- •(Введение) научно - методическое обоснование
- •Содержание и структура курса
- •(Методические рекомендации)
- •Engineering in our life Part I
- •2. Translate the following sentences into Russian:
- •3. Read the following headlines (a, b, c and d). What do you think each paragraph will be about?
- •4. Read the following text and match the headings (a, b, c and d) from ex.3 to its parts (1, 2, 3 and 4):
- •5. Read the text again and decide if the sentences (1, 2, 3 and 4) are true (t) or false (f):
- •6. Read the text again and match the highlighted words with the meanings (1, 2, 3 … 8)
- •7. Read the text again and find the English equivalents to the following expressions:
- •8. Match the following words:
- •9. Match the words with their definitions.
- •10. Find the 5 steps of the process of solving problems. The words may be written horizontally, vertically, diagonally:
- •11. Order the steps of solving problems:
- •12. Translate the following sentences into Russian. Translate the idea, not a word for word:
- •13. Read the following text and fill in the gaps with suitable words:
- •Check the knowledge of active vocabulary from this module with the help of
- •Part II
- •History of engineering.
- •What is engineering?
- •Now answer the following questions about the text:
- •Problem-solving process
- •Part III (… адрес интернет-странички с видеороликами…)
- •1. Being an engineer
- •2. What is engineering?
- •3. What is engineering ? (a real video lecture)
- •2. Types of engineering Part I
- •1. What do engineers do? Use verbs to answer.
- •2. Read the four parts of one text (a, b, c and d) and put them into the correct order (1, 2, 3 and 4). Do not pay attention to the gaps:
- •5. Read the whole text again and put the main ideas of each passage to the correct order of passages:
- •6. Choose the best title to the whole text above:
- •7. Read the text again and find the equivalents to the following expressions:
- •8. Now answer the questions about the text above:
- •9. Match the following words:
- •10. Give synonyms to the following words:
- •11. Translate the following sentences into Russian. Translate the idea, not a word for word:
- •Check the knowledge of active vocabulary from this module with the help of
- •Part II
- •Main branches of engineering Read the following text and fill in the gaps with the following words:
- •Civil engineering Read the following text and fill in the gaps with the following words:
- •3. Mechanical engineering Read the following text and fill in the gaps with the following words:
- •4. Electrical engineering Read the following text and fill in the gaps with the following words:
- •5. Engineering and other scientific disciplines Read the following text and fill in the gaps with the following words:
- •6. Scientists and engineers Read the following text and answer the questions below:
- •Part III (… адрес интернет-странички с видеороликами…)
- •1. Civil engineering
- •2. Electrical engineering
- •3. Mechanical engineering
- •3. Making the right choice Part I
- •1. Look at the picture and answer the following questions:
- •2. Answer the following questions about yourselves. Compare your answers with a partner.
- •3. Read the following text and choose the correct answers to questions (1-3) below:
- •4. Read the text again and find the equivalents to the following expressions:
- •5. Red the text again and decide if the sentences (1-6) below are true (t) or false (f):
- •6. Complete the following definitions (1-6) below with the highlighted words in the text.
- •8. Give synonyms to the following words using the words from the module:
- •9. Guess the words from their definitions.
- •10. Translate the following sentences into Russian. Translate the idea, not a word for word:
- •11. Answer the questions (1-6) about your course and write a small text about it.
- •1. Read the following questions. Study the meaning of words that you don’t know. Think and try to answer them.
- •2. Read the following text and choose the correct answers to questions (1-3) below:
- •3. Read the text again and match the people (a – e) below with a suitable course (1- 4). One person isn’t suitable for any of the courses.
- •4. Complete the definitions (1 – 6) below with the highlighted words in the text.
- •5. Find the mistakes in spelling of the following words and correct them. Only one word is correct.
- •6. Guess the words from their definitions.
- •7. Translate the following sentences into Russian. Translate the idea, not a word for word:
- •8. Fill in the gaps in the following text with suitable words from section b of this module.
- •Check the knowledge of active vocabulary from this module with the help of
- •Part II
- •1. Why study engineering? (adapted from http://www.Science-engineering.Net)
- •International Engineering Students in the uk
- •3. Choosing a course in the uk (adapted from http://www.Science-engineering.Net) Read the following text and fill in the gaps with a suitable word from the box:
- •Part III (… адрес интернет-странички с видеороликами…)
- •1. Choosing a career
- •2. Choosing _______________ ________________ as a career
- •4. Materials and their properties Part I
- •1. Do you know the following materials? Match the materials to their definitions below:
- •2. Which is the best material for the following objects and why?
- •3. Read the information in the table below and put each heading into the correct column (a, b, or c). What is the order of materials in column “a”?
- •4. Read the information in the table from ex.3 again and find out which material (1-10) is best for:
- •5. Study the table in exercise 3 again and complete the following table.
- •6. Match the properties from the table (1-6) with their opposites below. Use your glossary or dictionary to help you.
- •7. Find as many materials in the following line as you can (11 words).
- •8. Answer the following questions.
- •9. Look at the following materials and complete the table.
- •10. What is the best material for the following things and why?
- •11. Fill in the gaps in the following sentences (1 – 12) with suitable words from the module.
- •12. Translate the following sentences into the English language. Give the idea of a sentence but not a word for word translation.
- •Check the knowledge of active vocabulary from this module with the help of
- •Part II
- •1. Materials
- •2. Materials science
- •3. Properties of materials
- •Part III (… адрес интернет-странички с видеороликами…)
- •Materials science centre - what does it do?
- •Materials science and engineering at clemson graduate school
- •Materials science and engineering at penn state (08:40)
- •5. Smart materials Part I
- •1. Read the following sentences below (1-3). What does the word ‘smart’ mean in each one (clever, fashionable, formal)?
- •2. A) Look at the title of the text. Do you think the materials are clever, fashionable, or formal?
- •3. Find in the text:
- •4. Read the text again and choose the correct answers for questions (1–4) below.
- •5. Complete the definitions (1-8) below with the highlighted words in the text.
- •6. Answer the following questions to the text:
- •7. Match the following words:
- •8. Fill in the gaps in the following sentences with a suitable word:
- •Check the knowledge of active vocabulary from this part with the help of “active vocabulary” section. Part II
- •Smart materials (1) Read the following text and fill in the gaps. Use the words given in boxes:
- •Smart materials (2)
- •Shape memory alloys (sma)
- •Part III (… адрес интернет-странички с видеороликами…)
- •Shape memory effect
- •Smart __________
- •Fashion metamorphosis (02:30) – video, inscriptions
- •Materials engineering
- •(Глоссарий)
- •G r a m m a r r e f e r e n c e (грамматический справочник) Части речи (Parts of Speech)
- •Члены предложения (Parts of Sentence)
- •Порядок слов в предложении (Word order)
- •Существительное (Noun)
- •Исчисляемые и неисчисляемые существительные (Countable and Uncountable Nouns)
- •Притяжательный падеж существительных (Possessive Case)
- •Местоимения (Pronoun)
- •Местоимения ‘some’, ‘any’, ‘no’.
- •Прилагательное (Adjective)
- •Глагол (Verb)
- •Смысловые и вспомогательные глаголы (Main verbs and auxiliary verbs)
- •Модальные глаголы (Modal verbs)
- •Глагол “to be”
- •Обороты “There is … / are / was / were / will be”
- •Времена (Tenses)
- •Present Simple (Настоящее простое)
- •Present Continuous (Настоящее продолженное)
- •Past Simple (Прошедшее простое)
- •Past Continuous (Прошедшее продолженное)
- •Present Perfect (Настоящее совершенное)
- •Past Perfect (Прошедшее совершенное)
- •3) Выражение будущности после ‘If… / before … / after … / as soon as …’
- •Система времен английского языка в активном залоге
- •Пассив (Passive)
- •Повелительное наклонение (The Imperative Mood)
- •Косвенная речь (Indirect Speech)
- •(Тексты для дополнительного чтения)
- •Engineering and art
- •Engineering and medicine / biology
- •Engineering in a social context
- •Scientists and engineers
- •Why Study Engineering? (adapted from http://www.Science-engineering.Net)
- •Careers in civil engineering
- •Professional Qualifications
- •An Incorporated Engineering (iEng) has:
- •What do Civil Engineers do? Civil engineers turn complex ideas into reality. They help make some of the most innovative structures in the uk and abroad.
- •Civil engineering offers a flexible, well-rewarded and diverse career with the chance to work and travel all over the world.
- •International opportunities
- •Job satisfaction
- •Careers in electronic engineering
- •Quality Courses
- •Careers in mechanical engineering
- •What is Mechanical Engineering?
- •Qualifications
- •Which Course / University?
- •Earnings Potential
- •Finding a job in engineering
- •Career Benefits
- •Here to help you
- •How university can benefit young people
- •Is higher education for you?
- •Ask questions! Before you choose a university! Ask yourself - and anyone else whose opinion you value - the following questions:
- •Student Life
- •Student Action Plan
- •If you are on the brink of choosing a degree course, this Action Plan will help you to make the most of your university years, even if you are not yet sure of your career.
- •1. Increase your self-awareness
- •2. Make an informed decision about what, how and where to study.
- •3. Gain relevant work experience
- •4. Develop skills for the workplace
- •5. Set aside opportunities to reflect on your learning
- •6. Use your contacts: develop the art of networking
- •7. Explore options
- •Properties of materials 1
- •Properties of materials 2
- •Computer usage in engineering
- •Types of artificial waterways
- •Modern uses
- •Cities on water
- •Choice of tunnels vs. Bridges
- •History of daMs
- •History of tunnels
- •A robotic spacecraft
- •History
- •- Telecommunication subsystem (includes radio antennas, transmitters and receivers which are used to communicate with ground stations on Earth, or with other spacecraft);
- •- Temperature control and protection from the environment subsystem (includes mirrors and sunshades for additional protection from solar heating).
- •Efficiency of bridge construction
- •History of bridges
- •The millenium bridge (kazan)
- •The usage of bridges
- •The examples of ancient architectural structures (the list of ancient architectural records)
- •1) Bridges
- •2) Columns
- •3) Dams
- •4) Domes
- •5) Fortifications (Roman military engineering)
- •6) Monoliths
- •7) Roads
- •8) Roofs
- •9) Tunnels
- •10) Vaulting
- •(Видеосюжеты для дополнительного просмотра)
- •(Ссылки на образовательные интернет-сайты)
- •S o u r c e s (список использованной литературы)
- •(Содержание)
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Computer usage in engineering
As with all modern scientific and technological inventions, computers and software play a very important role. There are a number of computer aided applications (Computer-aided technologies) specifically for engineering. Computers can be used to generate models of fundamental physical processes, which can be solved using numerical methods.
One of the most widely used tools in the profession is computer-aided design (CAD) software which enables engineers to create 3D models, 2D drawings, and schematics of their designs. CAD together with Digital mockup (DMU) and CAE software such as finite element method analysis or analytic element method allows engineers to create models of designs that can be analyzed without having to make expensive and time-consuming physical prototypes.
These allow products and components to be checked for flaws; assess fit and assembly; study ergonomics; and to analyze static and dynamic characteristics of systems such as stresses, temperatures, electromagnetic emissions, electrical currents and voltages, digital logic levels, fluid flows, and kinematics. Access and distribution of all this information is generally organized with the use of Product Data Management software.
There are also many tools to support specific engineering tasks such as Computer-aided manufacture (CAM) software to generate CNC machining instructions; Manufacturing Process Management software for production engineering; EDA for printed circuit board (PCB) and circuit schematics for electronic engineers; MRO applications for maintenance management; and AEC software for civil engineering.
In recent years the use of computer software to aid the development of goods has collectively come to be known as Product Lifecycle Management (PLM).
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CANALs
Canals are human-made channels for water. There are two types of canal:
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Aqueduct (or water conveyance) canals that are used for the conveyance and delivery of fresh water, for human consumption, agriculture, etc.
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Waterway canals that are navigable transportation canals used for carrying ships and boats loaded with goods and people, often connected to existing lakes, rivers, or oceans. Included here are inter-ocean canals such as the Suez Canal and the Panama Canal.
The word "canal" is also used for a city-canal in cities such as Venice, Amsterdam or Bangkok.
Types of artificial waterways
Canals are created in one of three ways, or a combination of the three, depending on available water and available path:
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A canal can be created where no stream presently exists. The body of the canal is either dug or the sides are created by piling dirt, stone, concrete, or other building materials. The water for the canal must be provided from an external source like other streams or reservoirs. Examples include canals that connect valleys over a higher body of land, like Canal du Midi and Canal de Briare
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A stream can be canalized to make its navigable path more predictable and easier to maneuver. Canalization modifies the stream to more safely carry traffic by controlling the flow of the stream with dredging, damming, and modifying its path. Examples include Basse Saône, Canal de Mines de Fer de la Moselle, and Aisne River.
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When a stream is too difficult to modify with canalization, a second stream can be created next to the existing stream. This is called a lateral canal. The existing stream usually acts as the water source and its banks provide a path for the new body. Examples include Canal latéral à la Loire, Garonne Lateral Canal, and Canal latéral à l'Aisne.
Smaller transportation canals can carry barges or narrowboats, while ship canals allow seagoing ships to travel to an inland port (e.g.: Manchester Ship Canal), or from one sea or ocean to another (e.g.: Caledonian Canal, Panama Canal).
At their simplest, canals consist of a trench (= a long narrow hole that is dug in the ground for water to flow along) filled with water. Depending on the stratum the canal passes through, it may be necessary to line the cut with some form of watertight material such as clay or concrete. When this is done with clay this is known as puddling.
Canals need to be level, and while small irregularities in the lie of the land can be dealt with through cuttings and embankments, for larger deviations, other approaches have been adopted. The most common is the pound lock which consists of a chamber within which the water level can be raised or lowered connecting either two pieces of canal at a different level or the canal with a river or the sea. When there is a hill to be climbed, flights of many locks in short succession may be used.
Prior to the development of the pound lock in 984AD in China by Chhaio Wei-Yo and later in Europe in the 15th century, either flash locks consisting of a single gate were used or ramps, sometimes equipped with rollers, were used to change level. Flash locks were only practical where there was plenty of water available.
Locks use a lot of water, so builders have adopted other approaches. These include boat lifts, such as the Falkirk wheel, which use a caisson of water in which boats float while being moved between two levels; and inclined planes where a caisson is hauled up a steep railway.
To cross a stream or road, the solution is usually to bridge with an aqueduct. To cross a wide valley (where the journey delay caused by a flight of locks at either side would be unacceptable) the centre of the valley can be spanned by an aqueduct - a famous example in Wales is the Pontcysyllte aqueduct across the valley of the River Dee.
Another option for dealing with hills is to tunnel through them. An example of this approach is the Harecastle Tunnel on the Trent and Mersey Canal. Tunnels are only practical for smaller canals.
Some canals attempted to keep changes in level down to a minimum. These canals known as contour canals would take longer winding routes, along which the land was a uniform altitude. Other generally later canals took more direct routes requiring the use of various methods to deal with the change in level.
Canals have various features to tackle the problem of water supply. In some cases such as the Suez Canal the canal is simply open to the sea. Where the canal is not at sea level a number of approaches have been adopted. Taking water from existing rivers or springs was an option in some cases, sometimes supplemented by other methods to deal with seasonal variations in flow. Where such sources were unavailable, reservoirs, either separate from the canal, or built into its course, and back pumping was used to provide the required water. In other cases water pumped from mines was used to feed the canal.
Where large amounts of goods are loaded or unloaded such as at the end of a canal a canal basin may be built. This would normally be a section of water wider than the general canal. In some cases the canal basins contain wharfs and cranes to assist with movement of goods.
When a section of the canal needs to be sealed off so it can be drained for maintenance stop planks are frequently used. These consist of planks of wood placed across the canal to form a dam. They are generally placed in pre existing grooves in the canal bank.
The oldest known canals were irrigation canals, built in Mesopotamia circa 4000 BC, in what is now modern day Iraq and Syria. The Indus Valley Civilization in Pakistan and North India (circa 2600 BC) had sophisticated irrigation and storage systems developed, including the reservoirs built at Girnar in 3000 BC. In Egypt, canals date back at least to the time of Pepi I Meryre (reigned 2332–2283 BC), who ordered a canal built to bypass the cataract on the Nile near Aswan.
In ancient China, large canals for river transport were established as far back as the Warring States (481-221 BC), the longest one of that period being the Hong Gou (Canal of the Wild Geese), which according to the ancient historian Sima Qian connected the old states of Song, Zhang, Chen, Cai, Cao, and Wei. By far the longest canal was the Grand Canal of China, still the longest canal in the world today. It is 1,794 kilometres (1,115 mi) long and was built to carry the Emperor Yang Guang between Beijing and Hangzhou. The project began in 605 and was completed in 609, although much of the work combined older canals, the oldest section of the canal existing since at least 486 BC. Even in its narrowest urban sections it is rarely less than 30 metres (98 ft) wide.
In the Middle Ages, water transport was cheaper and faster than transport overland. This was because roads were unpaved and in poor condition and greater amounts could be transported by ship. The first artificial canal in Christian Europe was the Fossa Carolina built at the end of the 8th Century under personal supervision of Charlemagne. More lasting and of more economic impact were canals like the Naviglio Grande built between 1127 and 1257, the most important of the lombard “navigli”, Later, canals were built in the Netherlands and Flanders to drain the polders and assist the transportation of goods.
Canal building was revived in this age because of commercial expansion from the 12th century AD. River navigations were improved progressively by the use of single, or flash locks. Taking boats through these used large amounts of water leading to conflicts with watermill owners and to correct this, the pound or chamber lock first appeared, in 10th century AD in China and in Europe in 1373 in Vreeswijk, Netherlands.[6] Another important development was the mitre gate which was probably introduced in Italy by Bertola da Novate in the sixteenth century. This allowed wider gates and also removed the height restriction of guillotine locks.
To break out of the limitations caused by river valleys, the first summit level canals were developed with the Grand Canal of China in 581-617 AD whilst in Europe the first, also using single locks, was the Stecknitz Canal in Germany in 1398. The first to use pound locks was the Briare Canal connecting the Loire and Seine (1642), followed by the more ambitious Canal du Midi (1683) connecting the Atlantic to the Mediterranean. This included a staircase of 8 locks at Béziers, a 157 metres (515 ft) tunnel and three major aqueducts.
Canal building progressed steadily in Germany in the 17th and 18th centuries with three great rivers, the Elbe, Oder and Weser being linked by canals. In post-Roman Britain, the first canal built appears to have been the Exeter Canal, which opened in 1563. The oldest canal built for industrial purposes in North America is Mother Brook in Dedham, MA. It was constructed in 1639 to provide water power for mills. In Russia, the Volga-Baltic Waterway, a nationwide canal system connecting the Baltic and Caspian seas via the Neva and Volga rivers, was opened in 1718.