Ingles Tecnico Electronico 2008-2009

270832117 INGLS TCNICO ELECTRNICO
Gua Didctica de la asignatura
270832117
CURSO 2008 - 2009
INGLS TCNICO ELECTRNICO

(Curso 2008-2009)
Elaborada por:
Alejandro F. Lpez de Vergara Mndez (aflopez@ull.es) Mara Jos Chivite de Len (mchivite@ull.es) Pedro J. Domnguez Caballero de Rodas (pdcrodas@ull.es) Mara Jess Llarena Ascanio (mllarena@ull.es)
Campus de Guajara, s/n 38071 La Laguna Tenerife (Espaa) Tel.: +34 922 317 619 Fax: +34 922 317 611 webpages.ull.es/users/filina filina@ull.es
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2008
Alejandro F. Lpez de Vergara Mndez Mara Jos Chivite de Len Pedro J. Domnguez Caballero de Rodas Mara Jess Llarena Ascanio
Universidad de La Laguna Departamento de Filologa Inglesa y Alemana Campus de Guajara, s/n 38071 La Laguna (Tenerife, Espaa)
USO
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INTERNO
CURSO 2008 - 2009
Contents Programa de la asignatura. Bibliografa Calendario Acadmico 2008-2009 (Segundo cuatrimestre). Distribucin temporal.. Normas de la asignatura. English Grammar Placement Test For Future Reference.. Unit 1. Why I am not an Electronics Engineer. Unit 2. Hot Optics, Cooling Electronics Unit 3. Panasonic Bagless Vacuum Cleaner (I).. Unit 4. Reliable Wireless Networks for Critical Infrastructure... Unit 5. Lets Get Small: The Shrinking World of Microelectronics Unit 6. Data Logger, Temperature / Humidity Loggers and Sensors.. Unit 7. Power Electronic Systems. Unit 8. Flush Mounting Installation Unit 9. Panasonic Bagless Vacuum Cleaner (II).. Unit 10. How to Succeed in a Job Interview Unit 11. Five Grammatical Errors that Make You Look Dumb. Unit 12. Feasibility Study Why needed before programming Oral Presentations... Annexes. English Grammar Placement TestAnswer Key Tools: building work. Basic concepts: Associations between graphic symbols.. Ernest Hemingways Top 5 Tips for Writing Well Five Simple Ways to Open your Blog Post with a Bang An Example of a Traditional Rsum... An Example of a Target Rsum...... An Example of a Skills Rsum.... Modelo de Examen..
Page 5 7 9 10 13 16 18 19 23 28 31 39 47 53 57 61 67 73 77 81 83 85 87 89 91 93 94 95 96 97
CURSO 2008 - 2009
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CURSO 2008 - 2009
PROGRAMA DE LA ASIGNATURA
Asignatura
270832117 Ingls Tcnico Electrnico

Curso: Segundo de Ingeniera Tcnica Industrial en Electrnica Industrial Tipo de asignatura: Obligatoria Cuatrimestre: Segundo Crditos Tericos: 3,0 Crditos Prcticos: 3,0
Docencia / Profesorado
Departamento y Datos del Profesorado Departamento de Filologa Inglesa y Alemana Domnguez Caballero de Rodas, Pedro Llarena Ascanio, Mara Jess Tutoras Domnguez Caballero de Rodas, Pedro Llarena Ascanio, Mara Jess DOCENCIA TEORA (Aula 12) PRCTICAS (Aula Turing)
LUN MAR LUN
Telfono 922 317 619 922 317 656 922 317 234
MAR MIE
Correo electrnico filina@ull.es pdcordas@ull.es mllarena@ull.es

JUE VIE
09:30 12:30 17:00 20:00

MIE
09:30 12:30
10:30 11:30
JUE
VIE
CURSO 2008 - 2009
15:00 16:00
15:00 16:00 08.00 10.00 10:00 12:00 12:00 14:00
Propsito:
Introduccin al ingls tcnico-cientfico escrito empleado en el campo de la Electrnica. Adquisicin de vocabulario bsico especializado. Familiarizarse con los tipos de textos y discursos cientficos ms comunes.
Requisitos:
Nivel de ingls: Intermedio / Avanzado (500 horas / 5 aos de instruccin), equivalente al Nivel B2 (Avanzado) del Marco comn europeo de referencia para las lenguas.
Evaluacin:
Criterios de Evaluacin y Correccin: mediante participacin y prueba de evaluacin final que combine: LECTURA COMPRENSIVA (25 %), GRAMTICA (30%), EXPRESIN ESCRITA (25 %) Y PRCTICAS DE LABORATORIO (20%) Tipo de pruebas tericas o prcticas a superar: Exposicin oral sobre un tema dado, utilizando recursos multimedia durante 30 minutos (incluido tiempo para debate). En su defecto, examen escrito que combine los anteriores parmetros.
Temario:
Tema 1: Language level test. Introducing oneself. Metasearching for reference. Introductory section: English Grammar Placement Test. Teora: English Language level test. Prctica: General reference searches. Speaking about oneself. Developing skills. Tema 2: Introducing basic concepts. The general-specific structure. Introductory section: Why I m not an electronics Engineer. Teora: Reading & selective search techniques: skimming and scanning. Grammar review. Patterns of
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cohesion. Prctica: Vocabulary: Units of measure. Calculating. Basic technical vocabulary. Reading mathematical formulae, diagrams, graphs and symbols. Developing skills. Tema 3: The problem-solution pattern. The IMRAD pattern. Introductory section: Technology in focus: Hot Optics, Cooling Electronics. Teora: Grammar review: How to write a coherent text. Sections in a scientific article. The IMRAD pattern and other structures. How to present bibliography, references and other sources. Prctica: Special summary techniques: Outline. Abstract (informative, descriptive, evaluative). The Index/Key Words. Prcis. Report. Developing skills. Tema 4: Describing features. Vocabulary in Technical English. Introductory section: Panasonic Bagless Vacuum Cleaner (I). Teora: Vocabulary: Shape, dimensions, material, colour, weight, Parts and components. Practicing technical descriptions. Grammar review: Location and position. Word formation with suffixes. Word formation with prefixes. Noun compounds. Prctica: Developing skills. Tema 5: Definition in technical English. Introductory section: Reliable Wireless Networks for Critical Infrastructure. Teora: Grammar review: Patterns of technical descriptions. Temporal clauses. Reduced temporal clauses. Prctica: Developing skills Tema 6: Uses and Purposes. Description in Technical English. Introductory section: Let's Get Small: The Shrinking World of Microelectronics Teora: Grammar review. Utility and finality. Movement. Functions and purposes. Patterns of technical descriptions. Temporal clauses. Reduced temporal clauses. Prctica: Developing skills. Tema 7: Classification in technical English. Introductory section: Data Logger, Temperature/Humidity Loggers, and Sensors. Teora: Grammar review. Expressing technical classifications. Prctica: Materials and properties. Comparison. Describing though comparison. Developing skills. Tema 8: Qualifying and comparing. Cause-effect relationships. Introductory section: Power Electronics. Teora: Grammar review: Expressing causeeffect relationships. Patterns of means and end/purpose. Patterns of reason and result. Prctica: Comparatives. Developing skills. Tema 9: Describing technical processes. Hypothesis and conditions. Introductory section: Flush mounting installation. Masonry work and installation: basic procedures. Teora: Grammar review: Patterns of condition. Other ways of expressing condition. Writing basic and complex instructions. Prctica: How something is done. Processes in the past. Practising processes. Instruction manuals Developing skills. Tema 10: Instructions. Technical instructions. Introductory section: Panasonic Bagless Vacuum Cleaner (II). Teora: Grammar review: Use of hedges. The modals will, can/could, and may/might. The modals must, have to, should, ought to and need. Prctica: Direct and indirect instructions and warnings. Problems and actions. Fault-finding charts. Practising instructional information. Developing skills. Tema 11: Professional Outlook (I) Introductory Section: How to succeed in a job interview. Teora: Application forms, rsums and CVs. The Europass model. Grammar review: Conversations, meetings and interviews. Prctica: Miscellaneous writing. Developing skills
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CURSO 2008 - 2009
Tema 12: Miscellaneous writing. Basic commercial correspondence. Introductory section: Five Grammatical Errors That Make You Look Dumb. Teora: Grammar review. How to organize contents in a letter. Style and audience. Prctica: Presentation letter. Cover letter. Faxes. E-mail. The netiquette. Developing skills. Tema 13: Professional Outlook (II). The feasibility report. Introductory Section: Feasibility Study - Why needed before programming. Teora: Grammar review: Oral presentations. Classification. Visual-verbal relationship. Practising classifications. Prctica: A viability study or feasibility report. Developing skills Tema 14: Revisin General. Exposiciones Orales (I) Teora: Repaso Prctica: Preparacin exposiciones orales. ltima fase. Tema 15: Exposiciones Orales (II) Teora: Repaso Prctica: Exposiciones orales.
Bibliografa:
DICCIONARIOS
AMOS, S.W. 1985 (3). Diccionario de electrnica. Espaol-Ingls / Ingls-Espaol. Madrid: Paraninfo.
CURSO 2008 - 2009
BEIGBEDER ATIENZA, F. 1988. Nuevo diccionario politcnico de las lenguas espaola e inglesa.Vol.I: Ingls-Espaol. Madrid: Ediciones Daz de Santos, S. A. BEIGBEDER ATIENZA, F. 1988. Nuevo diccionario politcnico de las lenguas espaola e inglesa. Vol. II: Espaol-Ingls. Madrid: Ediciones Daz de Santos, S. A. GARCA DE LA CUESTA, J. 2003. Aviation terminology. Terminologa Aeronutica. Madrid: Ediciones Daz de Santos, S. A. LONGMAN. 1995 (1978). Longman Dictionary of Contemporary English (New Edition). London: LONGMAN. McDERMOTT, A., GOLDSMITH, P., PREZ, M.A. (eds.). 1996. Diccionario OXFORD AVANZADO para estudiantes de ingls (espaol-ingls, ingls-espaol). Oxford: Oxford University Press. MENNIG, V.G. 2000. Diccionario de Internet e Intranets. Barcelona: Salvat Editores. PFAFFENBERGER, B. 1996 (6 ed.). QUE'S Diccionario para usuarios de computadoras e Internet. Mxico: Prentice-Hall Hispanoamericana.
GRAMTICAS
MURPHY, R. 1994 (1985). English Grammar in Use with answers. Cambridge: Cambridge University Press. REDMAN, S. 1997. English Vocabulary in Use. Pre-Intermediate & Intermediate. Cambridge: Cambridge University Press. SNCHEZ BENEDITO, F. 1995 (7 ed.) Gramtica Inglesa. Madrid: Alhambra-Longman. SPANKIE, GM. 1975, 1982. English in Use. Walton-on-Thames, Surrey: Nelson SWAN, M. & C. WALKER. 1997. How English Works. A Grammar Practice Book with answers. Oxford: Oxford University Press. SWAN, M.. 2005 (3rd). Practical English Usage. Oxford: Oxford University Press.
MANUALES
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AGUADO PIERO, R., C. PREZ-LLANTADA AURA, L. GABS ARIO, S. MURILLO ORNAT. 2000. The Technical Eye. An English course in technical engineering. Zaragoza: Mira Editores LVAREZ DE MON, I., LERCHUNDI, M.A., MORENO, P. 1990. English for Electronics. Madrid: McGraw-Hill. COMFORT, J., R. REVELL, I. SIMPSON, T. STOTT, D. UTLEY. 1986. English for the Telecommunications Industry. Oxford: Oxford University Press GLENDINNING, E.H. McEWAN, J. 1993, 2000. English for Electronics. Oxford: Oxford Universdity Press. MASTER, P. A.. 1986. Science, Medicine and Technology. English Grammar and Technical Writing. Englewood Cliffs, NJ: Prentice Hall Regents. PREZ-LLANTADA, C. et al. 2000. Link! Interactive: A course in English for Science and Technology. Zaragoza: ICE UniZar. PREZ-LLANTADA, CARMEN & AGUADO, ROCO. 1998. An Engineering English Course. Zaragoza: Mira Editores PICKETT, N.A. & LASTER, A.A. 1996 (7th ed.) Technical English. Writing, Reading & Speaking. New York: HarperCollins.
VARIOS
ALCARAZ VAR, E. 2000. El ingls profesional y acadmico. Madrid: Alianza Editorial.
DUDENEY, G. 2000. The Internet and the Language Classroom. A practical guide for teachers. Cambridge: Cambridge University Press FORTANET GMEZ, I. (coordinadora). 2002. Cmo escribir un artculo de investigacin en ingls. Madrid: Alianza Editorial. LPEZ DE VERGARA M., A.F. 2004. English for Researchers en C. Rodrguez Len et al. Introduccin a las Herramientas informticas Unix para el Desarrollo de la Investigacin. La Laguna: Servicio de Publicaciones de la ULL LPEZ DE VERGARA M., A.F. 2007. Using the Internet as A Huge Language Learning Resource Tool en Ana Bocanegra, M del Carmen Lario de Oate & Elena Lpez Torres (Eds.) English for Specific Purposes: Studies for Classroom Development and Implementation. Cdiz: Servicio de Publicaciones de la UCA NORMAN, G. 1999. Cmo escribir un artculo cientfico en ingls. Madrid: Editorial Hlice SHERMAN, J. 1994. Feedback. Essential writing skills for intermediate students. Oxford: Oxford University Press TEELER, D. & P. GRAY. 2000. How to Use the Internet in ELT. Harlow, Essex: Pearson Education Ltd. (ISBN 0-582-33931-6) TRIM, J.L.M., D. COSTA, B. NORTH. 2001. The Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Strasbourg: Council of Europe / Conseil de lEurope (Traduccin espaola del Instituto Cervantes. 2002. Marco comn europeo de referencia para las lenguas: aprendizaje, enseanza, evaluacin. http://cvc.cervantes.es/obref/marco/cvc_mer.pdf [19/02/2008]) WINTHROW, J. 1987. Effective Writing. Cambridge: Cambridge University Press.
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CURSO 2008 - 2009
ASHLEY, A. 1992 (1984). A Handbook of Commercial Correspondence. Oxford: Oxford University Press.
Curso 2008-2009 II CUATRIMESTRE
Febrero
Marzo
Abril
Mayo
Junio
Julio
Agosto
Septiembre
Lu Ma Mi Ju Vi Sa Do 1 3 4 5 6 7 8 2 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1 2 3 4 5 6 7 8 9 10 11 12 13 16 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Sem.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Primer cuatrimestre Segundo Cuatrimestre Entrega de Actas Periodo lectivo sin docencia Vacaciones Das Festivos Convocatorias de Examen
Das no lectivos 1 noviembre: Todos los Santos 6 diciembre: Da de la Constitucin Espaola 8 diciembre: Inmaculada Concepcin 24 diciembre-6 enero: Navidades 2 febrero: La Candelaria (Patrona de Tenerife) 9 febrero: Patrn ETS Ing. Civil e Industrial 23-24 febrero: Carnaval 6-12 abril: Semana Santa 1 mayo: Da del Trabajo 30 mayo: Da de Canarias 14 septiembre: El Cristo (Festivo La Laguna) 18 septiembre: Apertura Curso 2009-2010
CURSO 2008 - 2009
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Distribucin temporal
Semana 1: Language level test. Introducing oneself. Metasearching for reference. [Del 9 al 15 de febrero de 2009] Introductory section: English Grammar Placement Test. Teora: English Language level test. Prctica: General reference searches. Speaking about oneself. Developing skills. Semana 2: Introducing basic concepts. The general-specific structure. [Del 16 al 22 de febrero de 2009] Introductory section: Why I m not an electronics Engineer. Teora: Reading & selective search techniques: skimming and scanning. Grammar review. Patterns of cohesion. Prctica: Vocabulary: Units of measure. Calculating. Basic technical vocabulary. Reading mathematical formulae, diagrams, graphs and symbols. Developing skills. Semana 3: The problem-solution pattern. The IMRAD1 pattern. [Del 23 de febrero al 1 de marzo de 2009] Introductory section: Technology in focus: Hot Optics, Cooling Electronics. Teora: Grammar review: How to write a coherent text. Sections in a scientific article. The IMRAD pattern and other structures. How to present bibliography, references and other sources. Prctica: Special summary techniques: Outline2. Abstract (informative, descriptive, evaluative). The Index/Key Words. Prcis. Report. Developing skills. Semana 4: Describing features. Vocabulary in Technical English. [Del 2 al 8 de marzo de 2009] Introductory section: Panasonic Bagless Vacuum Cleaner (I). Teora: Vocabulary: Shape, dimensions, material, colour, weight, Parts and components. Practicing technical descriptions. Grammar review: Location and position. Word formation with suffixes. Word formation with prefixes. Noun compounds. Prctica: Developing skills. Semana 5: Definition in technical English. [Del 9 al 15 de marzo de 2009] Introductory section: Reliable Wireless Networks for Critical Infrastructure. Teora: Grammar review: Patterns of technical descriptions. Temporal clauses. Reduced temporal clauses. Prctica: Developing skills Semana 6: Uses and Purposes. Description in Technical English. [Del 16 al 22 de marzo de 2009] Introductory section: Let's Get Small: The Shrinking World of Microelectronics. Teora: Grammar review. Utility and finality. Movement.
IMRAD: Introduction, Materials (& Methods), Results and Discussion. Standard structure of to be used on most applied sciences scientific papers, which typically includes these four sections in this order [Wikipedia] 2 Outline: a hierarchical way to display related items of text to graphically depict their relationships. See http://en.wikipedia.org/wiki/Outline [Wikipedia]
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CURSO 2008 - 2009
Functions and purposes. Patterns of technical descriptions. Temporal clauses. Reduced temporal clauses. Prctica: Developing skills. Semana 7: Classification in technical English. [Del 23 al 29 de marzo de 2009] Introductory section: Data Logger, Temperature/Humidity Loggers, and Sensors. Teora: Grammar review. Expressing technical classifications. Prctica: Materials and properties. Comparison. Describing though comparison. Developing skills. Semana 8: Qualifying and comparing. Cause-effect relationships. [Del 30 de marzo al 5 de abril de 2009] Introductory section: Power Electronics. Teora: Grammar review: Expressing cause-effect relationships. Patterns of means and end/purpose. Patterns of reason and result. Prctica: Comparatives. Developing skills. Semana 9: Describing technical processes. Hypothesis and conditions. [Del 13 al 19 de abril de 2009] Introductory section: Flush mounting installation. Masonry work and installation: basic procedures. Teora: Grammar review: Patterns of condition. Other ways of expressing condition. Writing basic and complex instructions. Prctica: How something is done. Processes in the past. Practising processes. Instruction manuals Developing skills. Semana 10: Instructions. Technical instructions. [Del 20 al 26 de abril de 2009] Introductory section: Panasonic Bagless Vacuum Cleaner (II). Teora: Grammar review: Use of hedges3. The modals will, can/could, and may/might. The modals must, have to, should, ought to and need. Prctica: Direct and indirect instructions and warnings. Problems and actions. Fault-finding charts. Practising instructional information. Developing skills. Semana 11: Professional Outlook (I) [Del 27 de abril al 3 de mayo de 2009] Introductory Section: How to succeed in a job interview. Teora: Application forms, rsums and CVs. The Europass model. Grammar review: Conversations, meetings and interviews. Prctica: Miscellaneous writing. Developing skills Semana 12: Miscellaneous writing. Basic commercial correspondence. [Del 4 al 10 de mayo de 2009] Introductory section: Five Grammatical Errors That Make You Look Dumb. Teora: Grammar review. How to organize contents in a letter. Style and audience. Prctica: Presentation letter. Cover letter. Faxes. Email. The netiquette. Developing skills.
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CURSO 2008 - 2009
Hedges: intentionally non-committal or ambiguous sentence fragments, such as "sort of", "kind of", "like".
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Semana 13: Professional Outlook (II). The feasibility report. [Del 11 al 17 de mayo de 2009] Introductory Section: Feasibility Study - Why needed before programming. Teora: Grammar review: Oral presentations. Classification. Visual-verbal relationship. Practising classifications. Prctica: A viability study or feasibility report. Developing skills Semana 14: Revisin General. Exposiciones Orales (I) [Del 18 al 24 de mayo de 2009] Teora: Repaso Prctica: Preparacin exposiciones orales. ltima fase. Semana 15: Exposiciones Orales (II) [Del 25 al 31 de mayo de 2009] Teora: Repaso Prctica: Exposiciones orales.
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CURSO 2008 - 2009
Normas de la asignatura:
La Asignatura 270832117 INGLS TCNICO ELECTRNICO consta de dos bloques bien diferenciados: Bloque Terico [LECTURA COMPRENSIVA (25%), GRAMTICA (30%), EXPRESIN ESCRITA (25%)] Bloque Prctico [PRCTICAS DE LABORATORIO (20%)]
La Teora ser impartida por la Prof. Mara Jess Llarena Ascanio. Las Prcticas por el Prof. Pedro Domnguez Caballero de Rodas. La asistencia tanto a las sesiones tericas como prcticas es obligatoria. Material de trabajo. Al comienzo del curso se indicar dnde se puede descargar la Gua Didctica de la asignatura. Dicha gua es obligatoria en todas las sesiones tericas y prcticas, y contiene el material de trabajo. Tutoras. Los alumnos disponen de 6 horas semanales por profesor para realizar consultas sobre la asignatura. El horario de las tutoras ser indicado en clase por cada profesor. Procedimiento de evaluacin. Para poder superar la asignatura, la suma de las calificaciones correspondientes a las diferentes partes, deber ser igual o superior a cinco puntos. La calificacin de las prcticas, equivalente al 20% de la nota final, se hallar sumando el valor de las diferentes prcticas entregadas, y dividindolo entre el nmero total de tareas programadas. La teora (80% restante) se evaluar mediante exmenes de acuerdo con las siguientes normas: 1. Habr tres convocatorias ordinarias, una en junio (que dispone de dos llamamientos), otra en septiembre y otra en diciembre. Con carcter extraordinario habr una cuarta convocatoria en enero. Las fechas de los exmenes se publicarn en la pgina web oficial del centro (http://www.escuelas.ull.es/etsici/). 2. En caso de no superar la asignatura en la convocatoria de junio, slo se guardar la calificacin de las prcticas hasta la convocatoria de diciembre del ao en curso. No se guardan calificaciones de un curso para otro. 3. Slo se corregirn los exmenes de aquellos alumnos que figuren en actas. Los de aquellos otros que no estn en actas se corregirn slo cuando el alumno resuelva su situacin en la secretara de la ETSICI. 4. Los exmenes finales constarn de tres apartados: 4.1. Texto tcnico en ingls, con preguntas de lectura comprensiva. 4.2. Vocabulario tcnico ingls-espaol, con definicin en ingls. 4.3. Redaccin tcnica en ingls, como respuesta a un supuesto prctico.
CURSO 2008 - 2009
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5. A los exmenes se ha de ir provistos del DNI/NIE. Se debe cuidar la presentacin y la letra, realizndolos a tinta. No se permitir el uso de traductores electrnicos, diccionarios, gramticas, apuntes, ni cualquier otro material de ayuda que no est expresamente autorizado por los profesores. Prcticas: Se podrn entregar regularmente a lo largo del curso, o, en casos excepcionales, de una sola vez, en formato electrnico, el da del examen. La ltima prctica del curso consistir en la exposicin oral de un tema, a eleccin del alumno, relacionado con la ingeniera industrial en electrnica. Cada alumno dispondr de un mximo de diez minutos, de los cuales se dedicarn a la exposicin un mximo de 7, y el tiempo restante a comentarios por parte del/a profesor/a. La Exposicin Oral se puede realizar en pequeos grupos. En estos casos, el tiempo total asignado se hallar multiplicando el nmero total de miembros del grupo por 10 minutos. Cada miembro del grupo deber hablar, en ingls, durante una media de 7 minutos. CURSO 2008 - 2009 En caso de superar la Exposicin Oral con un mnimo de cinco puntos (mximo diez), se dar la opcin de no tener que concurrir a examen de convocatoria. En estos casos, se tomar la calificacin obtenida como referencia de examen. En cualquier caso, la ltima prctica es obligatoria, y hace media con las dems prcticas del ao. En caso de haber superado con xito la Exposicin Oral, y, no obstante, desear concurrir a examen de convocatoria, la calificacin obtenida en la Exposicin Oral se entender que es nota exclusivamente de prcticas, no hacindose ningn tipo de medias con el examen de convocatoria. Entrega de Prcticas. Todas las prcticas se entregarn por correo electrnico como archivo PDF adjunto al mensaje, salvo que los profesores indiquen una plataforma educativa a la que subirlas, como por ejemplo, Moodle. El plazo de entrega ser de una semana a partir de la fecha en que estn programadas. El nombre del archivo ser el siguiente: Nmero de DNI/NIE_p[nmero de la prctica]. Ejemplo: Para el DNI/NIE nmero 1234567-Y, y la prctica 4, el formato correcto del nombre de archivo (opcin Guardar como) ser: 1234567-Y_p04. Slo se admitirn en formato PDF (Portable Document File), debiendo numerar todas las pginas. El tamao por de defecto de la pgina ser DIN A-4 (210 x 290 mm). Si su procesador de texto no incluye un conversor de archivos a formato PDF, pruebe instalar una impresora PDF, p. ej. la del siguiente enlace: http://www.cutepdf.com/Products/CutePDF/writer.asp (Cute PDf Writer), o la -14Campus de Guajara, s/n 38071 La Laguna Tenerife (Espaa) Tel.: +34 922 317 619 Fax: +34 922 317 611 webpages.ull.es/users/filina filina@ull.es
suite ofimtica OpenOffice (http://es.openoffice.org/). Recuerde que para poder crear un documento PDF con este sistema, deber seleccionar la impresora virtual PDF correspondiente, y a continuacin imprimir el archivo, o bien, la opcin exportar a PDF, segn los casos. Para poder leer archivos en PDF puede instalar Adobe AcrobatReader (http://www.adobe.com/). El encabezado de todas las pginas incluir, por este orden, APELLIDO, NOMBRE, DNI/NIE, (lnea 1), FECHA, DIRECCIN DE CORREO ELECTRNICO (lnea 2), PRCTICA + NMERO, p.ej.: Prctica 1 (lnea 3). A partir de la lnea 4, o dentro del cuerpo normal de texto, escriba el nmero del ejercicio, y a continuacin la respuesta. Si no supiera cmo responder un determinado ejercicio, escriba el nmero, y deje el resto de la lnea en blanco. No olvide incluir siempre sus datos personales. Todo el texto (salvo los datos personales) deber estar a DOBLE ESPACIO. Las fuentes vlidas son: Arial, Helvetica, Times (New Roman), ajustadas a los siguientes tamaos: Ttulos, encabezados = 14, Cuerpo principal del texto = 12, Notas, comentarios = 10. Las prcticas que no se ajusten a estas normas de estilo, sern rechazadas de oficio.
CURSO 2008 - 2009
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Unit 1: English Grammar Placement Test

By taking this grammar-based test you can obtain an approximate rating of your English language skills. The test consists of four parts: Elementary Intermediate Upper Intermediate Advanced
Find out what your level is by completing the following placement test. If you want the result to reflect your level of English, even approximately, take each test only once and do not use a dictionary!
Part One: Elementary Choose the correct answer to go in the gap: Example: Part Two: Intermediate My boyfriend .... to the pub every night. a. go b. goes c. goed 1. Simon .... very tall. a. is b. are c. has 2. She .... like football very much. a. don't b. doesn't c. hasn't 3. How .... does one lesson cost? a. many b. much c. is 4. There .... a big supermarket next to my house. a. is b. are c. have 5. I ... agree with you. a. doesn't b. haven't c. don't 6. Neil can't arm. a. b. c. ... tennis. He's broken his to play playing play 8. Last week we ... To Warsaw. a. go b. went c. goes 9. I .... the film we saw at the cinema on Wednesday. a. doesn't like b. haven't liked c. didn't like 10. Magdalene .... in England for her holidays last year. a. was b. were c. is 11. My mother .... never been to a cricket match. a. hadn't b. haven't c. has 12. Joanna .... her new mobile phone. a. is losing b. loses c. has lost 13. .... ever seen a comet? a. Did you b. Have you c. Do you 7. .... some more tea? a. Would you like b. Do you like c. You'd like
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CURSO 2008 - 2009
14. If I were rich, I .... buy a huge farm in Somerset. a. will b. shall c. would 15. They .... pass their exam if they studied hard. a. would b. will c. did 16. I wish I .... play a musical instrument. a. can b. could c. should Part Three: Upper Intermediate
24. The offer was too good for David to turn .... . a. off b. down c. away 25. Eric's father ordered him .... out late again. a. not to stay b. not stay c. not staying 26. If only I .... to the barbecue instead of staying at home. a. went b. had gone c. did go Part Four: Advanced
17. When Gregory arrived at the disco, Elena .... . a. already left b. has already left c. had already left
CURSO 2008 - 2009
27. Not only .... to London but she also visited many other places in England. a. she went b. went she c. did she go 28. My sister .... regretted turning down the chance of studying at the Teacher Training College in Madrid. a. entirely b. bitterly c. absolutely 29. Now remember, you .... the test until the teacher tells you to. a. are not starting b. are not to start c. haven't started 30. She wasn't .... to reach the ceiling. a. tall enough b. so tall c. as tall 31. He was thought .... the disease in Hong Kong. a. to catch b. catching c. to have caught 32. My flat .... as soon as possible. It's in an awful state. a. needs redecorating b. to redecorate c. redecorated
18. If I .... on holidays to Poland, I wouldn't have met Donata. a. didn't go b. haven't gone c. hadn't gone 19. By the time you get this letter I ... . a. will have left b. am going to leave c. would leave 20. [A]: What are you doing tonight? [B]: I'm not sure, I .... to the cinema. a. will go b. would go c. might go 21. Simon forgot .... the lights before he left. a. turn off b. turning off c. to turn off 22. It's no use .... to him. He doesn't listen. a. to speak b. spoke c. speaking 23. Karla was offered the job .... having poor qualifications. a. despite b. although c. even though
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33. He eventually managed .... the door by kicking it hard. a. open b. opening c. to open
34. There's no point .... staying up all night if your exam is tomorrow. a. on b. with c. in 35. Rarely .... meat. a. I eat b. do I eat c. I have eaten
WORLD-ENGLISH: ENGLISH GRAMMAR PLACEMENT TEST http://www.world-english.org/test.htm
THIS WEEKS QUOTE: Teachers open the door, but you must enter yourself. Chinese proverb FOR FUTURE REFERENCE:
1. Check with the web the equivalent language levels according to The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (Spanish version: Marco comn europeo de referencia para las lenguas: aprendizaje, enseanza, evaluacin4). In compliance with that information, what is your current level in English? Justify your answer. 2. What is Europass? (http://europass.cedefop.europa.eu/) Do you think it could be of any use to you in the near future? 3. Bookmark/Add to your favourites, at least, two other free on-line English language level tests. 4. What is the Dialang project? (http://www.dialang.org). How can it help you test your foreign languages level? Is it of any use to you? 5. Bookmark/Add to your favourites, at least, three monolingual on-line technical dictionaries/vocabularies and, at least, two bilingual on-line dictionaries. Selected sites should be related to your degree (Electronics Engineering). 6. Bookmark/Add to your favourites, at least, two good-quality free on-line monolingual (English-English) technical publications related to your degree (Electronics Engineering): magazines, journals 7. Bookmark/Add to your favourites, at least, two good-quality free on-line writing tutorials (English-English). 8. Bookmark/Add to your favourites, at least, two good-quality free on-line English grammars/English courses. Sites may be either monolingual (English-English) or bilingual (English-Spanish). 9. Bookmark/Add to your favourites, at least, two English speaking TV and / or Radio stations (such as the BBC, or the CNN) and, at least, two video-streaming sites, such as YouTube or Metacafe.
http://cvc.cervantes.es/obref/marco/cvc_mer.pdf
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CURSO 2008 - 2009
Unit 2: Why I am not an Electronics Engineer

Filed by: Julian on December 12th 2005
Theres a very good reason why I am not a fully-qualified Electronics Engineer, pushing forward the frontier of knowledge about the next-generation semiconductors, inventing the next Internet-ready household appliance, and being admired by all the women. The reason is that electricity doesnt work. Well, what I really mean is, electricity doesnt work the way they teach you it works when you are young. The rules they teach you are lies; the analogies they give you are confusing. Heres how I remember it: Electricity Expert: Kirchhoffs Rules5 are the basis of electronics. For example, one of these rules says the total current flowing into a junction is equal to the total current leaving the junction CURSO 2008 - 2009 Young Julian: But, you just taught me about capacitors. They have current flowing into them, but not out the other side, right? EE: Err yeah, but only for a short time. It doesnt really apply to capacitors. YJ: Arent capacitors one of the basic components of electronics? How can a major rule not apply to them? EE: You dont understand yet. Let me try something easier. Ohms Law says V=IR, voltage equals current multiplied by resistance. YJ: Oh, so if I increase the resistance in this circuit, the voltage will increase! EE: No, the voltage always stays constant. The current will reduce. YJ: Huh? Why didnt you say I = V/R then? That way, the constants are on the right, and the unknown is on the left - you know, like they force us do in algebra all the time. EE: Yeah, whatever. Its the same thing. Never mind, did you finish wiring the flashing LED circuit yet? YJ: No, I think these LEDs you just gave me are dead. I am measuring the resistance - yes, in both directions - and it is infinite. EE: Oh, that doesnt prove anything. They have very high resistance at lowvoltages, but it drops off as the voltage increases. YJ: Huh? Didnt you say V=IR?
Kirchhoff's circuit laws are a pair of laws that deal with the conservation of charge and energy in electrical circuits, and were first described in 1845 by Gustav Kirchhoff. Widely used in electrical engineering, they are also called Kirchhoff's rules or simply Kirchhoff's laws [Wikipedia]
5
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EE: Yes, but Ohms Law only applies to Ohmic resistors. YJ: Whats an Ohmic resistor? EE: One in which the relationship V=IR holds. YJ: Whoa! So Ohms Law is that V=IR, but only where it is true that V=IR? Isnt that a tautology6? You call it a Law of Physics, and it contains no information content!? EE: Hmmm Let me make it simpler for you. Electricity is like water flowing through a pipe YJ: Oh no, not this one again. EE: current represents the amount of water flowing through the pipe, and resistance is like an obstruction in the pipe, and voltage is the water pressure. YJ: Right, so it is like when I play with the garden hose. If I put my finger over the end of the hose, the water will shoot out faster. EE: No, no! The electricity doesnt speed up or slow down. YJ: What? So its nothing like water then. Well, whats the equivalent of a capacitor in this analogy? EE: Well, um, its like a swimming pool being filled up; the capacitance is like the size of the swimming pool YJ: Is the water pipe filling the pool from the top or the bottom? EE: What? At the bottom, I think. YJ: Well, what happens when it overflows? EE: Err... It kind of empties all at once - err... okay forget the swimming pool. Consider the analogy of a bucket, think of it like a bucket with a collapsible bottom. YJ: Talk about an analogy that doesnt hold water! Wheres the pipe? You fill buckets from the top. EE: Umm... err YJ: Can I play with my Commodore-647 now? Software makes so much more sense than this. EE: Yes, go right ahead.
[http://www.somethinkodd.com/oddthinking/2005/12/12/why-i-am-not-an-electronic-engineer/]
Repetition of the same idea expressed in different ways. In propositional logic, a tautology (from the Greek word ) is a propositional formula that is true under any possible valuation (also called a truth assignment or an interpretation) of its propositional variables.
An 8-bit home computer released by Commodore International in August, 1982 and discontinued in April 1994. The C64 featured 64 kilobytes (64210 bytes) of RAM with sound and graphics performance that were superior to IBM-compatible computers of that time.
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CURSO 2008 - 2009
THIS WEEKS QUOTE: You can't direct the wind but you can adjust the sails. Anonymous THEORY: Reading & selective search techniques: skimming and scanning. Grammar review. Patterns of cohesion. Vocabulary: Units of measure. Calculating. Basic technical vocabulary. Reading mathematical formulae, diagrams, graphs and symbols. Developing skills. RECOMMENDED SITES:
Electronic symbol (http://en.wikipedia.org/wiki/Electronic_symbol) How Many? A Dictionary of Units of Measurement (http://www.unc.edu/%7Erowlett/units/large.html) Jim Loy's Mathematics Page (http://www.jimloy.com/math/math.htm) Long and short scales (http://en.wikipedia.org/wiki/Long_and_short_scales) Math Resources - Tutorials, Formulas, Directories (http://www.khake.com/page47.html) Simbologa electrnica - Smbolos electrnicos (http://www.simbologiaelectronica.com/) Welcome to the Electronics Club (http://www.kpsec.freeuk.com/index.htm)
CURSO 2008 - 2009
TASKS
1. What is the gist of the above text? Do you think the author tried to be sarcastic or humoristic? Give arguments to support your answer. [Maximum 50 words] 2. For future reference, and also to help you get acquainted with technical words both in English and in Spanish, you should start a glossary on Electronics and Engineering. The following fields should be included: English term, Spanish equivalent, definition, related hyperlinks, synonyms and antonyms. If you want, you may expand these fields. You are advised to work in groups, and advance at a rate of some 50 new words per week. By the end of the semester, your glossary should include some 400-500 words. 3. Write down the outline underlying this text. 4. Reading Comprehension: 4.1. What sort of (personal) opinion/experiential perspective does the author deploy? Comment on the value and purpose of the subjective tone employed. 4.2. Do you agree with him? 4.3. How does the young narrator refute/redress basic electronic laws? How does the teacher account for them? 4.4. Write down your very impressions of the role of Electronics in todays world. Is our modern world powered by Electronics? Provide examples of it. 4.5. What is the role of hazard and the human component in science and in scientific standards and laws? How can all these be accounted for? 4.6. Why are you an Electronics Engineer? Write your answer and debate it with your partners and class-mates in class discussion. 5. Watch the following You Tube video-clips and then answer the questions below:
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5.1. World First I.T. Supporter (http://www.youtube.com/watch?v=vnAeO1N-G0s) 5.1.1. 5.1.2. What is the gist of video? Make a brief summary in 30-50 words. As you may see, this video is a parody of modern Computer Customer Services. Although some terms are not used the usual way, please make a list with as many technical (computer) terms as you can spot, with their equivalent into Spanish. Can you think of a similar situation, but in accordance with your own degree (Electronics Engineering)? If so, describe the scene.
5.1.3.
5.2. The Italian Man who went to Malta (http://es.youtube.com/watch?v=q2YZ9hsT6Ck) and then answer the questions below: 5.2.1. 5.2.2. 5.2.3. What seems to be the problem? sheep [i:p] can you spot? How many minimal pairs (i.e., nearly homophone words), such as ship [p]
What piece of advice would you give to our friend?
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CURSO 2008 - 2009
Unit 3
TECHNOLOGY IN FOCUS | NETRONICS SOLUTIONS
HOT OPTICS, COOLING ELECTRONICS8

Dave Skinner. Texas Instruments Inc. dskinner@ti.com
Well designed thermo-electric cooler drivers conserve power and space in optical networking equipment. As the demand for higher bandwidth increases, optical networking system engineers face tougher and tougher design constraints on the electrical side.
CURSO 2008 - 2009
Optical amplifiers, such as Erbium-doped fiber amplifiers and Raman amplifiers, must drive signals farther and cleaner. Channel spacing is shrinking in densewavelength division multiplexing (DWDM) applications, paving the way for more lasers in a rack. This requires more accurate temperature control and smaller, more powerful drivers for the thermo-electric cooler (TEC) elements. The TEC driver solution should increase the level of integration and improve system efficiency without sacrificing performance, flexibility, or scalability. Fully integrated, high-efficiency pulse-width modulation (PWM) power drivers address these concerns. Like most semiconductors, laser diodes alter their behavior when their junction temperature changes. Lifetime, efficiency, and emission wavelength all depend on the diodes temperature. A laser diodes lifetime can shorten by 10% to 50% for every 20C to 30C increase in the operating temperature above room temperature (25C). A laser diodes efficiency also decreases as the temperature rises. Perhaps most significant is that the emission wavelength shifts with temperature. Depending on the diode, the wavelength can vary from 0.1 to 1 nm per degree Celsius. Depending on the application, you can measure the temperature of the diode or the wavelength of the light that it produces. Most laser module manufacturers place a thermistor, a resistor whose resistance varies with temperature, right next to the laser diode itself. The majority of thermistors used in these modules have a negative temperature coefficient (NTC), so their resistance decreases as temperature increases. Typical designs excite the thermistor either as part of a voltage divider or from a constant current source. For example, an instrumentation amplifier may be used to measure that voltage and send it to the temperature control circuit that will dictate how the TEC functions (Fig. 1). Temperature may be controlled with a simple integrator whose primary purpose is to eliminate steady-state error. Because temperature itself is typically a slowchanging parameter, the time constant is usually on the order of a second or
8
Play on words: HOT (warm, but also important matter). COOLING (cold, but also great or interesting).
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two. Unfortunately, the integrator alone is slow and has a huge amount of gain at its disposal, so you can end up with significant overshoot or hunting. The integration process may take minutes, hours, or even years to settle, if ever. With a little proportional gain added to the integrator, and a smaller time constant (on the order of tenths to hundredths of a second), the error is significantly reduced before the integrator portion starts hunting. This proportionalintegral (PI) system can fig. 1 - This temperature control block diagram illustrates still take anywhere from how the TEC works in an application. a few seconds to a few minutes to reach equilibrium. To improve this settling time, you could add the derivative term to the mix. But that makes the loop more complicated and potentially unstable. The temperature control circuits output normally cant drive the levels of current the TEC element requires, so a current-gain stage is necessary. Just as with power supplies, the two most popular types of current-gain stages are linear drivers and switching or PWM drivers. The simplest implementation of a linear driver consists of two power transistors in a push-pull configuration (Fig. 2a). Usually, the op amp alone cant drive the level of current the TEC element needs. A linear driver offers relatively lownoise operation, but it comes at the price of inefficiency. CURSO 2008 - 2009
fig. 2 - Shown is the basic push-pull linear driver and a PWM driver in an H-bridge configuration. Note linear (a) versus switching (PWM) heat dissipation (b).
This inefficiency results from the power transistors acting as variable resistors between the power supply and the load. Consider a TEC rated for maximums of 1 A and 2 V. The total power from a 5-V supply is 5 V 1 A, or 5 W, while the TEC actually uses only 2 W. Therefore, the maximum efficiency is limited to
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40%. The remaining 3 W are wasted as heat dissipated in the power transistor, which will likely need some form of heat sink9a bulky or costly addition. To solve the heat problem, turn to a switching or PWM solution. Similar to a switch-mode power supply, the transistors are driven into saturation, not the linear region, and are only on when they need to supply current to the load. As a result, theyre from 85% to 90% efficient. The transistors are switched on and off at a relatively high frequency, typically between 100 kHz and 1 MHz. The on-off time create a duty cycle proportional to the desired output voltage. An H-bridge configuration allows current to flow through the load in either direction from a single power supply (Fig. 2b). If you want current to flow from left to right through the TEC element, Q1 and Q4 would switch while Q2 and Q3 remain off. The switching waveform is filtered, normally with inductors and capacitors as shown, to supply a near-dc output to the load. Therein lies the primary disadvantage of a switching solutionthe noise generated from the switching itself. If the filter doesnt sufficiently attenuate the switching signal, ripple will be present on the TEC element, which may degrade its performance. Of even greater significance, though, is electromagnetic interference (EMI) from the high-frequency switching. To accomplish smaller size and greater efficiency requirements, an integrated solution must meet or exceed the current and voltage specifications for the TEC element. The DRV591, for example, functions just like an op amp with differential inputs. It may be used with any type of temperature control system. After the filter, the differential output voltage measured across the TEC element is equal to the differential input voltage multiplied by 2.34. So if you want 3 V across the TEC element, apply 1.28 V across the inputs. If you want current flowing from OUT+ to OUT- to place the TEC in cooling mode, then IN+ should be 1.28 V greater than IN-. Typically, the voltage at IN- is held to the midrail using a small resistive voltage divider or an op amp configured as a buffer. The voltage at IN+ is supplied from the temperature control circuitry or from a digital-to-analog converter (DAC), either of which may also be operated from a single power supply. In addition to the interface, designers must be able to select the switching frequency to accommodate different system-level concerns. A higher switching frequency permits smaller inductors to be used in the output filter, while the lower switching frequency provides for higher efficiency because the switching losses will be lower. If EMI is a problem, a small surface mount ferrite bead (usually no larger than the filter capacitors) may be placed in series with the TEC element to reduce the high-frequency components. The driver must also include some protection circuitry. You dont want your TEC element or driver to fail and let your expensive laser diode destroy itself. If the
CURSO 2008 - 2009
A heat sink (or heatsink) is an environment or object that absorbs and dissipates heat from another object using thermal contact (either direct or radiant) [Wikipedia]
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TEC element draws too much current, as in a short10 for example, a TTL overcurrent fault is sent from the DRV591 to the system monitor. The driver powers off for a few microseconds, then immediately powers back up to try to drive the TEC element again. If an intermittent short caused the problem and it has disappeared, the DRV591 clears the fault and resumes normal operation. But if the overcurrent condition is still present, the fault remains and the device cycles its power again. Because the ambient temperature can range anywhere from -40C to 85C, the driver should include some protection to prevent its own internal heating from indirectly damaging the laser. The DRV591 sends out another fault flag to the system monitor if the silicons temperature reaches about 130C, just as an early-warning system. Once the silicon goes above 150C, the device shuts itself down, but it powers back up after the temperature has decreased. However, the system can shut down the laser before the TEC driver shuts down. Controlling a laser diodes temperature isnt a trivial task, especially considering the trend toward higher laser powers and greater density of wavelengths. The system must be accurate, flexible, efficient, and small. For applications requiring low current levels when board area and heat arent concerns, a linear driver solution may be adequate for the TEC element. When low heat dissipation is a must, the high efficiency PWM approach provides an excellent solution for the TEC driver.
Dave Skinner is responsible for product development and applications support for TEC driver products at Texas Instruments Inc., Dallas. http://www.netronicsmag.com/ netronics | july/august 2002, pp. 16-18
THIS WEEKS QUOTE: I hear and I forget. I listen and I understand. I do and I remember. Chinese proverb THEORY: Grammar review: How to write a coherent text. Sections in a scientific article. The IMRAD pattern and other structures. How to present bibliography, references and other sources. Special summary techniques: Outline. Abstract (informative, descriptive, evaluative)11. The Index/Key Words. Prcis. Report. Developing skills.
Short: abbreviation for short-circuit or s/c: an accidental connection between two nodes of an electrical circuit 11 Abstracts: brief summaries of a scientific or technical paper addressed to a specialist public, often used to help the reader quickly evaluate the paper/conference importance. Abstracts may be grouped into three classes: Descriptive, Informative and Evaluative. Descriptive Abstracts, becoming very rare, usually present just the gist of the text, in two or three lines. They can be seen as a content table in paragraph form. Informative Abstracts, are more elaborated, and show a detailed outline of the whole text, usually following the IMRAD pattern, and including citations and bibliography. Evaluative Abstracts are devised as a piece of literary criticism to sell a product. They usually start with a description of the product/text, followed by technical details, to end with the specialists opinion and/or proposal.
10
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CURSO 2008 - 2009
RECOMMENDED SITES:
Colorado State University Writing Guides: Writing Abstracts (http://writing.colostate.edu/guides/documents/abstract/index.cfm) English Grammar Guide (http://www.learnenglish.de/grammarpage.htm) Learn English On-line (LEO) network (http://www.learnenglish.de/) Simple Guide to Suffixes (http://www.learnenglish.de/grammar/suffixtext.htm)
TASKS
1. Scan through the text and give out the gist of the article. How/Where within the text could you find it? 2. Work on your assigned glossary by adding new vocabulary from the text. By the end of this week you should already have 60-100 terms. 3. Watch the following You Tube video-clip: Global Warning (http://es.youtube.com/watch?v=C3pujlkSTqo&mode=related&search) 3.1. What have big corporations and politicians done about global warming & climate change?
CURSO 2008 - 2009
3.2. What alternatives to oil-energy sources are offered? 3.3. Is there any reason why this clip is called Global WaRNing, instead of the more logical Global WaRMing? 4. Check with a dictionary the meaning of all the acronyms and abbreviations used in the text, and then compile them in a list. 5. Skimming & Scanning: In each paragraph, spot the term that mostly condenses the idea dealt with or explained there. 6. Now, proceed to deliver the main ideas as developed in each paragraph (prcis). 7. Once provided with the extracted information above, work on and write down the texts structure. 8. Write a possible abstract (informative and/or evaluative) for this article.
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Unit 4: Panasonic Bagless Vacuum Cleaner (I)

MC-E8011, MC-E8013, MC-E8015
Operating Instructions ENGLISH IMPORTANT SAFETY INSTRUCTIONS FOR THE USER

Before using the vacuum cleaner, please observe these basic precautions. WARNING: To reduce the risk of fire, electric shock or injury This appliance is not intended for use by young children or infirm person without supervision. Do not use the appliance is the mains lead or plug is damaged or faulty. This appliance is provided with a mains lead and if this comes damaged, it must be repaired by an Authorised Service Centre or qualified person in order to avoid any hazard. Unplug from the socket when not in use and before cleaning the appliance or undertaking maintenance operations. Turn off the appliance before removing the plug. Do not pull on the mains; always pull on the plug body itself. Do not handle plug or vacuum cleaner with wet hands. When empty the dust compartment, make sure to close the cover to avoid dust leakage. Do not use wet filters after wash, make sure they are completely dry to avoid damaging the cleaner. Do not vacuum flammable or combustible substances, neither use in areas where they may be present. Do not vacuum hot ash, embers12 or large and sharp object. Do not vacuum water or other liquids. Keep the vacuum cleaner away from heat sources such as radiators, fires, direct sunlight, etc. This vacuum cleaner is fitted with a thermal cut-out device which automatically turns off the cleaner to prevent overheating of the motor. When this happens, disconnect the cleaner from the mains socket and check the dust compartment and filters as they may be full or clogged13 with fine dust. Check for any other obstructions in the hose or tube. After removing the obstruction, leave the cleaner to cool down until the thermal cut-out resets after approximately 40 minutes.
A IDENTIFICATION OF MAIN PARTS A) B) C) D) E) F) G) H) I) J) K) L)

12 13
Suction inlet Connection pipe Hose Curved pipe Manual suction control Extension tube (optional) Telescopic tube Floor nozzle [a] [b] (depending on model) Dusting brush Crevice nozzle ON/OFF Switch button / Variable power control Cord rewind button
Embers: hot ashes and cinders Clogged: congested, blocked.

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CURSO 2008 - 2009
M) N) O) P) Q) R) S) T) U) V) W)
Handle Dust compartment handle Dust compartment cover Main Filter A Main Filter B Pre-filter Maximum dust level mark Dust compartment Rear cover Exhaust cover Parquet floor nozzle (depending on model)
B HOW TO ASSEMBLE THE CLEANER B-1 Insert the connection pipe into the suction inlet and turn the pipe to the right. B-2 Telescopic tube. Keep hold of the tube grip and pull out the tube to the required length. B-3 Extension tube (Optional). Fit together the two tubes by twisting slightly. B-4 Fit together curved tube and extension or telescopic tube by twisting slightly. B-5 Fit together the end of the tube and the nozzle pipe by twisting slightly. C HOW TO USE THE CLEANER C-1 Floor nozzle [a] [b] (depending on model). The floor nozzle is equipped with a pedal, which allows you to alter its position according to the type of floor to be cleaned. C-2 Parquet floor nozzle (depending on model). For the gentle cleaning of parquet and hard floors. C-3 Cord rewind button (L). Pull out the total length of the mains lead and plug into the socket. To rewind the cord, press the button. NOTE: Please hold the plug to prevent it striking you or the product. ON/OFF Switch button / Variable power control (K). To start or stop the cleaner, press the button. To increase or reduce the power, turn the same button. C-4 Manual suction control. The curved pipe of the hose is attached with a manual suction control, which allows you to briefly reduce the suction level. C-5 Dusting brush. For vacuuming pictures frames, furniture, books and other objects. C-6 Crevice nozzle. For vacuuming in inaccessible places like a window frame or a crevice in the wall. C-7 Park system. For short breaks during vacuuming, slide the hook attached to the floor nozzle pipe into the slot on the rear side of the cleaner. C-8 How to store / carrying the cleaner. Switch off the cleaner, remove the plug from the socket and rewind the cord. To store or carrying the cleaner in a vertical position, slide the hook of the floor nozzle pipe into the clip on the underside of the cleaner. [Panasonic Bagless Vacuum Cleaner [MC-E8011, MC-E8013, MC-E8015]. Operating Instructions, pp. 18]
CURSO 2008 - 2009
THIS WEEKS QUOTE: When inspiration does not come to me, I go half way to meet it. Sigmund Freud THEORY: Vocabulary: Shape, dimensions, material, colour, weight, Parts and components. Practicing technical descriptions. Grammar review: Location and position. Word formation with suffixes. Word formation with prefixes. Noun compounds. Developing skills.
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RECOMMENDED SITES:
Colorado State University Writing Guides: Writing Abstracts (http://writing.colostate.edu/guides/documents/abstract/index.cfm) English Online - Writing Skills instructions (http://www.englishonline.co.uk/englishnon/literacy/literacy11-14/instruct.html) Motorcycle Electrical Parts (ElectroSport Industries): Fault Finding http://www.electrosport.com/electrosport_fault_finding.html Online Technical Writing: Instructions (http://www.io.com/~hcexres/textbook/instrux.html) The University of Mississippi Writing Center (http://www.olemiss.edu/depts/writing_center/grabstract.html)
TASKS
1. Read through PANASONIC Bagless Vacuum Cleaner Instructions (I), and identify and work on technical vocabulary (translation into Spanish). Then work on the description and aim of those terms (to be for, to consist in/of, to help do/doing, to be used for, to be employed for, so as to, etc). Spot word-compounds and suffixes.
3. Go to GEWISS Tool Frames (pp. 87-90). Describe its elements, and its use. Then work on their translation into Spanish: you might incorporate them into your lexicon. 4. Watch the following You Tube video-clip, Notebook PC Explodes (http://mx.youtube.com/watch?v=qmPm-YV9vdA&feature=related) and then answer the questions: 4.1. What is the purpose of this video? What is their main piece of advice? 4.2. How many kinds of fires are named? (Say both the number and the name). 4.3. What should the right procedure be in such a situation?
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CURSO 2008 - 2009
2. Work on your assigned glossary. By the end of this week you should already have 90-150 terms.
Unit
5: Reliable Infrastructure
Wireless
Networks
for
Critical
Wireless Transmission Solutions for Utilities, Oil & Gas, and Transportation
CURSO 2008 - 2009
Microwave radio has long been used by utilities, pipelines and transportation systems for their critical communications. Traditionally this has been low to medium capacity systems for voice, low speed data, and analog video transmission. The communications requirements of todays businesses now demand much higher bandwidth and multiple circuit interface options. Digital microwave radios combine these requirements with extremely high signal reliability, to yield ultra-secure end-to-end circuit availability. Traditional applications One of the more common applications of microwave radio has been for connecting SCADA (supervisory control and data acquisition) remote terminal units (RTU) to centralized operations centers. These are the systems that automate and centralize the monitoring, control, and alarming of remote Microwave Communications Site equipment. SCADA provides a critical function in the operation of the power grid, gas and oil pipelines, and the nations railways. Microwave radios high availability and reliability provides operators with a secure link to all remote sites. Power utilities also use transfer trip or relay switching systems to protect their infrastructure and to prevent large scale electrical outages. When these systems sense a fault due to a downed power line or other event causing a short in the power grid, they cause relays to trip and automatically isolate the fault. A failure in the transfer trip network could cause irreparable damage to expensive transformers and isolate millions of customers. Microwave radios are used in power networks to provide extremely fast and reliable connections for these transfer trip devices. Furthermore, microwave radio is used to backhaul14 voice signals from land mobile radio (LMR) base stations. LMR is the "push to talk" radio technology
14
To backhaul: to transport traffic between distributed sites (typically access points) and more centralised points of presence
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found in utility trucks and trains as well as hand-held radios. Most often, it uses radio frequencies in the range of VHF and UHF bands to communicate between radio base stations and mobile units. Often this is the only communications available to the front line crews that maintain the utility infrastructure. To provide optimal coverage, the radio base stations often are located on a mountain or hilltop. These remote locations often preclude use of leased telephone circuits or private lines to relay voice communication signals back to a central radio dispatcher. Instead, communications departments prefer the high reliability, lower cost, and full control associated with using microwave radio for this backhaul application. Another common application for microwave within critical infrastructure systems is interfacility voice communications. Microwave radio offers a cost effective and reliable alternative to leased lines, providing direct links between headquarters, branch offices, and facilities such as power plants, substations, and switchyards. They may carry everyday telephone conversations between distributed PBX systems, or they may provide critical linkages between centralize operations and major facilities. For most traditional microwave applications such as those described above, microwave radio capacity requirements are relatively low. A few T1s are typically all that are needed. Channel banks are often supplied with the microwave to break the T1 circuits down to the lowerspeed voice and data circuits. However, microwave is not limited to just these narrow band functions. New applications Just as the public telecommunications sector has been impacted by the demand for more bandwidth, utilities, pipelines and transportation systems are also requiring higher speed communications. Field personnel can save time and respond to emergencies more effectively when they have easy and instantaneous access to up-to-the-minute data about the utility infrastructure, available resources, or information about a crisis event. New technology in land mobile radio communications is being deployed to bring data and video to and from mobile units. Consequently the bandwidth requirements between mobile radio base stations and the core network is increasing. However, with capacity up to OC-3 (155 smbps), microwave radio is still capable of supporting these needs with the same high reliability. Interfacility communications are also becoming more complex and requiring higher bandwidth. Voice is still king, but real-time video is gaining a lot of impetus, as well as data primarily IP traffic to support departmental LANs and interdepartmental WANs. Furthermore the trend to share data across disciplines is accelerating the demand for more bandwidth. Today's digital microwave radios are capable of carrying high speed data up to 155 Megabits per second in a single RF channel, which in addition to traditional voice traffic can support T1/T3, ATM, digital video, and IP-based LAN/WAN circuits. Again, microwave radio can cost effectively support all of these applications while providing the security that critical infrastructure systems require. Reliability hard to beat
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CURSO 2008 - 2009
One of the key features that makes microwave radio so attractive to critical communications networks is the high reliability it provides. Often the mistaken perception is that since microwave travels through the air, it is regularly degraded by weather and climate conditions that cause it to fade resulting in data errors and outages. While interference from other unlicensed systems in the area. Spread spectrum modulation has been found to have little benefit in this area, so operators must opt for more conventional interference countermeasures such as selecting (larger) antennas with narrower beamwidths, or designing shorter paths. That doesnt mean that unlicensed radios should not be used for critical communications applications. Certainly there is a fit for temporary requirements, low-priority communications, and disaster recovery. Long term solutions serving vital infrastructure should look more toward licensed operation. Some manufacturers even provide microwave radio equipment that can be installed as unlicensed then converted to licensed operation at a later date with minimal cost, thus allowing the ultimate in flexibility. Planning a Microwave System CURSO 2008 - 2009 At first glance, planning for a microwave system can seem complicated; however, well established practices and expertise within the radio manufacturers and industry consultants make the process straight forward. Boiling it all down into five steps we have: 1) Network Design, 2) Site Selection, 3) Path Design, 4) Equipment Selection, and 5) Services. Network design is easy to overlook, but is the core to good microwave system planning. This is the process of consolidating all the current circuit requirements and traffic routing patterns, with an eye on future requirements and expansion. This is also the time to define a general network topology, such as linear or ring architecture. From this information, the engineer should be able to produce a functional block diagram that defines the quantity and capacity of circuits from origin to destination. The next step is site selection. Since microwave radio links require unobstructed line of site between the transmitter and receiver, it is crucial to know the basic lay of the land. The circuit termination points from the network design process are clear candidates for sites, but geographic obstructions or other limitations such as easements, tower restrictions and expensive roof rights may dictate finding additional repeater sites or alternate routes. In an urban environment with relatively short distances between sites, this is conveniently determined by a trip to the sites with a pair of binoculars. For long haul routes, topographic maps, on-line satellite imagery, and a variety of affordable software packages make selecting sites easy. Once the sites are
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selected, this information can be combined with the initial network design to finalize the required number and capacity of microwave links. Path design is the process of determining what is required to meet your path availability objectives. As previously stated, microwave links can be engineered to provide better than 99.999% availability. This involves selecting the microwave radio parameters such as frequency band and transmitter power, as well as the height and size of antennas. Software programs are available to assist in the process; however, there is a healthy dose of art and science involved in good path design, so experience is essential. Fortunately, radio manufacturers are willing and able to lend their expertise, as are a number of wireless systems integrators and consulting engineers. An important aspect of path design to consider is the field survey. The initial path design, or feasibility study, can be performed using terrain measurements from maps or extracted from electronic data. However, these resources dont show heights of buildings and trees, or other current conditions. Therefore, it is highly recommended that a field survey be performed especially on networks with longer paths. Seemingly minor changes in site and antenna locations can have dramatic impact on path performance and licensing. Ultimately it costs less to have the path survey done up front rather than when equipment is arriving on site and deadlines are fast approaching. With the network layout and sites determined, and the paths engineered to the desired availability, it is time to select equipment. This includes the microwave radios and antenna systems as well as multiplexers, channel banks, other networking gear, and power systems. Radio manufacturers often are able to specify and deliver all of the equipment as a complete and interoperable system. This approach nearly always leads to better satisfaction and performance of the system rather than bidding out each element separately and having to integrate it yourself. Finally, the decision on services must be made whether to manage installation and commissioning of the system yourself or to have the radio supplier perform this on a turnkey basis. Keep in mind that a variety of disciplines are involved, including civil work (possible tower construction and hanging antennas), administrative (applying for permits and FCC15 licenses), and technical (installing, testing and turning up the telecommunications gear). By acting as your own prime contractor and managing several subs, you may save some money, but the limitation of risk and assurance of having a complete and functional system provided by one manufacturer has definite merit. Summary Microwave radio provides an ideal solution to many critical communications problems faced by network designers for utilities, pipelines and transportation systems. While traditional low to medium capacity requirements for voice and low speed data still prevail, today's digital microwave radios allow planning and deployment in support of broadband applications as well.
15
FCC: US Federal Communications Commission

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Furthermore, the extremely high availability contributed by microwave is ideal for critical communications. Alcatel has been designing networks for the utility, pipeline and transportation industries for over 40 years. We continue to support this vital market sector in these days of intense focus on securing our nations critical infrastructure.
Alcatel-Lucent offers a comprehensive product portfolio for point-to-point microwave transmission. Our complete portfolio includes more useful frequency bands and greater spectrum efficiencies than any other microwave vendor, and supports network/radio configurations for low, medium and high capacity systems. Alcatel-Lucent's wireless transmission products are fully managed by our integrated network management platforms, as well as through the simplified network management protocol for management by external management systems in multi-vendor fixed or mobile environments. In the last five years, Alcatel-Lucent has installed more than 300,000 microwave radios in more than 150 countries. For more information, visit www.alcatel-lucent.com/microwave or call 1-800-ALCATEL.
CURSO 2008 - 2009
Alcatel-Lucents MDR-8000 is used extensively within communication systems supporting critical infrastructure such as electric, gas and water utilities as well as for transportation systems and public safety networks. The MDR-8000 operates in licensed pointto-point microwave bands from 2 GHz to 11 GHz as authorized by the FCC and Industry Canada. It also covers US federal microwave frequencies at 1.7, 2.2, 4 and 7-8 GHz. The MDR-8000 may also be used in the license-free 2.4 and 5.8 GHz bands, which offers the unique ability to convert to licensed operation without changing expensive RF components within the radio. This capability allows operators to turn up microwave links immediately then convert to licensed operation once frequency coordination has been completed. All high speed circuit formats are supported by the MDR-8000. Capacity options are 2-16 DS1, 1-3 DS3, OC-3 and Ethernet (10/100/1000 Base-T, auto-sensing and 1000 Base-T optical). Conversion from one capacity to another is easily accomplished by using one of 4 input/output interface modules (DS1, DS3, OC-3 or Ethernet) and selecting a capacity key which provisions the radio channel throughput from 3 Mb/s to 155 Mb/s. Mechanically, the MDR-8000 is the most compact microwave radio of its class. A hot-standby radio stands only 12.25 inches [31.12 cm] tall (7 rack units). This
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takes up minimal space in equipment racks and it can even be deployed in outdoor enclosures. Additionally, the non-standby Compact chassis is only 7 inches [17.78 cm] tall (4 rack units) and is optionally equipped in a pole-mount outdoor cabinet. Alcatel-Lucents MDR-8000 microwave digital radio is the premier wireless transport solution for critical infrastructure communication requirements.
http://www.alcatel-lucent.com
THIS WEEKS QUOTE: Even the clearest water appears opaque at great depth. Anonymous THEORY: Grammar review: Patterns of technical descriptions. Temporal clauses. Reduced temporal clauses. Developing skills RECOMMENDED SITES:
Acronym Finder (http://www.acronymfinder.com/) English for Special Purposes: Business, Corporations, Law, Economics, Management and Marketing (http://www.salzburgseminar.org/ASC/csacl/progs/esp/links.htm) Online Technical Writing: Technical Description (http://www.io.com/~hcexres/textbook/desc.html) Recommendations for Writing Effective Technical Descriptions (www.kristisiegel.com/EffectiveTechnicalDescriptions.doc) The Internet Acronym Server (http://silmaril.ie/cgi-bin/uncgi/acronyms)
TASKS
1. Write down a possible abstract for the text. Next, provide at least six key-words (both in English and in Spanish). 2. Text-structure. Fill in the texts headline division with sub-structural parts within each of headlined divisions. 3. Your glossary on Electronics and Engineering should be enlarged in 30-50 new entries. By the end of this week you should already have 120-200 terms. 4. Grammar exercises: make sentences out of the text contents using when..., at the same time, after, before. 5. Grammar review: locate texts instances of prefixes, suffixes and compound nouns, if any. 6. Watch the following Metacafe video-clip: 40$ USB Spy Telescope (http://www.metacafe.com/watch/1091833/40_usb_spy_telescope/) and then answer the questions below: 6.1. What did you understand, roughly?
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6.2. Generally speaking, what sort of audio text is it: tone, type of presentation, formal or informal, target audience (is it a cheap or expensive product/presentation), etc. Why? Give out reasons or textual clues to support your contention. 6.3. Lexicon: try to spot as many technical terms as possible (four items minimum). 6.4. What aspects or curiosities/particularities caught on your attention? Why? What kind of video is it? What is its purpose or finality? (humorous, tutorial, essay, scientific or entertainment, professional, home-baked/do-it-yourself (DIY) (ASAP) 7. Now, leaning on all the extracted information, make sentences on the video presentation. 8. Arrange/relate all those sentences using connectors, link words (first, then, therefore, after ing, before ing, which, whose... (Depending on the students level of English and linguistic fluency).
CURSO 2008 - 2009
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CURSO 2008 - 2009
Unit 6: Let's Get Small: The Shrinking World of Microelectronics
Small Beginnings: From Tubes to Transistors Electronics have become so prevalent in our worldin computers, cell phones, airplane control systems, space ships, DVD players, coffeemakers, etc., that its difficult to imagine what life would be like without them. You couldnt read this page without them, couldnt walk through an automatic door at the supermarket, or have the bar code of your soda scanned, or have the cash register figure out your change, or pay with your debit card, orwell, you get the ideaour culture is powered by electronics. It wasnt always like this of course. At one time electronics were relegated to just a few areas, such as radio and television. A big reason for this was because electronics themselves were big. If youve ever seen pictures of early TV sets and radios from the 1940s and 1950s they were large, cabinetsize devices that looked more like furniture than like cutting-edge electronics. And computers? The predecessors of the latest 12 inch, five pound laptops were machines like ENIAC, the worlds first general purpose electronic computer, which was developed in A portion of ENIAC. A modern the 1940s. ENIAC was so large it filled entire pocket-size calculator has more rooms! You would think with all that bulk it computing power. was powerful too. Wrong. Although ENIAC was a marvel for its time, its computing power is dwarfed by a simple modern pocket calculator. So, how did electronics infiltrate just about every appliance we use? They got smaller, and smaller, and smaller. Engineers have spent a good part of the last 50 years shrinking electronic components. This is the field of microelectronics, the guts of modern electronics. In the early days of electronics, that is before the 1950s, the basic electronic device was the electron tube (which is also commonly known as a vacuum tube), which had begun life years earlier as a modified light bulb, and stayed about that size. Electron tubes made early electronics such as radio possible, but they had some serious limitations. Their filaments burned out just like a light bulb, and to make something work you needed lots of them. ENIAC, for example, needed 18,000 tubes to function. But electron tubes were also incredibly useful. In a radio or phonograph, they could take an extremely weak signal and amplify it loudly enough so that it could fill a room. The electron tube could also be used like a switch, but unlike a regular switch it had no moving parts and so it could switch on and off incredibly fast. Computer engineers, who
CURSO 2008 - 2009
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used electrical switches to construct elaborate logic circuits, chose to use the electron tube despite its size and tendency to fail. During World War II, things began to change. Engineers undertook a bold experiment to try to pack an entire radar set into an artillery shell. They called their new device a proximity fuse, because it could destroy by being near a target rather than requiring a direct hit. Even though they were a success, proximity fuses still relied on electron tubes, albeit, quite tiny ones. After the war, as missiles and rockets emerged, there was an increasing need for compact, rugged electronic systems for communication and navigation. The search was on for smaller and smaller electron tubes. While some engineers worked on building better and smaller electron tubes, others were looking for ways to do away with tubes altogether and turned to semiconductors, a class of materials valued because they could be used as diodes (a diode is a one-way valve for electricity). One was Russell Ohl of Bell Telephone Laboratories. Ohl and his fellow researchers discovered that putting two slightly different types of a semiconductor called germanium together produced a device that acted like an electron tube diode. Ohls work was important, but an even bigger discovery was made in 1947 when John Bardeen and Walter Brattain stumbled on the transistor, a slice of germanium with a few carefully placed wires touching it, that was not only a valve but also an amplifier. This was the point-contact transistor. As an added bonus, the transistor produced a fraction of the waste heat and was tiny compared to an amplifier tubethe whole device could fit on the end of a finger. Not long afterwards William Shockley, also of Bell Labs, made the fragile transistor into a rugged and practical device when A replica of the point-contact transistor created by John he invented the junction transistor, a sandwich Bardeen and Walter Brattain, made up of layers of under the supervision of germanium. Bell William Shockley in 1947. Labs announced the Courtesy: Lucent. point-contact transistor in 1948 and the junction transistor in 1951. The germanium transistor was a milestone, but it was unreliable and engineers sought out new materials with which to construct transistors. They found an answer in silicon, another The first commercially produced semiconductor that had been used in diodes. silicon transistor, developed by Texas Instruments in the early Silicon proved to be a better material for making 1950s. Courtesy: Texas transistors. It was this type of transistor, Instruments. introduced by Texas Instruments in 1954, that revolutionized the technological world. Missiles became more accurate with
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onboard transistor guidance systems and computers became small enough to fit on board an aircraft. Perhaps the most famous transistorized product from this era was the pocketsize radio. By the end of the 1950s, the little transistor had replaced the hot, unreliable electron tube in nearly every existing type of electronic system. It also made electronic devices smaller, cooler (in temperature, that is), and less expensive. But engineers were not satisfied they wanted to make things even smaller. Chips, Anyone? Integrated circuits (ICs) seem to be nearly everywheretheyre in places such as your cars engine and your cars radio, telephones, iPods, and home thermostats; theyre in virtually all the technologies you interact with every day from ATMs to X-ray machines. And, of course, theyre in computers. Computers were one of the first places where ICs took hold, and they remain among the most recognizable technologies equipped with ICs. Despite their increasingly small size, computers are extremely complicated technological systems. Inside a computer are a whole range of different chips that do everything from regulating power supplies and internal temperatures, to running sound and video systems, to controlling the spinning of hard drives and DVD burners. The most familiar chips are memory chips and microprocessors.
CURSO 2008 - 2009
Memory chips store information, such as programs and data. The main memory chips that you see advertised are usually for storage of program data. These chips lose their data when power to the computer is turned off. Other memory chips store data permanently or until you change it, and there is some memory built into microprocessors and other types of chips. Inside a typical main memory chip are tens of thousands or even millions of transistorsoften in the form of a transistor called the metal oxide semiconductor or MOS, a device that was invented by Dawon Kahng and M. M. Attala. MOS transistors store information by switching on or off. In every computer, every piece of data is translated into a binary code of 0s and 1s. The letter A for example is translated into a binary number, 01000001. Then 01000001 is represented inside the chip as a set of transistors switched on (1) or off (0). A program like a web browser that deals with large amounts of text, displays pictures, accepts input from the user, and communicates with other computers needs millions of transistors to store all the coded information that passes through.
The first Mosfet transistor, designed by M. M. Atalla, D. Kahng, and E. Labate in late 1959. Courtesy: Lucent.
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The microprocessor is another famous chip that resides in every computer. Unlike a memory chip, the microprocessor has many different functions, all carried out on one chip. Early computers had separate units (sometimes housed in different cabinets) for their mathematical and logic units, synchronization circuits or clocks, register units where various logic operations take place, buffers where data is held, The Intel 4004 microprocessor, which was circuits to accept data from the introduced in 1971. The 4004 contained only 2300 outside world, and so on. To make transistors and performed 60,000 calculations per comp second. Courtesy: Intel. uters smalle r, more energy efficient, and to move data around inside them more quickly, engineers began integrating those separate units onto one or more chips, then integrating those chips into a single microprocessor, or, in cases where engineers wanted to put a tiny computer into an industrial machine, a microcontroller. Gary Boone and others at Texas Instruments, and Federico Faggin, Stanley Mazor, Tedd Hoff and others at Intel Corporation developed the first microprocessors and microcontrollers. Intel's Pentium 4 contains A chip is more than just a home for transistors. It Courtesy: Intel also contains other elements needed to make a circuit, such as resistors, capacitors, and interconnecting conductors. But the usual way of comparing chips is to discuss the number of transistors on them. The first integrated circuits invented in 1958 had just a few transistors. The latest microprocessors have over 40 million.
tens of millions of transistors.
Intel executive Gordon Moore was the first to observe this growth and the increase in numbers is often known as Moores Law. To pack so many transistors and circuit elements onto one chip engineers have had to shrink the size of the parts. These smaller parts are, in fact, one of the major reasons for innovation in the integrated circuit field. The transistors that were about a centimeter wide in 1959 are now less than 200 billionths of a meter wide. That is so small that engineers are already predicting that the next generation of chips will have to be constructed in entirely new ways, perhaps assembled from individual molecules. This exciting new field is called nanotechnology, and it may open up entirely new directions for electronics in the 21st century.
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CURSO 2008 - 2009
Nanotechnology With the integrated circuit growing smaller and smaller over the last decades, one might wonder, can they get any tinier? Engineers working in the field of nanotechnology believe they can and will. Nanotechnology refers to any new technologya transistor, a tiny machine, a chemicalthat is put together atomby-atom or molecule-by-molecule. It usually also refers to the size of these technologies, which is defined as being 100 nanometers or less. A nanometer is one billionth of a meter. By comparison, today the smallest transistors on an IC are about 200 nanometers in size. Renowned physicist Richard Feynman introduced the basic idea for nanotechnology in a 1959 speech called Theres Plenty of Room at the Bottom. Feynman predicted that tiny assembly machines made from a few molecules of matter could be built, and that these assemblers would be used to make other microscopic products. The result would be a system of production that would revolutionize the way things are made.
CURSO 2008 - 2009
Micromachining involves the creation of microscopic mechanical devices, like that shown here. The legs belong to a spider mite placed to demonstrate scale. Courtesy: Sandia National Laboratories.
In the 1990s micromachining emerged as one of the first practical approaches to creating nanotechnologies. Using etching techniques pioneered in the field of integrated circuits, engineers began building microscopic machines with tiny gears, levers, and rotors. While most of these were simply demonstrations that such things could be built, engineers believed that these machines would soon be used in practical systems, such as microscopic, implantable, or injectable pumps to deliver drugs inside the body. Because of its relatively large scale, not Nanotubes, which are made in a flask by a everyone today agrees micromachining chemical process. Courtesy: National should still be part of the nanotechnology Center of Competence in Research field, but it did spawn the important field (Switzerland). of micro-electro-mechanical systems (MEMs). MEMs are currently used with integrated circuits, where tiny machines are combined with electronics on a silicon chip. The connection between nanotechnology and electronics grew stronger when chip designers began to approach the limits of the miniaturization by conventional techniques. In the mid-1960s Moores Law predicted that the size of features on integrated circuits would shrink dramatically over time and, in fact, transistors and other chip components shrank rapidly over the next four
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decades. But the photolithographic etching processes used to make transistors on an IC impose physical limits on the size of the transistors. Many engineers and scientists are currently working on new, nanotechnological solutions to this problem, using tools such as the atomic force microscope (ATF) to build functional transistors from just a few atoms. They hope to find ways to build entire integrated circuits from the bottom up, by assembling them from atoms, rather than using todays top down methods. Recently, nanoscale transistors have been demonstrated using materials called nanotubes, which are custom-made variations on a complex carbon molecule called a buckyball. If nanotechnology is the wave of the future, what is it doing for us today? Chemists have introduced new materials such as improved plastics that are stronger and better than earlier types of plastics. Another exciting area of progress is in quantum dots, which are microscopic crystals of semiconducting material that emit light when they are exposed to strong ultraviolet light. These dots can be used to detect cancer cells, and may soon be used to illuminate living spaces. In electronics, nanotechnology is making an impact in cell phone and computer displays, where organic LEDs (OLEDs) are in production utilizing nanoengineered thin-film layers. Most computer hard discs are also made using a combination of a nano-engineered recording medium and a sensitive type of recording head made of giant Organic LEDs consist of layers of organic thin films sandwiched between two magnetoresistive (GMR) materials. Filters conductors. When an electric current is using nanoparticles are capable of applied, bright, visible light is emitted. The removing bacteria and viruses from devices are lightweight, durable, flexible, drinking water in addition to larger power efficient, and hence ideal for particles. If nothing else, nanotechnology portable applications. Here, a prototype flexible organic LED from Universal has helped us cut down on our dry Display flashes the corporate logo. cleaning bill: In 2003 the clothing store The Gap began selling trousers Courtesy: IEEE Spectrum impregnated with a new stain resistant chemical developed through nano-engineering. Other researchers are focusing their efforts on studying the way nanotechnologies will work, because at the nano-scale, the normal rules about the behavior of electrons, photons, and matter have to be thrown out. In fact, computer designers anticipate that future computers based on nanotechnology may eliminate transistors altogether. Another line of research is aimed at using DNAthe same material our bodies use to store genetic information. This would require the construction of custom DNA molecules and a way to get information in and out of the computer which might take the form of a flask of millions of molecules, suspended in a liquid. Nanotechnology is so new, and so little understood, that it is difficult to predict how it will develop. Many engineers,
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however, believe that it holds the key to the next generation of electronic devices, which will demand faster computational speeds and pack more components into smaller spaces than has been possible before.
[http://www.ieee-virtual-museum.org/exhibit/exhibit.php?taid=&id=159270&lid=1&seq=1&view=]
THIS WEEKS QUOTE: Opposites are not contradictory but complementary. Niels Bohr THEORY: Grammar review. Utility and finality. Movement. Functions and purposes. Patterns of technical descriptions. Temporal clauses. Reduced temporal clauses. Developing skills. RECOMMENDED SITES: CURSO 2008 - 2009
A History of Computers (http://www.maxmon.com/history.htm) Grammar Tutorial (http://odl.vwv.at/english/odlres/res8/Grammar/grammar.htm) History of Computers Directory (http://www.hitmill.com/computers/computerhx1.html) Old-computers.com! (http://www.old-computers.com/news/default.asp)
TASKS
1. Provide the gist and make a summary of the text. 2. Outline the underlying (paragraph) structure of this text. 3. Reading comprehension: 3.1. To what extent do Electronics control or determine our daily life today? Give arguments to support your answer. 3.2. What has basically changed from old electronic devices (such as PCs, TV sets, radios,... ). How has this new way of understanding Electronics been named? 3.3. Which basic electronic device was commonly known as a vacuum tube? When? What sort of limitation did it entail? And what about its advantages? 3.4. What was a proximity fuse? 3.5. What replaced electron tubes? 3.6. What big discovery would revolutionize Electronics in 1947? What about its bonus advantages? 3.7. What made possible the replacement of the unreliable electron tube in 1950? How would it evolve into more sophisticated devices? 4. Your glossary on Electronics and Engineering should be enlarged in 30-50 new entries. By the end of this week you should already have 150-250 terms. 5. Watch the following You Tube video-clip, How to clone computers across the network and then answer the questions (http://es.youtube.com/watch?v=WePCtSeKnd4):
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5.1. What is the aim of the video? 5.2. What is the difference between input and output in Step 3? 6. Textual analysis: suffixes, passive constructions, Simple Past/Present Perfect tenses. Collective plurals (Electronics are).
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CURSO 2008 - 2009
Unit 7: Data Logger, Temperature / Humidity Loggers, and Sensors

Businesses desire to give customers a guarantee of quality and freshness in regards to the products they make or the services they provide. For many businesses, tracking temperature and humidity throughout the lifetime of a product or service, or throughout various stages of manufacturing and delivery, are integral to achieving this goal. With this in mind, Dallas Semiconductor Maxim designed several digital thermometers and temperature/humidity data loggers. Digital Thermometer The first product in the iButton line of Temperature Sensors is the DS1920. The DS1920 is a digital thermometer that reads the current temperature of the environment or object to which it is attached. Using a 1-Wire probe, a simple touch of the DS1920 reveals the current temperature of its surroundings from 55C to 100C. Temperature Data Loggers The Thermochron family of iButtons are globally addressable, dedicated trackers that can go wherever thermally vulnerable products go, monitoring time and temperature and storing the data. The data can then be easily uploaded and analyzed to detect possible thermal damage. There are several Thermochrons from which to choose. The DS1921G, DS1921H, and the DS1921Z represent our standard Thermochrons, and the DS1922L (new), DS1922T (new), and the 1-Wire chip DS2422 (new) represent our high-capacity Thermochrons with more logging memory, increased accuracy, and increased resolution. The iButton's embedded computer chip integrates a 1-Wire transmitter/receiver, a globally unique address, a thermometer, a clock/calendar, a thermal history log, and 512 bytes of additional memory to store user data (such as a shipping manifest). The recyclable iButton logs data for more than 10 years. Digital Hygrometer Our Hygrochron family of iButtons (DS1923) adds an embedded humidity sensor to the temperature-logging capability of the high-capacity Thermochron family to create a data logger that records both temperature and humidity. With these two pieces of data, relative humidity can be logged as a function of time. The tiny opening in the lid of the Hygrochron iButton employs a special filter that allows water vapor to pass through and reach the internal humidity sensor, but repels liquid-phase water (see picture). For applications where both temperature and humidity are important (foods, chemicals, powders, HVAC systems), the Hygrochrons deliver unprecedented performance in an unbelievably compact size.
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Rugged iButtons Attach to Almost Anything The 16mm iButtons (about the size of 5 stacked dimes) attach unobtrusively to almost any container surface or wall-on bottles, totes, boxes, crates, pallets, air cargo containers, refrigerators, semi trailers, railroad freight cars, etc. The iButton's stainless steel armor withstands dirt, moisture and rough treatment. Versatile Data Storage: Log and Histogram Formats Thermochron and Hygrochron iButtons can wake up to take time-stamped temperature and/or humidity readings at equal time intervals, then store them in a log format in on-board "datalog" memory. The standard Thermochrons (DS1921G/H/Z) allow 2048 readings with time intervals of 1 to 255 minutes, while the high-capacity Thermochrons/Hygrochrons allow 8192 readings with time intervals from 1 second to 273 hours. Additionally, the Hygrochron allows for simultaneous temperature and humidity logging and offers selectable resolution settings.
Log Graph The way in which the iButtons log data can be setup by the user prior to use. This is called "missioning". Typically, during missioning the user chooses the time to begin temperature/humidity readings, sets a sampling rate, sets high and low alarm thresholds, and determines whether to rollover when the readings fill up the datalog memory or to simply stop logging. This method of data storage records when a critical thermal/humidity exposure occurs and helps to assign accountability for any resulting loss of product quality. Standard Thermochrons, the DS1921G, H, and Z also simultaneously store each temperature sample in a histogram. The histogram memory consists of 63 bins in 2-degree increments for the DS1921G or 64 bins in 0.5-degree increments for the DS1921H or Z. Each bin holds 65,500 temperature readings for up to 10 years. The histogram method of data storage is perfect for applications with a need for long-term monitoring but with less-strict accuracy requirements. The higher capacity Thermochron and Hygrochron lines do not
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CURSO 2008 - 2009
have the histogram function, but they have nearly 4 times the data logging memory. Thermochron Family of Products Our standard Thermochron, the DS1921G, logs temperatures over a wide temperature range of -40C to 85C. The H and Z Thermochrons are our highresolution versions. The DS1921H is designed for the human temperature range while the DS1921Z is designed for applications that need high resolution around 0C. The high capacity Thermochrons are the DS1922L, DS1922T, and the DS2422. The DS1922L is the standard high capacity Thermochron iButton that logs temperatures over the range of -40C to 85C. It has an 8192 byte temperature log with accuracy correctible (by software) to 0.5C from -10C to +65C. It has selectable 8-bit (0.5C) or 11-bit (0.0625C) resolution. The temperature log values are also selectable (between 8-bit or 16-bit ). The DS1922T Thermochron iButton is similar to the DS1922L only with a higher temperature logging range (that can be used in manufacturing processes involving sterilization techniques). The main differences between the two is that its temperature range is 0C to 125C, and it's accuracy is software-correctible to 0.5C from 20C to +75C. Finally, the DS2422 operates the same way (through a 1-Wire interface), and with the same functionality as the DS1922L. However, it is a packaged ic (24lead, 300-mil SO) that when connected to an optional analog-to-digital converter (ADC) and a charge pump, application-specific dataloggers can be built (i.e., humidity, pressure, light sensor, material stress, etc).
CURSO 2008 - 2009
Product
Temperature Humidity Temperature Range Range Accuracy* -40C 85C to
Data Temperature Humidity Log Resolution Resolution Memory 0.5C N/A 2048 bytes 2048 bytes 2048 bytes
DS1921G DS1921HF5
N/A
1C
15C to 46C N/A
1C
0.125C
N/A
DS1921Z-F5 -5C to 26C N/A
1C 0.5C Software Correction (SC)
0.125C
N/A
DS1922L
-40C to 85C N/A
0.5C or 0.0625C 0.5C or 0.0625C 0.5C
N/A
8192 bytes
DS1922T
0C to 125C N/A
0.5C (SC)
N/A
8192 bytes 8192
DS2422
-40C to 85C N/A
0.5C (SC)
N/A
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or 0.0625C 8-Bit (0.6%RH) or 12-Bit (0.04%RH) RH
bytes
DS1923
-20C to 85C
0 to 100% 0.5C (SC) RH
0.5C or 0.0625C
8192 bytes
* Temperature accuracy denoted in this table is effective over most of the temperature range of the part. For full-range accuracy, please refer to the part's datasheet.
Missioning the Thermochron Missioning the Thermochron or Hygrochron iButton is done with a PC or handheld. The iButton connects to a Blue Dot receptor (a low cost reader interface) which in turn is connected to a 1-Wire Adapter attached to a computer. This site provides free evaluation software to set start time, sampling rate, and alarm thresholds. The low cost reader interface includes: DS1402D-DR8 - Blue Dot Receptor DS9097U-S09 - 1-Wire to RS-232 Adapter Or DS9490R - 1-Wire to USB Adapter How to Download Free Evaluation Software Two different evaluation software programs are available to be downloaded. They can be downloaded here. Both programs depend upon the 1-Wire Drivers installation package. Version 3.21 of the 1-Wire Drivers (also known as the TMEX Runtime EnvironmentRTE) includes the iButton Viewer. It supports the DS1921G, H, and Z. Version 4.00 of the 1-Wire drivers includes a link to download and install the OneWireViewer. It is a Java program that contains support for both Thermochrons and Hygrochrons. The software, of course, depends upon the correct hardware being installed on a PC. To do this, plug the 1-Wire adapter into the PC, connect the Blue Dot Receptor to the adapter, and plug in a Thermochron or Hygrochron in the Blue Dot. Then, run one of the above-mentioned programs to locate and click on the iButton's serial number. This starts the program/mission wizard. It is a guide that provides the steps to set up a temperature/humidity logging mission. Briefly, the steps include: 1. Set the clock. 2. Set the time alarm. 3. Set the sample rate. 4. Set the temperature/humidity alarm. 5. Set the mission start delay. -50Campus de Guajara, s/n 38071 La Laguna Tenerife (Espaa) Tel.: +34 922 317 619 Fax: +34 922 317 611 webpages.ull.es/users/filina filina@ull.es
CURSO 2008 - 2009
6. Check when mission will end; select data rollover or not. 7. Finish. Programmers: The following kits contain example applications to mission and download Thermochrons/Hygrochrons.
1-Wire SDK for Windows (Visual Basic) - contains Thermochron support. The 1-Wire Drivers package contains .NET support for Hygrochrons. 1-Wire API for Java (Java) - contains OneWireViewer source code. 1-Wire Public Domain Kit (C) - contains "humalog" program with source code for Hygrochrons and high-capacity Thermochrons. It also comes with the "thermodl" program with source code supporting standard Thermochrons.
Starter Kit Available If you want to get up and running quickly, the DS1921K Thermochron iButton Starter Kit contains all of the hardware necessary to configure a Thermochron iButton and review the resulting data. The data can also be saved or imported into other applications. The kit includes:

CURSO 2008 - 2009
DS1921L-F51 Thermochron iButton DS9093F iButton Keyring Fob Attachment DS9490R 1-Wire to USB Adapter DS1402D-DR8 Blue Dot Receptor with RJ-11 Connector Instruction Sheet
The DS1921K Starter Kit can be ordered from our on-line store. Thermochron FAQ Visit the Thermochron FAQ section. Thermochron/Hygrochron Solutions We have several partners that have developed hardware and software solutions around our Thermochron products. Software products that run on both the PC and PDA give you the ability to mission, upload, and manage the data from thousands of Thermochrons. Hardware products range from small devices to mission Thermochrons and read their alarm status to data collection devices for HACCP applications. Check out our online Solutions Search for all of our partner's products.
Copyright 2006 by Maxim Integrated Products http://www.maxim-ic.com/products/ibutton/ibuttons/thermochron.cfm?CMP=KNC-AI8240292136 Watch video at: http://www.maxim-ic.com/products/ibutton/videos/index.cfm
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THIS WEEKS QUOTE: No matter how good teaching may be, each student must take the responsibility for his own education. John Carolus S.J. THEORY: Grammar review. Expressing technical classifications. Materials and properties. Comparison. Describing though comparison. Developing skills. RECOMMENDED SITES:
Qu es un benchmark? (http://www.monografias.com/trabajos/benchmark/benchmark.shtml) Benchmark (computing) (http://en.wikipedia.org/wiki/Benchmark_(computing) ) Online Technical Writing: Information Structures Classification (http://www.io.com/~hcexres/textbook/class.html)
TASKS:
1. In no more than 50 words, outline the texts main ideas. 2. Your bilingual glossary on Electronics should be enlarged in 50 entries. By the end of this week you should have between 180 and 300 new terms. 3. Make a comparative list of Thermochron and Hygrochrons characteristics and applications. 4. In the light of the benchmark for similar products on pages 49-50, devise a similar benchmark16 so as to compare five items of similar quality (imagined items, of items of your choice). Remember to point out what the main features are, while stressing the advantages and disadvantages. 5. Titles and headings are important to convey the right message to our prospective customers. They should be both accurate and attractive. Therefore, try to improve the heading of the above article, so as to make it catchy.
6. Provide six key-words for the above text.

7. Watch the following You-Tube video-clip: Do you speak English? (http://www.youtube.com/watch?v=lPCnm1iD6bs&mode=related&search), and then answer the questions below: 7.1. What seems to be the tourist problem? What does she need? What languages does she speak? 7.2. The two boys are teasing her, but in what ways? What's their final wish? What's the advice they offer the tourist?
16
Benchmark: method of comparing the performance of various subsystems across different chip/system architectures. Comparative list in table/grid format.
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CURSO 2008 - 2009
Unit 8: POWER ELECTRONIC SYSTEMS

INTRODUCTION In broad terms, the task of power electronics is to control the flow of power by shaping the utility-supplied voltages by means of power semiconductor devices. In recent years, the field of power electronics has experienced a large growth due to confluence of several factors. There have been revolutionary advances in microelectronics methods, which have led to the development of linear integrated circuits and digital signal processors as controllers in power electronic systems. Moreover, these advances in fabrication technology have made it possible to significantly improve the voltage and current ratings of power semiconductor devices and to increase their switching speeds. There has also been a significant expansion in the market for power electronics. This expanded market demand has several dimensions. There is an increasing demand for variable-speed motor drives for compressors and pumps in process control. Robots in automated factories are powered by servo drives. It should be noted that the availability of process computers is a significant factor in making process control and factory automation feasible. Advances in microelectronic fabrication technology has led to the development of computers, communication systems, and consumer electronics, all of which required regulated power supplies and often uninterruptible power supplies. The increasing cost of energy has made it mandatory that the energy in all these systems be utilized efficiently. Power electronic systems offer the most costeffective means of achieving efficient energy utilization. In linear electronic systems, the semiconductor devices are used in their linear (active) regions of operation where they act as adjustable resistors. They have a low energy efficiency, which can be tolerated because the power levels are usually low, being on the order of a few tens of watts. In power electronic applications, the power to be converted in a controlled manner ranges from a few watts to several hundred megawatts. Therefore, in contrast to linear electronic systems, semiconductor devices in power electronic systems operate as switches being either fully on or fully off. This results in a substantially higher energy efficiency. This increased efficiency is extremely important because of the cost of wasted energy and the difficulty of removing the heat generated by wasted energy. SCOPE AND APPLICATIONS OF POWER ELECTRONICS The importance of power electronics can be appreciated by considering Table 1.1, which lists various applications of power electronics. These systems cover a wide power range from a few watts to several hundred megawatts. As power semiconductor devices improve in performance and fall in price, more applications will undoubtedly make use of power electronic converters. For
CURSO 2008 - 2009
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example, automotive electronics is a rapidly growing area of power electronic applications. Table 1.1: Power Electronic Applications a. Residential: Refrigeration and freezer. Space heating. Air conditioning. Cooking. Lighting. Electronics (personal computers, other entertainment equipment). b. Commercial: Heating, ventilating and air conditioning. Central refrigeration. Lighting. Computers and office equipment. Uninterruptible power supplies (UPS). Elevators. c. Industrial: Pumps. Compressors. Blowers and fans. Machine tools (robots). Arc furnaces, induction furnaces. Lighting. Industrial lasers. Induction heating. Welding. d. Transportation: Traction control of electric vehicles. Battery chargers for electric vehicles. Electric locomotives. Street cars, trolley buses. Subways. CURSO 2008 - 2009 e. Utility systems: High-voltage dc transmission (HVDC). Supplemental energy sources (wind, photovoltaic). Energy storage systems. Induceddraft fans and boiler feed-water pumps. f. Aerospace: Space shuttle power supply system. Satellite power systems. Aircraft power systems.
g. Telecommunications: Battery chargers. Power Supplies (dc and UPS).

(from Power Electronics: Converters, Applications, and Design. Ned Mohan, Tore M. Undeland & William P. Robbins. New Yor: John Wiley & Sons, 1989, pp. 3-5)
THIS WEEKS QUOTE: The important thing in life is not the triumph but the struggle. Pierre de Coubertin THEORY: Grammar review: Expressing cause-effect relationships. Patterns of means and end/purpose. Patterns of reason and result. Comparatives. Developing skills. RECOMMENDED SITES:
Adverb Clauses - Cause and Effect Relationships (http://a4esl.org/q/h/mb/adv_cause.html) Establishing Cause & Effect (http://www.socialresearchmethods.net/kb/causeeff.php)
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TASKS
1. What is the gist of the above text? [Maximum 50 words] 2. Spot technical terms and find out their Spanish equivalent, so as to enlarge your assigned lexicon glossary on Electronics. By the end of this week you should have between 210 and 350 new terms. 3. Structure of the text: follow up the paragraph-structure and identify what aspects are dealt with in each of them. How does this paragraph-arrangement respond to the text purpose and textual coherence? 4. Textual analysis. Identify hedges (matizadores), connectors, passive constructions (conversion into active), gerund and infinitive verbs (why?), compound-words, Present Perfect Tense (why?), causal phrases (to result in, to cause, etc.). 5. Watch the following You Tube video-clip: German Coast guard trainee (http://www.youtube.com/watch?v=yR0lWICH3rY) and then answer the questions below: 5.1. Where does the joke lie? Is there any pun (play-on-words)? 5.2. Compare with the video-clip on Week 2 (The Italian who went to Malta). What seems to be the problem?
CURSO 2008 - 2009
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CURSO 2008 - 2009
Unit 9: Flush mounting installation

Masonry work and installation: basic procedures
The Problem: How to carry out the masonry work, lay conduits, wire the system and install the control and lightning devices correctly in a typical apartment with view to saving time during the initial installation, subsequent maintenance and enable the installation to be extended in future if necessary.
The Answer: CURSO 2008 - 2009 Use the right tools, follow the instructions as illustrated. We recommend the use of Gewiss products which have been specially designed and co-ordinated to facilitate the work of the installer. In a particular manner, for flush installations, the 50 AC Range shows black heavy flexible insulating conduits (floor installations) and RAL 7035 grey light flexible insulating conduits (wall installations).
1. 2. 3. 4.
Before commencing. Consult the Gewiss handbook. Mark out the wall installation. Make channels Position the flush mounting junction box
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5. Lay a conduit in the channel
6. Cover the channel with mortar
7. How to hold electrical shears correctly. 8. cut flush conduits with the junction box 9. Pull through the cables with the aid of a cabling probe
10. Connect cables to electrical device,
luminaries
following the instructions carefully. N.B. The connection to the earth circuit with yellow/green cable must not be carried out for
Gewiss. 1996. Handbook Basic Application Gewiss (English). Bergamo: Gewiss spa, pp. 10-11
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CURSO 2008 - 2009
CURSO 2008 - 2009
11. How to wire a single pole one-way switch 12. Fix the switch onto the support
13. Press the plate onto the support until it clicks into place 14. the plate may be removed using appropriate tools.
THIS WEEKS QUOTE: Never seem more learned than the people you are with. Wear your learning like a pocket watch17 and keep it hidden. Do not pull it out to count the hours, but give the time when you are asked. Lord Chesterfield (1694 - 1773) THEORY: Grammar review: Patterns of condition. Other ways of expressing condition. Writing basic and complex instructions. How something is done. Processes in the past. Practising processes. Instruction manuals Developing skills. RECOMMENDED SITES:
English Online - Writing Skills instructions (http://www.englishonline.co.uk/englishnon/literacy/literacy11-14/instruct.html) Englishpage.com (http://www.englishpage.com/index.html)
17
Pocket watch: a strapless personal timepiece that is carried in a pocket. The display is traditionally analogue.
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Instructions: How to Write for Busy, Grouchy People (http://jerz.setonhill.edu/writing/technical/instructions/) Modal Verb Tutorial (http://www.englishpage.com/modals/modalintro.html) Online Technical Writing: Instructions (http://www.io.com/~hcexres/textbook/instrux.html)
TASKS:
1. What is the gist of the above text? Make a brief summary [Maximum 50 words] 2. Identify technical vocabulary (to be included in your lexicon project) and explain their use. Keep in mind GEWISS TOOL FRAMES, from unit 3. By the end of this week you should have between 240 and 400 new terms. 3. Watch the following You Tube video-clip: (http://www.youtube.com/watch?v=UA1quyLOTdg) 3.1. What is IP PBX used for? 3.2. Why no In-bound or Out-bound calls can be made? 4. Go frame by frame follow up number order and describe the installation process in the light of the written suggestions under each frame: Use of infinitives and modals (must, should, passives: should be done, is done, is used...) and cohesive connectors (first, therefore, after, before, finally, consequently, then, as a result, etc). 5. Make sentences out of the actions carried out in these frames, making use of conditionals (simple, negative, complex) and if + verb-ing constructions. 6. For your last practice work (oral presentation), you should create a group of no more than 3, and think of a proper topic to be delivered. Topics should be related to electronics and/or engineering fields. Tell you lecturer who will you work with (names, emails), together with a possible topic. If your group is to be larger than 3, then you should ask for special permission to your lecturers. VoIP Security Threats
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CURSO 2008 - 2009
Unit 10: Panasonic Bagless Vacuum Cleaner (II)

MC-E8011, MC-E8013, MC-E8015
Operating Instructions ENGLISH IMPORTANT SAFETY INSTRUCTIONS FOR THE USER

Before using the vacuum cleaner, please observe these basic precautions. WARNING: To reduce the risk of fire, electric shock or injury This appliance is not intended for use by young children or infirm person without supervision. Do not use the appliance is the mains lead or plug is damaged or faulty. This appliance is provided with a mains lead and if this comes damaged, it must be repaired by an Authorised Service Centre or qualified person in order to avoid any hazard. Unplug from the socket when not in use and before cleaning the appliance or undertaking maintenance operations. Turn off the appliance before removing the plug. Do not pull on the mains; always pull on the plug body itself. Do not handle plug or vacuum cleaner with wet hands. When empty the dust compartment, make sure to close the cover to avoid dust leakage. Do not use wet filters after wash, make sure they are completely dry to avoid damaging the cleaner. Do not vacuum flammable or combustible substances, neither use in areas where they may be present. Do not vacuum hot ash, embers or large and sharp object. Do not vacuum water or other liquids. Keep the vacuum cleaner away from heat sources such as radiators, fires, direct sunlight, etc. This vacuum cleaner is fitted with a thermal cut-out device which automatically turns off the cleaner to prevent overheating of the motor. When this happens, disconnect the cleaner from the mains socket and check the dust compartment and filters as they may be full or clogged with fine dust. Check for any other obstructions in the hose or tube. After removing the obstruction, leave the cleaner to cool down until the thermal cut-out resets after approximately 40 minutes.
CURSO 2008 - 2009
A IDENTIFICATION OF MAIN PARTS A) B) C) D) E) F) G) H) I) J) K) L) M) N) O) Suction inlet Connection pipe Hose Curved pipe Manual suction control Extension tube (optional) Telescopic tube Floor nozzle [a] [b] (depending on model) Dusting brush Crevice nozzle ON/OFF Switch button / Variable power control Cord rewind button Handle Dust compartment handle Dust compartment cover
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P) Q) R) S) T) U) V) W)
Main Filter A Main Filter B Pre-filter Maximum dust level mark Dust compartment Rear cover Exhaust cover Parquet floor nozzle (depending on model)
B HOW TO ASSEMBLE THE CLEANER B-1 Insert the connection pipe into the suction inlet and turn the pipe to the right. B-2 Telescopic tube. Keep hold of the tube grip and pull out the tube to the required length. B-3 Extension tube (Optional). Fit together the two tubes by twisting slightly. B-4 Fit together curved tube and extension or telescopic tube by twisting slightly. B-5 Fit together the end of the tube and the nozzle pipe by twisting slightly. C HOW TO USE THE CLEANER C-1 Floor nozzle [a] [b] (depending on model). The floor nozzle is equipped with a pedal, which allows you to alter its position according to the type of floor to be cleaned. C-2 Parquet floor nozzle (depending on model). For the gentle cleaning of parquet and hard floors. C-3 Cord rewind button (L). Pull out the total length of the mains lead and plug into the socket. To rewind the cord, press the button. NOTE: Please hold the plug to prevent it striking you or the product. ON/OFF Switch button / Variable power control (K). To start or stop the cleaner, press the button. To increase or reduce the power, turn the same button. C-4 Manual suction control. The curved pipe of the hose is attached with a manual suction control, which allows you to briefly reduce the suction level. C-5 Dusting brush. For vacuuming pictures frames, furniture, books and other objects. C-6 Crevice nozzle. For vacuuming in inaccessible places like a window frame or a crevice in the wall. C-7 Park system. For short breaks during vacuuming, slide the hook attached to the floor nozzle pipe into the slot on the rear side of the cleaner. C-8 How to store / carrying the cleaner. Switch off the cleaner, remove the plug from the socket and rewind the cord. To store or carrying the cleaner in a vertical position, slide the hook of the floor nozzle pipe into the clip on the underside of the cleaner. D MAINTENANCE How to empty the dust compartment IMPORTANT: Empty the dust compartment before the dust reaches the dust maximum mark. If there is any piece of paper, cotton or other similar trapped on the pre-filter. Remove it to avoid loss of suction power. NOTE: When vacuuming fine dust, such as power or similar, there may be a loss of suction power. If this happens, empty the dust compartment and check for possible dust trapped on filters. We recommend a dust compartment maintenance operation , after a long cleaning session. D-1 Remove dust compartment pulling upwards. D-2 Open the rear cover of the dust compartment. D-3 Fix the rear cover pressing until it clicks. D-4 Empty the dust into a bag or a waste bin.
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CURSO 2008 - 2009
D-5 To clean the pre-filter, press the locks at both sides of dust compartment and remove the dust compartment cover. D-6 Clean the pre-filter by brushing the dust off with a soft brush. D-7 To clean the main filter A and B remove the dust compartment cover. D-8 Remove dust accumulated in the main filter A and B by tapping them against a hard surface. NOTE: If dust remains on main filter A, replace with the spare and carry out further cleaning detailed following described. Re-assemble filters and dust compartment cover in the reverse order. D-9 Insert claws in to dust compartment cover slots and close. D-10 Place back dust compartment and press until it clicks. NOTE: The dust compartment may be washed with warm water. DO NOT use detergents or other cleaning fluids to avoid deterioration of the plastic. DO NOT attempt to clean the dust compartment in a dishwasher. IMPORTANT: Before re-assembling the dust compartment, ensure it is completely dry.
Cleaning or replacing the filters. Pre-filter / Main filter A / Main filter B NOTE: To clean or replace the filters, remove the dust compartment and take out dust compartment cover.
CURSO 2008 - 2009
D-11 Remove dust accumulated in the filters by tapping them against a hard surface. If after having removed the dust there is not enough airflow, clean them out in warm water or replace with a new one.
CAUTIONS
DO NOT use detergents or other cleaning fluids to clean the filters. They may deteriorate the plastic. DO NOT use hot air or hot surface to dry filters. Keep at room temperature for approximately 24 hours. IMPORTANT: Before re-installing the washable filters, make sure they are completely dry to avoid damaging the cleaner.
Central filter NOTE: For ease of access to the central filter, remove the dust compartment. D-12 Take out the central filter and remove dust by tapping it against a hard surface. If dust remains on the central filter, replace it with a new one and re-install. Electrostatic clean air filter (depending on model) D-13 To replace the electrostatic clean air filter, press the exhaust cover lock and take it out. D-14 Remove the filter support and take out the electrostatic clean air filter with a new one and re-install in the reverse order. HEPA Filter (depending on model) NOTE: Even if HEPA Filter appears not to require replacement, we recommend to change it once a year. D-15 To replace the HEPA filter, press the exhaust cover lock and take it out. Replace the HEPA filter with a new one and re-install in the reverse order.
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IMPORTANT: Make sure the rubber seal of the HEPA filter is faced inside the cleaner.
What to do if your cleaner does not work

Check that the appliance is correctly plugged in and that the electrical socket is working. In case that the thermal cut-out device has operated, wait until it resets. If after having checked the mentioned points, the cleaner does not work, take it to an Authorised Service Centre to be repaired.
What to do when the suction performance reduces

Stop the cleaner and unplug from the socket. Check whether the tubes, hose and accessories are blocked. If they are blocked, remove the obstruction. Check that the dust compartment is full. If it is full, empty it. Check that the main filter A or B is blocked with dust. If they are blocked, clean them our or replace. SPECIFICATIONS Power Source Max. Output Nominal Output Dimensions (L x W x H) mm Net weight (kg) Floor nozzle Telescopic tube Crevice nozzle Dusting brush MC-E8011 230-240V ~ 50Hz 1800W 1700W 420x300x290 5.7 MC-E8013 MC-E8015 230-240V ~ 50Hz 1900W 1800W 420x300x290 5.7
REMINDER FOR THE CUSTOMER The model and serial number of this product may be found on the nameplate located at the underside of your cleaner. You should note the model and serial numbers in the spaces provided and retain this book as a permanent record of your purchase. Model Number: Serial n: .. Date purchased: . Where purchased: .. [Panasonic Bagless Vacuum Cleaner [MC-E8011, MC-E8013, MC-E8015]. Operating Instructions, pp. 18-19]
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CURSO 2008 - 2009
THIS WEEKS QUOTE: We learn by example and by direct experience because there are real limits to the adequacy of verbal instruction. Malcolm Gladwell THEORY: Grammar review: Use of hedges. The modals will, can/could, and may/might. The modals must, have to, should, ought to and need. Direct and indirect instructions and warnings. Problems and actions. Faultfinding charts18. Practising instructional information. Developing skills. RECOMMENDED SITES:
Englishpage.com (http://www.englishpage.com/index.html) Modal Verb Tutorial (http://www.englishpage.com/modals/modalintro.html)
TASKS:
1. What is the gist of the above text?. [Maximum 50 words]
CURSO 2008 - 2009
2. Your bilingual glossary on Electronics should be enlarged in 50 entries. By the end of this week you should have between 270 and 450 new terms. 3. Watch the following You Tube video-clip: MadtvApple I-rack (http://www.youtube.com/watch?v=rw2nkoGLhrE) and then answer the questions below: 3.1. How many Apple products are presented? List them (tell the real ones from the fakes) 3.2. Whats the name of the newest product? Do you think is there any kind of pun (play on words)? 4. Identify three actions that should be done so as to make the vacuum cleaner work out. Now identify three actions that should not ever be done. Use of infinitive (instruction imperative and finality). 5. Transform/Rewrite all these actions into sentences with modal verbs (use of hedges) and gerund constructions (when doing, if doing, preposition + verb-ing). 6. Grammar review: word compounds, prefixes and suffixes. 7. Write a fault-finding chart. Most of the instructions for electronic devices include a list of actions to be taken in case of breaking down. Write yours with a device of your choice, including a minimum of 5 actions. 8. For your last practice work (oral presentation), your group should have already decided on the Topic. Try to agree on the general outline, and the parts to be delivered by each one.
18
Fault Finding Chart, fault-find list, faulty list: A fault finding diagnosis chart may be provided to identify faults given particular patterns. One of the terms used in Spanish is Tabla de comprobacin de errores.
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CURSO 2008 - 2009
Unit 11: How to succeed in a job interview

- By Ngeow Yoke Meng
Attending A Job Interview To succeed in a job interview, the candidate must convince the interviewer that he or she is more capable than the others shortlisted. Unless the candidate has established personal networks within the company, a job is usually offered based on the assessment of the candidate's performance at the interview. This assessment places great pressure, both mentally and emotionally, on the candidate who needs the job desperately. What do interviewers look for in the right candidate? Successful candidates are able to highlight key experiences which show that they can do the job, and will do it better than any of the others being interviewed. They project themselves into the job by asking the right questions, knowing the problems related to that position, and even offering solutions to the problems. CURSO 2008 - 2009 Whether you are leaving your present job, or fresh from campus or school, you should always be prepared for the interview by anticipating questions that are likely to be asked. Apart from personal details and qualifications, the interviewer will pose questions that will help him or her find the right candidate. Although these questions may be challenging, they are not meant to trap, find fault with or penalize the candidate. Some examples are:
What are your career objectives? What courses did you take up, and why? What was it you did particularly well at in school? What is your main area of experience? What are the main responsibilities in your present job? How much time do you spend on each aspect of your job? Which aspect of the job do you like most? What are the main problem areas in your job? Do you have solutions for these problems? Why do you want to leave your present employer? If offered this job, what are your expectations of the first year? What do you see yourself doing in five years' time? How will you benefit from this job? Is there anyone you have difficulty working with? What are your strengths? What are your weaknesses?
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Why should the company hire you?
These are not standard or model questions, but preparing answers for them will build up your confidence before, and while, attending a job interview. Avoid "trial and error" answers, which mark you out as making mistakes in front of your prospective employer. Tactful answers will impress the interviewer and, more importantly, enable you to stand out among the other candidates, thus enhancing your chances of securing the job. What The Interviewer Is Looking For In most interviews, knowing what the interviewer is looking for means you have won half of the battle. The other half of the battle: be prepared to show your knowledge about the organization, ask tactful questions about the job, and give a good impression that you can do better than others, if you are offered the job. The interviewer has two methods of judging your suitability for the job. First, by questioning you and evaluating the things about you and your experience, based on what you tell him. If you have obviously planned your interview well, for example by showing that you are knowledgeable about the organization, the interviewer will assume that you are also capable of planning and making a good job of your tasks. The converse is also true - a bad performance at the interview could mean an unsatisfactory performance at the job. If you have the experience and ability to do the job, make sure that you do not let your interview performance let you down. Since in most cases, the interviewer has no prior knowledge of the candidates except their letter of application, the first impression you give is extremely important. If you are of average intelligence or have few qualifications, do not despair. The most important factor is your actual achievements and the positive way in which you put these over to the interviewer. Here are five areas that help the interviewer select the right person for the right job: intelligence, qualification, adjustment, impact on others, motivation and achievements. Intelligence means your cognitive powers to take in and interpret information. You should be quick in understanding all questions posed by the interviewer, and providing simple and concise answers to them. Nevertheless, a person who is too intelligent, by giving complicated answers to simple questions, may give an impression that he is a thinker not a doer. CURSO 2008 - 2009 Second, by observing person-to-person how you handle the interview.
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Qualifications are necessary for certain professional jobs. So make sure you possess the formal qualifications required or the experience needed when applying for that particular position. It is important to show your knowledge and interest of the relevant professional institution in your field of work, as this will also reflect your enthusiasm towards the profession. Adjustments mean adaptation to life in general, and work in particular. The interviewer would like to know whether you have a good capacity to withstand stress, whether you are always in control even in the most unfavourable situations, whether you are emotionally stable, and whether you can do things on your own initiative. Most important of all, your friendly or hostile relationship with the people around you. Impact on others means anything from the use of simple language, the way you speak, the way you dress, to your physical appearance throughout the interview. If you can talk from your own personal experience using real life situations, make sense of things happen around you, think in terms of things and not people, you are more likely to give an impression of a mature person and a problem-solver much in demand by any employer. CURSO 2008 - 2009 Motivation and achievement are two important indicators of your general attitudes toward work and career. Assessment will be based on the following:
Can you motivate yourself and work on your own initiative? Do you set yourself goals and achievements? Can you get things done even when faced with difficulties? Are you a dreamer or an action-driven person? Have you long-term career objectives? Have you reached the level one would expect for your age or qualifications? Which kind of work or activity has given you the most satisfaction? Are you a person who can deliver on time and meet deadlines? Do you present your boss with problems or solutions? Do you have the initiative to finish work? Do you pay attention to detail? Do you perform well when the going gets tough? Are you good at problem solving?
The interviewer will not ask the above questions directly as the answers should come from what you have accomplished, not what you plan to do in future. The interviewer will skillfully find out the answers by asking what you have been involved in, your interests, your strengths, your weaknesses, the challenges in your pursuit of knowledge or previous work, your perception of yourself, your dreams and objectives in life.
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If you are honest with yourself in the interview, you can avoid being worried about inconsistency in your answers. Never mind if the first impression you give is imperfect to the interviewer. The worst thing that could happen is when you lie about yourself, and have the interviewer sense it before the end of the interview session.
http://mcleon.tripod.com/intervw.htm
THIS WEEKS QUOTE: Whenever you are asked if you can do a job, tell 'em, 'Certainly I can!' Then get busy and find out how to do it. Theodore Roosevelt (1858 - 1919) THEORY: Application forms, rsums and CVs. The Europass model. Grammar review: Conversations, meetings and interviews. Miscellaneous writing. Developing skills RECOMMENDED SITES:
Department of Electronic Engineering (Queen Mary, University of London): Career and Profession (http://www.elec.qmul.ac.uk/study/ug/career.htm) Good Greg: Interviews examples (http://www.imahal.com/careers/management/interviews/interviews_example2.h tm) Job Application Center (http://jobsearch.about.com/od/jobapplications/a/jobapplication.htm) Job interviews tips and techniques, sample interview questions and answers, sample interviews letters and templates (http://www.businessballs.com/interviews.htm) Succeed in Your Job Interview (http://www.aarp.org/money/careers/findingajob/interviews/a2004-0608-jobinterview.html)
TASKS:
1. Write down a descriptive abstract on the above text (Max. 50 words). 2. Your glossary should be enlarged by 30-50 new entries. By this week, your glossarys database should contain, around 300-500 entries. 3. Watch the following You Tube video-clip: Impossible is the Opposite of Possible (http://es.youtube.com/watch?v=nAV0sxwx9rY) and then answer the questions below: 3.1. Do you think it is a good idea to show your personal CV on the Internet? 3.2. Do you think you would get a better-paid job in doing so? 4. What does the verb to shortlist mean in this context of a job interview? 5. What points should you consider before attending the interview?
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CURSO 2008 - 2009
Engineering Technicians (http://www.bls.gov/oco/ocos112.htm)
6. Some authors advise you to pose some questions to the interviewer. Do you think straight questions on your part might work? 7. This text is connected to other sites on what you should prepare, and what you should not do during an interview (see http://mcleon.tripod.com/salary.htm 10 Best Tips to Win Salary Negotiations). Try to compare the pieces of advice offered with what you might be expected to do in Spain. Do you agree with the points? (Three-line commentary) 8. According to the text, what are interviews intended for? Do you agree with the statement Although these questions may be challenging, they are not meant to trap, find fault with or penalize the candidate? 9. What are the five areas that help the interviewer select the right person for the right job? Do you agree with the author? Justify your answer. 10. Why is it so important that interviewees should be honest during the whole process? How much honest? What if we, accidentally, slid some minor inaccuracies? 11. What is the part of this text that has impressed you the most? Why? Justify your answer. 12. Answer extensively 3 of the questions from the questionnaire on motivation and achievement. 13. Finally, you are offered the job. However, you are not very happy with the wages, although the post seems attractive. Should you accept it immediately? What advice could you take? 14. OPTIONAL WORK: Write a suitable CV/Rsum, together with the accompanying cover letter to apply for the post shown below:
CURSO 2008 - 2009
CORONILLA
COUNTRY MANAGER SPAIN (Including Canary Islands) (ref.: CMCOR)
The Company Our client is a well known international Company from the alcoholic beverage sector, currently operating in the Spanish market. Being among the top three global players in its area, the company is operating in a multi-billion dollar market and there is a challenging sales and marketing task ahead: to gain market share from the local and international competition. As the most important factor for success will be outstanding professionals to develop and implement a business strategy and achieve clearly defined business objectives, we are currently recruiting a highly skilful and entrepreneurial character, who will manage and ensure continued growth of the companys activities in Spain in conjunction with the local partner.
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The Role Working closely with the licensed brewing partner, Dramm at their head office, your main tasks will include the following: Delivering annual volume and profit targets Working with the partner to establish the targets in areas such as product mix, sales volume, market share, or business development and monitor the performance of the organisation against these goals Contribute to strategic planning and decision-making to develop and implement a business development strategy. This includes the development of sales and marketing plans Daily operating management in the key areas including annual marketing plan, sales strategy, and packaging decisions Identification and presentation of issues and opportunities to senior management across the market Development of annual budgets and five-year plans and on-going monitoring & reporting of performances Coordination of activities with other Company departments to include Marketing, Brewing, Operations, Finance, Accounting, Transportation, Purchasing, Government Affairs, and Legal Manage and develop one direct report who is responsible for the Canaries as well as Trade Marketing for Spain The person Minimum of five year experience of Sales & Marketing of consumer brands required, preferably in alcoholic drinks sector Sales negotiation experience with major off-premise chains as well as pricing and business analysis knowledge Strong analytical abilities required with emphasis on business performance and development Strong leadership, organizational and interpersonal skills required Proficient PC and spreadsheet analysis skills using Microsoft Excel, Word, and PowerPoint; and mainframe applications Excellent oral and written communication abilities including English language skills are required Limited international travel will be required on average 10%
PLEASE EMAIL YOUR CV TO SPAIN@CORANTAL.COM DETAILING THE REFERENCE. ALL APPLICATIONS WILL BE TREATED IN THE STRICTEST CONFIDENCE. CORANTAL INTERANTIONAL SPAIN. PLAZA DE COLONIA, 2. EDF. TORRETAS DE COLONIA, PLANTA 5, 28066 MADRID TEL: + 34 918 675 545 / FAX: +34 958 128 675 WWW.CORANTAL.COM
CORANTAL INTERNATIONAL SPAIN

Executive Recruitment A Global Recruitment Solution Applied Locally
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CURSO 2008 - 2009
Unit 11: Five Grammatical Errors That Make You Look Dumb
by Brian Clark
One thing that blogging and good copywriting share is a conversational style, and that means its fine to fracture the occasional rule of proper grammar in order to communicate effectively. Both bloggers and copywriters routinely end sentences with prepositions, dangle a modifier in a purely technical sense, or make liberal use of the ellipsis when an EM dash is the correct choiceall in order to write in the way people actually speak. But there are other mistakes that can detract from your credibility. While we all hope that what we have to say is more important than some silly grammatical error, the truth is that some people will not subscribe or link to your blog if you make dumb mistakes when you write, and buying from you will be out of the question. Here are five mistakes to avoid when blogging and writing web copy. CURSO 2008 - 2009 1. Your vs. Youre This one drives me insane, and its become extremely common among bloggers. All it takes to avoid this error is to take a second and think about what youre trying to say. Your is a possessive pronoun, as in your car or your blog. Youre is a contraction for you are, as in youre screwing up your writing by using your when you really mean you are. 2. Its vs. Its This is another common mistake. Its also easily avoided by thinking through what youre trying to say. Its is a contraction of it is or it has. Its is a possessive pronoun, as in this blog has lost its mojo. Heres an easy rule of thumbrepeat your sentence out loud using it is instead. If that sounds goofy, its is likely the correct choice. 3. There vs. Their This one seems to trip up everyone occasionally, often as a pure typo. Make sure to watch for it when you proofread. There is used many ways, including as a reference to a place (lets go there) or as a pronoun (there is no hope). Their is a plural possessive pronoun, as in their bags or their opinions. Always do the thats ours! testare you talking about more than one person and something that they possess? If so, their will get you there.
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4. Affect vs. Effect To this day I have to pause and mentally sort this one out in order to get it right. As with any of the other common mistakes people make when writing, its taking that moment to get it right that makes the difference. Affect is a verb, as in Your ability to communicate clearly will affect your income immensely. Effect is a noun, as in The effect of a parents low income on a childs future is well documented. By thinking in terms of the effect, you can usually sort out which is which, because you cant stick a the in front of a verb. While some people do use effect as a verb (a strategy to effect a settlement), they are usually lawyers, and you should therefore ignore them if you want to write like a human. 5. The Dangling Participle The dangling participle may be the most egregious of the most common writing mistakes. Not only will this error damage the flow of your writing, it can also make it impossible for someone to understand what youre trying to say. Check out these two examples from Tom Sants book Persuasive Business Proposals : CURSO 2008 - 2009 After rotting in the cellar for weeks, my brother brought up some oranges. Uhh keep your decomposing brother away from me! Featuring plug-in circuit boards, we can strongly endorse this servers flexibility and growth potential. Hmmm robotic copy written by people embedded with circuit boards. Makes sense. The problem with both of the above is that the participial phrase that begins the sentence is not intended to modify what follows next in the sentence. However, readers mentally expect it to work that way, so your opening phrase should always modify what immediately follows. If it doesnt, youve left the participle dangling, as well as your readers. P.S. You may find it amusing to know that I, like David Ogilvy, have never learned the formal rules of grammar. I learned to write by reading obsessively at an early age, but when it came time to learn the rules, I tuned out. If you show me an incorrect sentence, I can fix it, but if I need to know the technical reason why it was wrong in the first place, I go ask my wife.
[http://www.copyblogger.com/5-common-mistakes-that-make-you-look-dumb/]
THIS WEEKS QUOTE: It is important that students bring a certain ragamuffin19, barefoot irreverence to their studies; they are not here to worship what is known, but to question it. Jacob Bronowski
19
The term ragamuffin (or raggamuffin) is used to refer to a child clothed in shabby, ill-fitting or dirty clothes.
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THEORY: Grammar review. How to organize contents in a letter. Style and audience. Presentation letter. Cover letter. Faxes. E-mail20. The netiquette. Developing skills. RECOMMENDED SITES:
10 Tips for writing business emails that say the right thing about you (http://www.mftrou.com/writing-business-emails.html) Business Email Is Not A Teenage Chat Room (http://management.about.com/od/communication/a/Email_stds04.htm) Formats of Business Writing (http://lcb1.uoregon.edu/rseverso/199/formats.htm) Guide to Basic Business Letters (http://esl.about.com/cs/onthejobenglish/a/a_basbletter.htm) Netiquette (http://en.wikipedia.org/wiki/Netiquette) Writing Business Letters - English for Special Purposes Core Vocabulary (http://esl.about.com/library/lexical/bllexlist_commletters1.htm)
CURSO 2008 - 2009
TASKS:
1. Outline the underlying ideas on the above text. 2. Reading Comprehension: 2.1. According to the text, are all grammatical mistakes to be considered unacceptable? On what occasions are those errors allowed? Do you agree with it? 2.2. Can you think of other instances where laws/rules could be transgressed for the sake of some other benefit? 2.3. Would you define the writers tone and discourse correct or incorrect? In what aspects? Give out arguments to account for your answers. 2.4. Rewrite the two cases of dangling participles provided by the author. 3. Your glossary should be enlarged by 30-50 new entries. By this week, your glossarys database should contain, around 330-550 entries. 4. Write your own post for a blog: work in groups of 3-4 students (20 lines minimum). Share Feedback. 5. Watch the following You Tube video-clip, Seven-Language Interpreter (http://youtube.com/watch?v=GBG47Enx79I&feature=related), and then answer the questions: 5.1. Whats the reason why the CEO21 thinks hes living a nightmare? 5.2. Do you think the temporary interpreters behaviour is honest? What other solutions would you have offered? E-mail: short for electronic mail and often abbreviated to e-mail, email or simply mail. The e-mail form is becoming increasingly rare in English, where it may also be used as a verb. 21 CEO: Chief Executive Officer or chief executive is the highest-ranking corporate officer, administrator, corporate administrator, executive, or executive officer in charge of total management of a corporation, company, organization, or agency.
20
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CURSO 2008 - 2009
Unit 13: Feasibility Study - Why needed before programming

In this tutorial you will learn about Feasibility Study - Why needed before programming, analysis made in feasibility study and advantages of making Feasibility study. The feasibility study is the important step in any software development process. This is because it makes analysis of different aspects like cost required for developing and executing the system, the time required for each phase of the system and so on. If these important factors are not analyzed then definitely it would have impact on the organization and the development and the system would be a total failure. So for running the project and the organization successfully this step is a very important step in a software development life cycle process. In the software development life cycle after making an analysis in the system requirement the next step is to make analysis of the software requirement. In other words feasibility study is also called as software requirement analysis. In this phase development team has to make communication with customers and make analysis of their requirement and analyze the system. By making analysis this way it would be possible to make a report of identified area of problem. By making a detailed analysis in this area a detailed document or report is prepared in this phase which has details like project plan or schedule of the project, the cost estimated for developing and executing the system, target dates for each phase of delivery of system developed and so on. This phase is the base of software development process since further steps taken in software development life cycle would be based on the analysis made on this phase and so careful analysis has to be made in this phase. Though the feasibility study cannot be focused on a single area some of the areas or analysis made in feasibility study is given below. But all the steps given below would not be followed by all system developed. The feasibility study varies based on the system that would be developed. Feasibility study is made on the system being developed to analyze whether the system development process require training of personnel. This help in designing training sessions as required in later stage. Is the system developed has scope for expanding or scope for switching to new technology later if needed in ease. In other study is made to find the portability of the system in future. Is the cost of developing the system high or does it meet the budgeted costs. That is a cost benefit analysis is made. In other words an analysis is made on cost feasibility of the project. This helps in identifying whether the organization would meet the budgeted costs and also helps the organization in making earlier and effective plans for meeting extra costs because of the system development. Analysis is made on what software to use for developing the system. This study and analysis would help to choose the best implementation for
CURSO 2008 - 2009
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system and the organization. This feasibility study includes factors like scalability, how to install, how to develop and so on. This feasibility study in short includes the analysis of technical areas. This analysis helps the efficiency of the system developed to get improved. This is because by choosing the correct technology by making analysis on the needs of system helps in improving the efficiency of the system. The above feasibilities are analysis which helps in development of the system. But the scope of feasibility study does not end with this. Analysis or feasibility study also includes the analysis of maintenance stage. In other words feasibility study is made to analyze how one would maintain the system during maintenance stage. This helps sin planning for this stage and also helps in risk analysis. Also the analysis helps in making analysis about what training must be given and how and what all documents must be prepared to help users and developers to face maintenance phase.
Advantages of making Feasibility study: There are many advantages of making feasibility study some of which are summarized below: CURSO 2008 - 2009 This study being made as the initial step of software development life cycle has all the analysis part in it which helps in analyzing the system requirements completely. Helps in identifying the risk factors involved in developing and deploying the system. The feasibility study helps in planning for risk analysis. Feasibility study helps in making cost/benefit analysis which helps the organization and system to run efficiently. Feasibility study helps in making plans for training developers for implementing the system.
So a feasibility study is a report which could be used by the senior or top persons in the organization. This is because based on the report the organization decides about cost estimation, funding and other important decisions which is very essential for an organization to run profitably and for the system to run stable. Thus before developing a product or software it is an essential step that one does feasibility study in some or all the areas mentioned which would help in developing and maintaining the software efficiently and effectively within budgeted costs.
[http://www.exforsys.com/tutorials/programming-concepts/feasibility-study-why-needed-beforeprogramming.html]
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THIS WEEKS QUOTE: "I have learnt much from my teachers and from my colleagues more than from my teachers, but from my disciples more than from them all." B. Taanit 7a) THEORY: Grammar review: Oral presentations. Classification. Visual-verbal relationship. Practising classifications. A viability study or feasibility report. Developing skills RECOMMENDED SITES:
Writing a Feasibility Study (http://www.nfsmi.org/Information/cfs/chapter4.pdf]) Writing Engineering Reports (http://www.eng.wayne.edu/legacy/MSE130/REPORT.html)
TASKS:
1. Write down a prcis of the above text. Find out the underlying structure of the text, identifying the main idea as developed in each paragraph.
CURSO 2008 - 2009
2. Identify and comment conditional constructions. Textual analysis (questions and topics to be suggested by the teacher). 3. Devise an overview draft of a feasibility study. Students should work in teams, and work on the item/product of their choice. They are requested to follow up the advice and formal protocols covered in Writing a Feasibility Study. (http://www.nfsmi.org/Information/cfs/chapter4.pdf) 4. By now, your Electronics Engineering Glossary should be finished, comprising around 360600 common terms. Be ready to hand a hard-copy electronic version on CD-Rom, if required to do so, during your final presentation. 5. Watch the following You Tube video-clip: Renewable Energy: Wind Power (http://es.youtube.com/watch?v=klFoqqgLHCA&feature=related) and then answer the questions below: 5.1. What is the gist of video? Make a brief summary in 30-50 words. 5.2. According to the video, what is the difference between bad power and good power? What might be the reason? 6. Your group should be finishing the presentation material. Start rehearsing to check times, language, slides and media, and support material.
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Id like a swing A feasibility story
[http://thevc.files.wordpress.com/2007/07/engineering.jpg]
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CURSO 2008 - 2009
Unit 14. Oral Presentations

THIS WEEKS QUOTE: Un defecto puede ser un tesoro. El descubrimiento de la imperfeccin nos brinda la posibilidad de reducir el espacio que nos separa de la excelencia. D.M. Berwick THEORY: General revision. Preparing an oral presentation. RECOMMENDED SITES:
Hints for Your Oral Presentations (http://www.bio.davidson.edu/courses/Bio111/Bio111LabMan/Preface%20A.htm l) How To Speak In Public To A Group (http://management.about.com/od/communication/ht/PublicSpeaking6.htm) Language Skills Handbook On-line Edition (http://www.etsu.edu/scitech/langskil/toc.htm) Making Effective Oral Presentations (http://web.cba.neu.edu/%7Eewertheim/skills/oral.htm) Presentation Skills (http://lorien.ncl.ac.uk/ming/dept/Tips/present/present.htm) Principles of Public Speaking (http://www.nvcc.edu/home/npeck/spd100/default.htm)
CURSO 2008 - 2009
TASKS:
1. Imagine you were to present a given topic on your degree, e.g. (Renewal energies) before a suitable audience. Whats the general lay out you would use for your transparencies? Is there any web-site devoted to public presentations and laying out slides/transparencies? Give reasons, as well as web-addresses (Please, note well: your suggestions should be different from YouTube video 5 Quick Tips to Effective Public Speaking, already included below). 2. Watch the following You Tube video-clip: 5 Quick Tips to Effective Public Speaking , and then answer the questions: (http://www.youtube.com/watch?v=xcMOzkne8ko&feature=related) 2.1. How does the speaker rate herself as a public speaker? 2.2. Name the five tips she mentions, together with, if possible, a piece of advice she may give. 3. Look for a web-site tutorial, and, if possible, a video-tutorial (YouTube, Metacafe, DailyMotion, etc.) on public presentations/speech deliveries. 4. By this week, your group should have finished the presentation material, and would be about to deliver it. If given the opportunity, do check all the text twice with your lecturers. On Presentation Day you are advised to be suitably attired, and bring along with you, not only your lap-tops or USB flash-memory disks (memo-sticks), but also a very detailed script of all the procedure: Who comes first, what visual aid is to be shown, etc. DIN A-5 sheets of
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paper, printed on font size 14, double-spaced, are preferred to loose, DIN A-4 sheets, printed on font size 12 (or even 10!!), and single-spaced. 5. Read thoroughly all your presentation material, especially visual aids, and try to answer these questions: 5.1. Is everything written in English? 5.2. Is the spelling correct? 5.3. Do you know how to pronounce all difficult and/or technical words? Are you really 100% sure? (Are you sure, indeed?) 5.4. Are all quotes, prices, measures presented in an intelligible way? (i.e., in euros instead of pounds sterling or US dollars; in metres instead of inches, etc.). 5.5. Have all group members been assigned time slots and tasks? (All of you should present a part of the topic, during an average of 5-7 minutes. The spoken language should be English). 6. Do check that ALL group members can deliver their part in a maximum of only 7 minutes. You will not be given extra points if you stay longer, or try to deliver a very difficult topic.
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CURSO 2008 - 2009
CURSO 2008 - 2009
ANNEXES
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CURSO 2008 - 2009
English Grammar Placement Test Answer Key

Part One: Elementary 1. 2. 3. 4. 5. 6. 7. a) is b) doesnt b) much a) is c) dont c) play a) Would you like?
Part Two: Intermediate 8. 9. 10. 11. 12. 13. 14. 15. 16. b) went c) didnt like a) was c) has c) has lost b) Have you c) would a) would b) could
CURSO 2008 - 2009
Part Three: Upper Intermediate 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. c) had already left c) hadnt gone a) will have left c) might go c) to turn off c) speaking a) despite b) down a) not to stay b) had gone
Part Four: Advanced 27. 28. 29. 30. 31. 32. 33. 34. 35. c) did she go b) bitterly b) are not to start a) tall enough c) to have caught a) needs redecorating c) to open c) in b) do I eat
WORLD-ENGLISH: ENGLISH GRAMMAR PLACEMENT TEST http://www.world-english.org/test.htm
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[http://www.technotetime.com/eecartoons.asp]
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CURSO 2008 - 2009
Tools: building work (I)
CURSO 2008 - 2009
Gewiss. 1996. Handbook Basic Application Gewiss (English). Bergamo: Gewiss spa. Page 8 1. 2. 3. 4. 5. 6. 7. Pencil Wooden rule Chalk line Spirit level Plumb line Cement Sand shovel 8. 9. 10. 11. 12. 13. 14. Wheelbarrow Bucket for mortar Trowel Hammer, nails Lump hammer Chisels Plasterins float 15. Hose 16. Electric masonry drill 17. Wooden planks 18. Extension ladder 19. Scaffolding
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Tools: building work (II)
Gewiss. 1996. Handbook Basic Application Gewiss (English). Bergamo: Gewiss spa. Page 9 1. Tool case 2. Flat head screwdrivers 3. Cross head screwdrivers 4. Shears 5. Hammer 6. Universal grip, flat-nose and round-nose pliers 7. Measuring tape 8. Plumb and chalk lines 9. Conduit bender 10. Extension cable 11. Extension cable 12. Saws 13. Files 14. Terminal pliers 15. wire stripper 16. Cabling probe 17. Hand drill 18. Electric drill 19. Voltage detector screwdriver 20. Analogue testing device 21. Earthing tester 22. Installation tester 23. Tool kit with carrying case
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CURSO 2008 - 2009
Basic concepts: Association between graphic symbols and Gewiss products
CURSO 2008 - 2009
Gewiss. 1996. Handbook Basic Application Gewiss (English). Bergamo: Gewiss spa, p. 28
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Basic concepts: Association between graphic symbols and Gewiss products
Gewiss. 1996. Handbook Basic Application Gewiss (English). Bergamo: Gewiss spa, p. 29
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CURSO 2008 - 2009
Ernest Hemingways Top 5 Tips for Writing Well

by Brian Clark
Who better? Many business people faced with the task of writing for marketing purposes are quick to say: Hey, Im no Hemingway! But really, who better than Hemingway to emulate? Rather than embracing the flowery prose of the literati, he chose to eschew obfuscation at every turn and write simply and clearly. So lets see what Ernest can teach us about effective writing. 1. Use short sentences. Hemingway was famous for a terse minimalist style of writing that dispensed with flowery adjectives and got straight to the point. In short, Hemingway wrote with simple genius. Perhaps his finest demonstration of short sentence prowess was when he was challenged to tell an entire story in only 6 words: For sale: baby shoes, never used. 2. Use short first paragraphs. See opening. 3. Use vigorous English. Heres David Garfinkels take on this one: Its muscular, forceful. Vigorous English comes from passion, focus and intention. Its the difference between putting in a good effort and TRYING to move a boulder and actually sweating, grunting, straining your muscles to the point of exhaustion and MOVING the freaking thing! 4. Be positive, not negative. Since Hemingway was not necessarily the cheeriest guy in the world, what does he mean by be positive? Basically, you should say what something is rather than what it isnt. This is what Michel Fortin calls using up words: By stating what something isnt can be counterproductive since it is still directing the mind, albeit in the opposite way. If I told you that dental work is painless for example, youll still focus on the word pain in painless. Instead of saying inexpensive, say economical,
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Instead of saying this procedure is painless, say theres little discomfort or its relatively comfortable, And instead of saying this software is error-free or foolproof, say this software is consistent or stable.
5. Never have only 4 rules. Actually, Hemingway did only have 4 rules for writing, and they were those he was given as a cub reporter at the Kansas City Star in 1917. But, as any blogger or copywriter knows, having only 4 rules will never do. So, in order to have 5, I had to dig a little deeper to get the most important of Hemingways writing tips of all: I write one page of masterpiece to ninety one pages of shit, Hemingway confided to F. Scott Fitzgerald in 1934. I try to put the shit in the wastebasket.
[http://www.copyblogger.com/ernest-hemingway-top-5-tips-for-writing-well/]
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CURSO 2008 - 2009
5 Simple Ways to Open Your Blog Post With a Bang

by Brian Clark
Whats the second most important part of your blog post after the title? Master copywriter Eugene Schwartz often spent an entire week on the first 50 words of a sales piece the headline and the opening paragraph. Just imagine how disappointed youd be after crafting a killer headline [http://www.copyblogger.com/magnetic-headlines/] for your post, only to lose readers with an opening that failed to carry the momentum. A great headline mixed with a lame opening is like inviting someone into your house, only to slam the door in their face as they approach. So, here are 5 ways to open your post that will capture the readers imagination and pull them deeper into your content. 1. Ask a Question Opening your post with a question is a rhetorical device (hence, the rhetorical question) that creates curiosity and gets the reader thinking. Thinking equals active engagement with your writing, and thats a very good thing. CURSO 2008 - 2009 2. Share an Anecdote or Quote Anecdotes are quick stories that can make people laugh or immediately establish the main point of your post. A nice quote from a recognizable authority or famous person can also work wonders when holding attention in those crucial opening seconds. 3. Invoke the Minds Eye Producing a mental image in a readers mind is one of the most powerful things you can ever do as a writer, so expressly engaging the imagination is a powerful opening technique. Activate the minds eye of the reader by using words like imagine, picture this, do you remember when, etc. 4. Use an Analogy, Metaphor or Simile Analogies, metaphors and similes are some of the most powerful devices available when it comes to telling a story in a single sentence. This is a great way to capture a readers attention and also acts to provoke mental imagery that allows readers to tell a story to themselves. 5. Cite a Shocking Statistic Starting off with an interesting factoid is also a great technique. People love being provided with interesting data, but only if it is unique, startling, or even shocking. The statistic should also be directly relevant to the point of your post as well. Bonus Tip: The third most important part of your blog post is the closing. A great way to close is to tie back into your opening. So, which of the 5 techniques did I NOT use in the opening to this post?
[http://www.copyblogger.com/5-simple-ways-to-open-your-blog-post-with-a-bang/]
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An Example of a Traditional Rsum

JAMES E. BROWN, JR. 206 Davis Drive Monroe, LA 71201 Home telephone: 8318) 948-7660 JB276@MONROEVM.BITNET EMPLOYMENT OBJECTIVE Supervising technicians and engineers in an electronics Industry or business with possibility for full management responsibilities. WORK EXPERIENCE June 1987 Sep. 1991 United States Air Force Electronics / Communications Shift Chief, Long-Haul Transmitter Site. Supervised three technicians in operating 52 transmitters and two microwave systems. Team Chief, Group Electronics Engineering Installation Agency. Supervised three technicians in installing weather and communications equipment. Technical Writer. Wrote detailed maintenance procedures for electronic equipment manuals. Instructor in Electronics Fundamentals. Continuous three-month classes of 10 persons.
Summers and part-time 1991-1995
Manager, Campus Apartments Disc jockey, radio stations KXOA and KXRQ Laboratory Assistant, Broadcast Department Technician for theater productions
EDUCATION B.S. degree in Industrial Management, Louisiana State University, May 1995 SPECIAL QUALIFICATIONS NARTE-Certified Electronics Technician. Top Secret Clearance for work in U.S. Department of Defense. COLLEGE ACTIVITIES AND HONORS Member, Society for the Advancement of Management Professionals. Vice-President, Student Audubon Society. Dean's List Beta Gamma Sigma National Honor Society in Business Administration Associated Student's Service and Leadership Award. Listed in Who's Who in American Colleges and Universities. [PICKETT, N.A. & LASTER, A.A. 1996 (7th ed.) Technical English. Writing, Reading & Speaking. New York: HarperCollins (p. 285)]
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CURSO 2008 - 2009
An Example of a Target Rsum

ALICE M. RYDEL 3621 Bailey Dirve Big Rapids, MI 49307 (601) 456-2156 JOB TARGET CAPABILITIES COMPUTER SERVICES DEPARTMENT MANAGER ACCOMPLISHMENTS EDUCATION 1994-1996 1990-1994 WORK EXPERIENCE 1994-1996 Part-time Use Macintosh and IBM computers with ease and efficiency Analyze large amounts of data into organized financial statistics Use Lotus and other spreadsheet programs and train others Use automated accounting system to produce monthly statements Manage workers efficiently and effectively Keep accurate records of large numbers of accounts Supervised daily data input in a 12,00 customer billing department Set up a simple but efficient file system for record keeping Managed a computer lab available to 200 students Devised a plan to schedule students for maximum lab use Handled inventory of computer lab and submitted requests for materials, equipment, and maintenance
CURSO 2008 - 2009
JOHN WILLIAMS COMMUNITY COLLEGE AAS Degree-Computer Programming MURRAH HIGH SCHOOL Diploma-College preparatory and basic business courses John Williams Community College Big Rapids, MI Computer Lab Assistant Midwestern Bell Telephone Company Big Rapids, MI Billing Department Night Supervisor
AWARDS
Data Processing Department Award Outstanding First-Year Student in Programming Citation for excellence in keyboarding skills
[PICKETT, N.A. & LASTER, A.A. 1996 (7th ed.) Technical English. Writing, Reading & Speaking. New York: HarperCollins. (p. 283)]
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An Example of a Skills Rsum

THOMAS D. DAVIS tddavis@AOL.COM 1045 Drake Place SUPERVISION: COMMUNICATION: Ellisville, MA 01047 (521) 363-2371
Directed a crew of 20 machinists. Determined work assignments based on priorities. Found solutions to shop productions problems. Orally passed on orders to machinists. Prepared monthly written reports, such as department reports to an immediate supervision and reports on budget variances to budget control. Prepared daily written reports, such as reports on discrepancies in product conformity. Interviewed and made recommendations for hiring new personnel. conducted performance evaluations and made recommendations for raises and promotions. Prepared and monitored the spending of a half-million-dollar department budget.
PERSONNEL:
BUDGET: MACHINE SKILLS:
EMPLOYMENT: 1978-Present
Barron Enterprises, Engineering Division, Nye, MA 01047 Fabrication Superintendent Processing Supervisor Always Fabrication, Inc., Patterson, IN 47312 Quality Control Checker Parts Inspector Layout and Design Assistant Bickman Manufacturing Company, Cain, IN 47315 Assembly line worker U.S. Navy Machinist Cain Community CollegeA.A., Mechanical Technology Indiana Technical Institute Quality Control with Computers (45 clock hours) New Materials in Industry (45 clock hours) Production Planning and Problems (45 clock hours)
1973-1978
1971-1973 1969-1971 EDUCATION: SPECIAL TRAINING:
[PICKETT, N.A. & LASTER, A.A. 1996 (7th ed.) Technical English. Writing, Reading & Speaking. New York: HarperCollins.(p. 284)]
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CURSO 2008 - 2009
Can operate all common machine shop tools, such as lathes, milling machines, grinding machines. Can use related measuring tools and gauges.
MODELO DE EXAMEN22
Apellidos NIF/NIE: Nombre Correo Electrnico
Lectura
Vocabulario
Redaccin
Media
270832117 INGLS TCNICO ELECTRNICO FEBRERO 2009

READING COMPREHENSION TEST (30 min) After reading the text below, decide whether the underneath statements are true or false. Justify your answer. You may need to use your know-how knowledge as well as information from the text.
A metal detector is essential for today's amateur treasure hunter. But only the most expensive detector can reveal the difference between worthless items, such as pull-ring tops from soft drink cans or silver foil, and a rare find such as the gold necklace discovered by one enthusiast last year. Electronic metal detectors use the principle of electromagnetic induction. This means that, if an object is placed in a changing magnetic field, an electrical voltage is created in the object. In a metal detector, an electronic current is passed through a coil of wire, called the search coil, to create a magnetic field. An alternating current (AC) generator converts the direct current (DC) from the battery into the AC needed to drive the coil. As AC regularly reverses direction, it produces the necessary ever-changing magnetic field. Currents are created in a metal object which comes within this magnetic field by a process known as induction. This is because all metals conduct electricity. When a current is induced in a metal object (for example, a buried coin), this in turn produces its own magnetic fields. These magnetic fields are capable of inducing a small amount of electricity in the detector's search coil itself. The simplest kind of metal detector is the pulse induction type. A powerful current is passed from the battery through the search coil and the switched off. The pulse of magnetism causes current to flow in any target objects below the ground. But unlike the current in the search coil, the current in the object cannot be switched off; it has to die away naturally. As it dies, the current in the object reactivates the search coil. This voltage is the amplified to indicate with a sound or a flashing light that an object has been found. The effectiveness of a metal detector depends on the size and position of the object and how far beneath the ground it is buried. For example a coin buried edge-on to the search coil is much harder to detect than the same coin buried face up.
The length of the text and the type of reading comprehension questions of the Reading Text Section may vary from one exam to the next. Lecturers may also consider including, occasionally, other sections, such as, e.g., a Practical Grammar Section, with a battery of grammar exercises. Unless otherwise stated, the entire exam is to be completed in English.
22
CURSO 2008 - 2009
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1. Any metal detector can discriminate between gold and other metals.
2. Gold necklaces are found quite often.
3. The search coil is connected directly to a battery.
4. Metal detectors require a changing magnetic field.
5. The metal detector can only locate metals which contain iron or are magnetic.
6. Metal detectors are only used by treasure hunters.
7. Passing a current through the search coil and then switching it off, creates a pulse of magnetism round the coil.
8. All metal detectors are fitted with a flashing light to show when an object has been found.
9. Large objects are easier to find than small objects.
10. A coin horizontal to the surface is more difficult to detect than one vertical to the surface.
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CURSO 2008 - 2009
VOCABULARY TEST (50 min) Give the Spanish equivalents of the following computer terms, and a BRIEF definition in English. E.g.: Ohm [Ohmio] Unit of resistance ()
ENGLISH
Array
SPANISH
DEFINITION
Block diagram
Capacitor
CURSO 2008 - 2009
Coil
LED
Microwave
PNP transistor
Resistance
Snow
Thermistor
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WRITING TEST (40 min) A small block of residence (some 50 neighbours), would like to have a TV Closed Circuit (TVCC) installed in their premises. You have found out to be a relatively old building (over twenty years). However, the mains and existing wires are in good condition, although brandnew materials are strongly recommended. Budget to be spent should not be higher than 300,00 . Now, in no less than 150 words, no more than 200, write the abstract to the Feasibility Study, with your recommendations, needs and wants. Key Words:
-100- Tel.: +34 922 317 619 Fax: +34 922 317 611 webpages.ull.es/users/filina filina@ull.es
Campus de Guajara, s/n 38071 La Laguna Tenerife (Espaa)
CURSO 2008 - 2009

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Gua Didctica de la asignatura

INGLS TCNICO ELECTRNICO

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Correo electrnico filina@ull.es pdcordas@ull.es mllarena@ull.es

09:30 12:30 17:00 20:00

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ALCARAZ VAR, E. 2000. El ingls profesional y acadmico. Madrid: Alianza Editorial.

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Curso 2008-2009 II CUATRIMESTRE

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Unit 1: English Grammar Placement Test

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WORLD-ENGLISH: ENGLISH GRAMMAR PLACEMENT TEST http://www.world-english.org/test.htm

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Unit 2: Why I am not an Electronics Engineer

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What piece of advice would you give to our friend?

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HOT OPTICS, COOLING ELECTRONICS8

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