Iesl - Workshop on b Paper

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1 WORKSHOP ON “B – PAPER” WORKSHOP OBJECTIVES: Guiding you to prepare for the Examination Giving you an opportunity to clarify any doubts about the question paper Building up your Confidence in answering the question paper

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Transcript of Iesl - Workshop on b Paper

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WORKSHOP ON “B – PAPER”

WORKSHOP OBJECTIVES:

•Guiding you to prepare for the Examination

•Giving you an opportunity to clarify any doubts

about the question paper

•Building up your Confidence in answering the

question paper

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What is this question paper

about?

In a nutshell:

It is a part of the total evaluation

which assesses your competence to

receive the status of a Chartered

Engineer, or a Corporate Member of

the IESL

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WHO IS A CHARTERED ENGINEER ?

Chartered Engineer is an

engineer who is registered or

licensed within certain

jurisdictions to offer professional

services directly to the public.

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WHO IS A CHARTERD ENGNEER?

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• The professional status and the actual practice

of professional engineering is legally defined

and protected by a government body.

• In some jurisdictions only registered or licensed

engineers are permitted to use the title, or to

practice professional engineering.

• The earmark that distinguishes a licensed or

registered engineer is the authority to sign and

seal or "stamp" engineering documents (reports,

drawings, and calculations) for a study,

estimate, design or analysis, thus taking legal

responsibility for it.

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Why choose professional registration

as a Chartered Engineer?

• Personal development

Part of your CV development and opportunities

to widen career choices.

• Personal achievement

Satisfaction of achieving an independent, well

established, internationally recognised award.

• Client confidence

Knowing you can assure consistent service.

• Employer assurance

Demonstrated competence to contribute

professionally to the business.

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Chartered Engineer

•develops new or existing technology

•solve problems

•makes a key contribution to your business’

success, through innovation, creativity and

change

•promotes advanced designs or design

methods

•develops better production techniques,

marketing or construction concepts

•pioneers technology or engineering services

and management methods

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• how you used your technical and/or engineering

knowledge and understanding to improve or exploit new

and advancing technology;

• how you applied a combination of theoretical and

practical methods to analyse and solve a technical

and/or engineering problem. This may include the

identification of a potential project and where you have

conducted appropriate research to design and develop

an engineering solution;

• where you exercised your technical and commercial

leadership skills;

• your personal commitment to professional standards

and recognition of obligations to society, the profession

and the environment.

If you are working towards CEng

you must show:

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IESL THROUGH THIS

QUESTION PAPER :

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Assesses your Presentation

Skills (in written format)

Today’s presentation is

about the question

paper, its the coverage

and expectation of the

examiners.

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•STRUCTURE OF THE QUESTION

PAPER

•MARKS ALLOCATION

•TIME ALLOCATION

•EXAMINERS EXPECTATION

•HOW TO PREPARE FOR THE

FORTHCOMING EXAMINATION

•GUIDELINES TO BE FOLLOWED AT

THE EXAMINATION

PRESENTATION COVERS

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B PAPER – STRUCTURE NEW STRUCTURE – FROM MARCH 2010

Section II

Three out of

twelve*

questions

Two

Sections

Section I

At least One

out of Two Questions

Devote 10 Minutes to read the rubrics and get an idea about the questions.

Equal Marks

Time

equally

allocated

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REMEMBER THE FOLLOWING

• ANSWER EACH QUESTION IN SEPARATE ANSWER BOOKS – AT THE END YOU SHOULD SUMBIT FOUR (04) ANSWER BOOKS

• ALL PAGES OF THE ANSWER BOOK SHOULD CARRY YOUR INDEX NO. AND QUESTION NO.

• FOUR ANWER BOOKS SHOULD BE BUNDLED INTO THE FOLDER, WHICH IS THE COVER FOR THE ANSWER BOOKS

• THIS FOLDER SHOULD DISPLAY THE INDEX NO. CLEARLY

MARKS WILL NOT BE PROCESSED IF THE ABOVE INSTRUCTIONS ARE

NOT ADHERED TO

BE IN THE EXAMINATION HALL BY 8.50 AM

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• In both questions issues

related to the compliance /

violations of the IESL ACT

and By-Laws, Engineering

Ethics and code of

Conduct, etc. are involved.

FORMAT OF THE QUESTIONS:

SECTION I

• Answer at least One Question - 25 Marks.

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AVOID ROTE LEARNING OF

THE FOLLOWING

• Engineering Ethics

• Code of Conduct

• IESL Act and By-Laws

• READ AND UNDERSTND

• INERPRET FROM YOU OWN WORDS

• THINK CRITICALLY WHAT THEY MEAN AND THEIR

APPLICATIONS IN THE ENGINEERING PROFESSION

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SECTION II

TEN QUESTIONS –

answer ONLY 3 questions

Each Question is allocated 25 marks

No marks will be given to answers of

more than 3 questions

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OVERALL MARKS ALLOCATION

• SECTION I 25

• SECTION II (25 X 3) 75

• TOTAL 100

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PASS MARK

50% AND OVER

If MARKS < 50% ; Fail

47 < MARKS < 50; May CONSIDER AS BORDERLINE CASES

CONSIDERATION OF BORDERLINE CASES IS NOT A MUST

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SUBJECT MATTER COVERED

IN THE

SECION II OF THE “B” PAPER

Questions for the B paper are based on CURRENT ISSUES that the Engineers, come across in our profession and in interacting with the society.

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Broadly, those are Issues related

to:

Technology, Society and Management.

Communication with public and with

those who are in the same profession.

Engineer’s Role and Responsibility to

the society.

Social, Economical and Technological

development of the country

Environment

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More narrowly those are Issues

related to: • Technology

• Society

• Economy

• Education

• Environment

• Policies of the Government in economic, social and technological development

• Development in ICT and its impact to economic and social and technological development

• Infrastructure facilities

• Politics (domestic and foreign)

Cont’d

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• Energy

• Engineering Profession

• Country’s natural resources

• Industrial safety

• Engineer’s role in Society

• Engineer’s contribution to Social, Economical and Industrial development

• Engineer’s role in environmental conservation and mitigating global warming

• Engineer’s role in Engineering Education

• Scientific and Engineering Knowledge in Wealth Creation

Cont’d

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• Matters Affecting engineering

decisions

• Engineering projects, their successes

and failures

• Engineering Education home and

abroad

• Primary and Secondary education

• Prominent International Issues

MANY MORE and the list can be continued

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THE “B PAPER” JUDGES THE

ENGINEER’S CAPABILITY TO

Think analytically.

Express ideas and opinions in such a way

that a specific audience can understand you.

Argue on topic and defend arguments.

Interact with the society in the most effective

manner.

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FURTHER IT TESTS YOUR LEVEL OF

General Knowledge (other than technical) on

the society as a whole.

Reading and Understanding.

(comprehension)

Skills in written communication.

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Skills in written communication

VERY IMPORTANT

Style of Writing

Grammar in the English Language

Spellings

Punctuation Marks

Paragraphing

Live start & Conclusion

Avoid Repetitions

Terminology

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HOW TO DEVELOP YOUR

WRITING SKILLS

Whenever you get the opportunity and time,

Write your findings to Conferences,

Journals.

Search for the opportunities within your

organization to get involved in report

writing.

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Maintain your own work records in report form.

Make it a habit to read journals, newspapers, publications and reports.

Note down important information and develop your own data base

Listen to TV, BBC and CNN news

HOW TO DEVELOP YOUR WRITING

SKILLS

By doing so you should develop

a data base

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Step 1:

– Select and list topics that are currently in

discussion.

Step 2:

– Collect articles and papers as much as you

can, which addresses such issues.

Step 3:

– Browse through your collection and select

articles that could contribute to each topic

you have identified as important.

HOW TO DEVELOP YOUR DATA

BASE (KNOWLEDGE)

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Step 4:

–Read all related articles.

In this case you may have to read a single

article several times, but do it.

Step 5

-Note down important information,

remember at least most important ones.

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CANDIDATE SHOULD HAVE

ABILITY

• to understand the questions given

and analyse the main issue of each

question

• to read and understand Case Study

and answer the questions in your own

words and a style

• to use his general, wide knowledge on

issues around which the questions

are made up

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• to write with correct grammar, spellings and punctuation marks

• to retrieve information from his data base; means general and important statistics gathered over a period of time from the media

Should have

• Fair knowledge about the IESL ACT, By-Laws, Rules, Ethics in Engineering Profession.

Ability

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HOW TO APPROACH THE QUESTIONS

IN SECTION I IF IT IS A CASE STUDY

Read the text (CASE STUDY) once.

Read the Case Study twice, while understanding the important points or facts that you may think important.

Underline those facts and figures which are relevant to the questions asked at the end of the text.

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Start Answering the question/s. Focus on the

core of the question

Do not copy the sentences given in the text.

Write the answer in your own words

While writing, use your words economically

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HOW TO SELECT QUESTIONS IN

SECTION II?

Select any three with which

– you are confident in answering

– you have sufficient information in your

data base to complete the answer.

You will not have to attempt one, discard it and select

another one. Therefore, choosing the right question is

important and it is your decision.

You have not time to do this at the examination.

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SECTION II

• Prepare the structure of your answer

on main theme of the question

• Identify the issues that need to be dealt

with

• Arrange them in their order of

importance and with the correct flow

and connectivity

• Write the most relevant facts about the

issues

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Terminology – Appropriate to the subject.

Grammar – Correctly used

Spellings – Correctly spelt (Avoid American English)

Paragraphs – Suitably separated

Punctuation Marks – Appropriately and meaningfully used

IMPORTANT PARAMETERS

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Legibility – Write so that the examiner can

read it

Coherence - Connectivity of ideas right

throughout

Repetition of facts and ideas – Avoid

Read at least once - What you wrote, if time

permits.

IMPORTANT PARAMETERS

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IN PREPARING FOR NEXT

EXAMINATION:

• GO THROUGH SEVERAL PAST PAPERS

• DISCUSS QUESTIONS WITH YOUR

COLLEAGUES

• DISCUSS WITH YOUR FRIENDS OR

IMMEDIATE BOSS

• USE A GOOD ENGLISH TO ENGLISH

DICTIONARY

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IN PREPARING FOR NEXT

EXAMINATION

• Formulate some questions on your own

• See how you can use your previously

developed data base to answer these

questions.

• Answer some of these questions.

• Be mindful time allocated to each

question and learn to answer within the

time frame

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Select at least five question papers and answer about 10 (2 x 5) questions.

Read carefully to check whether your ideas are clearly expressed.

Get one or two persons (your colleague or immediate boss), who could assist you, in reading and making comments on what you have written. Improve your presentation skills based on these observations.

Essential – Practice

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IMPORTANT – In the examination

READ THE RUBRIC ON THE FIRST PAGE AND ADHERE TO IT.

At the end if time permits, read what you have written and make corrections if necessary.

It is extremely important that you check whether all answers books are in order and tied up to the folder

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Remember the following, while

answering.

Hand writing – Legible

Style – Simple sentences – Maintain the same style throughout.

Words – Simple vocabulary – Do not use any words which you are not sure of the meanings and applications.

Essay Format - Except at instances where listing is necessary

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5 Most Common Grammatical

Errors

Error #1: Run-on Sentence or Comma

Splice

Rachel is very smart, she began

reading when she was three years

old.

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Incorrect: Rachel is very smart, she began

reading when she was three years old.

Correct: Rachel is very smart. She began

reading when she was three years old.

Correct: Rachel is very smart; she began

reading when she was three years old.

Correct: Rachel is very smart, and she

began reading when she was three years

old.

Correct: Because Rachel is very smart,

she began reading when she was three

years old.

Correct: Rachel is very smart; as a result,

she began reading when she was three

years old.

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• Separate the clauses into two

sentences.

• Replace the comma with a semi-colon.

• Replace the comma with a

coordinating conjunction--and, but,

for, yet, nor, so.

• Replace the comma with a

subordinating conjunction--after,

although, before, unless, as, because,

even though, if, since, until, when,

while.

• Replace the comma with a semi-colon

and transitional word--however,

moreover, on the other hand,

nevertheless, instead, also, therefore,

consequently, otherwise, as a result.

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Error #2: Pronoun Errors

Pronoun errors occur when pronouns do not

agree in number with the nouns to which they

refer. If the noun is singular, the pronoun must

be singular. If the noun is plural, however, the

pronoun must be plural as well.

Everybody must bring their own

lunch.

Everybody must bring his or

her own lunch.

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Error #3: Mistakes in Apostrophe

Usage Apostrophes are used to show

possession. However, you do not use

an apostrophe after a possessive

pronoun such as my, mine, our, ours,

his, hers, its, their, or theirs.

My mothers cabin is next to his' cabin.

Its a cold day in

October.

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• Incorrect: My mothers cabin is

next to his' cabin.

• Correct: My mother's cabin is

next to his cabin.

In the case of it's, the

apostrophe is used to indicate a

contraction for it is. For

example:

• Incorrect: Its a cold day in

October.

• Correct: It's a cold day in

October

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Error #4: Lack of Subject/Verb

Agreement When speaking or writing in the

present tense, a sentence must

have subjects and verbs that

agree in number. If the subject

is singular, the verb must be

singular. If the subject is plural,

the verb must be plural as well.

For example:

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The recipes is good for beginning chefs.

Correct: The recipes are good

for beginning chefs.

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Error #5: Misplaced Modifiers

To communicate your ideas clearly, you

must place a modifier directly next to

the word it is supposed to modify. The

modifier should clearly refer to a

specific word in the sentence. For

example: At eight years old, my father gave me a

bicycle for Christmas.

When I was eight years old, my father

gave me a bicycle for Christmas.

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e.g. versus i.e. These two are used interchangeably, but

actually have different meanings (and different

correct usages). e.g. stands for the Latin phrases "exempli

gratia" -- meaning "for example." It can be

followed by any number of examples from

any size set of possible examples.

i.e. stands for the Latin phrase "id est" --

meaning "that is." It should be followed

by all of the applicable examples, leaving

none behind.

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When I talked about bullet points, one of the tips

involved keeping each bullet item in parallel by

beginning with the same part of speech.

For example, each item might similarly begin with a

verb like so:

Pack

Deliver…

Drive…

Collect …..

Parallelism

Going to ………..

Parallelism is lost

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INCORRECT Paula went to work, a restaurant,

and to the movies.

CORRECT Paula went to work, a restaurant,

and the movies.

CORRECT Paula went to work, to a restaurant,

and to the movies.

Parallelism

There are trains leaving the station in the morning and

noon. There are trains leaving the station in the

morning and at noon. The cancer researcher is interested and excited about

the new advances in medical technology.

The cancer researcher is interested

in and excited about the new advances in

medical technology.

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Both X and Y . . .

Not X but Y

Not only X but also Y . .

.

Neither X nor Y . . .

Either X or Y . . .

There are a number of situations which

require you to use parallel

structure. They are:

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INCORRECT CORRECT

In counseling, I think

both talking and to

listen are important

In counseling, I think

both talking and listening are

important.

We are not for

war but peace

We are not for war but for

peace.

This car is not

only fast but also it is

safe to drive.

This car is not only fast but

also safe.

The trip to the city is

neither a long

one nor expensive.

The trip to the city is

neither long nor expensive.

Either you must stay

home or go with us.

You must either stay

home or go with us.

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Comma Omissions When an independent clause is linked together with a

coordinating conjunction, a comma must be placed before

the conjunction.

Example: A circuit with ten states, using one discrete voltage

value for each state, can be designed, but it would possess a

very low reliability of operation. [the coordinating conjunction

"but" links two independent clauses together. Hence, a

comma is placed before "but."]

Commas must follow introductory phrases.

Examples: For each instruction, the control unit informs the

processor to execute the operation specified by the

instruction. [a comma must follow the introductory

prepositional phrase, "for each instruction."]

Furthermore, one of the most powerful ways of analyzing

data is to display them as a graph. [a comma must follow the

introductory word "furthermore."]

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Commas must follow adverb clauses when they

come before independent clauses.

Examples: When two sounds heard together are

unpleasant, they create dissonance. ["When two

sounds heard together are unpleasant" is an

introductory adverb clause and must be followed by

a comma]As radon decays, it produces gaseous

radon.

Commas must be used to separate items in a

series.

Example: The memory unit stores programs

as well as input, output, and intermediate

data.

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Nonrestrictive elements are phrases that do not provide

essential information about any noun or pronoun in a given

sentence. Such phrases are completely set off by commas.

Example: The ratio of the square of the periods of any two

planets, according to Kepler, is equal to the ratio of the cube

of their distances to the sun. [The phrase, "according to

Kepler", is nonrestrictive and must have a comma before and

after it]

Example, contrasted elements: Fuel reprocessing

technology, unlike nuclear waste production, has not

advanced.

Example, parenthetical elements: Light pollution, or "sky

glow", seriously diminishes the amount of starlight visible to

the naked eye.

Commas must be used to set off

nonrestrictive elements, parenthetical

elements, and contrasted elements.

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Correct Restrictive Use:

The store honored the complaints

that were less than 60 days old.

Correct Nonrestrictive Use:

The store honored the complaints,

which were less than 60 days old.

These sentences have different meanings as well as different punctuation. In

the restrictive sentence, the store honored only those complaints less than 60

days old, but not those over 60 days old. In the nonrestrictive sentence, the

store honored all the complaints, all of which were less than 60 days old.

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Correct Restrictive Use: The suspect in the lineup who has red hair

committed the crime.

Correct Nonrestrictive Use: The suspect in the lineup, who owns a red car,

committed the crime.

Note how the subject "suspect" in this sentence is restricted in two ways: we

know that this suspect is both in the lineup and has red hair. As a result, we know

that the other suspects, who are not in the lineup, could not have committed the

crime. Moreover, of those suspects in the lineup, we know that the one suspect in

the lineup with red hair committed the crime. If there were more than one suspect

in the lineup with red hair, the above usage would be incorrect because it implies

a different meaning. In the restrictive clause "in the lineup" tells us that of all possible suspects in the

world, the one who committed the crime is in the lineup. However, while the

nonrestrictive clause "who owns a red car" tells us something about the suspect,

it does not foreclose the possibility that there are several different suspects in the

lineup with red cars. The car color may tell us something useful, but it does not

restrict us to only one possibility.

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So let's keep in mind two basic rules:

•Nonrestrictive: An adjective clause

that can be omitted from a sentence

without affecting the basic meaning of

the sentence should be set off by

commas.

•Restrictive: An adjective clause that

cannot be omitted from a sentence

without affecting the basic meaning of

the sentence should not be set off by

commas.

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WHAT ELSE !!!

Present_B_Paper_SupplementaryNew.ppt

CODE OF ETHICS

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THE END OF PRESENTATION

WISH YOU ALL THE BEST IN

THE FORTH COMING

EXAMINATION

THANK YOU