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.

WHO IS A CHARTERD ENGNEER?

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 4 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

If you are working towards CEng you must show:

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.

IESL THROUGH THIS QUESTION PAPER :

Assesses your Presentation Skills (in written format)
Todays presentation is about the question paper, its the coverage and expectation of the examiners.
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PRESENTATION COVERS
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

B PAPER STRUCTURE
NEW STRUCTURE FROM MARCH 2010
Equal Marks

Section I At least One out of Two Questions Two Sections Section II Three out of twelve* questions
Time equally allocated

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

Answer at least One Question - 25 Marks.

FORMAT OF THE QUESTIONS:

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.
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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 SECTION II TOTAL 25 75 100

(25 X 3)

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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. Engineers 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)
Contd

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Energy Engineering Profession Countrys natural resources Industrial safety Engineers role in Society Engineers contribution to Social, Economical and Industrial development Engineers role in environmental conservation and mitigating global warming Engineers role in Engineering Education Scientific and Engineering Knowledge 20 in Wealth Creation Contd

 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 ENGINEERS 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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HOW TO DEVELOP YOUR WRITING SKILLS

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

By doing so you should develop a data base

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HOW TO DEVELOP YOUR DATA BASE (KNOWLEDGE)

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.

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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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Ability
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, ByLaws, Rules, Ethics in Engineering Profession.
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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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IMPORTANT PARAMETERS
Terminology Appropriate to the subject. Grammar Correctly used Spellings Correctly spelt (Avoid American English) Paragraphs Suitably separated

Punctuation Marks Appropriately and meaningfully used

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IMPORTANT PARAMETERS
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.
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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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Essential Practice
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.
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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.

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,

 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,

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

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.

Parallelism
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 ..

Going to ..

Parallelism is lost

Parallelism
INCORRECT
CORRECT

CORRECT

Paula went to work, a restaurant, and to the movies. Paula went to work, a restaurant, and the movies. Paula went to work, to a restaurant, and to the movies.

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.

There are a number of situations which require you to use parallel structure. They are: Both X and Y.. .
Not X but Y

Not only X but also Y . . . Neither X nor Y . . . Either X or Y . . .

INCORRECT In counseling, I think both talking and to listen are important We are not for war but peace This car is not only fast but also it is safe to drive. The trip to the city is neither a long one nor expensive. Either you must stay home or go with us.

CORRECT In counseling, I think both talking and listening are important. We are not for war but for peace. This car is not only fast but also safe. The trip to the city is neither long nor expensive.

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

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.

Commas must be used to set off nonrestrictive elements, parenthetical elements, and contrasted elements.
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

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 meaning. Indifferent 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.

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
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