Date post: | 01-Jan-2016 |
Category: |
Documents |
Upload: | lasantha-dadallage |
View: | 1,202 times |
Download: | 70 times |
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
2
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
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.
WHO IS A CHARTERD ENGNEER?
4
• 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.
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.
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
• 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:
IESL THROUGH THIS
QUESTION PAPER :
8
Assesses your Presentation
Skills (in written format)
Today’s presentation is
about the question
paper, its the coverage
and expectation of the
examiners.
9
•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
10
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
11
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
12
• 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.
13
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
14
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
15
OVERALL MARKS ALLOCATION
• SECTION I 25
• SECTION II (25 X 3) 75
• TOTAL 100
16
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
17
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.
18
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
19
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
20
• 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
21
• 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
22
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.
23
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.
24
Skills in written communication
VERY IMPORTANT
Style of Writing
Grammar in the English Language
Spellings
Punctuation Marks
Paragraphing
Live start & Conclusion
Avoid Repetitions
Terminology
25
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.
26
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
27
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)
28
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.
29
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
30
• 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
31
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.
32
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
33
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.
34
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
35
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
36
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
37
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
38
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
39
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
40
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
41
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
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.
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.
• 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.
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.
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.
• 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
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:
The recipes is good for beginning chefs.
Correct: The recipes are good
for beginning chefs.
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.
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.
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
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.
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:
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.
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."]
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.
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.
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.
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.
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.
62
WHAT ELSE !!!
Present_B_Paper_SupplementaryNew.ppt
CODE OF ETHICS
63
THE END OF PRESENTATION
WISH YOU ALL THE BEST IN
THE FORTH COMING
EXAMINATION
THANK YOU