Английский язык для студентов-бакалавров технических факультетов. English for the Undergraduates of Engineering. Учебное пособие

1.…………………….. – The application of physics, chemistry, biology, and engineering principles in order to carry out chemical processes on a commercial scale, such as petroleum refining, microfabrication, fermentation, and biomolecule production.

2.……………………………..– The design and construction of public and private works, such as infrastructure (airports, roads, railways, water supply and treatment etc.), bridges, dams, and buildings.

3.…………………………….– The design, study and manufacture of various electrical and electronic systems, such as electrical circuits, generators, motors, electromagnetic/electromechanical devices, electronic devices, electronic circuits, optical fibers, optoelectronic devices, computer systems, telecommunications, instrumentation, controls, and electronics.

4.………………………….. – The design and manufacture of physical or mechanical systems, such as power and energy systems, aerospace/aircraft products, weapon systems, transportation products, engines, compressors, powertrains, kinematic chains, vacuum technology, vibration isolation equipment, manufacturing, and mechatronics.

Beyond these four, a number of other branches are recognized. Historically, naval engineering and mining engineering were major branches. Other engineering fields sometimes included as major branches are manufacturing engineering, acoustical engineering, corrosion engineering, Instrumentation and control, aerospace, automotive, computer, electronic, petroleum, systems, audio, software, architectural, agricultural, biosystems, biomedical, geological, textile, industrial, materials, and nuclear engineering. These and other branches of engineering are represented in the 36 professional engineering institutions of the UK Engineering Council.

New specialties sometimes combine with the traditional fields and form new branches – for example Earth Systems Engineering and Management involves a wide range of subject areas including anthropology, engineering studies, environmental science, ethics and philosophy. A new or emerging area of application will commonly be defined temporarily as a permutation or subset of existing disciplines; there is often gray area as to when a given sub-field warrants classification as a new "branch." One key indicator of such emergence is when major universities start establishing departments and programs in the new field.

For each of these fields there exists considerable overlap, especially in the areas of the application of fundamental sciences to their disciplines such as physics, chemistry, and mathematics.

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d) Expand on the following points.

4 main engineering branches

Other recognized branches

A concept of a new engineering branch

The UK Engineering Council, its activities and institutions

5.7. Complete the following diagram.

Branches of Engineering

5.8. a) What do you know about Mechatronics? What does it deal with?

b) Look at the diagram and compare it with your guesses;

Aerial Euler diagram from RPI's website describes the fields that make up Mechatronics

c) Read the text and put the verbs in brackets in the correct tense form;

Mechatronics ………….. (to be) a multidisciplinary field of engineering that ………… (to include) a combination of systems engineering, mechanical engineering, electrical engineering, telecommunications

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engineering, control engineering and computer engineering. As technology

………………..(to advance), the subfields of engineering ……………..(to multiply) and ……………( to adapt) . Mechatronics' aim ……….. (to be) a design process that …………… (to unify) these subfields. Originally, mechatronics just ……………( to include) the combination of mechanics and electronics, hence the word ………..( to be) a combination of mechanics and electronics; however, as technical systems

………………….(to become) more and more complex the word

…………………..( to be broadened) to include more technical areas.

d) Here are some historical points related to Mechatronics. What are the questions?

1.……………………………………………………….? – The word "mechatronics" originated in Japanese-English.

2.………………………………………………………? – The term "mechatronics" was created by Tetsuro Mori, an engineer of Yaskawa Electric Corporation.

3.……………………………………………………….? – The word "mechatronics" was registered as trademark by the company in Japan with the registration number of "46-32714" in 1971.

4.………………………………………………………? – Afterward the company released the right of using the word to public.

5.……………………………………………………….? – The word "mechatronics" spread to the rest of the world.

6.……………………………………………………….? – Nowadays, this word is considered as an essential term for industry.

5.9.Work in pairs. Can you remember any outstanding engineers? What contribution to Engineering did they make? When did they live? How can you characterize that time (century, epoch)?

5.10.a) Read Text 3 and put paragraphs a – c in the right chronological order;

TEXT 3

History of Engineering

Engineering has existed since ancient times as humans devised fundamental inventions such as the wedge, lever, wheel, and pulley. Each of these inventions is essentially consistent with the modern definition of engineering.

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The term engineering deriving from the word engineer, which itself dates back to 1390, when an engineer (literally, one who operates an engine) originally referred to "a constructor of military engines". In this context, now obsolete, an "engine" referred to a military machine, i.e., a mechanical contraption used in war (for example, a catapult). Notable examples of the obsolete usage which have survived to the present day are military engineering corps, e.g., the U.S. Army Corps of Engineers.

The word "engine" itself is of even older origin, ultimately deriving from the Latin ingenium (c. 1250), meaning "innate quality, especially mental power, hence a clever invention."

Later, as the design of civilian structures such as bridges and buildings matured as a technical discipline, the term civil engineering entered the lexicon as a way to distinguish between those specializing in the construction of such non-military projects and those involved in the older discipline of military engineering.

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William Gilbert is considered to be the first electrical engineer with his 1600 publication of De Magnete. He coined the term "electricity".

The first steam engine was built in 1698 by Thomas Savery. The development of this device gave rise to the Industrial Revolution in the coming decades, allowing for the beginnings of mass production.

With the rise of engineering as a profession in the 18th century, the term became more narrowly applied to fields in which mathematics and science were applied to these ends. Similarly, in addition to military and civil engineering the fields then known as the mechanic arts became incorporated into engineering.

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The International Space Station represents a modern engineering challenge from many disciplines.

The inventions of Thomas Newcomen and the Scottish engineer James Watt gave rise to modern mechanical engineering. The development of specialized machines and machine tools during the industrial revolution led to the rapid growth of mechanical engineering both in its birthplace Britain and abroad.

Structural engineers investigating NASA's Mars-bound spacecraft, the Phoenix Mars Lander John Smeaton was the first self-proclaimed civil engineer, and is often regarded as the "father" of civil engineering. He was

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an English civil engineer responsible for the design of bridges, canals, harbours and lighthouses. He was also a capable mechanical engineer and an eminent physicist. Smeaton designed the third Eddystone Lighthouse (1755–1759) where he pioneered the use of 'hydraulic lime' (a form of mortar which will set under water) and developed a technique involving dovetailed blocks of granite in the building of the lighthouse. His lighthouse remained in use until 1877 and was dismantled and partially rebuilt at Plymouth Hoe where it is known as Smeaton's Tower. He is important in the history, rediscovery of, and development of modern cement, because he identified the compositional requirements needed to obtain "hydraulicity" in lime; work which led ultimately to the invention of Portland cement.

The United States census of 1850 listed the occupation of "engineer" for the first time with a count of 2,000. There were fewer than 50 engineering graduates in the U.S. before 1865. In 1870 there were a dozen U.S. mechanical engineering graduates, with that number increasing to 43 per year in 1875. In 1890 there were 6,000 engineers in civil, mining, mechanical and electrical.

There was no chair of applied mechanism and applied mechanics established at Cambridge until 1875, and no chair of engineering at Oxford until 1907. Germany established technical universities earlier.

The early stages of electrical engineering included the experiments of Alessandro Volta in the 1800s, the experiments of Michael Faraday, Georg Ohm and others and the invention of the electric motor in 1872. The theoretical work of James Maxwell (see: Maxwell's equations) and Heinrich Hertz in the late 19th century gave rise to the field of electronics. The later inventions of the vacuum tube and the transistor further accelerated the development of electronics to such an extent that electrical and electronics engineers currently outnumber their colleagues of any other engineering specialty. Chemical engineering developed in the late nineteenth century. Industrial scale manufacturing demanded new materials and new processes and by 1880 the need for large scale production of chemicals was such that a new industry was created, dedicated to the development and large scale manufacturing of chemicals in new industrial plants. The role of the chemical engineer was the design of these chemical plants and processes.

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The Pharos of Alexandria, the pyramids in Egypt, the Hanging Gardens of Babylon, the Acropolis and the Parthenon in Greece, the Roman aqueducts, Via Appia and the Colosseum, Teotihuacán and the cities and pyramids of the Mayan, Inca and Aztec Empires, the Great Wall of China,

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the Brihadeeswarar Temple of Thanjavur and Indian Temples, among many others, stand as a testament to the ingenuity and skill of the ancient civil and military engineers.

The earliest civil engineer known by name is Imhotep. As one of the officials of the Pharaoh, Djosèr, he probably designed and supervised the construction of the Pyramid of Djoser (the Step Pyramid) at Saqqara in Egypt around 2630–2611 BC.

Ancient Greece developed machines in both civilian and military domains. The Antikythera mechanism, the first known mechanical computer, and the mechanical inventions of Archimedes are examples of early mechanical engineering. Some of Archimedes' inventions as well as the Antikythera mechanism required sophisticated knowledge of differential gearing or epicyclic gearing, two key principles in machine theory that helped design the gear trains of the Industrial Revolution, and are still widely used today in diverse fields such as robotics and automotive engineering.

Chinese, Greek and Roman armies employed complex military machines and inventions such as artillery which was developed by the Greeks around the 4th century B.C., the trireme, the ballista and the catapult. In the Middle Ages, the trebuchet was developed.

b) Match the paragraphs a – c with the corresponding titles;

I Ancient era

II Renaissance era III Modern era

c) Ask key questions to Text 3.

5.11. a) Work in pairs. Make your list of crucial engineering achievements of the 20th century;

b) Read the text below and compare it with your own list.

Greatest Engineering Achievements of the 20th Century

In 2003, the National Academy of Engineering in the United States published A Century of Innovation: Twenty Engineering Achievements that Transformed our Lives. This work detailed historical information on the following list of what the authors consider to be the top twenty engineering achievements of the 20th century, or those achievements which had the greatest impact upon life during and following this period.

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The list was published as follows:

1.Electrification

2.Automobile

3.Airplane

4.Water Supply and Distribution

5.Electronics

6.Radio and Television

7.Agricultural Mechanization

8.Computers

9.Telephone

10.Air Conditioning and Refrigeration

11.Highways

12.Spacecraft

13.Internet

14.Imaging

15.Household Appliances

16.Health Technologies

17.Petroleum and Petrochemical Technologies

18.Laser and Fiber Optics

19.Nuclear Technologies

20.High-performance Materials

5.12. Complete the chart.

Crucial Engineering Achievements

5.13.Prepare the report “The Greatest Engineering Achievements of the 21st century”

5.14.a) In the future you are going to be an engineer. Give the definition of this profession;

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b) Scan the text and complete the gaps with the words that are derived from the words on the right.

, sanitary, auto mechanic, TV, Refrigerator, electrician, washing machine, TV antenna installer (satellite) and many others.

c) Point out the difference between Professional Engineer, Chartered Engineer, Incorporated Engineer, Ingenieur or European Engineer, Designated Engineering Representative.

Are there such formal designations in Russia? Which countries are these designations typical for?

5.15. Answer the questions.

a) When will you graduate from the University? b) What degree will you be awarded?

c) What knowledge and professional competence is an engineering graduate required to have in Russia? How are they assessed in Russia?

5.16. a) Read an extract from the book “CRPE Standard for Professional Engineering Competence for the purposes of Registration under the CRPE Act”;

Assessment of Knowledge and Professional Competence

12.1 Quality of Training and Acceptable Experience

The qualifying phrases such as: "have knowledge", "have knowledge and Understanding", "have ability to …" or "having a working knowledge", etc., already CRPE Standard for Professional Engineering Competence – December 2007 Page 11 of 19 – offer guidance as to the extent of "expertise" that the graduates and applicants for registration need to demonstrate.

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In our Draft Standard ANNEX B which looks at the engineer beyond his/her graduation into training and practice, the following key outcomes have been identified:

Knowledge and Understanding of Mathematics, Scientific, and Engineering principles

Knowledge and Understanding of Mathematics, Science and Technology, Engineering principles

Design, Creative and Innovative Skills

Application of theoretical knowledge and engineering principles to

(i)Engineering Analysis and Problem Solving

(ii)Engineering Design to meet specific requirements

(iii)Engineering Investigations (research and experimenting solutions)

(iv)Engineering Practice (acquiring practical skills in analysis, problem solving, designing and investigations).

Transferable Skills

Management and Leadership Skills

Responsibility for the Environment, Health and safety Impersonal Skills and Communications

Broad Education, Values and Ethics, Commitment to Life-Long Learning.

12.2 Nature of Training and/or Experience

When determining the approach to the assessment of the training and experience of an engineering graduate, it should be borne in mind that the engineer has been educated with the primary intention of enabling him to undertake engineering design work. This means that it was to enable the graduate to make use of his/her theoretical and analytical knowledge, understanding and the ability imparted to him/her to develop his/her creative and innovative skills.

It is universally recognised among professional engineering bodies that Engineering Design is central to both the accreditation of engineering degree programme and the acceptance of a graduate engineer's training and/or experience as "practice of engineering" for the purposes of registration or licensure. The definition of "practice of engineering" in our legislation is quite explicit on this matter. Therefore, the Council (CRPE) and its several Professional Review Panels invariably look out for evidence of the Applicant's involvement with engineering analysis, problem solving, engineering design or conducting research and experimenting. The Review panels will particularly be interested in the approach of the

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engineer to his training and/or practice. The Applicant must demonstrate that his/her knowledge of mathematics, science, engineering principles, and his specialist engineering knowledge was called

for and applied to enable him/her to understand and interface his /her environment, learn from it and in turn make his/her own contribution to the environment.

The Professional Review panels will also look at how the engineering graduate exploited the opportunities offered to him/her to his/her advantage, and improved and developed his/her knowledge and transferable skills.

CRPE Standard for Professional Engineering Competence – December 2007 Page 12 of 19.

12.3 Guidance from Overseas Engineering Bodies

Council's practices should not significantly different from the practices of major overseas engineering bodies, if Council's procedures are to be credible and acceptable to others. The following extracts from a document of the National Society of Professional Engineers of the USA, gives the following guidance about Qualifying Engineering Experience (for licensing in the US):

Note: In following extracts, the formatting in bold and/or Italics is not of origin "Qualifying Engineering Experience

In order to constitute qualifying experience, the experience must meet a number of criteria.

First, the experience should be from a major branch of engineering in which the candidate claims proficiency.

Second, the experience must be supervised. That is, it must take place under the ultimate responsibility of one or more qualified engineers.

Third, the experience must be of a high quality, requiring the candidate to develop technical skill and initiative in the application of engineering principles and sound judgement in reviewing such applications by others. The experience must be of a nature that the candidate develops the capacity to assume professional responsibility for engineering work.

Fourth, the experience must be broad enough in scope to provide the candidate with a reasonably well-rounded exposure to many facets of professional engineering. Along with highly specialized skill in a particular branch of engineering, the candidate should acquire an acceptable level of competence in his or her basic engineering field, as well as the accessory skills necessary for adequate performance as a professional.

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