- •Пояснительная записка.
- •Пятый – dc generator characteristics.
- •Cедьмой – Alternators
- •I семестр.
- •II семестр.
- •Unit 1. Electrical safety. Lesson 1.
- •Find the equivalents of following word combinations.
- •Make up the negative from the following words using the negative prefixes: dis-, un-, im-, non-, ill-. Translate them.
- •Translate into English the words in brackets.
- •Give adequate Russian equivalents of the italicized words.
- •Read and translate the following text. The main reasons of electrical traumatism and means of protection against it.
- •Vocabulary
- •6. Complete the table choosing the right words in each column.
- •7. Translate into English.
- •Grammar exercises.
- •1. Прочитайте, переведите предложения на русский язык, определите формы герундия.
- •2. Поставьте данные глаголы во все формы герундия.
- •3. Поставьте глаголы в скобках в форму Active или Passive.
- •4. Выберите соответствующую форму герундия.
- •Lesson 2.
- •Find the equivalents of following word combinations.
- •Complete the sentences with words given in previous exercise.
- •Translate into Russian. Make up your own sentences with these word combinations.
- •Give adequate Russian equivalents of the italicized words.
- •Read and translate the text. Some rules for safe practice and avoiding electric shocks.
- •7. Make sure you have properly understood the meaning of the text:
- •8. Translate into English.
- •9. Translate the sentences into Russian.
- •Grammar exercises.
- •1. Поставьте следующие глаголы во все формы герундия.
- •2. Прочитайте, переведите и сравните.
- •3. Поставьте глаголы в активной или пассивной форме герундия.
- •4. Сопоставьте части предложений.
- •5. Определите форму герундия и переведите предложения на русский язык.
- •Homereading. First aid for electric shock.
- •Vocabulary:
- •Определите правильное окончание предложений.
- •2. Ответьте на вопросы.
- •3. Выберите соответствующий предлог из предложенных.
- •4. Восстановите отрывок из текста, вставив пропущенные слова.
- •5. Расскажите наизусть три правила, которые надо выполнять, оказывая помощь при поражении электрическим током.
- •6. Переведите на английский язык.
- •1. Find the equivalents of following word combinations.
- •2. Complete the sentences with words given in previous exercise and translate them into Russian
- •3. What part of speech do the given words belong to: noun, verb, preposition, adjective, adverb, conjunction, cardinal numeral.
- •Give adequate Russian equivalents of the italicized words.
- •5. Read and translate the text.
- •Vocabulary.
- •6. Answer the questions.
- •7. Complete word combinations.
- •8. Complete the sentences.
- •9. Make up the sentences putting the words in right order.
- •10. Translate into English.
- •Grammar exercises.
- •1. Переведите предложения, содержащие герундий (в форме Indefinite Active) в роли подлежащего. Помните, что после герундия может использоваться прямое дополнение (без предлога!)
- •2. Переведите предложения, в которых герундий играет роль смысловой части сказуемого.
- •3. Переведите на английский, используя словосочетания worth(while) – стоит, cannot help – нельзя не, no use – нет смысла, после которых используется герундий.
- •Lesson 5. Main Switchboard.
- •Find the equivalents of following word combinations.
- •Insert some of word combinations of ex. 1 into the following sentences.
- •Find the international words in text.
- •Give adequate Russian equivalents of the italicized words.
- •Read and translate the text.
- •Answer the questions.
- •Complete word combinations consulting the text, translate them into Russian.
- •Make up the sentences.
- •Speak about:
- •Translate into English.
- •Grammar exercises.
- •1. Восстановите предложения, поставив данные глаголы в форму герундия.
- •2. Поставьте глаголы в активную или пассивную форму герундия.
- •4. Переведите предложения, выделяя герундий в роли обстоятельства. Особое внимание уделяйте предлогам.
- •Переведите предложения, определите функции подлежащего, определения и обстоятельства.
- •Lesson 6. Motor Controls.
- •Find the equivalents of following word combinations.
- •Insert some of word combinations of ex. 1 into the following sentences.
- •Name the antonyms for following words.
- •Give adequate Russian equivalents of the italicized words.
- •Read and translate the text.
- •Vocabulary
- •Answer the questions.
- •Complete the sentences inserting the missing words.
- •Speak about:
- •Translate into English.
- •Grammar exercises.
- •1. Переведите следующие предложения, обращая внимание на предлоги, стоящие перед герундием:
- •2. Переведите предложения, в которых дополнение выражено герундием.
- •4. Переведите на английский язык.
- •Lesson 7. Ship's Auxiliary Services.
- •Find the equivalents of following word combinations.
- •Insert some of word combinations of ex. 1 into the following sentences.
- •Make up words using the following suffixes and translate them.
- •Give adequate Russian equivalents of the italicized words.
- •Read and translate the text.
- •Vocabulary.
- •Translate the sentences.
- •Complete the word combinations. Translate them into Russian.
- •Insert the missing words:
- •Translate into English.
- •Speak about:
- •Grammar exercises.
- •Определите функции герундия и переведите предложения на русский язык.
- •Homereading. Magnets. Magnetism.
- •Vocabulary.
- •Exercises.
- •Answer the questions.
- •Complete the sentences.
- •Restore the sentences.
- •Choose the correct word corresponding the content of the sentence.
- •Correspond the term and its explanation.
- •Translate into English.
- •Unit 3. Elementary concepts of Rotating Machines. Lesson 9-11.
- •Find the equivalents of following word combinations.
- •Complete the sentences with words given in previous exercise and translate them into Russian.
- •Write down from the text 5 words corresponding to one of following parts of speech. Complete the table.
- •Give adequate Russian equivalents of the italicized words.
- •Read and translate the text.
- •Vocabulary.
- •5. Answer the questions.
- •6. Translate word combinations in brackets into English.
- •7. Complete the sentences with given words.
- •8. Explain the meaning of the following terms in English.
- •8. Speak about:
- •9. Translate into English.
- •Grammar exercises.
- •2. Образуйте герундиальный оборот.
- •3. Перефразируйте предложения, используя герундиальный оборот.
- •5. Переведите на английский язык.
- •Unit 4. Dc machines constructing parts. Lessons 12-14.
- •1. Find the equivalents of following word combinations.
- •2. Complete the sentences with words given in previous exercise and translate them into Russian.
- •3. Translate into Russian the following word chains with the same root and explain the means of their formation.
- •4. Give adequate Russian equivalents of the italicized words.
- •5. Read and translate the text.
- •Vocabulary. Grooves - канавки
- •Answer the questions.
- •What do we call:
- •Check your comprehension of the text by answering the following multiple-choice questions:
- •A. The rotating part of the dc generator
- •B. Converter
- •Translate into English.
- •9. Speak about:
- •Grammar exercises.
- •1. Расположите по порядку:
- •2. Расположите по порядку:
- •3. Переведите предложения, определяя, какой частью речи является ing-форма: герундием, отглагольным существительным или причастием.
- •Vocabulary.
- •Translate into English.
- •Find the answers to the questions.
- •Write down what of these features of a generator and an electric motor are common, what features belong to the generator and what features belong to the electric motor.
- •Translate into English.
- •Unit 5. Dc generator characteristics. Lesson 1-2.
- •Find the equivalents of following word combinations.
- •Complete the sentences with words given in previous exercise and translate them into Russian.
- •Give adequate Russian equivalents of the italicized words.
- •Read and translate the text.
- •Vocabulary.
- •Answer the questions.
- •What do we call:
- •Read and the following text.
- •Translate into English.
- •Speak about:
- •Grammar exercises.
- •Read and translate the sentences with subject clause.
- •Read and translate the sentences with predicative clause.
- •Unit 6. Dc motor characteristics. Lessons 3-4.
- •Find the equivalents of following word combinations.
- •Complete the sentences with words given in previous exercise and translate them into Russian.
- •Give adequate Russian equivalents of the italicized words.
- •Read and translate the text.
- •Torque vs. Armature current
- •2. Comparing torque of cumulative compound 3. Compare speed of cumulative compound
- •Comparison of torque and speed characteristics
- •Motor torque characteristics Motor speed characteristics
- •Vocabulary.
- •5. Answer the following questions:
- •6. Check your comprehension of the text by answering the following multi-choice questions:
- •Translate into English.
- •Speak about:
- •Grammar exercises.
- •Read and translate the following sentences. Define the object clauses.
- •Unit 7. Alternators. Lesson 6.
- •1. Find the equivalents of following word combinations.
- •Complete the sentences with words given in previous exercise and translate them into Russian.
- •Give adequate Russian equivalents of the italicized words.
- •Read and translate the following text.
- •1 Gramme-ring single-phase armature 2 Gramme-ring three-phase armature
- •Vocabulary
- •Make up word combinations. Translate them and find them in the text.
- •Check your comprehension of the text by finding the right variant of questions:
- •Translate into English.
- •Grammar exercises.
- •1. Переведите предложения, определите придаточные определительные.
- •Lesson 7-8.
- •1. Find the equivalents of following word combinations.
- •2. Complete the sentences with words given in previous exercise and translate them into Russian.
- •3. Give adequate Russian equivalents of the italicized words.
- •4. Read and translate the text.
- •Vocabulary.
- •5. Answer the questions.
- •6. Never looking into the text try to complete the following sentences:
- •7. Listen to the texts one more time and check your comprehension of the texts by answering the following multi-choice questions:
- •8. Speak about:
- •Grammar exercises.
- •1. Read and translate the adverbial clause of time.
- •2. Read and translate the adverbial clause of place.
- •3. Define the adverbial clauses: of place or of time.
- •Unit 8. Synchronous machines. Lesson 10.
- •1. Find the equivalents of following word combinations.
- •2. Complete the sentences with words given in previous exercise and translate them into Russian.
- •3. Give adequate Russian equivalents of the italicized words.
- •4. Read and translate the text.
- •1 Synchronous-motor-rotor pole
- •Vocabulary.
- •5. Answer the questions.
- •6. Never looking into the text try to complete the following sentences:
- •7. Translate into English.
- •Speak about:
- •Grammar exercises.
- •Read and translate the sentences with adverbial clause of reason.
- •2. Read and translate the sentences with adverbial clause of purpose.
- •3. Define sentences with clause of reason and clause of purpose.
- •Lesson 11.
- •Find the equivalents of following word combinations.
- •Complete the sentences with words given in previous exercise and translate them into Russian.
- •Give adequate Russian equivalents of the italicized words.
- •Read and translate the text.
- •Vocabulary
- •Answer the questions.
- •Complete the sentences while translating word combinations into English.
- •Check your comprehension of the text by finding the right variant of questions:
- •Translate into English.
- •Speak about:
- •Grammar exercises.
- •Read and translate the sentences with the adverbial clause of condition.
- •Read and translate the sentences with the clause of manner.
- •Define the sentences with the clauses of condition and manner.
- •Lesson 12.
- •Find the equivalents of following word combinations.
- •Complete the sentences with words given in previous exercise and translate them into Russian.
- •Give adequate Russian equivalents of the italicized words.
- •Read and translate the text.
- •Vocabulary.
- •Answer the questions.
- •Fill in the missing words:
- •Translate into English.
- •Speak about constructional features of synchronous machines. Grammar exercises.
- •Read and translate the sentences with the adverbial of comparison.
- •Read and translate the sentences with the adverbial of concession.
- •Define the sentences with the adverbials of comparison and concession.
- •Unit 9. Troubleshooting and repair. Lesson 13.
- •1. Find the equivalents of following word combinations.
- •2. Complete the sentences with words given in previous exercise and translate them into Russian.
- •3. Read and translate the text.
- •Instrument Use.
- •Vocabulary.
- •4. Answer the questions.
- •5. Fill in the blanks with proper words and phrases.
- •6. Check your comprehension by answering the following multi-choice questions:
- •7. Translate into English.
- •8. Speak about:
- •Lesson 14. Motor Troubleshooting.
- •Translate this table into Russian in writing.
- •Match symptoms with probable faults. Try not to use the table.
- •Read and translate the text.
- •Testing
- •Repairs
- •Translate into English.
- •Read and translate the table in writing.
- •Match symptoms with probable faults. Try not to use the table.
- •Read and translate the text
- •Answer the questions.
- •9. Fill in the blanks with proper words and phrases:
- •10. Speak about:
- •11. Below you will find multiple choice questions on the troubleshooting and repair. By answering them you will be able to check your knowledge on the topic.
- •Homereading.
- •Translate into Russian.
- •Translate into Russian.
- •Vocabulary.
- •Find the answers to the questions of the left column.
- •Complete the sentences.
- •Fill in the gabs with the missing words.
- •Приложение.
- •1. Герундий
- •3. Типы придаточных предложений в английском языке
- •Лексический минимум.
- •I семестр.
- •II семестр.
- •Использованная литература.
3. Переведите предложения, определяя, какой частью речи является ing-форма: герундием, отглагольным существительным или причастием.
A
1. Every new idea is immediately taken up and developed further, forming the initial point of an avalanche-like process. 2. It has been shown that there is a distortion of the crystal lattice, accompanying the charge-ordered state. 3. What is worth doing is worth doing well. 4. At this stage innovation becomes a group and not an individual activity, involving both a sophisticated body of information and a sophisticated technology. 5. Soon Pierre Curie joined Marie Curie in her search for the "mysterious" substance, giving up his own research. 6. It is no good stressing a paradox if your wish to excite curiosity of the audience unprepared for the lecture. 7. In 1913 Bohr proposed the solar theory of the atom, giving rise to still greater activity in both theoretical and experimental nuclear physics. 8. The editor could not help detecting many errors both of fact and of thinking. 8. Are these prognoses really worth making? 10. To find out more about the space scientists sent little moons, or satellites, circling in orbits above the Earth. 11. Space research requires solving many problems. 12. Defects in the system delayed launching the missile.
B
1. Everything must have a beginning. 2. The proof of the pudding is in eating. 3. Wisdom denotes the pursuing of the best end by the best means (F. Hutcheson). 4. Swallow all your learning in the morning, but digest it in company in the evening. (Ph. Chesterfield). 5. By that definition we mean the following. 6. We obtained these values in terms of the following formula. 7. The problem, however, is in not dividing the structure finely enough. 8. Before starting the engine it is necessary to test the piping for leakage (утечка). 9. The boy playing in the garden is my son. 10. Fortran became a widely accepted programming language for the coding of mathematical applications. 11. The matters related to machine ratings, insulation, and allowable temperature rise, as well as the determination of losses, are subjects of standardization by professional organizations. 12. Losses are on inevitable part of any energy-transforming device. 13. The efficiency of electric machine is most commonly determined by the measurement of losses instead of by directly measuring the input and output under load conditions. 14. Many of the definitions and methods of measuring losses and of specifying efficiencies as well as other performance characteristics are standardized by various national and international professional agencies. 15. Besides affecting the efficiency and hence the operating cost of the machine, the losses determine the heating of the machine and consequently the rating of power output that can be obtained from a machine without overheating and causing deterioration of insulation over a reasonable period. 16. Also, the current components for supplying the losses and the associated voltage drops affect regulation and other performance characteristics of a machine. 17. The effect of the brush-contact resistance in dc machines is conventionally taken into account by assuming a full-load drop of 2 volts in series with the armature circuit.
Homereading.
DC Machines.
MECHANICAL ENERGY FROM ELECTRICITY In the last chapter, the generator was described as a device used to change MECHANICAL ENERGY into electricity. In this chapter, the motor is described as a mechanism that changes the ELECTRICITY back into MECHANICAL ENERGY. Radiomen do not have many contacts with motors, other than by pressing a button to start or stop them. But every man in the radio rates should know and understand the principles of electric motors. The MOTOR-GENERATOR sets that power the large transmitters use an ELECTRIC MOTOR to drive one or two GENERATORS, depending upon the model of transmitter. The motors take their power from the 110-, 220-, or 440- volt ship's supply, and the GENERATOR delivers several voltages-both a.c. and d.c.-to the transmitter. Your ship's real source of power is the oil in the tanks. |
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In the boilers, burning oil changes water to steam. The steam drives a turbine, and the turbine turns the ship's generators. The emf from the generators runs the motor of the transmitter's MOTOR-GENERATOR set-and the generator changes the motor's MECHANICAL energy back into the ELECTRICAL energy to operate the transmitter. |
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Figure 5.-Action of a conductor in a magnetic field. |
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The ACTION of a motor is based upon the old, familiar law-UNLIKE POLES ATTRACT, and LIKE POLES REPEL. To review the laws, look at figure 5. A conductor is hung in a position that will permit it to swing freely either in or out of the horse shoe magnet. Two dry cells are connected to the wire through a double-pole, double-throw switch. The switch is so connected that by throwing the switch from one set of contacts to the other the current through the conductor is reversed. Closing the switch in one direction causes the CONDUCTOR to move INTO the magnet. And throwing the switch in the opposite direction causes the conductor to move OUT. |
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The conductor's movement is caused by the COMBINED ACTION of TWO MAGNETIC FIELDS-the field around the conductor and the field of the horse shoe magnet. |
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Figure 6.-Motor action. |
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In the bottom drawing of figure 6A, the conductor's field and the flux of the field coil combine to CANCEL each other at the BOTTOM and ADD to each other at the TOP. This leaves a GREATER FORCE tending to move the conductor DOWN than up-and the conductor will move DOWN. In figure 6B, the current is flowing in the opposite direction, and the effect of the field is reversed. The two fields CANCEL ON TOP and ADD on the bottom, so the conductor moves UP. |
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The action of a conductor in a magnetic field is known by many different names, but the term "motor action" is as good as any.
PARTS OF D.C. MOTOR The essential parts of a d.c. motor are similar to those of a generator. Look at figure 7. The four main parts are-STATOR, ARMATURE, COMMUTATOR, and BRUSHES. A battery attached to the brushes provides the energy to drive the motor. The differences between a d.c. motor and a generator are usually only in the manner of mounting the brushes and connecting the windings. Actually, some d.c. motors may be used as d.c. generators without any change at all. |
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Figure 7.-Parts of an electric motor. |
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segment to the other, and the direction of the current in the loop will be reversed. The black leg will now move UP and the white leg DOWN.
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Compare the structure and function of a generator to an electric motor
Electric motors and generators have several structural features in common. Each consists of a stator that provides a magnetic field and a rotor that rotates within the magnetic field. In both motors and generators the magnetic field may be supplied either by permanent magnets or by electromagnets. The rotor in both an electric motor and a generator consists of coils of wire wound on a laminated iron armature and connected through brushes to an external circuit.
An electric motor and a DC generator are similar in that their rotor coils are connected to the external circuit through a split-ring commutator. An AC generator is different as its rotor coils are connected to the external circuit through slip rings. An AC induction motor is different from a generator as its rotor coils are not connected to an external circuit and its field is always supplied by electromagnets.
The function of an electric motor is the reverse of the function of a generator. An electric motor converts electrical energy into mechanical (usually rotational) energy. A generator converts mechanical (usually rotational) energy into electrical energy. A motor rotates when current is supplied while a generator supplies current when rotor is made to rotate. It is possible to have a DC motor act as a generator by providing the energy to rotate the armature containing the coils.
