turnsinto a vapour. f Thegaspasses through thecondenser. - g Theliquid passes through a capillarytube. - h Thehigh pressure is maintained. - There aretwo ways to locate a stagein a process. 1 Usinga preposition +noun phrase.Forexample: Theliquid turns to vapourin theevaporator. Thegascoolsdownin thecondenser. 2 Using a where-clause.a relativeclausewith where rather than which or who,to link a stage,itslocation and what happensthere. For example: The warm gaspassesthrough thecondenser,whereit heats the surroundingsand coolsdown. Therefrigerantcirculatesaround thefridge,whereit undergoeschanges inp&s&rc and temperature. - Task t Completeeach of these statements. 1 Thegaspasses through the compressor,where 2 It passesthrough the condenser,where - Task ; 3 Theliquid passes through a capillarytube, where 4 Theliquid entersthe evaporator,where 5 Thecold vapour is sucked back intothecompressor,where Add sequenceexpressions to your statements to show the correct orderof events. For example: Firstthe gaspasses through thecondenser ... Makeyour statementsinto a paragraph addingextra information fromthe text in Task 2 if you wish. Then compareyour paragraph with paragraphs 6.7,and 8fromthe text.
Task 1 Complete this table of common quantities and forces to be measured in engineering,the units in which they are measured, and the instruments you use to measure them. QuantityIForce Unit Instrument 1 Current 2 - 3 Velocity 4 5 Thickness 7 Voltage 8 Pressure Ammeter Force gauge Newton km/hr Thermometer . Micrometer Ohm Ohmmeter Manometer
Task 2 How can you measure weight accurately?What alternatives are there? If you cannot name the instruments, draw them. Task 3 What do you think are the advantages of electronic scales over mechanical scales? Reading 1 Meaning from context Read the first two paragraphs of this text and try to fill in the missing words. More than one answer is possible for some of the blanks. Then check your answer to Task 3 using the completed text. Electronicscales para The electronickitchen scale takes a larger load and is 1 accurate than its mechanical counterpart. Whereas a scalemay have a capacity of about 3kg,b r o k e n 4 25g units, the electronicscalecan a load of to 5kgbroken into units of 5g or even 2g. The scale by converting the load increase on its platform weighing area into a weight reading 9 the liquid crystal display (LCD).It is controlled '" microprocessorand can therefore 'I from ounces to grams at the touch of a button. The compact internal components alsomake it small and 'l to store. Reading2 Comparing sources When we read, we may wish to look at more than one source of information on a topic to: 1 get extra information 2 find a text we can understand 3 check points where texts disagree In the tasks which follow,we will compare information from a diagram and a text.
Task 5 Study this diagram of electronic scales and complete the notes below. 1 Load cell 2 Straingauge 3 Circuitboard Material Converterfunction Position between the platform Microprocessor and base function Operation bends with the load cell,stretching the wires,voltage fallsin proportion to load TLa nnlngauge conslsts of smal waresthrodgn wnlch e vonaQeflows It s oondea to the Tha clmun baard @ oao cel When the loao ce Ioenos, tne stram g a g e benos w tn r t The neavoer tne ,080 tne coma~nswomponant mole nDenas and me herder nis for tne elecolclhto travel mramh tne *r rer Ifor tnsv are comoonsnls an analno, e ~ ~~~ ~ - , - ~. . . -..~ . . - . stretchedl, resulting in a lower voltage. The change in voltage isdropo~ional to the load. - II lo disitel converter which 1 . . . ampifiesthe vonage from the slrain gauge and converb it into digital information, and the microprocessor This changes the digital information into weight which is displayed on the LCD.
Task 6 Scan this text to find information on the load cell, the strain gauge, and the circuit board. Note any information in the text which is new, i.e. additional or different to the information obtained from the diagram. '.-.?':* ~.., G%. ? : $ < % Electronicscales useaweighing devicecalleda loadcell underneaththe platform. The loadcell, analuminium alloy beam, eliminatesthe needfor springs, cogs, or other moving partswhich canwear, break, or cause inaccuracyinmechanicalscales. 5 A strain gauge isbondedon the loadcell. The strain gauge consistsof asmall pieceof metalfoil which detectsany bending of the beam.A controlled inputvoltage issuppliedto the straingauge from a battery-poweredcircuit. Whena loadisplacedon the platform, itcausesthe loadcell to lo bendvery slightly. This, inturn, causesachange instrain, which triggers achange inthe electricalresistanceof the strain gauge. Asthe resistancechanges, so doesthe output voltagefrom the strain gauge. Inshort, the changeinvoltage acrossthe straingauge isproportionalto the loadonthe platform. 15 Thevoltage fromthe gaugeissmall and hasto beamplified and thenconvertedintoadigital signal. This signal isfedto aspecially programmed microprocessor,which convertsit intoaweight readina.This isdisolavedon the LCD. The disolav will automaticallyswitch iffafew minutesafterweighing isfinished, zo thereby savingbatterypower. iource:'Inside out: Electronicscales'.EducationGuardian Languagestudy Cause and effect, 1 Studythese actions. What is the relationship between them? 1 A load is placed on the platform. 2 The load cellbends very slightly. 3 The strain gauge is stretched. 4 The electricalresistance increases. In each case,the first action is the cause and the second action is the effect. We can link a cause and effect like this: 1+2 A load isplaced on theplatform. which causes theload cell to bend very slightly. 3+4 Thestraingaugeisstretched, whichcauses theelectricalresistance to increase. In these examples,both the cause and the effect are clauses-they contain a subjectand a verb. Study this example: Cause: The straingauge is stretched. Effect: An increasein electricalresistance. The effect is anoun phrase. We can link cause and effect l i e this: The straingaugeis stretched, which causes an increasein electricalresistance. In Unit 22 wc will study othcr ways to link a cause and an effect.
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English for electrical and mechanical engineering sb

  • 1.
  • 2. Oxford Englishfor Electricaland Mechanical Engineering Eric H. Glendinning Norman Glendinning, C Eng, MIMechE Oxford University Press This file was collected by ccebook.cn form the internet, the author keeps the copyright. More ebooks visit: http://www.ccebook.cn ccebook-orginal enlish ebooks
  • 3. Technical contents Page Unit Topic Engineering Courses Materials Mechanisms Forces Electricmotor Student Central heating Safety at work Young engineer Washing machine Racing bicycle Lasers Technician Refrigerator Scales Portable generator Road breaker Disc brakes Stdengineer Lawn-mower Corrosion Maglevtrain CADdesigner Supercar Graphs Waste recycling Robotics Careers Applying forajob Technicalsyllabus General General Engineeringmaterials Mechanisms. Cams Staticsand Dynamics Electrotechnology Electrical Automaticsystems General General. Engineeringdesign Automaticsystems. Transducers Mechanics. Gearsystems Mechanical technology Robotics. General Fluid mechanics Automaticsystems. Straingauges Electrotechnology. Powergeneration Pneumatics Hgdraulics General. Processcontrol Engineeringdesign Mechanical technology. Corrosion Electricalmachines. Motor selection CAD General General Technicalplant Robotics. Steppermotors General General. Companystructure This file was collected by ccebook.cn form the internet, the author keeps the copyright. More ebooks visit: http://www.ccebook.cn ccebook-orginal enlish ebooks
  • 4. Contents Page Unit 1 lo Engineering-what's itallabout? 10 Tuning-in 11 Reading lntroduction 12 Language study dealslis concerned with 13 Word study Word stress 13 Writing 14 Listening Unit 2 15 Choosinga course 1 5 Tuning-in 16 Reading 20 Writing Having apurpose Letter writing. 1:requesting information Unit 3 21 Engineeringmaterials 22 Tuning-in 22 Reading Scanning tables 23 Language study Making definitions 24 Writing Adding information to a text Unit4 26 Mechanisms 26 Tuning-in 26 Reading Scanning a text 27 Writing Ways oflinking ideas. 1 29 Language study Dealing with technical terrrQ 29 Speakingpractice Unit 5 31 Forcesin engineering 31 Tuning-in 31 Reading 1 Predicting 33 Reading 2 Grammarlinks in texts 34 Language study Thepresent passive 34 Listening Listening to lectures This file was collected by ccebook.cn form the internet, the author keeps the copyright. More ebooks visit: http://www.ccebook.cn ccebook-orginal enlish ebooks
  • 5. Fane Unit6 36 The electric motor 36 Tuning-in 36 Reading Skimming 39 Language study Describing functiorl 39 Writing Describing components 41 Word study Unit 7 42 An engineering student 42 Tuning-in 42 Listening 44 Writing Comparing a~ld contrasting Unit 8 46 Central heating 46 Tuning-in 46 Reading Predicting 48 Language study Time clauses 49 Word study Unit 9 so Safety at work 50 Tuning-in 51 Reading Understanding the writer'spurpose 53 Language study Making safety rules 53 Writing Waysoflinking ideas,2 Unit 10 55 Young engineer 55 Tuning-in 56 Listening 57 Writing 57 Speaking practice Describing and esplaining Unit 11 58 Washing machine 58 Tuning-in 58 Reading Reading diagranls 62 Language study IfJUnlesssmtences 63 Writing Explaining a diagram This file was collected by ccebook.cn form the internet, the author keeps the copyright. More ebooks visit: http://www.ccebook.cn ccebook-orginal enlish ebooks
  • 6. Page Unit 12 65 65 67 68 68 69 70 70 Unit 13 72 Unit 14 77 77 77 78 Unit 15 79 79 79 81 81 82 Unit 16 84 Racingbicycle Tuning-in Reading Prediction Language study Describing reasons Writing Describing contrast Word study Properties of~nnterials Speaking practice Technical reading Gear systems Lasers Tuning-in Reading Language study used tolfor Word study Noun + noun cornpounds Writing Describing nprocess, I: sequence Technicalreading Laser cutting Automation technician Tuning-in Listening Speaking practice Talking nbout spech?cntions Refrigerator Tuning-in Reading Denling with unfnmiliar words. 1 Language study Pri~siples and lows Word study Verbsand related nouns Writing Describing n process. 2:location Scales Tuning-in Reading 1 Meaningfrorn context Reading 2 Con~parir~g sources Language study Cnuse rind effect. I Technicalreading Stmi11gauges This file was collected by ccebook.cn form the internet, the author keeps the copyright. More ebooks visit: http://www.ccebook.cn ccebook-orginal enlish ebooks
  • 7. Page Unit 17 91 91 91 93 94 94 Unit 18 98 98 98 101 103 103 105 Unit 19 106 Unit 20 112 112 114 114 Unit 21 116 Portablegenerator Tuning-in Reading Reading diagrams Language study Causeand efject,2 Word study Verbswith -ize/-ise Writing Describingaprocess, 3:sequence and location Technical reading Wavepower Roadbreaker Tuning-in Reading Language study Allow and prevent links Writing Explaining an operation Technical reading Air skates Speaking practice Disc brakes Tuning-in Reading Contbinir~g skills Language study Verbswith up anddown Word study Verbs+-en Writing Explaining an operation Technical reading Water-based hydraulics Staff engineer Tuning-in Listening Language study Verbs with o n arldoff Tuning-in Reading 1 Predicting Reading 2 Grammar links. 2 Language study Describi~?gfunctions Word study Noun +noun, 2:function Writing Description and exp:pla~mtion Speaking practice Explair~ingf~irlctior~ This file was collected by ccebook.cn form the internet, the author keeps the copyright. More ebooks visit: http://www.ccebook.cn ccebook-orginal enlish ebooks
  • 8. Page Unit22 123 123 124 125 126 126 Unit 23 128 Unit 24 137 Unit 25 140 140 142 144 145 Unit 26 146 146 147 149 149 151 Unit 27 152 152 154 155 156 Corrosion Tuning-in Reading Skimming Language study Causeand ejfect.3 Speaking practice Exchanging information Technical reading Corrosionof materials Maglev train Tuning-in Reading 1 Inferring Reading 2 Dealing with unfamiliar words, 2 Language study Prediction Writing Explanations Technicalreading Motor selection:operating environment Computer Aided Design(CAD) Tuning-in Listening Language study Necessity: have toand need (to) Supercar Tuning-in Reading Predicting: usingfirst sentences Language study Crrtainty Writing Summaries Graphs Tuning-in Language study Describing graphs Word study Comnlon verbs in engineering Writing Drscribing agraph Technical reading Properties and applicationsofcarbon steels Waste recyclingplant Tuning-in Reading Transferring information, making notes Language study Possibility:can andcould Writing Describing aprocws, 4: reason and mrthod This file was collected by ccebook.cn form the internet, the author keeps the copyright. More ebooks visit: http://www.ccebook.cn ccebook-orginal enlish ebooks
  • 9. Page Unit 28 157 157 157 159 162 163 Unit 29 165 165 167 168 168 Unit 30 169 Robotics Tuning-in Reading 1 Revising skills Reading 2 Transferring information Language study Concession:evenif and although Technical reading Stepper motors Careers in engineering Tuning-in Reading Infrrring Speaking practice Role play Listening Inferring Applying for a job Tuning-in Reading Understandingjob advertisements Speaking practice Roleplay Writing Writing a CVand letter ofapplication Technical reading Company structure Student A Speakingpractice Student B Speakingpractice 18s Glossaryof engineeringterms This file was collected by ccebook.cn form the internet, the author keeps the copyright. More ebooks visit: http://www.ccebook.cn ccebook-orginal enlish ebooks
  • 10. Engineering-what's it all about? Tuning-in Task 1 List the main branches of engineering. Combine your list with others in your group. Then read this text to 6nd out how many of the branches listed are mentioned. Task 2 Complete the blanks in this aiagram using information from the text. Engineering Civil 1 I Y T - Automobile Aeronautical Electrical installation 7 Medical This file was collected by ccebook.cn form the internet, the author keeps the copyright. More ebooks visit: http://www.ccebook.cn ccebook-orginal enlish ebooks
  • 11. Reading Introduction In your study and work, it is important to think about what you are going to read before you read. This helps you to link old and new knowledgeand to make guesses about the meaning of the text. It is alsoimportant to have a clear purpose so that you choosethe best way to read. In this book, you will find tasks to make you think before you read and tasks to help you to have a clear purpose when you read. Task 3 Study these illustrations. They show some of the areas in which engineers work. Can you identify them? What kinds of engineers are concerned with these areas -electrical,mechanical, or both? mask4 Now read the following texts to check your answers to Task 3. Match each text to one of the illustrations above.
  • 12. Task 5 IT#!!krt: Cars, trains, ships, and planesareall productsof Imechanicalengineering. Mechanicalengineersare also involved in support servicessuchas roads, railtrack, harbours,and bridges. 1 Foodprocessing:Mechanicalengineersdesign, develop, and make I 5 the machinesandthe processingequipmentfor harvesting, preparing and preservingthe foods anddrinksthat fill the supermarkets. Medicalengineering: Bodyscanners, X-ray machines, life-support systems, andother hightechequipment resultfrom mechanicaland electricalengineerscombiningwith medicalexpertsto convert ideas o into life-savingand life-preservingproducts. Buildingservices: Electricalengineers provideallthe serviceswe needinour homesand placesof work, including lighting, heating, ventilation, air-conditioning, refrigeration,and lifts. Energyand power: Electricalengineersareconcernedwith the s production and distributionof electricityto homes, offices, industry, hospitals,collegesand schools, andthe installation and maintenance of the equipment involved intheseprocesses. Source:Adaptedfrom Turningideasintoaction, Institutionof MechanicalEngineers, andEnginminga Career,Institutionof ElectronicsandElectticalincorporated Languagestudy dealslis concerned with What is the link between column A and column B? A B mechanical machines electrical electricity Column A lists a branch of engineering or a type of engineer.Column Blists things they are concerned with. We can show the link between them in a number of ways: 1 Mechanical engineering deals with machines. 2 Mechanical engineers deal with machines. 3 Mechanical engineeringis concernedwith machines 4 Mechanical engineersare concernedwith machines. 5 Machines are theconcernof mechanical engineers. Match each item in column A with an appropriate item from column B and link the two in a sentence. A B marine a air-conditioning aeronautical b roads and bridges heating and ventilating c body scanners electricitygenerating d cablesand switchgear automobile e communications and equipment civil f ships electronic g planes electricalinstallation h cars and trucks medical i power stations
  • 13. Word study Word stress Words are dividedinto syllables.For example: engine en.gine engineer en.gin.eer engineering en.gin.eer.ing Each syllableispronounced separately,but normally only onesyllableis stressed.That means it is saidmore slowly and clearly than the other syllables. We say 'enginebut engin'eer. A gooddictionarywill showthe stressedsyllables. Listen to these words. Try to mark the stressed syllables. machinery mechanical machine install installation electricity electrical electronics aeronautical ventilation Writing Task 7 Fill in the gaps in the followingdescriptionof the differentbranches of engineering using informationfrom this diagram and language you have studied in this unit. Engineering I I I I , Civil Mech[nical Elect,ical Electronic Marine Automobile Aeronautical Heatingand Electricity Electrical Lighting ventilating generating installation * Mining Medical
  • 14. 2 Themain branchesof engineeringarecivil. ' ,. and 4 electronic. Mechanicalengineeringis ' machinery of allkinds.Thisbranchof engineeringincludes .automobiie. 6 ,andheating andventilating.Thefirstthree are concernedwith 7 8 transport: . carsandplanes.The last with air- conditioning,refrigeration.etc. Electricalengineeringdealswith fromgenerationto use. Electricitygeneratingisconcernedwith lo stations.Electrical installationdeals " cables.switchgear,andconnectingup electricalequipment. Twobranchesof engineeringincludeboth l2 and l 3 engineers.These aremining and I* engineering.Theformerdeals with mines andmining equipment,the latter with hospital " ofall kinds. 1 Listening Task 8 Listen to these shortextracts.To which branch of engineering do these engineers belong? ! Task 9 Listen again. This time note the words which helped you decide on your answers.
  • 15. Choosinga course Task 1 Study this list of points to consider when decidingwhether to study engineering. Tick [J]the statementswhich refer to you. Then ask your partner which statement- -of-- +- bim om he-. s l 1 You enjoypracticalprojects-creating and investigatingthing 2 You likefinding out howthingswork. 3 You are interestedin improvingthe environment. 4 Youlikehelpingpeople. 6 Youenjoysolvingproblems. 6 Youenjoy organizingact~rties. 7 YouenjoyscienceprogrammesonTVor onthe radio. 8 Yousometimesreedarticlesonscientificorengineeringtopics. 9 You havea lot of determinationandstamina. Ifyouhavetickedmostofthesestatements, engineering*the right courseofstudyfor you. S o w : Adaptsdfmm CytemunlrsmdT&- BBC EdwHbn
  • 16. Task 2 Fill in the gaps in this text. Each gap represents one word. Compareyour answers with your partner. More than one answer is possible for many of the In the United Kingdomyou can ' engineering at a collegeof further education or a university. Most collegecourses from one to two years. Universityundergraduate courses ' engineering last fromthree to fouryears. Acollegewill take afterfouryears of secondary school 5 education. Most students study full-time. day-releasecourses are availableforpeople who in localengineering companies. Students will be given a certificate a diplomaat the 8 of their course. Mostuniversity students wiU have completedsix of secondary 10 school.Otherswill have taken a diplomacourseat college. give degrees.A Bachelor's degree" three to fouryears. AMaster's 12 r e q u i r e s a further year. Task 3 Listen to the text and note the words used on the tape for each gap. Reading Having a purpose As a student of engineering or as a professionalengineer,you have to read a great deal. Makea listof someof the kids of textsyou may read. It is important that you developthe most effectiveskillsforgettiig the information you want quickly and accurately when you read. Task 4 There are exampleson the followingpages of some of the kinds of texts you may read in your studies or working life. Match them to this list: table index contents book title manual price listof components collegebrochure job advertisement
  • 17. Order Code RK65V BX96E W l l M FY93B WlZN W13P RK66W W14a BH6lR T w P C BLatchP12w P C BLatchPI3w P C BLatchPl4w P C BLatchPI5w P C BLatchPI6w PCBLatchPI8w PCBLatchPI10w P C BLatchPI12w P C BLatchPI17w Priceeach ZOP 2 5 ~ 2 9 ~ 3 5 P 4 2 ~ 4 8 ~ 5 4 ~ 5 8 ~ MP electrical energy, electrical system produci motion, advantagesan disadvantages, 178 electricitv. safety with. 87 electmeardiagraphy, 30 electromagnetic radiation, 56 electromechanicalcounters, 7 electronic(s), 61-122 constructionaltechniques, designingwith, 644.69, 118-21 digid, 88-122 materials/fittings/wm usedin. 50.624 Electrical A,pplica+:nn- 3 ' Sinclair is one of the UK's largest prlvate engineering groups, with an reputation. The sealing I / chesterfield range of products throughout the Midlands. You should have previous sales and mechanical engineering experiencewith a biasto maintenance products and mechanicalengineering. The successfulcandidatewill ideally be between30 and 45 years of age living in the Midlands with a mechanical engineering background. Thecompany offera good basicsalary,commission and company car. Apply in writing, with full CV to. J. FORD SlNCLAlRSEALINGSYSTEMSLTD. 16CANYONROAD, NETHERTONINDUSTRIALESTATE. BIRMINGHAM82OER Clos~ng date 17December19- SlNCLAlR
  • 18. Step Action Switchthe system off +0.003 Wait 5 seconds 1 1 -I2 1 - 1 4.005 / g 1 Openthe top cover 2 Setthe MTR switchto MTR mode,that is, move it to the left. 3 Closethe top cover Task 5 Shaft limits Bearing Heavy loading Light loading When you read, it is important to have a clear purpose. Here are some of the purposes you may have for reading the above texts. Match one purpose to each text. finding a job pricing a component finding out how to do something choosingthe best chapter to read looking for specificinformation on a topic learning about electricalequipment choosing a course looking for a specification
  • 19. Task 6 Choosing a course requires careful reading of college and university brochures. Your purpose here is to iind the most appropriate course for each of the following prospective students. Use the Course Guide which follows and answer using the course code. A student who has just left schooland wants to become a technician. A student who wants to designships. A student who wants to get an engineering degreeand also improvehis knowledgeof languages. A student who wants a degreeeventually but whose qualificationsat present are enough to start an HNDcourse. A student who wants to work as an engineer with the air force. A technician employedby a company which installselectricalwiring in factories. A student with a National Certificatein ElectricalEngineeringwho is prepared to spend another two years studyingto improveher qualifications. A student interested in how micro-organismscan be used in industry. I ~ .~ EE22 ' ~ i ~ h i r National Diploma in Electronicand Electrical ~n$iieering. Two years, full-time. For potential electronic andeiectrical engineers. The first year iscommon andthe second year allows studentsto specialize in either electronic or electricalengineeringsubjects. Successful m gstqdentsmay continueto a degreecourse. . ... . . , . .. : .:'~&ionaicertificate in ElectricalEngineering. Oneyear, 'full-time. For potential technicians or for thosewho wish I ain entry to an HNDcourse. er NationalCertificateCourse in Electrical.. - neering.Two years, day-release. This col providesthe technicaleducation requiredfor technicians employed inthe electrical installation industry. H300 Bachelo! of Engineering(BEng)-Mechanical Engineeringfor Europe. Four-am, full-time; one year study andwork attac ntinFurnc ~ermany. H400 Bachelor of Engineering(BEnyr- n t r ~ u ~ ..I Engineering.Three years, full-time, or f~ tars including one year of professionaltrainins nlthesi----' industry. HJ36 Bachelor of Engineering(BEng)-NavalArchitectufeand Ocean Engineering.Three years, full-time. H340 Bachelor of Science (Engineering)-Mechanical
  • 20. I Bachelor of cr~y~~reering (B Eng)-Manufactur~~~u 1 Management.A two-year HNDcourse in engineering followed bytwo years of technology and managemell1 designedto produce managersqualified in high technology. Furtherinformation may be obtained by contacting one of these informationcentres and requestingthe appropriate course leaflet by sode number. All Ecourses: InformationCentre Fraser College Parlett Street Glasgow GL2 2KL All Y courses: Information Centre Maxwell University Glasgow GLl5PN Writing Lettt, ,+,,.iting,1: r,,,,sting inforrnatib.. Write a letter to either the collegeor the university mentioned in Task 6 asking forinformation on a course which interests you. Set out your letter like this: 21 Route de St Fargeau 18900 Russe Fw August 199-
  • 21. Engineering materials Ribbed plasticpipes stackedneara roadconstruction site where they will be laid for drainage along the sides ofa newsection of motormay. Task 1 List the materials you know which are used in engineering. Combineyour list with the others in your group and classify the materials as metals. thermoplastics, etc. Reading Scanning tables In engineering it isimportant to practise reading tables,charts,diagrams, and graphs because somuch information ispresented in these ways. Wew i l lstart in this unit with a table. Scanningis the best strategy forfinding information in a table. With scanning. you know before you read what sort of information you are searching for. To scan a table, you move y o u eyesup and down the columns until you 6nd the word or wordsyou want. Toscan quickly,you must learnto ignore any information which will not help you with your task.
  • 22. Task 2 Scan the table which followsto 6nd a material which is: 1 soft 2 ductile 3 malleable 4 tough 5 scratch-resistant 6 conductiveand malleable 7 durableand hard 8 stiffand brittle 9 ductileand corrosion-resistant 10 heat-resistant and chemical-resistant Materials Properties Uses Metals Aluminium Light,soft,ductile,highly Aircraft,enginecomponents. conductive,corrosion-resistant. foil,cookingutensils Copper Very malleable, tough and Electricwiring. PCBs,tubing ductile,highly conductive. corrosion-resistant. Brass (65%copper. 35% Very corrosion-resistant. Casts Valves. taps castings.ship zinc) well,easilymachined. Can be fittings,electricalcontacts work hardened. Good conductor. Mild steel(ion with High strength, ductile,tough. Generalpurpose 0.15%to 0.3%carbon) fairlymalleable.Cannot be hardened and tempered.Low cost.Poor corrosionresistance. Highcarbon steel (ion Hardest of the carbon steelsbut Cuttingtools such asdrills,files, with 0.7%to 1.4%carbon) lessductileand malleable. Canbe saws hardened and tempered. Thermoplastics ABS Acrylic Nylon High impact strength and toughness,scratch-resistant,light and durable. Stiff,hard, very durable,clear. can be polished easily. Can be formedeasily. Hard, tough, wear-resistant,self- lubricating. Thermosettingplastics Epoxy resin High strength when reinforced, good chemicaland wear resistance. Polyesterresin Stiff,hard, brittle. Good chemical and heat resistance. Urea formaldehyde Stiff,hard, strong,brittle, heat- resistant, and a good electrical insulator. Safety helmets,car components, telephones,kitchenware Aiicraft canopies,baths, double g l - g Bearings,gears,casingsfor power tools Adhesives,encapsulationof Moulding,boat and car bodies Electricalfittings,adhesives
  • 23. Task 3 1 2 3 4 5 6 7 8 Scan the table to find: A metalused to make aircraft Plasticsused for adhesives Steelwhich can be hardened An alloy suitablefor castings Aplastic with very low friction Amaterialsuitablefor safetyhelmets Ametal suitablefor a salt-waterenvironment Ametal for general constructionuse but which shouldbe protected from corrosion Aplastic for car bodies The metal used for the conductorsin printed circuitboards Languagestudy Making definitions Studythesefactsfrom the table about aluminium: 1 Aluminiumis a light metal. 2 Aluminiumisused tomake aircraft. Wecan link these factsto make a debition of aluminium: 1+2 Aluminium is a lightmetal which is used to make aircraft. Task 4 Use the table on the previouspage to make definitions of each of the materials in column A. Choose the correct information in columnsB and C to describe the materialsin column A. 1 Analloy 2 Athermoplastic 3 Mild steel 4 Aconductor 5 Aninsulator 6 High carbon steel 7 Brass 8 Athermosettingplastic allowsheat or current to floweasily remainsrigid at high temperatures does not allow heat or current to flow easily a metal contains iron and 0.7%to 1.4% carbon a material becomesplastic when heated an alloy contains iron and 0.15%to 0.3%carbon formed by mixing& metalsor elements consistsof copper and zinc
  • 24. Writing Adding information to a text Studythis text about aluminium. Aluminiumis used tomake aircraft,engine components,and many itemsfor the kitchen. We can add extra information to the text likethis: Aluminium,whichisLight,soft,andductile,is used to make aircraft, enginecomponents-forexample,cylinderheads-and many items for the kitchen,suchaspots. Note that the extra informationis marked with commasor dashes: , which .... -for example. ...- such as ..., Task 5 Add this extra information to the following text about plastics. Plasticscan be mouldedinto plates, car components,and medical aids. Thermoplasticssoftenwhen heated again and again. Thermosettingplastics sethard and do not alter if heated again. ABS is used for safetyhelmets. Nylon is self-lubricating. Nylon is used for motorized drivesin cameras. Acrylicis a clear thermoplastic. Acrylicis used for aircraft canopiesand doubleglazing. Polyester resinis used for boat and car bodies. Polyester resinis hard and has good chemicaland heat resistance. Plastics are syntheticmaterials. They can be softened and moulded into useful articles.They have many applicationsin engineering.There are two typesof plastics:thermoplasticsand thermosettingplastics. ABS is a thermoplasticwhich is tough and durable. Because it has high impact strength,it has applicationswhere suddenloadsmay occur. Nylon is a hard, tough thermoplastic.It is used where silent,low-friction operationis required. Acryliccan be formedin severalways. It is hard, durable,and has many uses. Polyester resin is a thermosettingplastic used for castings.It has a number of usefulproperties.
  • 25. Mechanisms Tuning-in Task 1 Identify these simplemechanisms.Try to explain the principles on which they operate. Reading Scanning a text Scanningis the best strategy forsearching for speci6cinformationin a text. Moveyour eyesup and down the text until you find the word or wordsyou want. Again, try to ignoreany informationwhich will not helpyou with your task. Task 2 Scan the text opposite quickly to 6nd out which of these mechanisms are mentioned. 1 cam 2 tap 3 pendulum 4 foot pump 5 escalator
  • 26. Task 3 Mechanismsare an i do simplethings like from continentto continent. 5 Mechanismsplay avital role in industry.While many industrial processeshaveelectroniccontrol systems, it isstill mechanismsthat deliverthe powerto dothe work. They providethe forces to press steelsheets intocar body panels, to lift largecomponentsfrom place &, , > .: :. , # > * , . . ..,, . > : ,*:.s. ,?< $&g#,!+$:,;? andforwards. edgeof the paper.. 10 All mechanismsinvolvesome kindofmotion. Thefour basickindsof Rotary:Wheels, gears, and roiier#--porary movement. Oscillating: The pendulumof aclock oscillates- it swings backwards 15 Linear:The linear movementof a papertrimmer is usedto cutthe Reciprocating:The piston ina combustion enginereciprocates. Now read the text to find the answers to these questions. What does a cam do? What doesoscillatingmean? How are plastic pipes formed? What simplemechanisms in the home are mentioned directlyor indirectly? What is the function of a crankshaft? Give an exampleof a devicewhich can produce a linear movement. How are car body panels formed? What do mechanisms provide in industry? Writing Waysof linking ideas, 1 When we write, we may have to describe,explain, argue,persuade, complain, etc. In all these formsof writing, we use ideas. To make our writing effective. we have to make sureour readers can followour ideas. One way of helping our readers is to mahe the linksbetween the ideasin our writing. What are the linksbetween these pairs of ideas?What words can we use to mark the links? 1 Mechanismsare important to us. 2 They allow us to travel. 3 Mechanismsdeliverthe power to do work. 4 They play a vital role in industry. 5 Friction is sometimesa help. 6 It is oftena hindrance.
  • 27. Sentence 2 is a reason for sentence 1.We can link 1and 2 like this: Mechanisms are important to us because/since/asthey aIIow us to trawl. Sentence 4 is the result of sentence 3. We can link 3 and 4 l i e this: Mechanismsdeliverthepower to do work so they play a vita1role in industry. Mechanismsdeliverthepowerto do work: therefore theyplay n vital role in industry. Sentence 6 contrastswith sentence 5. We can link 5 and 6 like this: Frictionis sometimesa helpbut it is often a hindrance. Task 4 Show the links between these sets of ideas using appropriate linking words. 1 Copperis highly conductive. It is used for electricwiring. 2 Weight is measured in newtons. Mass is measured in kilograms. 3 Nylon is used for bearings. It is self-lubricating. 4 ABS has high impact strength. It is used for safetyhelmets. 5 Thefoot pump is a class 2 lever. Theload isbetween the effort and the fulcrum. 6 Frictionis essentialin brakes. Frictionis a nuisance in an engine. 7 The upper surfaceof a beam is in compression. The lower surfaceis in tension. 8 Concretebeams have steelrods near the lower surface. Concreteis weak in tension.
  • 28. Task 5 Languagestudy Dealing with technical terms One of the difficultthings about the English of engineering is that there are many technical terms to learn. Newer terms may be the same, or almost the same, in your own language. But many terms will be quite differentand you may not always remember them. When this happens,you will have to use whatever English you know to make your meaning clear. The samething may happen in reverse when you know a technical term but the person you are communicating with doesnot recognize it. Thismay happen in the Speakingpracticetasks in this book. Again, when this happens, you will have to make your meaning clear using other words. Task 6 The technical words in column A are similar in meaning to the more general English in column B. Match them. A B oscillates a changes rotates b large,thin, flat pieces reciprocates c moving stairs has a linear motion d goesround and round converts e movement motion f goesin a Line escalator g swingsbackwards and forwards sheets h goesup and down Try to explain how this simplemechanism operates using whatever English you know. Write your explanation down. Compareyour explanation with the technical explanation given on page 4 of the Answer Book. Learn any technical terms which are unfamiliar to you. Treadle linkage Speakingpractice Task 7 Work in pairs, A and B. Each of you has a diagram of a cam. Describe your diagram to your partner. Your partner shoufltry to reproduce your diagram from the spoken description you provide. StudentA: Your diagram is on page 177. Student B: Your diagram is on page 181. Thestext on the next page will help you with the vocabulary you need.
  • 29. Camsareshaped piecesof metalor plasticfixed to, or partof, a rotatingshaft. A 'follower' isheldagainstthe cam, either byitsown weight or byaspring. As the cam rotates, the follower moves. The way inwhich it movesandthe distance itmovesdependsonthe shapeofthe cam. Rotarycamsarethe mostcommontype.Theyare usedto changerotarymotionintoeither reciprocatingor oscillating motion. If you donot understandwhat yourpartnersays,thesequestionsand phrases maybehelpful. 1 Couldyou say that againlrepeatthat,please? 2 What doyou meanby X? 3 Where exactlyis the X? 4 What shapeis the X? 5 How doesthe X move? Ifyourpartnerdoesnotunderstandyou,try to rephrasewhat you say.
  • 30. Forces in engineering Task 1 Working in your group, try to explain these problems. 1 Why doesn't the shipsink? 2 What makes the spring stretch and what keeps the weight up? 3 Why doesn't the box slidedown the slope? Reading 1 Predicting Asyou learnt in Unit 1,it is important to think about what you are going to read beforeyou read. Do not start to read a text immediately.One way to help your reading isto t h i i about the words which might appear in the text. The title might help to focusyour thoughts. Which wordsmight appear in a text with the title Forcesin engineering? Task 2 The text you are going to read is called Forces in engineering.Here are some of the words it contains. Can you explain the link between each word and the title of the text? weight elasticity buoyancy magnitude equilibrium resultant newton gravity
  • 31. Task 3 Now read the text. Use the information in the text to check the explanations you made in Task 1. Forcesinengineering To solvethe ship problem, we must lookatthe forces onthe ship (Fig. 1).Theweight, W, acts downwards. That isthe gravity force. The buoyancyforce, B, acts upwards.Sincetheship isinequilibrium, the resultantforce iszero, sothe magnitudesof BandW must bethe 5 same. Fig. 1 Another very importantforce inengineeringistheonecausedby elasticity.A goodexampleofthis isaspring. Springsexertmoreforce the morethey are stretched.Thisproperty providesaway of measuringforce. A spring balancecan becalibratedin newtons, the l o unit of force. The block in Fia. 2 hasaweiaht of 10newtons.The weight on the balancepulls?hespringdown. To give equilibrium, the spring pulls upto opposethat weight. This upwardforce, F1, equals the weight ofthe block, W. F W Fig. 2 Itis impottantto getthe distinction betweenmassandweight 15 absolutelyclear. Mass isthe quantity ofmatter inanobject.Weight is the force onthat objectdueto gravity. Massismeasuredinkilograms, whereasweight, being aforce, ismeasuredinRewtons. We havelookedat buoyancy, elasticity, andgravity.There isafourth force important in engineering, andthat isfriction. Friction isa helpin 20 somecircumstancesbutehindrancein others. Letusexaminethe forces onthe box (Fig.3).Firstly,there isitsweight, W, the gravity force, thenthere isthe reaction, R , normalto the plane. RandW have a resultantforcetrying to pullthe boxdownt h e w . Itisthefriction force, F , actingupthe slope, that stops itslidingdown.
  • 32. Reading2 Grammar links in texts One of the waysin which sentencesin a text are held togetherisby grammar links.In this extract,note how each expression in italicslids with an earlier expression. Another very important force inengineeringis theonecaused by elasticity.Agood exampleof this isaspring. Springsexertmoreforce the more theyare stretched. Thisproperty providesaway of measuringforce. Sometimestheselinkscauseproblemsfor readersbecausethey cannot make the right connectionbetween words in differentparts of a text. Studythesecommon grammar links: 1 A repeatednoun becomesa pronoun. Springs becomes they. 2 A word replaces anearlierexpression. Force in engineering becomesone. 3 A word replaces a whole sentenceor clause. Springs exert moreforce the more they are stretched becomes Thisproperty. Tr*4 With which earlier expressions do the words in italicslink?Join them as in the exampleabove. Frictionin machines is destructive andwasteful. Itcausesthe moving partsto wear and itproducesheat where itis notwanted. Engineers reducefriction by usingven/ highly polishedmaterialsand by lubricatingtheirsurfaceswith oil and grease. Theyalso use ball 5 bearingsand roller bearings becauserolling objectscause less friction than sliding ones. Source:S. LarkinandL. Bernbaum(eds.l.The PenauinBookof the PhysicalWorld ...'
  • 33. Languagestudy The present passive Studythese instructionsfor a simpleexperiment on friction. IHorizontallv calibrated Fig. 4 1 Place a block of wood on a flat surface. 2 Attach a spring balance to one end of the block. 3 Apply a gradually increasing force to the balance. 4 Note the forceat which the block just begins to move. 5 Pull the block along so that it moves at a steady speed. 6 Note the forcerequired to maintain movement. 7 Comparethe two forces. When we describethis experiment, we write: A block of wood is placed on a flat surface.A spring balance is attached to one end of the block. Thisdescriptionuses the present passive. We form the present passiveusing islare +past participle. Task 5 Complete this description of the experiment using the present passive. A block of wood ' on a flat surface.A spring balance " to one end of the block. A gradually increasing force to the balance. The forceat which the blockjust beginsto move 4 - The block along at a steady speed.The forcerequired to maintain movement 6 . The two forces' .It is found that the first forceis greater than the second. What does this experiment show? Listening Listening to lectures Thelistening passage you are going to hear is an extract from a typical engineering lecture. Here are someof the features of lectures. 1 Incompletesentences:Spokenlanguage is not dividedneatly into sentences and paragraphs. For example: Now what Ithought Imight do today ...What wearegoing to talkof... 2 Repetitionand rephrasing: Lecturersoftensay the samething more than once and in more than one way. For example: It will turn, revolve. 3 Signpostexpressions:Lecturersoftenuse expressionsto help the studentsknow what they are going to do next, what is important, etc.For example: What we are going to talk ojis the extensionofajorce.
  • 34. Task 6 In the same way as when reading, it is helpful to think about the topic of a lecture before you listen. The topii here is The Moment of a Force. Can you explain the links between these words from the lecture and the topic?Use a dictionary to help you if necessary. turning distance product pivot perpendicular leverage fulcrum hinge - Task I - Now listen to the lecture to check your explanations. - During the lecture, the lecturer drew this diagram on the board. Which of the words in Task 6 can be used to talk about the diagram? Here are some signpost expressionsfrom the lecture. What do you think the lecturer is indicating each time?Select from the labels below, a to e. 1 We're going to talk about the moment of a force. 2 If you can think of a spanner ... 3 But what you have to remember is ... 4 Somethingsim~le to illustrate. - . 5 I'm thinkiug ofa practical job. 6 2'hy do we put a handle there on the door? 7 Is that understood?All right? 8 Wellthat is then a littleexplanation of how you calculate moments. a Emphasizingan important point b Showing that the lecture is over c Checking that the students can followhim d Introducing the topic of the lecture e Giving examplesto illustrate the points Task 10 Listen to the tape again and answer these questions according to the information given by the lecturer. 1 What advantage doesa longer spanner offer in loosening a tight nut? 2 What is the formula for calculating the moment of a force? 3 Why is it sometimesdifficultto apply a force at right angles in a motor car engine? 4 Why is the handle of a door at the edge? 5 Write down the formulaeforcalculating forceand distance.
  • 35. The electric motor Task 1 Working in your group, list as many items as you can in the home which use electric motors. Which room has the most items? Reading Skimming In Unit 3 you studiedscanning -locating specfic information quickly. Another useful strategy is reading a text quickly to get a generalidea of the kind of information it contains. You can then decidewhich parts of the text are worth reading in more detaillater,dependingon your reading purpose.Thisstrategy is called skimming. Task 2 Skim this text and identify the paragraphs which contain information on each of these topics. The 6rst one has been done for you. a What electricmotors are used for paragraph 1 b The commutator c Why the armature turns d Electromagnets e Effectof putting magnets together f The armature Inanelectricmotoranelectriccurrantand magneticfield produce aturning movement.Thiscan driveall sorts of machines, from wrist-watchestotrains.The motorshown in Fig. 1isfor awashing machine. Itisauniversalmotor, whichcan runon directcurrentor 5 alternatingcurrent. An electriccurrent runningthroughawire producesamagnetic fieldaroundthewire. Ifan electriccurrentflowsarounda loopof wirewith abarof ironthroughit,the ironbecomesmagnetized.Itis ! calledanelectromagnet; one endbecomesa northpoleandthe o otherasouthpole, dependingonwhichwaythecurrent isflowing aroundthe IOOD.
  • 36. Ifyou puttwo magnetsclosetogether, likepoles-for example, 3 two northpoles-repeleachother, andunlikepolesattracteach other. 5 Inasimpleelectricmotor, likethe oneshowninFig.2 , a pieceof 4 ironwith loopsofwire roundit, calledanarmature, isplaced betweenthe northandsouth polesof astationary magnet, known asthefield magnet.Whenelectricityflowsaroundthearmature wire, the ironbecomesanelectromagnet.
  • 37. I The attractionand repulsion betweenthe polesofthis armature magnetandthe polesof the field magnetmakethe armatureturn. As a result, itsnorth pole isclosetothe south poleofthe field maunet.Thenthe current is reversedsothe northw l e of the armature magnetbecomesthesouth pole. Onceagain, the attraction and repulsionbetweenit andthe field magnet makeit turn. The armaturecontinuesturning as long asthe direction ofthe current, andtherefore itsmagneticpoles, keepsbeing reversed. To reversethe direction of the current, the endsofthe armature t wire areconnectedto different halvesof a solit rino called a I commutator. Currentflowsto andfromthe kmm;tatorthrough small carbon blockscalledbrushes.As the armatureturns, first one halfofthe commutator comesintocontactwith the brush deliveringthe current, andthenthe other, sothe direction ofthe current keepsbeing reversed. Swfce: A( from'insideOWEle*ricMotof, Edumtion Gusrdian Match each of these diagrams with the correct description,A. B, C, or D. One of the descriptionsdoes not match any of the diagrams. (The diagrams are in the correct sequence, but the descriptions are not.) Motor run on direcl current A The armature turns a quarter of a turn. Then electriccontact is broken because of the gap in the commutator, but the armaturekeeps turning because there is nothing to stopit. B When current flows,the armature becomes an electromagnet. Its north pole is attracted by the south pole and repelledby the north pole of the field magnet. C When a universal motor isrun on direct current, the magnetic poles in the armature change whilethose of the fieldmagnet remain constant. D When the commutator comesback into contact with the brushes, current flowsthrough the armature in the oppositedirection.Its poles arereversedand the turn continues.
  • 38. Language study Describingfunction Try to answer this question: What doesan electricmotor do? When we answer a question like this, we describethe function of something. We can describethe function of an electricmotor in this way: An electric motor converts electrical energy to mechanical energy. We can emphasizethe function like this: Thejunctionofanelectric motor is to convert electrical energy to mechanical energy. Task 4 Match each of these motor components to its function, and then describe its function in a sentence. Component Function 1 armature a transfers rotation from the motor 2 bearings b create an electromagnetic field 3 brushes c converts electromagnetic energy to rotation 4 commutator d reversesthe current to the armature 5 drive shaft e supportthe drive shaft 6 field windings f supplycurrent to the armature Writing Describing components Task 5 Dismantle this simple dc motor into its components by completing the labelling of the chart below. Loop of wire
  • 39. Now studythis descriptionof themotor. A simpledcmotor consistsofa fieldmagnet and an armature.Thearmature is placed between the poles of themagnet. Thearmature is made upo f a loopof wire and asplitring knownasacommutator.Theloopis connectedto the commutator.Currentis suppliedtothemotorthrough carbon blockscalled brushes. Towritea description,you need touse languageto: 1 dismantlea pieceof equipmentinto itsmain parts. These expressions willhelp: consistso f X A A ismadeupof XandY iscomposedo f Y 2 name components: known as brushes. Carbonblocks called 3 locatecomponents: Thearmature isplaced betweenthepoles. 4 connectcomponents: Theloopis connectedtothe commutator. Task 6 Completethe text with the help of the diagram on the next page. Use the followingwords: are made up isplaced is composed consists A transformer oftwo coils,a primary and a secondary.Thecoils arewound on a formerwhich ismounted on a core.Thecoils of a number of loopsof wire. Thecore of thin piecesof softiron. U- and T-shaped piecesare used. Theformer onthe legof theT. Now labelthediagramoppositeusing the completedtext.
  • 40. Word study Studytheseexpressionsfor describinghow componentsare connectedtoeach other. A is bolted to B. = A is connectedto B with bolts. A is welded to B. =A is connectedto Bby welding. A is tixed to B. =no speci6cmethod given Task 7 Explain each of these methods of connection. 1 screwed 2 soldered 3 attached 4 wired 5 bonded 6 glued 7 riveted 8 welded 9 brazed 10 nailed
  • 41. An engineering student Task 1 Task 2 1 2 3 4 5 6 7 8 List some of the subjects studied by engineering studentsShare your List with others in your group. Find out what these terms mean in education. Usea dictiooary if necessary. pass resit assessment fail dropout period full-time module Listening When listening,it is important to have a clear purpose s othat you can concentrate on the parts of the messagewhich best meet youroads.It also helps to think about what you will hear beforeyou listen.Tbtn u t two tasks will helpyou to preparefor listening and to have a dearpurpose.
  • 42. Task 3 You are going to hear an interview with David, a student of electrical engineering at a Scottish college of further education. He is a mature student with previous service in the Navy. Here is David's weekly timetable. Someof the information is missing. Before you listen,try to answer these questions about the timetable. 1 What time doesDavid start each day? 2 When does he finish? 3 How long is a class? 4 How many classesdoeshe have each week? 5 What do the numbers mean after each class. e.g. 150? 6 How often doeshe have breaks? I MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Design and make 150 Technology Technology 138 051 .~ B r e a k - -- 10.30-12.00 Design Tutorial and make 150 140 063 p~~ ~ ~p -- L U N C H B R E A K -- / 13.00-14.30 Maths Communications Maths 1 510 510 606 510 510 - - - B r e a k I 14.45-16.15 Technology Principles Technology Principles Self-study 053 138 039 051 Task 4 Listen to Parts 1and 2 of the interview in turn. Answer these questions. Compare your answers with a partner. Part 1 What is the name of David's course? How long is the course? How old is David? How long was he in the Navy? How many types of submarines are there? Part 2 How many weeks of teaching doeshe have left? How is the course assessed? What happens if you fail the tests once? How many are in his class? What kind of problemshas he had?
  • 43. Task 6 D Listen to Part 3 of the interview.Try to completethe information missing from the timetable. Compareyour answers with a partner. Task 8 Liiten to the last part of the interview.Answer these questions. Part4 11 Whendoeshe practisesport? 12 Where can you goforsport? 13 What kind of sportscan you practise there? 14 What ishe goingto do after the Certificate? 15 What doeshe want to be? Task 7 D Now listen to the whole tape. Answer these more difficult questions. 1 Why didDavid leavethe Navy? 2 Why did students dropout of the class? 3 Why did he dislikeschool? 4 Why domost studentsfindPSDa bit of a nuisance? 5 Why doeshe want toknow when it's raining? 6 Why doeshe not have to use the library? 7 Why doeshe enjoytechnologymost? Writing Comparing and contrasting Task 8 Write your own timetable in English. MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Task 9 Now completethis table. Note any similaritiesand differencesbetween David's week and your own. David's subjects Hours per week Your subjects Hoursper week
  • 44. Task 10 Write a short comparison and contrast of your timetable and David's. These expressions may be useful: more time/hours/classes/maths than lesstime/maths/physicsthan fewerhours/classesthan not asmuch tiie/maths/physics as not asmany hours/classesas start/finishearlierllater than Note that less and much are used forthings which cannot be counted.
  • 45. Central heating Task 1 How can you heat a house in cold weather? List the possible ways Reading Predicting In Unit 5we learnt how using the title can help us to predict the contents of a text. Diagrams are alsovery useful in helping the reader to make the right guesses about what a text will contain. Before you read a text. read the title and look at any diagrams it contains. Task 2 Using the diagram, try to explain the function of these components: 1 the pilot light 2 the heat exchanger fins 3 theflue 4 the thermostat 5 the pump Cold wate - Pump Finned heat exchanger Outer casting 1 7 G a s & i ? Air for combustion Pilot light b Burner
  • 46. Task 3 Scan this text quicklyto check the explanationsyou made in Task 2. You mav not find all the information vou want. Gascentralheating Mostgascentralheatingworks onthe 'wet' system of heattransfer betweenwater flowingthrough pipes. Atypical systemincludesa boiler, a networkof pipes, afeed, andexpansiontank, radiators, anda hotwater storagesystem. I 5 Inconventional boilers, water is heatedby gas burners. Itisthen pumpedaroundthecentralheatingsystem andthe hotwater storagecylinder.Theflow of gasto the burner iscontrolled bya valve (orvalves)which can be operated byatime switch or by a boilerthermostat, hotwater cylinderthermostat,or by a ro thermostat locatedinoneofthe rooms. Air isnecessaryfor completecombustion and issuppliedto the burnerseitherfrom insidethe house, when adequateventilation must beensured,or directly from outsidethrough a balancedflue. Water iscirculatedthrough a heatexchangerabovethe burner. The i s heatexchangerismadeof tubesof cast ironor copper, which resist corrosion. Bothtypes usefins to increasethe surfacearea in contactwith water, which improvesthe transferof heat.A thermostat locatedinthe boiler causesthe gascontrolvalveto shut offwhen thewatertemperature reachesthe pre-setlevel. 20 After being pumpedthrough adiverter or priorityvalve, water circulatesaroundeither oneoftwo loopsof pipework, which act as heatexchangers. One looppassesthroughthe insideof the hot water storagecylinder in acoilarrangement. Heatistransferredto the surrounding water, which canthen bedrawnoff from this 25 cylinder from various hottaps inthe housewhen required. The loopthen returnstothe boilerfor re-heating. The other loopof the circuit passestothe radiators, which provide room heating. Several radiatorsare generallyconnected, where one pipe providesthe hotwater input andthe other carriesthe cold 30 water backto the boiler. Inthis wav, all radiatorsreceivehotwater directly fromthe boiler. Source:'Inside out:CentralHeating', EducationGuardii Task 4 Put these statementsin the correct sequence. The first and last have been done for you. Wateris circulatedthroughaheatexchanger. I Theloopreturnsto theboiler forre-heating. One loop passesthroughthe insideof the hot water storage cylinderin acoil of pipes. - Wateris heated by gasburners. The hot water is pumpedthroughadivertervalve. Theother loop of the circuitpassesto the radiators. Coldwater fromthe radiatorsreturnsto the boiler.
  • 47. Use the statements in Task 4 to label the stagesshown in this diagram of a heating system. Fira flwr Ground floor t 1 Languagestudy Time clauses What isthe relationship between thesepairs of actions?How can we link each pair to showthis relationship? 1 Coldwater passes through a heat exchanger. The water isheated. 2 The water is heated. It reachesa pre-set temperature. 3 Thewater is heated. It is pumped to a divertervalve. 4 Thewater temperaturereachesthe right level. The gascontrolvalve shutsoff. We can show how actionsare linked in timeby using timeclauses. We can useas to link two connected actionshappening at the sametime. For example: 1 As cold waterpasses througha heat exchanger, the water i sheated. We can use until to link an action and the limit of that action. For example: 2 The water is heateduntil it reachesapre-set temperature. Note that until normally comesbetween the stages. We can use afterto show that one actionis followed by another action. For example: 3 qftcr the water is heated,it ispumped toa diverter valve. We can use when to showthat one actionhappensimmediatelyafter another. For example: 4 Whenthe water temperature reaches the right level, thegascontrol valve shuts off. Note that when the time word comesh t in the sentence.a comma (.) is used afterthe time clause.
  • 48. Task 6 1 2 Link these sets of actionswith appropriatetime words. The system is switched on. Cold water passes through a heat exchangerin the boiler. Thewater passes through the heat exchanger. Thewater becomeshotter and hotter. Thewater reachesa pre-set level. The water temperaturereachesthe pre-set level. A thermostat causesthe gascontrolvalve to shut off. The water ispumped to a divertervalve. The water goes to the hot water cylinderor the radiators. Hot water passes through the insideof the hot water storagecylinderin a coil arrangement. Heat istransferred to the surrounding water. The hot water flowsthrough the radiators. Thehot water loses heat. Thewater passesthrough the radiators. Thewater returns to the boiler. Word study Task 7 The words listed in the fust column of this table are common in descriptionsof technical plant. They describehow substancesare moved from one stage of the process to the next. Some of these words can be used for any substance: others are more specsc. Write an X under Solids,Liquids, or Gases if the word on the left can be used to talk about them. The kst examplehas been done for you. carried circulated conveyed distibuted fed piped pumped supplied Solids Liquids Gases
  • 49. Safety at work Task 1 What do these warning labels on chemicalsmean?Match each label to the correct warning. a Highly flammable b Harmful c Explosive d Corrosive e Oxidizing f Toxic MAKE SURE YOU LEARN THE LABELS! THEY ARE FOR YOUR PROTECTION.
  • 50. Task 2 List some of the potential dangers in your laboratory, workshop,or place of work. How is the risk of these hazards reduced? Task 3 Study the safety instructions from a workshop below, and then answer these questions. a Who are the instructions for? b Who wrote them? c What was the writer's purpose? I 1 Wear protective clothing at all times. I 2 Always wear eye protection whenoperating lathes, cutters, and grinders and ensure the guard is in place. 1 3 Keep your workplace tidy. 1 I 4 Theareasbetween benches and around machines mustbe kept clear. I 1 5 Toolsshouldbe put away when not in use and I any breakages and losses reported 1 6 Machines should be cleaned after use, Reading Understanding the writer'spurpose Knowing what the writer's purposeis,who the writer is, and who the intended readers are can help us to understand a text. The safety instructions in Task 3 are clearlyintendedto encourage employeesto be safety consciousand reduce the risk of accidents. The writer is perhaps a supervisoror the companysafety officer,and the intendedreaders are machine operatives.Knowing these things can help us to work out the meaning of any part of the text we may not understand. Task 4 Study the company document on safety on the next page, and then answer these questions. 1 Who is this document for? a machine operatives b managers c allemployees d injuredemployees 2 Who wrote this document? a tradeunion representative b technician c manager d medicalstaff 3 What is the writer's intention? a to prevent accidents b to ensure speedyhelp forinjured employees c tn protect the company d to warn about dangers
  • 51. Accident investigation Whenever an accidentoccursthat results in an injury (medicalcase), damage of equipment and material, or both, prompt accident investigationby theimmediatemanager is required. Awritten preliminary investigationwillbe completedby the end of theparticular shiftorbusiness day onwhichthe accidentoccurred. In noevent shouldtherebe a delay of more than 24hours.Failureto complywith this requirementmay subjectthe immediatemanager to disciplinaryactionup to and including discharge. Without adequate accidentinvestigationdata the Companymay be subjectedto costs,claims, and legalactionforwhichithas nodefence. As aminimum, the preliminary accidentinvestigationreport will include the following: 1 Name, occupation,and sexof injuredworker. 2 Placeand date/time of accident. 3 Descriptionof how the accidenthappened. 4 Immediate causesof the accident-unsafe actsand unsafe conditions. 5 Contributingcauses-manager safetyperformance,levelof worker baking,inadequatejob procedure,poor protectivemaintenance,etc. 6 Witness(es)-name and department. 7 Correctiveactiontaken- when. The employeewho was injuredand any employee(s)who witnessed the incidentshould be separatelyinterviewed as soonaspossible.A copy of the report must be submitted to theManager-Human Resourcesfor review.Another copy of the report istobe retained fora period of not lessthan the injuredemployee's length of employmentplus five(5) years. Task 5 Study this brief report o f an accident.In which points does it not meet company policy on reporting accidents?
  • 52. Language study Making safety rules What are the differencesin meaning, if any, between these statements? 1 Wear protectiveclothing. 2 Always wear protectiveclothing. 3 Protective clothing must be worn. We can make safetyrules in these ways: 1 Using an imperative. Wearprotective clothing. Do not wear loose-fittingclothing. 2 Alwags/neverare used to emphasizethat the rule holds in all cases. Alwa~s wearprotective clothing. Never wearloose-fittingclothing. 3 We can use amodal v e r b - Protective clothing must be worn. Protective clothingshould be worn. Task 6 Study this list of unsafe environmental conditions (hazards).Write safety rules to limit these hazards using the methods given above. For example: inadequatelighting Lighting must beadequate.or Lighting should be adequate. 1 uneven floors 2 unguarded machinery 3 untidy workbenches 4 untidy workplaces 5 badly maintained machinery 6 carelesslystored dangerousmaterials 7 inadequate ventilation 8 damaged tools and equipment 9 machinery in poor condition 10 equipment used improperly 11 equipment operated by untrained personnel 12 apprentices working without supervision Writing Waysof linking ideas, 2 In Unit 4 we learnt that to make our writing effective,we have to make sure our readers can followour ideas. We learnt how to mark reasons, results, and contrasts in our writing. What are the linksbetween these ideas?What words can we use to mark the links? 1 The accident happened. 2 The operator's carelessness. 3 The supervisorwas not present.
  • 53. Sentence 2 is a reason for sentence 1.Sentence 3 is an additionalreason. We can mark the links between them like this: Theaccident happened becauseof the operator's carelessness.In addition/moreover,the supervisor was not present. We use because o f to introduce a reason which is a noun or noun phrase. We use in additionand moreover to introduce an additional reason. What are the linksbetween these ideas?What wordscan we use to mark the links? 4 Suitableprotection should be worn. 5 Safetyhelmets should be used where there is a danger of falling objects. Sentence 5 is an exampleto illustrate sentence 4. We can mark this in this way: Suitableprotection should b e worn.For example/Forinstance,sakty helmets shouldbe used where there is adangeroffalling objects. Task 7 Show the links between these sets of ideas using appropriate linking woru. from this unit and from Unit 4. 1 Many accidents happen. Workers' carelessness. 2 Education can reduce accidents. It is important that all workersreceive training in basic safety. 3 Eye injuries can be serious. Gogglesmust be worn for grinding and cutting. 4 Safetygloves provide protection for the hands. They prevent burns. They reduce the danger of cuts. 5 Safetyshoesprotect the feet against fallingobjects. They prevent the feet getting caught in machinery. 6 Respiratorsshould be worn in dusty conditions. Dust can damage the lungs. 7 Safetygear existsfor everydanger. Each year people are injured. They refuse or forget to wear the right gear.
  • 54. 1 0 Young engineer Task 1 Lucy Porter is a recent winner of the Young Engineerfor Britain award. Study this diagram of her invention.Discuss these questionsin your group: 1 Whatis it? 2 Who is it for? 3 Howdoesit work?
  • 55. Listening Task 2 m Task 3 rn a b c d e f g h i i k Task4 Task 5 1 2 3 4 5 6 Task 6 Task 7 m 1 2 3 4 Now Listen to Lucy talking about her invention and career plans. As you listen, check your answers to Task 1. Now listen again. Here are someof the things Lucy talks about. Put them in the correctsequence.The first one has been done for you. Her careerplans. What happensnext with her invention. How it works. Whysheisplanning tostudyengineering. Changesin the design. What her inventioniscalled. What materialssheused. Who it isintendedfor. How shemade the prototype. How shegot theidea. Her viewsonengineeringasa careerforwomen. Now make notes on what Lucy says about the above topics. Label the diagram in Task 1with these terms: rope handle pulley A-frames cross-piece seat Put these stepsin the creation and development of the swingin the correct sequence.The &st and last have been done for you. problemidentified 1 prototypebuilt in wood - metalversion built - design modified inventionpatented - modelsbuilt totestdesign - prototypemodified - prototypeh k d - designdrawn - manufacturer licensedto produce 10 Now listen again and answer these more detailed questions. Howdid the inventiongetitsname? What did sheusetotestdesignswhich seemedviable? Whydid shemake thefirst swingkom wood? What arethe advantagesof a metalframe?
  • 56. Writing Describing and explaining Task 8 You are going to write a brief descriptionand explanation of Lucy's invention. It will consist of two paragraphs. Paragraph I Use the labelled diagramin Task 1and the information from the tape to write a brief descriptionof Lucy's invention.Your descriptionshould answer these questions: 1 What is it called? 2 What is it for? 3 What doesitconsistOR 4 How are the parts connected? 5 What is it madeof) Usethe language of descriptionstudiedin Unit 6. Paragraph 2 The followingstepsexplainhow the swingworks. Put them in the correct sequence.Then use soand when to link them into a paragraph. Theropepulls the seatforwards. Repetitionof theseactionscausesa swingingmotion. The childpuUsdownon the handle. The seatswingsback under the weight of the child. The child releases the handle. Speakingpractice Task 9 Work in pairs. A and B. StudentA: Playthe part of the interviewer.Baseyour questionson the topics in Task 3,and any other questionsyou may wish to add. For example: a Her careerplans. +Whatare your careerplans? StudentB: Play the part of the swinginventor. Conduct the interview.
  • 57. Washing machine Task 1 Many items found in the home contain controlsystems. The washing machine is one of the most complex.List some of the factorsthe control system of a washing machine must handle. This diagram may help you. Fig. 1Cross-sectionthrougha washing machine Reading Reading diagrams In engineering.diagramscarry a greatdeal of information.They can also help you to understand the accompanying text. For this reason,it is helpful to try to understand anydiagrambeforereadingthe text. Task 2 Study the diagram again. Try to explain the function of each of these items. 1 Pump 2 Motor
  • 58. Task 3 Shock absorber Solenoidvalves Heater Pressuresensor Door lock andsensor Temperaturesensor Fan Read this text to check your answers to Task I 7 - Controlqstems inthe home , * Mostdevices inthe homehavesomesort of control.Forexample, you cancontrolthevolume of a TV by usinga remotecontrol.The buildingblocksof a controlsystemare: Input t- Press bumn Signal is Volume on remotewntrol sent to TV is adjusted Theinputcanbeany movementor any changeinthe environment. 5 Forexample. adrop intemperaturemaycauseaheatingsystemto comeon. The controlmaychangethesizeoftheoutput(forexample, adjustingthe soundof aN). Oftenthis involveschangingonekind of inputintoadifferentkindof output. Forexample, openinga lo window mayset offaburglaralarm. Outputscanbeof manykinds. An alarmsystemmay ringabell, flash lights, andsendatelephone messagetothe police. Mostcontrolsystemsareclosedloops. That meansthey incorporateaway ofcheckingthatthe outputiscorrect. Inother 15 words, theyhavefeedback. Thethermostat ina centralheating system(Fig. 2) providesconstantfeedbackto thecontrolunit. Temperature Control Boiler BoilerlPump unit switch Radiators Feedback k Fig.2 Thecontrolsystemof amodernwashing machinehasto takeinto accountseveraldifferentfactors. Thesearedoor position, water level, water temperature, washandspintimes, and drumspeeds. zo Mostofthem aredecidedwhen youselectwhichwashingprogram to Use. Fig. 3shows ablockdiagramof awashingmachinecontrolsystem. YOUcanseethatthis isquitea complexclosedloopsystemusing feedbackto keepacheckonwater level,water temperature, and 25 drumspeeds. b
  • 59. lump J The control unit isthe heartof the system. Itreceivesandsends signalswhich control allthe activitiesofthe machine. It isalsc capableof diagnosingfaults which mayoccur, stoppingthe program, and informing the serviceengineerwhat iswrong. Iti 30 small, dedicatedcomputer which, likeother computers, usesth languageof logic. Source: P. Fowler andM.Horsley, 'Contmlsystemsinthe home', CDE TTechnolo Task 4 Read the following text to 6nd the answers to these questions: 1 What deviceisused tolockthe door? 2 What providesfeedbackto thecontrolunit about the doorposition? Doorposition The machinewill notSLUI t ally plugram w~l~rrsthedoor isfully closedand locked. Whenthe door isclosed, itcompletesan electricalcircuit which heatsupa heat-sensitivepellet. This expandsas itgets hot, pushinga mechanicallockintoplaceand closingaswitch. The switch signalsthe control unitthat thedoor is closedand locked. Onlywhen ithasreceivedthis signalwill the control unitstartthewash pronram~ Now work inpairs. A and B. StudentA: Read Texts 2 and 3. StudentB: ReadTexts4 and 5. Completeyour sectionof the tableopposite.Thenexchangeinformationwith your partner to completethe wholetable.
  • 60. Control factor Operatingdevice Feedbackby 1 Door position heat-sensitivepellet switch 2 Water level 3 Water temperature 4 Wash and spintimes - 5 Drumspeeds Text 2 Water Ieval When awash program first starts it hasto openthe valveswhich allowthe water in.There are usuallytwo of thesevalves, onefor hot water andonefor cold. Eachmust becontrolledseparately dependingonthewater temperatureneededforthat program. The 5 valvesaresolenoid operated, i.e. they are openedandclosed electrically. The risingwater level ischeckedbythe water levelsensor. This isa pressuresensor. The pressureof the air inthe plastictube risesas it iscompressedbythe risingwater. The pressuresensor keepsthe 10 control unit informedasto the Dressurereachedandthe control unit usesthe informationto decidewhen to closethe water inlet valves. ::*W&tt# <p3,F3<:,2?3yLT-'... .,!>-.,:" *T.:%-~:~yz-i ..-.~ .. ,~ T&*$*.,* :.'p$.:?:*:~%<*A> , m <*:p&*e* Text 3 . . . @ Water temperature Thetemperaturesensor, atype ofthermometer which fits insidethe washer drum, measuresthewater temperatureandsignalsittothe control unit. Thecontrol unitcompares itwith thetemperature nwdedforthe program being used.Ifthewater temperatureistoo 5 low, the control unitwill switch onthe heater.Thetemperature sensorcontinuesto checkthetemperatureand keepthe control unit informed. Oncethecorrecttemperature is reached,thecontrolunit switchesoffthe heaterand movesonto the nextstage of the program. Text 4 Clock Thecontrol unit includesa memorywhichtells ithowlong staaeof a Droaramshould last. Thetimes mav bedifferent he electronic clock built intothe control unit keepsth memory ofthecontrol unit informedsothat eachstage of each 6 program istimedcorrectly.
  • 61. hasto spin at various speeds. Most machinesusethree different @ *,as : speeds: 53 rpmfor washing; 83 rpmfor distributingthe loadb e f ~ r & ~ ~ ~ * : ~ ~ spinning; 100rpmforspinning. ~ ~ z ~ ; & w @ Thecontrol unit signalsthe motorto producethesespeeds. The .?<a motor starts upslowly, thengradually increasesspeed. The spee sensor, atachogenerator, keepsthecontrol unit informed asto speedthat hasbeenreached.Thecontrol unit usesthe informat to controlthe powertothe motor and socontrolsthespeed ofthe l o drum at alltimes. LanguageStudy IfJUnlesssentences Task 5 Fill in the blanks in this table using the information in Fig. 3 and the texts in Task 4. Sensor Condition Control unitaction Water level low open inlet valves level high enough Water temperature switch on heater high enough Drum speed decreasemotor speed The conditionswhich the sensors report determine the action of the control unit. We can link each condition and action like this: If the water levelis low, the inlet valvesareopened. Task 6 Write similar sentences for the other five conditions given. Now study this example: Sensor Condition Controlunitaction Door Door open Machine cannot start Door closed Machine can start We can link these conditions and actionsas follows: 1 uthe door is open, the machinecannotstart. 2 If the door isclosed, the machine can start. 3 Unkss thedoor isclosed,the machine cannotstart. We use unless when an action cannot or will not happen if a prior condition is not true. In example 3. Unless means If... not. We can rewrite 3 as: If thedoor is not closed, the machinecannotstart.
  • 62. Task 7 Complete these sentences using Unless and your knowledge of engineering. 1 Unlessthe ignition is switchedon, a car cannot 2 Unless the pilot light is on, gas central heating will not 3 Unless the diverter valve is switchedto central heating, the radiators will not 4 Unlessthere is current flowingin the primary coil of a transformer, there will be no current in the coil. 5 Unlessthereis in the cylinders,a petrol engine will not start. 6 Unlessthe doorsare ,a liftwill not operate. 7 Unless mild steelis painted, it will 8 Unless electricalequipment is earthed, it may be Writing Explaining a diagram Task 8 Study this diagram of a pressure sensor. Explain how it works by linking each pair of actions with appropriate time words. 1 A wash programme h s t starts. It opensthe valves to allowthe water in. 2 The water levelin the drum rises. The air in the plastic tube is compressed. 3 The pressure rises. The diaphragm moves upwards. 4 Thiscontinues. The switch contacts are separated. 5 Thishappens. The fillvalves are closed.
  • 63. Task 9 Join the followinggroups of statements to make longer sentences. Use the words printed in italics above each group. You may omit words and make whatever changesyou think are necessary in the word order and punctuation of the sentences. Jointhe sentencesto make a paragraph. 1 which Thetemperaturesensormeasuresthe water temperature. Thetemperaturesensoris a typeof thermometer. 2 and The temperature sensorfitsinsidethe washer drum. The temperature sensorsignalsthe water temperature tothe controlunit. 3 which Thecontrolunit comparesthe water temperaturewith the temperature. Thetemperatureis needed for the programmebeing used. 4 If The water temperatureis too low. The controlunit will switchon the heater. 5 and The temperaturesensorcontinuesto check the temperature. The temperaturesensorkeeps the controlunit informed. 6 When...and Thecorrecttemperatureis reached. The controlunit switchesoff the heater. The controlunit moves on to the next stageof the programme.
  • 64. 12 Racing bicycle Chris Boardman in the 1992Olympics Tuning-in Task 1 Label this diagramof a bicycle with these terms. pedals chain chain-wheel seat gears brakes handlebars frame toe-clips Fig. 1 Task 2 E l Check your answersby listening to this description.
  • 65. Task 3 CompareFig. 2 (below)with the bicycle shown in Fig. 1and Task 2. What differencescan you note?Write your answers in this table. Conventional(Fig.1) Improvement (Fig.2) Spoked wheels Gear lever on the frame Tubular aluminium-alloy frame Pedals with toe-clips Steelgears Ordinary handlebars Liahtweiaht frame madefrom a~icrah giaoe aluminium alloy. composite suchas carbon fibre. or die-cast alumlnmum. The frame Aerodvnamic handlebars. These also reduce ~~~ ~ ~~ ~~~~~ the rider's wind resistance without reducing by too much the power that can oe applied to the pedals. They are called 'triathlon' bars shown is a low profile machine. becausethey were deve,opeo by a wnicn decreases the wlno ?rofessionalAmerican triatnlete. Dave Scon. resistance experiencedby the rider. hey became ~ o ~ u l a r with racina cvclists aftei Gre LeMond used them wheri he won the 1989qourde France. I Fig.2 Task 4 Check your answers to Task 3 in column 1opposite. Then study Fig. 2 again to find reasons for each improvement.
  • 66. Improvement Reason Discwheels Combined gear change and brake levers Carbonfibreframe Cliplesspedals Precision-engineeredaluminium- alloyor titanium gears Aerodynamichandlebars Reading Prediction Task 5 Study this extract from the text you are going to read. Bicycles, and especially racingbicycles, havemuch in common with aircraft: What similaritiesbetween racing bicycles and aircraft doyou think the text win cover?Note your predictions. Task 6 Read this text to check your answers to Task 5. , , . , ' . ,~ . . &*- Thestandarddesign ofthe bicycle hasbeenin existencefor about 100years. But inthe past 10yearsthere havebeenmorechanges than during any other decade. Bicycles, and especially racingbicycles, havemuchincommon 5 with aircraft: botharedesignedto minimizewind resistance, maximizeenergyefficiency, respondinstantlyto the demands placedon them, yet weigh very littlewithout losing strength. So, muchofthe technology used in aerospacehasfound itsway into racingbicycles. 0 The heartofthe bicycleis itsframe. Itmust bestrong, light, flexible enoughto absorb bumps, but notso muchtbat itwastes the enerav I -. the ridertransmits by pedalling. Bicycleframe designersshare manyaimswith aircraft engineers, who mustdesignwings which are strong, light, aerodynamic,and 5 efficient at converting engine power into lift. Yet the wings must be flexible enoughto absorb turbulencewithout wastingthe engine's thrust. Therefore, the modern bicycleframe andaircraftwing share both materialsand designfeatures. Many racingbicycleframes which consist of tubesjoined together are madefrom aluminium 1 alloys similar to those used in aviation. The Frenchcompany, Vitus, )
  • 67. gluesthe tubestogether using the sametechniques asthose used me *..a...~ for connectingaircraftcomponents. . * & In recent years, aircraft manufacturers such as Boeing have been experimentingwith composite materials like Cheval and carbon -5 fibres. It is no surprise that some racing bicycleframesarenow manufacturedfrom the same materials. {%. Perhapsthe most innovativeframe to date isconstructed from die*,,; cast magnesium alloy.Itsdesigner, Frank Kirk,formerlyworked i n h Language study Describing reasons We can describe the reasonsfor an improvementor design change in a number of ways. Studythis example: Improvement/Designchange Reason Discwheels Reduce wind resistance. How many ways do you know to link an improvementand the reason forit; Try to completethis sentenceby adding the reason given. New racing bicycles have disc wheels Using to +verb is the easiestway to link improvement and reason. For example: New racing bicycleshave disc wheels to reduce wind resistance. Another simpleway is to use a linkingword. You studiedthis in Unit 5. For example: New racing bicycleshave disc wheels because/since/asthis reduces wind resistance. A more difficultway is to use so that which must be followedby a clause. For example: New racing bicycles have disc wheels sothat wind resistance is reduced. Task 7 Link each improvement and reason in Task 4 using the methods given above. Writing Describing contrast In engineering,it is oftennecessary to compare and contrast different proposals,solutionsto problems, and developments.In this unit we will focus on contrast -describing differences. We can showdifferencesin a table like this:
  • 68. Conventional Spokedwheels Gear lever on the frame Tubular aluminium-alloy frame Pedalswith toe-clips Steelgears Ordinaryhandlebars Improved bicycle Disc wheels Combined gear change and brake levers Carbonfibreframe Cliplesspedals Precision-engineeredtitanium gears Aerodynamichandlebars We can describedifferencesusing: 1 the comparative form of the adjectiveor adverb. For example: The new bicycleis lighter than the old. The new bicycleis more aerodynamicthan the old. Titanium geurs can be changed moreeasily. 2 the connecting words but/whereus,in contrast. For example: On new bicycles the gear and brake leverare combined, whereas on old ones, the gear lever is on theframe. Old bicycles have spoked wheels. In contrast,the new bicyclehas disc wheels. 3 using expressions such as unlike/d#erentfrom. For example: Unlikethe conventional bicycle, the new bicycle has a carbonfibreframe. The new bicycleisdifferentfrom the conventional one in that the gears ure made oftitanium. Note that these expressionsassume that the reader is familiar with the materials used in the conventionalbicycle,which are not mentioned. Task 8 Describe the differencesbetween a conventional and an improved bicycle using the information in the table above and appropriate expressionsfrom the list provided. Word study Properties of materials Studythese examplesof adjectiveand noun pairs for describingthe propertien of materials. Adjective Noun flexible flexibility light lightness strong strength
  • 69. Task 9 Now fill in the gaps in this table with the missing adjectives and nouns. Adjective Noun elastic tough wind resistance plasticity soft rigid wear-resistant hard brittleness Speaking practice Task 10 Work in pairs. A and B. Student A: Your task isto explain to your partner how to adjust the distance between the saddleand the handlebars of a racing bicycle. Use the text and diagrams on pages 17718 to helpyou. Student B: Your task is to explainto your partner how to adjust the height and tilt of the handlebars of a racing bicycle. Use the text and diagrams on pages 18112 to help you. Technical reading Gear systems a Fig. 3 Bicyclesuseachain andsprocketsystemto transmitrotarymotion from the drivershaftto the drivenshaft becauseof itsstrenathand 1
  • 70. Driversprocket has60teeth. Y I Drivensprocket has 15 Number of teeth on driversprocket ,v-. Task 11 Calculate the gear ratios of a bicycle with the system shown in Fig. 4 below. It has a double chain-wheel and five driven sprocketson the rear wheel but only the combinations shown below are recommended. You may need a calculator. Chain-wheel teeth Sprocket teeth Ratio -
  • 71. 13 Lasers Task 1 What are lasers?List any applicationsyou know for lasers. Reading Task 2 Readthis text to check your answers to Task 1 Lasers(LightAmplification byStimulated Emissionof Radiation) are deviceswhich amolifv liohtand oroducebeamsof lioMwhich . , - arevery intense, directional,and pure incolour. ~ h e y c& besolid state, gas, smiconductor, or liquid. 5 When laserswere inventedin 1960,somepeoplethought they could be usedas 'death rays'. Inthe 1980s.the UnitedStates experimentedwith lasersasadefenceagainstnuclearmissiles. Nowadays,they are usedto identifytargets. But apartfrom military uses, they havemanyapplicationsinengineering D communications, medicine,andthe arts. Inengineering, powerfullaserbeamscanbefocusedona small area. Thesebeamscanheat, melt, or vaporizematerial inavery preciseway. Theycanbeusedfor drilling diamonds, cuning complexshapes inmaterialsfrom plasticsto steel, for spotwelding 15 andfor surfacingtechniques, such as hardeningaircraft engine turbine blades. Laser beamscan also be usedto measureandalign uctures. ,-sers are idealfor communicationsinspace. Laser lightcancarry many moreinformationchannelsthan microwavesbecauseof its -0 hiih fram~~ncu In Adiinn itcantraveltong&stances without I losingsignalstrength. Laserscan alsobeusedfor information recordingand reading.Compact discsare readbylasers. I Inmedicine, laserbeamscantraal damagedtissue inafractionof a secondwithout harminghealthy tissue.Theycanbeusedinvery preciseeyeoperations. Inthe arts, laserscanprovide fantastic displaysof light. Pop concertsare often accompaniedby laserdisplays.
  • 72. Task 3 Complete this table of laser applications using information from the text opposite. You may also add any applications you know of which are not included in the text. Military Engineering Communications Medicine Arts __- drilling diamonds treating damaged tissue cutting complex information shapes recording and reading Languagestudy used toifor Study these examples of laser applications: 1 Laser beams can be used to measure and align structures. 2 They can be usedfor drilling diamonds. 3 They can be usedfor light displays. We can describe applications with used to +infinitive or usedfor +-ing or noun. Task 4 Describe the applications of lasers using the information in your table in Task 3 and the structures given above. Word study Noun + noun compounds We can use adjectives to describe an object in greater detail. For example: light electric light a motor an electric motor steel stainless steel gears helical gears We can also use nouns. For example: light laser light a motor an air motor steel carbonsteel gears titaniumgears
  • 73. Many relationships are possiblein noun compounds.For example: an air motor a motor which uses air carbonsteel steelwhich contains carbon titanium gears gearsmade of titanium Task 5 Put each of these examples in the correct column. carbonblocks aluminium alloy carbonfibre a gasburner roller bearings a circuitboard a plastic pipe magnesium alloy apower tool a ball bearing a concretebeam a diesel boat a springbalance a plastic tube steel sheets uses is madeof contains Task 6 What new relationships can you find in the examples below?Rewrite each compound to show the relationship. For example: a foot pump a ribbon cable a gear lever 1 chain wheel 2 disc wheel 3 foot brake 4 a hand throttle 5 strain gauge apump which is operatedbyfoot a cable whichis like a ribbon a leverfor operatinggears 6 collegelecturer 7 toe-clip 8 boiler thermostat 9 safetyhelmet 10 aircraft engineer Writing Describing a process, 1:sequence When we writeabout a process,we have to: 1 Sequencethe stages 2 Locate the stages 3 Describe what happens at each stage 4 Explain what happensat each stage In this unit, we will studyhow to sequencethe stages.
  • 74. Task 7 Task 8 Task 9 Consider these stagesin the operation of a washing machine. The drum is filled with water. The water is heated to the right temperature. Soapis added. The drum is rotated slowly. The dirty water is pumped out. Cleanwater is added. The drum is rotated much fasterand the water pumped out. The clean clothes are removed. Instead of numbers, we can show the correct order using sequence words. First the drum is filledwith water. Then the water is heated to the right temperature. Next soapis added. After that, the drum is rotated slowly. Next the diiywater is pumped out. Then clean water is added. After that, the drum is rotated much faster and the water pumped out. Finally,the clean clothesare removed. Study this diagram. It shows an extruder for forming plastic pipes. Describe the extruder. /Plasticgranules I Plastic being forced into an extrusion die Now put these stages in the process in the correct sequence. The hot plasticis forced through the die to form a continuous length of pipe. The rotatine screwforcesthe olasticoast heaters. - The plastic granules are mixed and placed in the hopper. The pipe is cooled and cut to suitable lengths. The plasticmelts, Describe the correct order using sequence words. Add to your description of the process your description of the extruder from Task 7. Form your text into a paragraph.
  • 75. Technical reading Laser cutting Task 10 Engineers have to read sales literature describing the products and services of companies.Read the following salesliterature to answer these questions: 1 Who is this text for? 2 What servicedoesthe companyprovide? 3 What are the design benefits of laser cutting? 4 Can lasers cut non-metals? 5 What limitations are there on the servicethey provide? 6 How doesthe servicecut lead time? DESIGNENGINEERS -DEVELOPMENT ENGINEERS -BUYERS- STOCKCONTROLLERS Frustrated? By having to restrict designs to suit manufacturing processes? By the difficulty and high cost of producing accurate prototypes? By the high cost and lengthy lead times associated with press tools? By the high stock levels necessitated by minimum batch sizes? If your answer to any of the above is yes ... WEHAVE THESOLUTION! OUR NEW 1500 WATT CIV INTROLLEDLASER CUTTERIS AT YO 7ISPOSAL. T h e Process ITkemriah Lasertechnology is not 'he laser issuitableforcutting: new, but it is only recently Alltypesof steel includingdainles&and-springsteel. that the full benefits have Mostnon-ferrousmetals. become available to manufacturers. Plastics, wood, fibreglass, andalmostany youcareto mention! Taking light and passi itthrough a series of lenses makesthe light CarbonSteel- up source so greatthat its StainlessSteel-u power density is several 'Ptastics-upto 40 milliontimes that of the Wood-upto 40 mm sun -this laser energy is Rubber-upto 40 mrn then usedto cut almost Table movement 1650mmx 1250rnm any material. The light isdirected down short lead time I to produce accurate I Source:Eraba Limited
  • 76. 14 Automation technician Task 1 You are zoing to hear an inlerviexv rvith illislair. a technician with an American company based in the United I<ingdom.His company produces cellul;~r communication equipment. Try to list st~me of the products his company might make. Listening Task 2 Listen to Part 1 ofthe intervieiv. Check your allsrvcrs to Task 1 and answer these questit~ns. 1 What is his joh title? 2 $'hat does his section huild? 3 What type of machines arc they: 4 $'hat does s Fuji robot do? 5 M'hat do his machines do? 6 Vhat three types orsensors does a robot have?
  • 77. Task 3 E l 1 L 3 4 5 6 7 8 Task 4 El 1 2 3 4 5 6 7 Task 5 El Listen to Part 2 of the interview and answer these questions. How long has he been with the company? How many techniciansare in his section? When doeshe start work? What doeshe dofirst when he getsto work; Name onething he might do afterthat. Why does he visit plants in Europe? Where has he been? What doeshe dislike about travelling? Listen to Part 3 of the interview and answer these questions. What did the company he previously worked formake? Name one thing he feelswas good about working for his old company. What qualificationdoeshe have? How long did it taketo getthis qualification? Duringhis work placement, what did he do a lot OD What k i d of companiesdid he do installations in? What was one of the perks of the job? Listen to the interview again and complete the gaps in this record of Alistair's work experience. Period Typeof company Product Jobtitle 2 years Automation technician years Telephoneexchange months Instrument makers Student placement Speaking practice Talking about specijcations Task 6 Work in pairs. A and B. Some of the design specifications for your drawing are missing. Complete them with help from your partner. Before you start, make sureyou know how to say these abbreviations and expressions in full: max. min. dia. cm kg 1.42 0.55 f maximum minimum diameter centimetre kilogram one point four two zero point fivefive plus or minus You may look at each other's drawings afteryou have exchanged information. StudentA: Your specificationsare on page 178. StudentB: Your specificationsare on page 182.
  • 78. 15 Refrigerator Task 1 Study this diagram.It explains how a refrigerator works. In your group try to work out the functionof each of the numbered components using the informationin the diagram. Foam or glassfibre insulation material
  • 79. Reading Dealing with unfamiliar words, 1 You are going to read a text about refrigerator$.Your purpose is to find out how they operate. Readthe first paragraph of the text below. Underline any wordswhich are unfamiliar to you. RefrigerationDreservesfood by lowering itstemperature.Itslows downthe growth and reproductionof micro-organismssuch as bacteriaandthe actionof enzymes which causefood to rot. You may have underlined words like micro-organisms,bacteria,or enzymes. These are words which are uncommon in engineering. Beforeyou lookthem up in a dictionary or try to find translations in your own language, think! Do you need to know the meaning of these wordsto understand how refrigerators operate? You can ignore unfamiliar wordswhich do not help you to achieve your reading purpose. Task2 Now read the text to check your explanation of how a refrigerator works. Ignore any unfamiliar words which will not help you to achieve this purpose. psra Refrigwatton preservesfoodbyloweringitstemperature. It*lows r down the growth and reproductionof micro-organismssucl bacteriaandthe actionof enzymeswhkh causefood to rot. Refrigerationisbasedonthree principles. Firstly, ifa liquid is s heated, itchangestoagasorvapour. Whenthis gasiscooleQjt changesbadcintoa liquid. Secondly, ifagasisallowedto expnnd, itcoolsdawn.if agas iscompressed, itheatsup. Thirdly, lowering the pressurearoundaliquidhelpsitto boil. To Keepthe refrigeratorat aconstantfowtemperature, heal l o betransferredfrom the insideof thecabinettome outside. refriserant isusedto dothis. Itiscirculatedaroundthe fridr; where it undergoeschangesinpressureandtemperaturea chengesfrom a liquidto agas and backagain. Onecommon refrigerantisacompound of carbon, chlorine, and i s fluorine knownas R12.This hasavery low boilingpoint: -29'C. At normalroomtemoerature(about20'C) the liauidauicklvturns into gaa However, n&er refribantswhich are lessharmfiltothe environment, suchasKLEA 134a. aregradually replacingR12. The refrigeration processbeginsintheCompressor.This m compressesthegassothat itheatsup.Itthenpumpsthegas intcr -I condenser, a longtube intheshapeof azigzag. Asthewarm gas passesthroughthecondenser, itheatsthe surroundings andcools down. Bythetime it leevesthecondenser, ithascondansedback intoa liquid. 25 LiquidleavingthecondenserhastoRowdownavery narrowtube (acapillarytube).This preventsliquidfrom leavingthe condenser too quickly, andkeepsit at a high pressure. 3 % ..
  • 80. I - - . - - - - - As the liquid passesfrom the narrow capillarytube to the larger tubes of the evaporator,the pressurequicklydrops.The liquid o turnsto vapour, which expands and cools.The coldvapour absorbsheatfrom the fridge. It isthen sucked backinen the com~ressor s n t P W w ~ t o c e m wain. -1 - . The compressor isswitched on and off byathermostat ) that regulatestemperature, sothatthefoodfo~dia not over n. Language study Principles and laws Study these extractsfrom the text above.What kind of statements are they? 1 If a liquid is heated, it changes to a gas or vapour. 2 If a gas is allowed to expand,it cools down. 3 If a gas is compressed,it heats up. Each consistsof an action followedby a result. For example: Action Result a liquid is heated it changes to a gas or vapour Thesestatements are principles. They describethings in science and engineering which are always true. The action is always followed by the same result. Principles have this form: I J /When (action -present tense). (result-present tense). Link each action in column A with a result from column B to describe an important engineering principle. A Action B Result 1 a liquid is heated 2 a gas is cooled 3 a gas expands 4 a gas is compressed 5 a forceis applied to a body 6 a current passes through a wire 7 a wire cuts a magnetic field 8 pressure is appliedto the surface of an enclosedfluid 9 a forceis appliedto a spring fixed at one end it heats up there is an equal and opposite reaction it changesto a gas it extends in proportion to the force it is transmitted equally throughout the fluid a current is induced in the wire it cools down it setsup a magnetic field around the wire it changes to a liquid
  • 81. Word study Verbs and related nouns Task 4 Each of the verbs in column A has a related noun ending in -er or -or in column B. Complete the blanks. You have studied these words in this and earlier units. Use a dictionary to check any spellings which you are not certain about. A Verbs For example: refrigerate 1 condense 3 compress 4 resist 6 generate 7 conduct 9 radiate 10 control B Nouns evaporator charger exchanger Writing Describing a process. 2:location Study this diagram. It describesthe refrigeration process. In Unit 13we learnt that when we write about a process, we have to: 1 Sequencethe stages 2 Locate the stages 3 Describewhat happens at each stage 4 Explainwhat happens at each stage
  • 82. For example: sequencelocation description Therefrigerationprocessbegins in the compressor.Thiscompressesthe gas explanation sothat it heats up. In this unit we will studyways to locatethe stages. Put these stagesin the refrigeration process in the correct sequencewith the help of the diagram above. The 6rst one has been done for you. a Theliquid entersthe evaporator. - b Thegascondensesback into a liquid. - c Thevapour is suckedback into the compressor. - d Thegasis compressed. 1 e Theliquid turnsinto a vapour. f Thegaspasses through thecondenser. - g Theliquid passes through a capillarytube. - h Thehigh pressure is maintained. - There aretwo ways to locate a stagein a process. 1 Usinga preposition +noun phrase.Forexample: Theliquid turns to vapourin theevaporator. Thegascoolsdownin thecondenser. 2 Using a where-clause.a relativeclausewith where rather than which or who,to link a stage,itslocation and what happensthere. For example: The warm gaspassesthrough thecondenser,whereit heats the surroundingsand coolsdown. Therefrigerantcirculatesaround thefridge,whereit undergoeschanges inp&s&rc and temperature. - Task t Completeeach of these statements. 1 Thegaspasses through the compressor,where 2 It passesthrough the condenser,where - Task ; 3 Theliquid passes through a capillarytube, where 4 Theliquid entersthe evaporator,where 5 Thecold vapour is sucked back intothecompressor,where Add sequenceexpressions to your statements to show the correct orderof events. For example: Firstthe gaspasses through thecondenser ... Makeyour statementsinto a paragraph addingextra information fromthe text in Task 2 if you wish. Then compareyour paragraph with paragraphs 6.7,and 8fromthe text.
  • 83. Task 1 Complete this table of common quantities and forces to be measured in engineering,the units in which they are measured, and the instruments you use to measure them. QuantityIForce Unit Instrument 1 Current 2 - 3 Velocity 4 5 Thickness 7 Voltage 8 Pressure Ammeter Force gauge Newton km/hr Thermometer . Micrometer Ohm Ohmmeter Manometer
  • 84. Task 2 How can you measure weight accurately?What alternatives are there? If you cannot name the instruments, draw them. Task 3 What do you think are the advantages of electronic scales over mechanical scales? Reading 1 Meaning from context Read the first two paragraphs of this text and try to fill in the missing words. More than one answer is possible for some of the blanks. Then check your answer to Task 3 using the completed text. Electronicscales para The electronickitchen scale takes a larger load and is 1 accurate than its mechanical counterpart. Whereas a scalemay have a capacity of about 3kg,b r o k e n 4 25g units, the electronicscalecan a load of to 5kgbroken into units of 5g or even 2g. The scale by converting the load increase on its platform weighing area into a weight reading 9 the liquid crystal display (LCD).It is controlled '" microprocessorand can therefore 'I from ounces to grams at the touch of a button. The compact internal components alsomake it small and 'l to store. Reading2 Comparing sources When we read, we may wish to look at more than one source of information on a topic to: 1 get extra information 2 find a text we can understand 3 check points where texts disagree In the tasks which follow,we will compare information from a diagram and a text.
  • 85. Task 5 Study this diagram of electronic scales and complete the notes below. 1 Load cell 2 Straingauge 3 Circuitboard Material Converterfunction Position between the platform Microprocessor and base function Operation bends with the load cell,stretching the wires,voltage fallsin proportion to load TLa nnlngauge conslsts of smal waresthrodgn wnlch e vonaQeflows It s oondea to the Tha clmun baard @ oao cel When the loao ce Ioenos, tne stram g a g e benos w tn r t The neavoer tne ,080 tne coma~nswomponant mole nDenas and me herder nis for tne elecolclhto travel mramh tne *r rer Ifor tnsv are comoonsnls an analno, e ~ ~~~ ~ - , - ~. . . -..~ . . - . stretchedl, resulting in a lower voltage. The change in voltage isdropo~ional to the load. - II lo disitel converter which 1 . . . ampifiesthe vonage from the slrain gauge and converb it into digital information, and the microprocessor This changes the digital information into weight which is displayed on the LCD.
  • 86. Task 6 Scan this text to find information on the load cell, the strain gauge, and the circuit board. Note any information in the text which is new, i.e. additional or different to the information obtained from the diagram. '.-.?':* ~.., G%. ? : $ < % Electronicscales useaweighing devicecalleda loadcell underneaththe platform. The loadcell, analuminium alloy beam, eliminatesthe needfor springs, cogs, or other moving partswhich canwear, break, or cause inaccuracyinmechanicalscales. 5 A strain gauge isbondedon the loadcell. The strain gauge consistsof asmall pieceof metalfoil which detectsany bending of the beam.A controlled inputvoltage issuppliedto the straingauge from a battery-poweredcircuit. Whena loadisplacedon the platform, itcausesthe loadcell to lo bendvery slightly. This, inturn, causesachange instrain, which triggers achange inthe electricalresistanceof the strain gauge. Asthe resistancechanges, so doesthe output voltagefrom the strain gauge. Inshort, the changeinvoltage acrossthe straingauge isproportionalto the loadonthe platform. 15 Thevoltage fromthe gaugeissmall and hasto beamplified and thenconvertedintoadigital signal. This signal isfedto aspecially programmed microprocessor,which convertsit intoaweight readina.This isdisolavedon the LCD. The disolav will automaticallyswitch iffafew minutesafterweighing isfinished, zo thereby savingbatterypower. iource:'Inside out: Electronicscales'.EducationGuardian Languagestudy Cause and effect, 1 Studythese actions. What is the relationship between them? 1 A load is placed on the platform. 2 The load cellbends very slightly. 3 The strain gauge is stretched. 4 The electricalresistance increases. In each case,the first action is the cause and the second action is the effect. We can link a cause and effect like this: 1+2 A load isplaced on theplatform. which causes theload cell to bend very slightly. 3+4 Thestraingaugeisstretched, whichcauses theelectricalresistance to increase. In these examples,both the cause and the effect are clauses-they contain a subjectand a verb. Study this example: Cause: The straingauge is stretched. Effect: An increasein electricalresistance. The effect is anoun phrase. We can link cause and effect l i e this: The straingaugeis stretched, which causes an increasein electricalresistance. In Unit 22 wc will study othcr ways to link a cause and an effect.