10 - Ingles Técnico Electrónico

270832117 INGLÉS TÉCNICO ELECTRÓNICO
Guía Didáctica de la asignatura
270832117
INGLÉS TÉCNICO
ELECTRÓNICO
CURSO 2008 - 2009
(Curso 2008-2009)
Elaborada por:
Alejandro F. López de Vergara Méndez (aflopez@ull.es)
María José Chivite de León (mchivite@ull.es)
Pedro J. Domínguez Caballero de Rodas (pdcrodas@ull.es)
María Jesús Llarena Ascanio (mllarena@ull.es)
Campus de Guajara, s/n – 38071 La Laguna – Tenerife (España)

Tel.: +34 922 317 619 – Fax: +34 922 317 611 – webpages.ull.es/users/filina – filina@ull.es -1-
CURSO 2008 - 2009
© 2008 Alejandro F. López de Vergara Méndez

María José Chivite de León
Pedro J. Domínguez Caballero de Rodas
María Jesús Llarena Ascanio
Universidad de La Laguna – Departamento de Filología Inglesa y Alemana

Campus de Guajara, s/n – 38071 La Laguna (Tenerife, España)
USO INTERNO

-2- Tel.: +34 922 317 619 – Fax: +34 922 317 611 – webpages.ull.es/users/filina – filina@ull.es
Contents Page
• Programa de la asignatura……………………………………………………. 5
• Bibliografía……………………………………………………………………… 7
• Calendario Académico 2008-2009 (Segundo cuatrimestre)………………. 9
• Distribución temporal………………………………………………………….. 10
• Normas de la asignatura……………………………………………………. 13
• English Grammar Placement Test…………………………………………… 16
• For Future Reference………………………………………………………….. 18
• Unit 1. Why I am not an Electronics Engineer……………………………. 19
• Unit 2. Hot Optics, Cooling Electronics……………………………………… 23
• Unit 3. Panasonic – Bagless Vacuum Cleaner (I)………………………….. 28
• Unit 4. Reliable Wireless Networks for Critical Infrastructure……………... 31
• Unit 5. Let’s Get Small: The Shrinking World of Microelectronics……… 39
• Unit 6. Data Logger, Temperature / Humidity Loggers and Sensors…….. 47
CURSO 2008 - 2009
• Unit 7. Power Electronic Systems……………………………………………. 53

• Unit 8. Flush Mounting Installation…………………………………………… 57
• Unit 9. Panasonic – Bagless Vacuum Cleaner (II)……………………….. 61
• Unit 10. How to Succeed in a Job Interview………………………………… 67
• Unit 11. Five Grammatical Errors that Make You Look Dumb……………. 73
• Unit 12. Feasibility Study – Why needed before programming…………… 77
• Oral Presentations……………………………………………………………... 81
• Annexes…………………………………………………………………………. 83
• English Grammar Placement Test–Answer Key…………………………… 85
• Tools: building work……………………………………………………………. 87
• Basic concepts: Associations between graphic symbols………………….. 89
• Ernest Hemingway’s Top 5 Tips for Writing Well………………………… 91
• Five Simple Ways to Open your Blog Post with a Bang…………………… 93
• An Example of a Traditional Résumé………………………………………... 94
• An Example of a Target Résumé………...………………………………... 95
• An Example of a Skills Résumé……………….……………………………... 96
• Modelo de Examen………………………………………………………….. 97

CURSO 2008 - 2009

PROGRAMA DE LA ASIGNATURA
Asignatura
270832117 – Inglés Técnico Electrónico
Curso: Segundo de Ingeniería Técnica Industrial en Electrónica Industrial
Tipo de asignatura: Obligatoria
Cuatrimestre: Segundo
Créditos Teóricos: 3,0
Créditos Prácticos: 3,0
Docencia / Profesorado
Departamento y Datos del Profesorado Teléfono Correo electrónico
Departamento de Filología Inglesa y Alemana 922 317 619 filina@ull.es
Domínguez Caballero de Rodas, Pedro 922 317 656 pdcordas@ull.es
Llarena Ascanio, María Jesús 922 317 234 mllarena@ull.es
Tutorías LUN MAR MIE JUE VIE

09:30 09:30 10:30
Domínguez Caballero de Rodas, Pedro 12:30 12:30 11:30
17:00
Llarena Ascanio, María Jesús 20:00
DOCENCIA LUN MAR MIE JUE VIE

TEORÍA
15:00 – 16:00 15:00 – 16:00
CURSO 2008 - 2009
(Aula 12)
08.00 – 10.00
PRÁCTICAS
10:00 – 12:00
(Aula Turing)
12:00 – 14:00
Propósito:
Introducción al inglés técnico-científico escrito empleado en el campo de la Electrónica. Adquisición de
vocabulario básico especializado. Familiarizarse con los tipos de textos y discursos científicos más
comunes.
Requisitos:
Nivel de inglés: Intermedio / Avanzado (500 horas / 5 años de instrucción), equivalente al Nivel
B2 (Avanzado) del Marco común europeo de referencia para las lenguas.
Evaluación:
Criterios de Evaluación y Corrección: mediante participación y prueba de evaluación final
que combine: LECTURA COMPRENSIVA (25 %), GRAMÁTICA (30%), EXPRESIÓN ESCRITA
(25 %) Y PRÁCTICAS DE LABORATORIO (20%)
Tipo de pruebas teóricas o prácticas a superar: Exposición oral sobre un tema dado,
utilizando recursos multimedia durante 30 minutos (incluido tiempo para debate). En su defecto,
examen escrito que combine los anteriores parámetros.
Temario:
Tema 1: Language level test. Introducing oneself. Metasearching for reference.

Introductory section: English Grammar Placement Test. Teoría: English Language
level test. Práctica: 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. Teoría: Reading &
selective search techniques: skimming and scanning. Grammar review. Patterns of

cohesion. Práctica: 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. Teoría:
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. Práctica: Special summary techniques: Outline. Abstract (informative,
descriptive, evaluative). The Index/Key Words. Précis. Report. Developing skills.
Tema 4: Describing features. Vocabulary in Technical English.

Introductory section: Panasonic – Bagless Vacuum Cleaner (I). Teoría: 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. Práctica: Developing skills.
Tema 5: Definition in technical English.

Introductory section: Reliable Wireless Networks for Critical Infrastructure. Teoría:
Grammar review: Patterns of technical descriptions. Temporal clauses. Reduced
temporal clauses. Práctica: Developing skills
Tema 6: Uses and Purposes. Description in Technical English.

Introductory section: Let's Get Small: The Shrinking World of Microelectronics Teoría:
Grammar review. Utility and finality. Movement. Functions and purposes. Patterns of
CURSO 2008 - 2009

technical descriptions. Temporal clauses. Reduced temporal clauses. Práctica:
Developing skills.
Tema 7: Classification in technical English.

Introductory section: Data Logger, Temperature/Humidity Loggers, and
Sensors. Teoría: Grammar review. Expressing technical classifications.
Práctica: Materials and properties. Comparison. Describing though comparison.
Developing skills.
Tema 8: Qualifying and comparing. Cause-effect relationships.

Introductory section: Power Electronics. Teoría: Grammar review: Expressing cause-
effect relationships. Patterns of means and end/purpose. Patterns of reason and result.
Práctica: Comparatives. Developing skills.
Tema 9: Describing technical processes. Hypothesis and conditions.

Introductory section: Flush mounting installation. Masonry work and installation: basic
procedures. Teoría: Grammar review: Patterns of condition. Other ways of expressing
condition. Writing basic and complex instructions. Práctica: 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). Teoría: Grammar
review: Use of hedges. The modals will, can/could, and may/might. The modals must,
have to, should, ought to and need. Práctica: 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. Teoría: Application forms,
résumés and CVs. The Europass model. Grammar review: Conversations, meetings
and interviews. Práctica: Miscellaneous writing. Developing skills

Tema 12: Miscellaneous writing. Basic commercial correspondence.

Introductory section: Five Grammatical Errors That Make You Look Dumb. Teoría:
Grammar review. How to organize contents in a letter. Style and audience. Práctica:
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. Teoría:
Grammar review: Oral presentations. Classification. Visual-verbal relationship.
Practising classifications. Práctica: A viability study or feasibility report. Developing
skills
Tema 14: Revisión General. Exposiciones Orales (I)

Teoría: Repaso Práctica: Preparación exposiciones orales. Última fase.
Tema 15: Exposiciones Orales (II)

Teoría: Repaso Práctica: Exposiciones orales.
Bibliografía:
DICCIONARIOS
AMOS, S.W. 1985 (3ª). Diccionario de electrónica. Español-Inglés / Inglés-Español. Madrid:
Paraninfo.
BEIGBEDER ATIENZA, F. 1988. Nuevo diccionario politécnico de las lenguas española e
CURSO 2008 - 2009
inglesa.Vol.I: Inglés-Español. Madrid: Ediciones Díaz de Santos, S. A.

BEIGBEDER ATIENZA, F. 1988. Nuevo diccionario politécnico de las lenguas española e
inglesa. Vol. II: Español-Inglés. Madrid: Ediciones Díaz de Santos, S. A.
GARCÍA DE LA CUESTA, J. 2003. Aviation terminology. Terminología Aeronáutica. Madrid:
Ediciones Díaz de Santos, S. A.
LONGMAN. 1995 (1978). Longman Dictionary of Contemporary English (New Edition). London:
LONGMAN.
McDERMOTT, A., GOLDSMITH, P., PÉREZ, M.A. (eds.). 1996. Diccionario OXFORD
AVANZADO para estudiantes de inglés (español-inglés, inglés-español). Oxford:
Oxford University Press.
MENNIG, V.G. 2000. Diccionario de Internet e Intranets. Barcelona: Salvat Editores.
PFAFFENBERGER, B. 1996 (6ª ed.). QUE'S Diccionario para usuarios de computadoras e
Internet. México: Prentice-Hall Hispanoamericana.
GRAMÁTICAS
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.
SÁNCHEZ BENEDITO, F. 1995 (7ª ed.) Gramática 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

AGUADO PIÑERO, R., C. PÉREZ-LLANTADA AURÍA, L. GABÁS ARIÑO, S. MURILLO

ORNAT. 2000. The Technical Eye. An English course in technical engineering.
Zaragoza: Mira Editores
ÁLVAREZ 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.
PÉREZ-LLANTADA, C. et al. 2000. Link! Interactive: A course in English for Science and
Technology. Zaragoza: ICE UniZar.
PÉREZ-LLANTADA, CARMEN & AGUADO, ROCÍO. 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 VARÓ, E. 2000. El inglés profesional y académico. Madrid: Alianza Editorial.
ASHLEY, A. 1992 (1984). A Handbook of Commercial Correspondence. Oxford: Oxford
CURSO 2008 - 2009

University Press.
DUDENEY, G. 2000. The Internet and the Language Classroom. A practical guide for teachers.
Cambridge: Cambridge University Press
FORTANET GÓMEZ, I. (coordinadora). 2002. Cómo escribir un artículo de investigación en
inglés. Madrid: Alianza Editorial.
LÓPEZ DE VERGARA M., A.F. 2004. English for Researchers en C. Rodríguez León et al.
Introducción a las Herramientas informáticas Unix para el Desarrollo de la
Investigación. La Laguna: Servicio de Publicaciones de la ULL
LÓPEZ DE VERGARA M., A.F. 2007. Using the Internet as A Huge Language Learning
Resource Tool en Ana Bocanegra, Mª del Carmen Lario de Oñate & Elena López
Torres (Eds.) English for Specific Purposes: Studies for Classroom Development and
Implementation. Cádiz: Servicio de Publicaciones de la UCA
NORMAN, G. 1999. Cómo escribir un artículo científico en inglés. Madrid: Editorial Hélice
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 l’Europe (Traducción española del Instituto Cervantes. 2002. Marco común
europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación.
http://cvc.cervantes.es/obref/marco/cvc_mer.pdf [19/02/2008])
WINTHROW, J. 1987. Effective Writing. Cambridge: Cambridge University Press.

Curso 2008-2009 – II CUATRIMESTRE
Lu Ma Mi Ju Vi Sa Do Sem.
1
Febrero 2 3 4 5 6 7 8
9 10 11 12 13 14 15 1 Primer cuatrimestre
16 17 18 19 20 21 22 2 Segundo Cuatrimestre
23 24 25 26 27 28 1 3 Entrega de Actas
Marzo 2 3 4 5 6 7 8 4 Periodo lectivo sin docencia
9 10 11 12 13 14 15 5 Vacaciones
16 17 18 19 20 21 22 6 Días Festivos
23 24 25 26 27 28 29 7 Convocatorias de Examen
30 31 1 2 3 4 5 8
Abril 6 7 8 9 10 11 12
13 14 15 16 17 18 19 9
20 21 22 23 24 25 26 10 Días no lectivos
27 28 29 30 1 2 3 11 1 noviembre: Todos los Santos
Mayo 4 5 6 7 8 9 10 12 6 diciembre: Día de la Constitución Española
11 12 13 16 15 16 17 13 8 diciembre: Inmaculada Concepción
CURSO 2008 - 2009
18 19 20 21 22 23 24 14 24 diciembre-6 enero: Navidades

25 26 27 28 29 30 31 15 2 febrero: La Candelaria (Patrona de Tenerife)
Junio 1 2 3 4 5 6 7 9 febrero: Patrón ETS Ing. Civil e Industrial
8 9 10 11 12 13 14 23-24 febrero: Carnaval
15 16 17 18 19 20 21 6-12 abril: Semana Santa
22 23 24 25 26 27 28 1 mayo: Día del Trabajo
Julio 29 30 1 2 3 4 5 30 mayo: Día de Canarias
6 7 8 9 10 11 12 14 septiembre: El Cristo (Festivo La Laguna)
13 14 15 16 17 18 19 18 septiembre: Apertura Curso 2009-2010
20 21 22 23 24 25 26
27 28 29 30 31 1 2
Agosto 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
Septiembre 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

Distribución 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. Teoría:
English Language level test. Práctica: 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. Teoría:
Reading & selective search techniques: skimming and scanning.
Grammar review. Patterns of cohesion. Práctica: 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. Teoría: Grammar review: How to write a coherent text.
Sections in a scientific article. The IMRAD pattern and other structures.
CURSO 2008 - 2009

How to present bibliography, references and other sources. Práctica:
Special summary techniques: Outline2. Abstract (informative, descriptive,
evaluative). The Index/Key Words. Précis. 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).
Teoría: 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. Práctica: Developing skills.
Semana 5: Definition in technical English. [Del 9 al 15 de marzo de 2009]

Introductory section: Reliable Wireless Networks for Critical
Infrastructure. Teoría: Grammar review: Patterns of technical
descriptions. Temporal clauses. Reduced temporal clauses. Práctica:
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. Teoría: Grammar review. Utility and finality. Movement.
1
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]

Functions and purposes. Patterns of technical descriptions. Temporal

clauses. Reduced temporal clauses. Práctica: 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. Teoría: Grammar review. Expressing technical classifications.
Práctica: 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. Teoría: Grammar review:
Expressing cause-effect relationships. Patterns of means and
end/purpose. Patterns of reason and result. Práctica: 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
CURSO 2008 - 2009
installation: basic procedures. Teoría: Grammar review: Patterns of

condition. Other ways of expressing condition. Writing basic and complex
instructions. Práctica: 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).
Teoría: Grammar review: Use of hedges3. The modals will, can/could,
and may/might. The modals must, have to, should, ought to and need.
Práctica: 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. Teoría:
Application forms, résumés and CVs. The Europass model. Grammar
review: Conversations, meetings and interviews. Práctica:
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. Teoría: Grammar review. How to organize contents in a letter.
Style and audience. Práctica: Presentation letter. Cover letter. Faxes. E-
mail. The netiquette. Developing skills.
3
Hedges: intentionally non-committal or ambiguous sentence fragments, such as "sort of",
"kind of", "like".

Semana 13: Professional Outlook (II). The feasibility report. [Del 11 al 17

de mayo de 2009]
Introductory Section: Feasibility Study - Why needed before
programming. Teoría: Grammar review: Oral presentations.
Classification. Visual-verbal relationship. Practising classifications.
Práctica: A viability study or feasibility report. Developing skills
Semana 14: Revisión General. Exposiciones Orales (I) [Del 18 al 24 de

mayo de 2009]
Teoría: Repaso Práctica: Preparación exposiciones orales. Última fase.
Semana 15: Exposiciones Orales (II) [Del 25 al 31 de mayo de 2009]

Teoría: Repaso Práctica: Exposiciones orales.
CURSO 2008 - 2009

Normas de la asignatura:
La Asignatura «270832117 INGLÉS TÉCNICO ELECTRÓNICO» consta de dos
bloques bien diferenciados:
• Bloque Teórico [LECTURA COMPRENSIVA (25%), GRAMÁTICA

(30%), EXPRESIÓN ESCRITA (25%)]
• Bloque Práctico [PRÁCTICAS DE LABORATORIO (20%)]
La Teoría será impartida por la Prof.ª María Jesús Llarena Ascanio. Las
Prácticas por el Prof. Pedro Domínguez Caballero de Rodas. La asistencia
tanto a las sesiones teóricas como prácticas es obligatoria.
Material de trabajo. Al comienzo del curso se indicará dónde se puede

descargar la Guía Didáctica de la asignatura. Dicha guía es obligatoria en
todas las sesiones teóricas y prácticas, y contiene el material de trabajo.
Tutorías. Los alumnos disponen de 6 horas semanales por profesor para

realizar consultas sobre la asignatura. El horario de las tutorías será indicado
en clase por cada profesor.
CURSO 2008 - 2009
Procedimiento de evaluación. Para poder superar la asignatura, la suma de

las calificaciones correspondientes a las diferentes partes, deberá ser igual o
superior a cinco puntos. La calificación de las prácticas, equivalente al 20%
de la nota final, se hallará sumando el valor de las diferentes prácticas
entregadas, y dividiéndolo entre el número total de tareas programadas. La
teoría (80% restante) se evaluará mediante exámenes de acuerdo con las
siguientes normas:
1. Habrá tres convocatorias ordinarias, una en junio (que dispone de dos

llamamientos), otra en septiembre y otra en diciembre. Con carácter
extraordinario habrá una cuarta convocatoria en enero. Las fechas de los
exámenes se publicarán en la página web oficial del centro
(http://www.escuelas.ull.es/etsici/).
2. En caso de no superar la asignatura en la convocatoria de junio, sólo se

guardará la calificación de las prácticas hasta la convocatoria de diciembre
del año en curso. No se guardan calificaciones de un curso para otro.
3. Sólo se corregirán los exámenes de aquellos alumnos que figuren en actas.

Los de aquellos otros que no estén en actas se corregirán sólo cuando el
alumno resuelva su situación en la secretaría de la ETSICI.
4. Los exámenes finales constarán de tres apartados:
4.1. Texto técnico en inglés, con preguntas de lectura comprensiva.

4.2. Vocabulario técnico inglés-español, con definición en inglés.
4.3. Redacción técnica en inglés, como respuesta a un supuesto práctico.

5. A los exámenes se ha de ir provistos del DNI/NIE. Se debe cuidar la

presentación y la letra, realizándolos a tinta. No se permitirá el uso de
traductores electrónicos, diccionarios, gramáticas, apuntes, ni cualquier otro
material de ayuda que no esté expresamente autorizado por los profesores.
Prácticas: Se podrán entregar regularmente a lo largo del curso, o, en casos

excepcionales, de una sola vez, en formato electrónico, el día del examen.
La última práctica del curso consistirá en la exposición oral de un tema, a

elección del alumno, relacionado con la ingeniería industrial en electrónica.
Cada alumno dispondrá de un máximo de diez minutos, de los cuales se

dedicarán a la exposición un máximo de 7, y el tiempo restante a comentarios
por parte del/a profesor/a.
La Exposición Oral se puede realizar en pequeños grupos. En estos casos,

el tiempo total asignado se hallará multiplicando el número total de miembros
del grupo por 10 minutos. Cada miembro del grupo deberá hablar, en inglés,
durante una media de 7 minutos.
En caso de superar la Exposición Oral con un mínimo de cinco puntos
CURSO 2008 - 2009

(máximo diez), se dará la opción de no tener que concurrir a examen de
convocatoria. En estos casos, se tomará la calificación obtenida como
referencia de examen. En cualquier caso, la última práctica es obligatoria, y
hace media con las demás prácticas del año.
En caso de haber superado con éxito la Exposición Oral, y, no obstante,

desear concurrir a examen de convocatoria, la calificación obtenida en la
Exposición Oral se entenderá que es nota exclusivamente de prácticas, no
haciéndose ningún tipo de medias con el examen de convocatoria.
Entrega de Prácticas. Todas las prácticas se entregarán por correo

electrónico 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 será de una semana a partir de la fecha en que
estén programadas.
El nombre del archivo será el siguiente: Número de DNI/NIE_p[número de la

práctica]. Ejemplo: Para el DNI/NIE número 1234567-Y, y la práctica 4, el
formato correcto del nombre de archivo (opción “Guardar como”) será:
1234567-Y_p04.
Sólo se admitirán en formato PDF (Portable Document File), debiendo

numerar todas las páginas. El tamaño por de defecto de la página será 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

suite ofimática OpenOffice (http://es.openoffice.org/). Recuerde que para poder

crear un documento PDF con este sistema, deberá seleccionar la impresora
virtual PDF correspondiente, y a continuación imprimir el archivo, o bien, la
opción “exportar a PDF”, según los casos. Para poder leer archivos en PDF
puede instalar Adobe® AcrobatReader® (http://www.adobe.com/).
El encabezado de todas las páginas incluirá, por este orden, APELLIDO,

NOMBRE, DNI/NIE, (línea 1), FECHA, DIRECCIÓN DE CORREO
ELECTRÓNICO (línea 2), PRÁCTICA + NÚMERO, p.ej.: Práctica 1 (línea 3).
A partir de la línea 4, o dentro del cuerpo normal de texto, escriba el número

del ejercicio, y a continuación la respuesta. Si no supiera cómo responder un
determinado ejercicio, escriba el número, y deje el resto de la línea en blanco.
No olvide incluir siempre sus datos personales.
Todo el texto (salvo los datos personales) deberá estar a DOBLE ESPACIO.
Las fuentes válidas son: Arial, Helvetica, Times (New Roman), ajustadas a los
siguientes tamaños: Títulos, encabezados = 14, Cuerpo principal del texto =
12, Notas, comentarios = 10. Las prácticas que no se ajusten a estas normas
de estilo, serán rechazadas de oficio.
CURSO 2008 - 2009

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

7. .... some more tea?
Choose the correct answer to go in the a. Would you like
gap: b. Do you like
c. You'd like
Example:
Part Two: Intermediate
My boyfriend .... to the pub every night.
8. Last week we ... To Warsaw.
a. go a. go
b. goes b. went
CURSO 2008 - 2009

c. goed c. goes
1. Simon .... very tall. 9. I .... the film we saw at the cinema on
a. is Wednesday.
b. are a. doesn't like
c. has b. haven't liked
c. didn't like
2. She .... like football very much.
a. don't 10. Magdalene .... in England for her
b. doesn't holidays last year.
c. hasn't a. was
b. were
3. How .... does one lesson cost? c. is
a. many
b. much 11. My mother .... never been to a cricket
c. is match.
a. hadn't
4. There .... a big supermarket next to my b. haven't
house. c. has
a. is
b. are 12. Joanna .... her new mobile phone.
c. have a. is losing
b. loses
5. I ... agree with you. c. has lost
a. doesn't
b. haven't
c. don't 13. .... ever seen a comet?
a. Did you
6. Neil can't ... tennis. He's broken his b. Have you
arm. c. Do you
a. to play
b. playing
c. play

14. If I were rich, I .... buy a huge farm in 24. The offer was too good for David to
Somerset. turn .... .
a. will a. off
b. shall b. down
c. would c. away
15. They .... pass their exam if they 25. Eric's father ordered him .... out late
studied hard. again.
a. would a. not to stay
b. will b. not stay
c. did c. not staying
16. I wish I .... play a musical instrument. 26. If only I .... to the barbecue instead of
a. can staying at home.
b. could a. went
c. should b. had gone
c. did go
Part Three: Upper Intermediate
Part Four: Advanced
17. When Gregory arrived at the disco,
Elena .... . 27. Not only .... to London but she also
a. already left visited many other places in England.
b. has already left a. she went
c. had already left b. went she
c. did she go
CURSO 2008 - 2009
18. If I .... on holidays to Poland, I wouldn't

have met Donata. 28. My sister .... regretted turning down
a. didn't go the chance of studying at the Teacher
b. haven't gone Training College in Madrid.
c. hadn't gone a. entirely
b. bitterly
19. By the time you get this letter I ... . c. absolutely
a. will have left
b. am going to leave 29. Now remember, you .... the test until
c. would leave the teacher tells you to.
a. are not starting
20. [A]: What are you doing tonight? [B]: b. are not to start
I'm not sure, I .... to the cinema. c. haven't started
a. will go
b. would go 30. She wasn't .... to reach the ceiling.
c. might go a. tall enough
b. so tall
21. Simon forgot .... the lights before he c. as tall
left.
a. turn off 31. He was thought .... the disease in
b. turning off Hong Kong.
c. to turn off a. to catch
b. catching
22. It's no use .... to him. He doesn't listen. c. to have caught
a. to speak
b. spoke 32. My flat .... as soon as possible. It's in
c. speaking an awful state.
a. needs redecorating
23. Karla was offered the job .... having b. to redecorate
poor qualifications. c. redecorated
a. despite
b. although
c. even though

33. He eventually managed .... the door by 34. There's no point .... staying up all night
kicking it hard. if your exam is tomorrow.
a. open a. on
b. opening b. with
c. to open 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 WEEK’S 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 común europeo de referencia para las
CURSO 2008 - 2009

lenguas: aprendizaje, enseñanza, evaluación4). 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.
4
http://cvc.cervantes.es/obref/marco/cvc_mer.pdf

Unit 2: Why I am not an Electronics Engineer

Filed by: Julian on December 12th 2005
There’s a very good reason why I am not a fully-qualified Electronics Engineer,

pushing forward the frontier of knowledge about the next-generation semi-
conductors, inventing the next Internet-ready household appliance, and being
admired by all the women.
The reason is that electricity doesn’t work.
Well, what I really mean is, electricity doesn’t 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.
Here’s how I remember it:
Electricity Expert: Kirchhoff’s 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 doesn’t really apply to capacitors.
YJ: Aren’t capacitors one of the basic components of electronics? How can a
major rule not apply to them?
EE: You don’t understand yet. Let me try something easier. Ohm’s 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 didn’t 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. It’s 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 doesn’t prove anything. They have very high resistance at low-
voltages, but it drops off as the voltage increases.
YJ: Huh? Didn’t you say V=IR?
5
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]

EE: Yes, but Ohm’s Law only applies to Ohmic resistors.

YJ: What’s an Ohmic resistor?
EE: One in which the relationship V=IR holds.
YJ: Whoa! So Ohm’s Law is that V=IR, but only where it is true that V=IR? Isn’t
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 doesn’t speed up or slow down.
YJ: What? So it’s nothing like water then. Well, what’s the equivalent of a
capacitor in this analogy?
CURSO 2008 - 2009

EE: Well, um, it’s 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 doesn’t hold water! Where’s 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/]
6
Repetition of the same idea expressed in different ways. In propositional logic, a tautology
(from the Greek word ταυτολογία) is a propositional formula that is true under any possible
valuation (also called a truth assignment or an interpretation) of its propositional variables.
7
An 8-bit home computer released by Commodore International in August, 1982 and
discontinued in April 1994. The C64 featured 64 kilobytes (64×210 bytes) of RAM with sound
and graphics performance that were superior to IBM-compatible computers of that time.

THIS WEEK’S 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)
• Simbología electrónica - Símbolos electrónicos (http://www.simbologia-
electronica.com/)
CURSO 2008 - 2009
• Welcome to the Electronics Club (http://www.kpsec.freeuk.com/index.htm)
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 today’s 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:

5.1. «World First I.T. Supporter» (http://www.youtube.com/watch?v=vnAeO1N-G0s)

5.1.1. What is the gist of video? Make a brief summary in 30-50 words.
5.1.2. 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.
5.1.3. Can you think of a similar situation, but in accordance with your own degree
(Electronics Engineering)? If so, describe the scene.
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. What seems to be the problem?
5.2.2. How many minimal pairs (i.e., nearly homophone words), such as ship [ʃɪp] ≠
sheep [ʃi:p] can you spot?
5.2.3. What piece of advice would you give to our friend?
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.
Optical amplifiers, such as Erbium-doped fiber amplifiers and Raman amplifiers,

must drive signals farther and cleaner. Channel spacing is shrinking in dense-
wavelength 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
CURSO 2008 - 2009
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 diode’s temperature. A laser diode’s lifetime can shorten by 10% to 50%
for every 20°C to 30°C increase in the operating temperature above room
temperature (25°C). A laser diode’s 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 slow-
changing 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).

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 proportional-
fig. 1 - This temperature control block diagram illustrates integral (PI) system can
how the TEC works in an application. still take anywhere from
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.
CURSO 2008 - 2009

The temperature control circuit’s output normally can’t 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 can’t drive the
level of current the TEC element needs. A linear driver offers relatively low-
noise operation, but it comes at the price of inefficiency.
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

40%. The remaining 3 W are wasted as heat dissipated in the power transistor,
which will likely need some form of heat sink9—a 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, they’re 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 solution—the noise generated from the
switching itself.
If the filter doesn’t 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.
CURSO 2008 - 2009
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 don’t want your TEC
element or driver to fail and let your expensive laser diode destroy itself. If the
9
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]

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 -40°C to 85°C, 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 silicon’s temperature reaches about 130°C, just as an
early-warning system. Once the silicon goes above 150°C, 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 diode’s temperature isn’t 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 aren’t
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
CURSO 2008 - 2009

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 WEEK’S 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. Précis. Report. Developing skills.
10
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 specialist’s opinion and/or proposal.

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?
3.2. What alternatives to oil-energy sources are offered?
CURSO 2008 - 2009
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 (précis).
7. Once provided with the extracted information above, work on and write down the text’s
structure.
8. Write a possible abstract (informative and/or evaluative) for this article.

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.
CURSO 2008 - 2009

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

M) Handle
N) Dust compartment handle
O) Dust compartment cover
P) Main Filter A
Q) Main Filter B
R) Pre-filter
S) Maximum dust level mark
T) Dust compartment
U) Rear cover
V) Exhaust cover
W) 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.
CURSO 2008 - 2009
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]
THIS WEEK’S 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.

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.
2. Work on your assigned glossary. By the end of this week you should already have 90-150
terms.
CURSO 2008 - 2009

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?

Unit 5: Reliable Wireless Networks for Critical

Infrastructure
Wireless Transmission Solutions for Utilities, Oil & Gas, and Transportation
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 today’s
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.
CURSO 2008 - 2009
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
equipment. SCADA provides a critical Microwave Communications Site
function in the operation of the power
grid, gas and oil pipelines, and the nation’s railways. Microwave radio’s 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

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
CURSO 2008 - 2009

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

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 doesn’t 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
At first glance, planning for a microwave system can seem complicated;
CURSO 2008 - 2009
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

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 don’t
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.
CURSO 2008 - 2009

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

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 nation‘s
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.
Alcatel-Lucent’s 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
CURSO 2008 - 2009
networks.
The MDR-8000 operates in licensed point-
to-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

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-Lucent’s MDR-8000 microwave digital radio is the premier wireless
transport solution for critical infrastructure communication requirements.
http://www.alcatel-lucent.com
THIS WEEK’S 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,
CURSO 2008 - 2009

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 text’s 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 text’s 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?

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

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 world—in computers, cell phones,
airplane control systems, space ships, DVD players, coffeemakers, etc., that it’s
difficult to imagine what life would be like without them. You couldn’t read this
page without them, couldn’t 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,
or…well, you get the idea—our culture is
powered by electronics.
It wasn’t 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
CURSO 2008 - 2009
themselves were big. If you’ve ever seen

pictures of early TV sets and radios from the
1940s and 1950s they were large, cabinet-
size 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 world’s 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

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.
Ohl’s work was important, but an even bigger
CURSO 2008 - 2009

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 tube—the whole device could fit on the
end of a finger. Not long afterwards William
Shockley, also of Bell Labs, made the fragile
A replica of the point-contact
transistor into a rugged and practical device when
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

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 everywhere—they’re in places such
as your car’s engine and your car’s radio, telephones, iPods, and home
thermostats; they’re in virtually all the technologies you interact with every day
from ATMs to X-ray machines. And, of course, they’re 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
CURSO 2008 - 2009
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.
The first Mosfet transistor, designed
by M. M. Atalla, D. Kahng, and E.
Memory chips store information, such as Labate in late 1959. Courtesy:
programs and data. The “main” memory Lucent.
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
transistors—often 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 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
CURSO 2008 - 2009

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
tens of millions of transistors.
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.
Intel executive Gordon Moore was the first to observe this growth and the
increase in numbers is often known as Moore’s 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.

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
technology—a transistor, a tiny machine, a chemical—that is put together atom-
by-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
“There’s 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
CURSO 2008 - 2009
Micromachining involves the creation of revolutionize the way things are made.
microscopic mechanical devices, like
that shown here. The legs belong to a In the 1990s “micromachining” emerged as
one of the first practical approaches to
spider mite placed to demonstrate scale.
Courtesy: Sandia National Laboratories.
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 “Moore’s 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

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 today’s “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
CURSO 2008 - 2009

displays, where organic LEDs (OLEDs)
are in production utilizing nano-
engineered 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
Courtesy: IEEE Spectrum The Gap began selling trousers
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
DNA—the 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,

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 WEEK’S 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:
• A History of Computers (http://www.maxmon.com/history.htm)
• Grammar Tutorial (http://odl.vwv.at/english/odlres/res8/Grammar/grammar.htm)
•
CURSO 2008 - 2009
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):

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).
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 -
55°C to 100°C.
CURSO 2008 - 2009
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.

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.
CURSO 2008 - 2009

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

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 -40°C to 85°C. The H and Z Thermochrons are our high-
resolution versions. The DS1921H is designed for the human temperature
range while the DS1921Z is designed for applications that need high resolution
around 0°C.
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 -40°C to 85°C. It has an 8192 byte temperature
log with accuracy correctible (by software) to ±0.5°C from -10°C to +65°C. It has
selectable 8-bit (0.5°C) or 11-bit (0.0625°C) 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 0°C to 125°C, and it's accuracy is software-correctible to
±0.5°C from 20°C to +75°C.
CURSO 2008 - 2009
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 (24-
lead, 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).
Data
Temperature Humidity Temperature Temperature Humidity
Product Log
Range Range Accuracy* Resolution Resolution
Memory
-40°C to 2048
DS1921G N/A ±1°C 0.5°C N/A
85°C bytes
DS1921H- 2048
15°C to 46°C N/A ±1°C 0.125°C N/A
F5 bytes
2048
DS1921Z-F5 -5°C to 26°C N/A ±1°C 0.125°C N/A
bytes
±0.5°C
0.5°C
Software 8192
DS1922L -40°C to 85°C N/A or N/A
Correction bytes
0.0625°C
(SC)
0.5°C
8192
DS1922T 0°C to 125°C N/A ±0.5°C (SC) or N/A
bytes
0.0625°C
DS2422 -40°C to 85°C N/A ±0.5°C (SC) 0.5°C N/A 8192

or bytes
0.0625°C
8-Bit
(0.6%RH)
0.5°C
0 to 100% or 8192
DS1923 -20°C to 85°C ±0.5°C (SC) or
RH 12-Bit bytes
0.0625°C
(0.04%RH)
RH
* 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
CURSO 2008 - 2009

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 Environment—RTE) 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.

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.
CURSO 2008 - 2009
The kit includes:

• 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

THIS WEEK’S 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:
• ¿Qué 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 text’s 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 Hygrochron’s characteristics and applications.
CURSO 2008 - 2009

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.

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
CURSO 2008 - 2009
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 cost-
effective 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

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.
e. Utility systems: High-voltage dc transmission (HVDC). Supplemental
energy sources (wind, photovoltaic). Energy storage systems. Induced-
CURSO 2008 - 2009

draft 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 WEEK’S 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)

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

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:
• 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
CURSO 2008 - 2009
black heavy flexible insulating conduits (floor installations) and RAL 7035
grey light flexible insulating conduits (wall installations).
1. Before commencing. Consult the Gewiss handbook.

2. Mark out the wall installation.
3. Make channels
4. Position the flush mounting junction box

CURSO 2008 - 2009

5. Lay a conduit in the channel 6. Cover the channel with mortar
7. How to hold electrical shears 10. Connect cables to electrical device,

correctly. following the instructions carefully.
8. cut flush conduits with the junction N.B. The connection to the earth
box circuit with yellow/green cable must
9. Pull through the cables with the aid not be carried out for  
of a cabling probe luminaries
Gewiss. 1996. Handbook Basic Application Gewiss (English). Bergamo: Gewiss spa, pp. 10-11

CURSO 2008 - 2009
11. How to wire a single pole one-way 13. Press the plate onto the support
switch until it clicks into place
12. Fix the switch onto the support 14. the plate may be removed using
appropriate tools.
THIS WEEK’S 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.

• 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: «VoIP Security Threats»
(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,
CURSO 2008 - 2009

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.

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.
CURSO 2008 - 2009
• 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.
A – IDENTIFICATION OF MAIN PARTS
A) Suction inlet
B) Connection pipe
C) Hose
D) Curved pipe
E) Manual suction control
F) Extension tube (optional)
G) Telescopic tube
H) Floor nozzle [a] [b] (depending on model)
I) Dusting brush
J) Crevice nozzle
K) ON/OFF Switch button / Variable power control
L) Cord rewind button
M) Handle
N) Dust compartment handle
O) Dust compartment cover

P) Main Filter A
Q) Main Filter B
R) Pre-filter
S) Maximum dust level mark
T) Dust compartment
U) Rear cover
V) Exhaust cover
W) 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
CURSO 2008 - 2009

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.

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.

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.
MC-E8013
SPECIFICATIONS MC-E8011
MC-E8015
Power Source 230-240V ~ 50Hz 230-240V ~ 50Hz
CURSO 2008 - 2009

Max. Output 1800W 1900W
Nominal Output 1700W 1800W
Dimensions
420x300x290 420x300x290
(L x W x H) mm
Net weight (kg) 5.7 5.7
Floor nozzle √ √
Telescopic tube √ √
Crevice nozzle √ √
Dusting brush √ √
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 nº: …………………………………………………………………………..
Date purchased: ………………………………………………………………….
Where purchased: ………………………………………………………………..
[Panasonic – Bagless Vacuum Cleaner [MC-E8011,

MC-E8013, MC-E8015]. Operating Instructions, pp. 18-19]

THIS WEEK’S 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. Fault-
finding 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]

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.
CURSO 2008 - 2009
3. Watch the following You Tube video-clip: «Madtv–Apple 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. What’s 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 comprobación de errores».

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.
Whether you are leaving your present job, or fresh from campus or school, you
CURSO 2008 - 2009
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?

• 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.
Second, by observing person-to-person how you handle the interview.
CURSO 2008 - 2009

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.

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.
Motivation and achievement are two important indicators of your general
CURSO 2008 - 2009
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.

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 WEEK’S 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, résumés 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)
• Engineering Technicians (http://www.bls.gov/oco/ocos112.htm)
CURSO 2008 - 2009

• 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/a2004-06-
08-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 glossary’s
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?

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/Résumé, 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 company’s activities in Spain in conjunction with
the local partner.

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
CURSO 2008 - 2009

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’

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 it’s 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 choice—all 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. You’re

This one drives me insane, and it’s become extremely common among
bloggers. All it takes to avoid this error is to take a second and think about what
you’re trying to say.
“Your” is a possessive pronoun, as in “your car” or “your blog.” “You’re” is a
contraction for “you are,” as in “you’re screwing up your writing by using your
when you really mean you are.”
2. It’s vs. Its
This is another common mistake. It’s also easily avoided by thinking through
what you’re trying to say.
“It’s” is a contraction of “it is” or “it has.” “Its” is a possessive pronoun, as in “this
blog has lost its mojo.” Here’s an easy rule of thumb—repeat 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 (“let’s 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 “that’s ours!” test—are you
talking about more than one person and something that they possess? If so,
“their” will get you there.

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, it’s 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 parent’s low
income on a child’s future is well documented.” By thinking in terms of “the
effect,” you can usually sort out which is which, because you can’t 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 you’re trying to say.
Check out these two examples from Tom Sant’s book Persuasive Business
Proposals:
After rotting in the cellar for weeks, my brother brought up some
CURSO 2008 - 2009

oranges.
Uhh… keep your decomposing brother away from me!
Featuring plug-in circuit boards, we can strongly endorse this
server’s 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 doesn’t, you’ve 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 WEEK’S 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.

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 writer’s 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 glossary’s
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. What’s the reason why the CEO21 thinks he’s living a nightmare?
5.2. Do you think the temporary interpreter’s behaviour is honest? What other solutions
would you have offered?
20
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.

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.
CURSO 2008 - 2009
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

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:
This study being made as the initial step of software development life cycle has
CURSO 2008 - 2009

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-before-
programming.html]

THIS WEEK’S 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 précis 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 360-
600 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.

“I’d like a swing …” A feasibility story
CURSO 2008 - 2009

[http://thevc.files.wordpress.com/2007/07/engineering.jpg]

Unit 14. Oral Presentations

THIS WEEK’S QUOTE: “Un defecto puede ser un tesoro. El descubrimiento de
la imperfección 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)
CURSO 2008 - 2009
• 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)
TASKS:
1. Imagine you were to present a given topic on your degree, e.g. (“Renewal energies”)
before a suitable audience. What’s 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

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.
CURSO 2008 - 2009

CURSO 2008 - 2009
ANNEXES

CURSO 2008 - 2009

English Grammar Placement Test – Answer Key
Part One: Elementary
1. a) is
2. b) doesn’t
3. b) much
4. a) is
5. c) don’t
6. c) play
7. a) Would you like?
Part Two: Intermediate
8. b) went
9. c) didn’t like
10. a) was
11. c) has
12. c) has lost
13. b) Have you
14. c) would
15. a) would
16. b) could
CURSO 2008 - 2009
Part Three: Upper Intermediate
17. c) had already left

18. c) hadn’t gone
19. a) will have left
20. c) might go
21. c) to turn off
22. c) speaking
23. a) despite
24. b) down
25. a) not to stay
26. b) had gone
Part Four: Advanced
27. c) did she go

28. b) bitterly
29. b) are not to start
30. a) tall enough
31. c) to have caught
32. a) needs redecorating
33. c) to open
34. c) in
35. b) do I eat
WORLD-ENGLISH: ENGLISH GRAMMAR PLACEMENT TEST

http://www.world-english.org/test.htm

CURSO 2008 - 2009
[http://www.technotetime.com/eecartoons.asp]

Tools: building work (I)

CURSO 2008 - 2009
Gewiss. 1996. Handbook Basic Application Gewiss (English). Bergamo: Gewiss spa. Page 8
1. Pencil 8. Wheelbarrow 15. Hose

2. Wooden rule 9. Bucket for mortar 16. Electric masonry
3. Chalk line 10. Trowel drill
4. Spirit level 11. Hammer, nails 17. Wooden planks
5. Plumb line 12. Lump hammer 18. Extension ladder
6. Cement 13. Chisels 19. Scaffolding
7. Sand shovel 14. Plasterin’s float

Tools: building work (II)
CURSO 2008 - 2009
Gewiss. 1996. Handbook Basic Application Gewiss (English). Bergamo: Gewiss spa. Page 9
1. Tool case 8. Plumb and chalk 19. Voltage detector

2. Flat head lines screwdriver
screwdrivers 9. Conduit bender 20. Analogue testing
3. Cross head 10. Extension cable device
screwdrivers 11. Extension cable 21. Earthing tester
4. Shears 12. Saws 22. Installation tester
5. Hammer 13. Files 23. Tool kit with
6. Universal grip, 14. Terminal pliers carrying case
flat-nose and 15. wire stripper
round-nose pliers 16. Cabling probe
7. Measuring tape 17. Hand drill
18. Electric drill

Basic concepts:
Association between graphic symbols
and Gewiss products
CURSO 2008 - 2009
Gewiss. 1996. Handbook Basic Application Gewiss (English). Bergamo: Gewiss spa, p. 28

Basic concepts:
Association between graphic symbols
and Gewiss products
CURSO 2008 - 2009
Gewiss. 1996. Handbook Basic Application Gewiss (English). Bergamo: Gewiss spa, p. 29

Ernest Hemingway’s 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, I’m 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 let’s 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.
CURSO 2008 - 2009
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.
Here’s David Garfinkel’s take on this one:
It’s muscular, forceful. Vigorous English comes from passion, focus
and intention. It’s 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 isn’t.
This is what Michel Fortin calls using up words:
By stating what something isn’t 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, you’ll still focus on the word
“pain” in “painless.”
• Instead of saying “inexpensive,” say “economical,”

• Instead of saying “this procedure is painless,” say “there’s little

discomfort” or “it’s 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
Hemingway’s 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/]
CURSO 2008 - 2009

5 Simple Ways to Open Your Blog Post With a Bang

by Brian Clark
What’s 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 you’d 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 reader’s 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 that’s a very good thing.
2. Share an Anecdote or Quote
CURSO 2008 - 2009
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 Mind’s Eye
Producing a mental image in a reader’s 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 mind’s 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 reader’s 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/]

An Example of a Traditional Résumé
JAMES E. BROWN, JR.

206 Davis Drive Home telephone: 8318) 948-7660
Monroe, LA 71201 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 – United States Air Force

Sep. 1991 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.
CURSO 2008 - 2009

• Instructor in Electronics Fundamentals. Continuous three-month
classes of 10 persons.
Summers and Manager, Campus Apartments

part-time Disc jockey, radio stations KXOA and KXRQ
1991-1995 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)]

An Example of a Target Résumé

ALICE M. RYDEL
3621 Bailey Dirve
Big Rapids, MI 49307
(601) 456-2156
JOB TARGET COMPUTER SERVICES DEPARTMENT MANAGER
CAPABILITIES • 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
ACCOMPLISHMENTS • 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
CURSO 2008 - 2009
• Handled inventory of computer lab and submitted requests for

materials, equipment, and maintenance
EDUCATION
1994-1996 JOHN WILLIAMS COMMUNITY COLLEGE
AAS Degree-Computer Programming
1990-1994 MURRAH HIGH SCHOOL

Diploma-College preparatory and basic business courses
WORK EXPERIENCE
1994-1996 John Williams Community College
Part-time 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
Writing, Reading & Speaking. New York: HarperCollins. (p. 283)]

An Example of a Skills Résumé
THOMAS D. DAVIS
tddavis@AOL.COM
1045 Drake Place Ellisville, MA 01047 (521) 363-2371
SUPERVISION: Directed a crew of 20 machinists. Determined work assignments

based on priorities. Found solutions to shop productions problems.
COMMUNICATION: 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.
PERSONNEL: Interviewed and made recommendations for hiring new personnel.

conducted performance evaluations and made recommendations
for raises and promotions.
BUDGET: Prepared and monitored the spending of a half-million-dollar

department budget.
MACHINE SKILLS: Can operate all common machine shop tools, such as lathes,
CURSO 2008 - 2009

milling machines, grinding machines. Can use related measuring
tools and gauges.
EMPLOYMENT:
1978-Present Barron Enterprises, Engineering Division, Nye, MA 01047
Fabrication Superintendent
Processing Supervisor
1973-1978 Always Fabrication, Inc., Patterson, IN 47312

Quality Control Checker
Parts Inspector
Layout and Design Assistant
1971-1973 Bickman Manufacturing Company, Cain, IN 47315

Assembly line worker
1969-1971 U.S. Navy

Machinist
EDUCATION: Cain Community College–A.A., Mechanical Technology
SPECIAL TRAINING: Indiana Technical Institute

• Quality Control with Computers (45 clock hours)
• New Materials in Industry (45 clock hours)
• Production Planning and Problems (45 clock hours)
Writing, Reading & Speaking. New York: HarperCollins.(p. 284)]

MODELO DE EXAMEN22
Apellidos Nombre
NIF/NIE: Correo Electrónico
Lectura Vocabulario Redacción Media
270832117 INGLÉS TÉCNICO ELECTRÓNICO – 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
CURSO 2008 - 2009
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.
22
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.

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.
CURSO 2008 - 2009

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.

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 (Ω)
ENGLISH SPANISH DEFINITION
Array
Block diagram
Capacitor
Coil
CURSO 2008 - 2009
LED
Microwave
PNP transistor
Resistance
Snow
Thermistor

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 brand-
new 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:
CURSO 2008 - 2009


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270832117 INGLÉS TÉCNICO ELECTRÓNICO

Guía Didáctica de la asignatura

Campus de Guajara, s/n – 38071 La Laguna – Tenerife (España)

CURSO 2008 - 2009

© 2008 Alejandro F. López de Vergara Méndez

Universidad de La Laguna – Departamento de Filología Inglesa y Alemana

Campus de Guajara, s/n – 38071 La Laguna – Tenerife (España)

• Unit 7. Power Electronic Systems……………………………………………. 53

Campus de Guajara, s/n – 38071 La Laguna – Tenerife (España)

CURSO 2008 - 2009

Campus de Guajara, s/n – 38071 La Laguna – Tenerife (España)

Tutorías LUN MAR MIE JUE VIE

DOCENCIA LUN MAR MIE JUE VIE

Tema 1: Language level test. Introducing oneself. Metasearching for reference.

Tema 2: Introducing basic concepts. The general-specific structure.

Campus de Guajara, s/n – 38071 La Laguna – Tenerife (España)

cohesion. Práctica: Vocabulary: Units of measure. Calculating. Basic technical

Tema 3: The problem-solution pattern. The IMRAD pattern.

Tema 4: Describing features. Vocabulary in Technical English.

Tema 5: Definition in technical English.

Tema 6: Uses and Purposes. Description in Technical English.

CURSO 2008 - 2009

Tema 7: Classification in technical English.

Tema 8: Qualifying and comparing. Cause-effect relationships.

Tema 9: Describing technical processes. Hypothesis and conditions.

Tema 10: Instructions. Technical instructions.

Tema 11: Professional Outlook (I)

Campus de Guajara, s/n – 38071 La Laguna – Tenerife (España)

Tema 12: Miscellaneous writing. Basic commercial correspondence.

Tema 13: Professional Outlook (II). The feasibility report.

Tema 14: Revisión General. Exposiciones Orales (I)

Tema 15: Exposiciones Orales (II)

inglesa.Vol.I: Inglés-Español. Madrid: Ediciones Díaz de Santos, S. A.

Campus de Guajara, s/n – 38071 La Laguna – Tenerife (España)

AGUADO PIÑERO, R., C. PÉREZ-LLANTADA AURÍA, L. GABÁS ARIÑO, S. MURILLO

CURSO 2008 - 2009

Campus de Guajara, s/n – 38071 La Laguna – Tenerife (España)

Curso 2008-2009 – II CUATRIMESTRE

18 19 20 21 22 23 24 14 24 diciembre-6 enero: Navidades

Campus de Guajara, s/n – 38071 La Laguna – Tenerife (España)

Semana 2: Introducing basic concepts. The general-specific structure.

Semana 3: The problem-solution pattern. The IMRAD1 pattern. [Del 23 de

CURSO 2008 - 2009

Semana 4: Describing features. Vocabulary in Technical English. [Del 2 al

Semana 5: Definition in technical English. [Del 9 al 15 de marzo de 2009]

Semana 6: Uses and Purposes. Description in Technical English. [Del 16 al

Campus de Guajara, s/n – 38071 La Laguna – Tenerife (España)

Functions and purposes. Patterns of technical descriptions. Temporal

Semana 7: Classification in technical English. [Del 23 al 29 de marzo de

Semana 8: Qualifying and comparing. Cause-effect relationships. [Del 30

Semana 9: Describing technical processes. Hypothesis and conditions.

installation: basic procedures. Teoría: Grammar review: Patterns of

Semana 10: Instructions. Technical instructions. [Del 20 al 26 de abril de

Semana 11: Professional Outlook (I) [Del 27 de abril al 3 de mayo de 2009]

Semana 12: Miscellaneous writing. Basic commercial correspondence.

Campus de Guajara, s/n – 38071 La Laguna – Tenerife (España)

Semana 13: Professional Outlook (II). The feasibility report. [Del 11 al 17

Semana 14: Revisión General. Exposiciones Orales (I) [Del 18 al 24 de

Semana 15: Exposiciones Orales (II) [Del 25 al 31 de mayo de 2009]

CURSO 2008 - 2009

Campus de Guajara, s/n – 38071 La Laguna – Tenerife (España)

• Bloque Teórico [LECTURA COMPRENSIVA (25%), GRAMÁTICA

Material de trabajo. Al comienzo del curso se indicará dónde se puede

Tutorías. Los alumnos disponen de 6 horas semanales por profesor para

Procedimiento de evaluación. Para poder superar la asignatura, la suma de

1. Habrá tres convocatorias ordinarias, una en junio (que dispone de dos