
- •Пояснительная записка
- •Unit 1. Electric current
- •Words to remember.
- •Read the text. Electric current
- •Give the Russian equivalents of the following expressions.
- •Are the following sentences True or False?
- •Answer the questions.
- •Complete the following sentences.
- •Render the text into English.
- •Unit 2. Electricity
- •Words to remember.
- •Read the text. Electricity
- •Answer the questions.
- •Are the following sentences True or False?
- •Render the text into English.
- •Give the summary of the text. Other generating sources
- •Discuss these questions in pairs.
- •Unit 3. Resistance
- •Words to remember.
- •Read the text. Resistance
- •Answer the questions.
- •Are the following sentences True or False?
- •Match the words with the meanings.
- •Render the text into English.
- •Give the summary of the text.
- •Discuss the questions or statements in pairs.
- •Unit 4. Magnetism and electromagnetism
- •Words to remember.
- •Read the text. Magnetism and electromagnetism
- •Answer the questions.
- •Are the following sentences True or False?
- •Render the text into English.
- •Give the summary of the text.
- •Match these words to their definitions.
- •Discuss the statements in pairs.
- •Unit 5. Inductance
- •Words to remember
- •Read the text and ask 6-8 questions.
- •Inductance
- •Are the following sentences True or False?
- •Render the text into English.
- •Give the summary of the text.
- •In pairs discuss the topics.
- •Unit 6 (part 1). Capacitors
- •Words to remember.
- •Read the text. Capacitors
- •Unit 6 (part 2). Capacitors
- •Read the text. Capacitors
- •Классификация конденсаторов
- •Unit 6 (part 3). Power capacitors
- •Words to remember.
- •Read the text. Power capacitors
- •Unit 7 (part 1). Conductors and insulators
- •Insulators and Conductors
- •Find English equivalents of the following words and word combinations in the text.
- •Give the Russian equivalents of the following expressions.
- •What answer is incorrect?
- •Answer the questions.
- •Unit 7 (part 2). Conductors and insulators
- •Words to remember.
- •Read the text. Suspension insulators
- •Give the Russian equivalents of the following expressions.
- •Match items in column a with items in column b.
- •Complete the table using information from the texts.
- •Unit 7 (part 3). Conductors and insulators
- •Words to remember.
- •Read the text. Conductors
- •Give the Russian equivalents of the following expressions.
- •Find English equivalents of the following sentences in the text.
- •Answer the questions.
- •Retell the text ‘Conductors’ using the following word combinations.
- •Unit 7 (part 4). Conductors and insulators
- •Words to remember.
- •Read the text. Conductor coverings and connectors
- •Find English equivalents for the following words and word combinations in the text.
- •Give the Russian equivalents of the following expressions.
- •Explain the following terms.
- •Put the questions to each paragraph of the text. Unit 7 (part 5). Conductors and insulators
- •Words to remember.
- •Read the text. Porcelain Vs. Polymer
- •Answer the questions.
- •Complete the table and speak about polymer and porcelain.
- •Render the text into English.
- •Unit 8. Semiconductors
- •Words to remember.
- •Read the text and ask 6-8 questions. Semiconductors
- •Find English equivalents of the following words and word-combinations in the text.
- •Render the text into English.
- •Give the summary of the text.
- •In pairs discuss the topics.
- •Unit 9. Batteries
- •Words to remember.
- •Read the text. Batteries
- •Литиево-ионная батарея
- •Give the summary of the text. Categories and Types of Batteries
- •Unit 10. Amplifiers and oscillators
- •Words to remember.
- •Read the text. Amplifiers and oscillators
- •Match these words to their definitions.
- •Give the Russian equivalents of the following expressions.
- •Are the following sentences True or False?
- •Answer the questions.
- •Complete the following sentences.
- •Render the text into English.
- •Unit 11 (part 1). The distribution system
- •Words to remember.
- •Read the text. The distribution system
- •Unit 11 (part 2). Determining distribution voltages
- •Determining distribution voltages
- •Render the text into English.
- •Retell the text using the following words and word-combinations.
- •Unit 12 (part 1). The primary circuit
- •Words to remember.
- •Read the text. The primary circuit
- •Primary network
- •Unit 12 (part 2). Secondary circuits
- •Secondary circuits
- •Unit 13. Cogeneration
- •Cogeneration
- •Unit 14 (part 1). Motors
- •Dc motors
- •Give the Russian equivalents of the following expressions.
- •Find synonyms of the following words in the text.
- •Are the following sentences True or False?
- •Speak about dc motors.
- •Render the text into English.
- •Unit 14 (part 2). Ac motors
- •Words to remember.
- •Read the text. Ac motors
- •Give the Russian equivalents of the following expressions.
- •Find synonyms of the following words in the text.
- •Answer the questions.
- •Speak about ac motors. Unit 14 (part 3). Brushed dc motors
- •Words to remember.
- •Read the text. Brushed dc Motors
- •Match items in column a) with items in column b).
- •Put questions to the text. Motor types
- •Complete the table using the information from the text and speak about different types of motors using the table.
- •Give the summary of the text. The Development of Electric Motor
- •Unit 15. Extra high voltage alternators
- •Words to remember.
- •Read the text. Extra high voltage alternators
- •Give the Russian equivalents of the following expressions.
- •Are the following sentences True or False?
- •Answer the questions.
- •Complete the following sentences.
- •Render the text into English.
- •Unit 16. Indicating meters
- •Words to remember.
- •Read the text.
- •Indicating meters
- •Answer the questions.
- •Are the following sentences True or False?
- •Render the text into English.
- •Give the summary of the text.
- •Discuss the statement in pairs.
- •Unit 17 (part 1). Transformers
- •Words to remember.
- •Read the text. Transformers
- •Give the Russian equivalents of the following expressions.
- •Put all types of questions to the following sentence.
- •Are the following sentences True or False?
- •Make up the plan to the text and retell it.
- •Give the summary of the text.
- •Unit 17 (part 2). Transformers
- •Words to remember.
- •Read the text. How the transformer works
- •Answer the questions.
- •Complete the following sentences.
- •Retell the text. Unit 17 (part 3). Transformers
- •Words to remember.
- •Read the text. Transformer rating
- •Give the English equivalents of the following sentences.
- •Make up the plan to the text and retell it. Unit 17 (part 4). Transformers
- •Words to remember.
- •Read the text. Methods of Transformer Cooling
- •Unit 17 (part 5). Transformers
- •Distribution Transformers
- •Give the Russian equivalents of the following expressions.
- •Complete the sentences.
- •Render the text into English.
- •Unit 18. Fuse cutouts
- •Words to remember.
- •Read the text. Fuse cutouts
- •Give the English equivalents of the following expressions.
- •Speak about fuse cutouts. Unit 19. The tunnel diode
- •Words to remember.
- •Read the text. The tunnel diode
- •Match these words to their definitions.
- •Give the Russian equivalents of the following expressions.
- •Are the following sentences True or False?
- •Answer the questions.
- •Complete the following sentences.
- •Render the text into English.
- •Unit 20. Electrical filters
- •Words to remember.
- •Read the text. Electrical filters
- •Give the Russian equivalents of the following expressions.
- •Are the following sentences True or False?
- •Answer the questions.
- •Complete the following sentences.
- •Render the text into English.
- •Appendix a. University and faculty Nizhny Novgorod State Technical University
- •I. Agree or disagree with the following statements. Use the following expressions: You are right. You are wrong. You are mistaken. Give your reasons.
- •II. Ask your partner.
- •III. Ask your partner.
- •IV. Answer the following questions.
- •The Automation and Electrical Mechanics Department
- •Appendix b. Outstanding scientists
- •I. Read the texts. Outstanding Scientists
- •Georg Simon Ohm
- •James Joule
- •Benjamin Franklin
- •Hans Christian Orsted
- •Michael Faraday
- •Thomas Alva Edison
- •Nikola Tesla
- •James Watt
- •André-Marie Ampère
- •Georg Simon Ohm
- •Joseph Henry
- •Heinrich Rudolf Hertz
- •Marie Skłodowska Curie
- •William Thomson
- •James Clerk Maxwell
- •Lodygin
- •Yablochkov
- •II. Render the texts into English. Исаак Ньютон
- •Томас Алва Эдисон
- •Мария Склодовская–Кюри
- •Appendix c. Grammar references The Infinitive
- •Функции инфинитива
- •Структуры с инфинитивом The Complex Subject (сложное подлежащее)
- •Passive
- •The Complex Object (сложное дополнение)
- •I. Translate the sentences with Infinitive into Russian.
- •II. Translate the sentences into Russian paying attention to function of Infinitive.
- •III. Translate the sentences into English using different forms of the Infinitive.
- •Complex Subject with the Infinitive
- •I. Complete the sentences using the verb in brackets and translate.
- •II. Translate the sentences into English using Complex Subject with the Infinitive.
- •III. Put questions to the words given in bold type.
- •IV. Answer the questions using the verb in brackets.
- •V. Find the predicate in sentences. Determine the function of the Infinitive in sentences and translate them.
- •Complex Object with the Infinitive
- •I. Translate the following sentences form English into Russian.
- •II. Answer the question using the verb in brackets.
- •III. Translate from Russian into English.
- •The Participle (причастие)
- •The Absolute Participial Construction Независимый Причастный Оборот
- •I. Determine the function of the participle in sentences and translate them.
- •II. Translate the sentences into Russian paying attention to the Participle I and II.
- •IV. Translate the sentences from Russian into English.
- •V. Complete the sentences choosing the appropriate form of the Participle I or II in brackets.
- •VI. Translate the following sentences into Russian paying attention to the translation of Participle II with adverbs.
- •Absolute participle construction
- •I. Find the sentences with Absolute participle construction and translate them.
- •II. Translate the sentences into English.
- •III. Translate the sentences paying attention to the Absolute participle construction.
- •The Gerund (герундий)
- •Функции
- •I. Put the questions to the words given in bold type.
- •II. Translate the following sentences from Russian into English using Gerund.
- •III. Translate from English into Russian.
- •IV. Find the sentences with Gerund and Participle, determine the function and translate the sentences into Russian.
- •Revision Exercises
- •Appendix d. Writing a summary
- •Appendix e. Writing letters
- •I. Letter Layout
- •Components of a Letter
- •Sample of a formal letter and an envelope
- •1. Write the following dates which are placed below the sender’s address:
- •2. Correct mistakes in the following dates:
- •3. Complete the following by indicating the dates in the body of the Letter.
- •5. Correct the following letter layout:
- •II. Letters of Invitation task
- •Letter 1
- •Second International Conference on Synchrotron Radiation in Materials Science srms-2 October 31 – November 4, 2005 International Conference Center Kobe Hyogo Prefecture, Japan
- •Letter 3
- •International Conference on Vacuum Ultraviolet Radiation Physics
- •Letter 4
- •Letter 1
- •Letter 2
- •Letter 3
- •Letter 4
- •1. Write a letter in which you:
- •2. Write a letter in which you:
- •Letter 1
- •Letter 2
- •Letter 3
- •Letter 4
- •1. Write a letter in which you:
- •2. Write a letter in which you:
- •Read the samples and notice phrases and sentences that express a request.
- •Letter 4
- •Letter 5
- •Letter 1
- •Letter 2
- •Letter 3
- •Letter 4
- •1. Write a letter in which you:
- •2. Write a letter in which you:
- •1. Write a letter in which you:
- •2. Write a letter in which you:
- •IV. Letters of Inquiry
- •Letter 1
- •Letter 3
- •Letter 4
- •Tasks 1
- •Letter 1
- •Letter 1
- •1. Write a letter in which you:
- •2. Write a letter in which you:
- •1. Write a letter in which you:
- •2. Write a letter in which you:
- •3. Write a letter in which you:
- •Test on Letter-writing Situations
- •The curriculum vitae
- •The letter of application
- •Making a presentation
- •Appendix f. Supplementary texts Tesla coil
- •Superconductivity
- •Linear motors
- •Brushless dc electric motor
- •Coreless dc Motors
- •Classification of a.C. Motors
- •Synchronous motors
- •Asynchronous motors
- •Induction Motor : General Principle
- •Stepper motors
- •Magnetism
- •Sources of magnetism
- •Diamagnetism
- •Paramagnetism
- •Ferromagnetism
- •Magnetic domains
- •603950, Нижний Новгород, ул. Минина, 24.
- •Т.В. Захарченко, л.С. Исмакова, н.В. Соколова
- •Guide to electrical study
- •Учебное пособие по английскому языку для студентов II курса фаэ
Find English equivalents for the following words and word combinations in the text.
Линии высоковольтных передач, изолированный провод, примыкать к строению, высоко плотный полиэтилен, для безопасности работы, работать под напряжением, метод ‘голой руки’, обесточить, труден для установки, существенная экономия денег, торец, автоматическая стыковка, наложение и скручивание концов, сгибать, поместить изоляторы в рукав, удерживать зажимом, неизолированный кабель.
Give the Russian equivalents of the following expressions.
Either bare or covered, plastic material resistant to abrasion, sufficient to withstand the rated voltage, mechanical damage, to work for safety with rubber, to work on conductors while energized, be situated in open areas, danger is negligible, high-voltage transmission line conductors, to keep from falling and slipping, a side groove of the insulator, suspension type insulator, to handle on the ends of sticks, to take three or four turns, mechanical connectors, to insert into a double sleeve, to crimp in several places, tin-plated copper bolt, to compress by a nut.
Explain the following terms.
Conductor covering
‘Bare hand’ method
Tie-wire
‘Shoe’
‘Hot sticks’
Split-nut connector
Put the questions to each paragraph of the text. Unit 7 (part 5). Conductors and insulators
Words to remember.
insulation – изоляция
porcelain – фарфор
VS-versus –против
inevitable – неизбежный, неизменный
property – свойство
fragmentation – дробление, раздробление
fiberglass – стекловолокно
petticoat – юбка изолятора
tensile strength – предел прочности на разрыв
seal – запечатывать, герметически закрывать
leakage – утечка
terminal – клемма
bus – шина
layout – расположение, планировка
switchgear – распределительное устройство, коммутационная аппаратура
circuit breaker – выключатель
arrester – громоотвод
Read the text. Porcelain Vs. Polymer
For many years, porcelain for insulation purposes on lines and equipment has exercised a virtual monopoly. It was perhaps inevitable that plastics, successful as insulation for conductors since the early 1950’s, should supplant porcelain as insulation for other applications in the electric power field.
The positive properties of porcelain are chiefly its high insulation value and its great strength under compression. Its negative features are its weight (low strength to weight ratio) and its tendency to fragmentation under stress. Much of the strength of a porcelain insulator is consumed in supporting its own weight.
In contrast, the so-called polymer not only has equally high insulation value, but acceptable strength under both compression and tension. It also has better water and sleet shedding properties, hence handles contamination more effectively, and is less prone to damage or destruction from vandalism. It is very much lighter in weight than porcelain (better strength to weight ratio), therefore more easily handled.
Economically, costs of porcelain and polymer materials are very competitive, but the handling factors very much favor the polymer.
Polymer insulation is generally associated with a mechanically stronger insulation, such as high strength fiberglass. The fiberglass insulation serves as an internal structure around which the polymer insulation is attached, usually in the form (and function) of petticoats (sometimes also referred to as bands, water shedders; but for comparison purposes, however, here only the term petticoat will be used). The insulation value of the Polymer petticoats is equal to or greater than that of the fiberglass to which it is attached.
The internal fiberglass structure may take the form of a rod (or shaft), a tube, cylinder, or other shape. It has a high comparable compression strength as a solid and its tensile strength, equally high, is further improved by stranding and aligning around a fiber center. The polymer petticoats are installed around the fiberglass insulation and sealed to prevent moisture or contamination from entering between the petticoats and fiberglass. The metal fittings at either end are crimped directly to the fiberglass, developing a high percentage of the inherent strength of the fiberglass. It should be noted that fiberglass with an elastometric (plastic) covering has been used for insulation purposes since the early 1920’s.
The polymer petticoats serve the same function as the petticoats associated with porcelain insulators, that of providing a greater path for electric leakage between the energized conductors (terminals, buses, etc.) and the supporting structures. In inclement weather, this involves the shedding of rain water or sleet as readily as possible to maintain as much as possible the electric resistance between the energized element and the supporting structure, so that the leakage of electrical current between these two points be kept as low as possible to prevent flashover and possible damage or destruction of the insulator.
Different polymer materials may be combined to produce a polymer with special properties; for example, a silicone EPDM is highly resistant to industrial type pollution and ocean salt.
The advantageous strength to weight ratio of polymer as compared to porcelain makes possible lighter structures and overall costs as well as permitting more compact designs, resulting in narrower right-of-way requirements and smaller station layouts. The reduction in handling, shipping, packaging, storage, preparation and assembly, all with less breakage, are obvious – these, in addition to the superior electromechanical performance.
Fiberglass insulation with its polymer petticoats is supplanting porcelain in bushings associated with transformers, voltage regulators, capacitors, switchgear, circuit breakers, bus supports, instrument transformers, lightning or surge arresters, and other applications. The metallic rod or conductor inside the bushing body may be inserted in a fiberglass tube and sealed to prevent moisture or contamination entering between the conductor and the fiberglass tube around which the polymer petticoats are attached. More often, the fiberglass insulation is molded around the conductor, and the polymer petticoats attached in a similar fashion as in insulators.
Summarizing, the advantages of polymers over porcelain include:
Polymer insulation offers benefits in shedding rain water or sleet, particularly in contaminated environments.
Polymer products weigh significantly less than their porcelain counterparts, particularly line insulators, resulting in cost savings in structures, construction and installation costs.
Polymer insulators and surge arresters are resistant to damage resulting from installation and to damage from vandalism. The lack of flying fragments when a polymer insulator is shot deprives the vandal from his satisfaction with a spectacular event and should discourage insulators as convenient targets.
Polymer arresters allow for multiple operations (such as may result from station circuit reclosings), without violently failing.
Polymer insulators permit increased conductor (and static wire) line tensions, resulting in lower construction designs by permitting longer spans, fewer towers or lower tower heights.
Polymer one-piece insulators, lacking the flexibility of porcelain strings and the firm attachment of the conductor it support are said to produce a tendency to dampen galloping lines.
Although polymer insulation has become increasingly utilized over the past several decades, there are literally millions of porcelain insulated installations in this country alone; economics does not permit their wholesale replacement. Advantage is taken of maintenance and reconstruction of such facilities to make the change to polymers.