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Discover the key skills that are required for a Land Surveyor to succeed. Survey Equipment, GPS, Data Collection skills are good to have on your resume.

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Les videos et documents de MAKE IT PRO- BTS

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Les videos et documents de MAKE IT PRO- BTS

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As a manager, having a strong understanding of various soft skills is necessary to lead your team. A soft skills assessment can help illuminate areas where improving your skills can greatly improve the performance of your team, along with your own personal success. It'll also show you which soft skills you're strong in, so you can better understand how to teach those positive behaviors to others.

While reading through the statements in this assessment, make sure to look at it objectively - thinking about how you truly think and act, rather than how you would like to. Be sure to answer every question if you want accurate results! After completing the assessment and seeing your own results, you can download the workbook to assess your team's soft skills as well!

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Developing your soft skills is a crucial part of leading your team - taking this self-assessment will help you understand where you're already strong and where you can improve most.

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The Importance of Professionalism, Soft Skills, and Teamwork in Today's Workplace Four Phases of Team Development As teams grow together they go through by developing the four phases. Forming Storming Norming Performing The Importance of Hard Skills and Soft Skills Hard skills

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bunker civil engineering - Notices et PDF gratuits/

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équipes multidisciplinaires de conception du bâtiment. .. Ce dictionnaire bilingue est destiné aux professionnels et aux particuliers anglais et français qui https://pvtistes.net/ /22965d1403521981-lexique-du-btp- dictionnairedubtimentetdugniecivifr-en-140418122952-phpapp02.pdf - Dictionary of Building and Civil Engineering Dictionnaire Du .... Notices gratuites de Bunker Civil Engineering PDF

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Fresno State Geomatics - Sign up for 2018 Geomatics Conference

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The Fresno State Geomatics Engineering Club is a place where like minded Geomatics students can motivate one another through study groups, networking, and collaborating on various assignments and projects. Nearly every Geomatics Engineering student at Fresno State will (having engaged in networking and internships with professionals) have a job waiting for them upon graduation.

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Electronics Engineer Jobs, Employment | Indeed.com

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36,909 Electronics Engineer jobs available on Indeed.com. Apply to Software Engineer, System Engineer, Systems Engineer Remote Access and more!

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There have been many efforts throughout the years to 'make America metric'. The biggest push in recent history came as a result of a three-year study in the late 1960's. This came to the conclusion that America was already on the road to 'metrification' (the official adoption and usage of the metric system) and that the trend should be officially encouraged and standardized.

YouTube features a window into this time period with an animated (if you can really call it that) mini-movie entitled 'Metric America', released in 1973. Whether you agree or not with the overall goal of pushing for the metrication of America, it offers a charming insight into the metric-supporters of that time. Watch this movie to see how they felt the following questions should be answered:

- What is the metric system?
- How will America adopt the metric system and how hard will it be?
- What advantages await America upon our adoption to the metric system?

There have also been several recent articles about this dilemma including this one from TIME: Why Won't America Go Metric? and Who's Afraid of the Metric System? From The Atlantic.

Time To Switch To The Metric System! is another quick video from DNews about why America should be using the metric system. Finally, watch this Seeker Network video: Why Don't Americans Use The Metric System? What do you think? Is it time to make the change?

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Why the metric system matters - Matt Anticole

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For the majority of recorded human history, units like the weight of a grain or the length of a hand weren't exact and varied from place to place. Now, consistent measurements are such an integral part of our daily lives that it's hard to appreciate what a major accomplishment for humanity they've been.

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When former Rhode Island senator and governor Lincoln Chafee formally jumped into the presidential race on Wednesday, he made a splash. There are good reasons to take Chafee's bid seriously, but his speech drew the most attention for a less-conventional proposal. "Let's join the rest of the world and go metric," he said.

His call was not universally embraced. Labeling it "the worst idea" of the campaign, the National Review's Jim Geraghty blustered, with perhaps a touch of humor: "You will get my American system ruler when you pry it from my cold dead hand." Advocates of the metric system are accustomed to such scorn. Back in 1972, Rhode Island senator Claiborne Pell was attacked by his Republican opponent for wasting time on low-priority items like the metric system. The politician leveling that attack? John Chafee.

But Lincoln Chafee, John's son, is undeterred. "People say it's expensive, but the economic benefits outweigh the cost," he told CNN. Many experts agree. Which raises an interesting question: Why, exactly, doesn't the United States already use the metric system?

To find out, I turned to Stephen Mihm, an associate professor of history at the University of Georgia, and author of the forthcoming book, Mastering Modernity: Weights, Measures, and the Standardization of American Life.

Yoni Appelbaum: Let's start at the beginning. What's the utility of having a single, standardized system of measurement?

Stephen Mihm: It permits nations, individuals, or corporations who would otherwise be hampered in their efforts at communicating, trading, or sharing information. Think of it as a common language. If everyone in the world speaks English, it's very easy to do business, travel, and engage in trade. The same is true of a single, standardized system of weights and measures.

Appelbaum: Much of the world started moving to the metric system in the late nineteenth century. You've written that the United States didn't follow, because of "the humble screw thread." For want of a screw, the metric system was lost?

Mihm: Many factors played a role in frustrating the adoption of the metric system in the United States. But much of the opposition from the 1870s onward came from the manufacturers of high-end machine tools. They had based their entire system-which encompassed everything from lathe machines to devices for cutting screw threads-on the inch. Retooling, they argued, was prohibitively expensive. They successfully blocked the adoption of the metric system in Congress on a number of occasions in the late 19th and 20th century.
The most sophisticated and powerful opponents of the metric system were engineers who built the industrial infrastructure of the United States.
Appelbaum: So the people blocking adoption of the metric system weren't backward-looking traditionalists, but cutting-edge industrialists?

Mihm: That's correct. While the anti-metric forces included outright cranks, including people who believed that the inch was a God-given unit of measurement, the most sophisticated and powerful opponents of the metric system were anything but cranks. They were engineers who built the industrial infrastructure of the United States. And their concerns, while self-interested, were not entirely off base. Whatever the drawbacks of the English units, the inch was divided in ways that made sense to the mechanics and machinists of the era: it was built around "2s" rather than "10s," with each inch subdivided in half and in half again-and so forth. This permitted various sizes of screw thread to have some logical correspondence to all the other increments. The same was true of the sizes of other small parts that were essential modern machinery.

Appelbaum: We've arrived at a hybrid system. Most American rulers show inches along one edge, centimeters along the other. Is it possible that the metric system will slowly displace English measurements, not by government fiat, but one inch at a time?

Mihm: Yes, that's right. If history is any guide, government fiats don't work when it comes to weights and measures. The undertow of history and custom is too strong (proponents of the metric system, for example, are often unaware that it took many decades for France to get its citizens to adopt it-there were many, many setbacks and a staggering amount of resistance).
Government fiats don't work when it comes to weights and measures.
Appelbaum: Chafee's call for the United States to adopt the metric system generated an immediate backlash. Why does a seemingly dry subject like metrology ignite such intense passions?

Mihm: National pride is at stake. The adoption of another country's weights and measures-or in the case of the metric system, the rest of the world's weights and measures-seems an infringement on national sovereignty. That the system in question has a long and distinguished history as a pet project of Francophile, cosmopolitan liberals probably doesn't help make it appealing to American conservatives.

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The Surprising Reason Why the United States Hasn't Adopted the Metric System

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When former Rhode Island senator and governor Lincoln Chafee formally jumped into the presidential race on Wednesday, he made a splash. There are good reasons to take Chafee's bid seriously, but his speech drew the most attention for a less-conventional proposal. "Let's join the rest of the world and go metric," he said.

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Our centuries-long ambivalence about meters and liters mirrors our ambivalence about our place in the world

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Maps, Compasses, & GPS's 101A Basic Course

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Maps, Compasses, & GPS's 101A Basic Course

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Preparing for a job interview can make the difference between success and failure. The 100 common job interview questions below will help you market yourself more effectively and feel more confident on that important day. The questions have been organized by topic. Review the questions carefully and take time to create the best answers for you. You may even wish to write out your answers so you can refer to them in the future. Good luck!

Personal

1. Tell me about yourself.

2. What does success mean to you?

3. What are your plans for the future?

4. Have you done any volunteer work?

5. What are your hobbies?

6. Where do you see yourself five years from now? Ten years from now?

7. Describe a time when you failed.

8. What is your favourite book / movie?

9. What do you do for fun?

10. What would you do if you won the lottery?

Educational

11. Tell me about your educational background.

12. What academic courses did you like the most / the least?

13. Which academic course did you find most difficult?

14. Do you have plans for further education?

Professional

15. Why do you want this job?

16. Why are you the best person for the job?

17. Why do you think you will be successful in this job?

18. What can you offer our company?

19. What do you know about this industry?

20. What is your personal mission statement?

21. Describe your management style.

22. Please describe your work experience.

23. Why do you want to work for our company?

24. What do you know about our company?

25. What is most important to you in a job?

26. Why did you leave your previous job?

27. What did you like the most about your last job?

28. What did you like the least about your last job?

29. What did you learn in your previous job?

30. How long do you plan to stay in this job?

31. How would your co-workers describe you?

32. How do you feel about learning new things?

33. Have you ever had trouble with a boss? How did you handle it?

34. What major problems or challenges have you faced?

35. Why did you resign?

36. Why were you fired?

37. What have you been doing since your last job?

38. What's the best movie you've seen in the past year?

39. What's the most interesting book you've read in the past year?

40. How soon can you start work?

41. Do you have any questions?

Job Specifics

42. Are you looking for full- or part-time work?

43. Are you looking for a day or night job?

44. Are you seeking a permanent or temporary position?

45. Can you work weekends?

46. Can you work nights?

47. Are you willing to travel?

48. Do you have a driver's licence?

49. Do you like working with the public?

50. Do you like working with numbers?

51. How are your writing skills?

52. How's your spelling?

53. What computer programs are you familiar with?

54. Do you know any foreign languages?

Salary

Leadership

55. Do you consider yourself a leader?

56. What leadership or managerial positions have you held?

Independence

57. Do you like working alone?

58. How well do you work independently?

59. How do you feel about working by yourself?

Teamwork

60. Are you a team player?

61. Do you work well with others?

62. What strengths would you bring to a team?

63. Do you prefer working on a team or by yourself?

References

64. May we contact your previous employers?

Questions You Can Ask the Interviewer

65. If you were to offer me the job, how soon would you want me to start?

66. When could I expect to hear from you?

67. Are there any further steps in the interview process?

68. What are the major responsibilities of this position?

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Preparing for a job interview can make the difference between success and failure. The 100 common job interview questions below will help you market yourself more effectively and feel more confident on that important day. The questions have been organized by topic. Review the questions carefully and take time to create the best answers for you.

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The atomic clocks in the GNSS satellites are very accurate, but they do drift a small amount. Unfortunately, a small inaccuracy in the satellite clock results in a significant error in the position calculated by the receiver. For example, 10 nanoseconds of clock error results in 3 metres of position error.

The clock on the satellite is monitored by the GNSS ground control system and compared to the even more accurate clock used in the ground control system. In the downlink data, the satellite provides the user with an estimate of its clock offset. Typically, the estimate has an accuracy of about ±2 metres, although the accuracy can vary between different GNSS systems. To obtain a more accurate position, the GNSS receiver needs to compensate for the clock error.

One way of compensating for clock error is to download precise satellite clock information from an Spaced Based Augmentation System (SBAS) or Precise Point Positioning (PPP) service provider. The precise satellite clock information contains corrections for the clock errors that were calculated by the SBAS or PPP system. More information about SBAS and PPP is provided in Chapter 5.

Another way of compensating for clock error is to use a Differential GNSS or Real Time Kinematic (RTK) receiver configuration. Chapter 5 discusses Differential GNSS and RTK in depth.
Orbit Errors
GNSS satellites travel in very precise, well known orbits. However, like the satellite clock, the orbits do vary a small amount. Also, like the satellite clocks, a small variation in the orbit results in a significant error in the position calculated.

The GNSS ground control system continually monitors the satellite orbit. When the satellite orbit changes, the ground control system sends a correction to the satellites and the satellite ephemeris is updated. Even with the corrections from the GNSS ground control system, there are still small errors in the orbit that can result in up to ±2.5 metres of position error.

One way of compensating for satellite orbit errors is to download precise ephemeris information from an SBAS system or PPP service provider. SBAS and PPP are discussed further in Chapter 5.

Another way of compensating for satellite orbit errors is to use a Differential GNSS or RTK receiver configuration. More information about Differential GNSS and RTK is provided in Chapter 5.
Ionospheric Delay
The ionosphere is the layer of atmosphere between 80 km and 600 km above the earth. This layer contains electrically charged particles called ions. These ions delay the satellite signals and can cause a significant amount of satellite position error (Typically ±5 metres, but can be more during periods of high ionospheric activity).

Ionospheric delay varies with solar activity, time of year, season, time of day and location. This makes it very difficult to predict how much ionospheric delay is impacting the calculated position.

Ionospheric delay also varies based on the radio frequency of the signal passing through the ionosphere. GNSS receivers that can receive more than one GNSS signal, L1 and L2 for example, can use this to their advantage. By comparing the measurements for L1 to the measurements for L2, the receiver can determine the amount of ionospheric delay and remove this error from the calculated position.

For receivers that can only track a single GNSS frequency, ionospheric models are used to reduce ionospheric delay errors. Due to the varying nature of ionospheric delay, models are not as effective as using multiple frequencies at removing ionospheric delay.

Ionospheric conditions are very similar within a local area, so the base station and rover receivers experience very similar delay. This allows Differential GNSS and RTK systems to compensate for ionospheric delay.
Tropospheric Delay
The troposphere is the layer of atmosphere closest to the surface of the Earth.

Variations in tropospheric delay are caused by the changing humidity, temperature and atmospheric pressure in the troposphere.

Since tropospheric conditions are very similar within a local area, the base station and rover receivers experience very similar tropospheric delay. This allows Differential GNSS and RTK systems to compensate for tropospheric delay.

GNSS receivers can also use tropospheric models to estimate the amount of error caused by tropospheric delay.

Receiver Noise

Receiver noise refers to the position error caused by the GNSS receiver hardware and software. High end GNSS receivers tend to have less receiver noise than lower cost GNSS receivers.
Multipath
Multipath occurs when a GNSS signal is reflected off an object, such as the wall of a building, to the GNSS antenna. Because the reflected signal travels farther to reach the antenna, the reflected signal arrives at the receiver slightly delayed. This delayed signal can cause the receiver to calculate an incorrect position.

The simplest way to reduce multipath errors is to place the GNSS antenna in a location that is away from the reflective surface. When this is not possible, the GNSS receiver and antenna must deal with the multipath signals.

Long delay multipath errors are typically handled by the GNSS receiver, while short delay multipath errors are handled by the GNSS antenna. Due to the additional technology required to deal with multipath signals, high end GNSS receivers and antennas tend to be better at rejecting multipath errors.
Closing Remarks
This chapter has described the errors sources that cause inaccuracies in the calculation of position. In Chapter 5, we will describe the methods that GNSS receivers use to mitigate these errors and provide a more accurate position.

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The atomic clocks in the GNSS satellites are very accurate, but they do drift a small amount. Unfortunately, a small inaccuracy in the satellite clock results in a significant error in the position calculated by the receiver. For example, 10 nanoseconds of clock error results in 3 metres of position error.

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Learning about basic electronics and creating your own projects is a lot easier than you may think. In this tutorial, we're going to give you a brief overview of common electronic components and explain what their functions are. You will then learn about schematic diagrams and how they are used to design and build circuits. And finally, you will put this information to use by creating your first basic circuit.

FREE EBOOK (PDF) - Makerspace Info Bundle

Before you get started, make sure your electronic workbench is properly set up. The work area doesn't need to be fancy and you could even build your own electronic workbench.

Electronic components can be small and it's a good idea to keep everything organized. The most popular option is to use clear plastic storage boxes for storing parts. In addition, you could use plastic storage bins that hang from a rack or fit on a shelf.

Now that you have a good workspace set up, it's time to stock it with the proper tools and equipment. This isn't a complete list but it does highlight the most common items used in electronics.

Breadboard

Breadboards are an essential tool for prototyping and building temporary circuits. These boards contain holes for inserting wire and components. Because of their temporary nature, they allow you to create circuits without soldering. The holes in a breadboard are connected in rows both horizontally and vertically as shown below.

Digital Multimeter

A multimeter is a device that's used to measure electric current (amps), voltage (volts) and resistance (ohms). It's a great for troubleshooting circuits and is capable of measuring both AC and DC voltage. Check out this post for more info on how to use a multimeter.

Battery Holders

A battery holder is a plastic case that holds batteries from 9V to AA. Some holders are enclosed and may have an on/off switch built in.

Test Leads (Alligator Clips)

Test leads are great for connecting components together to test a circuit without the need for soldering.

Wire Cutter

Wire cutters are essential for stripping stranded and solid copper wire.

Precision Screwdriver Set

Precision screwdrivers are also known as jeweler's screwdrivers and usually come as a set. The advantage of these over normal screwdrivers is the precision tips of each driver. These are very handy when working with electronics that contain tiny screws.

Helping 3rd Hand

When working with electronics, it seems you never have enough hands to hold everything. This is where the helping hand (3rd hand) comes in. Great for holding circuit boards or wire when soldering or tinning.

A heat gun is used to shrink plastic tubing known as heat shrink to help protect exposed wire. Heat shrink has been called the duct tape of electronics and comes in handy in a wide variety of applications.

Jumper Wire

These wires are used with breadboard and development boards and are generally 22-28 AWG solid core wire. Jumper wires can have male or female ends depending on how they need to be used.

Soldering Iron

When it time to create a permanent circuit, you'll want to solder the parts together. To do this, a soldering iron is the tool you would use. Of course a soldering iron isn't any good unless you have solder to go with it. You can choose leaded or lead-free solder in a few diameters.

Now its time to talk about the different components that make your electronic projects come to life. Below is a quick breakdown of the most common components and functions they perform.

Switches can come in many forms such as pushbutton, rocker, momentary and others. Their basic function is to interrupt electric current by turning a circuit on or off.

Resistors are used to resist the flow of current or to control the voltage in a circuit. The amount of resistance that a resistor offers is measured in Ohms. Most resistors have colored stripes on the outside and this code will tell you it's value of resistance. You can use a multimeter or Digikey's resistor color code calculator to determine the value of a resistor.

Variable Resistor (Potentiometer)

A variable resistor is also known as a potentiometer. These components can be found in devices such as a light dimmer or volume control for a radio. When you turn the shaft of a potentiometer the resistance changes in the circuit.

Light-Dependent Resistor (LDR)

A light-dependent resistor is also a variable resistor but is controlled by the light versus turning a knob. The resistance in the circuit changes with the intensity of the light. These are often found in exterior lights that automatically turn on at dusk and off at dawn.

Capacitors store electricity and then discharges it back into the circuit when there is a drop in voltage. A capacitor is like a rechargeable battery and can be charged and then discharged. The value is measured in F (Farad), nano Farad (nF) or pico Farad (pF) range.

A diode allows electricity to flow in one direction and blocks it from flowing the opposite way. The diode's primary role is to route electricity from taking an unwanted path within the circuit.

Light-Emitting Diode (LED)

A light-emitting diode is like a standard diode in the fact that electrical current only flows in one direction. The main difference is an LED will emit light when electricity flows through it. Inside an LED there is an anode and cathode. Current always flows from the anode (+) to the cathode (-) and never in the opposite direction. The longer leg of the LED is the positive (anode) side.

Transistor

Transistor are tiny switches that turn a current on or off when triggered by an electric signal. In addition to being a switch, it can also be used to amplify electronic signals. A transistor is similar to a relay except with no moving parts.

A relay is an electrically operated switch that opens or closes when power is applied. Inside a relay is an electromagnet which controls a mechanical switch.

Integrated Circuit (IC)

An integrated circuit is a circuit that's been reduced in size to fit inside a tiny chip. This circuit contains electronic components like resistors and capacitors but on a much smaller scale. Integrated circuits come in different variations such as 555 timers, voltage regulators, microcontrollers and many more. Each pin on an IC is unique in terms of it's function.

Before you design an electronic project, you need to know what a circuit is and how to create one properly.

An electronic circuit is a circular path of conductors by which electric current can flow. A closed circuit is like a circle because it starts and ends at the same point forming a complete loop. Furthermore, a closed circuit allows electricity to flow from the (+) power to the (-) ground uninterrupted.

In contrast, if there is any break in the flow of electricity, this is known as an open circuit. As shown below, a switch in a circuit can cause it to be open or closed depending on it's position.

All circuits need to have three basic elements. These elements are a voltage source, conductive path and a load.

The voltage source, such as a battery, is needed in order to cause the current to flow through the circuit. In addition, there needs to be a conductive path that provides a route for the electricity to flow. Finally, a proper circuit needs a load that consumes the power. The load in the above circuit is the light bulb.

When working with circuits, you will often find something called a schematic diagram. These diagrams use symbols to illustrate what electronic components are used and where they're placed in the circuit. These symbols are graphic representations of the actual electronic components.

Below is an example of a schematic that depicts an LED circuit that is controlled by a switch. It contains symbols for an LED, resistor, battery and a switch. By following a schematic diagram, you are able to know which components to use and where to put them. These schematics are extremely helpful for beginners when first learning circuits.

There are many types of electronic symbols and they vary slightly between countries. Below are a few of the most commonly used electronic symbols in the US.

Resistors are commonly used in electronics projects and it's important to know which size to use. To find the resistor value, you need to know the voltage and the amps for your LED and battery.

A standard LED generally needs a voltage of around 2V and a current of 20mA or .02A to operate correctly. Next, you need to find out what voltage your battery is. In this example, we will be using a 9V battery. In order to determine the resistor size, we need to use a formula known as Ohm's law as shown below.

Ohm's Law - Resistance (R) = Voltage (V) / Current (I)

Resistance is measured in Ohms (Ω)

Voltage is measured in volts (V)

Current is measured in amps (A)

Using Ohm's law, you need to subtract the LED voltage from the battery voltage. This will give you a voltage of 7 which needs to be divided by .02 amps from the LED. This formula shows that you will need a 350 Ω resistor.

As a note, standard resistors don't come in 350 Ω but are available in 330 Ω which will work fine.

Now it's time to combine everything you've learned and create a basic circuit. This project is a great starter project for beginners. We will be using test leads to create a temporary circuit without having to solder it together.

1. Attach the battery clip to the top of the 9V battery.

2. Red wire from the battery clip is connected to one alligator clip on the red test lead.

3. The other end of the red test lead is connected to the long leg (+) of the LED.

4. Connect one alligator clip from black test lead to the short leg (-) of the LED.

5. The other end of the black test lead is clipped to one leg of the 330 Ω resistor.

6. Clip one side of the other black test lead to the other leg of the 330 Ω resistor.

7. The opposite end of the black test lead is connected to the black battery wire.

- Never connect an LED directly to a 9V battery without a resistor in the circuit. Doing so with damage/destroy the LED. You can however connect an LED to a 3V or smaller battery without a resistor.

Another way to create and test a circuit is to build it on a breadboard. These boards are essential for testing and prototyping circuits because no soldering is needed. Components and wires are pushed into the holes to form a temporary circuit. Because it's not permanent, you can experiment and make changes until the desired outcome is reached.

Below the holes of each row are metal clips that connect the holes to each other. The middle rows run vertically as shown while the exterior columns are connected horizontally. These exterior columns are called power rails and are used to receive and provide power to the board.

Breadboards will need to have power supplied to them and this can be done in a few ways. One of the easiest way is to plug the wires from a battery holder into the power rails. This will supply voltage to the rail it's plugged into only.

To power both rails, you will need to use a jumper wire from the (+) and (-) to the rail on the opposite side.

Now we're going to learn how to create a circuit on a breadboard. This circuit is the exact same one we did earlier but we won't be using the test leads.

1. Attach the battery clip to the top of the 9V battery.

2. Place the red wire from the battery clip into F9 of the breadboard.

3. Insert the black wire from the battery clip into J21 of the breadboard.

4. Bend the legs of the 330 Ω resistor and place one leg into F21.

5. Place the other leg of the resistor into F15.

6. Insert the short leg of the LED into J15 and the long leg into J9.

The red arrows in the image below help to show how electricity is flowing in this circuit. All components are connected to each other in a circle just like when we used the test leads.

- Never connect an LED directly to a 9V battery without a resistor in the circuit. Doing so with damage/destroy the LED.

If you want to make your circuit permanent, you'll need to solder it together. For an in-depth tutorial on soldering electronics, view our post How To Solder for a complete step-by-step guide.

There are a lot of great places online to find electronic components, parts and tools. Below is a list of our favorite places to shop for electronics.

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Introduction to Basic Electronics, Electronic Components and Projects

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This tutorial will give you an introduction to basic electronics for beginners. Learn about electronic components & parts while making simple projects.

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"practical engineering" engineer concrete dam infrastructure rebar "reinforced sand" weir grady flood flooding engineering bridge bridges "water tower" "wate...

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Practical Engineering is all about infrastructure and the human-made world around us. It is hosted, written, and produced by civil engineer, Grady Hillhouse. We have new videos posted every first and third Tuesday, so please subscribe for updates.

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In the past it was difficult to accurately measure very long distances, but it was possible to accurately measure the angles between points many kilometres apart, limited only by being able to see the distant beacon. This could be anywhere from a few kilometres, to 50 kilometres or more.

Triangulation is a surveying method that measures the angles in a triangle formed by three survey control points. Using trigonometry and the measured length of just one side, the other distances in the triangle are calculated. The shape of the triangles is important as there is a lot of inaccuracy in a long skinny triangle, but one with base angles of about 45 degrees is ideal.

Each of the calculated distances is then used as one side in another triangle to calculate the distances to another point, which in turn can start another triangle. This is done as often as necessary to form a chain of triangles connecting the origin point to the Survey Control in the place needed. The angles and distances are then used with the initial known position, and complex formulae, to calculate the position (Latitude and Longitude) of all other points in the triangulation network.

Although the calculations used are similar to the trigonometry taught in high school, because the distance between the survey points is generally long (typically about 30 kilometres) the calculations also allow for the curvature of the Earth.

The measured distance in the first triangle is known as the 'Baseline' and is the only distance measured; all the rest are calculated from it and the measured angles. Prior to the 1950s, this initial baseline distance would have to be very carefully measured with successive lengths of rods whose length were accurately known. This meant that the distance would be relatively short (maybe a kilometre or so) and it would be in a reasonably flat area, such as a valley or plain. The triangles measured from it gradually increased in size, and up onto the hilltops where distant points could be seen easily.

The angles in the triangles are measured using a theodolite, which is an instrument with a telescope connected to two rotating circles (one horizontal and one vertical) to measure the horizontal and vertical angles. A good quality theodolite used for geodetic surveys would be graduated to 0.1 second of an arc and an angle resulting from repeated measurements would typically have an accuracy of about 1 second of arc, which is equivalent to about 5 cm over a distance of 10 kilometres.

In triangulation the vertical angles are not needed, but they can be used to measure the difference in height between the points.

Explaining Some Jargon - Angular Measurement

There are 360 degrees in a full circle. One degree contains 60 minutes and each minute contains 60 seconds. So there are 3,600 seconds in a degree and 1,296,000 seconds in a full circle. These seconds or minutes are often referred to as 'seconds of arc' or 'minutes of arc' to distinguish them from seconds and minutes of time.
Trilateration
In the 1950s, accurate methods of measuring long distances (typically 30 to 50 km) were developed. They used the known speed of light (299,792.458 km per second) and the timed reflection of a microwave or light wave along the measured line. Known as Electromagnetic Distance Measurement (EDM), the two initial types of instrument were the 'Tellurometer', which used a microwave, and 'Geodimeter', which used a light wave.

The distances in a triangle could then be measured directly instead of calculating them from the observed angles. If needed the angles could be calculated. The process of calculating positions through the chain of triangles is then the same as for triangulation.

Sometimes both angles and distances were measured in some triangles to check on the observations and improve the accuracy of the calculations.

The early EDM instruments could measure long distances with an accuracy of about 5 parts per million (i.e. 5 mm for every km or to 150 mm over a 30 km line), but later versions were more accurate, able to measure with an accuracy of about 1 part per million (1 mm per kilometre or 30 mm over a 30 km line)

These days there are also many types of accurate and compact EDM instruments integrated with an electronic theodolite and known generically as a 'Total Station'. These instruments can also measure with an accuracy of about 1 part per million, but generally only for shorter lines of about one kilometre.
Traversing
Triangulation and Trilateration are difficult and sometimes impossible in flat country where there are not many hills. This is often the situation in outback areas of Australia.

With EDM this problem can be minimised by measuring the distances and angle between successive survey control points. With a known starting position and orientation (or two known starting positions) repeating this process through a chain of points allows the position of each point to be calculated.

However, in a traverse, if a mistake is made, it may not be obvious, so these traverses generally close back onto their starting point to form a loop, or finish on another known position. The difference between the known finishing position and the calculated position for this point is the misclose and indicates the accuracy of the traverse measurements and calculations.

For small projects traversing is often used with 'Total Station' equipment. Variations on triangulation and trilateration are also often used on small surveys, particularly to measure to inaccessible points.

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In the past it was difficult to accurately measure very long distances, but it was possible to accurately measure the angles between points many kilometres apart, limited only by being able to see the distant beacon. This could be anywhere from a few kilometres, to 50 kilometres or more.

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Land Surveying is a technique and science of accurately measuring the distances and angles between different points, on the surface of Earth. GNSS has been used by land surveyors since the late 1980s, primarily for geodetic control networks and for photo control[1].

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Ease, accuracy, and worldwide availability have made 'GPS' a household term. Yet, none of the power or capabilities of GPS would have been possible without traditional surveyors paving the way. The techniques and tools of conventional surveying are still in use and, as you will see, are based on the very same concepts that underpin even the most advanced satellite-based positioning.

Geographic positions are specified relative to a fixed reference. Positions on the globe, for instance, may be specified in terms of angles relative to the center of the Earth, the equator, and the prime meridian.

Land surveyors measure horizontal positions in geographic or plane coordinate systems relative to previously surveyed positions called control points, most of which are indicated physically in the world with a metal "benchmark" that fixes the location and, as shown here, may also indicate elevation about mean sea level (Figure 5.10). In 1988 NGS established four orders of control point accuracy, ranging in maximum base error from 3mm to 5cm. In the U.S., the National Geodetic Survey (NGS) maintains a National Spatial Reference System (NSRS) that consists of approximately 300,000 horizontal and 600,000 vertical control stations (Doyle,1994).

Doyle (1994) points out that horizontal and vertical reference systems coincide by less than ten percent. This is because:

....horizontal stations were often located on high mountains or hilltops to decrease the need to construct observation towers usually required to provide line-of-sight for triangulation, traverse and trilateration measurements. Vertical control points however, were established by the technique of spirit leveling which is more suited to being conducted along gradual slopes such as roads and railways that seldom scale mountain tops. (Doyle, 2002, p. 1)

You might wonder how a control network gets started. If positions are measured relative to other positions, what is the first position measured relative to? The answer is: the stars. Before reliable timepieces were available, astronomers were able to determine longitude only by careful observation of recurring celestial events, such as eclipses of the moons of Jupiter. Nowadays, geodesists produce extremely precise positional data by analyzing radio waves emitted by distant stars. Once a control network is established, however, surveyors produce positions using instruments that measure angles and distances between locations on the Earth's surface.

5.5.1 Measuring Angles and Distances

You probably have seen surveyors working outside, e.g., when highways are being realigned or new housing developments are being constructed. Often one surveyor operates equipment on a tripod while another holds up a rod some distance away. What the surveyors and their equipment are doing is carefully measuring angles and distances, from which positions and elevation can be calculated. We will briefly discuss this equipment and their methodology. Let us first take a look at angles and how they apply to surveying.

Although a standard compass can give you a rough estimate of angles, the Earth's magnetic field is not constant and the magnetic poles, which slowly move over time, do not perfectly align with the planet's axis of rotation; as a result of the latter, true (geographic) north and magnetic north are different. Moreover, some rocks can become magnetized and introduce subtle local anomalies when using compass. For these reasons, land surveyors rely on transits (or their more modern equivalents, called theodolites) to measure angles. A transit (Figure 5.11) consists of a telescope for sighting distant target objects, two measurement wheels that work like protractors for reading horizontal and vertical angles, and bubble levels to ensure that the angles are true. A theodolite is essentially the same instrument, except that it is somewhat more complex and capable of higher precision. In modern theodolites, some mechanical parts are replaced with electronics.

When surveyors measure angles, the resultant calculations are typically reported as either azimuths or bearings, as seen in Figure 5.12. A bearing is an angle less than 90° within a quadrant defined by the cardinal directions. An azimuth is an angle between 0° and 360° measured clockwise from North. "South 45° East" and "135°" are the same direction expressed as a bearing and as an azimuth.

5.5.2 Measuring Distances

To measure distances, land surveyors once used 100-foot long metal tapes that are graduated in hundredths of a foot. An example of this technique is shown in Figure 5.13. Distances along slopes were measured in short horizontal segments. Skilled surveyors could achieve accuracies of up to one part in 10,000 (1 centimeter error for every 100 meters distance). Sources of error included flaws in the tape itself, such as kinks; variations in tape length due to extremes in temperature; and human errors such as inconsistent pull, allowing the tape to stray from the horizontal plane, and incorrect readings.

Since the 1980s, electronic distance measurement(EDM) devices have allowed surveyors to measure distances more accurately and more efficiently than they can with tapes. To measure the horizontal distance between two points, one surveyor uses an EDM instrument to shoot an energy wave toward a reflector held by the second surveyor. The EDM records the elapsed time between the wave's emission and its return from the reflector. It then calculates distance as a function of the elapsed time (not unlike what we've learned about GPS!). Typical short-range EDMs can be used to measure distances as great as 5 kilometers at accuracies up to one part in 20,000, twice as accurate as taping.

Instruments called total stations (Figure 5.14) combine electronic distance measurement and the angle measuring capabilities of theodolites in one unit. Next we consider how these instruments are used to measure horizontal positions in relation to established control networks.

5.5.3 Combining Angles and Distances to Determine Positions

Surveyors have developed distinct methods, based on separate control networks, for measuring horizontal and vertical positions. In this context, a horizontal position is the location of a point relative to two axes: the equator and the prime meridian on the globe, or to the x and y axes in a plane coordinate system.

We will now introduce two techniques that surveyors use to create and extend control networks (triangulation and trilateration) and two other techniques used to measure positions relative to control points (open and closed traverses).

Surveyors typically measure positions in series. Starting at control points, they measure angles and distances to new locations, and use trigonometry to calculate positions in a plane coordinate system. Measuring a series of positions in this way is known as "running a traverse." A traverse that begins and ends at different locations, in which at least one end point is initially unknown, is called an open traverse. A traverse that begins and ends at the same point, or at two different but known points, is called a closed traverse. "Closed" here does not mean geometrically closed (as in a polygon) but mathematically closed (defined as: of or relating to an interval containing both its endpoints). By "closing" a route between one known location and another known location, the surveyor can determine errors in the traverse.

Measurement errors in a closed traverse that connects at the point where it started can be quantified by summing the interior angles of the polygon formed by the traverse. The accuracy of a single angle measurement cannot be known, but since the sum of the interior angles of a polygon is always (n-2) × 180, it's possible to evaluate the traverse as a whole, and to distribute the accumulated errors among all the interior angles. Errors produced in an open traverse, one that does not end where it started, cannot be assessed or corrected. The only way to assess the accuracy of an open traverse is to measure distances and angles repeatedly, forward and backward, and to average the results of calculations. Because repeated measurements are costly, other surveying techniques that enable surveyors to calculate and account for measurement error are preferred over open traverses for most applications.

5.5.4 Triangulation

Closed traverses yield adequate accuracy for property boundary surveys, provided that an established control point is nearby. Surveyors conduct control surveys to extend and add point density to horizontal control networks. Before survey-grade satellite positioning was available, the most common technique for conducting control surveys was triangulation (Figure 5.16).

1. Using a total station equipped with an electronic distance measurement device, the control survey team commences by measuring the azimuth alpha, and the baseline distance AB.

2. These two measurements enable the survey team to calculate position B as in an open traverse.

3. The surveyors next measure the interior angles CAB, ABC, and BCA at point A, B, and C. Knowing the interior angles and the baseline length, the trigonometric "law of sines" can then be used to calculate the lengths of any other side. Knowing these dimensions, surveyors can fix the position of point C.

4. Having measured three interior angles and the length of one side of triangle ABC, the control survey team can calculate the length of side BC. This calculated length then serves as a baseline for triangle BDC. Triangulation is thus used to extend control networks, point by point and triangle by triangle.

5.5.5 Trilateration

An alternative to triangulation is trilateration, which uses distances alone to determine positions. By eschewing angle measurements, trilateration is easier to perform, requires fewer tools, and is therefore less expensive. Having read this chapter so far, you have already been introduced to a practical application of trilateration, since it is the technique behind satellite ranging used in GPS.

You have seen an example of trilateration in Figure 5.8 in the form of 3-dimensional spheres extending from orbiting satellites. Demo 1 below steps through this process in two dimensions.

Try This: Step through the process of 2-dimensional trilateration.

Once a distance from a control point is established, a person can calculate a distance by open traverse, or rely on a known distance if one exists. A single control point and known distance confines the possible locations of an unknown point to the edge of the circle surrounding the control point at that distance; there are infinitively many possibilities along this circle for the unknown location. The addition of a second control point introduces another circle with a radius equal to its distance from the unknown point. With two control points and distance circles, the number of possible points for the unknown location is reduced to exactly two. A third and final control point can be used to identify which of the remaining possibilities is the true location.

Trilateration is noticeably simpler than triangulation and is a very valuable skill to possess. Even with very rough estimates, one can determine a general location with reasonable success.

Practice Quiz

Registered Penn State students should return now take the self-assessment quiz Land Surveying.

You may take practice quizzes as many times as you wish. They are not scored and do not affect your grade in any way.

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5.5 Land Surveying and Conventional Techniques for Measuring Positions on the Earth's Surface

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Ease, accuracy, and worldwide availability have made 'GPS' a household term. Yet, none of the power or capabilities of GPS would have been possible without traditional surveyors paving the way. The techniques and tools of conventional surveying are still in use and, as you will see, are based on the very same concepts that underpin even the most advanced satellite-based positioning.

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A land survey involves locating and measuring both man-made and natural features using the principles of mathematics, geometry, and other sciences. By using various tools, a land surveyor can measure things such as elevation, angles, and boundaries on a property.

There are multiple forms of land survey, each with a unique purpose and set of required tools.

Below is information about — and equipment recommendations for — seven different types of land survey:

1. ALTA/ACSM Survey

The purpose of this type of survey is to provide a title company and/or lender with the necessary location and survey data to issue an American Land Title Association or Extended Coverage Title Insurance policy. An ALTA/ACSM survey usually shows the relationship between existing improvements on a particular parcel of land relative to the boundaries set forth in the property's deed.

This is one of the most comprehensive types of land survey because it covers all of the features and characteristics of the property.

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2. Boundary Survey

A boundary survey is used to locate the corners and boundary lines of a parcel of land. This type of survey involves both record and field research, including any measurements and computations needed to set the boundary lines in accordance with applicable state laws. A boundary survey may also involve locating easement lines and encroachments.

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3. Construction Survey

This type of survey requires staking out structures located on the property, including walls, buildings, roads, and utilities. Staking provides construction personnel with directions for implementing the improvements shown on the development plans. A construction survey may also involve both horizontal and vertical grading in addition to an As-Built survey.

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4. Location Survey

Similar to a boundary survey, a location survey provides additional information on the location of interior improvements. This type of survey is most commonly used to fulfill the requirements of a zoning permit or loan application.

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5. Site Planning Survey

Often a requirement for development permit applications, a site planning survey combines the elements of boundary and topographic surveys for site planning. This survey is used to plan design improvements and developments before construction begins.

Site planning surveys are frequently used for designing house lots, subdivisions, stores, playgrounds, commercial & industrial sites, and streets and highways.

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6. Subdivision Survey

A subdivision survey is used to divide a parcel of land into smaller tracts, lots, or estates. This type of survey is also used to design streets and drainages, and it must be recorded by the local and state government agency. This survey is also known as a partition survey.

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7. Topographic Survey

The purpose of this survey is to locate both natural and man-made topographic features on a parcel of land. Examples of such features include fences, utilities, buildings, elevations, streams, trees, improvements, and contours. A topographic survey may be required by a state or local government agency or might be used by architects and engineers for planning site improvements and developments.

A topographic survey is typically implemented through a combination of aerial photography and ground field methods. This type of survey is not limited by property boundaries.

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When it comes to applying land survey principles and choosing the necessary equipment, each type of land survey has its own unique requirements. No matter what type of land survey is needed, be sure to have the proper tools on hand.

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7 Types of Land Surveying & the Tools Required for Each (2019 Edition)

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A land survey involves locating and measuring both man-made and natural features using the principles of mathematics, geometry, and other sciences. By using various tools, a land surveyor can measure things such as elevation, angles, and boundaries on a property. There are multiple forms of land survey, each with a unique purpose and set of required tools.

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Job interviews can be awkward affairs. High hopes, jangled nerves, sweaty palms and inflated resumes: How can a candidate convey abilities and personality, and how does an employer learn if a candidate is right for the job, just from one or two conversations?

Guy Halfteck says they can't. Halfteck, founder and CEO of Knack.it, has developed video games that he says provide an accurate representation of a person's skills and potential.

The games solve a "crisis in matching people to the right jobs," he tells Weekend Edition Sunday host Rachel Martin. "A game is an experience in which lots of information gets revealed."

One Knack game, Wasabi Waiter, simulates a restaurant in which the player is a server trying to tend needy customers.

"The player has to engage in multiple micro-decisions, think about prioritizing, about [the] sequence of taking actions, about persisting when the game becomes more challenging," he says.

"The game collects all the data points about the entirety of the behavior during the game," Halfteck says. "Then we analyze that data to extract insight into the intellectual and the personal makeup of that person."

Halfteck says playing a video game can be a better representation of who you are and your skill sets than an employer might get in a one-on-one conversation.

"As people, we make many decisions that are biased, whether it's consciously or subconsciously, and we have no good tools to assess and evaluate, let alone predict, what one's potential is," he says.

The games can work across a variety of industries. Halfteck says Wasabi Waiter and other games have been used by the NYU Langone Medical Center, Shell and other companies.

"We've seen that both Wasabi Waiter and the other games we have can very accurately and insightfully gain understanding of what makes someone capable of achieving a high level of success at that particular job," Halfteck says.

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Could Video Games Be The Next Job Interview?

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Job interviews can be awkward affairs. High hopes, jangled nerves, sweaty palms and inflated resumes: How can a candidate convey abilities and personality, and how does an employer learn if a candidate is right for the job, just from one or two conversations? Guy Halfteck says they can't.

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In 1963, 11-year-old Klaus Teuber received a gift that would change his life: a board game. "When I opened the box of the game, I liked the scent of the game," he remembers, inhaling deeply. "Ah, so wonderful! There is adventure in this box!"

It was a game of Romans versus Carthaginians. "It was a tabletop game with wonderful painted figures, and you had to role the dice to fight against the others," Teuber recalls.

He remembers playing it by himself, pitting one army against the other over a pretend-landscape of rivers, plains and mountains that he had fashioned at his family's home in Rai-Breitenbach, a German village located at the foot of a castle and surrounded by forest. "That was the very first step for the later development of Catan," he says.

Catan, once known as The Settlers of Catan, would become Teuber's masterpiece. It is a board game of trade and development where players compete for resources in a race to build settlements, cities and roads. The most successful developer wins.

Entrepreneurs love the game. Facebook CEO Mark Zuckerberg is a fan. LinkedIn co-founder Reid Hoffman reportedly has played it in job interviews to size up applicants and as a tool for making venture capital deals. In its 25thyear, Catan has sold more than 32 million units, according to company figures, one of the bestselling board games of all time.

"Catan was revolutionary and its impact continues today," says Erik Arneson, author of How to Host a Game Night.

In his two decades of writing about board games, Arneson has never seen anything like Catan - a modular game where the board, made up of individual hexagons representing a range of resources from wood to sheep to brick, is different each time you play it and where the object is not obliterating your opponents, but trading with them.

"Every player is involved throughout the whole game, even when it's other players' turns, you're not sitting around waiting," says Arneson. "The games are always quite close. Nobody ever gets eliminated. It is just a remarkable achievement in game design."

Teuber is now 68 and has just released his autobiography My Way to Catan to mark the game's 25th anniversary.

He was a dental technician who was bored out of his mind by his job when he began creating games in his basement in the 1980s. "I had a lot of frustration," Teuber says. "It was, for me, a little bit like a holiday to be at home and to develop games and, for me, to create my own worlds."

His first games did well: He won three Spiel des Jahres awards, a coveted prize in the board game industry. Then, in the early 1990s, inspired by the history of the Vikings and the Age of Discovery. "I was fascinated that they sailed the open sea and explored new lands like Iceland, Greenland or America, and in my imagination I considered what will they do when they come to Iceland? They'll need wood, they'll need to harvest food. And this gave me the idea to create a game of exploration and of settling," he says.

So Teuber began to work on Catan. The first draft "was very big," he says, and it included multiple islands and ships filled with settlers exploring new lands. It took him nearly four years to reduce the game to a single island ready to be explored and developed by players (the sea exploration segment was later sold as an expansion of the original game).

When it was released in Germany in 1995 - as Die Siedler von Catan - it was an instant hit. It also won the Spiel des Jahres. Sales didn't taper off after a few years, as with his previous award-winning games. Catan sales surged after it was released in the United States in 1996 and continued upward, prompting him to quit his day job.

Teuber has a theory about why the game became so popular. "First thing, it's variable. Every time, it's a new game. You cannot destroy someone's buildings. It's impossible," he explains. "And you have to communicate. I think these are actually factors that women like. In my opinion, part of the success is that women play together in the family with their husbands and with their children."

As families shelter in place because of the coronavirus pandemic, sales of Catan have climbed. While the global economy spirals downward, the company says sales skyrocketed by 144% for the first five months of this year.

Klaus Teuber, whose sons Benjamin and Guido work for Catan Inc., says he still plays the game with his family.

But he admits he's not very good at it and rarely wins; his son Benjamin usually prevails.

What Klaus Teuber enjoys most is the process of playing it, he says, and being there with his family - something millions of other families are apparently enjoying, too.
Esme Nicholson contributed to this story.

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Families Stuck At Home Turn To Board Game Catan, Sending Sales Skyrocketing

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In 1963, 11-year-old Klaus Teuber received a gift that would change his life: a board game. "When I opened the box of the game, I liked the scent of the game," he remembers, inhaling deeply. "Ah, so wonderful! There is adventure in this box!" It was a game of Romans versus Carthaginians.

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Le métier du Technicien Supérieur Conception des Produits Industriels (CPI)

1.1 La description du champ d'activité

Le ou la titulaire du brevet de technicien supérieur " Conception des produits industriels " est amené à exercer son métier dans les domaines de la conception et de la définition des ensembles mécaniques, intégrés ou non dans un système pluri technique. Il ou elle travaille en collaboration avec des spécialistes des domaines de la motorisation, des automatismes, de l'énergie, des procédés de transformation... au sein d'une équipe de conception animée par un chef de projet.

C'est un spécialiste de la conception détaillée des produits capable de définir complètement tout ou partie d'un produit industriel intégrant une chaine d'action mécanique. Il doit s'intégrer à une équipe de conception de systèmes complexes.

Pour le technicien supérieur " Conception des produits industriels ", le produit industriel est un ensemble ou un sous-ensemble mécanique destiné à rendre un service sous forme de constituant ou de système complet, motorisé ou non, automatisé ou non, composé de pièces mécaniques qu'il faut concevoir et assembler de façon à garantir le fonctionnement et les performances attendues tout en respectant des contraintes techniques, économiques, de réalisation, de développement durable... Le mécanisme étudié relève de la réalisation de produits manufacturés ou de systèmes industriels de production (machines, outillages, installations...)

Pour cela, le technicien supérieur " Conception des produits industriels " possède les connaissances minimales nécessaires à l'optimisation des pièces en fonction d'un procédé et au travail collaboratif avec des spécialistes de fabrication.

Concepteur des produits industriels mécaniques de tous types et relevant de tous domaines (biens de consommation pour le grand public, de systèmes d'équipement pour les entreprises), le titulaire du BTS intervient essentiellement au début de la chaîne de conception et de réalisation d'un produit (relations avec le client, conceptions préliminaire et détaillée et pré industrialisation en relation directe avec les spécialistes de production).

1.2 Le contexte économique
1.2.1 La typologie des entreprises
Le titulaire d'un brevet de technicien supérieur " Conception des produits industriels " s'insère dans des entreprises de toutes tailles TPE, PME et grandes entreprises. Tous les secteurs d'activités économiques mettant en oeuvre des parties mécaniques sont concernés.
1.2.2 Les emplois concernés
Selon la taille de l'entreprise, le titulaire du brevet de technicien supérieur " Conception des produits industriels " exerce ses activités dans les différents services de conception des systèmes et des produits. Il intervient sous l'autorité d'un responsable de service conception ou d'un chef de projet, à toutes les étapes de conception d'un produit. Au sein des PME-PMI, il peut être plus autonome mais travaille toujours en étroite collaboration avec les responsables de produits et de production.

Avec l'expérience, ses activités peuvent l'amener à évoluer vers différentes fonctions de l'entreprise : chargé d'affaires, responsable de projets, responsable d'implantation des système ...

Dans tous les cas, le métier s'exerce en relation avec de nombreux partenaires comme le donneur d'ordre ou les sous-traitants, et dans un cadre d'ingénierie collaborative avec :

- des spécialistes de différents domaines intervenant dans le processus de conception des produits, comme le design, le marketing, la créativité et l'innovation industrielle, les calculs et le dimensionnement de structures et de pièces, les méthodes, la production, les normes et réglementations, le service après-vente..., intervenant dans le processus de conception des produits ;
- les spécialistes des procédés de première transformation (moulage, forgeage, injection plastique...), d'usinages, de traitements thermiques et de traitements de surfaces... ;
- les entreprises d'équipements divers (composants, constituants, sous-ensembles techniques) et sous-traitants locaux ou à l'étranger ;
- les techniciens de l'énergie, de la motorisation, de l'automatisation et de l'informatisation, de la logistique et de la gestion, de la maintenance.
1.2.3 Types de conceptions
Le contexte professionnel du titulaire du brevet de technicien supérieur en " Conception des produits industriels " dépend de la nature des produits conçus par l'entreprise ou le bureau d'études.

Dans le cadre de la conception de produits industriels, qu'ils soient de grandes séries, de petites séries ou unitaires, il participe à toutes les étapes de travail du groupe projet, tout en s'attachant à optimiser les contraintes de délais et de coût.

Il intervient donc au niveau :

- de l'analyse du besoin client et à la participation de la rédaction du cahier des charges associé ;
- des phases de conception préliminaire et détaillée d'un produit ou d'un sous-ensemble dans le cadre d'une activité d'ingénierie collaborative d'une équipe projet permettant de garantir l'optimisation de la relation entre le besoin, les coûts, la qualité et les délais exigés. Cette phase intègre la créativité, l'innovation, la définition de principes de solutions et des calculs de prédétermination relevant de son niveau de responsabilité et du choix du meilleur compromis technico économique possible ;
- de la pré-industrialisation du produit, en s'assurant de l'optimisation des relations produit/matériaux/procédés en relation avec les spécialistes de la réalisation ;
- de la conception détaillée de tout ou partie du projet, l'amenant à collaborer ou assumer la réalisation du dossier de définition du produit ;
- de la vérification de la conformité et de la qualification du produit ;
- du lancement et du suivi de la vie du produit, en intégrant les étapes d'adaptation et de modification.
1.2.4 Le domaine d'activités professionnelles
Au sein de son entreprise, ses activités consistent à :

- apporter une réponse technique et économique au besoin exprimé d'un client ;
- spécifier le besoin du client, concevoir et définir tout ou partie d'un produit en intégrant toutes les contraintes techniques, énergétiques, économiques et environnementales ;
- participer à la validation du produit après sa réalisation ;
- encadrer des équipes ;
- collaborer avec des partenaires.

D'une manière transversale, le titulaire du brevet de technicien supérieur " Conception des produits industriels " utilise l'outil informatique, est acteur de la politique qualité de l'entreprise, respecte et fait respecter les réglementations et participe éventuellement à des relations commerciales.

Il utilise l'informatique à des fins de communication, de conception technique (CAO, bibliothèques d'éléments standard, simulation des comportements et calculs), d'intégration dans le cadre de l'ingénierie collaborative, de choix des processus de production (simulation des procédés, bases de données matériaux) et d'exploitation de logiciels spécialisés dans le bureau d'études (calculs particuliers, processus stabilisés de fabrication, etc).

Il est également un acteur du respect du triptyque " qualité/coût/délai " en participant à des projets de conception simultanée et de prototypage rapide des solutions. Ses activités peuvent également le conduire à utiliser des outils de gestion informatique des projets (Project Data Management - PDM ou Project Life Cycle Management - PLM).

Il connaît les fonctions et les contraintes qui ont une incidence sur la qualité du produit réalisé à partir de sa conception et il sait participer à des actions spécifiques de suivi et d'optimisation de son travail (revues de projet, créativité et innovation, intégration des évolutions des normes et réglementations, etc).

Il est capable de communiquer, de rédiger et de diffuser des notes internes et externes à l'entreprise, en respectant les procédures installées.

Il sait échanger, à l'écrit comme à l'oral, en langue anglaise sur le plan technique avec un interlocuteur étranger. Le technicien supérieur reste vigilant et réactif en menant une veille réglementaire et normative du domaine technique relatif aux produits à concevoir pour les mettre en œuvre rapidement dans les nouvelles conceptions.

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BTS Conception de produits industriels - CPI

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Le ou la titulaire du brevet de technicien supérieur " Conception des produits industriels " est amené à exercer son métier dans les domaines de la conception et de la définition des ensembles mécaniques, intégrés ou non dans un système pluri technique.

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Le métier du technicien supérieur Conception des Processus de Réalisation de Produits (CPRP)

1.1 La description du champ d'activité

Le titulaire du brevet de technicien supérieur " Conception des processus de réalisation de produits " est amené à exercer son métier dans les domaines de la réalisation de sous-ensembles mécaniques. C'est un spécialiste des procédés de production par enlèvement ou addition de matières. Concepteur des processus qui y sont associés, il intervient tout au long de la chaîne d'obtention (définition - industrialisation - réalisation, assemblage et contrôle) des éléments mécaniques constituant les sous-ensembles industriels, qu'il s'agisse de biens de consommation pour le grand public, de biens d'équipement pour les entreprises, d'outillages spécialisés ou d'ensembles mécaniques à haute valeur ajoutée.

1.2 Le contexte économique

1.2.1 La typologie des entreprises

Le titulaire d'un brevet de technicien supérieur " Conception des processus de réalisation de produits " s'insère dans des entreprises de taille variable, très petites entreprises (TPE), petites et moyennes entreprises (PME) et grandes entreprises. Les principaux secteurs d'activités économiques concernés sont :

- l'aéronautique ;
- le ferroviaire ;
- l'automobile ;
- le bâtiment ;
- l'énergie ;
- le médical ;
- ...

1.2.2 Les emplois concernés

Selon la taille de l'entreprise, le titulaire du brevet de technicien supérieur " Conception des processus de réalisation de produits " exerce tout ou partie de ses activités dans les différents services d'industrialisation et de production. Dans les grandes entreprises, il intervient sous l'autorité d'un responsable de service (méthode ou production), notamment dans le cadre de la définition des processus et de la réalisation d'un sous-ensemble. Au sein des PME, il peut être plus autonome et exercer des activités concernant à la fois la préparation, la réalisation et l'organisation.

Ces activités peuvent l'amener à évoluer vers des fonctions de chargé d'affaires, de responsable de projets, responsable de la fabrication en atelier, voire d'adjoint au dirigeant de l'entreprise. Il peut également envisager une reprise d'entreprise après une formation complémentaire en gestion et management.

Dans tous les cas, le métier s'exerce en relation avec de nombreux partenaires comme le donneur d'ordre ou les sous-traitants, et dans un cadre d'ingénierie collaborative avec :

- les concepteurs de produits dans la phase de pré industrialisation ;
- les spécialistes des procédés de première transformation (moulage, forgeage, injection plastique...), de traitements thermiques et de traitements de surfaces ;
- les constructeurs de machines et d'équipements de production (outils, outillages de production ...) ;
- les techniciens de l'automatisation et de l'informatisation, de la logistique et de la gestion, de la maintenance et de la qualité.

1.2.3 Types de productions

Le contexte professionnel du titulaire du brevet de technicien supérieur " Conception des processus de réalisation de produits " dépend de la nature des productions assurées par l'entreprise.

Dans le cadre des productions continues ou en séries renouvelables, il intervient au niveau :

- de la conception détaillée des sous-ensembles, ou pré industrialisation, en ingénierie collaborative (intégration, lors de la définition des produits, des contraintes technico-économiques induites par les procédés qu'il maîtrise) ;
- de l'industrialisation des sous-ensembles (conception des processus de fabrication et d'assemblage ainsi que des outillages associés) ;
- de la qualification des processus ;
- du lancement et du suivi des productions.

Pour les réalisations unitaires à forte valeur ajoutée, il coordonne les activités de la mise en production afin de réaliser des pièces ou des sous-ensembles conformes dans les délais les plus brefs et à moindre coût. Il intervient donc au niveau :

- du choix éventuel du procédé ;
- de la définition du processus général de réalisation ;
- de l'encadrement du(des) opérateur(s) de fabrication pour la réalisation et le contrôle ;
- de la vérification de la conformité du sous-ensemble.

1.2.4 Le domaine d'activités professionnelles

Au sein de son entreprise, ses activités consistent à :

- apporter une réponse technique et économique à une demande ;
- concevoir des processus de réalisation en intégrant toutes les contraintes techniques, économiques et environnementales ;
- préparer, lancer et optimiser la production d'un sous-ensemble ;
- gérer la réalisation d'un sous-ensemble ;
- encadrer des équipes ;
- collaborer avec des partenaires.

D'une manière transversale, le titulaire du brevet de technicien supérieur " Conception des processus de réalisation de produits " utilise l'outil informatique, respecte et fait respecter les réglementations et établit éventuellement des relations commerciales.

Il utilise l'informatique à des fins de communication, de conception technique (CAO, bibliothèques d'éléments standard, simulation des comportements et calculs), d'intégration dans le cadre de l'ingénierie collaborative (Project Data Management (PDM) ou Project Life Cycle Management (PLM)), d'élaboration des processus de production (simulation des processus, CFAO, bases de données métier) et d'exploitation de logiciels spécialisés (gestion de production, calcul de devis...).

Il est également un acteur de l'assurance qualité pour fiabiliser chaque étape du processus de la réalisation jusqu'à la livraison. Il connaît les fonctions qui ont une incidence sur la qualité du produit fini, il sait conduire des actions spécifiques (revues, contrôle, actions correctives...) et il sait rédiger et diffuser des procédures.

Il sait comprendre une demande rédigée en langue anglaise et peut dialoguer dans cette langue sur le plan technique avec un interlocuteur étranger.

Il est capable de rédiger et diffuser des notes en français, en interne et à l'externe à l'entreprise en respectant les procédures installées.

Le technicien supérieur reste vigilant et réactif en menant une veille réglementaire et normative pour les mettre en oeuvre rapidement dans les nouvelles réalisations.

Enfin, il sait entretenir une relation de partenariat bénéfique pour les clients de son entreprise en leur offrant une grande qualité de service, en répondant à leurs attentes et même en les anticipant.

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BTS Conception des Processus de Réalisation de Produits - CPRP

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Le titulaire du brevet de technicien supérieur " Conception des processus de réalisation de produits " est amené à exercer son métier dans les domaines de la réalisation de sous-ensembles mécaniques. C'est un spécialiste des procédés de production par enlèvement ou addition de matières.

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FLIP et ses collaborateurs chantent les paroles de chansons traduites en français par Google Translate.

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2º . What mechanisms can be used if I have to raise a piano to the 6th floor so it can enter through a window?

3º Explain the differences between a chain transmission system and a belt transmission system. Which advantages and inconveniences does each one have? Draw a picture of each.

4º Fill in the boxes of the steam machine picture.

5 Justify which of these machines are external combustion versus internal combustion machines.
a. Locomotive
b. Car
c. Pressure cooker

6º The crane seen below needs to lift a pallet of cement sacks which weight 5.000N. The counterweight is 10.000N and is located at the 5m mark on the tower. At what distance of the tower will the pallet be lifted so the structure does not suffer?

7. If I have a force of 500N, what weight am I able to transport with the cart drawn below?

8. Analyze the following mechanism systems and indicate with an arrow the direction that they turn and the element that turns most slowly.
9º Observe the following transmission system and answer:

a. What is the name of the system formed by 1 and 2?
b. What is the name of the system formed by 3 and 4?
c. If 1 turns to the right, indicate with an arrow the direction the other elements turn.
d. If 1 turns 6 times, how many times does 2 turn?
e. If 3 turns 1.5 r.p.m and measures 10 cm, what velocity does 4 have if it's diameter is 2 cm?
f. Calculate the transmission relationship between 1 and 4.
10º In what phases are the cylinders below? Admission, compression, explosion or escape?

11º Describe the differences between a car motor and a motorcycle motor.

12º Indicate the needed force in the following cases.
13 . In a transmission system formed by toothed wheels , the wheel , which has 20 teeth, makes 5 turns per minute and moves B, which has 100 teeth,
a. Draw a picture of the system.
b. At what speed does B move?
c. Which toothed wheel has the most force at it's axis?
14. If I want to push a car that weighs 8,000N up a hill that is 100m long and 1m high, can I do it with a pushing force of 300N?

1º a) To the left , b) Equilibrium , c) To the right , d) To the left , e) To the right , f) To the left
2º A block and tackle ( image on the left ) which is a system of two or more pulleys with a rope or cable threaded between them.

3º The chain transmission system uses chain and sprockets. The belt transmission system uses pulleys and belt. Benefits: greater efforts transmitting in chain and belt absorbs braking and acceleration without breaking. Disadvantage: The chain is more expensive and louder and the belt is more fragile.

4º Boiler, Oven, valve, piston, cylinder, valve, condenser, Rod / Crankshaft.

5º External Combustion: locomotive and pressure cooker, because the fuel is burned outside. Internal Combustion: car, because the fuel is burned inside the engine.

6º Applying the law of the lever and replacing: F · BF = R · BR → 5000 N · BF = 10 000 N · 5 m → BF = 10 m

7º Applying the law of the lever and replacing: F · BF = R · BR → 500 N · 1 m = R · 0,4 m → R = 1250 N . Therefore, we can carry 1250 N.

8º a) 2 rotates more slowly. 1 and 2 rotate in opposite directions. b) 3 rotates more slowly. 1 and 3 rotate in opposite directions to 2. c) 3 rotates more slowly. 1 and 3 rotate in opposite directions to 2. d) 1 rotates more slowly. 1 and 2 rotate in the same direction. e) 5 rotates more slowly. 1, 3, 4 and 5 rotate in opposite directions to 2.

9º a) chain drive system. b) belt drive system. c) All clockwise. d) Z1 · ω1 = Z2 · ω2 → 4 · 6 rpm = 16 · ω2 → ω2= 1,5 rpm

e) Φ3 · ω3 = Φ4 · ω4 → 10 cm · 1,5 rpm = 2 cm · ω4 → ω4 = 75 rpm f) r = ω4 / ω1 = 75 rpm / 6 rpm = 12,5

10º Compression and escape.
11º The difference is that the car engine is a four stroke motor , and the bike a two stroke motor .

12º a) 100 N. c) 3600 N. b) 200 N. d) 1000 N.
13º b.) Applies the equilibrium equation: ZA · ωA = ZB · ωB → 20 · 5 rpm = 100 · ωB → ωB = 1 rpm . c) The B, because it rotates more slowly.

14º In an inclined plane : F = R · a / b. Data: R = 8000 N, a = height = 1 m, b = distance travelled = 100 m. Therefore: F = 8000 · 1/100 = 80 N. Yes, because with a 80 N force is enough to tow the vehicle.

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Mechanism Exercises | Tecnología ESO en Ingles

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2º . What mechanisms can be used if I have to raise a piano to the 6th floor so it can enter through a window? 3º Explain the differences between a chain transmission system and a belt transmission system. Which advantages and inconveniences does each one have? Draw a picture of each.

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Fig 1
Extrusion:

Using this processing it is possible to produce a wide range of different forms of plastic, such as tubes, sheets and films, structural parts, etc. 1º Step: Plastic pellets are placed in a feed hopper which feeds into the system. 2º Step. A turning screw pushes the plastic into the barrel where heaters increase the temperature and a melted polymer is obtained. 3º Step. The melted plastic is forced through a shaping die. Depending on the particular shape of this element, a continuous shape is formed and pulled out of the extrusion machine. 4º Steep. Solidification by cooling

Injection molding

Plastics pellets flows, due to gravity, from the feed hopper onto a turning screw. It is converted into a melted plastic by the action of heaters situated along the barrel. The screw moves the molten plastic forward, forcing the plastic through a gate into the cooled mould. The mould is opened once the plastic has solidified and the piece is pushed from the mould by automatic ejector pins. After we get the manufactured piece, the mould is closed and clamped and the process begins again.

Compression molding

This is a similar process to extrusion. In compression moulding, plastics pellets, sometimes called moulding powder, are placed in the feed hopper and pushed to the gate by the action of the turning screw. It is heated and compressed while it passes through the barrel. After the gate, the molten charge is quickly transferred to a press where it is moulded while still hot. The part is removed after sufficient cooling.

Blow molding

Plastic grocery bags, bottles and similar items are made using this processing.As in compression processing, plastic pellets are melted and the plastic is forced through a gate into the blow pin camera. The plastic substance is expanded and cooled by being made to flow around a massive air bubble. After a few seconds, the mould is opened and the manufactured product is ready.

Vacuum forming
Fig 5
Vacuum forming is a popular deforming process. Vacuum forming works by removing air, thereby creating a partial vacuum underneath a soft and flexible thermoplastic sheet and allowing atmospheric pressure to push the plastic down onto a mould. Figure 5 shows a typical mould. The vacuum forming process may start with a 'blow' that stretches the plastic or it may be started by raising the mould, on the plate, to create a draping form. On some machines a combination of these processes is used. The aim is always to create a high definition outcome without any excessive thinning having taken place.

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Fig 1 Using this processing it is possible to produce a wide range of different forms of plastic, such as tubes, sheets and films, structural parts, etc. 1º Step: Plastic pellets are placed in a feed hopper which feeds into the system. 2º Step.

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Dictionnaire technique multilingue, Lexique - Techniques de l'Ingénieur

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L'outil de traduction des termes techniques et scientifiques multilingue de Techniques de l'Ingénieur.

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Any work or life situation that can result in injury, disease or death is a hazard. Check out how you rate on this Hazard IQ quiz.

We all know different workplaces have different hazards. A hazard may be a slippery door mat, the hot oil from a deep fryer or the toxic gossip in the office. Some hazards, such as moving vehicles, are so familiar that we sometimes ignore them and put ourselves-or others-at risk. The ability to recognize a hazard will help you avoid a serious accident or injury. If you're a young worker or new on the job, and under 25, your chances of getting hurt at work are higher than for more experienced workers.

Learn to recognize types of hazards

You can keep yourself and those around you safer when you recognize the 4 main types of hazards.

1. Physical hazards may involve equipment, machinery or tools. Loud noise levels or extreme heat and cold are also physical hazards. A roofer who uses a nail gun to fasten shingles all day, for example, may suffer from repetitive strain injury.

2. Biological hazards involve bacteria, viruses, insects, mould or plant materials. Tree planters, for example, may have an allergic reaction to plants, insects or fungi. Hospital workers may be exposed to certain viruses or bacteria.

3. Chemical hazards involve dust, fumes, vapours, gases or chemical mists. Examples include the powerful cleaners for ovens or toilet bowls or the chemicals used in a greenhouse.

4. Psychosocial hazards include violence, harassment or bullying, working conditions, stress, impairment or fatigue. Examples include bullying or working long or rotating shifts.

What's your Hazard IQ?

The ability to recognize a hazard will help you stay safe-at work or anywhere. Identify the type or types of hazard. Then check out your Hazard IQ.

1. A student bikes on a new trail. Even though they're not familiar with the steep terrain and sharp corners, they speed down the path.

2. Workers in an office complain of headaches, eye irritation and fatigue. Delivery vehicles idle by a vent, which draws air into the building.

Answers:

How did you do?

8-9 Awesome

6-7 Gearing up

4-5 At risk

0-3 At X-Treme risk. Try again.

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Occupational Health and Safety: Rate Your Hazard IQ - alis

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Any work or life situation that can result in injury, disease or death is a hazard. Check out how you rate on this Hazard IQ quiz. We all know different workplaces have different hazards. A hazard may be a slippery door mat, the hot oil from a deep fryer or the toxic gossip in the office.

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Safety Meeting Opener, Free Electrical Safety Video Clip | DuPont Sustainable Solutions

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Funny Safety Training Video, Perfect for Safety Meeting Openers | DuPont Sustainable Solutions

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Staying healthy and safe at work is important. No matter what your job, it is important to reduce your risks of injury and illness at work.

Here are some tips to help make your workplace safe.

Know your rights. Organisations such as WorkSafe Victoria or unions can offer information and advice on workplace safety issues.

Content Partner

This page has been produced in consultation with and approved by: Better Health Channel

Content on this website is provided for information purposes only. Information about a therapy, service, product or treatment does not in any way endorse or support such therapy, service, product or treatment and is not intended to replace advice from your doctor or other registered health professional. The information and materials contained on this website are not intended to constitute a comprehensive guide concerning all aspects of the therapy, product or treatment described on the website. All users are urged to always seek advice from a registered health care professional for diagnosis and answers to their medical questions and to ascertain whether the particular therapy, service, product or treatment described on the website is suitable in their circumstances. The State of Victoria and the Department of Health & Human Services shall not bear any liability for reliance by any user on the materials contained on this website.

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Staying healthy and safe at work is important. No matter what your job, it is important to reduce your risks of injury and illness at work. Here are some tips to help make your workplace safe. Know your rights. Organisations such as WorkSafe Victoria or unions can offer information and advice on workplace safety issues.

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Properties of Materials | Teaching Tips | PBS LearningMedia

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This media gallery includes a collection of four lessons from The Cat in the Hat Knows A Lot About That! that focus on different properties of materials that make them useful in our everyday lives-materials for building bridges, materials that sink or float, and materials that cause more or less friction.

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FICHE-TYPE POUR RENDRE COMPTE EN ANGLAIS

DE SON STAGE PROFESSIONNEL

En 2004, alors que je faisais passer l'oral d'anglais à une section de BTS Iris d'un lycée de la région parisienne, je me suis aperçu que les candidats récitaient tous plus ou moins la même leçon. Sur mon insistance, l'un d'entre eux me remit le texte de formules toutes faites qui leur avait été donné par leur professeur d'anglais. On le trouvera ci-dessous car il peut manifestement rendre de grands services aux candidats présents et à venir, en espérant que ces derniers se contenteront d'y puiser des éléments de rédaction et s'abstiendront de l'apprendre par cœur.

J'ai ajouté à cette fiche un petit vocabulaire français-anglais relatif au stage professionnel.

I - INTRODUCTION

▪ I did my internship with IBM in Paris (or in the Eastern/Western suburbs of Paris, etc.) during the summer 2003.
II - THE COMPANY
▪ The Company's facility is located in a highly industrialized/residential area close to... .

▪ The Company employs 200 staff; among them 25 are part-time employed / have part-time jobs.

▪ The unit where I worked specializes in
- developing software packages
- designing new computer hardware/equipment
- developing new computer technology, etc.

▪ The company has connections/branches nationwide/worldwide.

▪ Every year, the company recruits a certain number of trainees to help students to get / acquire a larger professionnal experience, but also to take advantage of new talents and to maintain/keep a close contact/link with the world of education / the educational community.

III - ACTIVITIES

▪ Basically, as a trainee, I learned how to
- operate new machinery
- set up a new computer system/network
- implement new computer technologies
- develop new computer tools, etc.

▪ Of course, in the 1st week, I was given a tour of the facility to know my way around and understand the activities and strategies of the company. Thus I was given an introduction to the work with the company.

▪ After that, and despite the existence of several departments, I was primarly posted in / appointed to the department responsible for /dedicated to / in charge of the design of... (or I did my internship primarily in the programming department).

▪ My internship mainly consisted in
- analyzing data
- collecting information/data
- using a new device to...

▪ We worked in groups of 2/3/4 and my tutor helped me to...

IV - PERSONAL IMPRESSIONS

▪ I found the experience useful because
- I applied the things I had learned in the classroom in a real-world setting.
- It helped me to define my personal and professional future/project.

▪ Although I learned several useful skills during my internship, I wish I could have seen other parts of the company / I wish I could have spent more time working on new technologies / I wish I could have spent more time on the premises in order to see the results of my work.

V - CONCLUSION

▪ In the end, it was a valuable experience because I gained professional expertise / work experience in my particular career field.

▪ What I appreciated most was the atmosphere of trust/confidence and respect between the management and the employees.

▪ I would recommend working at IBM to anyone interested in the development of new computer tools / in computer research, etc.

ANNEXE : LE VOCABULAIRE RELATIF AU STAGE PROFESSIONNEL

un stage professionnel

a work (experience) placement (brit.) / an internship (amér.)

chercher un stage

to look for a work placement (brit.) / an internship (amér.)

un rapport de stage

a work experience report (brit.) / an internship report (amér.)

une soutenance de rapport devant un jury

a viva (brit.) / a defense (amér.) in front of a board of examiners

un stagiaire

a trainee (brit.) / an intern (amér.)

© Christian Lassure - English For Techies

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FICHE-TYPE POUR RENDRE COMPTE EN ANGLAIS DE SON STAGE PROFESSIONNEL

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FICHE-TYPE POUR RENDRE COMPTE EN ANGLAIS DE SON STAGE PROFESSIONNEL En 2004, alors que je faisais passer l'oral d'anglais à une section de BTS Iris d'un lycée de la région parisienne, je me suis aperçu que les candidats récitaient tous plus ou moins la même leçon.

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Sites de ressources audio et vidéo pour les BTS industriels - Anglais Aix-Marseille

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http://dir.yahoo.com/Science/News_and_Media/ PORTAIL POUR TOUTES SORTES DE SITES SCIENTIFIQUES (certains liens ne marchent pas >> (...)

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Injection Moulding

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ORAL: Mettre en relation les 3 documents

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ORAL: Mettre en relation les 3 documents

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Plastics are in products we use every day that help keep us safe. They are in bicycle helmets, child safety seats, and automotive airbags that protect us and the cell phones that connect us. Plastics also help keep the foods we eat and serve to our families safer and fresher than ever before.

Strong, lightweight plastics enable us to live better while contributing to sustainability in many ways-all of which stem from plastics' ability to help us do more with less.

Plastics help us protect the environment by reducing waste, lowering greenhouse gas emissions, and saving energy at home, at work, and on the road. Plastic packaging helps to dramatically extend the shelf life of fresh foods and beverages while allowing us to ship more product with less packaging material-reducing both food and packaging waste.

Plastic insulation, sealants, and other building products are making our homes significantly more energy efficient, while reducing costs for heating and cooling. And lightweight plastics in cars can dramatically increase miles per gallon, saving drivers money at the pump.

Plastics not only help doctors save lives, they protect our loved ones at home, on the road, on the job and at play. And these advanced materials are helping make health care more affordable.

17.5 Billion pounds of waste potentially diverted from landfills annually as result of announced investments in advanced recycling since 2017

10% Reduction in vehicle weight can result in a 6% - 8% increase in that vehicle's fuel economy, according to the Department of Energy.

Explore Chemistries Critical to Plastics

Chemistry in Everyday Products

Related Policies & Regulations

5 Actions Congress Can Take to Accelerate A Circular Economy

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Privacy Policy - Terms & Conditions

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Plastics are in products we use every day that help keep us safe. They are in bicycle helmets, child safety seats, and automotive airbags that protect us and the cell phones that connect us. Plastics also help keep the foods we eat and serve to our families safer and fresher than ever before.

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How to make a professional presentation ?

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How to make a professional presentation ?

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Engineering Mechanics by Experiment, Analysis and Design

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Engineering Mechanics by Experiment, Analysis and Design

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Engineering Mechanics by Experiment, Analysis and Design

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Week 1

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FICHE-TYPE POUR RENDRE COMPTE EN ANGLAIS

DE SON STAGE PROFESSIONNEL

En 2004, alors que je faisais passer l'oral d'anglais à une section de BTS Iris d'un lycée de la région parisienne, je me suis aperçu que les candidats récitaient tous plus ou moins la même leçon. Sur mon insistance, l'un d'entre eux me remit le texte de formules toutes faites qui leur avait été donné par leur professeur d'anglais. On le trouvera ci-dessous car il peut manifestement rendre de grands services aux candidats présents et à venir, en espérant que ces derniers se contenteront d'y puiser des éléments de rédaction et s'abstiendront de l'apprendre par cœur.

J'ai ajouté à cette fiche un petit vocabulaire français-anglais relatif au stage professionnel.

I - INTRODUCTION

▪ I did my internship with IBM in Paris (or in the Eastern/Western suburbs of Paris, etc.) during the summer 2003.
II - THE COMPANY
▪ The Company's facility is located in a highly industrialized/residential area close to... .

▪ The Company employs 200 staff; among them 25 are part-time employed / have part-time jobs.

▪ The unit where I worked specializes in
- developing software packages
- designing new computer hardware/equipment
- developing new computer technology, etc.

▪ The company has connections/branches nationwide/worldwide.

▪ Every year, the company recruits a certain number of trainees to help students to get / acquire a larger professionnal experience, but also to take advantage of new talents and to maintain/keep a close contact/link with the world of education / the educational community.

III - ACTIVITIES

▪ Basically, as a trainee, I learned how to
- operate new machinery
- set up a new computer system/network
- implement new computer technologies
- develop new computer tools, etc.

▪ Of course, in the 1st week, I was given a tour of the facility to know my way around and understand the activities and strategies of the company. Thus I was given an introduction to the work with the company.

▪ After that, and despite the existence of several departments, I was primarly posted in / appointed to the department responsible for /dedicated to / in charge of the design of... (or I did my internship primarily in the programming department).

▪ My internship mainly consisted in
- analyzing data
- collecting information/data
- using a new device to...

▪ We worked in groups of 2/3/4 and my tutor helped me to...

IV - PERSONAL IMPRESSIONS

▪ I found the experience useful because
- I applied the things I had learned in the classroom in a real-world setting.
- It helped me to define my personal and professional future/project.

▪ Although I learned several useful skills during my internship, I wish I could have seen other parts of the company / I wish I could have spent more time working on new technologies / I wish I could have spent more time on the premises in order to see the results of my work.

V - CONCLUSION

▪ In the end, it was a valuable experience because I gained professional expertise / work experience in my particular career field.

▪ What I appreciated most was the atmosphere of trust/confidence and respect between the management and the employees.

▪ I would recommend working at IBM to anyone interested in the development of new computer tools / in computer research, etc.

ANNEXE : LE VOCABULAIRE RELATIF AU STAGE PROFESSIONNEL

un stage professionnel

a work (experience) placement (brit.) / an internship (amér.)

chercher un stage

to look for a work placement (brit.) / an internship (amér.)

un rapport de stage

a work experience report (brit.) / an internship report (amér.)

une soutenance de rapport devant un jury

a viva (brit.) / a defense (amér.) in front of a board of examiners

un stagiaire

a trainee (brit.) / an intern (amér.)

© Christian Lassure - English For Techies

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FICHE-TYPE POUR RENDRE COMPTE EN ANGLAIS DE SON STAGE PROFESSIONNEL

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FICHE-TYPE POUR RENDRE COMPTE EN ANGLAIS DE SON STAGE PROFESSIONNEL En 2004, alors que je faisais passer l'oral d'anglais à une section de BTS Iris d'un lycée de la région parisienne, je me suis aperçu que les candidats récitaient tous plus ou moins la même leçon.

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How to talk about technical characteristics?

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How to talk about technical characteristics?

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European Centre for the Development of Vocational Training